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An Introduction to Antioch College | 3
Antioch College –
2023-2024 Curriculum Catalog
An Introduction to Antioch College (p. 4)
Interdisciplinary Focuses (p. 10)
Academic Divisions (p. 8)
Cooperative Education Program (p. 11)
Hallmarks of an Antioch College Education (p. 6)
Academics Requirements and Study Options (p. 15)
Learning Hubs (p. 77)
Pre-Professional Advising (p. 79)
College Resources (p. 81)
Courses (p. 85)
Academic Policies and Regulations (p. 23)
General Information (p. 136)
Register of Officers (p.
138)
Appendix (p. 144)
Copyright © 2023
ANTIOCH COLLEGE
One Morgan Place
Yellow Springs, OH 45387
All rights reserved
Published: September 2023
4| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
We live in a world where our everyday lives are directly
impacted by complex social and ecological problems.
Antioch College is a platform that empowers students to
take on 21st century challenges by breaking down the
barrier between academic knowledge and real-world
experiences.
An innovator in higher education for over 170 years,
Antioch is at the forefront of individualized study and
experiential learning. Antioch students pursue their
passions through dynamic Self-Designed Majors that that
draw on multiple academic disciplines. Our renowned
Cooperative Education program has placed students in
over 1,200 credit-bearing work experiences in the United
States and 35 countries around the world. The Antioch
experience culminates with a celebration of Senior
Capstone Projects – original student works inspired by
their Self-Designed Majors.
Social justice, environmental sustainability, and
democratic community governance are at the heart of the
College. Through the Coretta Scott King Center for
Cultural and Intellectual Freedom, students connect with
the social movements leading the fight for equality and
justice. Antioch boasts a Silver rating in sustainability from
the AASHE Stars program and holds a strategic
partnership with the Glen Helen Nature Preserve – a living
laboratory for environmental studies. Antioch’s
Community Council brings students, faculty, and staff
together to improve life on campus and insure all voices
are heard.
Antioch’s general education and academic programs
include courses in the arts, humanities, sciences, and social
sciences. The curriculum supports pre-professional
pathways in the biomedical sciences and psychology. After
graduation, Antioch students go on to pursue graduate
study or leverage their knowledge and work experiences to
launch their careers.
Since its founding in 1850, Antioch College has been
guided by the words of its first president, the celebrated
educator Horace Mann, who told its first graduating class:
“Be ashamed to die until you have won some victory for
humanity.” Our future may be full of uncertainties. What is
certain is that Antioch students will be shaping that future
for the betterment of all. Change
Mission
The mission of Antioch College is to provide a rigorous
liberal arts education on the belief that scholarship and life
experience are strengthened when linked, that diversity in
all its manifestations is a fundamental component of
excellence in education, and that authentic social and
community engagement is vital for those who strive to win
victories for humanity.
Accreditation and Authorization
Antioch College is accredited by the Higher Learning
Commission.
Antioch College is authorized by the Ohio Department of
Higher Education to award Bachelor of Arts and Bachelor
of Science degrees.
Antioch College is a member of the Great Lakes Colleges
Association (GLCA), a consortium of thirteen private
liberal arts colleges located in Indiana, Michigan,
Pennsylvania, and Ohio. The GLCA also manages the
Global Liberal Arts Alliance (GLAA), which is an
organization of 29 liberal arts colleges and universities,
located in 17 nations, whose purpose is to strengthen
education in the tradition of the liberal arts through the
exchange of experience and the development of mutually
beneficial programs.
Antioch College is no longer affiliated with Antioch
University.
The Antioch College Community
The Antioch College Community is defined as students,
staff, and faculty currently enrolled in or employed at the
college. Together we work to fulfill our mission and live
our vision every day both inside and outside the classroom.
Antioch College attracts students from throughout the
United States, including Ohio, New York, California,
Texas, Pennsylvania, Colorado, Illinois, Kentucky, Maine,
New Mexico, North Carolina, Oregon, Virginia,
Wisconsin, and Florida. Most students who attend Antioch
College complete rigorous secondary education, including
International Baccalaureate, Advanced Placement, and
honors programs.
Our students are National Merit Scholar finalists and
An Introduction to Antioch College
An Introduction to Antioch College | 5
semifinalists, accomplished artists, and serious scholars.
Many students who come to Antioch College have
completed some college coursework, spent some time
studying or traveling abroad, or speak at least one foreign
language. The College is proud of its record of recruiting
students from a wide variety of backgrounds, orientations,
and interests.
A large number of students have done work in
sustainability. Their biographies include stints farming in
developing countries, working in agriculture and
biodiversity, village construction and environmental
conservation in Central America and South America, and
organic farming in South America. Their academic
interests are also wide ranging and interdisciplinary.
Through engagement with all aspects of campus life,
students have the opportunity to practice deliberative
action, intercultural awareness, social engagement, and
strategies of sustainability. This learning is linked in a
holistic way to classroom study, cooperative education,
and community experience.
Like the students at Antioch College, faculty and staff
represent diverse backgrounds, interests, and fields of
study. Within the faculty there are practicing artists and
scholars representing cutting edge work in diverse
disciplines. Students and faculty interact both in and out of
the classroom; in project based learning, in the dining hall
over shared meals, through the advising process, and at our
weekly Community Meetings. These opportunities for
conversation outside of the formal conventions of the
classroom create opportunities for all members of the
community to learn from one another.
The staff and faculty at Antioch are comprised of
nationally searched tenure-track professors and
administrators, Yellow Springs community members, and
past college employees who bring a rich and nuanced
understanding of our enterprise. Legacy and history are
important, as we forge a new Antioch College that meets
the needs of today’s diverse student body.
Honor Code
Our shared life at Antioch College is guided by respect for
the Honor Code, which asserts that all social and academic
relationships be shaped by mutual trust and respect. By
virtue of being a member of the Antioch community, each
of us agrees to become familiar with and respect the Honor
Code, which reads as follows:
Antioch College is a community dedicated to the search for
truth, the development of individual potential, and the
pursuit of social justice. In order to fulfill our objectives,
freedom must be matched by responsibility. As a member
of the Antioch College community, I affirm that I will be
honest and respectful in all my relationships, and I will
advance these standards of behavior in others.
Governance
Governance still plays a vital educational role at Antioch
College. As a “laboratory for democracy,” Antioch College
seeks to provide students with an unusually holistic and
rewarding learning experience through ongoing
participation in shared governance and other aspects of
student life. This active participation in community can not
only foster an accelerated maturation process as students
learn to take on increasing responsibility for their
surroundings, but also empowers students with the vision
and skills necessary to affect important change in the
world.
Community Council is the legislative body of Community
Government. It is comprised of two faculty, two staff and
four student members, elected at large and by constituent
vote. There is also a Council President, usually a student,
elected at large. Community Council sets the agenda for
Community Meeting and works closely with the Office of
Student Life. Community members participate
democratically by electing their Community Council
members, serving on committees and task forces, attending
weekly Community Meetings and proposing and revising
policies.
Independent Groups are created by community members to
focus on particular interests and can request funding for
their activities through Community Government.
Independent Groups have included Queer Center, Prison
Justice, and C-Shop among others. The creation of an
Independent Group can occur during any term and is done
through a proposal process. (For constitution, by-laws and
more information on Community Government, see the
Antioch College Student Handbook.)
6| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
The core feature of an Antioch College education is the
attention that is paid to each student’s personal and
academic growth. We commit ourselves to quality teaching
and value the close relationships that come out of sustained
dialogue in small group settings. The faculty, staff, and
administrators of the College are all partners in every
student’s journey to graduation.
At Antioch College, leadership and communication skills
are built through involvement in creative projects,
participation in decision-making, and engagement with the
broader community. Students also learn the habits and
skills necessary for success in the workplace through our
dynamic cooperative education program.
The Antioch College curriculum is designed to enable
students to own their educations: to take charge of their
educational journeys, by designing their own majors and
capstone project. Our curriculum is also designed to create
students who are capable of navigating across the
boundaries of language and culture, who can engage
effectively in the world of work, and who commit
themselves to a life of inspired curiosity. The expectation
is that our students will be effective citizens prepared to act
on global concerns as well as engage locally.
Our legacy stretches back 160 years. What is entrusted to
us is an institution renowned for making “a profound
difference” in the lives of young people—of creating
“effective adults,” as Loren Pope wrote in Colleges That
Change Lives.
The Liberal Arts at Antioch College
Antioch College recognizes that the future is intersectional
and that many disciplines and skills will need to be
blended in creating solutions. In our curriculum, students
design their own pathways to the Bachelor of Arts and
Bachelor of Science degrees through our five
interdisciplinary focus areas.
Our curriculum is built on four academic divisions—the
Arts, Humanities, Sciences, and Social Sciences—and is
composed of general education coursework, the
Cooperative Education Program and related courses, a
proficiency-based foreign language requirement, major-
related coursework, and additional curricular and co-
curricular experiences.
Antioch faculty members offer courses in a range of
academic disciplines, including but not limited to:
Anthropology History Physics
Arts Literature Psychology
Biology Mathematics Sciences
Chemistry Media Arts Sculpture and
Installation
English
Composition
Political
Economy
Spanish
Environmental
Science
Performance Social Sciences
French Philosophy Visual Arts
Experiential Learning
Antioch graduates are prepared with the knowledge and
skills to be effective in the world through classroom
learning, experiential education, and deep engagement with
the community. Our students come to college not to retreat
but rather to engage with the world. They do that here in
Yellow Springs, in diverse communities across the
country, and around the world. Our experiential education
program features independent work experience or co-op
(some of which is related to a student’s major), embedded
education, and cross-cultural and linguistic immersion
experiences.
Liberal Arts Learning Outcomes
(LALOs)
Knowledge and Inquiry
• Demonstrated understanding of and practical
experience with concepts and modes of inquiry
essential to the liberal arts and the disciplines that
explore the natural, social, and cultural realms.
• Achieve depth in one or more areas of concentration.
Skill and Innovation
• Demonstrated ability to problem-solve, create, and
innovate, both independently and collaboratively, in a
range of fields, workplaces, technology, and media.
• Demonstrated ability to use analytic, communication,
quantitative, and information skills effectively.
Hallmarks of an Antioch College Education
Hallmarks of an Antioch College Education | 7
Critical Thinking
• Demonstrated ability to evaluate knowledge and
evidence in a comprehensive and rational manner and
t
o analyze, construct, and criticize arguments.
• Demonstrated ability to utilize different means of
analysis and presentation of ideas including: reading,
writing, oral presentation, visual interpretation and
analysis, qualitative and quantitative analysis, and
experiment.
Intercultural Effectiveness
• Demonstrated knowledge of cultures and cultural
practices (one’s own and others’); complex cognitive
and communication skills for decision-making across
cultural contexts; social skills to function effectively
and respectfully in diverse groups; and personal
attributes that include flexibility and openness to new
ideas.
Social Engagement
• Demonstrated ability to engage as an
active#x2028citizen in ethical and civil dialogue
within a participatory, multicultural society
concerned with the care of the planet’s environment
and all that resides within it.
Deliberative Action
• Demonstrated capacity to adapt knowledge, skills,
and responsibilities to new settings and challenges
and to reflect on the personal and social significan
ce
of
learning as a guide toward a purposeful future.
Written, Oral, and Quantitative Communication
• Written communication ability that demonstrates
development and effective expression of ideas an
d
a
rguments in writing. It involves learning how to
work in a variety of genres and styles. Written
communication skills and abilities develop through
iterative experiences across the curriculum.
• Oral communication ability that demonstrates
prepared and purposeful presentations designed to
enhance knowledge, foster understanding, or promote
changes in the listeners’ attitudes, values, beliefs, or
behaviors.
• Quantitative communication ability that demonstrates
effective understanding and use of numerical and
graphical information.
8| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
The Arts
Students in the Arts at Antioch are makers! From
foundations to senior projects, they are engaged in creating
works in media (documentary and animation), visual arts
(2D and 3D) and performance (experimental theatre and
performance art), which are provocative, relevant,
beautiful, and innovative. Students also actively engage in
making change. They see the potential for art as an
important social practice that moves the audience to think
differently, feel with others, and find new ways of living.
Faculty members in the Arts Division are
practitioner/scholars, active in their fields. They recognize
the complex ways that artistic mediums and discourses
converge, complement and resonate with each other in
communities of artistic practice and social activism. The
lines between disciplines blur as students create
installations that incorporate performance, animations
made from drawings, sculptures that are performed, and
media that is whimsical as well as real world.
In addition to studios and classrooms, the Arts Division
takes full advantage of the curricular resources available on
campus and off, including prestigious arts co-op
opportunities at Creative Time, The Kitchen in NYC,
Fraenkel Gallery in San Francisco, Ken Burns’s
documentary studio, Chicago Public Radio, Boston
Museum of Fine Arts, Denver Open Media, Children After
School Arts Program, and Mujeres des Artes Tomar in
Buenos Aires. On the Antioch campus, students are
fortunate to have access to Antioch’s own WYSO—an
NPR affiliated radio station renowned for excellent
journalism, original programming and community
engagement— giving students myriad opportunities for
practical professional experience through the Miller
Fellowship program, the Community Voices courses and
beyond. Additionally, students interact with regional and
national artists within the beautiful Herndon Gallery and
the Foundry Theater main stage and experimental theater
spaces. Curriculum lives within these spaces where
students are encouraged to put their theoretical
investigations and personal practice to work.
At the end of four years, students design and create a
personal culmination of their work here at Antioch; a
senior project. These projects are shared with the public
and are always interesting and often amazing!
The Humanities
The Humanities Division at Antioch values the diversity of
histories and stories, ideas, and questions. We engage
globally and locally, interrogating the boundaries of
traditional canons, seeking to engage traditions beyond
divisions of North and South, East and West. We cross
borders and examine boundaries. We believe that the study
of History, Literature, and Philosophy opens us to worlds
of human experiences and provides us with a better
understanding of ourselves and our world, its past and
future, and our place within.
The Humanities Division seeks to provide students with a
solid grounding in historical knowledge, clear writing, and
clear thinking in order to enable students with the means to
do the creative and intellectual work they love. Within the
Humanities Division, students have done independent
research-based and creative projects on a multitude of
topics, including Turkish immigrant communities in
Dayton; racial discrimination in housing; Chicana feminist
literature; rural trans poetry; Books to Prisons projects and
the Dayton Correctional Institute; Marxist philosophy; the
thought of Walter Benjamin; and a comparative study of
Hannah Arendt, Saul Alinsky, and Aristotle.
While the Humanities Division emphasizes texts and
contexts, we also seek to conjoin knowledge and action
and to connect ideas and experiences. Examples of this
include students leading community reading groups at the
public library; classes that link the study of the Yoga
Sutras to yoga practice at the Wellness Center; activities
that integrate the Antioch Farm into the study of
philosophy, history, and literature; and participation in the
historic 50th Anniversary of the Freedom Summer in
Mississippi. Humanities students’ co-op experiences—like
studying at the Zen Center in Colorado, teaching at the
Arthur Morgan School in North Carolina, or serving as a
researcher for ESL and immigrant issues in the Dayton
Public Schools—are deeply linked to the academic projects
that they choose to undertake; reciprocally, the coursework
that Humanities majors engage with at Antioch makes
them articulate, informed, and valuable assets for the
organizations that they work for.
The Sciences
The Science Division at Antioch College offers a
curriculum through which students learn foundational
Academic Divisions
Academic Divisions | 9
concepts of science in a setting that blends experiential
learning, intellectual rigor, and transferable technical skills.
Our programs feature small classes and newly renovated
labs, with lots of faculty interaction and opportunities to
investigate new areas of interest. Antioch Science students
learn the tools of the trade of Science: how to make
systematic observations, develop hypothesis-driven
questions, investigate and critique relevant literature, write
research project proposals, and complete a wide variety of
projects using on- and off-campus resources.
The Science experience at Antioch is strengthened by
outstanding co-operative education opportunities that allow
students to apply what they’ve learned in the classroom to
the “real world”, and to bring those co-op experiences back
to campus to inform their academic programs. Simply put,
well-chosen science co-op experiences can accelerate
student success in transformative ways. Science co-op jobs
are diverse and interesting opportunities for student
learning and growth, for example: interning at the City of
Dayton Water Quality Lab, working as a Marine Educator
at the ForFar Field Station in the Bahamas, interning in
various doctor’s offices and medical colleges, and working
as a veterinary assistant rehabilitating injured animals.
Our programs encourage students to connect with their
passions through independent work that builds on a strong
foundation of courses. One hundred percent of our full-
time faculty have terminal degrees in their fields, and many
of them work with students to offer Independent Studies
(SCI 299) and Independent Research courses (SCI
297/397), so that students can work to pursue topics in
greater depth. We have outstanding assets used by faculty
in students for teaching and research, such as Glen Helen
Nature Preserve, The Antioch Farm, renewable energy
systems (1 MW solar array and geothermal field), and
well-supplied laboratory, field equipment, and computer
labs.
Senior Science Research Projects reflect the diverse
interests and abilities of our students. The Division is
committed to supporting student work by providing
opportunities to fund student projects. We proudly
celebrate the achievements of our Science majors with a
public research forum, and encourage sharing project
outcomes with the public as well.
The Social Sciences
The social sciences at Antioch College encompass three
fields of study: cultural anthropology, political economy,
and psychology. An energetic teaching faculty invites
students to develop critical, comprehensive, and
interdisciplinary perspectives on the nature of society,
human experience and behavior, interpersonal
relationships, and power relations. Using a variety of
methodologies and modes of inquiry, these fields focus on
the interplay between self and other, individual and
society, micro and macro levels of analysis, and theory and
practice.
Social Science majors apply what they learn in the
classroom through experiential education opportunities
ranging from the highly regarded Prison Justice practicum,
to day trips exploring urban development in Cincinnati, to
designing, implementing and evaluating campaigns to
increase sustainable behavior on campus. Social science
students actively practice what they learn in the classroom
through rewarding co-op experiences domestically and
around the world.
Recent co-ops included: The White House, Office of
Presidential Correspondence (Washington, D.C.), Casa
Juan Diego Immigrant Services (Houston, TX), Paralegal
Assistant, Outten and Golden (NYC), Civil Rights
paralegal (Chicago), Tea Farm Ethnographer (Wazuka,
Japan), Clinical Assistant, Hollywood Detox Center (L.A.),
Humanize not Militarize intern, American Friends Service
Committee (Chicago), Researcher, GLCA Library of
Congress Research Initiative (Washington, D.C.), and
Community Development intern, La Isla Foundation
(Nicaragua).
Through these applied theory experiences, students leave
Antioch ready to lead their generation in taking on the
major challenges facing humanity in the twenty-first
century.
10| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Antioch College students design their own academic
pathway through one of five interdisciplinary focuses.
Culture, Power, and Change
Culture, Power, and Change is an interdisciplinary focus
that engages with historical foundations and social
functions of power in contemporary culture. Courses in
this area center on how systems of power are built,
reinforced, and operationalized through cultural practices
and production. Culture is contested, always changing, and
interconnected with ideologies of race, class, sexuality,
gender, ethnicity, geopolitical borders, and so on. This
focus provides strong preparation for careers in many areas
including LGBTQ+ and racial justice advocacy, nonprofit
leadership, education, and law.
Global Studies and Engagement
The Global Studies and Engagement focus is premised on
the recognition that we inhabit an interconnected world
where the pressing political, economic, social, and
ecological issues of our times take place across national
boundaries at a global scale. The focus equips students
with an interdisciplinary understanding of global activities
and processes across time and space, while developing the
intellectual knowledge and practical skills necessary for
cross-cultural engagement abroad. It provides strong
preparation for postgraduate studies in a range of globally-
oriented academic programs, or careers in international
organizations, nonprofits and businesses, government, and
education.
Interdisciplinary Arts and Creative
Practice
Interdisciplinary Arts and Creative Practice prepares
students to become cultural workers situated in the visual,
media, and performance arts, and the expanded field of
socially-engaged inquiry. Students will understand the
processes and develop the techniques of producing artistic
works and cultural materials, while applying the
knowledge, skills, and methods learned from studies in the
humanities, sciences, and social sciences. Classes
incorporate progressive educational philosophies and
radical democratic theory to foster deep collaboration in
artistic production. Students will understand the theoretical
and cultural context in which art is produced and how it is
inextricably linked with our lived experiences, histories,
places, and communities.
Social Enterprise and Social
Innovation
Social Enterprise and Social Innovation examines the
diversity of economic activity taking place within and
beyond the business world, while highlighting the
enterprises and innovations that promote values like
democratic governance, social equality, and ecological
sustainability. Students explore case studies and histories
of social enterprises and worker cooperatives, gain
practical skills in business planning and accounting, and
envision how our political-economic institutions, policies
and technologies might be reconfigured to address
emergent and longstanding social and environmental
problems. Students pursuing this focus will be prepared to
enter careers in purpose-driven business, entrepreneurship,
and non-profit leadership, as well as graduate programs in
fields like political economy, business history, and critical
management studies.
Sustainability and the Environment
Sustainability and the Environment examines
environmental change from an interdisciplinary
perspective, with an eye towards the development of
sustainable socio-ecological systems. Students create and
evaluate evidence across a range of scientific fields,
analyze debates in environmental ethics and ecological
justice movements, study the causes and effects of socio-
ecological crises, trace how power functions through food
and agricultural systems, and envision how human and
nonhuman biological processes would thrive in a better,
regenerated, and sustainable world. Students graduating
with this focus will be prepared to begin careers in areas
like environmental science, land management,
environmental reporting, or environmental nonprofits. This
focus also prepares students for graduate programs in
fields like ecology, environmental science, political
ecology, and more.
Interdisciplinary Focuses
Cooperative Education Program| 11
Antioch College promotes meaningful engagement with
the world through intentional linkages between campus-
centered and field-based experiential learning. For nearly a
century, a central component of the College’s progressive
education model has been its flagship Cooperative
Education (Co-Op) Program, which enables students to
gain experience and construct purposeful pathways into
their careers. Antioch students spend up to a third of their
undergraduate program–a minimum of three academic
terms–engaged full-time with partner organizations
generally off campus, where they have the opportunity to
distinguish themselves through creativity, commitment,
and hard work.
By linking the life of the mind with professional
communities of practice, Co-Op animates a unique liberal
arts curriculum that positions students to take action and
apply themselves to some of the world’s most pressing
problems. Not only do Antioch students graduate with an
outstanding education, an impressive resume, and
compelling stories of co-op adventure in distant locales,
they gain exposure to innovative workplaces and discover
their unique talents. Through sustained involvement with
co-op partners off campus, students learn to navigate
complex environments, advocate for themselves,
experiment with ideas, and learn new tools to affect change
in a variety of challenging settings.
At the core of the co-op experience is professional
engagement–meaningful work in diverse contexts where
students generally can expect reasonable compensation for
their contributions. During co-op terms, students take on a
fulltime job, research project, fieldwork assignment, a
period of creative practice, or other professional
development opportunity for a minimum of thirty hours
per week throughout the duration of an eleven-week
quarter.
The College’s emphasis on students’ ownership of their
education allows for the integration of co-op experiences
and self-designed majors. Although paid employment has
been Co-Op’s stock-in-trade since the introduction of the
cooperative model at Antioch in 1921, the program has
responded to students’ aspirations for self-directed learning
by maintaining a broad conception of the experience since
at least the late 1950s. The co-op faculty recognizes that a
significant number of students hope to use one or more of
their co-op terms to pursue entrepreneurial opportunities
with start-up firms, conduct research related to their
majors, engage in artistic productions, position themselves
for graduate study through special projects, or experiment
with their own professional pursuits. It also understands
that some students are interested in proposing a co-op job
of their own design in order to realize their unique
ambitions, take advantage of special opportunities, or
simply develop a stronger sense of their own agency.
Co-Op Advising
The co-op faculty takes an individualized approach to
helping students consider their various options and pursue
the opportunities they hope to attain. Each student is
assigned a co-op advisor who meets with them one-on-one
throughout their time at Antioch. They also work together
as a team to support students, promote strategic skill
development, and effectively communicate with partner
organizations off-campus. Co-Op advisors listen to
students’ aspirations as they endeavor to gain traction in
their careers and help them understand their abilities. They
also work together as a team to support students, promote
strategic skill development, develop partnerships, and
effectively communicate with organizations off-campus.
Although it is ultimately up to an employer to decide
whether or not they can offer a position, students benefit
from the support of a professional team of educators who
are actively engaged in a variety of fields and are
continually seeking opportunities for students.
Students who are interested in a given experience are
advised to prepare a cover letter and résumé for the
sponsoring organization or employer if they meet the
minimum qualifications required. co-op advisors help
students develop their application materials, establish
communications with the employer, provide
recommendations if appropriate, and coach students on
how best to prepare for the interview process. Most
employers require a phone, video-link, or in-person
interview with the applicant before making a hiring
decision. Timely planning and prompt follow-up on
communications at this stage is essential as students must
present themselves well in order to secure a co-op
opportunity.
Over the course of four years, co-op Advisors help
students position themselves for progressively challenging
co-op opportunities. They offer focused coursework and
support students’ involvement in research efforts,
interdisciplinary projects, and various community
initiatives. Co-Op faculty members also assist students
with the development of long-term strategies so that they
Cooperative Education Program
12| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
can steer themselves toward the career opportunities,
graduate schools, or involvement with the communities of
practice in which they hope to engage as they prepare for
post-baccalaureate life.
Standard Study/Work Sequence
Fall
Term
N-D
Block
Winter
Term
Spring
Term
J-A
Block
Year
1
study study work
Year
2
study work study
Year
3
study* study* study*
Year
4
work study study
*Students may choose a work term instead of a study term,
or a study term instead of a work term by submitting a
“Sequence Flex Term Notification” form to the Registrar.
Cooperative Education Courses
Our era is being shaped by massive demographic,
economic, linguistic, and digital disruptions that are
challenging long-held assumptions about the employment
landscape of the 21
st Century. To lead lives of significance
and service in this emerging world, students must develop
different skills and capacities than those of previous
generations. Beyond the deep content knowledge that has
always been central to Antioch’s rigorous liberal arts
approach, co-op students are encouraged to develop robust
collaborative, cross-cultural, and interdisciplinary
capacities in order to effectively respond to challenges
affecting communities at home and abroad.
The Cooperative Education experience is underpinned by
required co-op coursework, which ensures that student
action in the field is coupled with reflection in order to
promote critical awareness of social circumstances and to
maximize the potential for transformation. Co-Op courses
lead students to take stock of the skills they are developing
and consider how their abilities may be put to use in
addressing complex issues in other contexts. They also
give serious attention to the disciplinary interests of our
students, the methodologies that underpin their self-
designed majors, and the evolving fields in which students
desire to gain experience.
Cooperative Education courses have the following
characteristics:
• Co-Op Courses are experience-based courses for
which the “text” examined generally consists of
students’ own highly individualized experiences
during cooperative work terms as well as their efforts
to make meaning out of these experiences. Texts as
such can be supported by additional readings, but the
major source of content is the student’s ow
n
ex
perience.
• Co-Op courses emphasize reflection in the sense of
encouraging self-awareness as well as understanding
of how the integration of the theoretical and the
active components of field-based learning promote
student agency, effectiveness, and ability to reflect o
n
p
lace-based programming.
• Co-Op courses are a form of high-impact learning
that contribute to the assemblage of a body of work
t
hat, following the tradition of the arts, is generally
subject to peer critique and shared with an audience
be
yond the course instructor and members of the
class.
• Co-Op courses emphasize the development of skills
that are grounded in a disciplinary framework and can
be mapped generally to communities of practice.
• Co-Op courses function well when they build upo
n
th
e methodological coursework offered on campus
before co-op and intentionally exercise students’
methodological skills.
In terms of learning outcomes, all courses offered through
the Cooperative Education Program promote integrative
learning, which is defined by the co-op faculty as the
iterative process through which students engage the world
while making connections across ideas and experiences.
Students are expected to build upon their prior knowledge,
synthesize ideas, and transfer insights to the complex
situations they encounter through co-op, campus-based
learning, and participation in diverse communities. Upon
completion of the course, students will be able to identify
and develop their interests, knowledge, abilities and skills
and deliberately link them to purposeful, self-determined
pathways at Antioch and beyond.
Co-op Requirements: Work Experience,
Community Engagement, and Reflection
Work and engagement in communities of practice lie at the
heart of cooperative education. Documenting and
reflecting on the experience, are also essential components
of the co-op learning cycle. In order to meet the co-op
requirement necessary for graduation, all students are
Cooperative Education Program| 13
required to complete three approved co-op field
experiences and pass them with a grade of “C” (twelve
credits each). Students enroll in these by registering for the
appropriate Cooperative Education course that is offered at
the time they engage in their cooperative work term, as
determined by fulfillment of both the co-requisite and any
prerequisites identified. They thus are expected to earn a
minimum of thirty-six Cooperative Education credits
required for graduation.
Active student participation in every aspect of the co-op
field experience is necessary for success. Active
participation is demonstrated in the following ways:
• Fulltime Experiential Engagement – Co-Op students
are required to work or engage at least 30 hours per
week in an approved co-op job or other approve
d
e
xperiential learning opportunity for a minimum of
30 hours per week throughout the 11-week academic
t
erm. Leaving a position before completing the 11
weeks must be approved by the instructor and a plan
for completing the experiential requirement must be
formalized.
• Regular communication, documentation, and timely
submission of assignments is required to demonstrate
attendance and fulfill the expectations of the Co-o
p
F
ield Experience courses.
Students should remain in close contact with their co-op
Course Instructors and Advisors throughout the co-op
experience. It is imperative that students enter into
communication with the instructor during the first week of
the co-op term so that they will be counted as participating
in the course. Students who have not demonstrated
participation in co-op courses during the first two weeks of
the quarter will be dropped from enrollment by the
registrar, which may have an impact on the awarding of
financial aid for the term.
The co-op team supports a student’s right to work in a safe
and supportive environment. Co-op faculty members are
prepared to assist students who for whatever reason feel
they must leave a co-op before the completion of the term.
In such instances, students may propose an alternative
experience so that they have the best possible chance of
successfully completing the co-op requirement.
Co-op partners are asked to sign a Memorandum of
Understanding (MOU) formalizing the cooperative
relationship and allowing the College to advertise available
positions. Nothing contained within the MOU prevents an
employer from terminating a student’s employment if they
find cause to do so, as long as they operate in accordance
with local, state, and federal laws. Students are informed
that Antioch College is not in a position to provide legal
counsel to resolve legal disputes between a student and an
employer.
Additional Co-Op Option
Students may choose to enroll in an optional co-op term
during any quarter of their third year of study. Please note
that approval of the optional co-op is not automatic. It
requires advanced planning as well as permission of the
students’ advising team as well as the dean of cooperative,
experiential, and international education. If this optional
co-op term is to be an international and/or language
immersion experience, students must meet additional
requirements articulated in the policies of both the Co-
Op Program and the Language and Culture Program.
Students who replace one of the study terms of their third
year with an optional fourth co-op term must realize that
they will have one less term in which to complete other
course requirements for their degrees. By taking only the
typical 15-16 credits per study term on campus, students
will be one or two classes short of degree requirements at
the end of the fourth year of study. Students must plan
ahead to take additional classes during the first two years
of study, either through over-crediting and/or taking an
additional class over co-op during one of the first two co-
op terms.
International/Language Immersion Co-Op
Advanced planning is especially important for students
who wish to pursue an International/Language Immersion
co-op. While any student is welcome to propose an
international co-op, students are required to demonstrate
that their language skills are appropriate for the proposed
placement. Students planning to complete their Language
Capstone course over co-op should embrace the
commitment of language learning at Antioch and speak
with their advisors as far in advance as possible.
Student Financial Responsibility during
Co-Op Terms
While students are on co-op, they are responsible for the
payment of tuition to the College as well as their own
room, board, and other expenses. Students are also
responsible for costs associated with their travel to and
from their jobs, as is the case for travel to and from campus
14| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
during breaks. A limited number of co-op fellowships are
available on a competitive basis. Students may discuss
these opportunities with their co-op advisors.
It should be noted that international co-op experiences
rarely offer paid work, although at times room and board
compensation can be secured. While some fellowship
opportunities are available, students hoping to co-op
abroad should expect to incur a number of costs, for which
they would be responsible, and for which they should plan
far in advance.
Academics Requirements and Study Options | 15
Designed by our faculty, the curriculum and calendar
allows more innovation in the delivery of disciplinary and
interdisciplinary course offerings, and gives students more
freedom to explore their academic interests. Students
design their degrees around an interdisciplinary focus and
choose the specific courses they will take to meet their
individual academic interests and needs.
All Antioch students participate in the College’s signature
Co-Op Program, which includes periods of full-time work,
research, or other off-campus experiential opportunities.
Students alternate study terms on campus with co-op terms
according to the study-work sequence below. It is assumed
that most students will study and work in the given
sequence. Three co-ops are required in the new curriculum,
but four are possible and encouraged. With prior planning
and approval, it is possible for a student to take an
additional co-op in their third year during Fall, Winter, or
Spring.
Study-Work Sequence Assumed for Most First-Year
Students
F W Sp Su
Year 1 S S W —
Year 2 S W S —
Year 3 S* S* S* —
Year 4 W S S —
(*See “Flex Term Notification (p. 60)”)
Beyond co-op, the curriculum enhances experiential
education through intentional connection with our campus
hubs: the Antioch Farm, the Coretta Scott King Center for
Cultural and Intellectual Freedom, the Wellness Center,
Foundry Theater, C-Shop & the Olive Kettering Library,
and The Antioch Review.
During the Design Your Degree course (ANTC 200 (p.
85)), students will develop a Statement of Inquiry
identifying their educational path and the courses they will
take, and with the help of several advisors, they will
continue to refine that statement as they progress toward
their senior Capstone Project.
Requirements for the Bachelor’s
Degree
Total credits for your degree are 180 quarter credits and the
normal time to graduation is four academic years (12
quarters). The following table describes the General
Education requirements for all students pursuing the
bachelor’s degree.
Part 1: General Education
Group 1: Distribution
Arts Requirement 4
Humanities Requirement 4
Sciences Requirement 4
Social Sciences Requirement 4
Quantitative Requirement 4
ENG 101 English Composition Plus 4
or
ENG 105 English Composition 4
and
ENG 251 Expository Writing: (subtitle) 4
One Sustainability course (S-F
or S-I tag) in any subject
Subtotal: 28
Group 2: Antioch-Specific Courses
Antioch Commons (AC-
tagged) course
4
ANTC 102 Dialogue Across Difference 4
ANTC 170 Antioch Seminar: (subtitle) 3
ANTC 200 Design Your Degree 3
Gender and Sexuality Studies
(D-GSS tag)
4
Critical Race and Ethnicity
Studies (D-CRES tag)
4
ANTC 494 Senior Reflection Paper 2
Subtotal: 26
General Education Credits Required: 54
Arts Requirement: 4 credits
Academics Requirements and Study Options
16| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Will meet requirement:
• Any 4-credit course, or combination of several
courses totaling 4 or more credits, with the tag ART,
which are usually courses with the prefixes ARTS,
MEDA, PERF, and VISA
Will not meet requirement:
• Any other course
• Any Independent Study of any credit value
Humanities Requirement: 4 credits
Will meet requirement:
• Any 4-credit course, or combination of several
courses totaling 4 or more credits, with the tag HUM,
which are usually courses with the prefixes HIST,
LIT, PHIL
Will not meet requirement:
• Any other course
• Any Independent Study of any credit value
Sciences Requirement: 4 credits
Will meet requirement:
• Any 4-credit course, or combination of several
courses totaling 4 or more credits, with the tag SCI,
which are usually courses with the prefixes BIO,
CHEM, ENVS, PHYS, SCI
Will not meet requirement:
• Any other course
• Any course with prefix MATH
• Any Independent Study of any credit value
Social Sciences Requirement: 4 credits
Will meet requirement:
• Any 4-credit course, or combination of several
courses totaling 4 or more credits, with the tag
SOCSI, which are usually courses with the prefixes
ANTH, PECO, PSYC
Will not meet requirement:
• Courses with prefix SSC
• Any Independent Study of any credit value
Quantitative Requirement: 4 credits
All students who graduate from Antioch College are
expected to have quantitative literacy at the college level.
There are two quantitative requirements: the minimum
quantitative requirement (pre-college), and the quantitative
(Q) requirement (college). Testing for mathematics course
placement takes place immediately before the beginning of
the first study term on campus during orientation. When
placed into MATH 090, students must successfully
complete the course within their first three academic terms,
typically in the Fall term of their first year. Students
cannot continue to further mathematics courses without
completing this course.
Students may complete the Minimum Quantitative
Requirement in the following ways:
• Place at any level higher than MATH 090 on the
mathematics placement test
• Successfully complete MATH 090 (grade of P)
• Complete coursework at another institution that
would meet the Minimum Quantitative Requirement
• While such courses will not transfer to Antioch,
completion of an appropriate course elsewher
e
m
ay meet this requirement, subject to review by
appropriate personnel.
Students may complete the College Level Quantitative
Requirement in the following ways:
• Successfully complete one of the followin
g
c
ourses (any with C or better):
• Quantitative Reasoning: MATH 102, MATH 103
• Statistics: MATH 105, MATH 205
• Analytical: MATH 150, MATH 151, MATH 155,
MATH 160
• Logic: PHIL 235
• Submit, upon admission to the College, AP or
IB(HL) scores that will transfer as Calculus I,
Calculus II, or Introduction to Statistics.
• The Quantitative Requirement cannot be satisfied
by ACT or SAT scores
• Complete coursework at another institution that meets
Academics Requirements and Study Options | 17
the Quantitative Requirement.
Writing Requirement: 8 credits
Will meet requirement:
• ENG 101 or ENG 105 and ENG 251 (Courses with
t
he tag W)
Will not meet requirement:
• Any other course
• Any Independent Study of any credit value
Dialogue Across Difference (ANTC 102): 4 credits
Will meet requirement:
• ANTC 102
Diversity Requirement: Critical Race and Ethnicity
Studies: 4 credits
Will meet requirement:
• Any 4-credit course, or combination of several
courses totaling 4 or more credits, with the tag D-
CRES
• Antioch’s innovative curriculum results in a fluid list
of courses that meet this requirement. Please see your
advisor or the Registrar for the latest up-to-date list of
these courses.
*A single course (such as ANTH 380 or PECO 330) ma
y
c
ount for either the D-CRES or the D-GSS requirement,
but not both, for the same student
Diversity Requirement: Gender and Sexuality Studies:
4 credits
Will meet requirement:
• Any 4-credit course, or combination of several
courses totaling 4 or more credits, with the tag D-
GSS
• Antioch’s innovative curriculum results in a fluid list
of courses that meet this requirement. Please see your
advisor or the Registrar for the latest up-to-date list of
these courses.
*A single course (such as ANTH 380 or PECO 330) ma
y
c
ount for either the CRES or the GSS requirement, but not
both, for the same student
Antioch Commons (ANTC 101): 4 credits
Will meet requirement:
• Any 4-credit course, or combination of several
courses totaling 4 or more credits, with the tag AC
• Antioch’s innovative curriculum results in a fluid list
of courses that meet this requirement. Please see your
advisor or the Registrar for the latest up-to-date list of
these courses.
Antioch Seminar (ANTC 170): 3 credits
Will meet requirement:
• ANTC 170 (tagged AS)
Foundations of Community Action: Preparation for
Cooperative Education (EXPR 145): 2 credits
Will meet requirement:
• EXPR 14
5
W
ill not meet requirement:
• Any other course including those with prefixes EXPR
or COOP
• Any Independent Study of any credit value
Senior Reflection Paper (ANTC 494): 2 credits
Will meet requirement:
• ANTC 494 (2 credits)
Design Your Degree (ANTC 200): 3 credits
Will meet requirement:
• ANTC 200
Part 2: Major
The following tables describe the requirements for the
major. Each of these requirements is addressed in more
detail below.
Major-Related Credits 48
Bachelor of Arts
100 to 200 level
Any 100-200 level courses, 12
18| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
except for courses with the
prefix COOP, or the courses
ANTC 101, ANTC 102,
ANTC 200, EXPR 145
Subtotal: 12
300 to 400 level
300-400 level courses, except
for courses with the prefix
CAP or COOP, or the course
SRP 494
12
Subtotal: 12
Capstone and Electives
Must include
Methods course (M tag),
separate or merged with CAP
394
CAP 394 Capstone Project Preparation:
(subtitle)
4
CAP 495 Capstone Project 4
May include
CAP 450 Capstone Project
Development
1 to 8
Co-op credits 0 to 12
Subtotal: 24
Non-Credit-Based Requirements
• Formal Statement of Inquiry to be included on
transcript: Crafted in Year 2 (in ANTC 200); updated
in Year 3 and Year 4 in CAP 394 and CAP 495
• Formal Title of Capstone Project to be included on
transcript
• Major title: “Self-Designed Major: [Name of
Interdisciplinary Focus Pursued]” or faculty-approved
self-designed major
• Regular meetings with advisors for the above: two to
four advisors, across divisions, Co-op, Language, etc.
Bachelor of Science (in the Sciences)
100 to 200 level
MATH 155 Calculus I 4
or
MATH 205 Intermediate Statistics 4
At least 4 credits in Science
(SCI) or Social Sciences
(SOCSCI)
4
Subtotal: 12
300 to 400 level
300-400 level courses, except
for courses with the prefix
CAP or COOP, or the course
SRP 494
12
At least 8 credits in Math,
Science or Social Sciences
8
Subtotal: 12
Capstone and Electives
Must include
Methods course (M tag),
separate or merged with CAP
394
CAP 394 CAP 394 in the Sciences 4
CAP 495 CAP 495 in the Sciences 4
CAP 450 CAP 450 in the Sciences 4 to 8
May include
Co-op credits 0 to 12
Subtotal: 24
Non-Credit-Based Requirements
• Formal Statement of Inquiry to be included on
transcript: Crafted in Year 2 (in ANTC 200); updated
in Year 3 and Year 4 in CAP 394 and CAP 495
• Formal Title of Capstone Project to be included on
transcript
• Major title: “Self-Designed Major: [Name of
Interdisciplinary Focus Pursued]” or faculty-approved
self-designed major
• Regular meetings with advisors for the above: two to
four advisors, across divisions, Co-op, Language, etc.
Bachelor of Science (in the Social Sciences)
100 to 200 level
MATH 205 Intermediate Statistics 4
At least 4 credits in Science
(SCI) or Social Sciences
(SOCSCI)
4
Subtotal: 12
300 to 400 level
300-400 level courses, except
for courses with the prefix
CAP or COOP, or the course
12
Academics Requirements and Study Options | 19
SRP 494
At least 8 credits in Math,
Science or Social Sciences
8
Subtotal: 12
Capstone and Electives
Must include
Methods course (M tag),
separate or merged with CAP
394
CAP 394 CAP 394 in the Social
Sciences
4
CAP 495 CAP 495 in the Social
Sciences
4
CAP 450 CAP 450 in the Social
Sciences
4 to 8
May include
Co-op credits 0 to 12
Subtotal: 24
Non-Credit-Based Requirements
• Formal Statement of Inquiry to be included on
t
ranscript: Crafted in Year 2 (in ANTC 200); updated
in Year 3 and Year 4 in CAP 394 and CAP 495
• Formal Title of Capstone Project to be included on
transcript
• Major title: “Self-Designed Major: [Name of
Interdisciplinary Focus Pursued]” or faculty-approved
s
elf-designed major
• Regular meetings with advisors for the above: two to
f
our advisors, across divisions, Co-op, Language, etc.
D
etails on Credit-Based Requirements
100-200 Level Course Requirement: 12 credits
Will meet requirement:
• Most courses, of any credit value (total 12 or fewer
credits), with nearly any prefix, numbered 100-299
Will not meet requirement:
• Courses numbered 099 or below
• Courses numbered 300 or above
• ANTC 101, ANTC 102, ANTC 200
• EXPR 145
• All courses with prefix COOP
300-400 Level Course Requirement: 12 credits
Will meet requirement:
• Most courses, of any credit value (total 12 or fewer
credits), with nearly any prefix, numbered 300-499
Will not meet requirement:
• Courses numbered 299 or below
• SRP 494
• All courses with prefixes CAP and COOP
Methods Courses: 0 or 4 credits*
Antioch’s innovative curriculum results in a fluid list of
courses that meet this requirement. Please see your advisor
or the Registrar for the latest up-to-date list of these
courses.
*The Methods requirement is a tag (courses tagged M ),
meaning that it can be satisfied by courses that credit in
other areas, if desired (but could indeed credit in major if a
student chooses to do so). If the credits associated with a
Methods Tagged course are not credited in the major,
additional credits in the major must be earned. For
example, a student could take MEDA 350, and a) assign its
4 credits in the major and satisfy the Methods requirement;
or b) assign its 4 credits in General Education and satisfy
the Methods requirement and need to earn 4 more credits
in the major.
Capstone Project Preparation (CAP 394): 4 credits
Will meet requirement:
• CAP 394 (tagged C-PREP )
Will not meet requirement:
• Any other course
Capstone Project Development (CAP 450): 0-8 credits*
Will meet requirement:
• CAP 450 (tagged C-DEV )
Will not meet requirement:
• Any other course
*BS degrees require a minimum of 4 credits of CAP 450;
BA degrees require none. In both cases, not more than 8
20| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
credits of CAP 450 may be applied to the major (additional
credits apply to Electives)
Capstone Project (CAP 495): 4 credits
Will meet requirement:
• CAP 495 (tagged C-PROJ )
Will not meet requirement:
• Any other course
Capstone Courses: Options and Obligations
There are many possible pathways through the Capstone
requirements. Make sure to consult your advisors about
what routes are possible for you, and which ones best
match your interests.
At a minimum, all students must take:
• A Methods course (prefixes and numbers vary)
• A 4-credit course that prepares you for research,
practice, and/or exploration in the field(s)
encountered in the course
• Can be a course that includes teaching you
methods, or a course that is specifically focused
on teaching you methods
• You may want to take more than one depending
upon your field(s) of interest
• Consult your advisor regarding which one(s) are
best for your path
• CAP 394, Capstone Project Preparation
• A 4-credit capstone project preparation course
• Different sections are available for different
modes of inquiry
• Typically taken near/at the end of the third year
• CAP 495, Capstone Project
• The 4-credit Capstone Project course
• Register for this course when you intend to finish
and submit your Capstone Project
• Typically taken at the end of the fourth year
You may also register for additional credits of capstone
development:
• CAP 450, Capstone Project Development
• A variable credit course providing additional time
for further development of your Capstone Project
• You must complete CAP 394 first
• You may take the course
• Before or with CAP 495
• For 1-8 credits each time
• Multiple times
• A maximum of 8 credits may be applied to
your major (credits beyond this credit in
electives)
• BS students must take a minimum of 4 credits of
CAP 450
• CAP 450 is not required for BA students, but is
allowed
Part 3: Language and Culture
The Language requirement is proficiency-based; students
take as many or as few credits as needed to obtain the
requisite oral proficiency. On average, a student with no
background in a foreign language can expect to need 12
credits of instruction.
Students must achieve an appropriate proficiency level (or
higher) on the Oral Proficiency Interview (OPI)
administered by the American Council on the Teaching of
Foreign Languages (ACTFL). All students are encouraged
to continue their language study and to achieve a higher
proficiency rating.
The Language Requirement: Appropriate Proficiency
Level
Appropriate proficiency level (or higher), ACTFL OPI:
• French: Novice-High
• Spanish: Novice-High
• Others (not via Antioch): Novice-High
While the Language Requirement is based on achieving an
appropriate level on the OPI, and not coursework, students
will most likely need to complete some language classes to
prepare for the OPI. Incoming students are put through a
placement protocol that determines the appropriate starting
course, and students who are placed into the introductory
Academics Requirements and Study Options | 21
courses typically require 12 credit hours (3 courses, ideally
within their first 4 terms) to achieve Novice-High
proficiency. Antioch will accept ACTFL OPI certificates
dated less than two years from the time of matriculation at
Antioch College in lieu of the placement protocols.
Language Courses Needed by Students With Little to
No Prior Language Study
Language Requirement
LANG 101, 102, 201 (12 credits)
“LANG” = Prefixes FRAN or SPAN
French and Spanish: LANG 101, 102, 201, 202, any two
non-capstone 300-level courses, and LANG 340
Typical Course Sequence for Minimum Requirement
Fall
Term
ND
Block
Winter
Term
Spring
Term
JA
Block
1st
Year
Lang
101
(4
Credits)
Lang
102
(4
Credits)
First
Co-op
2nd
Year
Lang
201
(4
Credits)
OPI
Fallback / Exemption Options
In rare occasions, students with certain learning disabilities
documented by the Student Success Coordinator may be
exempted from the language requirement. Also, if a
student is unable to obtain the minimum proficiency level
in a second OPI, a passing grade LANG 201 will satisfy
the language requirement.
Language Learning Off Campus
Students with significant skills in a language Antioch
College does not offer may qualify to take courses through
SOCHE (see “Cross Registration” in this catalog) and/or
GLCA affiliation programs. Students seeking to study
languages other than French or Spanish must work closely
with their language advisor to arrange for this pathway.
Language Credit by Examination (Back Crediting)
A student who places into a language course above the
101-level may be eligible to receive “credit by
examination” for up to 16 credits of language courses
below the level into which they placed. After successful
completion of the course into which they placed with a
grade of B or higher, the student may submit a Language
Credit Request to the Registrar. Credits for these courses
will be indicated with a Y indicator (credit by examination)
on the student’s transcript. Antioch can only award credits
for languages we teach here at Antioch, and credits earned
in this fashion factor into the transfer credit limit.
Back Crediting Options
Place Into
and earn a B
in
Earn # of “Credits by
Examination”
Course(s) Back-
Credited
Lang 102 4 Credits LANG 101
Lang 201 8 Credits LANG 101, 102
Lang 202 12 Credits LANG 101,
102, 201
Lang 300+ 16 Credits LANG 101,
102, 201, 202
Part 4: All Other Requirements
Cooperative Education Requirement: 36 credits
All students must complete three 12-credit cooperative
education experiences
Will meet requirement:
• Any Cooperative Education Experience (courses with
prefix COOP) (tagged COOP)
Will not meet requirement:
• Any courses with the prefix EXPR
Electives: 30 Credits, With Adjustments
Will meet requirement
• Any course*
Will not meet requirement
• None (all courses count towards electives)
*While any course can indeed count towards electives, it is
often more practical to fit specific courses into specific
degree requirement areas. For example, while CAP 450
can count towards electives, up to 8 credits can count
22| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
towards the major, and should be put there; credits beyond
8 would fit in electives.
The standard number of elective credits needed for a
Bachelor’s degree is 30 quarter credits. However, some
students will need more or fewer elective credits, based
upon their academic experiences. For example, a student
may need to earn fewer language credits to reach the
required proficiency level; the unused credits are added to
the elective credit pool. Similarly, a student may need
more credits in language; the additional credits are
removed from the elective credit pool. Several other
scenarios also lead to adjustments in the number of elective
credits that must be earned.
Sustainability Requirement: One Course of 3 or More
Credits
Will meet requirement
Any course tagged S-F or S-C
Antioch’s innovative curriculum results in a fluid list of
courses that meet this requirement. Please see your advisor
or the Registrar for the latest up-to-date list of these
courses.
Basic Skills Courses
Basic skills courses are designed to impart fundamental
academic skills that enable academic success, student
development, and lifelong learning. These courses are
designed to ensure that students develop the skills
necessary to succeed in college.
Placement testing for writing, quantitative skills, and
language proficiency occurs during new student
orientation, which takes place immediately before the
beginning of students’ first study term on campus. In the
event students’ placement tests indicate they do not meet
the minimum college-level requirements, students must
enroll in the appropriate basic math or basic writing
course in the following time frame: ENG 101 must be
taken in the first term of enrollment, and MATH 090 must
be taken within the first three terms of enrollment. If either
or both courses are not successfully completed, they must
immediately be repeated the following quarter. Upon
successful completion of these courses, a student would
then proceed to take courses that satisfy the writing and
quantitative requirements.
Basic Skills Courses
ENG 101 English Composition Plus
MATH 090 College Math Skills
ENG 101 is a college-level course that generates college
credit, and its minimum passing grade is a C. While
MATH 090 is below college level, and thus cannot
generate college credit and is graded P/NP, based on the
placement exams students take during MATH 090,
students may be able to earn college credit by placement in
mathematics (see Mathematics Credit by Examination,
page 136)
Academic Policies and Regulations | 23
Requirements for Admission
Antioch College welcomes applications from students who
demonstrate strong academic abilities, creativity, a
willingness to work hard and contribute to community, as
well as those who exhibit determination, self-awareness
and maturity. Most successful candidates for admission
provide evidence of the following:
• A strong academic record
• Foreign language study
• Four years of English, math, science and social
studies
• A history of work, volunteer and/or leadership
experience
• Participation in extracurricular activities
Students must provide documentation of having completed
secondary education prior to enrollment. Evidence may
include official high school transcript, successful
completion of GED, or a homeschool report.
Students are not required to submit SAT or ACT scores.
Students may submit test scores if they believe their scores
will provide the admissions committee with a full view of
their academic accomplishments and ability. Otherwise,
standardized test scores have no adverse impact on
admission decisions.
Antioch College does not discriminate in its admissions
decisions on the basis of race, ethnicity, color, religion,
gender, gender identity or expression, sexual orientation,
national origin, age, marital status, or physical ability.
Antioch College does not consider an applicant’s financial
situation when deciding admission.
International Students
The College participates in the Student and Exchange
Visitor Program and is authorized by the U.S. Department
of Homeland Security to issue the I-20 Certificate of
Eligibility for Nonimmigrant (F-1) students. Please note
the application process for international students is not
need blind; in addition to demonstrating an interest and
readiness to fully participate in the academic and
community life of the college, international students must
have the financial resources to live and study in the United
States.
In addition to meeting the admission criteria noted above,
individuals seeking entry as non-immigrant students must
also provide the following prior to enrollment to the
college:
• International Credential Evaluation: Education
acquired outside of any state of the U.S., the District
of Columbia, the Commonwealth of Puerto Rico, a
Trust Territory of the Pacific Islands, or any territory
or possession of the U.S. must be evaluated by a
credential evaluation service recognized by the U.S.
Department of Education. Students are responsible
for the cost of evaluating and translating international
transcripts. Fees are paid directly to the credential
evaluation service.
• Demonstration of English-language Proficiency:
Non-immigrant students whose native language is not
English are required to demonstrate an appropriately
high English proficiency as a condition of admittance
to Antioch College. Antioch College accepts the
items listed below as demonstrations of appropriate
English proficiency, provided the tests were
completed within the last two calendar years. Visit
antiochcollege.edu/international for the most
recent score requirements.
• Financial Ability to Pay: Prospective F-1 students
must have the financial resources to live and study in
the United States. This includes being able to cover
the cost of tuition, books, living expenses and travel.
Antioch College is required to collect evidence of the
student’s financial ability before issuing a Form I-20,
Certificate of Eligibility for Nonimmigrant Student
Status. Evidence of financial ability includes but is
not limited to:
• Family bank statements
• Documentation from a sponsor
• Financial aid letters
• Scholarship letters
• Letter from an employer showing annual salary
Academic Policies and Regulations
24| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Fall Entry Application Deadlines
Visit antiochcollege.edu/apply for application
instructions.
Early Decision (First Year Students)
Candidates who feel strongly that Antioch is their first
choice commit to attend the College if offered admission.
They also guarantee that they have filed no other Early
Decision applications and that they will withdraw any
regular applications if admitted to Antioch College. Early
Decision candidates are judged by the same standards as
all other applicants. Applicants are reminded to complete
the FAFSA immediately upon submission of the
application for admission.
Early Decision I
Application Deadline: November 15
Financial Aid Deadline: November 15
Notification: December 15
Reply/Deposit: January 15
Early Decision II
Application Deadline: January 2
Financial Aid Deadline: January 2
Notification: February 1
Reply/Deposit: March 1
Regular Decision (First Year and Transfer Students)
Applicants are reminded to complete the FAFSA
immediately upon submission of the application for
admission.
Application
Deadline:
Rolling with February 1 Priority
Financial Aid
Deadline:
Rolling with February 1 Priority
Notification: Rolling
Reply/Deposit: a) May 1 when notified by March
30
b) One month after decision when
notified March 30 or later
Mid-Year (Winter) Entry Application
Deadlines
First Year and Transfer Students
Application Deadline: October 15
Financial Aid Deadline: October 15
Notification: November 15
Reply/Deposit: December 15
Academic Standing
Antioch College’s Academic Policy and Review
Committee (APRC) measures the Academic Standing of
each student on a term-by-term basis in order to ensure
adequate performance and to provide students with the
support that they need to academically succeed. The APRC
conducts its reviews at the end of each Fall, Winter, and
Spring term. After reviewing students’ term and
cumulative GPAs, the APRC will place students into the
following Academic Standing categories:
Good Academic Standing
Students with a cumulative GPA of 2.0 or above are in
Good Academic Standing. Students must be in Good
Academic Standing in order to graduate. Students in Good
Academic Standing are eligible for the Horace Mann
Student Excellence Awards in Scholarly and Artistic
Inquiry, Meaningful Work, and Community Citizenship.
Academic Alert
Students are given Academic Alerts when their term GPA
falls below 2.0, but their cumulative GPA remains at 2.0 or
above. Academic Alerts are not sanctions (students remain
in Good Academic Standing), but activate Student Success
Services to provide support to improve academic
performance. Students receive Academic Alerts until they
achieve a term GPA over 2.0.
Academic Probation
Students are placed on Academic Probation when their
cumulative GPA falls below 2.0. Students placed on
Academic Probation are required to develop a Success
Plan with the Assistant Director of Student Success and
Academic Resources at the start of their first probationary
term. Standard Academic Probations are two terms in
length, and end when the cumulative GPA is raised to 2.0
Academic Policies and Regulations | 25
or above. If students do not raise their cumulative GPA to
at least 2.0 by the end of the second probationary term,
they will move into Low Academic Standing.
Low Academic Standing
Students in Low Academic Standing must meet the
following quarterly performance standards or face
suspension from Antioch College.
•
Full participation in the Student Success Plan
•
Take and earn 12 credits in the term
•
Pass all courses in the term (earning a grade of C or above)
•
Earn a term GPA of at least 2.0
Students will remain in Low Academic Standing until they
raise their cumulative GPA to 2.0 or above.
Academic Suspension or Dismissal
Students placed on Academic Suspension will be
suspended from Antioch College for one quarter. During
the time of suspension, students should address any issues
that may be hindering their academic performance.
Students must complete and submit an Application for
Enrollment Reinstatement in order to return to Antioch in
the term after their suspension. Students returning from
Academic Suspension will be in Low Academic Standing
and must meet the performance standards outlined above
to avoid Academic Dismissal. Students have the option to
appeal an Academic Suspension.
Academic Standing Flowchart
Students and advisors can use the Academic Standing
Flowchart to visualize their status in the Academic
Standing process.
Notification of Academic Standing
Students are notified of their Academic Standing
(Academic Alerts, Academic Probation, Low Academic
Standing, Suspension, Dismissal, or returning to Good
Academic Standing) via email by the Associate Dean of
Academic Affairs, who serves as chair of the APRC.
Academic Standing and Satisfactory Academic
Progress
Students on Academic Probation or in Low Academic
Standing who are not completing at least 66.67% of their
attempted credits may be in danger of losing their
eligibility for Title IV federal financial aid. See:
Satisfactory Academic Progress Policy.
Satisfactory Academic Progress
Federal regulations require that students make Satisfactory
Academic Progress (SAP) in order to continue to receive
Title IV federal financial aid.
Satisfactory Academic Progress Standards
At Antioch College, students are expected to complete all
degree requirements in 12 academic quarters. These
requirements include completing 180 quarter credits and
achieving a cumulative GPA of at least 2.0 at the time of
graduation.
Satisfactory Academic Progress is measured by the Office
of Financial Aid at the conclusion of each academic year
(end of Spring term). Per federal guidelines, Antioch
College students must maintain the following standards to
meet Satisfactory Academic Progress:
(1) Maintain a minimum cumulative GPA of 2.0 by the
end of the second academic year (qualitative evaluation)
(2) Complete 60 credits by the end of their second
academic year and maintain a cumulative course
completion rate of 66.67% thereafter (quantitative
evaluation)
(3) Complete all degree requirements within 18 total
academic quarters and 270 attempted academic credits
(maximum timeframe)
Students not meeting any of these standards may lose their
26| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Title IV federal financial aid eligibility. Students that do
not meet Satisfactory Academic Progress and lose their
Title IV federal financial aid eligibility are notified via
email from the Office of Financial Aid.
Academic Policy and Review Committee: SAP
Warnings
The Academic Policy and Review Committee (APRC)
works with the Office of Financial Aid to issue SAP
Warnings to students that are at risk of not meeting
Satisfactory Academic Progress. SAP Warnings are issued
after the first five academic quarters, and after each Fall
and Winter term thereafter. The table below provides the
APRC’s recommended quarterly minimum standards in
cumulative GPA and credits completed to achieve SAP by
the end of the second year (typically the sixth academic
quarter of enrollment).
End of
Quarter
Minimum
Cumulative GPA
Minimum Credits
Completed
2 1 12
3 1.25 24
4 1.5 36
5 1.75 48
6 2 60
Students are notified of SAP Warnings via email from the
Associate Dean of Academic Affairs, who chairs the
Academic Policy and Review Committee.
Financial Aid Appeal, Probation, and
Reinstatement
Students who have lost Title IV federal financial aid
eligibility may appeal to have their Title IV aid continued
for a probationary period. A financial aid appeal must be
submitted to the Director of Financial Aid. The appeal
must be based on the following criteria:
•
Injury or illness
•
Death of a relative
•
Other mitigating circumstances
Students must submit the appeal letter to the Director of
Financial Aid via email during the first week of the term,
but are encouraged to submit their letters as soon as
possible. The appeal must explain why the student failed to
make SAP and what has changed in their situation that will
allow them to make SAP at the next evaluation point. If the
appeal is successful, the student will then be placed on
Financial Aid Probation and will continue to be eligible for
Title IV aid. In order for federal financial aid to be
reinstated, the student must meet SAP at the next
evaluation point or they will not be eligible for further
federal financial aid.
Other Requirements
Incomplete Courses
Courses for which a student receives an incomplete grade
(IN) have no grade points and will have no effect on SAP
grade point average evaluations. However, incomplete
courses will count as credit attempted for the purpose of
SAP evaluations for completion rate. All missing
coursework must be submitted to the instructor no later
than four weeks after the end of the term, or incomplete
grades will be converted to an F and will be counted in the
GPA at the next SAP evaluation.
Withdrawals
Courses from which a student withdraws and receives a
withdrawal indicator (W) have no grade points and will
have no effect on SAP grade point average evaluations.
However, withdrawn courses will count as credit attempted
for the purpose of SAP evaluations for completion rate.
Students that withdraw from courses due to a medical or
family emergency and do not make SAP have grounds to
file an appeal.
Course Repetitions
Students who fail a course are permitted to repeat that
course up to two times in order to earn a passing grade
(three total attempts are possible). If a student repeats a
Academic Policies and Regulations | 27
course, any earlier grades earned for that course will be
excluded from the student’s grade point average, but will
remain on the transcript (followed by the indicator “R” for
“repeated”). The most recent grade earned will replace the
previous grade(s) and be included in the calculation of the
GPA for SAP evaluations. However, all iterations of the
course will count as credit attempted for the purpose of
SAP evaluations for credit completion rate. Only the last
iteration will count as credit earned if, in fact, the student
successfully completes the course.
Course Repetitions and Federal Financial Aid
Federal regulations allow students to receive Title IV aid to
repeatedly take courses for which they earned no higher
than ‘F’ until a passing grade is earned, but students are
eligible for Title IV aid to repeat courses for which they
earned higher than ‘F’ only once. Even though all grades
below ‘C’ are considered non–passing courses at Antioch
College, courses for which a student has earned C−, D +,
D, or D− can only be repeated once with financial aid
eligibility, even if the student fails the course the second
time it is taken.
Transfer credit
Credit hours accepted as transfer credit from another
institution indicated by a transfer indicator (T) have no
grade points and will have no effect on SAP grade point
average evaluations. However, transferred courses will
count as credit attempted and credit earned for the purpose
of SAP evaluations for completion rate.
Pursuit of Second Degree
Students enrolled in a second undergraduate degree
program are subject to the federal maximum time frame
component for undergraduate study. The Office of
Financial Aid will determine the maximum time frame for
Title IV aid for students enrolling for a second
undergraduate degree.
Courses for which Students are not Eligible for
Federal Financial Aid
Students’ schedules may sometimes include courses for
which they may not receive federal funds. The federal
government will not provide funds for the following types
of courses:
•
Courses the student is auditing
•
Courses in which the student previously received an
incomplete, and is in the process of completing
•
Courses the student is repeating for a second or greater
time (see “Course Repetitions” above)
•
ND and JA Block courses
Enrollment Deposit
Newly admitted students pay an enrollment deposit of
$450 to reserve a place in the entering class. The
Admissions department has the sole authority to waive the
charge. The $450 enrollment deposit will be posted to the
student’s account and credited back as follows:
1.
$150 credit will be posted to the student’s account for
Fall term of their first year.
2.
$200 credit will be posted the the student’s account for
Fall term of their second year
3.
$100 credit will be posted the the student’s account for
Fall term of their third year
The deposit allocations are applied to the student’s account
and any credit balance, as a result, will be refunded to the
student in accordance with financial aid release procedures.
If the student withdraws from Antioch College, and must
reapply to return, the college will not refund to the student
any balance from the original deposit.
Transfer Credit Policy
Acceptance of Credit to Antioch
College
Acceptance of credit from colleges and universities,
accredited or not, is at the sole discretion of the College.
28| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
The evaluation of coursework completed at another college
or university is considered on a case-by-case basis and
determined upon review and evaluation of official
transcripts, course descriptions, and course syllabi after
acceptance to Antioch College. The Registrar’s Office will
facilitate the approval process between the student and
division or program.
1. Antioch College allows each student up to two full
years of academic credit and one co-op experience
from all transfer sources, including:
a. Advanced Placement exams
b. International Baccalaureate exams
c. Coursework from other colleges or universities
d. Workplace experience
e. Military coursework
2. Courses with grades lower than a C are not
transferable.
3. Course(s) considered for transfer credit must be
appropriate for degree requirements at Antioch
College.
4. Grades earned at other colleges and universities are
not transferable or included in the calculation of
grade point averages at Antioch College.
5. Remedial courses are not acceptable for transfer
credits.
6. Competency or proficiency credit earned from an
exam at another college or university is not
acceptable transfer credit.
7. Antioch does not accept credit for correspondence
courses.
8. Antioch College’s language requirement is
proficiency based. While credit for language courses
may be accepted, new and transfer students must take
a language proficiency assessment prior to initial
enrollment for course-level placement in languages
offered at Antioch College.
9. Antioch College accepts credit for online or distance
learning courses.
10. Antioch College students who are considering
taking coursework at another college or university,
whether currently attending or on leave or
suspension, with the intent of transferring those
credits to Antioch College must obtain prior approval
from the registrar. Coursework submitted for transfer
that has not been pre-approved will not be
considered.
11. Credits earned by matriculated students through
consortial arrangements (including, but not limited to
GLCA, SOCHE, study abroad programs, etc.) do not
count against the credit transfer limit. However, not
more than 20/45 quarter credits (or 13/30 semester
credits) of consortial credits may apply to the credit
earned in the fourth year.
Credit for AP and IB Examinations
Credits are awarded for appropriate scores earned on
selected Advanced Placement (AP) and International
Baccalaureate (IB) examinations. Incoming first-year and
transfer students with sufficiently high scores on
appropriate AP and IB exams of the appropriate level may
receive academic credit for their scores. Credits associated
with acceptance of AP and IB scores will be evaluated on a
case-by-case basis. Students are encouraged to inquire at
the Registrar’s Office for more information. Note that
credits awarded for exam scores count against a student’s
total allowable transfer credits, and are subject to all of the
policies regarding transfer of credit. Official score results
must be submitted to the Registrar’s Office. An AP/IB
transfer chart is posted on the college website, which
identifies approved course considerations and additional
specifications in relation to credit for AP and IB
examinations.
Transfer Placement for Relevant Work
Experience
Students who transfer to Antioch College with at least
second-year status may be eligible for placement into the
Co-Op Field Experience for Transfer Students (COOP
125T) course during their first term of enrollment and may
have their prior work experience counted as one of the
cooperative educational experiences required for a
Bachelor’s Degree. Co-Op Field Experience for Transfer
Students is a 0-credit course that entails reading and
reflective writing assignments about learning from work.
This course must be taken concurrently with EXPR 145
Foundations of Community Action: Preparation for
Cooperative Education. Upon successful completion of
COOP 125T, students will be awarded a 12-credit
Cooperative Education Experience. In order to qualify for
placement into COOP 125T, the following criteria must be
Academic Policies and Regulations | 29
met:
1. Students must have worked in a paid position within
one calendar year of matriculation at Antioch
College.
2. Students must have worked a minimum of 300 clock
hours (work hours themselves are not applicable to
receiving transfer credit).
3. An Employment Verification Form must be
submitted prior to matriculation to the Office of
Admissions for applicant file completion and co-
op/registrar referral purposes.
Courses and Examinations Not
Accepted for Transfer of Credit
Antioch College reserves the right to deny credit for
courses that are not compatible with those offered in its
undergraduate degree programs. Some general categories
of courses and examinations never receive transfer credit.
Examples of courses and examinations that are not
accepted for transfer of credit include:
• Remedial courses considered below college level
(usually numbered below 100)
• Courses offered for non-credit continuing education
units
• Courses providing instruction in English as a Second
Language (including 100-level or above)
• Examinations offered by the College-Level
Examination Program (CLEP)
• Competency or proficiency credit earned from an
exam at another college or university
• Correspondence Courses
Indicators on Transcript
Grades earned at other colleges and universities are not
transferable and are not included in the calculation of grade
point averages at Antioch College. Transfer credit for
courses must be completed with a minimum grade of C.
Grades and grade points for courses transferred will not be
reflected on the transcript. Transfer credits are recorded
with a grade indicator of a T and the hours are included in
the student’s earned hours.
Transfer credit for courses for which a student earned a
grade of P (pass) will only be considered if the transcript
clearly states that a grade of P is equivalent to a grade of C.
Courses with No Pass (NP), Credit (CR) or No Credit (NC)
or other similar indicators on a transcript under transfer
review are not considered transferable.
Military Credit
Credits awarded for Armed Forces Training Schools
(AFTS) coursework may be considered for transfer credit.
Official military transcripts must be submitted to the
Registrar’s Office for evaluation prior to matriculation. No
credit is awarded for Military Occupational Specialty
(MOS) programs unless the specific programs align with
Antioch’s curricular offerings.
Overlapping Content
If a division or program considers two of its courses to
have overlapping content, credit will be awarded for only
one. For example, if a transfer course in Chemistry has
overlapping content in General Chemistry I (CHEM 105)
and General Chemistry II (CHEM 160), credit is granted
for either CHEM 105 or CHEM 160, or the course will be
transferred in as a different type of single course.
Divisions, programs or courses in which such overlapping
occurs, may include, but are not limited to: Anthropology,
Biology, Chemistry, Environmental Sciences, Political
Economy, Foreign Languages, History, Literature,
Mathematics, Media Arts, Performance, Philosophy,
Physics, Psychology and Visual Arts.
Restricted Transfer Credit
Transfer credit will not generally be awarded for
vocational or technical courses unless the specific courses
align with Antioch’s curricular offerings.
Transfer Credit Evaluation Process
The process for the internal evaluation of transfer credit is:
1. The Office of Admission must receive official
transcripts from credit-granting institution.
2. In some instances, the College may request course
descriptions and/or course syllabi to complete a
transfer credit evaluation.
3. The Office of Admission conducts a preliminary
evaluation of transfer credit if unofficial transcripts
are received with the Application for Admission.
4. The Office of Admission forwards official documents
to the Registrar’s Office for formal determination of
30| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
transfer credit.
5. The Registrar’s Office inspects the student’s
documents and determines which courses would be
appropriate for transfer consideration.
6. To transfer as specific course(s) in the catalog, the
course(s) must be appropriately matched (i.e. does
“General Psychology” at another institution match
our “General Psychology” closely enough to be
considered equivalent).
7. Courses that do not match closely will be transferred
as transfer container courses, and will most likely be
electives.
8. The Registrar will consult individual faculty members
in appropriate areas if there are questions regarding
the equivalency of specific courses.
9. The Registrar’s office sends a copy of the Transfer
Credit Evaluation to the student and the student’s
academic advisor. A copy of the evaluation is placed
in the student’s academic file.
10. The Registrar’s Office forwards to the
Cooperative Education Department any documents
supporting transfer credit for previous work
experience. If transfer credit for the previous work
experience is deemed appropriate, the Registrar will
contact the student with instructions about how to
earn that credit (see Transfer Placement for Relevant
Work Experience (p. 28) above).
After consulting their advisor, students may choose to
amend their request as to which courses will be considered
for transfer. Examples include:
• A student who enters with an interest in a psychology
degree may instead major in literature, at which time
the initial evaluation may need to be modified to
reflect this change. The student must request a
transfer credit re-evaluation, which can be done
through the Registrar’s Office. Once re-evaluation is
completed, the student’s transfer credit will be
updated in the academic information system.
• A student may provide additional or updated
transcripts if additional credit was earned from
another institution of higher education prior to the
student’s initial term of enrollment, or if a newer
transcript shows courses completed as opposed to in
progress.
A student may choose to withdraw their request for courses
to be transferred, or may choose only to transfer in select
courses.
Student Accounts and Billing
Students are financially responsible for their student
account. Students are responsible for providing a current
billing mailing address. All balances must be paid prior to
the first day of class each term or payment arrangements
must be set-up and approved by the Finance department.
Payments can be made by cash, check, money order, or
credit card. Deferred payment plans must be paid in three
equal installments by the beginning of the following
months indicative of each term. Because block terms are
optional and run on a shortened timeframe, payment plans
are not available for those terms.
Fall Term: August, September, and October
Winter Term: January, February, & March
Spring Term: April, May, & June
Students who fail to meet the terms of their proposed
payment plan may not be eligible for future payment plans
and may be required to pay their bill in full before the start
of the term.
Students electing the deferred payment plan will be
assessed a $25.00 processing fee per quarter. All accounts
must be paid in full at the end of each term.
Failure to send the full payment or to sign up for the
payment plan option and pay on time will prevent the
student from registering for classes and a HOLD will be
placed on their account. Students with outstanding
balances at the end of each term will not be permitted to
attend classes for the next term.
Tuition and Fees
Effective Fall 2020 Term (08/31/2020)
Fall 2022, Winter 2023, & Spring 2023 – Incoming
Students and Students matriculating since Fall 2021:
Tuition (full-time rate) $11,983 flat term rate
Housing $2,311 flat term rate
Meal Plan $1,509 flat term rate
Community Governance Fee* $73
Student Service Fee* $275
(Student support services including access to – Wellness
Center, Theatre, Library, IT, Medical Services,
Counseling, Tutoring, and Student Printing)
Academic Policies and Regulations | 31
Fall 2022, Winter 2023, & Spring 2023 – Students with
ongoing matriculation since Winter 2021:
Tuition (full-time rate) $11,523 flat term rate
Housing $2,311 flat term rate
Board (Meal Plan) $1,509 flat term rate
Community Governance Fee* $70
Student Service Fee* $264
(Student support services including access to – Wellness
Center, Theatre, Library, IT, Medical Services,
Counseling, Tutoring, and Student Printing)
*The fees are charged every 11-week term a student is
enrolled
ND & JA Block Terms:
Tuition $150 per credit hour$200 per course flat fee
for community auditors
Housing $125 weekly rate
Meal
Plan
$75 weekly rate
Other Direct Fees (costs per term):
Tuition (part-time rate) $500/credit hour
(for 11 credits and under)
(excluding co-op term)
Student Health
Insurance***
TBD
Orientation Fee $150
Graduation Fee $150
Late Registration Fee $50
Over credit Fee (by
special petition only)
$100/credit hour
(for 19 credits and over)
Audit fee for non-degree
seeking students
$300/course
Deferred Payment Plan
Fee
$25
Late Payment Fee
(payment plan)
$25
***Actual premium will be determined by the end of
September. This fee is required for students without
adequate medical insurance. A waiver (opt-out) that
students have other coverage, along with proof, must be on
file to avoid this charge.
Course and Program Fees
Course and program fees are two types of academic fees
that are incorporated into the learning goals and outcomes
associated with courses that require an additional cost
assessment to students.
Course Fees
Fee type Fee assessment
Lab Fee Varies
Studio Fee Varies
Special Activity Fee Varies
Music Instruction Fee $100.00
Special Materials Fee Varies
Program Fees
Oral Proficiency Interview (OPI) Registration Fee
The fee to take the OPI is based upon the language and
assessment delivery type (i.e. telephone, computer). This
fee is not added to the bill for tuition paid to Antioch
College. Instead, it is paid directly to the American
Council for the Teaching of Foreign Languages (ACTFL)
at the time the student schedules the OPI.
Note: Students who take the OPI for a language not
offered at Antioch can contact the chair of the Language
and Culture Department to identify the OPI fee relative to
the language and assessment delivery type.
OPI Reschedule Fee
Due to the nature of the interview and scheduling, there is
a rescheduling fee for the OPI due to a no show
appointment without prior notice or arriving late to the
assessment session.
Additional Course Fees Policy
Additional academic fees are charged to students to
recover the cost of materials and supplies not normally
covered by the instructional budget and fundamental to the
special instructional activities associated with a special
course or program fee. These fees are listed with the course
offerings each term and are assessed to all students
enrolled in the course. Billing and collection of such fees is
handled through the Finance Department and should not be
collected by a department or faculty member. Additional
academic fees are non-refundable and must be used solely
for support of the course for which the student is enrolled.
32| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
In the event that a scheduled special activity is cancelled
during the term, students will receive a credit to their
student account. Additional academic fees will not exceed
$100.00, except under extraordinary circumstances.
Additional academic fees can be charged for the following
items:
1. Manuals and materials that are retained by the student
and used in lieu of a textbook.
2. Materials and supplies used by the student, including,
but not limited to chemicals, solutions, gloves, filters,
biological specimens, artists’ media, glassware,
photographic materials, course specific software
license fee, software retained by the student and other
one-time use items beyond what is normally provided
by the course.
3. Breakage of lab or studio equipment, glassware, in a
current or prior term.
4. Special course activities (transportation, admission
costs, meals, private music lessons).
5. Instructional equipment (maintenance).
Items that should not be included in additional academic
fees:
1. Salaries, wages and related benefits
2. Honoraria for guest speakers
3. Computers
4. Software and software licenses (ongoing licenses)
5. Faculty travel
6. Capital and infrastructure related expenditures
Student Penalties and Fines
The purpose of this policy is to identify key principles
related to the imposition of student penalties and fines in
relation to the assessment of additional academic fees of
any kind in any given term. This policy applies to all
students and to all administrative units providing services
or loans (i.e. library resources, academic support adaptive
equipment, lab/ classroom equipment, or materials) to
students, which carry a financial or other obligation on the
part of the student.
Principles
1. Penalties and fines are established to encourage
students to meet their obligations to return loaned
items owned by the College and to pay monies owed
to the College.
2. The College will ensure all penalties and fines are
administered impartially and fairly.
3. Penalties and fines will be established for non-
payment of established academic fees or failure to
return loaned items. The chief penalty will be the
suspension of student access to services until the
college-owed obligation has been met.
4. All penalties and fines will be posted to student
accounts.
5. Students who have incurred a penalty and/or fine
must consult to the issuing department to make
payment or resolve the penalty.
6. As appropriate, the College will make use of
collection agencies to collect monies owed to the
College.
Payment of Fines and Removal of Penalties
1. The issuing department will receive notification of
payment of fines and remove any imposed penalties
as follows:
a. If students have received library fines, they must
pay fees in the Finance Department and return to
the Library to show proof of payment of the fine
in order to have any imposed penalty removed.
b. If tuition fees are in arrears, students will return to
the Finance Department to pay their fees.
c. If students have received notice from a collection
agency, they must pay the account directly to the
collection agency.
2. Appeals
a. Appeals are to be made to the department issuing
the penalty or fine.
b. The appeal must be in writing. All appeals must
include or identify the reasons the appeal is being
sought:
c. Is the appeal being sought because the fine or
penalty was unfairly levied? Please explain.
d. Is the appeal being sought due to unavoidable
Academic Policies and Regulations | 33
extenuating circumstances? Please describe and
attach any supportive documentation.
e. Each department issuing a penalty or fine will
establish a process for reviewing appeals.
f. The final authority for appeal for a penalty or fine
is the head of the unit issuing the penalty or fine.
Policy on Veterans Benefits and
Transition Act
Antioch College is compliant with the Veterans Benefits
and Transition Act of 2018, Section 3679 of Title 38 of the
United State Code.
A covered individual is any individual who is entitled to
educational assistance under Chapter 31 Vocational
Rehabilitation and Employment or Chapter 33 Post-9/11
GI Bill Benefits.
Antioch College requires all covered individuals to submit
a Certificate of Eligibility for entitlement to educational
assistance under Chapter 31 or Chapter 33 no later than the
first day of classes.
Antioch College will not impose any penalty, including the
assessment of late fees, the denial of access to classes,
libraries, or other institutional facilities, or the requirement
that a covered individual borrow additional funds because
of the individual’s inability to meet his or her financial
obligations to the institution due to the delayed
disbursement funding from VA under Chapter 31 or
Chapter 33.
Any covered individual will be permitted to attend or
participate in a course of education (without paying for it)
during the period beginning on the date the individual
provides Antioch College a Certificate of Eligibility for
entitlement to educational assistance under Chapter 31 or
33 and ending on the earlier of the following dates:
1. The date on which payment from VA is made to the
institution, or
2. Ninety days after the date the institution certified
tuition and fees following the receipt of the
Certificate of Eligibility.
Antioch College reserves the right to follow normal
collection procedures for any difference between the
amount of a covered individual’s obligation and the
amount of the VA education benefit disbursement.
Holds on Student Accounts
A hold is a notation on a student’s record that would
prevent them from registering. A Registration hold is
placed on a student record when a student has an
outstanding financial obligation to the College or has not
met a particular enrollment requirement.
These are the most common holds:
• Billing/Fee – A hold associated with a fee, payment
or past due balance. To remedy, see Student Accounts
(p. 30).
• College Nurse – A hold for missing immunization
record or other required documentation. To remedy,
see the College Nurse.
• Financial Aid – A hold for Incomplete FAFSA,
unsigned required documents, or incomplete
verification. To remedy, see the Director of Financial
Aid.
• Library — A hold associated with Library fees or
unreturned materials. To remedy, contact the Oli
ve
Ke
ttering Library.
• Registrar – A hold for missing or incomplete
Declaration of Major or Degree Plan. To remedy, see
t
he Office of the Registrar and/or your faculty
advisor.
• Student Life – A hold placed by the Office of
Student Affairs. To remedy, see the Vice President of
Student Affairs.
Holds are posted on the student information system portal,
ACCESS. You can send an inquiry to Donna Evans in the
Registrar’s Office or contact any of the following campus
offices:
A
ppealing a Billing Hold
Unpaid balances on student billing accounts are due by the
first day of the term. Students who are not able to pay their
balances in full by the first day are required to set up a
payment plan with the Billing Office. The payment plans
typically involve three payments throughout the term, each
due according to the schedule provided by the Student
Billing Office.
Students who do not meet the terms of their payment plan
will have a billing hold placed on their ACCESS accounts
that will prevent registration for the subsequent term.
34| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
These holds are put in place by the Student Billing Office.
Registration holds for unpaid billing balances may be
appealed to the Student Billing Office in accordance with
the procedure below.
Students must write a letter of appeal that includes the
following:
• The amount that is past due.
• An explanation of why payments were not made on
time and how this will be prevented in the future. The
student must keep in mind that extending this debt
into the next term will create a situation in which they
will have to pay the past due amount and the charges
for the next term at the same time.
• A proposal for a payment plan that states specific
payment amounts and payment dates.
Appeals for unpaid balances on student billing accounts
may be directed to billing@antiochcollege.edu. For
questions, please call Student Billing at 937-319-0072.
Warning: If you have been approved for a payment plan in
the past but then failed to keep up with your payments,
your appeal for an additional payment plan is not likely to
be approved.
Refunds and Financial Aid Returns
Tuition and Fees Refunds
When students withdraw from classes, their charges will be
reduced and their accounts will be credited according to
the following refund policy. For the purpose of this policy,
the period of enrollment is a term. The beginning of the
term is the first day of classes and the end of the term is the
last day of classes. The beginning and end dates of each
term are listed in the curriculum catalog. The unofficial
withdrawal date is the last day of attendance.
If the withdraw date falls after the drop/add period all fees
are non-refundable and only tuition will be refunded per
the following policy.
Tuition Refund Policy:
Withdraw Date Refund
Drop/Add date or prior
% based on days of occupancy (85% to 98%)
Variable
Two weeks or less 80%
Between two & three weeks 60%
Between three & four weeks 40%
Between four & five weeks 20%
More than five weeks 0%
Room and Board Refunds
When students withdraw from classes they will be given a
required move out date from Residence Life. Once the
finance department receives official notification that the
student has moved out and any additional charges that need
to be added to the students final term bill, refunds will be
calculated based on the following refund policy.
Refund Policy:
Withdraw Date Refund
Two weeks or less 80%
Between two & three weeks 60%
Between three & four weeks 40%
Between four & five weeks 20%
More than five weeks 0%
Institutional Financial Aid Reversals
All institutional financial aid will be reversed based on the
same refund policy as applicable charges. For example, if
the institutional aid is for tuition it will use the same
method as tuition refunds.
Return of Federal Student Aid
The College determines the following each time a student
withdraws:
• Last Date of Attendance: As indicated by
instructors’ records, this is the last date a student was
present in class.
• Withdrawal Date: The date the Registrar’s office
processes the student withdrawal.
Academic Policies and Regulations | 35
There are two withdrawal classifications:
• Official Withdrawal: Notify the Registrar or Dean
of Students in writing that attendance in all classes
will cease as of a specific date, including any leave of
absence. The date the student requests the official
withdrawal will be considered the withdrawal date,
unless another withdrawal date is specified in the
notice.
• Unofficial Withdrawal: Student has stopped
attending classes for more than 14 calendar days. If a
student does not attend all classes for which they
have registered for any two-week period before the
withdrawal deadline, the student will be withdrawn
by the Registrar’s Office. The date of withdrawal will
be the date the Registrar’s Office withdraws the
student from school. If a student stops attending all
classes for which they have registered after the
withdrawal deadline, the student will be withdrawn
by the Registrar’s Office at the end of the term. The
date of withdrawal will be the last day of the term.
The federal formula requires a return of Title IV financial
aid if students withdraw on or before completing 60
percent of the term. Title IV funds include: Federal Pell
Grant, Supplemental Educational Opportunity Grant
(SEOG), Federal Direct Loan (subsidized or unsubsidized),
Direct PLUS Loan for Parents, National SMART (Science
and Mathematics Access to Retain Talent) Grant.
Title IV funds will be pro-rated based on the number of
calendar days in the term and the number of calendar days
attended. All returns will be completed within 45 days of
the date of determination, and Federal Student Aid will be
returned in the following order:
• Ford Federal Direct Unsubsidized Loan
• Ford Federal Direct Subsidized Loan
• Ford Federal Direct PLUS Loan for Parents
• Federal Pell Grant
• National Science & Mathematics Access to Retain
Talent (SMART) Grant
• Federal Supplemental Educational Opportunity Grant
(FSEOG) including FSEOG Match
• Other federal loan or grant assistance
If a student completes at least 60% of the term, no return
calculation is required.
There are a total of 75 days per term. Returns are
calculated based on the last day of attendance (LDA) up to
day 44 of the term. For example: if the last day of
attendance is day 18 of the term, then the return
requirement is 24% of Title IV funds awarded. If the last
day of attendance is day 44 of the term, then the return
requirement is 59%. If the last day of attendance is day 45
or greater of the term, then the return requirement is 0%.
Percent of Term Completed = (LDA / Days in the
Term)*100%
Return = 100% – Percent of Term Completed
School Portion of the Return
As part of the Return to Title IV calculation, Antioch
College determines the amount of federal student financial
aid the student has earned and the tuition and fee charges
the student accumulated during the term. Based on these
amounts, the School may need to return unearned aid
(according to the order above).
Student Portion of the Return
After Antioch returns the school portion of the return, any
amount of the total unearned aid that remains becomes the
student portion of the return. In this case, the student will
be notified of the overpayment. If it is a grant
overpayment, the student will have 45 calendar days to
repay the amount back to Antioch College. If the student
received a loan overpayment, it must be repaid in the
normal course of loan repayment.
Post-Withdrawal Disbursement
Within 30 days of the date of withdrawal, the student will
receive notification of any remaining (unused) title IV
funds that they are eligible to receive. The notification will
identify the type and amount of these title IV funds and
explain that the student, or parent in the case of a parent
PLUS loan, may accept or decline some or all of those
funds.
If an outstanding balance remains on the student’s account:
1. Antioch College may credit the student’s account up
to the amount of outstanding charges with all or a
portion of any grant funds that make up the post-
withdrawal disbursement. If the student agrees,
Antioch will credit the student’s account with these
funds within forty-five (45) days of the date of
withdrawal. The amount of grant funds not credited
to the student’s account (because it is more than the
remaining balance) will be disbursed directly to the
36| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
student, also within 45 days of the date of
withdrawal.
2. Antioch College may credit the student’s account up
to the amount of outstanding charges with all or a
portion of any loan funds that make up the post-
withdrawal disbursement only after obtaining
confirmation from the student, or parent in the case of
a parent PLUS loan, that they still wish to have the
loan funds disbursed. The amount of loan funds that
the student (or parent) can receive as a direct
disbursement will only be disbursed if the student (or
parent) agrees to accept these funds. If the student, or
parent in the case of a parent PLUS loan, submits a
timely response that confirms that they wish to
receive all or a portion of a direct disbursement of the
post-withdrawal disbursement of loan funds, or
confirms that a post-withdrawal disbursement of loan
funds may be credited to the student’s account, the
school must disburse the funds in the manner
specified by the student (or parent) as soon as
possible, but no later than 180 days after the date of
the school’s determination that the student withdrew.
Placement Testing
All new students to Antioch College, including those who
transfer, are required to take placement assessments in
Writing, Mathematics, and Foreign Languages during new
student orientation, unless granted an exemption from one
or more of these assessments. Placement assessment
results are used to determine course placement upon
enrolling in classes at Antioch College and to determine if
students have any special needs for supplemental
instruction and support (through tutoring and/or additional
courses). Students who may be exempt from taking the
placement tests will be informed of their status during
orientation.
Exemption from placement testing in Foreign Languages is
only granted for students who intend to enroll in the
lowest-level language course available (Language 101), or
for students with documented learning challenges related
to foreign languages. Any student who wishes to begin in a
higher language course must take the language placement
exam. All students are encouraged to take the language
placement exam.
Students without transfer credit or sufficiently high scores
in AP or IB(HL) exams will be required to take a math
placement assessment when they arrive on campus.
Students with transfer credit may still need to take the
math placement assessment if they intend to take a
quantitative course that is at a higher level than the one for
which they receive credit. Based on the math placement
assessment, the student will be recommended for
placement into MATH 090 or a college-level math course.
Placement testing does not exempt students from any part
of the quantitative requirement, but determines the
appropriate place to start. Students who demonstrate the
need for more preparation before enrolling in a target math
course will be placed into MATH 090, a course in which
students improve their math skills with the goal of a higher
placement. If a student is placed into MATH 090, they
must complete it in the Fall or Winter term of their first
year. Completion of MATH 090 with a grade P (passing)
allows the student to enroll in a college-level math course
at a level supported by the placement assessment taken in
MATH 090. However, MATH 090 does not satisfy the
Quantitative Requirement of general education.
Students without transfer credit or minimum scores on the
ACT, SAT, or AP exams will be required to take a writing
assessment when they arrive on campus. Students will
write a short essay that will be evaluated by faculty for
clarity, organization, grammar and mechanics, logic, and
strength of claims. The essay is scored using the Liberal
Arts Learning Outcomes rubric for Written
Communication. Based on the score, the student will be
recommended for placement into ENG 101 or ENG 105.
Placement testing does not exempt students from any part
of the writing requirement, but determines the appropriate
place to start. Students who demonstrate the need for more
intensive writing instruction will be placed into ENG 101,
a course that requires participation in a writing lab. If a
student is placed into ENG 101, they must complete it fall
term of their first year. Completion of ENG 101 with a
grade C or higher satisfies the first component of the
writing requirement. Students may also be placed into
ENG 105, which is a standard English composition course
(no extra tutoring). Successful completion of ENG 105
requires a grade of C or higher and meets the first part of
the writing requirement.
Official transcripts and exam scores must be received
and accepted by Antioch College prior to the first day
of new student orientation for exemption consideration.
Students who submit transcripts during or after new
student orientation will be required to take the placement
assessment in Writing, Mathematics, and Foreign
Languages. The score received on the assessment will be
the only consideration of course placement at Antioch,
even if transcripts and/ or standardized exam scores are
presented to the College any time during or after new
student orientation. This includes any time after
matriculation has been established at Antioch College.
Academic Policies and Regulations | 37
Mathematics Credit by Examination
Students may qualify for placement into some mathematics
courses on the basis of math placement assessments
administered by Antioch College. Antioch College does
not accept credit by examination in math, or placement test
results, from other institutions. Credit for a lower-level
course may only be awarded when the student completes
an appropriate higher-level course with a passing grade.
These credits count towards the maximum number of
credits a student may transfer to Antioch College (for
current limits on credit please see the “Transfer of Credit”
policy in the current catalog). Students may request credit
by examination for math courses only once during their
time at Antioch College. Students who wish to use this
opportunity to earn credits should speak to their academic
advisors or the math faculty during orientation. In order to
take advantage of this policy, students should obtain a
copy of the Mathematics Credit by Examination Form
from the Office of the Registrar. The form must be
completed and returned to the Office of the Registrar by
the third week of the study term following successful
completion of the appropriate level course. This form will
require the signature of one of the mathematics faculty and
the appropriate academic advisor. For example, a student
who places in MATH 151 (Precalculus) and passes the
course would receive credit for the course immediately
below it: MATH 150 (College Algebra).
Math course
into which
student places
and passes
Math course for which
student can receive
credit by examination
Credits
awarded
MATH 090 None 0
MATH 102 None 0
MATH 103 None 0
PHIL 235 None 0
MATH 105 MATH 103 4
MATH 151 MATH 150 4
MATH 155 MATH 151 4
Campus Email
General Policy
Antioch College provides its computer systems and email
access for academic and administrative purposes. Access to
these systems is a privilege, and every user is expected to
abide the College Honor Code and use good judgment
when using the email system.
The Antioch College email system is considered an official
means of communication, and all members of the campus
community are expected to check their email on a regular
basis. As such, the email system is the primary mode of
communication for disciplinary actions, academic
communications, holds, appeals, and other official college
related communications. Email accounts will be created
and deleted according to the Email Account Management
Policy.
The email messages express the views of the individual
author and may not reflect the views or opinions of the
college as a whole.
The College’s email system should not be used to send
messages containing material that is fraudulent, harassing,
sexually explicit, profane (including slang or abbreviated
profanity), obscene, intimidating, defaming, or otherwise
unlawful or inappropriate. Violations of this nature are
considered very severe. Any offense detected will be
handled swiftly and to the fullest extent allowed under
college policy, including, where appropriate, academic
dismissal, termination of employment, and civil or criminal
action. Any violation of policy will be handled in the
following manner:
• Students will be referred to the Dean of Student Life
for disciplinary action/sanction;
• Faculty will be referred to the Vice President for
Academic Affairs;
• Staff will be referred to their immediate supervisor;
• Human Resources will take appropriate action as
outlined in the policy manuals for Faculty and Staff.
Evaluation of Academic
Performance: Grades
The Registrar’s Office provides students with a credit
report or transcript, by request. This report includes letter
grades and narrative evaluations from faculty. The letter
grade represents a numeric rating of student performance.
In addition, letter grades determine student status: good
standing, academic probation, suspension, and dismissal.
Antioch College uses the standard 4.0, plus/ minus grading
system. Each letter grade is associated with a grade point,
38| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
which is established to determine a student’s grade point
average. The grade point average is calculated at the end of
each quarter.
Grade Quality
Points
Meets Degree
Requirement
Earns
Credit
A 4.0 yes yes
A- 3.7 yes yes
B+ 3.4 yes yes
B 3.0 yes yes
B- 2.7 yes yes
C+ 2.3 yes yes
C 2.0 yes yes
C- 1.7 no yes
D+ 1.3 no yes
D 1.0 no yes
D- 0.7 no yes
F 0.0 no no
*The table above does not apply to basic skills courses.
These courses do not generate any academic credit or
contribute to the GPA calculation.
Other Grade Indicators in Use
The following are not used to compute the grade point
average:
AU—Indicates the attendance of students who wish to
audit a class for personal interest with no intent to seek
academic credit or a degree. An Audit Request Form is
available in the registrar’s office. College employees may
obtain an Audit Request Form from Human Resources.
Deadline: The request form must be submitted by the last
date to register for intended term of enrollment.
P/NP— For a course designated by the College as
“Pass/No Pass,” the grades of “P” or “NP” must be
assigned. Based upon designated courses and based upon
certain language proficiency expectations and assessments,
all passing work (A to C) is given the uniform grade of P
and will receive attempted and earned credit. Work below
C- is considered not passing, and is given a grade of NP
and does not receive attempted or earned credit. The grades
of P and NP are not calculated in the GPA.
M—Temporary indicator assigned to a student whose work
is somehow implicated in a breach of academic integrity.
Deadline: Based on the issue of integrity, once the
academic honesty policy has been fully implemented, the
faculty member can submit the final grade through a Grade
Change Form submission to the registrar. If a final grade is
not submitted by the deadline of final grade submissions at
the end of the next study term, the M indicator will
automatically convert to an F grade.
NG—The “no grade” indicator is a temporary indicator
reserved for those occasions when teachers find they are
missing an assignment from a student, which they believe
the student completed and submitted on time and before
the end of the term. The NG indicator serves as a
placeholder on the student’s transcript until the teacher is
prepared to submit the final grade. This indicator is also
used when faculty fail to submit a grade that the student
earned in the course. It is the responsibility of the student
to contact the instructor so that a Grade Change Form can
be submitted to the registrar’s office. Deadline: A final
grade must be submitted by the end of the fifth full week
of the next study term. The indicator will automatically
convert to an F grade in the event a Grade Change Form is
not submitted to the registrar by the deadline.
IN— Students are expected to complete all required
coursework before the end of the term, and are not
permitted to submit coursework after the last day of the
term. An “incomplete grade” is a temporary indicator (IN)
assigned when a written request has been submitted by the
student and approved by the faculty member. Incomplete
grades are granted at the sole discretion of the faculty
member, who are not required to issue an incomplete
grade. An incomplete grade is not appropriate for students
who have not managed to complete coursework in a timely
manner under normal circumstances. But occasionally,
circumstances beyond the student’s control may
necessitate the need for a student to be granted an
incomplete grade for the term. In order to qualify for an
incomplete grade, the student must have submitted the
majority of the work of the course at passing quality at the
time of the initial request or precipitating event.
A Request for Incomplete Grade form, available in the
Registrar’s Office and online, must be initiated by the
student, approved by the faculty member, and submitted to
the Registrar’s Office before grades are due (typically the
first Wednesday following the last day of the term) for
each course the student is requesting an incomplete grade.
The student and the instructor will agree upon a date by
which the missing coursework must be submitted to the
instructor, but cannot exceed beyond four weeks after the
end of the term. In exceptional and unusual circumstances,
the student may petition APRC for additional time with
Academic Policies and Regulations | 39
documentation of those extenuating circumstances. Faculty
may change incompletes by submitting a Grade Change
Form. If no Grade Change Form is submitted by the
incomplete deadline, the incomplete grade will
automatically convert to an F. Visiting professors, adjunct
faculty, and resident faculty scheduled for a leave during
the next academic term may not award incompletes,
without the written consent of the Division Chair or
Program Director who will be responsible for the process.
Before requesting an incomplete grade, the student should
evaluate their capacity to complete the missing work by the
deadline and consider the impact of an incomplete during
SAP reviews. Satisfactory Academic Progress (SAP)
reviews occur at the end of each term. Incomplete grades
count as attempted credits but not earned credits in the
calculation of completion rates and grade point averages
and could place some students in jeopardy of probation,
suspension, or dismissal until resolved.
R—This indicator is applicable to students who repeat a
course. The first grade will be excluded and marked as
repeated (R) and the second grade will be included in
calculating the grade point average.
T—A “transfer credit” indicator identifies credit that was
approved and transferred to Antioch College. Only credit
for non-remedial courses passed with a C grade or higher
is transferable to Antioch College. Grades and grade points
will not be reflected on the transcript or used for
calculation of the Antioch College GPA.
Calculating Your Term and Cumulative Grade Point
Average
UR (unreported grade) – Any individual student grades (as
opposed to the grades of an entire class) not received by
the grade submission deadline will be marked “UR” by the
Registrar’s Office. A notice that this indicator has been
entered will be sent by the Registrar’s Office to the
instructor and the student when the indicator is entered.
The UR may change in one of three ways:
A Request for an Incomplete Grade form (with all required
signatures) submitted to the Registrar’s Office by the end
of the registration period (currently, end of day three of the
term).
A change of grade form submitted to the Registrar’s Office
by the end of the registration period (currently, end of day
three of the term).
UR will be change to “F” by the Registrar’s Office at the
end of the registration period (currently, end of day three
of the term) if neither a Request for an Incomplete Grade
form nor a Change of Grade form has been submitted.
W— A withdrawal indicator is used when the student
withdraws from one or more classes in a quarter. Deadline:
This code reflects a withdrawal after the add/ drop deadline
and by the end of the seventh full week of the quarter. A
student is unable to withdraw from a class after the seventh
full week of a quarter. Work completed through this point
in the term is sufficient to warrant an actual letter grade. A
withdrawal indicator is also used when a student has
submitted a request for leave or withdrawal from the
College. A student who is granted leave will be withdrawn
from all courses and Ws will be recorded on his or her
official transcript. This indicator may also be used for an
audited course that was not completed successfully.
WD—An official withdrawal initiated by the Registrar’s
Office. A WD is designated for a student who is removed
from a class for administrative reasons prior to the
withdrawal deadline. Examples include: a student who has
pre-registered for classes for the next term but does not
return to campus (an enrollment status of No Show will be
indicated for the quarter); a student who has attended class,
but then stops attending class before the withdrawal
deadline without withdrawing; a student who is removed
from a class for disciplinary reasons; a student who, due to
personal circumstances, is not able to withdraw
themselves.
Y—The Y indicator identifies credits earned from credit by
examination. Current policies allow students to credits in
this fashion for mathematics and foreign languages. (See
“Language Credit by Examination” and “Mathematics
Credit by Examination (p. 37)” in the curriculum catalog.)
Calculating your Grade Point Average
A term grade point average (GPA) is calculated by
multiplying the number of credits attempted in a specific
term by the assigned grade points to identify total grade
points. The sum of the grade points is divided by the total
credit hours attempted. Your grade point average may
range from 0.0 to 4.0. A cumulative GPA is calculated by
dividing the total grade points from each term by the total
credit hours attempted from each term.
Report of Grades
Final quarterly grade reports are not mailed through U.S.
postal service or sent through e-mail addresses. Students
may view final grades through the comprehensive
academic management system or submit a Request for
40| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Grade Report at the registrar’s office. Students should
allow up to one week for processing. Students will be
contacted via e-mail when the grade summary report is
ready for access. Students must present an official campus
ID, or state-issued ID (such as a driver’s license), or
federal ID (such as a passport) in order to receive a copy of
the completed grade summary report. The grade summary
report request will include the option for grades, narrative
evaluations or both. Students may also request a transcript.
Midterm Grades
Midterm grades and attendance notifications are submitted
to the registrar at the end of the fifth full week of each
term. The purpose of midterm grades is to provide the
student, faculty advisor, and academic support services
with a timely alert that the student’s academic performance
by the midpoint of the term is deficient. Students who
receive deficient midterm grades are strongly encouraged
to discuss their academic performance with the course
instructor, faculty advisor and/or staff in the Office of the
Registrar and Academic Services.
Final Examinations
Courses may have “final exams”, which are any final
evaluations of student performance that require the student
to demonstrate their understanding, skill, ability, etc.
during a set time frame. Finals may include such activities
as timed paper examinations, colloquia, exhibitions,
performances, presentations, practicals, readings, and so
forth. All imaginable demonstrations of competency,
proficiency, skill, understanding, etc. are included in the
catchall phrase “final exam”.
The Final Examination Period is Wednesday through
Friday inclusively of the last week of the term. See the
Academic Calendar (p. 146), Final Exam Schedule, and/or
Course Syllabi for exact dates, times, and locations.
Instructors and students alike should plan to be available
through the Friday of the last day of the term; plan
appropriately. Instructors are not obligated to
accommodate students who schedule travel during the final
exam period.
Change of Grade
A change of grade is authorized only:
1. If there is an error in the original grade due to a
miscalculation, transcription error, spreadsheet error,
reevaluation of student work or inadvertent exclusion
of student work that was completed during the term
of the course;
2. If coursework has been submitted and graded to
remove an approved incomplete (IN) based on an
established timeline and expectations the instructor
outlined on the Request for Incomplete Grade Form;
3. As a replacement of an “academic integrity grad
e”
(
M) indicator; or
4. As a replacement of a “no grade” (NG) indicator.
A change of grade requires a faculty signature on a grade
change form. Upon receipt of the grade change, the
original grade, incomplete (IN), academic integrity (M) or
no grade (NG) indicator will be replaced by the final grade
and calculated in the student’s term and cumulative grade
point average. Petitions for exceptions to this policy must
be made in writing to the registrar. Supporting
documentation must be included.
Dean’s List
Each study term, the Dean’s List recognizes students with
a term grade point average of at least 3.5 and who have no
grades of C-, D+, D, D-, or F. This recognition appears on
students’ official academic transcripts. Students with
unresolved INs, Ms, NGs, Ws, or WDs will be excluded
from placement on the Dean’s List.
Narrative Evaluations
Faculty members evaluate student learning based on a set
of standards and learning objectives. Assessment is a
continuous process requiring the active participation of the
student and the instructor. Evaluation is an integral part of
both learning and teaching and an essential ingredient of
the Antioch College experience. In addition to submitting
grades, faculty members generally provide narrative
evaluations detailing appraisals of each student’s
performance in a course; consult your faculty advisor or
instructor for exceptions. Faculty members are asked to
hold the narrative evaluations for incompletes until they
have been resolved.
The narrative evaluation typically includes:
1. A description of the course objectives and relate
d
l
earning
outcomes (i.e. the basis on which credit is
granted or
withheld); and
2. An appraisal of how the student achieved or failed
t
hese
objectives; the extent to which the
requirements were fulfilled; and
Academic Policies and Regulations | 41
3. The instructor’s assessment of the quality of the
work, and
his or her judgment of how well the
student has understood the material.
Narrative evaluations are a part of the student’s permanent
academic record on file in the registrar’s office. When
transcripts are requested, the student may elect to have
some or all of these narrative evaluations available to
accompany the official transcript.
Narrative evaluations are not required in the following
instances:
1. Audits: A student that is auditing a course; or
2. Failing Grade: A student that receives a failing grade
in the course (F grade); or
3. Withdraw: A student that withdraws from or is
withdrawn from the course (W or WD indicator); or
4. Overall Student Enrollment of 26 or More: A student
enrolled
in a class that has an overall enrollment of
26 or more students at the time the schedule
adjustment period ends (at 5:00 pm Friday of week
1).
In order to make changes to an already submitted narrative
evaluation, the instructor is required to submit the new
version of the narrative evaluation to the Registrar’s
Office. Narrative evaluations for incompletes must be
submitted at the time the course grade is changed.
Grade Mediation: Appealing a Grade
or Narrative Evaluation
Students may appeal grades and narrative evaluations on
procedural grounds. That is, they may question whether the
grade was awarded fairly, or the narrative written properly,
according to clear standards, and in a manner consistent
with stated polices of Antioch College. An appeal begins
with a conversation between the student and instructor. If
this discussion does not lead to a conclusion, the student,
after consultation with their faculty advisor, may contact
the Vice President for Academic Affairs (VPAA). The
VPAA’s primary role in the process is as a mediator. The
VPAA may advise the student on the merits of the case and
shall, at the request of the student, mediate between student
and instructor. This mediation must occur within one
academic term after completion of the course. A meeting
of all parties or separate meetings of the VPAA with each
party may be arranged. Sometimes the VPAA may recuse
her/himself and refer the case to a designee. Under no
circumstances is the VPAA or their designee, or any
academic administrator allowed to change the grade or
narrative evaluation assigned by the Instructor of Record.
If at any point in the process the Instructor of Record
discovers that the grade/narrative in question was due to an
error (miscalculation, incorrect transcription, typographical
error, etc.), then the Instructor of Record is free to change
the grade/narrative according to the Change of Grade
Policy found in this Catalog.
If this mediation does not lead to a result agreeable to the
parties, either or both may request a mediation hearing
before the Academic Policy and Review Committee
(APRC). The VPAA (or their designee) shall request a
special session of APRC. The hearings shall be recorded
during the presentation and discussion of evidence with all
parties present. APRC shall meet in executive session for
deliberation, which will include a comprehensive review of
the documents of the case. After deliberation, a
recommendation is presented, which will reflect an
equitable review in the interest of both parties as it seeks to
determine if grading procedures/evaluation processes were
somehow faulty and if a remedy is feasible. The
recommendation of APRC will be deemed final and shall
be recorded in the student’s record in the Registrar’s
Office. APRC may not change the grade assigned by the
Instructor of Record except in clear cases of professional
misconduct. If APRC believes misconduct has taken place,
the committee shall formally notify the VPAA or their
designee for possible further action. While APRC may not
change a narrative evaluation, it may have the Registrar
remove the narrative evaluation in question from the
student’s official record.
Academic Complaint Policy
For the purposes of this policy, a complaint is an allegation
or accusation brought against a faculty member by a
student who seeks redress for an alleged wrong or injustice
in a teaching and learning environment that does not
involve a dispute with an assigned course grade or
narrative evaluation. (For appeals regarding course grades
or narrative evaluations, see the “Grade Mediation:
Appealing a Grade or Narrative Evaluation (p. 41)” section
in the Curriculum Catalog.)
Antioch College requires faculty and students to uphold
the highest principles of academic integrity and to act in a
manner that preserves freedom of inquiry and intellectual
exploration. The Antioch College faculty is composed of
individuals whose professional and pedagogical skills
enhance the learning process and who, by their
commitment to advancing knowledge, are expected to
apply common principles of good teaching, strong
42| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
mentoring, and fair evaluation of student performance in a
course of study or work experience. The College identifies
with the following AAUP Statement on Professional
Ethics:
As teachers, professors encourage the free pursuit of
learning in their students. They hold before them the best
scholarly and ethical standards in their discipline.
Professors demonstrate respect for students as individuals
and adhere to their proper roles as intellectual guides and
counselors. Professors make every reasonable effort to
foster honest academic conduct and to ensure that their
evaluations of students reflect each student’s true merit.
They respect the confidential nature of the relationship
between the professor and student. They avoid any
exploitation, harassment, or discriminatory treatment of
students. They acknowledge significant academic or
scholarly assistance from them. They protect their
academic freedom. — “Statement on Professional Ethics,”
in Policy Documents and Reports, 10th ed., American
Association of University Professors: Washington, 2006, p.
171.
The assessment and evaluation of student performance is
the responsibility of the faculty. The faculty member is the
sole judge of student performance and only the faculty
renders an evaluation of student work and progress in a
course or work experience. Students who have reason to
believe that a violation of professional ethics has occurred
or that the assessment of their work was the result of error
or capriciousness or was evaluated by criteria other than
those stated in the course syllabus or appropriate for the
course or work experience have the right to file an
academic complaint, or to appeal a course grade or
narrative evaluation.
Simple disagreement with the professor’s professional
judgment about the quality of the work does not constitute
legitimate grounds for filing a complaint. Before filing an
official complaint, students should speak with the faculty
member regarding their concerns. This conversation will
provide clarification and better understanding and may
result in grade mediation and no need to file a formal
complaint.
This Academic Complaint Policy does not replace or
require changes to any of the other policies governing
faculty behavior as specified in the Faculty Personnel
Policy, such as the Sexual Harassment Policy; the Sexual
Offense Prevention Policy; the Drug and Alcohol Policy;
the Affirmative Action Policy; and so on. Each of these
policies has their own processes for reporting and
resolving alleged violations. This Academic Complaint
Policy does not cover appeals for the change of assigned
course grades or narrative evaluations; these situations are
discussed in the “Grade Mediation: Appealing a Grade or
Narrative Evaluation” section in the Curriculum Catalog.
Procedure
1. At any step in the complaint procedure the student or
the faculty member may invite another community
member to accompany them to any of the meetings to
help resolve the complaint. The time periods given in
each step below must be somewhat flexible in order
to accommodate the academic calendar.
2. It is strongly recommended that the student speak
first to the work or classroom faculty member to find
a resolution. The student shall approach the faculty
member no later than the fifth week of their next
study term on campus. In the case of adjunct faculty,
visiting faculty, or faculty no longer employed at the
College, the student shall approach another member
of the division in which the course exists.
3. If a mutually satisfying resolution is not found, the
student shall make an appointment to speak to their
academic advisor by the end of the seventh week of
the quarter. If the academic advisor is a party to the
complaint, the Vice President for Academic Affairs
(VPAA) or their designee shall be contacted. The
student shall present to their academic advisor (or
VPAA or their designee) specific concerns and any
supporting documentation. The academic advisor
shall make every effort to resolve the complaint. The
advisor may request the complaint in writing. The
academic advisor will:
a. Mediate a resolution in consultation with the
faculty member and the student.
b. If the complaint cannot be resolved at the
divisional level within two weeks, the advisor will
forward the complaint to the VPAA or their
designee with a written report stating what was
done and why the complaint could not be resolved
at the faculty level. A copy of the report will be
emailed to the student, as well.
4. If a mutually satisfactory resolution is not found at
the divisional level, the student must write a formal
letter to the VPAA or their designee with supporting
documentation within two weeks of the date the
report is sent about the nature of the complaint and
the efforts taken to resolve the complaint. The VPAA
or their designee will contact the faculty member in
writing and will expect a written response. At this
Academic Policies and Regulations | 43
step, the complaint becomes a formal complaint.
a. The VPAA or their designee will:
i. Mediate a resolution in consultation with the
faculty member and the student.
ii. Request information from parties other than
those named in the complaint. Requests for
information from parties other than those
named in the complaint must be conveyed in
writing with copies of the request forwarded to
the student and faculty member. Any additional
information gathered and used in the complaint
process must be submitted in writing, signed by
the person releasing it, and made available in
complete form to all parties involved in the
complaint. Either party to the proceedings may
respond in writing to this additional
information. The VPAA will then review the
file and communicate the results of the
investigation in writing to the student and
faculty member within 30 – 60 days of the
receipt of the complaint.
b. The VPAA or their designee may:
i. Dismiss the complaint if it is found to be
illegitimate or unfounded. If the complaint is
dismissed, no letter will be placed in the file of
the faculty member. Both the student and
faculty member will be notified in writing as to
the reasons the complaint was dismissed.
ii. Make a final decision and act administratively
to resolve the complaint while respecting the
prerogative of the faculty member with respect
to evaluation and crediting of student work.
(As stated in the Grade Mediation Policy, the
VPAA or their designee does not have the
authority to change a course grade or narrative
evaluation; however, the VPAA or their
designee may act in other appropriate
fashions.) Any actions taken by the VPAA or
their designee to resolve the complaint will be
communicated in writing to both the student
and the faculty member. It is the VPAA’s or
their designee’s responsibility to assure that the
complaints is followed to resolution.
5. If the complaint involves the VPAA in their role as a
professor, the Academic Policy and Review
Committee will review the complaint and will be
empowered to function as the VPAA would.
Notification of Student Rights under
FERPA
Student Rights
The College subscribes fully to the guidelines set forth in
the Family Educational Rights and Privacy Act (FERPA)
of 1974, Section 438 of the General Education Provision
Act. It provides students access to education records
directly related to them and protects the private
information contained within those files from unauthorized
persons.
The Family Educational Rights and Privacy Act (FERPA)
is a federal law that applies to educational agencies and
institutions that receive funding under a program
administered by the U.S. Department of Education. It
affords students certain rights with respect to access to,
amendment, and disclosure of their education records.
Specifically, these rights include:
The right to inspect and review the student’s education
records within 45 days of the day the College receives a
request for access.
A student should submit to the Registrar a written request
that identifies the record(s) the student wishes to inspect.
The Registrar will make arrangements for access and
notify the student of the time and place where the records
may be inspected. If the records are not maintained by the
Registrar, the Registrar shall advise the student of the
correct official to whom the request should be addressed.
The right to request the amendment of the student’s
education records that the student believes are
inaccurate, misleading, or otherwise in violation of the
student’s privacy rights under FERPA.
A student who wishes to ask the College to amend a record
should write the College official responsible for the record,
clearly identify the part of the record the student wants
changed, and specify why it should be changed. If the
College decides not to amend the record as requested, the
College will notify the student in writing of the decision
and the student’s right to a hearing regarding the request
for amendment. Additional information regarding the
hearing procedures will be provided to the student when
notified of the right to a hearing.
The right to provide written consent before the College
discloses personally identifiable information from the
student’s education records, except to the extent that
FERPA authorizes disclosure without consent.
44| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
The College discloses education records without a
student’s prior written consent under the FERPA exception
for disclosure to school officials with legitimate
educational interests. A school official is a person
employed by the College in an administrative, supervisory,
academic or research, or support staff position (including
law enforcement unit personnel and health staff); a person
or company with whom the College has contracted as its
agent to provide a service instead of using College
employees or officials (such as an attorney, auditor, or
collection agent); a person serving on the Board of
Trustees; or a student serving on an official committee,
such as a disciplinary or grievance committee, or assisting
another school official in performing his or her tasks.
A school official has a legitimate educational interest if the
official needs to review an education record in order to
fulfill his or her professional responsibilities for the
College.
Upon request, the College may also disclose education
records without consent to officials of another school in
which a student seeks or intends to enroll. In such cases,
the College will make reasonable efforts to notify students
of this action.
Exceptions to FERPA
Exceptions to the rights outlined above relate, primarily, to
student and/or campus safety issues. The limited occasions
when a student’s consent is not required to disclose
personally identifiable information include:
• To protect the health or safety of students or other
individuals. Such a release of information could
include medical or law enforcement personnel, public
health officials, and parents. This information may
include medical or health treatment records;
• To provide timely warning and information of crimes
that represent a threat to the safety of students or
employees;
• To provide information from campus law
enforcement units to others;
• To another institution at which the student seeks or
intends to enroll;
• To parents if a student is a dependent for income tax
purposes, if a health or safety emergency involves
their child, or if a student under the age of 21 has
violated any law or policy concerning the use or
possession of alcohol or other controlled substance.
Please note that disclosure of information to parents
in these circumstances is permitted, not required. The
policy of Antioch College is to notify parents only in
the case of a health or safety emergency or other set
of extraordinary circumstances that affect a student’s
status at the college.
The right to file a complaint with the U.S. Department of
Education concerning alleged failures by the College to
comply with the requirements of FERPA.
The name and address of the Office that administers
FERPA is:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 202-5901
Directory Information
Antioch College shall give public notice of the categories
of information that it has designated as directory
information by identifying them in the curriculum catalog
as well as on the College’s website, in One Morgan Place,
and in other publications directed to students. The College
shall give students a reasonable period of time to inform
the institution that any or all of the information designated
should not be released without their prior consent. The
Registrar will post such notification annually at the
beginning of Fall Quarter in One Morgan Place and other
appropriate venues to offer students the opportunity to opt
out of releasing any or all of the information designated as
directory information. The Cooperative Education Program
will offer opt-out opportunities at the beginning of the
cooperative work term before job lists are circulated.
Academic Affairs will offer training for all new
matriculating students regarding their FERPA rights within
their first term on campus.
The US Federal Government’s definition of the term
“directory information” relating to a student includes the
following: the student’s name, address, telephone listing,
date and place of birth, major field of study, participation
in officially recognized activities and sports, weight and
height of members of athletic teams, dates of attendance,
degrees and awards received, and the most recent previous
educational agency or institution attended by the student.
Antioch College considers cooperative education job
placement as one of the officially recognized activities that
is central to its mission. For this reason, students’ names
will periodically be listed in association with their co-op
employer, the position that they have attained, as well as
Academic Policies and Regulations | 45
the city, state, and country where they are working.
Students will be given the opportunity to opt out of these
listings prior to publication.
Self-designed majors are also considered integral to
programming at Antioch College. For this reason, the titles
and descriptions of these will be published regularly.
With these unique features in mind, Antioch College’s
definition of the term “directory information” relating to a
student includes the following: the student’s name; city,
state/ province and country of origin; major field of study,
including self-designed majors and descriptions thereof;
participation in officially recognized activities including
cooperative education, research experiences, and study
abroad; dates of attendance; degrees and awards received
including publications, conference presentations, academic
achievements, and other honors; and recent previous
educational agency or institution attended by the student.
FERPA Forms
Student Request to Prevent Disclosure of
Directory Information
The items listed under Directory Information may be
released in accordance with the Family Educational Rights
and Privacy Act of 1974 (FERPA), as amended. Under the
provisions of FERPA, as amended, you have the right to
withhold the disclosure of directory information. Please
consider carefully the consequences of any decision to
withhold directory information. Should you decide to
inform this institution not to release directory information,
any future request for such information from non-
institutional persons or organizations will be refused. For
example, the college would be unable to verify degree,
major, or enrollment for possible employment, credit card
applications, insurance purposes, mortgage information,
apartment leases, etc.
Should you decide to withhold directory information, you
may authorize at a later date on a transaction-by-
transaction basis the release of directory or non-directory
information (for example, the release of a transcript for
employment purposes) or you may cancel the Withhold
Directory Information designation. See below for
instructions.
Antioch College’s definition of directory information
relating to a student includes the following:
• Student’s name
• City, state/province, and country of origin
• Major field of study, including self-designed majors
and descriptions thereof
• Participation in officially recognized activities
including cooperative education, research
experiences, and study abroad
• Dates of attendance
• Degrees and awards received including publications,
conference presentations, academic achievements,
and other honors
• Recent previous educational agency or institution
attended by the student.
Student One-Time Information Release
Authorization
You may, at your discretion, grant the college permission
to release information about your student records to a third
party by submitting a completed Student Information
Release Authorization. You must complete a separate form
for each third party to whom you grant access to
information on your student records each time you would
like access to be granted.
Student Standing Information Release
Authorization
The access authorized by this form will be in effect until
you revoke it in writing (by submitting the Student
Revocation of Information Release Authorization)
Student Revocation of Information Release
Authorization
This form revokes the Student One-Time Information
Release Authorization or Student Standing Information
Release Authorization you previously submitted for the
third-party designee you name on this form.
Parent One-Time Information Release Request
Under FERPA, Antioch College may release any and all
information to parents, without the consent of the eligible
student, if the student is a dependent for tax purposes under
the IRS rules or if the student voluntarily provides the
College with authorization providing parents access to
educational records. Access is granted to both the parent
who claims the student as well as the parent who is not
claiming the student. In these instances, the parent must
complete this Parent One-Time Information Release
Request. The parent must provide verification of the
student’s dependent status on their most recent Federal
46| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
income tax return. If the parent has already provided a
copy of the tax return to Antioch College for financial aid
purposes, an additional copy is not required.
Student Records Policy
As a matter of course, Antioch College maintains
educational records for each of its students. This
information is used to document student enrollment,
credits, degrees earned, and other matters pertaining to the
student’s academic progress at the College. It is the joint
responsibility of the College and the student to ensure that
records are complete and accurate. The Family Educational
Rights and Privacy Act of 1974 (FERPA) provides access
for students to information about themselves, permits
students to challenge information maintained as education
records by the institution, and limits the release of such
information without the student’s consent (see Notification
of Student Rights Under FERPA (p. 43)”). The following
will serve as a comprehensive statement of Antioch
College policy about student records and Antioch
College’s implementation procedures.
Academic Records
The Registrar’s Office serves as the repository for all
official academic records for students at Antioch College.
The Registrar’s Office is authorized to issue official
transcripts on behalf of Antioch College. It maintains the
following types of academic records:
1. Degree plans or other documents setting forth
comprehensive student learning objectives.
2. Reports—including grades, narrative evaluations, and
class lists reporting credit—which provide
documentary support for the awarding of credits and
degrees.
3. Transcripts of learning activities.
4. Correspondence relating to student records.
5. Summary biographical data in compliance with
federal and state reporting requirements.
6. Reports of committee or administrative actions
regarding student status.
Other Student Records
The Office of Admission and Financial Aid maintains data
to ensure that admissions standards have been met and that
students have been properly admitted. The office also
maintains student and parental information relating to the
application for and receipt of financial awards. The dean of
cooperative, experiential and international education
maintains records pertinent to students’ part-time and full-
time work experiences. The Office of Community Life
maintains records pertinent to disciplinary reports and
community living in campus housing.
Retention of Student Records
Student records will be retained for the following
minimum periods of time. Any documents not specifically
noted below are retained in accordance with the American
Association of Collegiate Registrars and Admissions
Officers (AACRAO) records retention guidelines. Paper
documents will be disposed of by shredding; electronic
documents will be deleted.
Academic Policies and Regulations | 47
Document Retention
Acceptance letter
5 years after
graduation or date
of last attendance
Advanced placement record
5 years after
graduation or date
of last attendance
Application for admission or
readmission
5 years after
graduation or date
of last attendance
Correspondence, relevant date
5 years after
graduation or date
of last attendance
Disability Records
5 years after
graduation or date
of last attendance
Entrance exam reports/ test scores
5 years after
graduation or date
of last attendance
Letters of recommendation Until admitted
Medical records
5 years after
graduation or date
of last attendance
Military documents
5 years after
graduation or date
of last attendance
Placement test records/ scores
5 years after
graduation or date
of last attendance
Recruitment materials
May dispose of
materials after
enrollment
Residency classification forms
5 years after
graduation or date
of last attendance
Student waivers for rights of access
to letters of recommendation Until terminated
Other test scores
5 years after
graduation or date
of last attendance
Transcripts from other colleges
5 years after
graduation or date
of last attendance
Transcripts from high school 5 years after
graduation or date
of last attendance
Admissions documents for applicants
who do not enter, whether accepted
or rejected
3 years
Admissions documents for applicants
who enter (with the exception of
letters of recommendation, which are
destroyed upon admission)
5 years after last
date of attendance
Enrollment certification or
verification
1 year after
certification or
verification date
Financial Aid documents 5 years after last
date of attendance
Academic transcripts, grades, and
narrative evaluations
Retained
permanently
International Student Documents
There is no upper limit on the retention of documents for
international students on student visas. For exchange
visitor visas, documents are retained for 3 years after the
graduation or date of last attendance. The following
documents are maintained:
• Copy of Employment Authorization (work permit), if
granted
• Copy of Alien Registration Receipt Card (evidence of
admissibility as a permanent resident)
• I-20 (certification of eligibility for F-1 visa status)
• Copy of I-94 Card (document issued to non-
immigrants; also known as Arrival-Departure Record
• IAP 66 (certificate of eligibility for J-1 visa status)
• Passport number
• Statement of Educational Costs (shows estimate of
total school year costs)
• Statement of Financial Responsibility (shows
evidence of adequate financial resources)
Access to Student Academic Records
As further described below, student records are accessible
to the student, advisors, and other faculty and staff who
must have access to perform their jobs. Faculty may see
the records of their own advisees and students, but no
48| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
changes to the records may be made except through The
Registrar’s Office.
All current and former students have the right to inspect
and review official academic records maintained by the
College that directly relate to them. Requests to inspect or
review student records should be made directly to the
Registrar’s Office. This request should specifically identify
the records sought for review. An attempt to provide
access to these records will be made as soon as practicable,
but not later than thirty (30) days after the request has been
made. In addition, the holder of the record will provide, at
the student’s request, an explanation or interpretation of
any material contained in a student’s file. Copies of any
student records may be furnished to the student for a
reasonable cost to defray the expense of duplication. Any
inspection or review of student records must be made in
the presence of Registrar’s Office personnel. Students may
not change or alter their records. Any agreed- upon change
will be made by the Registrar’s Office. Students wishing to
challenge the content of their records can do so, either
informally with the Registrar’s Office or formally through
a challenge hearing.
Hearing to Challenge Content of
Student Records
Any student may choose to challenge the content of his or
her Antioch College records informally or through a
hearing if the student thinks the records are inaccurate,
misleading, or otherwise in violation of the right to privacy
of the student. The hearing serves as a formal opportunity
to seek the correction or deletion of any such inaccurate,
misleading, or other inappropriate data contained in the
record. The student may also seek inclusion of explanatory
information. Formal hearings will be conducted in the
following manner.
Any request for a hearing to challenge an Antioch College
record must be made in writing to the Vice President for
Academic Affairs or the Dean of Academic Affairs.
The hearing request must:
• Identify in specific terms the portion(s) of the record
to be
challenged.
• State the reason(s) for challenging the record so
identified, and
state the remedy sought; that is, the
correction or deletion of the information under
challenge or the opportunity to submit explanatory
information to accompany the challenged student
record.
Hearing Procedures
1. The hearing will be conducted by the Vice President
for Academic Affairs or the Dean of Academic
Affairs.
2. The hearing will be granted within a reasonable time,
but no more than thirty (30) days after the hearing
request has been made.
3. Reasonable notice shall be given to the student and
other necessary parties of the date, time, and place of
the hearing.
4. The hearing shall be limited to a consideration of the
specific portion(s) of the student’s record being
challenged.
5. The Registrar’s Office will represent the challenged
record at the hearing. Where practicable, the College
will attempt to have a representative from the office
responsible for the #x2028challenged record present
at the hearing.
6. The student will have the right to be assisted by an
advisor of his or her choice. The burden of sustaining
the challenge rests with the student.
7. Reasonable opportunity shall be provided for all
parties to present evidence and witnesses directly
related to that #x2028portion(s) of the record being
challenged.
8. The student will be provided written notification of
the disposition of the challenge (including the reason
for such disposition).
9. The remedies available to the student as a result of a
hearing are:
a. The record may stand; or
b. The record may be corrected; or
c. The record may be deleted.
d. Explanatory information, of a reasonable length,
may be inserted in the student’s record file.
Release of Student Records
Consistent with Antioch College policy to protect the
privacy of students, access to or the release of student
information or records, other than public or directory
information, will not be permitted without prior written
consent to any party other than to the following:
Academic Policies and Regulations | 49
• Appropriate personnel and agents of Antioch College
who have legitimate educational interest in seeing
student records.
• Appropriate state and federal agencies that, under
law, are
entitled to have access to College records.
• In connection with an application for, or receipt of,
financial aid.
• Accrediting associations in the performance of their
accrediting functions.
• In compliance with a judicial order or subpoena.
Every
effort will be made to notify the student of the
order or subpoena prior to College compliance with that
subpoena.
Under federal law, the College is required to
maintain a log of access to student records for all non-
college personnel. This information is available to
students, upon request, in the office where the student
records are maintained.
Change of Student Data
Students who need to change specific data elements to
reflect current information on their student record must
submit a Change of Student Data Form. By using this
form, the following data elements can be identified and
changed:
• Correct Mailing Address (any type, i.e. home, local,
billing, co- op, etc.)
• Correct Birthdate
• Correct Social Security Number
• Any other aspect of data not identified in this or other
sections
of the curriculum catalog.
Academic Residency and Student
Status
Completion of the requirements for the Antioch College
Bachelor of Arts or Bachelor of Science degree typically
requires twelve academic quarters. However, a student’s
transfer credit, class standing at time of entry, and pace of
completion will affect the time needed. Three of the twelve
quarters will be full-time work terms and nine will be
study terms in residence at the Antioch College campus.
The normal standards of academic progress require a
student to earn 180 credits with a minimum GPA of 2.0.
C
lass Standing
The total number of credits earned, including any approved
transfer credits accepted by the College, determines class
standing at Antioch College. Class standing may be used to
determine eligibility for registration in some classes,
financial aid awards, etc. The registrar determines class
standing as follows:
Class Standing Credits
First Year 0 – 43 credits
Second Year 44 – 87 credits
Third Year 88 – 131 credits
Fourth Year 132 – 180 credits
Fifth Year 181 or more credits
F
ull-Time Students
Students maintain full-time status by registering for at least
12 quarter credits at Antioch College or at an associated
and approved off-campus study program by petition to the
APRC. Students may petition for less than full-time status
on a quarterly basis.
Less than Full-Time Students
A less than full -time student is one who is approved by
APRC to enroll for less than 12 credit hours on a quarterly
basis. A student must petition for less than full -time status
by the 7th week of the quarter prior to the term during
which they intend to enroll less than full-time. Petitions for
Less than Full-Time Status forms are available in the
Registrar’s Office.
Students who apply for less than full -time status should
consult Financial Aid prior to doing so to ensure they are
aware of any impacts on their federal or institutional
student aid.
F
ull-Time Status and Block Terms
50| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
For the purposes of determining eligibility for Federal
financial aid, credits attempted in the block terms are
added to credits attempted in the regular terms, as follows:
•
(JA Block + Fall Quarter)
•
(ND Block + Winter Quarter)
•
Spring Quarter
For example, a student who attempts 3 quarter credits in
the JA block and 9 quarter credits in the Fall quarter would
be considered to be pursuing 12 quarter credits, and thus be
considered a full-time student.
Note that credits attempted in a block term do not count
towards determining situations of over-crediting in a
regular quarter. For example, a student who takes 4
quarter credits in the ND block and 16 quarter credits in
the Winter quarter is not considered to be over-crediting.
Degree-Seeking Students
A degree-seeking student is one who has officially been
accepted into a degree program at Antioch College.
Non-Degree-Seeking Students
A non-degree-student is one who is not officially accepted
into a degree program during term(s) of enrollment at
Antioch College. This student does not have an intention to
earn a degree but wishes to take or audit a course for
personal interest. This type of student is able to take or
audit a course with the instructor’s permission and only if
seats are available. In cases when class-size limit has been
met, priority goes to degree-seeking students. Registrations
for course audits will not be processed until the last day of
registration in the term the student is seeking enrollment. A
request to audit a class must be completed and submitted to
the registrar prior to the start of the term of intended
enrollment.
Other Types of Status
At Antioch College, other types of status are determined
by the numerical representation of a student’s quality of
performance in each enrolled course. The letter grade
determines the status of a student in good or unsatisfactory
standing. The status of good or satisfactory academic
standing means a student has achieved a minimum 2.0
cumulative grade point average (GPA) and a minimum
67% cumulative completion rate Unsatisfactory academic
standing, or a GPA below 2.0, may result in academic
probation, suspension, or dismissal (see Satisfactory
Academic Progress Policy for details).
Consequences of Unapproved Part-Time Status
Several college opportunities, including college
scholarships, awards, positions, etc. require full-time
status. With prior approval of a formal petition, students
who are less than full -time may still be eligible for those
opportunities that require full-time status. Any student who
is registered for 1-11 credits (less than full-time status),
and who does not have an APRC-approved Petition for
Less than Full-Time Status, will be considered ineligible
for any college scholarships, awards, positions, etc. that
require full-time status. Consequently, students may be
required to pay additional tuition (due to loss of
scholarship), may lose a college-sponsored job, etc.
Students should contact Financial Aid to better understand
the potential impact of their enrollment status on the
amount of financial aid they can be awarded
Registration
Academic Registration
Students will register for courses scheduled in each term
prior to the start of each term. Returning students will have
the opportunity to register for classes for the next term
during the registration period, which begins during the
ninth week of each prior term.
Specific registration dates and directions on how to register
will be provided by the Registrar’s Office and published
on the college website. Students should allow ample
time for pre-registration advising appointments with their
faculty advisors. Failure to register during the scheduled
registration time frame will result in a late registration fee
assessment.
Class Enrollment Policy
Registration will guarantee the student a place in class only
when the student registers and then attends classes during
Academic Policies and Regulations | 51
the schedule adjustment period or if the instructor approves
the registration by instructor signature on the Schedule
Adjustment Form. Any student appearing at a later time
may or may not be admitted at the discretion of the
instructor. This policy is designed to remove from the class
students who have no serious intent to take a course and to
make space available to admit other students who would
like to enroll. Even pre-registered students may be
removed from a class which they do not attend during the
schedule adjustment period of any term or when
notification of intent to take the course is not given to the
instructor by the end of the schedule adjustment period.
Over-Crediting
Full-time students may choose to take 12-18 credits per
term. With some conditions and restrictions, full-time
students may take more than 18 credits. This situation is
referred to as “over-crediting”, and is an option available to
students, although it is typically not recommended in most
academic situations. Students should be aware that they
enroll for more than 18 credits, they will be charged $100
for each additional credit. These conditions apply only to
credits attempted during the same academic term; credits
from different academic terms are not added for the
purposes of determining over-crediting.
To take more than 18 credits, an Over-Crediting Petition
must be submitted to the registrar before the end of the
ninth week (Friday, 5:00 pm) of the regular term— Fall,
Winter, or Spring—before the term of the intended over –
crediting. Students should note that there must be a
compelling and coherent academic rationale as to why the
over credit request should be granted. In the event of denial
of over-crediting, the Registrar will notify the student, and
students may appeal to the Academic Policy and Review
Committee (APRC), whose decision is final.
The following conditions and restrictions upon over-
crediting exist:
1. Students must have the permission of their academic
advisers.
2. Students may not take more than 22 credits, under
any circumstances.
3. Students within their first term at Antioch College
may not over-credit, regardless of past history,
transfer status, etc.
4. Students must be in good academic standing; the sole
exception is if a student must over-credit as part of
the terms of academic probation.
5. Students must be in good financial standing.
6. Students must not have any outstanding incomplete
grades or unresolved academic integrity or no grade
indicators.
7. Students must have earned all attempted credits in the
last term (work or study).
8. Students must have a minimum GPA of 2.5.
9. Students may not over credit in any term during
which they are also enrolled in either ENG 101
English Composition Plus or MATH 090 College
Math Skills.
10. Students may petition the Academic Policy and
Review Committee (APRC) for an exception to
restrictions 1-9. Students should note that the
academic rationale for such a request is paramount,
and that the decision of APRC is final.
11. Credits for audited classes count towards
determining over-crediting.
12. Over credit petitions from students with third- or
fourth-year standing will not be approved unless the
student has an up-to-date, approved degree plan on
file in the Registrar’s Office.
13. Students may not take more than a total of 18
over-credits during their Antioch career.
Students who over-credit during any term solely because
of enrollment in courses through the SOCHE consortium
will not be charged over-credit fees.
Over-Crediting Petitions are available in the Registrar’s
Office.
Independent Course Registration
Students may request to work independently on a course
with an instructor. This may happen in one of two ways:
1. Course by Special Arrangement – A student may
request to take one of the college’s regularly
scheduled courses during a term when it is not being
offered; or
2. Independent Study – A student request to take an
independent study course, which is not a regularly
scheduled course, but is planned for and supervised
by an instructor in conjunction with the goals that are
proposed by the student, and then refined and
approved by the supervising instructor.
52| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
The Independent Course Proposal form is available in the
Registrar’s Office. It is the student’s responsibility to find
an instructor willing to teach the course. The proposal must
provide a rationale for why the student cannot meet this
requirement with a regularly scheduled course. The
completed form, with all required signatures, must be
submitted to the Registrar’s Office along with a syllabus
for the course and a completed registration or schedule
adjustment form.
Adding and Dropping Courses
The Pre-Registration Period concludes at 8:00 am of the
first day of classes. At this point, the Schedule Adjustment
Period begins. Students may make adjustments to their
schedule by adding and dropping classes until 5:00 p.m. on
Friday of the first week of the term for regular terms (Fall,
Winter, and Spring terms). During block terms, students
may add any course to their schedule or drop any course
from their schedule only through the end of the day (5:00
pm) on the first day for which that class is scheduled to
meet. The adding and dropping of courses is accomplished
by filling out a Schedule Adjustment Form, available in the
Registrar’s Office. Courses may not be added or dropped
after the end of the Schedule Adjustment Period.
Class Over Co-Op Policy
Antioch College values and respects the learning that takes
place during Co-op terms, and actively discourages
activities that distract from this endeavor. As such, the
number of classes students are allowed to take during Co-
op terms is restricted. As per the degree requirements, all
students must register for and successfully complete three
Cooperative Education Experiences. All class activities
(including auditing courses) over Co-op terms are
restricted, as discussed below.
To be eligible to file a petition to request the privilege of
registering for an additional class over co-op, a student:
1. Must have successfully completed one Cooperative
Education experience while enrolled at Antioch
College, other than COOP 125T.
2. Must be in good academic standing.
3. Must have a cumulative GPA of 2.5 or higher.
4. Must have no unresolved billing/financial issues with
the Bursar’s Office.
5. Must meet all requirements for registration for a class
at the institution through which the course is to be
taken (includes registration at Antioch College, cross-
registration, or registration at a non-affiliated
institution).
a. This includes being able to be physically present
for any additional course that requires in-person
instruction, whole or in part
b. This includes access to the appropriate technology
for any additional course that requires on-line
instruction, whole or in part
6. May not register for more than 18 quarter credits
during a Co-op term, which includes the 12-credit
COOP prefix course.
7. May not register for a class which conflicts with the
expected work hours of the co-op job.
In order for a request for an additional class to be
considered, a student must:
1. Obtain a copy of the “Petition to Register for an
Additional Class Over Co-op” form from the
Registrar’s office, and complete it. In addition to
standard office information, this form requires
a. Signatures of the primary academic and co-op
advisors
b. A clear rationale as to why the requested class
must be taken over the indicated co-op term, and
not at some other point
2. Return this petition to the Registrar’s Office no later
than the end of the seventh week of the academic
term prior to when the additional class over co-op is
desired to be taken.
In exceptional circumstances, a student who wishes to take
an additional class over co-op who does not meet all of the
criteria above may petition the Academic Policy and
Review Committee (APRC) for an exception. In order for
this exceptional request to be considered, a student must:
1. Complete the “Petition to Register for an Additional
Class Over Co-op”, as above
2. Write a separate, formal letter of petition to APRC
describing the exceptional circumstances, and why
the student should be allowed exceptions to the
criteria above
3. Return the regular petition and the formal letter to the
Registrar’s Office no later than the end of the seventh
week of the academic term prior to when the
Academic Policies and Regulations | 53
exceptional circumstance over co-op will occur
These special petitions are considered on a case-by-case
basis.
The decision of APRC is final.
Self-Designed Co-op Policy
The Cooperative Education (Co-op) Program is committed
to broadening its conception of the co-op experience in
response to changes in the world of work. It is understood
that a significant number of students hope to use their
cooperative work term to explore entrepreneurial
opportunities with start-up firms, conduct research related
to their majors, become involved in artistic ventures, or
experiment with their own ideas. It is also clear that
numerous students are interested in proposing a co-op job
of their own design.
If a student desires to propose a Self-Designed Co-op
Experience, they are required to work with their co-op
advisors to develop their plan and to write a formal
proposal. Draft proposals must be submitted during the
regular term preceding the co-op term in question. Final
proposals with a signed employer/mentor verification form
are due before registration can be completed.
The proposal must be in narrative form addressing all of
the following points: How the opportunity relates to the
student’s immediate academic interests, long-term
educational goals, career objectives, previous work
experiences, ambitions for skill development, and/or
personal needs. Proposals should be approved by the co-op
advisor before being submitted to the Dean of Cooperative,
Experiential, and International Education.
If the student proposes to be self-employed, involved in
research, or engaged in some form of artistic work of their
own design, they must identify someone with legitimacy in
the proposed field of interest who has agreed to serve as a
mentor and provide guidance in planning their co-op. They
are required to provide the name, contact information, and
signature of the individual in order to verify the mentorship
relationship.
Proposals will be judged on the following criteria:
• A safe, ethical, legal, and supportive
working/learning environment – Is the workplace
or study site safe? Will the student be able to adhere
to safe, ethical, and legal operating procedures? In
this regard, students are informed that employers in
the United States are bound by workplace fairness
standards as codified in federal and state law and are
required to maintain an environment that is free from
harassment and other forms of discrimination as
stipulated by the U.S. Equal Employment
Opportunity Commission (EEOC).
• Reciprocity – Will the student commit to work in
situations where other people would have legitimate
expectations of them, and thus, those individuals
would be reasonably expected to offer compensation,
training, or other forms of support for the student?
• Appropriate preparation and clear definition of
activities – Will the student receive appropriate
training so that they understand clearly the activities
to be performed? Is approval from the Institutional
Review Board (IRB) or Institutional Animal Care and
Use Committee (IACUC) required for this
experience?
• Adequate supervision – What kind of oversight will
be afforded to ensure that the experience will be
rigorous beyond the Work Portfolio course? Will the
student be able to communicate sufficiently with
colleagues so that they will be successful in their
efforts?
• Thematic Consistency – If the student will work in
different locations with different sets of people, their
work should be within a particular field or focused on
a consistent purpose throughout the co-op in order to
afford them a coherent learning experience.
• Sustained Engagement – Will the student be
occupied full-time throughout the cooperative work
term? Please keep in mind that although most co-op
jobs are scheduled for 11 to 12 weeks to meet
employer obligations, a minimum of 10 weeks of
full-time work (at least 30 hours per week) is
required. Students may have more than one employer
but must provide verification from all.
• Performance evaluation – How will the success of
the experience be judged? Are expected levels of
performance adequately communicated?
Adding Courses
The student’s advisor must sign the Schedule Adjustment
Form when a student wishes to add courses to their
schedule. Additionally, the student must have the instructor
of the desired course sign the form. The form is then
brought to the Registrar’s Office for processing. Schedule
Adjustment forms are available in the Registrar’s Office.
54| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Dropping Course
The student’s academic advisor must sign the Schedule
Adjustment Form when a student wishes to drop a course
from their schedule. While the signature of the instructor
of the course being dropped is not required, it is courteous
to inform the instructor of the course of your intention to
drop. The student then brings the form to the Registrar’s
Office for processing. When a class is dropped during the
Schedule Adjustment Period there is no history of the
course on the student’s academic record.
Withdrawing from a Course
From the end of the Schedule Adjustment Period through
the end of the seventh week of the term (Friday at 5:00
pm) during regular terms (Fall, Winter, and Spring terms),
students may withdraw from a course. During block terms,
students may withdraw from a course through the end of
the day on Wednesday (5:00 pm) during the third week of
the block term. A course withdrawal is accomplished by
submitting a Course Withdrawal Form to the Registrar’s
Office. The student must obtain their advisor’s signature
on the form. While the signature of the instructor of the
course from which you are withdrawing is not required, it
is courteous to inform the instructor of the course of your
intention to withdraw. A W grade indicator will be
included on the student’s transcript. Schedule Adjustment
forms are available in the Registrar’s Office.
Specific Courses that Cannot Be
Dropped
Placement testing for writing, quantitative skills, and
language proficiency occurs during new student
orientation, which takes place immediately before the
beginning of the students’ first study term on campus. In
the event the student’s placement test results indicate they
do not meet the minimum college-level requirements,
students must enroll in the appropriate basic math skills
(MAT 090) or English composition (ENG 101) course.
Students are not allowed to drop a basic math or English
composition course unless the student is permanently
withdrawing or taking a leave of absence from the college.
Official documentation for withdrawal or leave of absence
must be submitted to the Registrar’s Office before the
withdrawal is placed on the student record.
Upon successful completion of the basic math and English
composition courses, a student would proceed to take
courses that satisfy the quantitative requirement and the
remainder of the writing requirement. If a student should
not successfully complete MAT 090 or ENG 101, the
course(s) must be retaken during the next term of offering.
A student who obtains permission to enroll in MATH 090
or ENG 101, who is not automatically placed in the
course(s) due to placement test results, will have the option
to drop the course(s) during the schedule adjustment
period.
Retaking a Course
All grades submitted by faculty are recorded on students’
official transcripts. However, any course for which a
student did not earn a passing grade may be retaken. This
includes any course for which a C − or less was earned.
Both grades earned for the course will be recorded on the
transcript. There will be an indication of R (repeat) to the
right of both grades. The first grade will not be figured into
the student’s grade point average. The grade earned for the
repeat of the course will be figured into the student’s grade
point average. Both attempts at the course will be counted
toward the total of cumulative attempted hours. Only the
second attempt will count as earned credits.
If a student receives a failing grade for a course at Antioch
College, they may still take a similar course at another
college and transfer the course to Antioch. However,
because grades to not transfer, the student may not replace
the failing grade at Antioch College with the non-
transferrable grade from another institution; the failing
grade with still count toward the student’s GPA.
Some courses for which the title and number remain the
same but the content changes are not considered repeated
when taken more than once. Examples of this include
individual music instruction courses or a yoga course.
Other times, a repeatable course will have the same title
and number but include a different subtitle. In these cases,
the title will be followed by a colon, and the course content
for that particular term will appear as a subtitle after the
colon (e.g. HIST 330 The History of a City: Paris). Be
aware that not all course names with colons and subtitles
are repeatable. To be sure, consult the course description.
Attendance Policy
Class attendance is critical to student success. It is the
expectation for all students to attend all classes regularly to
ensure that they may benefit from continuous instruction.
Instructors are required to track attendance regularly in all
classes—for all students, in every class, every term.
A student may be removed from all classes if they do not
attend any classes during the schedule adjustment period of
Academic Policies and Regulations | 55
any term when notification of intent to take their courses is
not given to the instructors by the end of the schedule
adjustment period. (This will not apply to students who
have been approved for a leave of absence.) The student
may be considered a “no show” and may be
administratively withdrawn from school.
A student will be removed from all classes and withdrawn
from school if they do not attend any classes for two
consecutive weeks (a week is defined as above), unless on
an approved leave of absence. The student’s last date of
academic attendance will be presumed to be the class day
immediately prior to the reported absences. If the student
does not attend any classes during the first two weeks of
the term the student will be considered a “no show” and
will be administratively withdrawn from school.
Students who have been administratively withdrawn for
non-attendance will have to apply for reinstatement (see
Reinstatement Policy (p. 73)).
Instructors will receive official notification from the
Registrar’s Office of all students who are approved for
withdrawals and medical, personal, and academic leaves of
absence. If a student informs a faculty member that they
will be absent for any of these reasons, but there has been
no official notification from the Registrar’s Office, the
faculty member should report the student’s announcement
to the Registrar’s Office so the registrar can ensure that the
appropriate paperwork is completed.
Accommodations for Religious
Holidays and Federal Observances
Antioch College has a system to accommodate students
who wish to observe religious or federal holidays on days
in which the College is not closed.
It is the responsibility of the student to seek
accommodations for religious and federal observances
during each term. Students must inform their instructors in
writing within the first two weeks of each quarter of their
intent to observe the holiday, even when the exact date of
the holiday will not be known until later. When alternative
arrangements for missed work are possible, they should be
made at the earliest opportunity prior to the observance of
the holiday with the instructor of record of each enrolled
course affected by the student absence.
The College acknowledges the following federal holidays,
though College operations may or may not occur on these
days:
New Year’s Day Memorial
Day
Martin Luther King,
Jr. Day
Independence
Day
Labor Day Veterans Day
Thanksgiving
Day
Christmas
Day
President’s Day
Juneteenth
Constitution Day
The United States Government has designated September
17 as Constitution Day and Citizenship Day (also referred
to as Constitution Day). To commemorate the September
17, 1787 signing of the U.S. Constitution, most years
Constitution Day will be celebrated on September 17. If
September 17 falls on a Saturday, Sunday or holiday, the
College may celebrate Constitution Day during the
preceding or following week.
To help students, faculty and staff become well-informed
citizens through an awareness of and familiarity with the
U.S. Constitution, colleges across Ohio and in the U.S.
may celebrate Constitution Day in their own unique ways.
Auditing a Class
A non-degree-seeking student who wishes to audit one or
more courses may register for them without credit and
without a grade. Audit Request Forms are available in the
Registrar’s Office. Refer to the college website for
additional fees in relation to auditing a course.
Any degree-seeking student may audit a course with
permission of the instructor provided there is an open seat
on the first day of classes. When determining an overload
(more than 18 credit hours per term), the Registrar’s Office
includes the audit credits as part of the overall credit load.
If an overload should result, a petition to overload must be
submitted with the student’s registration form in order for
the course to be included in the overall enrollment for the
term. Students are subject to over-credit fees for any
credits over 18 (see Over-Crediting on p. 160)
No student may change a credit registration to audit or
change an audit to credit registration once the term of
intended enrollment has started.
Because courses that students audit earn no credits, audited
courses do not count toward full-time enrollment status.
For example, a student who is registered for 4 audit credits
and 8 regular (non-audit) credits is considered a part-time
student, in spite of being registered for 12 credits total.
56| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Additionally, audited courses are not eligible to receive
Federal Title IV Student Financial Aid.
Fees Associated with Auditing Classes
• Audit Fee (non-degree) – This fee is assessed to non-
degree-seeking students only. The fee is not assessed
for Student Life courses (CLXX courses and some
designated PERF courses require a fee for
participation – Contact the registrar for specific
courses that generate the fee for each term). The fee
is non-refundable.
• Participation Fee – A fee associated with community
members who wish to take credit and non-credit
bearing co-curricular/ Student Life courses. The fee is
non-refundable*.
• Special Course Activity Fee – Fees associated with
courses that have events or activities incorporated
into the learning goals/ outcomes that require students
to attend. This activity can be on or off campus. The
fee will be placed on the students’ account upon
registering for the course. Fees must be paid by the
Friday of week 2 of the term. The fee is only
refundable if the course is dropped during the
schedule adjustment period each term. Anytime after
this period, the fee is non-refundable*.
*If a course is canceled due to minimum enrollment not
having been met, the fee will be credited to student
accounts or, in the case of community members, refunded.
Final Examinations
Courses may have “final exams”, which are any final
evaluations of student performance that require the student
to demonstrate their understanding, skill, ability, etc.
during a set time frame. Finals may include such activities
as timed paper examinations, colloquia, exhibitions,
performances, presentations, practicals, readings, and so
forth. All imaginable demonstrations of competency,
proficiency, skill, understanding, etc. are included in the
catchall phrase “final exam.”
The Final Examination Period is Wednesday through
Friday inclusively of the last week of the term. See the
Academic Calendar (p. 146), Final Exam Schedule, and/or
Course Syllabi for exact dates, times, and locations.
Instructors and students alike should plan to be available
through the Friday of the last day of the term; plan
appropriately. Instructors are not obligated to
accommodate students who schedule travel during the final
exam period.
Great Lakes Colleges Association
Crossroads Shared Languages
Program
An inter-institutional collaboration to expand language
offerings across GLCA campuses
Visit https://glca-slp.org/
What are Shared Languages Program Courses?
Shared Language Courses are designed to expand the
language course offering for students from participating
colleges. These courses increase course choices both
vertically, i.e. courses beyond the elementary language
level, and horizontally adding breadth and variety to
students’ choices of language and content courses on the
intermediate and advanced level. Students from guest
colleges will join host college courses via video-
conferencing synchronously and will meet asynchronously
with students enrolled in the course in small group and
partner work settings.
Who can take SLP courses?
Enrolled students from any of the 13 GLCA institutions are
eligible to take these courses for credit. Prerequisites apply
according to how the course is listed.
Where will I find SLP courses?
Course instructors will list their courses both in their home
and guest institutions’ schedule of classes under the
respective language offerings. The guest student’s
language professor collaborating with the host school’s
professor will announce these course offerings to his or her
students before and during the course registration period of
the guest students’ institution.
How do I register?
Students will register for these courses at their home
institution during the regular registration period as they do
for their other courses. SLP are identified as such and
come with a course number assigned by the home
institution to match their degree course requirements.
Students need the approval from their home Registrar to
complete the Shared Language Registration/Drop Form.
The host campus registrar will create a guest student record
for each enrolled student with a minimum information
aggregate about the student (name, home campus, SSN,
email address, home address). The guest student form will
be made available by the home campus’ mentor.
Academic Policies and Regulations | 57
How do I drop a Shared Language Course?
Each student will have to follow the add/drop policies of
the host institution. Students need the approval from their
home Registrar to complete the Shared Language
Registration/Drop Form.
Where can I find the host institution’s registration and
add/drop dates?
These will be listed on the host instructors’ course syllabi
and on the Shared Language Courses website.
How many credit hours do I receive?
The number of credits the host college will assign for any
given course is the amount of credits that will show up on
a student’s transcript. For example, if a Denison student
enrolled in a 3-credit course at Hope, they would earn 3
credits upon successful completion, not 4. The course
credits gained at the host institution count toward students’
semester full-time enrollment credits at their home
institution.
What is the cost of the SLP courses?
There is no additional cost. The course offerings are based
on a reciprocal system. The student will pay their fees on
the home campus as if it were a class offered there. This
way, a student’s financial aid will not be impacted. The
rules of the home campus regarding limit of credit hours
per semester apply.
How do I participate in the host course?
Guest students from their respective home campuses join
the host course electronically via videoconferencing by
invitation from the host instructor. Currently, we are using
Zoom (zoom.us) for synchronous (in-class) and
asynchronous (outside of class time student teams) class
meetings and projects. Students may connect from any
place that is quiet, well lit, and has a reliable network
connection. If connecting from a public lab, the student
should wear a headset with a microphone. Guest students
will meet with their course instructor via Zoom before the
class to discuss technological details after students setting
up an appointment via email.
What course rules apply?
The student will follow the syllabus and course
requirements (expectations, grading policies, number of
credits, attendance) set forth by the instructor on the host
campus. The meeting days and times of the host course
apply to all students. It is each guest student’s
responsibility to come to class according to the host
institution’s semester schedule. A semester may begin a
little earlier or a little later than at the guest student’s home
institution. This is also true for institutional policies – all
enrolled students are bound by the policies set forth by the
institution in which they enroll. Examples for such policies
are academic integrity, absence rules, disability, reporting
on sexual assaults, etc.
How do I get a grade assigned?
The host instructor is responsible for assigning a grade just
like for any other student in the course. The host
instructor’s grading policies apply to all students. The
instructor will submit all grades to the local registrar, who
will then submit the grade to the student’s home
institution.
Whom will I be able to contact about the course on my
own campus?
Each student will have a mentor on their home campus (in
most cases their language faculty) who will communicate
regularly with the host professor and check in with the
student about their progress in the course.
What kind of access to resources will I have?
A course webpage will be created for each offered course
by the host instructor containing logistical course details,
syllabus, expectations, rubrics, reading materials, links to
resources, etc. Hosted students – just like on campus
students – may choose to communicate with instructors
and classmates via email, Zoom, texting, Facebook, etc.
Each student will be able to record, review, submit video
material either from individual exercises or group projects.
Google schools will make use of their Google drives,
others may use alternative programs such as Dropbox.
Required textbooks will be listed on the respective course
syllabus. Guest students need to contact the instructor to
get early access to that information.
Cross Registration
The Cross Registration Program allows degree-seeking
students access to academic opportunities not available at
Antioch College. Students may register for courses that are
available at other SOCHE institutions and Greater
Cincinnati Collegiate Connection (GC3) institutions.
Desired course(s) must not be available at Antioch College
during the term the student wishes to enroll and must be
course(s) required for the student’s program. Generally,
most courses, except study abroad, are eligible—subject to
58| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
space availability, completion of prerequisite courses, and
permission of both Antioch College and the host
institution.
SOCHE Institutions:
Air Force Institute of
Technology
Miami University
Antioch College Ohio University
Antioch University Midwest Sinclair Community
College
Cedarville University Southern State
Community College
Central State University
Union Institute and
University
Cincinnati State Technical and
Community College
University of Cincinnati
Clark State Community College
University of Dayton
Edison State Community
College
Wilberforce University
Franklin University
Wilmington College
Kettering College Wittenberg University
Kettering Foundation Wright State University
Greater Cincinnati Collegiate Connection Institutions
Art Academy of Cincinnati Hebrew Union
College
Athenaeum of Ohio Miami University (all
campuses)
Chatfield College Mount St. Joseph
University
Cincinnati Christian University Northern Kentucky
University
Cincinnati State Technical and
CC
Thomas More
College
Christ College of Nursing and
Health Sciences
Union Institute &
University
Gateway Community and
Technical College
University of
Cincinnati
Good Samaritan College of
Nursing and Health Science
Wilmington College
God’s Bible School and College
Xavier University
Contact the Cross Registration coordinator in the
Registrar’s Office at Antioch College and the host
institutions for more information and to learn about their
specific registration guidelines. A directory of Cross
Registration coordinators is available at
https://www.soche.org/cross-registration/.
Student Enrollment
1. Degree-seeking students, who are in good academic
standing, may take courses through SOCHE’s Cross
Registration program. Students are subject to
enrollment and eligibility requirements as determined
by the host institution.
2. Students requiring accommodations from
accessibility services must coordinate with Antioch
College’s Student Success Coordinator to verify the
availability of services required. The Student Success
Coordinator will coordinate with the host institution
as needed.
Number of Credits/Courses
1. Credit hours taken at the host institution may not
exceed credit hours taken at Antioch College per
academic term and are subject to Antioch’s
Registrar’s approval.
2. Students are restricted to a maximum of 30 credit
Academic Policies and Regulations | 59
hours (45 quarter credit hours) throughout their
program of study at Antioch College.
3. The combined course load for a student at both
Antioch College and the host institutions may not
exceed the full-time course load allowable at Antioch
College.
4. Students may not register for a course that is
available at Antioch College during the same term.
5. Course(s) may be taken for credit only.
6. Course(s) must apply to the degree program in which
they are enrolled.
Registration Procedures
1. Students can obtain information on courses offered at
other institutions by visiting each institution’s
website or by calling their Cross Registration
coordinator. Course registration information includes:
course offerings, contact information, registration
times, and information on prerequisites and fees.
2. The Cross Registration Form must be submitted with
approvals by Antioch College’s schedule adjustment
deadline date.
3. If proper procedures are not followed, the student will
be ineligible for Cross Registration and will be
responsible for all charges incurred at the host
institution.
4. Antioch College and the host institutions reserve the
right to require additional requirements and the right
to override eligibility requirements.
At Antioch College
The Cross Registration process is initiated in the
Registrar’s Office at Antioch College. A student must meet
the following requirements to participate in the Cross
Registration Program:
1. Must be in good academic standing with a 2.5
cumulative GPA or higher; and
2. Must be a degree-seeking student at Antioch College;
and
3. Must have second-year standing at Antioch (at least
44 credits earned). Students approved to take a
language offered at a SOCHE member college or
university due to proficiency level and placement, are
exempt from this requirement during their first year
of enrollment at Antioch College; and
4. Must meet all eligibility requirements of the host
institution; and
5. Must have no unresolved disciplinary issues in the
Office of x2028Student Life; and
6. Must be an enrolled student prior to and during the
term of x2028registration; and
7. The course creating cross-registration must not be in
the form of an Independent Study.
If the requirements for cross-registration are met, it is the
student’s responsibility to complete the following:
1. Obtain the SOCHE Cross-Registration form at the
Registrar’s Office; and
2. Meet with a faculty advisor and identify course
offerings at consortium member institutions. The
course must be identified on the Cross-Registration
Application and approved by the advisor; and
3. After submission of the Cross-Registration
Application, schedule a meeting with the registrar to
discuss scheduling, registration and cost aspects of
cross-registration with member institutions; and
4. Students registered for more than 18 credits (between
Antioch College and the host institution), will be
responsible for fees incurred due to over-crediting. If
you are over-crediting, you must file an over-credit
petition with the Registrar’s Office.
5. Students requiring accommodations from
accessibility services must coordinate with Antioch
College’s Student Success Coordinator to verify
services can be provided required. The services are
the responsibility of Antioch College.
6. The selected course(s) must be approved and signed
by an academic advisor and the Cross Registration
coordinator in the Registrar’s Office.
At the Host Institution
1. Students should contact the host institution to
determine if space is available in the course(s).
2. After approval has been granted at Antioch College,
the student takes the approved Cross Registration
Form to the host institution and completes course
registration according to the host institution’s policies
and deadlines.
60| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
3. The Cross Registration Form must be submitted and
approved by the host institution by the last day to add
or
drop date stated by the host institution, otherwise
the student will be responsible for all charges.
Add/Drop Procedures
1. Any class adds must be completed for both Antioch
College and the host institution, following their
respective procedures.
2. Any class drops must be completed within the host
institution’s deadlines and procedures.
Grades/Transcripts
1. After completion of the course(s), a transcript o
r
g
rade report is sent from the host institution to
Antioch College for inclusion on the student’s official
transcript.
2. Grades are transcribed according to the academi
c
s
tandards and grading practices of the host institution.
3. Quarter hours are converted to semester hours, and
vice versa, as appropriate to the home institution’s
conversion formula.
Tuition and Fees
1. Regular tuition and fees are payable to Antioch
College.
2. Students are responsible to the host institution for an
y
s
pecial or extra fees (lab fees, parking, etc.).
3. GC3 institutions reserve the right to charge an
a
dministrative fee, which is paid directly to the host
institution.
Cross Registration Program Exclusions
Institutional articulation agreements and study abroad
programs are excluded.
Changing the Study/Work Sequence
Under exceptional circumstances, and after careful
consideration and consultation with their advisors, a
student may wish to alter their study/work sequence. They
may wish to take advantage of a cooperative education
opportunity that is available to them during a term when
they are sequenced for a study term on campus. Or they
may wish to take particular classes that are being offered
during a term when they are sequenced for a co-op term.
Before requesting a change of sequence, students and
advisors should consider the following:
• Classes are scheduled for student cohorts with
consideration for when each cohort is going to be on
campus for study term or off campus on co-op.
• Courses that are prerequisites for required upper-level
courses may only be scheduled during specific terms.
Language classes are only offered during specific terms.
Missing a one class could mean having to wait a year for a
student to get back on track.
If the student and the advisor agree that a change of
sequence is in the student’s best interest, there are two
procedures for requesting the change through the
Academic Policy and Review Committee (APRC).
This is the standard study/work sequence:
Fall
Term
N-D
Block
Winter
Term
Spring
Term
J-A
Block
Year
1 study s tudy work
Year
2 study w ork study
Year
3 study* s tudy* study*
Year
4 work* s tudy study
Petition for a Change of Sequence – This form is used to
submit a request to APRC for the sequence change. After
consulting their advisors, the student must complete the
petition and submit it to the Registrar. The Registrar will
forward the petition to APRC for consideration. The
student will receive a letter from the Registrar informing
them of APRC’s decision. APRC’s decision is final, and
cannot be appealed.
Flex Term Notification – Fall, Winter, and Spring terms
of the third year, and Fall term of the fourth year are
considered “flex terms.” Students may choose a work term
instead of a study term, or a study term instead of a work
term by submitting a “Sequence Flex Term Notification”
form to the Registrar. APRC approval is not necessary.
Students who wish to change their sequence during non-
flex terms must submit a Petition for a Change of
Sequence. Only one flex term notification is permitted per
student. Any future alterations to the study/work sequence
would require the submission of a Petition for a Change of
Sequence.
Academic Policies and Regulations | 61
Students who wish to be scheduled for a co-op in addition
to the three required co-ops may not use this form;
additional co-ops require a Petition for a Change of
Sequence.
Course Substitution Policy
A student is expected to complete all College degree
requirements that were in effect at the time of
matriculation. The coursework for each program has been
chosen to provide the student with a carefully considered
set of skills and the appropriate knowledge for their self-
designed major and intended professional pathways.
Occasionally, a student may have already acquired the
knowledge and skills required for a particular course and
would not benefit from repeating its content. In such cases,
it may be deemed appropriate for the student to be waived
from having to take the course, making room for a relevant
course substitution.
Students wishing to petition for a course substitution must
first declare a major and submit an updated degree plan
and statement of inquiry. Students should then discuss the
subject with their academic advisor. The student should be
prepared with sufficient documentation and/or justification
to warrant a course substitution.
• A required course is no longer offered due to a
change of curriculum
• A course taken at another school is not an exact
match for a requirement but is deemed by the
student’s advisor to be acceptable. (An official
transcript and course syllabus are required.)
• A required course is not offered when the student
could reasonably schedule it, provided the student has
not forgone the opportunity to take the course at an
earlier time
If the advisor agrees that it is reasonable to consider a
course substitution, the student should complete in
conjunction with their advisor a Petition for a Course
Substitution, have the advisor sign the petition, and then
submit the form to the Registrar’s Office for processing.
• Failure to enroll in a required course is not sufficient
reason to request a course substitution.
• Course substitutions will only be considered for
students who have declared a major and have an
approved degree plan and statement of inquiry in
place.
• In order to use a transfer course as a substitution, the
course must meet the established guidelines for
transfer credit and must match the content and
outcomes of the required course.
• Substitution of a course for a previously failed course
is not permitted.
The Registrar’s Office will not make a determination as to
the petition. The student’s advisor in consultation with the
division in which the course is offered will make the
determination. However, to ensure the accuracy of your
degree audit, your degree plan, and your statement of
inquiry, you must submit the petition to the Registrar’s
Office. Since your degree audit and your degree plan are
used to track you program requirements, it’s very
important that they accurately reflect any changes made in
requirements. Completed petitions, with the advisor’s
signature, will be forwarded by the Registrar’s Office to
the appropriate division for consideration. Once the
division has made a decision, the Registrar’s Office will
notify the student of the decision.
Declaration of Major Policy
All degree-seeking students must declare a major, which
includes an approved degree plan and statement of inquiry,
by the end of the Spring term in their second year,
typically as part of ANTC 200 Design Your Degree. In
instances of exemption from ANTC 200, students are still
required to submit a degree plan and statement of inquiry
by the end of the Spring term. Any student who does not
have their degree plan and statement of inquiry reviewed,
approved, and on file will have a registration hold applied
to their account. The student will not have this hold
released and will not be able to register for the subsequent
academic term until the process is completed.
There are four steps involved in declaring a major:
1. The student must work with their advisor(s) and
instructor(s) of ANTC 200 to develop a degree plan
and a statement of inquiry. Students exempt from
ANTC work directly with their advisor(s). All
students will need to update their degree plans and
statements of inquiry several times during their
education.
2. The degree plan and statement of inquiry must be
submitted to the student’s advisor(s) for review, who
will check the plan/statement for accuracy. If there
are still issues to be resolved, the advisor(s) will
return the plan to the student with instructions. The
student will then make any necessary adjustments and
62| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
resubmit the plan to their advisor(s).
3. The student will submit the approved degree plan and
statement of inquiry to the Registrar with a completed
declaration of major form.
4. The Registrar will assign the student a degree audit in
the student information system.
Change of Self-Designed Major
Changing the self-designed major requires a student to
seek advising support from the faculty advisor before a
change of major can take place. Forms for declaring and
changing a major are available in the Registrar’s Office.
Students may not change their major within two academic
terms of their anticipated graduation.
Updating the Degree Plan
The degree plan and the Statement of Inquiry (SOI) are
considered “living documents”—ones that may change
based on the availability of specific courses offered term
by term, evolution of student interests and goals, etc.
Therefore, the plan and SOI must be updated periodically
to maintain its accuracy. All fourth-year students must
have an updated degree plan and SOI approved by the end
of the eighth week of the Fall term of their fourth year, or
they will not be allowed to register for the subsequent
academic term. The updated degree plan must be reviewed
by the Registrar and then approved by the student’s
academic advisor. When the approved degree plan is
returned to the Registrar’s Office, the student will be
cleared for registration for the subsequent term.
Credits Earned in the Final Two
Years Policy
Antioch College recognizes that the learning that takes
place in the final two years during a student’s course of
study is the most intense, and the College especially values
the deep and transdisciplinary study that takes place during
the Capstone Project. It is for this reason that the
following policy is in place:
1. 45 of the last 90 quarter credits earned towards a
bachelor’s degree must be earned through Antioch
College. These credits are generally assumed to be
earned in Year 3 and Year 4 of a student’s education,
for those on a path to a standard 4-year graduation.
2. Students are required to take all credits in the final
two study terms of the fourth year through Antioch
College, based on an average load of 16 credits per
study term.
3. The Capstone Project and the Senior Reflection
Paper, which represent capstone educational
experiences, must be taken at Antioch College, and
not through any consortial arrangement.
4. Consortial arrangements, such as cross-registration
through SOCHE or GLCA/GLAA, may be used to
meet these 45 credits, with the exceptions of the
Capstone courses noted above.
Graduation
Review of Status toward Graduation
As students progress through Antioch College, they work
closely with their advisors to review and revise their
degree plan. This document helps to ensure that students
are achieving progress towards earning a Bachelor of Arts
or Bachelor of Science degree. Students are required to
update their degree plans with the Registrar’s Office at the
beginning of the fourth year. This will enable the students’
advisors and the registrar to examine the student’s
academic record, degree plan, and sequences and ensure
that graduation requirements can be met as anticipated by
the student. Students are strongly encouraged to update
their degree plans at the end of each quarter until
graduation.
Application for Graduation
Students planning to graduate must complete an
Application to Graduate and submit it to the Registrar’s
Office by the end of the term before the term in which the
student plans to graduate. A graduation fee must be paid by
the time of submission of the Application to Graduate. The
graduation application fee will be published with the
deadline for the submission of the application. Student
Accounts will add the fee to students’ bills.
Commencement and Graduation Dates
The commencement ceremony is held on the Saturday
following the end of Spring term. Generally, students are
expected to have completed all degree requirements prior
to the commencement ceremony.
The Academic Policy and Review Committee presents the
names of candidates for graduation to the faculty for a vote
once a year during the last week of Spring term, and only
students approved by the faculty will be permitted to
participate in commencement and graduate during that
year. Regardless of approval by the faculty to be included
Academic Policies and Regulations | 63
in the ceremony, only students who complete all their
degree requirements by the end of Spring term will be
considered graduates at the end of that term. The official
graduation date will be the thirtieth day of June.
Students who have not met all of their financial obligations
to the college may be permitted to participate in the
commencement ceremony.
Graduation with Honors
Antioch College awards degrees with honors designations
based on the cumulative grade point average of all credits
earned toward the degree in attendance at Antioch College.
Honors designations are as follows:
• Summa Cum Laude = 3.9 Cumulative GPA or
higher*
• Magna Cum Laude = 3.7 – 3.89 Cumulative GPA*
• Cum Laude = 3.5 – 3.69 Cumulative GPA*
*Any student who is considered for graduation with honor
distinctions must have no unresolved incomplete (IN),
academic integrity (M) or no grade (NG) indicators on
their permanent record. Any unresolved indicators or
actions would eliminate a student for consideration for
graduation honor with distinctions.
Official Transcripts
The official transcript is a copy of that portion of a
student’s academic record that is prepared for release to a
third party at the request of the student or former student.
The transcript contains the following information about the
student:
• Personal information: student’s name, date of birth,
and student identification number
• Attendance and credits earned and attempted: dates of
attendance (date of entry and each term of
registration); course identification (course number
and title); amount of credit earned; identification of
credit system (quarter credit); credit for remedial
courses or other courses not applicable to degree
program; or transfer credit
• Effective withdrawal date, if applicable
• Academic standing
• Graduation date, degree conferred, Dean’s List or
graduation honors, and program or major, as
applicable.
Official transcript request forms are available in the Office
of the Registrar.
*Allow 5-15 business days for processing the request for
official transcripts.
Name Change Policy
Introduction
I
n an effort to expand Antioch policies against sex
discrimination and gender-based misconduct, this
document recommends procedures for student name
changes on campus. The purpose of this policy is to ensure
the privacy, safety, and dignity of all students at Antioch,
regardless of gender or transition status. Antioch College
recognizes that many of its members use names other than
their legal names to identify themselves. As long as the use
of this different name is not for the purposes of
misrepresentation, the college acknowledges that a chosen
name can be used wherever possible in the course of
college business and education. Antioch students have the
right to change their names and pronouns at any point
during their time at the college. If they are no longer
students, they may request a change to narrative
evaluations and/ or remaining communications.
P
olicy Statement
1. It is the policy of Antioch College that any student
may choose to be identified within the college’s
information systems (i.e. Learning Management
System, Student Information System, Google Suite,
etc.) by their chosen name. It is further understood
that the person’s chosen name shall be used in all
college communications and reporting except where
the use of the legal name is necessary. Examples of
where your legal name is necessary include, but ar
e
n
ot limited to:
a. Financial aid documents
b. Billing statements
c. Payroll
d. Official transcripts
e. Enrollment certifications (ex: college enrollment,
scholarships)
f. Federal immigration documents.
64| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
g. Engagement with outside vendors and other third
parties, such as OPI testing.
2. In some cases if you indicate a chosen name, it may
be necessary to clarify that your chosen name is
different from your legal name. Examples of this
include, but are not limited to: official interactions
with police, security, and/or law enforcement, and
verification of medical records.
3. Consistent with the Family Educational Rights and
Privacy Act (FERPA (p. 43)), Antioch
College allows for the release of directory
information, which includes a student’s chosen name
when one is designated. If a student does not want
disclosure of the chosen name to external
organizations or persons, the student can set a
FERPA restriction on the student record by
completing a FERPA Information Release
Declaration form which is available in the Registrar’s
Office. Choosing a FERPA restriction means the
College cannot confirm student status to anyone
inquiring about the student record. For more
information about FERPA and setting FERPA
restrictions, contact the Registrar’s Office.
4. Using a chosen name is not the same as a legal name
change through the courts system. A student may be
challenged if relying on documents with a chosen
name when asked to provide proof of legal name
and/or identity for employment or government
purposes, such as obtaining a passport.
5. Other considerations include the use of both the legal
name and a chosen name on various documents used
for external purposes. For example, a transcript and
verification from the College with the official
university name and a letter of reference from a
faculty member who knows the student primarily by
the student’s chosen name may require some
clarification when applying for internships, jobs,
and/or graduate school.
Name Change Procedure
A completed Request for Name Update form must be
submitted to the Registrar’s Office. The individual is free
to determine the chosen name the student wants to be
known by in the college’s information systems. However,
misuse of the Name Change policy, such as a request for
an egregiously offensive name, may be cause for denying
the request. A Request for Name Update form is available
from the Registrar’s Office.
Additional Name Change
Information
Student names on all official college records must reflect
the student’s legal name. Students who have earned
degrees at Antioch College may only change their name
designation by presenting to the Registrar’s Office a court
order approving the new name. There will be a $50.00 fee
for the printing and mailing of a new diploma.
If you have not yet received your degree, review the
following categories to determine how to proceed with a
change of name.
Divorce
A student who wishes to change their name because of
divorce, must present to the Registrar’s Office a court
order granting the divorce decree. Maiden names may only
be used when authorized by the court.
All Others
You may change your name without court order by
presenting to the Registrar’s Office verification of the new
name. The following may be used to verify the new name:
driver’s license, DMV/BMV identification card, passport,
legal court document, birth certificate, or alien registration
card. Documentation must be provided for all changes
including the following: I, II, III, IV, Jr., Sr. or other suffix
to the name; middle name or initial; or an addition or
subtraction of a hyphen.
Gender Change Policy
Students identify their gender designation at the time they
apply for admission to the college. Students who wish to
change the gender designation for their official records
must provide the Registrar’s Office with a certified copy of
a court order showing change of gender or other legal
identification, such as a revised driver’s license or state
issued I. D. card. All official records in the Registrar’s
Office will identify only the new gender. Note: Antioch
College transcripts and diplomas do not specifically
reference gender.
Academic Honesty Policy
Antioch Honor Code
Antioch College is a community dedicated to the search for
Academic Policies and Regulations | 65
truth, the development of individual potential, and the
pursuit of social justice. In order to fulfill our objectives,
freedom must be matched by responsibility. As a member
of the Antioch community, I affirm that I will be honest and
respectful in all my relationships, and I will advance these
standards of behavior in others.
Community members should understand that academic
dishonesty is harmful to the Antioch College community
and its reputation. The College expects high standards of
behavior and that all community members act responsibly
and honestly.
Academic Dishonesty Defined
Antioch College values academic honesty by all members
of the community. At Antioch College, all forms of
cheating, plagiarism, and fabrication are considered
academic fraud. Cheating occurs when students do not do
their own work in an academic exercise or assignment.
Plagiarism occurs when students appropriate the work or
ideas of another without acknowledgement, or fail to
correctly identify the source, whether it is done
consciously or inadvertently. Examples include, but are not
limited to, the following actions:
• Presenting and paraphrasing information and ideas
from sources without credit to the source;
• Use of direct quotations without quotation marks and
without credit to the source.
• Failure to provide adequate citations for material
obtained through electronic research;
• Downloading and submitting work from electronic
databases or websites as your own work or without
citing sources;
• Participation in a group project that presents
plagiarized materials;
• Submitting material created/written by someone else
as your own, including purchased term/research
papers, art, music, performance, etc;
• Copying from another student’s examination;
• Allowing a student to copy from another student’s
examination;
• Using outside materials on an examination,
assignment, etc. that are not authorized for use during
the examination, assignment, etc;
• Collaborating on a project that was intended to be
completed individually;
• Preparing or obtaining notes to take into a closed-
book examination, for example, writing on the hand
or desk, preparing a crib sheet, or storing information
in any other format for use and retrieval during the
examination;
• Using written notes or information, or electronic
devices, such as a laptop computer, phone, or
calculator in an unauthorized manner to store, share,
and/or retrieve information during an examination;
• Falsifying citations, for example by citing
information from a nonexistent reference;
• Listing sources in the bibliography that were not used
in the academic exercise;
• Engaging another individual (whether a part of the
College community or from outside of the College
community) to complete the student’s examination, to
complete the student’s academic exercise, or to write
the student’s paper;
• Self-Plagiarism, or “recycling” work, in which
previously written or published work is presented as
newly written;
• Duplicate submissions (submitting one assignment to
two different courses without specific permission of
both instructors), at any point during your academic
career, regardless of when the work was created.
Defining “Common Knowledge”
Information that is found consistently in multiple sources
(such as reference books or textbooks), is easily accessible,
and is known to be true by a wide audience is generally
assumed to be common knowledge and would not need to
be documented. Information from sources not readily
available to most people, which concentrates on a specific
field or subject area, and contains jargon not commonly
used and specific to a discipline or field of study, should be
documented.
Students who are unsure whether or not specific
information is considered to be common knowledge should
consult their course instructor to avoid plagiarism.
In general, students’ work must be their own. Violations of
academic honesty are taken very seriously. Penalties for
violations range from failing assignments or tests to
dismissal from the College. These acts violate the Antioch
College Honor Code and damage trust in one another.
66| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Community members, who witness or suspect violations of
academic integrity, should report the suspected offender to
the instructor.
Levels of Violation
There are two levels of violation: major and minor
infractions.
• Minor Infraction – A violation that occurs either
without clear evidence of the intention to deceive or
with evidence that is insufficient to constitute proof.
While a minor infraction is not a major infraction, a
second minor infraction of the same nature will b
e
t
reated as major infraction.
• Major Infraction – A violation with evidence that
supports the student’s intention to deceive and/ or a
continued pattern of disregard for the conventions of
academic integrity.
Conflict of interest in academic honesty cases
For cases of academic dishonesty, “conflict of interest” is
defined in part on a person’s role in the process, and in part
on a person’s relationships to the student(s) and
instructor(s) directly involved in the alleged breach of
academic integrity. No person who has brought an
academic integrity case against the specific student, or who
has a close personal relationship with the accused student,
may serve in a decision-making role on the committee;
however, said individuals may remain in non-decision
making roles, such as advisor or support person.
The committee for hearing academic honesty cases
While all cases of breaches of academic integrity are heard
by APRC, additional persons will join APRC for academic
honesty hearings, as follows:
1. Student members: 2 (from a pool of up to 20)
a. At the beginning of each academic year,
Community Council (ComCil) shall create a pool
of up to twenty students, who have been at
Antioch College for at least one full academic
year
i. To maintain continuity, no more than te
n
m
embers may be different than the previous
academic year’s pool
ii. All members of the pool must be trained
a
ppropriately, including in the procedures for
hearing academic honesty cases, on how to
maintain strict integrity and confidentiality, etc.
The Office of Academic Affairs (OAA) and
ComCil will jointly decide how the training is
to be conducted.
iii. No student who has been found guilty of
an infraction of academic honesty may be a
member of the pool.
b. When an academic honesty case is to be heard,
the Registrar will select two trained students from
the pool, who have no conflict of interest with the
case at hand
2. Faculty members: As needed (to maintain integrity)
a. OAA shall maintain a pool of faculty members,
who have been at Antioch College for at least on
e
f
ull academic year, and who are not currently
a
way from the college for extended periods
(research term, leave of absence, etc.)
i. All members of the pool must be trained
a
ppropriately, including in the procedures for
hearing academic honesty cases, on how to
maintain strict integrity and confidentiality, etc.
The Office of Academic Affairs (OAA) will
decide how the training is to be conducted.
b. When an academic honesty case is to be heard,
the Registrar will replace any faculty member of
APRC who has a conflict of interest with the case
at hand, with a faculty member from the pool.
i. If a faculty member who normally serves o
n
A
PRC has an advisee come before the
committee, the faculty member shall recuse
t
hemselves of their role as an APRC member
(with replacement as above), but may remain
as the student’s advisor.
ii. If a faculty member who normally serves on
A
PRC has brought the case of academic
di
shonesty against the accused student, the
faculty member shall recuse themselves of their
role as an APRC member (with replacement as
above), but may remain as the complainant.
iii. No person who has brought an academic
integrity case against the specific student may
serve in a decision-making role on the
committee.
3. Replacement of committee members in the case of
conflict of interest
Academic Policies and Regulations | 67
a. Any member of an academic honesty hearing
case, who has a decision-making role on the
committee, and who has a conflict of interest,
must be replaced with another member of similar
status, consistent with the composition of the
committee.
i. While support persons for the student or
faculty, and the student’s advisor, may not have
decision-making roles on the committee, they
may still be present, as they have an accepted
vested interest.
b. Students and faculty will be replaced, as noted
above.
c. Administrators from OAA with a conflict of
interest will be replaced with another
administrator of a similar type.
i. Instances of administrators with teaching
and/or advising duties shall be handled
similarly to the faculty cases above, except that
another OAA administrator will fill their
normal role on the committee
Support persons for students and faculty
At any step in the procedure, the student or the faculty
member may invite another Antioch community member
to accompany them to any of the meetings to assist with
resolution, within certain limitations. It is of the utmost
importance that any and all support persons maintain strict
confidentiality and uphold the integrity of the process. The
role of support persons is, as requested, to provide support,
advice, or assistance to the student or faculty requesting
their presence, and to advise the student or faculty in
preparing for the hearing. Support persons may not have
decision-making roles on the committee, given the inherent
conflict of interest.
By default, the support persons for a student are their
academic advisor, who will attend the hearing on behalf of
the student, and possibly one additional community
member, as described below. In the instance that the
academic advisor is the person bringing the claim of
academic dishonesty against the student, the advisor may
not be a support person, and will instead attend the meeting
as the person bringing the claim (the complainant); no
additional support person will replace the advisor in this
instance.
1. A student may select another student only from the
approved pool of trained students created by ComCil.
A student may only select a staff or faculty member
who has worked at Antioch College for at least one
full calendar year.
2. A faculty member may only select a staff or faculty
member who has worked at Antioch College for at
least one full calendar year.
Procedure
Faculty members are allowed to have their own additional
course-specific policies for how academic dishonesty is
handled, but are limited in the sanctions that may be
imposed without a formal hearing. Instructors may choose
to handle cases within their own course, and/or to proceed
with formal action.
Individual faculty members are responsible for
determining if the alleged violation should be:
1. Handled by the instructor internally (within their
course). Although the instructor may issue a failing
grade for the assignment, project, exam, etc., the
instructor may not issue a failing grade for the course.
However, failure of the course may result due to the
weight of the assignment, project, exam, etc.; or
2. Referred to APRC with the recommendation that the
violation be treated as a minor infraction; or
3. Referred to APRC with the recommendation that the
violation be treated as a major infraction.
The faculty member(s) should meet with the student to
discuss the alleged act of academic dishonesty. During this
meeting, the faculty member may request sources from the
student or ask questions to determine the student’s
familiarity with the material in question. When possible,
the instructor should arrange to meet with the student
within one calendar week of becoming aware of the
alleged violation.
The faculty member(s) should gather the evidence that
confirms academic dishonesty (e.g., make copies of the
assignment; get citations for, or copies of, the sources that
were plagiarized).
If a faculty member chooses to proceed with formal action,
the student attends a meeting called by the Academic
Policy and Review Committee (APRC) with the faculty
member(s) and advisors to discuss the incident. In this
meeting, the following should be addressed:
1. Describe the evidence that confirms that academic
dishonesty occurred.
2. Listen to the student’s response.
68| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
3. Review what academic dishonesty is, how it violates
the Honor Code, how it is unacceptable in a scholarly
c
ommunity and how to cite sources properly.
4. Review the College’s Academic Honesty Policy and
procedures with the student.
5. Inform student of what the consequences may be (see
Resolutions of Academic Dishonesty Cases below).
After this meeting, the faculty member(s), the student’s
advisors (if in attendance), and APRC will determine the
consequences.
Before the consequences are determined, APRC will
request that the registrar review the student’s record to
confirm if this is a first or second incident, etc., and then
APRC completes the Academic Dishonesty Report form. If
records indicate that this is not the student’s first offense,
the policy for the second (etc.) offense (see consequences
of academic dishonesty below) will be put into effect.
Knowledge of a student’s prior record should be used in
determining penalties, but must not enter into the decision
about the presence or nature of academic dishonesty. All
parties will retain copies of the report and its
accompanying documentation after the hearing and a copy
will be forwarded to the registrar to become a part of the
student’s academic record.
Resolutions of Academic Dishonesty Cases
Resolution of all formal cases of academic dishonesty
minimally requires remediation. However, APRC may, at
its discretion, include additional outcomes that are
restorative, punitive, and/or educative in nature.
Any offense: The student may be required to write a
formal letter of apology to the course instructor(s). The
student may be required to (re)take training regarding
academic dishonesty. APRC may require additional
measures. In all cases of violations except the third, APRC
in consultation with the instructor in question will
determine the appropriate level of sanction for each
violation. Lesser violations should receive lesser penalties,
whereas more serious violations should receive more
serious consequences. In all instances, instructors and
APRC are encouraged to enact restorative and educative
justice practices in all appropriate cases.
Minor violation: Sanctions can include failure of the
assignment (which may result in failure of the course due
to the weight of the assignment), or failure of the course
regardless of the weight of the assignment.
First major violation: Sanctions can include failure of the
assignment (which may result in failure of the course due
to the weight of the assignment), or failure of the course
regardless of the weight of the assignment, or academic
suspension.
Second major violation: Academic suspension or
dismissal
Third major violation: Academic dismissal
The student is notified of the outcome of the Academic
Honesty hearing in writing by the Chair of the Academic
Policy Review Committee (APRC) via email to their
Antioch College email address and hardcopy letter in their
Antioch College mailbox.
Appeal
The decision and sanctions resulting from an Academic
Honesty hearing by APRC may be appealed by the accused
student in writing to the Vice President of Academic
Affairs (VPAA) or their designee at
oaa@antiochcollege.edu.
To receive consideration, an appeal must be full and
complete upon submission, including in it the basis for
appeal, the rationale for any claims or arguments to
consider an appeal, and must be submitted by within three
(3) business days of the date of the email and letter
notification from APRC.
• A business day is defined as any day the College is
open, whether or not classes are held, but does not
include weekend days and holidays observed by the
College.
• A student’s submission of an appeal suspends the
imposition of sanctions until the appeal is decided.
• Until both the APRC hearing and appeal are
concluded, a student receives an “M” grade indicator
(Academic Integrity Indicator) on their transcript fo
r
t
he course in question. While this indicator does not
affect GPA, it also does not indicate successful
completion of the course, and thus the course i
n
que
stion cannot be used to satisfy degree
requirements or to meet prerequisites, until the appeal
is resolved. (See the “Evaluation of Academi
c
P
erformance: Grades (p. 37)” section in the Catalog,
subsection “Other Grade Indicators in Use (p. 38)”)
Basis for consideration of appeal may only be one of the
following:
• The Process was conducted unfairly. The student
Academic Policies and Regulations | 69
argues that the procedural protections were not
provided appropriately, the original hearing was not
conducted fairly in light of the charges and
information presented, or that there were violations of
the procedures as laid out in the policy.
• New information. The student argues that the
Provost and VPAA or their designee should consider
new information sufficient to alter a decision or other
relevant facts not available during the original
hearing.
• Inappropriate sanctions only in cases of
suspension or dismissal. The student argues that the
sanction imposed was not fair and reasonable relative
to the violation for which the student was found
responsible.
The Provost and VPAA or their designee will notify the
student within three (3) business days whether or not there
is a basis for appeal, and, if so the form of the appeal.
At the discretion of the Provost and VPAA or their
designee appeals may take the form of Administrative
Appeals considered by the Provost and VPAA or their
designee or referred back to APRC for consideration based
on the information provided in the appeal letter.
If an Administrative Appeal is granted the Provost and
VPAA or their designee shall investigate the grounds for
appeal, request information from all relevant parties, and
request additional evidence or information in the decisions
of the appeal. The Provost and VPAA or their designee
further has the authority to uphold or modify the sanctions
of APRC, which can include increasing or decreasing the
original sanction(s). The recommendation of any designee
will then be returned to the VPAA or their designee for
consideration and acceptance.
The Provost and VPAA or their designee may also refer
the matter back to APRC for reconsideration in light of the
new information presented in the appeal and/or to
reconsider the sanction(s). The recommendation of APRC
will then be returned to the VPAA or their designee for
consideration and acceptance.
The decision of the VPAA or their designee is final and
will be communicated to both the student and the faculty
member, and to the Registrar as the Chair of APRC.
A student dismissed for academic dishonesty may petition
the college for reinstatement after one calendar year (see
Reinstatement Policy (p. 73)).
Leave and Withdrawal Policy
If a student leaves the school for any reason before the end
of a term, by default, the student will receive the grades
they would have earned but missing all the remaining work
in their courses, which in most circumstances would result
in Fs. In certain circumstances, based upon the timing of
the departure and in accordance with established policies, a
student may request an institutional leave or a withdrawal
and may be eligible for Ws or INs (see Other Indicators in
Use in the Passing Grade Policy).
If a student has been granted a Leave of Absence after the
end of a quarter in which they have received in incomplete,
the incomplete deadline will be extended for one quarter.
There are no exceptions to this extension unless the student
petitions and receives approval from APRC.
All leaves from the college have a potential impact on Title
IV recipients. Regardless of the reasons, absences
accumulated during an instructional leave will affect a
student’s financial aid eligibility if the period of leave is
two weeks or more. (See Attendance Policy (p. 54))
Categories of Institutional Leaves
Students may make a written request for an institutional
leave from Antioch College for reasons related to:
Medical Leave – A leave due to health-related issues,
including physical or psychological reasons, major
surgery, pregnancy or some other form of health-related
problem or concern. Students applying for a medical leave
must provide appropriate supporting documentation from a
health care professional. Medical documentation must
cover the entire requested leave time including any
recuperation period after medical treatment. Without
documentation a student will instead be withdrawn. If a
student is unable to make the request, the student’s
emergency contact of record can facilitate the application
and provide the supporting documentation.
Academic Leave – A leave indicative of an academic
opportunity not sponsored by Antioch College such as
studying abroad, employment related to educational goals
and academic major, or participation in outside research.
Students applying for an academic leave must provide
appropriate supporting documentation. Please note that
students with documented disabilities may be eligible for a
Horace Mann Fellowship extension (see Center for
Academic Support Services).
Military Leave/Call to Active Duty – A leave due to a
military assignment that must be completed away from
70| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Antioch College or by being called to active duty. Students
applying for a military leave must provide appropriate
supporting documentation from a reporting office of any
branch of the United States military.
Requests for Leave forms are available in the Registrar’s
Office or in the Office of Student Life. Submission of
completed requests must include any additional
documentation that supports the student’s request for
leave. An official notification of the request approval will
be sent to the student by the registrar. All students who
receive financial aid from Antioch College must consult
with the Office of Financial Aid before withdrawing.
De-enrollment – Withdrawing from the College
A student may officially withdraw from all courses and de-
enroll from the college at any time during the quarter. If
the withdrawal form is submitted before the end of the
seventh week of the quarter, Ws will be recorded for all
registered courses. The student may also be eligible for a
partial refund (see Refund Policy). Ws cannot be recorded
after the seventh full week of a quarter; work completed
through this point in the term is sufficient to warrant an
actual letter grade, which in most circumstances would
result in Fs. A request for a withdrawal submitted after the
seventh week of the quarter will be processed at the end of
that quarter.
Re-Enrollment Following Approved Request for Leave
A student who has received an approved request for leave
or who withdrew from all courses during a term may be
eligible to return to Antioch College. A notification of
Intent to Re-enroll must be submitted to the Registrars
Office no later than the end or the seventh week of the term
prior to the anticipated term of return. No exceptions will
be made. Relevant offices review the request for
reinstatement and the student will be informed about the
decision upon completion of the internal process (see
Reinstatement Policy (p. 73)).
Short-Term Leaves of Absence
Students may request a short-term leave of absence to last
for a period up to two weeks during the course of the term.
If a student wishes to take a leave that is longer than two
weeks, they should consider withdrawing for the term.
More than two weeks of absences could have a serious
affect on a student’s ability to succeed academically.
Students may apply for short-term medical or short-term
emergency leaves. An emergency leave may be requested
when a student cannot attend classes after the start of the
term due to personal circumstances beyond the student’s
control.
Leave of Absence for International Students
International students should discuss maintenance of
proper U.S. immigration status with the International
Student Advisor before requesting a leave of absence.
Procedures for Leaves and Withdrawals
These procedures for approvals of leaves of absence and
withdrawals have been developed to ensure accurate and
timely communication of official student enrollment
statuses.
Upon notification of approved leaves and withdrawals, the
Registrar’s Office will process the request and immediately
notify Academic Affairs (VPAA), the student’s advisor,
and each of the student’s instructors. An email notification
from the Registrar’s Office will be used to communicate
the information. Additionally, the Registrar’s Office will
maintain a comprehensive spreadsheet of all students
whose status is affected by leaves and withdrawals as the
term progresses. This spreadsheet will be sent to:
• Academic Affairs
• Faculty
• Library
• Student Life
• Housing
• Financial Aid
• Student Accounts
• Cooperative Education
• It
Anytime a student is added to the spreadsheet or the status
of a student already on the spreadsheet changes, an updated
copy will be sent to all parties.
Academic Leaves
• Submitted to the Registrar’s Office on a form
available in the Registrar’s Office or from the Dean
of Students (Leave of Absence Request Form)
• Reviewed by APRC at its next scheduled meeting
• Chair of APRC will send official letter of decision to
the student. A copy of the letter will be sent to the
Academic Policies and Regulations | 71
Registrar’s Office for inclusion in the student’s file.
• The Registrar’s Office will send an email notification
to all departments:
• Academic Affairs
• Faculty
• Library
• Student Life
• Housing
• Financial Aid
• Student Accounts
• Cooperative Education
• IT
Deadline for submission of the form: Friday of the seventh
week of the quarter for a leave that will take place during
that quarter; or prior to completion of the current quarter
for a leave that will take place during the next quarter.
Medical Leaves
• Submitted to the Registrar’s Office on a form
available in the Registrar’s Office or from the Dean
of Students (Leave of Absence Request Form)
• Reviewed by Dean of Students and the VPAA
• Dean of Students will send official letter of decision
to the student. The application and a copy of the letter
will be sent to the Registrar’s Office for inclusion in
the student’s file.
• The Registrar’s Office will send an email notification
to all departments:
• Academic Affairs
• Faculty
• Library
• Housing
• Financial Aid
• Student Accounts
• Cooperative Education
• IT
Although there is no deadline for the submission of
requests for leave, advanced notice is required. The request
is due within one week of the desired start date of the leave
or the end of the quarter, whichever is sooner. Note that in
some circumstances where students are unable to submit
the request themselves, the Registrar’s Office can initiate
an official withdrawal. (see Other Grade Indicators in Use
in the Passing Grade Policy).
Requesting a Medical Leave of Absence after the
Withdrawal Deadline
The last day to withdraw from courses during any term is
the last day of the seventh week of classes. Medical issues
that require a student to leave school after the withdraw
deadline may arise. The minimum period of time for a
leave in this situation that will be approved is eight (8)
weeks. In some cases, this will require the student to
continue their leave through the following term, because
the end of the eight-week period will be several weeks into
the following term.
Exceptions to this eight-week rule may be made under the
following condition: The student sends a brief written
request to the Dean of Students, meets with the Dean of
Students to discuss the request, and receives approval for
the exception from the Dean.
If the medical issue is one that will be resolved before the
start of the subsequent term, including any requisite
recovery time, the student should be encouraged to request
incomplete grades for all courses instead of a leave of
absence.
Military Leaves
• Submitted to the Registrar’s Office on a form
available in the Registrar’s Office or the Dean of
Students (Leave of Absence Request Form)
• Reviewed by Dean of Students and VPAA
• Dean of Students will send official letter of decision
to the student. The application and a copy of the letter
will be sent to the Registrar’s Office for inclusion in
the student’s file.
• The Registrar’s Office will send an email notification
to all departments:
• Academic Affairs
• Faculty
• Library
72| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
• Housing
• Financial Aid
• Student Accounts
• Cooperative Education
• IT
• Although there is no deadline for the submission of
requests for leave, advanced notice is required. The
request is due within one week of the desired start
date of the leave or the end of the quarter, whichever
is sooner. Note that in some circumstances where
students are unable to submit the request themselves,
the Registrar’s Office can initiate an official
withdrawal. (see Other Grade Indicators in Use in the
Passing Grade Policy).
• Medical leaves cannot be processed without proper
medical documentation. In emergency situation whe
n
a
student is unable to make the request and the
emergency contact of record cannot immediately
s
upply medical documentation, a Temporary Absence
N
otification can be sent to the Registrar’s Office until
such time that the medical documentation can be
provided. Temporary Absence Notifications may
come from the Office of Community Life,
Counseling Services, Health Services, or Academi
c
A
ffairs. A Temporary Absence Notification is not a
substitute for official leave paperwork. Medical
documentation must be provided within seven days of
the student’s return to Antioch College or the leave
will be processed as withdrawal.
Emergency Leaves
• Submitted to the Registrar’s Office on a form
available in the Registrar’s Office or from the Dean
of Students (Leave of Absence Request Form)
• Reviewed by Dean of Students and the VPAA
• Dean of Students will send official letter of decision
to the student. The application and a copy of the letter
will be sent to the Registrar’s Office for inclusion in
the student’s file.
• The Registrar’s Office will send an email notification
to all departments:
• Academic Affairs
• Faculty
• Library
• Housing
• Financial Aid
• Student Accounts
• Cooperative Education
• IT
• Although there is no deadline for the submission of
requests for an emergency leave, advanced notice is
required whenever possible. The very nature of a
n
em
ergency leave can sometimes negate advanced
notice. Note that in some circumstances where
s
tudents are unable to submit the request themselves,
the Registrar’s Office can initiate an official
withdrawal. (see Other Grade Indicators in Use in the
Passing Grade Policy).
Withdrawals
• Official notification of intent to withdraw must be
submitted to the Dean of Students on a form available
from the Dean of Students (Official Withdrawal
Form). The withdrawal date will be the date the
student submits the form.
• The Dean of Students will review the completed form
with the Vice President for Academic Affairs
(VPAA) and then forward the completed form to the
Registrar’s Office for processing.
• The Registrar’s Office will send an email notification
to all departments:
• Academic Affairs
• Faculty
• Library
• Housing
• Financial Aid
• Student Accounts
• Cooperative Education
• IT
Academic Policies and Regulations | 73
New Students Arriving Late to
Campus
All new students to Antioch College are required to attend
a new student orientation during the week before the
quarter begins. At times, unavoidable circumstances may
prevent a student from arriving to campus until after the
start of the quarter. A request for a late arrival to campus
can be made through the Dean of Students. The Dean of
Students will notify the Registrar’s Office of approved late
arrivals, and the Registrar’s Office will notify all
departments. Academic Affairs will ensure that
arrangements are made to facilitate aspects of new student
orientation (i.e. placement testing, general education
requirements overview, registrar and academic services
overview, academic advising, and registration) upon the
student’s arrival to campus.
Reinstatement Policy
The purpose of this policy is to document the procedures
for a student returning to a course of study at Antioch
College after a leave of absence, withdrawal, suspension,
or dismissal. These procedures are intended to outline the
general process by which a student applies for
reinstatement, but may not cover all possible
circumstances. This policy makes no assumptions about
nor offers any insights into the possibility of the success of
a student’s reinstatement. However, it should be noted that
the final authority for reinstatement lies with the
appropriate decision making bodies as enumerated below.
Simply following any of these procedures does not
guarantee reinstatement.
Reinstatement, if successful, does not guarantee access to
particular courses, co-ops, or financial aid. Registering for
courses, arranging for a co-op, and assessing financial aid
eligibility are processes that are unique from reinstatement.
It is the responsibility of the student to contact the
appropriate offices to make arrangements for these
services. Registering for courses, arranging for co-ops, and
determining financial aid eligibility takes time. It is in the
student’s best interest to submit their application well
before the deadline.
In all cases of reinstatement in which the student was out
of school for a full calendar year or more, the registrar in
consultation with the student’s advisor and/or APRC will
determine whether the student will continue with the
degree requirements in effect when they first enrolled, or
with the requirements in effect at the time of reinstatement.
Because of the periodic way in which study terms and co-
op terms alternate and the economical way in which
courses are scheduled at a small institution like Antioch
College, a leave of absence can have a profound effect on a
student’s progress toward graduation. In order to help
ensure that the student is prepared to recover from this
interruption in their education, when the student plans a
leave of absence the student is required to work with their
advisor to update their degree plan. A copy of the updated
plan must be submitted to the Registrar’s Office along with
the request for the leave. Students who wish to plan a leave
but have not yet declared a major are encouraged to declare
their major before taking the leave. Students who are not
prepared to declare a major at the time a leave is being
planned may submit a copy of their degree audit prepared
by the registrar.
A student who withdraws from Antioch College for
personal reasons rather than face disciplinary charges that
are pending against that student will not be eligible for
reinstatement, re-enrollment, or an Antioch College
degree, and a notation to this effect will be entered on the
transcript.
Returning to School after a Leave
Leaves of absence are, generally, approved to last for one
term or only a part of a term. The student must return to
school immediately after the approved end of the leave for
a leave that involves only a part of a term. In the case of a
leave approved for an entire term, the student must return
to school at the start of the next term. Students who fail to
return on time will be withdrawn from Antioch College
and will have to apply for reinstatement by submitting an
Application for Enrollment Reinstatement to the
Registrar’s Office (see Reinstatement after an
Undocumented Withdrawal). Applications for Enrollment
Reinstatement are available from the Registrar’s Office.
Students who fail to return to school within one year of the
approved end date of the leave submit an Application for
Readmission through the Office of Admission. This does
not apply to military leaves (see Reinstatement Following
a Military Leave).
Reinstatement after an Academic Leave
Students who take an academic leave from the College
must submit an Intent to Re-Enroll form to the Registrar’s
Office no later than five weeks before the start of the term
for which the student wishes to return. No exceptions will
be made. Forms received after this deadline will not be
considered for the next term. Instead, they will be
considered for the following term. Intent to Re-Enroll
forms are available from the Registrar’s Office.
74| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Reinstatement Following a Medical Leave
Students who take a leave of absence for medical reasons
must submit an Intent to Re-Enroll form to the Registrar’s
Office no later than five weeks before the start of the term
for which the student wishes to return. No exceptions will
be made. Forms received after this deadline will not be
considered for the next term. Instead, they will be
considered for the following term. Intent to Re-Enroll
forms are available from the Registrar’s Office.
Reinstatement Following a Military Leave
Students who take a leave of absence for military service
must submit an Intent to Re-Enroll form to the Registrar’s
Office no later than five weeks before the start of the term
for which the student wishes to return. No exceptions will
be made. Forms received after this deadline will not be
considered for the next term. Instead, they will be
considered for the following term. Intent to Re-Enroll
forms are available from the Registrar’s Office.
The student must also submit a copy of their military
release certificate or a resident certificate with the Intent to
Re-Enroll form. Either of these documents will include the
duration of service and the date of discharge. The end date
of the leave is not necessarily the date confirmed by the
leave of absence form, but the end of the term in which the
date of discharge occurs. (Typically, the end date of the
leave will not be known to the student at the time the leave
is requested.)
Students who fail to return to school within three years of
the approved end date of the leave must submit an
Application for Readmission through the Office of
Admissions. Students who are recovering from injuries
incurred during active duty will have an additional two
years (a total of five years) to return to Antioch College.
Reinstatement after Voluntary Withdrawal
Students who voluntarily withdraw from the College and
wish to return before one calendar year has passed since
the date of their withdrawal must submit an Intent to Re-
Enroll form to the Registrar’s Office no later than five
weeks before the start of the term for which the student
wishes to return. No exceptions will be made. Forms
received after this deadline will not be considered for the
next term. Instead, they will be considered for the
following term. Intent to Re-Enroll forms are available
from the Registrar’s Office.
Students who voluntarily withdraw from the College and
wish to return after one calendar year has passed since the
date of their withdrawal must submit an Application for
Readmission through the Office of Admissions.
Reinstatement after an Undocumented Withdrawal
(failure to attend)
Students who have been administratively withdrawn from
the College for non-attendance and wish to return before
one calendar year has passed since the date of their
withdrawal must submit an Application for Enrollment
Reinstatement to the Registrar’s Office no later than five
weeks before the start of the term for which the student
wishes to return. No exceptions will be made. Applications
received after this deadline will not be considered for the
next term. Instead, they will be considered for the
following term.
The Academic Policy and Review Committee (APRC) will
review Applications for Enrollment Reinstatement and any
supporting documentation provided by the student. APRC
may consult with the student’s academic, co-op, or
language advisors, previous instructors of courses, or any
other persons APRC believes may be able to provide
relevant information that will assist in making its decision.
After its review, APRC will determine whether or not the
student may be reinstated and the conditions under which
the student may be reinstated. APRC will notify the
student of its decision by letter. A copy of the letter will be
included in the student’s academic file.
An appeal of APRC’s decision may be made by written
petition to the Vice President for Academic Affairs no later
than three business days from the date of notification of
APRC’s decision. The basis for consideration of appeal
may only be one of the following:
• The Process was conducted unfairly. The student
argues that the decision was not made fairly in light
of the information presented, or that there were
violations of the procedures as laid out in the policy.
• New information. The student argues that the
Provost and VPAA should consider new information
sufficient to alter a decision or other relevant facts not
available during the original hearing.
Applications for Enrollment Reinstatement are available
from the Registrar’s Office.
Students who have been administratively withdrawn from
the College for non-attendance who wish to return after
one calendar year has passed since the date of their
withdrawal must submit an Application for Readmission
through the Office of Admissions.
Reinstatement after Academic Suspension
Academic Policies and Regulations | 75
Students placed on academic suspension must submit an
Application for Enrollment Reinstatement to the
Registrar’s Office no later than five weeks before the start
of the term for which the student wishes to return. No
exceptions will be made. Applications received after this
deadline will not be considered for the next term. Instead,
they will be considered for the following term.
The Academic Policy and Review Committee (APRC) will
review applications for Enrollment Reinstatement and any
supporting documentation provided by the student. APRC
may consult with the student’s academic, co-op, or
language advisors, previous instructors of courses, or any
other persons APRC believes may be able to provide
relevant information that will assist in making its decision.
After its review, APRC will determine whether or not the
student may be reinstated and the conditions under which
the student may be reinstated. APRC will notify the
student of its decision by letter. A copy of the letter will be
included in the student’s academic file.
An appeal of APRC’s decision may be made by written
petition to the Vice President for Academic Affairs no later
than three business days from the date of notification of
APRC’s decision.
An appeal of APRC’s decision may be made by written
petition to the Vice President for Academic Affairs no later
than three business days after APRC’s decision. The basis
for consideration of appeal may only be one of the
following:
• The Process was conducted unfairly. The student
argues that the decision was not made fairly in light
of the information presented, or that there were
violations of the procedures as laid out in the policy.
• New information. The student argues that the
VPAA should consider new information sufficient to
alter a decision or other relevant facts not available
during the original hearing.
Students may apply for reinstatement after only one
academic suspension. A second academic suspension will
result in automatic dismissal from the College.
Applications for Enrollment Reinstatement are available
from the Registrar’s Office.
Reinstatement after Academic Dismissal
A student dismissed for academic reasons may petition the
college for reinstatement after one calendar year. The
student should provide evidence that they have taken steps
to correct the problems that contributed to their academic
deficiencies. Such evidence may include successful full-
time coursework at another institution of higher learning*,
productive work experiences, or other significant
achievement. The student should also submit at least two
letters of recommendation and the appropriate degree-
planning sheet for the student’s major.
* Antioch College students who complete coursework at
another college or university with the intent of transferring
credit to Antioch College must obtain prior approval from
the registrar. Coursework submitted for transfer that has
not been pre-approved will not be considered.
A student who has been dismissed for academic reasons
may apply for reinstatement by submitting an Application
for Enrollment Reinstatement to the Registrar’s Office no
later than five weeks before the start of the term for which
the student wishes to return. No exceptions will be made.
Applications received after this deadline will not be
considered for the next term. Instead, they will be
considered for the following term.
The Academic Policy and Review Committee (APRC) will
review applications for Enrollment Reinstatement and any
supporting documentation provided by the student. APRC
may consult with the student’s academic, co-op, or
language advisors, previous instructors of courses, or any
other persons APRC believes may be able to provide
relevant information that will assist in making its decision.
After its review, APRC will determine whether or not the
student may be reinstated and the conditions under which
the student may be reinstated. APRC will notify the
student of its decision by letter. A copy of the letter will be
included in the student’s academic file.
An appeal of APRC’s decision may be made by written
petition to the Vice President for Academic Affairs no later
than two weeks after APRC’s decision. The basis for
consideration of appeal may only be one of the following:
• The Process was conducted unfairly. The student
argues that the decision was not made fairly in light
of the information presented, or that there were
violations of the procedures as laid out in the policy.
• New information. The student argues that the VPAA
should consider new information sufficient to alter a
decision or other relevant facts not available during
the original hearing.
Applications for Enrollment Reinstatement are available
from the Registrar’s Office.
Reinstatement after Community Life Issued Suspension
76| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Students placed on a Community Life issued suspension,
either through the Dean of Students’ office or by the
Community Standards Board, must submit an Application
for Enrollment Reinstatement to the Registrar’s Office no
later than five weeks before the start of the term for which
the student wishes to return. No exceptions will be made.
Applications received after this deadline will not be
considered for the next term. Instead, they will be
considered for the following term. The Dean of Students,
who will issue a decision, will review the form. The Dean
of Students will notify the student of its decision by letter.
A copy of the letter will be included in the student’s
academic file.
Applications for Enrollment Reinstatement are available
from the Registrar’s Office.
Appeals of Dean of Students’
Decisions
If a student wishes to appeal a decision made by the Dean
of Students, the process is as follows:
• These appeals may address the content and
consequences of a decision made by the Dean of
Students.
• Appeals should be directed to the chair of the
Community Standards Board (CSB), who will
convene a CSB hearing board comprised of different
members of CSB than the initial hearing board. This
board will be convened within a week, provided the
term does not end before this is possible.
• The party making the appeal shall appear before the
hearing board and explain the reasons for the appeal.
The hearing board should also seek information from
the dean of community life and others with
information pertinent to the decision.
• The hearing board will decide in closed session
whether or not to hear the appeal. Should the hearing
board decide that no appeal is warranted, they shall so
state in writing. The reason(s) for not hearing the
appeal must be entered in the official record.
• If the appeal is heard, the hearing board may uphold
the decision made by the dean of community life or
facilitate, according to CSB procedure, the rendering
of a new decision.
• CSB decisions regarding the appeal of a Dean of
Students decision are final unless other College
policies permit further action.
Learning Hubs | 77
Antioch Farm
The Antioch Farm is a working farm and learning
laboratory located on Antioch College’s south campus.
Started in 2011, the Farm includes a two-acre annual
growing area with a 600-square foot hoop house, more
than five acres of pasture for animal grazing, two acres of
food forest, and a composting site. And it’s staffed mostly
by Antioch students.
The Antioch College Farm utilizes ecological agriculture
to provide an integrated context for liberal arts learning.
The Farm allows students to experience, explore, and
develop methods of sustainability through its interwoven
functions as an outdoor laboratory for curricular study and
a living forum where student labor connects to campus
dining and recycling.
The average meal in the United States travels 1,500 miles
to reach our tables. At Antioch College, food from the
Antioch Farm travels about 1,500 feet to our Kitchens!
Antioch Review
The Antioch Review, a small independent literary magazine
founded in 1941 in a small town in the cornfields of Ohio,
is one of the oldest, continuously publishing literary
magazines in America. Publishing essays, fiction, and
poetry from promising and prominent authors, the Antioch
Review has an international readership and reputation of
publishing the “best words in the best order” for over 75
years.
Throughout our 75+ year history, the Antioch Review has
published novelists, short story writers, and independent
thinkers regardless of their formal reputation. The Review
has played an important role in this literary history: Writers
from Ralph Ellison to Silvia Plath to Leon E. Panetta have
penned pages for the Review and critics like Gerald Early
and P.F. Kluge have focused on important cultural
questions.
Coretta Scott King Center
Coretta Scott King, an Antioch College alumna class of
1951, granted the College the use of her name for a center
that provides education, awareness and advocacy around
issues of social justice and diversity. The Coretta Scott
King Center for Cultural and Intellectual Freedom
facilitates learning, dialogue, and action to advance social
justice.
Foundry Theater
The Foundry Theater at Antioch College is a multi-use
performing arts center with a long and rich history in the
village of Yellow Springs. Our vision moving forward is
that it will serve as a cultural hub for Antioch College and
the regional community through original programming,
artists in residence, and partnerships with other mission-
aligned organizations and events.
Antioch College values the history of its celebrated theater
past and honors all of the work that has transpired in its
performance spaces over the years. The vision for the
current wave of programming at the Foundry is an
expansive mix of performances across various disciplines
that work to engage the broader community through a
ticketed series. Providing local audiences with culturally
relevant programming, The Foundry Performing Arts
Series is a curated and mission-aligned season of shows
that draw regional attention to both the College and the
Village of Yellow Springs. It engages the current student
body and facilitates positive, community-building
experiences through the arts. Through its success, the
Foundry is helping to solidify the College’s stated vision of
activated Learning Hubs and joins many of the regional
theaters as a known and sought out destination for the
arts. The Facility includes a 200+ seat Mainstage Theater,
a 60+-seat Experimental black box theater, a sprung-floor
dance studio, an atrium, and additional workshop, office,
and studio spaces.
Herndon Gallery
The Herndon Gallery is both a regional arts destination and
an integral learning hub at Antioch College, with
exhibitions and arts programming that are highly-
collaborative, interdisciplinary, and fully engaged with
important contemporary global issues and ideas.
Programming is organized to facilitate dialogue and to
foster connections between current world issues and
contemporary art, locally, regionally, and globally through
innovatively curated exhibitions, our Artists-in-Residence
program, and Arts at Antioch curatorial and programming
projects.
Learning Hubs
78| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
The Wellness Center
The newly renovated 44,000-square-foot Wellness Center
is a place for the College and the community to come
together and focus on fitness and health. Spacious and
filled with natural light, the Center is designed to preserve
historic architectural elements while incorporating modern
amenities. It embraces Antioch’s vision of sustainability by
meeting LEED standards.
The Wellness Center features the following amenities:
• A six-lane, regulation-length indoor swimming pool
made cleaner and greener with UV filtration system
• A large therapeutic whirlpool
• A fully equipped fitness room with state-of-the-art
cardio equipment, strength machines, weight lifting
equipment, and a walking track
• Indoor courts for basketball, volleyball, badminton,
and pickleball
• Studio spaces for group fitness classes, martial arts,
yoga, and more
• Two racquetball courts
• Outdoor tennis courts
• Large multi-use space for special events, lectures,
conferences, retreats, and performances
• Lounge and patio spaces for gathering
• A healthy grab-and-go snack bar
The Center offers a wide range of classes taught by
experienced and certified instructors. Programs include:
group fitness, mind/body classes such as meditation,
martial arts, and yoga, intramural and club sports, aquatic
fitness, swimming and tennis lessons, personal training,
special events, educational programming, outdoor
expeditions, and much more. We expect to adjust
programmatic offerings based on community interest and
feedback. Child-care and programming for children is
available for certain hours.
Pre- Professional Advising| 79
Every student is assigned a three-member faculty advising
team: academic advisor, co-op advisor, and language
advisor, as well as a student success coordinator in Student
Affairs. Each term, academic advisors help students
register for classes and develop a degree plan. Just as
important, a faculty advising team helps students find
connections between their classrooms, co-ops, and
community engagement. Through this holistic approach,
students identify interests and develop their purpose by
exploring a range of career possibilities, graduate school
options, and other personal goals.
Some career goals require post-baccalaureate certification
or graduate credentials in order to enter, advance, or
practice in the professional field. For instance, education
certification, social work licensure, or a law degree.
Beginning fall 2023, we are investing additional resources
in pre-professional advising to help illuminate pathways
into some of those professions where Antiochians have
long successfully entered, often through alternative
pathways: Pre-Applied Sciences, Pre-Education, Pre-Law,
Pre-Medical and Pre-Health, Pre-Social Services.
Pre-professional advisors are knowledgeable about a
specialized professional field and keep current as it
evolves, including around credentials and requirements
you will need beyond your BA or BS degree from Antioch.
Pre-professional advisors may host group information
sessions and gatherings, as well as provide individual
advice and support regarding courses, co-ops, activities,
and other experiences at Antioch that can put you on a path
to successfully entering these professions.
Pre-Applied Sciences
There are many fields of science beyond medicine and
engineering where science-curious students may build a
career: field biology, environmental science, laboratory
science, urban ecology, consulting, conservation biology,
science communications, land management, and more. An
undergraduate degree with a focus on applied science also
provides a strong foundation for further graduate study.
Any area of applied science requires a working knowledge
of scientific research methods, using peer-reviewed
literature to understand the context of existing science, and
developing skills in: technical writing, laboratory
techniques, data analysis and communication. In addition,
you’ll complete three quarters of work-based co-operative
education. Combining this science core with other areas of
liberal arts at our advocacy-centered college makes our
program unique.
Pre-Education
Engage with a rich liberal arts curriculum while working
closely with faculty with experience in the field of
education. Through the many academic disciplines found
within our liberal arts curriculum, you will develop a
critical analytical lens to understand social issues found
within the field of education.
As an Antioch student, you will also participate in
Cooperative Education opportunities that are aligned with
your areas of study. These experiences position you well
for post-graduation opportunities in the field of education.
While a Bachelor’s degree from Antioch College does not
provide licensure in the state where you plan to teach, it
does position you for alternative pathways to licensure,
private education teaching opportunities, and/or graduate
programs.
Pre-Legal Studies
Students are admitted to law school from almost every
academic discipline. At Antioch College, students
preparing for law school may choose to study an
interdisciplinary academic focus that enables them to
develop their knowledge and skills in the areas of problem-
solving, critical thinking, written communication, oral
communication, research methodologies. Students also
have the option of designing their own major that
incorporates academic disciplines considered to be
traditional preparation for law school, such as history,
philosophy, or political economy. Whatever academic
pathway you select, you are encouraged to engage with
areas of study that interest and challenge you, take difficult
courses from demanding instructors, and pursue
cooperative education experiences in the legal field.
All students preparing for law school are supported by a
pre-professional faculty advising team that helps them in
all phases of their pre-legal education – from course
selection, through finding best-fit law schools, to the
application process. Students are also encouraged to take
an LSAT preparation course offered yearly by pre-law
Pre-Professional Advising
80| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
faculty advisors.
Pre-Medical and Pre-Health
A wide variety of medical professions, including dental,
medical, nurse practitioner, pharmacy, physician’s
assistant, veterinary, and more all require a similar core
education. Students interested in these opportunities are
advised to pursue the Bachelor of Science degree. While
students interested in this track will complete a degree
heavy with coursework in biology, they must also develop
a broad understanding of chemistry, mathematics, physics,
psychology, and sociology in order to be most successful,
in addition to more specialized areas particular to each
future profession. Please contact our pre-medical and pre-
health advisors for further information.
Pre-Social Services
Compassionate, caring, and advocacy-minded individuals
are excellent candidates for social service careers,
including roles in psychology, counseling, social work,
schools, rehabilitation, and healthcare. To successfully
enter these professions, these occupations require post-
baccalaureate program study, credential requirements, and
licensure or certification, which vary by specific field and
state. Pre-social service advising supports students through
individual academic relationships; collaborating and
mentoring and toward meaningful co-op placements,
experiences, and course selections that encourage students
on a path to successfully entering professional work.
Students aspiring to work in psychology and mental health
can launch careers with pre-social service advising,
empowering them to make an impact through advocacy,
scholarship, service, and clinical practice.
College Resources | 81
Student Services
Academic Support Services
The Student Success Coordinator provides student success
advising and programing through peer mentoring, basic
skills coaching, first year workshops, tutoring and entry
assessments in mathematics and writing for all students.
Career Positioning
Career Positioning at Antioch College is focused on
helping students advance themselves within particular
communities of professional practice as they pursue their
career goals, prepare for graduate school, develop
applications for nationally competitive awards, or seek
other opportunities that will enrich their undergraduate
experience and early careers. The Cooperative Education
(Co-Op) Faculty leads campus coordination of Career
Positioning efforts using the students’ preparation and
engagement in the Co-Op Program as a foundational
springboard. Every four-year student is required to
complete a minimum of three cooperative education
experiences for graduation. Through co-op advising and
coursework, students engage in creative resume
development, cover-letter writing, interview practice, web-
presence development, and social media techniques.
Additionally, students explore multiple communities of
professional practice directly through field experiences on
co-op as they continue to identify and pursue their career
interests and forge meaningful future pathways. Students
work closely with their Co-Op Advisors throughout their
time at the College as they apply for opportunities,
document their accomplishments, and navigate towards a
purposeful future post-graduation.
Counseling Services
Counseling Services are an integral part of health and
wellness at Antioch College. Free counseling services are
available to all students currently enrolled at the college.
The campus counselor provides psychological assistance,
psychoeducation, social supports, crisis intervention,
assessments, and referrals to off-campus mental health
resources. Individual counseling, as well as consultation
and in-service trainings for faculty and staff on significant
issues related to student mental health are available. In
addition, phone and e-mail consultations may be available
to students on co-op on a case-by-case basis. All services
are confidential and within the ethical and legal guidelines
of the Ohio Counselor, Social Work, Marriage and Family
Therapy Board. Contact for Counseling Services can be
made via email or phone at
counselingservices@antiochcollege.edu or 937-319-0070.
Disability Services
Antioch College welcomes students with disabilities as
part of our diverse student body. In order to provide equal
access to education in accordance with the Americans with
Disabilities Act (ADA) and Section 504 of the
Rehabilitation Act of 1973, Antioch College will provide
reasonable academic accommodations for students with
documented disabilities. To receive academic
accommodations, students must supply documentation in
accordance with office guidelines, register with Disability
Services, and are then responsible for utilizing approved
accommodations in the manner outlined by the Student
Success Services Coordinator. Students are strongly
encouraged to register with Disability Services prior to the
start of the quarter in order to ensure all accommodations
are in place prior to the beginning of classes. Questions
regarding these services should be directed to the Student
Success Services Coordinator.
Early Alert Warning System
The Early Alert Warning System allows Academic Support
Services to assist students who are having academically
related problems in their classes. Faculty members submit
early alert reports detailing excessive absences, poor study
habits, failure to complete assignments, etc. Staff will
contact students by e-mail, phone, and/or letter requesting
a meeting to address areas of weakness or difficulty. Staff
will also connect with the First Watch Academic
Intervention Committee (FWAIC) to arrange for
appropriate support and intervention.
Student Affairs, Office of
The Office of Student Life is committed to enhancing the
learning and personal growth of all students by
encouraging personal and civic responsibility, fostering an
appreciation for diversity and inclusion, and providing
opportunities for leadership development. Residence life,
counseling, governance, health and wellness, events,
Student Life courses, and community outreach all reside
within this office.
College Resources
82| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
The Student Life staff consists of the Dean of Students, an
Assistant Director of Residence Life & Education, a Public
Safety Coordinator & Deputy Title IX Coordinator, a
Mental Health Counselor, and Residence Life Coordinator.
All staff in Student Life work within a team model, sharing
responsibility to provide supports for students in a variety
of ways including leadership development, crisis
management, linkage to medical and other resources, and
engagement with issues of campus climate. The Office of
Student Life strives to uphold the mission of Antioch
College, which states “authentic social and community
engagement is vital for those who strive to win victories
for humanity.”
Tutorial Services
Connecting students to tutorial services offered on campus
is an important contributor to academic success. Some
students require alternative learning resources that go
beyond the regular classroom experience; therefore, the
Student Success Coordinator connects students to
supplemental tutorial support to enhance skills related to
mathematics, foreign language, and writing. Additionally,
peer educators are assigned to first-year students to
reiterate the importance of attending tutoring sessions
while continuing to attend classes and meet with professors
on a regular basis to discuss any course content concerns
and overall academic progress.
The Writing Institute
The Writing Institute at Antioch College is an innovative
hub for multimodal composition and inspired practice of
the writing craft. Faculty, Writing Fellows, and Peer Tutors
provide focused support and mentorship through individual
meetings with students writing in any genre or disciplinary
convention across the Antioch curriculum. The Writing
Institute also offers drop-in consulting for quick feedback
on works-in-progress, resources for overcoming writer’s
block, and online live-editing sessions.
The Writing Institute works to help scaffold writing skills
across the curriculum, and offers printed resources and
workshops that support writing projects common to the
Antioch experience, including the Life Aims Paper, the
self-design major Statement of Inquiry, Senior theses, and
the Senior Reflection Paper— as well as technical writing
support for the co-op resume, cover letter, and digital
portfolio. Writing mentorship includes faculty
consultations, peer tutoring, the Alumni Writers Program,
student-led writing groups, and faculty-led write-ins. The
Writing Institute and program at Antioch College also
fosters opportunities in multimodal composition and the
Digital Liberal Arts, creative nonfiction, reportage, literary
journalism, writing immersions, public readings, Writers-
in-Residence, and community outreach.
While on or off campus, students can ask questions or
request a consultation by contacting
writing@antiochcollege.edu.
Additional Resources and Facilities
Birch Hall
Birch Hall is named after Hugh Taylor Birch a 1929
alumnus who donated Glen Helen to Antioch College to
honor the memory of his daughter. It was designed by Eero
Saarinen who also designed the St. Louis Gateway Arch.
Birch Hall is considered an outstanding example of the
modern Cubist style of post WWII architecture and was
completed in 1948.
Antioch Amphitheater
The Amphitheater is located on Corry St (across the street
from the Glen Helen Nature Preserve). It is famous for
theater productions by former students of Antioch College
as well as concerts, and festivals. It has seating capacity for
400 with space for vendors outside the theater.
CANVAS
Canvas is an open, easy-to-use, cloud-native course
management system from Instructure—a technology
company committed to improving education by providing
instructors and students modern tolls and resources to
empower the learning experience.
Antioch College Kitchens
Located in our residence halls, Birch Hall and North Hall,
the Antioch College Kitchens are home to full-service
dining for the entire College community. Antioch College
Kitchens works closely with the Antioch College Farm to
promote the values of sustainability that are so important to
the College. All students who live in the residence halls
have the opportunity to apply to work in the Antioch
Kitchens in exchange for discounted board fees or pay.
Student participation in Antioch Kitchens drives our
adherence to the values of sustainability, economic
affordability, and social justice.
College Resources | 83
Information Technology and Media
Services
Information Technology and Media Services (ITAMS)
aims to make information and media technologies work
well, and to be leveraged effectively for and by the College
and its subsidiaries, wherever and whenever it advances
the mission, vision, and goals of the College and its
subsidiaries. We strive to foster healthy expectations of
technology, to emphasize that technology must fit within
good business practices and processes, and to prioritize the
role of technology in making information available to
those who need it when they need it. We support classroom
technology, business office technology and
communications, networking and email, events, meetings,
and when possible, student computer support.
McGregor Hall
Along with the Arts and Sciences Building, McGregor
Hall, centrally located on the Yellow Springs campus, is
one of Antioch’s primary classroom buildings. In addition
to classrooms, McGregor houses faculty offices, the
Writing Institute, Registrar’s Office, and Student Billing.
McGregor was constructed in 1969 as the Social Sciences
building and named for former Antioch president Douglas
McGregor.
Arts and Science Building
The Arts and Science Building was recently renovated, and
now contains modern science labs intermingled with art
studios. Labs for biology, chemistry, environmental
science, mathematics, and physics are situated next to
studios for drawing, painting, and media arts. Mixing art
and science disciplines in a single space furthers Antioch
College’s liberal arts mission and encourages inter- and
cross-disciplinary interactions that will have a positive
impact on the student learning experience, as clearly
evidenced by disciplinary and interdisciplinary posters and
artwork created by students proudly displayed on the walls.
As evidence of the College’s commitment to sustainability,
the teaching labs are retrofitted with Green Solution Hoods
that cut energy costs by 96% and reduce operating costs by
70%; eliminate associated heating and cooling costs;
handle liquids and solids (including acids, bases, solvents
and powders)—individually or together —with a single
hood; eliminate CO
2 emissions; and operate safely without
polluting and contaminating the environment.
The Science Building, later repurposed as the Arts and
Science Building was originally designed by Antioch
science faculty in the late 1920s—construction was
completed in 1930—and funded entirely by trustee Charles
F. Kettering.
North Hall
One of the three original buildings at Antioch College,
North Hall is centrally located near academic buildings and
administrative offices. In 2011, a $5.7 million renovation
project was completed to incorporate features that combine
comfort and sustainable living. Its first residents were the
entering class of 1853.
The Record
The Antioch Record is the newspaper of, by, and for the
Antioch College community. We continue the legacy of
independent student-run publications at Antioch and are
dedicated to serving as an accurate record of community
life. We hope to promote informed dialogue, social
engagement, and community action.
Registrar
The Office of the Registrar maintains the students’ official
academic record. Primary services provided by the
Registrar include, but not limited to: academic policies,
interpretation and enforcement, advising guidelines,
evaluation of transfer credits, graduation requirements,
degree audits, course offering schedules, registration and
schedule adjustment, cross registration, collection and
recording of grades and narrative evaluations, maintenance
of transcripts, verification of enrollment, grade reports,
student standing, and resource for committees. The Office
of the Registrar is committed to maintaining accurate data
while protecting privacy.
Rockford Chapel
Lucy Morgan designed Rockford Chapel, built in 1931, in
the style of a small Quaker Meetinghouse. The Friends
Meeting added a social room, kitchen, and library in the
mid-80s. The chapel is located at 515 President Street just
west of Birch Hall. It is the meeting place of the Yellow
Springs Friends Meeting, a welcoming faith community
within the Quaker tradition, who believe that there is “that
of God in everyone” and that every person has the capacity
to experience divine presence and guidance. Antioch
community members are welcome at Meeting for Worship
at 11:15 Sunday mornings. Yellow Springs Havurah holds
Shabbat services in Rockford on the first and third
Saturdays of each month.
84| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Solar Farm and Central Geothermal
Plant
The solar farm, situated in Antioch’s South Campus,
produces enough power to offset the electrical
consumption of our central geothermal plant. The five-
acre, one million watt solar Photo Voltaic (PV) solar farm
includes a field of 3,300 solar panels adjacent to the
Antioch Farm. 30% of our current campus power
consumed comes from this 1 megawatt behind-the meter
field installed solar farm. The solar farm will produce 1.2
million kilowatt hours of energy annually, enough power
to offset the electrical consumption of our Central
Geothermal Plant. The solar farm is augmented by 80%
renewable energy purchases through the College’s local
utility in the Village of Yellow Springs
The Central Geothermal Plant, combined with Antioch
College’s solar array and the Village of Yellow Springs’
new energy portfolio (hydroelectric and wind contracts),
will power most of Antioch’s campus, positioning Antioch
College as among the first higher education institution in
America to be fueled almost exclusively by alternative
energy by 2018 (90% of the campus’ electric consumption
is projected to be sourced from renewable energy by that
time).
Although considerably more expensive to construct than
traditional alternatives, these improvements will reduce
campus energy costs immensely when the campus is fully
developed. Each of these renewable assets serve as model
for sustainability in higher education and have been used
extensively in classroom instruction, Global Seminar
presentations, co-op programs and educational tours for
students, community groups and sustainable energy
organizations.
Olive Kettering Library
The Olive Kettering Library is named in memory of the
wife of the late Antioch trustee, inventor, and engineer
Charles F. Kettering, who developed the automobile self-
starter and high-octane gasoline. The library is a member
of OhioLINK, the Ohio Private Academic Libraries
(OPAL) consortium, and the Library Council of the
Southwestern Ohio Council for Higher Education
(SOCHE).
The library houses a collection of more than 325,000
volumes, including extensive files of bound periodicals,
many of which date back to the nineteenth century. In
addition, it offers more than 900 periodicals. A library of
more than 4,000 phonograph records is also available for
circulation, as well as videotape and CD and DVD
collections. Antiochiana, the College archive, contains
papers and publications significant to historians and
researchers.
South Hall
South Hall houses the Office of Admission & Financial
Aid, Herndon Gallery, the Office of Human Resources, the
Cooperative Education Program, and the Offices of
Student Life, Public Safety, and Residence Life and
Services. One of three original buildings on the Antioch
College campus, South Hall was listed on National
Register of Historic Places in 1975.
Weston Hall Student Space
The Student Space at Weston Hall is run by a different
Student Space coordinator (elected by students) each term.
There is a television room, a pool table, a piano, and a
lounge area with board games. Weston Hall also houses
the Alternative Library and Anti-Watt, the student-run
radio station. Community Government (Comcil) offices are
located in Weston Hall, as well as the offices of the student
events coordinator, the space coordinator, and the C-Shop
(the mobile coffee shop).
Courses | 85
ANTC-Antioch Courses
ANTC 102 – Dialogue Across Difference (4)
This course is designed to give students an introduction to
the history, theory, and practice behind effective
intercultural dialogue and an opportunity to practice skills
associated with dialogue across difference, recognizing a
multiplicity of viewpoints and engaging different
ideological perspectives. In addition to issues of race, we
will develop frameworks for considering class, gender,
sexual orientation, religion and national origin. We will
engage the many intersecting identities that make
interactions between people from different groups difficult
and potentially volatile. We hope to encourage and engage
a multiplicity of viewpoints within the course readings and
discussion. Materials for the course will include books,
articles, blogs, videos and other online resources. Weekly
reflections on the materials assigned as well as practice
logs tracking use of skills outside of class will support
student learning. The course will be highly participatory
and practice-driven.
Course Tags: ED.
ANTC 145 – Foundations of Community Action:
Cooperative Education Preparation ()
This is a campus-based course that will lead students to
effectively engage with organizations and develop the
skills necessary to participate fully in the Cooperative
Education Program. Focusing on the theme of community
action, students are introduced to key concepts of
participatory practice that provide a foundation for their
life at Antioch College and prepare them for the world of
work. In addition to practical skills such as resume writing
and interview techniques, students examine the practices of
building sustainable relationships across difference,
identifying shared purpose, and forging pathways for
collective action. The course makes full use of campus
assets by positioning students within a connective web of
partner organizations that enables them to develop an
understanding of the principles of community-based
inquiry and place-based experiential learning. We examine
local efforts toward social, economic, and environmental
justice as well as how to engage in such work in
meaningful, respectful and reflexive ways. Case studies
afforded by our proximity to various local nonprofit
organizations enable class members to consider best
practices in organizational effectiveness and to learn about
the challenges of community work. The overall goal of the
course is to prepare students to become integrative
thinkers, ambitious collaborators, and effective change
makers through their engagement both on and off-campus.
ANTC 170 – Antioch Seminar: (subtitle) (3)
Antioch Seminars are experimental courses where faculty
teach to their passions and interests in an open
environment. While there are no restrictions on topics or
content, instructors are encouraged to choose
interdisciplinary or trans-disciplinary topics (especially in
emerging areas), experimental pedagogies, experiential
learning, and connections to campus, community, and/or
consortial partners.
Course Tags: AS; ; additional tags vary by topic.
ANTC 200 – Design Your Degree (3)
In this course, students will develop a Statement of Inquiry
that guides their path of self-designed study at Antioch.
Students will learn to identify a phenomenon and/or
articulate a set of questions that will inform their course
selection, co-op placements, and engagement with campus
and community partners. Students will meet with potential
advisors, explore relevant modes of inquiry, and develop
methodological and self-directed learning skills as they
engage in preliminary studies in their area of interest.
Additionally, students will update their Life Aims paper to
reflect how their Self-Designed Major might enable them
to reach their goals.
Prerequisite: ANTC 101, ENG 105, 2nd-Year standing (or
instructor permission for other appropriate students).
Course Tags: DYD.
ANTC 494 – Senior Reflection Paper (2)
During their last study term on campus, all students write a
formal reflection paper about their educational experiences
at Antioch College, in consultation with their faculty
advisor(s) who formally evaluate this work. This paper
focuses on the relationship and integration of the various
elements of their education: classroom; co-op; and
community. Students should consider how particular work,
study, community, and language experiences worked
together and built upon each other. Students may reflect
upon specific assignments, texts, or projects, and upon
various successes, failures, challenges, growth experiences,
and, most importantly, continued questions and areas for
Courses
86| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
future growth. Overall, students should contemplate the
ways in which various aspects of their Antioch College
education contributed to their overall development, their
sense of themselves and their future goals, and their ability
to be continuing and lifelong learners. This course is
writing intensive, and serves as one of the final samples of
student writing.
Prerequisite: 4th-year standing and in last term before
graduation, generally assumed to be Spring of year 4.
Course Tags: ANTC.
ANTH-Anthropology
ANTH 105 – Cultural Anthropology (4)
This course is designed to acquaint students with the
anthropological approach of studying the structures and
institutions, worldviews, and belief systems of other
peoples. Students will have the opportunity for
experientially learning the primary methodology of
cultural anthropology, participant observation, data
collection, and analysis. One major outcome of the course
will be the expansion of the students’ ability to understand
and participate in cultures other than their own.
Course Tags: SOCSCI.
ANTH 115 – Language and the Human Experience (4)
The goal of this course is to engage with foundational
thinking in the fields of sociolinguistics and linguistic
anthropology, and to involve students both in
communicating these ideas to a broader public and in using
them for original analysis. The course will survey the ways
in which anthropologists have studied language, how they
have engaged in linguistic analysis, and theories about the
cultural production of language. Students will be
introduced to methodologies in linguistic anthropology,
and begin to think about their own potential research
projects in this field.
Course Tags: SOCSCI.
ANTH 220 – Race and Racism (4)
This course is an introduction to the structures of
oppression (gender, race, sexuality, and class) as we
examine the social construction of race and lived realities
of racism. Race is a biological fallacy but racism is a social
reality. In this course we will not define race as a physical
state, but rather as a concept that is part of the socio-
colonial imaginary, deployed for particular social, political,
and economic ends. Racial difference fundamentally relies
on anti-blackness, and, thus, normative whiteness is an
often-unnamed construct that contributes to structures of
privilege through law and culture. Race and racism are
interconnected with other identity formations such as class,
gender, sexuality, physical ability, and ethnicity that
sustain structural inequalities even as formal legal racism
has eased. The course examines everyday aspects of
society, including (but not limited to) social structures,
media, law, language, history, religion, philosophy,
science, and the arts. The course will better prepare you for
upper-level coursework in areas both specifically and
tangentially related to the social sciences, as well as hone
the invaluable critical thinking and complex
communication skills needed beyond the walls of the
classroom. In keeping with these course goals, creativity,
mutual respect for and engagement of subjective and
cultural differences, and a healthy intellectual curiosity are
not just encouraged, but expected.
Course Tags: D-CRES, D-GSS, SOCSCI.
ANTH 235 – Rhetoric, Resistance, and Repression (4)
This course examines the anthropology of social
movements through the lenses of the theoretical, historical,
methodological, ethical, and political. We will begin by
understanding critical themes and ideas generated through
the social scientific study of social movements such as
civil society, hegemony, social change, identity politics,
and the rhetoric of agitation and control. We will apply
these concepts, among others introduced throughout the
course, to examine a range of contemporary social
movements in North America. These diverse movements
address issues ranging from racism, sexism, environmental
degradation, reproductive choice, classism, heterosexism,
to transphobia. This course is designed to facilitate and
encourage active engagement with the texts and
discussion.
Course Tags: SOCSCI.
ANTH 245 – Environmental Justice (4)
This course will provide a foundational understanding of a
range of lived experiences with environmental injustice,
and the various factions of the environmental justice
movement in the United States. We will examine different
anthropological engagements within the environmental
justice movement and generate a unique discourse on what
environmental justice is. The course will be divided into
three broad areas: defining environmental (in)justice,
creating our own discourse for environmental justice, and
case studies of “radical” environmental justice movements.
As we define our terms and establish a discourse for
discussing these issues, we will integrate writings from
critical race feminism, environmental studies, ecofeminist
Courses | 87
theories of intersectionality, Anarchist and Marxist
critiques of capitalism, environmental communication,
critical animal studies, and environmental anthropology.
These writings will help shape our anthropological
discourse on the surrounding issues of environmental
injustice and the pursuit of “radical” environmental
change.
Course Tags: D-CRES, D-GSS, SOCSCI, S-F.
ANTH 255 – Sex, Gender, Culture (4)
This course will provide an introduction to the
anthropology and critical theory of sex, sexualities, and
genders from a global perspective. We will use case
studies and literary representations from around the world
to explore how ideology shapes the construction of sex,
sexuality, and gender, and how these constructions
reproduce social hierarchy and power. In ethnographic,
ethnohistorical and contemporary globalizing contexts, we
will look at sex and gender beyond a dualistic system;
physical & cultural reproductions; global normative
sexualities; and sex- gender-based violence power.
Course Tags: D-CRES, D-GSS, SOCSCI.
ANTH 265 – Contemporary Activist Ethnographies (4)
How do anthropologists transform field-based experiences
into ethnographic writing? This course explores the
narrative, descriptive, and interpretive conventions of
ethnography, with a strong focus on the practice of student
writing. Tacking back and forth between reading and
writing assignments, we will explore how research
experiences are transformed as they are written down—
before, during, and after fieldwork. The first half of the
course is devoted to the craft and mechanics of
ethnographic writing. Each week, we will explore a key
theme (person, place, voice, story-telling, self), by
discussing both that week’s readings (in the first half of
class), and our own writing (in the second half of class).
The readings are intended to a) exemplify great
ethnographic writing, both classic and experimental, b)
explicitly reflect on some aspect of the craft, and c)
introduce wider disciplinary debates on the ethics and
politics of ethnography. The weekly writing exercises will
help you to link our class readings with experiences
outside of class. You may either use these writing
exercises to develop and reflect on an ongoing writing
project (e.g., a thesis), or choose a fresh topic to write on
each week. In the second half of the class, we will expand
our framework to consider how anthropologists situate
ethnographic work within wider conversations, both
scholarly and public. We will sample acclaimed (and/or
notorious) recent ethnographies, and familiarize ourselves
with the debates and controversies surrounding them.
During these final weeks, in lieu of writing exercises, each
student will present on the readings.
Prerequisite: ANTH 235 or instructor’s permission. Course
Tags: SOCSCI, M, D-GSS, D-CRES.
ANTH 270 – ANTH 270 Special Topics in Cultural
Anthropology: (subtitle) (4 credits) (1 to 4)
This course allows for intermediate-level study of a
cultural anthropology topic. This course may be taken
more than once as long as the course title and description
are distinct.
Prerequisite: Varies by topic. Course Tags: SOCSCI;
additional tags vary by topic.
ANTH 299 – Independent Study (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with an anthropology
faculty member and to earn credit for study outside of the
formal classroom setting. Credits for Independent Study
are determined by the following principle: students will
have 3 hours of supervised independent study per week per
quarter credit, or a total of 30 hours of supervised lab/field
work per quarter credit distributed less evenly over the
quarter than 3 hours per week.
Prerequisite: Instructor’s permission. Course Tags:
SOCSCI; additional tags vary by topic.
ANTH 305 – Anthropology of Space and Place (4)
This course will begin to raise our own awareness and
understanding of how space is used, restricted, made
sacred, or contested. It will also consider how space is
connected to race, class, and gender, as well as the
concepts of nation and identity. Students will become
familiar with delineating spaces and also mapping their
use.
Prerequisite: ANTH 105 or instructor’s permission. Course
Tags: SOCSCI; additional tags vary by offering.
ANTH 320 – Anthropology of Incarceration (4)
In this course, we consider what the concept of
incarceration means. For example, what are the rights,
responsibilities, and relationships of individuals and groups
vis-à-vis the state? Who, and in which socio-historical
contexts, is included or excluded from these rights and
obligations? What mechanisms does the state employ to
punish, and how does it coincide with the idea of the
nation, labor needs, or other ideological aspects of the
state? How might incarceration, as a concept, have
88| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
meanings outside of a formal state context – what does the
word mean when we consider inclusion, exclusion,
belonging, and community? How do we decide who
belongs? We explore the ways that incarceration has been
imagined and constructed across time and space, in the
contexts of borderlands, colonial encounters, and
globalization/neoliberalism. We also explore and the
interplay between incarceration and various dimensions of
identity. We will foreground race/ethnicity and gender, but
we will also necessarily consider class, sexuality, ability,
nationality, etc. We will use a variety of texts: poetry,
essays, speeches, autobiographical accounts, historical
texts, and interdisciplinary scholarly works. Throughout
the course, we will interrogate the role that incarceration
plays within a contemporary context to institutionalize
structures of oppression. The course provides a survey of
anthropological texts that focus on the Prison-Industrial
Complex, which emphasizes the ways in which capitalism
shapes our modern mechanism of State punishment:
incarceration.
Prerequisite: ANTH 105 or instructor’s permission. Cross-
Listed as: PECO 310. Course Tags: D-CRES, D-GSS,
SOCSCI.
ANTH 330 – Politics, Ethnicity, and Nationalism (4)
In this course we will consider some of the major
theoretical and ethnographic issues in the study of
nationalism and ethnicity while exploring several regions
of the world through ethnographies. We will examine how
ethnic groups are situated and situate themselves in
colonial, settler and contemporary plural societies, how
states attempt to integrate ethnic groups into nations, and
how ethnic groups in turn reimagine the nation. After a
critical engagement with key texts, we will problematize
multiculturalism and focus on how ethnic groups in the
United States, Mexico and elsewhere organize around
issues of sovereignty and human rights to negotiate their
place within the nation. We will also consider the role of
migration and globalization in shaping both ethnicities and
nations.
Prerequisite: PECO 280 or instructor’s permission. Cross-
Listed as: PECO 310. Course Tags: D-CRES, D-GSS,
SOCSCI.
ANTH 335 – Special Topics in Public Anthropology:
(Subtitle) (1 to 4)
This course allows for advanced-level study of a public
anthropology topic. This course may be taken more than
once as long as the course title and description are distinct.
Prerequisite: ANTH 105 or ANTH 115 and Third or
Fourth year standing, or instructor’s permission. Cross-
Listed as: PECO 310. Course Tags: SOCSCI; additional
tags may vary by offering.
ANTH 340 – Anthropology Practicum: (subtitle) (1 to 4)
There are several reasons to add this practicum course to
the anthropology major. First, this would create an
additional 300-level course to the major. Second, we have
run two successful pilots of a practicum course and would
like to see this as a permanent offering. Third, students are
enthusiastic about engaging in applied, real-world work.
The practicum offers them a chance to do this with the
benefit of faculty supervision.
Course Tags: SOCSCI.
ANTH 355 – Advanced Theories in Anthropology (4)
In this course, we will survey foundational theories in
cultural anthropology. We will follow a historical arc,
looking at theorists over a span of 150 years. These
theorists provide frameworks to study anthropological
concepts such as race, gender, religion, and family.
Questions that the course will interrogate include: how do
anthropologists conceptualize the construction and
reinforcement of “culture” in specific locations? How do
anthropologists theorize the relationship between power
and identity through a nexus of geographic and cultural
specificity? In what ways do anthropological theories
grapple with structural violence and agency? Theories
structure a discipline’s inquiry and define what is
important. Through a comparative analysis of the
similarities and differences among major anthropological
theories and theorists, we discuss how these have changed
or remained consistent over time adapting to the social,
political, and economic trends in science, society, and the
world. We will focus on contemporary theories and
explore the history of ideas and theorists that guide
anthropological inquiry, applications and public discourse
today. On successful completion of the course you should
be able to articulate a theoretical perspective you can use to
understand contemporary issues and problems within the
field of anthropology.
Prerequisite: ANTH 105 and Third or Fourth year
standing, or instructor’s permission. Cross-Listed as: PECO
310. Course Tags: D-CRES, D-GSS, M, SOCSCI.
ANTH 370 – Special Topics in Cultural Anthropology:
(subtitle) (2 to 4)
This course allows for the advanced study of a cultural
anthropology topic. Topics vary by section, and the course
may be repeated for credit with a different topic.
Courses | 89
Prerequisite: ANTH 105 or instructor’s permission. Course
Tags: SOCSCI; additional tags vary by topic.
ANTH 380 – Inside-Out (4)
This course is an Inside-Out Prison Exchange Program
course designed to meld together theoretical knowledge,
practical understanding, and personal experience and the
wisdom that derives from that experience. The class will
meet weekly at a local prison or jail, and will include a
roughly equal number of Antioch College students and
incarceration students. The topic of Inside-out courses can
vary according to instructor interests and discretion.
Prerequisite: Instructor’s permission. Course Tags:
SOCSCI, D-CRES, D-GSS.
ANTH 399 – Independent Study (1-4 credits) (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with an anthropology
faculty member and to earn credit for study outside of the
formal classroom setting. Credits for Independent Study
are determined by the following principle: students will
have 3 hours of supervised independent study per week per
quarter credit, or a total of 30 hours of supervised lab/field
work per quarter credit distributed less evenly over the
quarter than 3 hours per week.
Prerequisite: ANTH 299 and instructor’s permission.
Course Tags: SOCSCI; additional tags vary by topic.
ARTS-Arts
ARTS 110 – Art on Location: (subtitle) (4)
This course offering is used to describe any topics-based
experiential arts course offered away from the Antioch
College Campus. Antioch College faculty will lead all Arts
on Location courses. Course may take place nationally or
internationally. A specific course description, objectives
and learning outcomes will be announced upon offering.
This course is not offered on a regular basis. May be taken
multiple times if the course title and description are
distinct.
Course Tags: ART; additional tags vary by topic.
ARTS 111 – Visual Language: Two-Dimensional Design
(4)
This studio course is an introduction to the basic
techniques, concepts and formal strategies involved in two-
dimensional image making. We will investigate
fundamentals of composition and form such as line, value,
movement, and color. These fundamentals will allow us to
further explore representation and abstraction, surface and
depth. Throughout this class, form is primarily considered
a means for content and communication. Projects in this
class will be realized with tools both manual (e.g. pencils,
charcoal, inks, and paper) and digital (e.g. PhotoShop and
Illustrator). Digital techniques will include the basics of
pixel and vector-based graphics programs, as well as the
design potential of text, including typeface form and font
choice.
Course Tags: ART.
ARTS 240 – Interdisciplinary Studio: (subtitle) (4)
This studio course focuses on a particular approach to
interdisciplinary art production, especially the combination
of two or more disciplines among Performance, Media Art,
and Visual Art. Course themes will be elaborated via
readings, viewings, class discussion, and other avenues.
Course topics will vary, and may include: Sound Art;
Sensitive Spaces; Video Installation; Performance Objects,
and more. This course may be taken more than once as
long as the course title and description are distinct.
Prerequisite: Instructor’s permission. Course Tags: ART;
additional tags vary by topic.
ARTS 440 – Advanced Interdisciplinary Studio:
(subtitle) (4)
This advanced studio course focuses on a particular
approach to interdisciplinary art production, especially the
combination of two or more disciplines among
Performance, Media Art, and Visual Art. Course themes
will be elaborated via readings, viewings, class discussion,
and other avenues. Course topics will vary, and may
include: Performance Installation; Image and Object;
Performance and the Document; and more. This course
may be taken more than once as long as the course title and
description are distinct.
Prerequisite: Varies according to topic. Course Tags: ART,
M; additional tags vary by topic.
BIO-Biology
BIO 101 – Principles of Biology (4)
This is a non-majors biology course, and introduces
students to living things, and their origin, function,
evolution, and behavior. This course has a specific focus
on the interrelationships of all living organisms, with
special emphasis on human beings. Students completing
this course will have a better understanding and
appreciation of the biology of living process as it is
90| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
manifested in human health and human social interactions.
Course Tags: SCI, S-C.
BIO 210 – Botany (4)
This course investigates the wide variety of plant forms
and the molecular mechanisms that generate them. It
provides a conceptual framework for understanding plant
development that includes an evolutionary perspective.
Ecological principles will be used to examine plant
population and community processes. Special attention
will be given to plant/animal interactions such as
pollination, dispersal, and herbivory. The lab component
will use local habitats to gain hands on experience in field
observations and data collection and analysis.
Prerequisite: BIO 101 or instructor’s permission. Course
Tags: SCI, S-F, M.
BIO 220 – Introductory Molecular Biology and
Genetics (4)
This course covers the basic concepts behind our
understanding of biological macromolecules and genes
from both the classical genetics and modern molecular
viewpoints. Mendelism and chromosomal theory will be
reviewed, as well as the complex molecular mechanisms of
gene expression and its control. An introduction to protein
structure, folding, and function will also be included along
with an overview to the powerful technology of genetic
engineering and bioinformatics.
Prerequisite: BIO 101 or instructor’s permission. Course
Tags: SCI.
BIO 230 – General Microbiology (4)
This course will examine the diverse world of
microorganisms, from pathogens to extremophiles. The
many roles played by microorganisms in a variety of
environments will be emphasized, especially how they
produce food products, manufacture organic materials,
recycle nutrients, break down pollutants, and cause
diseases. There is a lab component to this course. This
course is a sustainability-containing course, addressing the
importance of genetic diversity and the natural processes
that sustain life.
Prerequisite: BIO 101 or instructor’s permission. Course
Tags: SCI; additional tags vary by offering.
BIO 370 – Advanced Molecular Cell Biology (4)
This course covers the structure and functions of cell
organelles, and the interrelated mechanisms of cell
structure and function at the cellular and molecular level.
The topics include structure and function of the cell, the
cell cycle, small molecules and energy, cellular chemistry,
macromolecules and information, macromolecule function,
and selected aspects of metabolism, genetic expression,
sorting, trafficking, transport, and signaling.
Prerequisite: CHEM 105 and BIO 220. Course Tags: SCI.
CAP-Capstone
CAP 394 – Capstone Project Preparation: (subtitle) (4)
This course offering is used to describe courses that lay the
groundwork for the Capstone project and the overall
capstone experience. A Project Preparation course may
include activities such as: development of initial project
ideas, framework of inquiry in one or more fields,
literature review, etc. By the end of the course, students
will submit a project proposal to the instructor and possibly
to other project supervisors.
Prerequisite: 3rd- or 4th-year standing. Course Tags: C-
PREP; additional tags vary by offering.
CAP 450 – Capstone Project Development (1 to 8)
Students culminate their Antioch College experience with
a capstone project, completed in Spring term through the
CAP 495 course. If, after taking the CAP 394 Capstone
Project Preparation course, students wish to pursue
additional credits for their capstone, or start their capstone
research before Spring term their senior year, they do this
through this course. This course is designed by the student
in consultation with their capstone project advisor(s). The
student-designed (and advisor approved) syllabus should
be realistic and realizable, as it set out concrete goals and
milestones for the duration of the course. While this course
can be taken for 1-8 credits, and may be repeated for
credit, no more than 8 credits of CAP 450 may be used to
meet requirements in the major.
Prerequisite: CAP 394, 3rd- or 4th-year standing, and
instructor permission. Course Tags: C-DEV; additional
tags vary by offering.
CAP 495 – Capstone Project (4)
Students culminate their Antioch College experience with
a capstone project developed with the assistance and
guidance of their capstone advisor(s). Building on their
work from CAP 394, students will complete a cohesive,
well-developed, and clearly articulated capstone project
that highlights their inquiry into an important topic within
their field.
Prerequisite: CAP 394, 4th-year standing, and/or instructor
Courses | 91
permission. Course Tags: C-PROJ; additional tags vary by
offering.
CHEM-Chemistry
CHEM 105 – General Chemistry I + Lab (4)
Chemistry is the study of matter in all of its forms, from
simple gasses to complex polymers, and is one of the
fundamental cornerstones of a scientific education. A firm
understanding of chemistry will provide a basis for
understanding a broad array of other disciplines, including
the biological, environmental, and physical sciences. Your
education will include: fundamental postulates and
principles of chemistry; stoichiometry in many forms;
ionic precipitation, acid-base, and redox reactions; gasses
and gas laws; simple thermochemistry; quantum
mechanics and electronic structure; periodicity; chemical
structure, bonding, and MO theory. The material covered is
equivalent to one full semester of general chemistry (one
half of a two-semester course series compressed to one
quarter). There is a weekly lab.
Prerequisite: MATH 103, or Mathematics placement test
above the College Algebra level; or instructor’s permission.
Course Tags: SCI.
CHEM 160 – General Chemistry II + Lab (4)
General Chemistry II will continue your education in the
basic principles of chemistry. Your education will include:
Kinetic Theory, intermolecular forces, and selected solid
and solution properties; chemical kinetics; simple chemical
equilibrium; chemical equilibrium applied to acids, bases,
salts, and solubility; theories and applications of acids and
bases; thermodynamics; electrochemistry; and selected
special topics (time permitting) which may include
coordination compounds, nuclear chemistry, introductory
organic chemistry and/or organic polymers. The material
covered is equivalent to one full semester of general
chemistry; together, CHEM 105 and CHEM 160 cover the
same material as a standard two-semester general
chemistry course series. There is a weekly lab.
Prerequisite: CHEM 105; Pre- or co-requisite: MATH 151,
or Mathematics placement test above the Precalculus level;
or instructor’s permission. Course Tags: SCI.
CHEM 205 – Organic Chemistry I + Lab (4)
Organic chemistry is the chemistry of carbon-based
compounds, regardless of source. In this course, students
will apply the knowledge learned in general chemistry to a
more specialized area: the covalent bond to carbon, with a
particular emphasis on mechanisms and organic synthesis.
Fundamental topics such as MO theory; covalent bonding;
acids and bases; organic nomenclature; stereochemistry;
conformational analysis; and reaction energetics will be
interwoven into reaction mechanisms (arrow pushing;
polar, radical, and pericyclic) and functional group
chemistry (alkanes, alkyl halides, alkenes, alkynes, and
dienes). The material covered is equivalent to one full
semester of organic chemistry (one half of a two-semester
course series compressed to one quarter). There is a weekly
lab.
Prerequisite: CHEM 160 or instructor’s permission. Course
Tags: SCI.
CHEM 330 – Organic Chemistry II + Lab (4)
In this continuing course, students will study a larger array
of functional groups, including aromatics, alcohols and
ethers (etc.), thiols and sulfides (etc.), amines, and
carbonyl-containing compounds (aldehydes, ketones,
carboxylic acids and derivatives, etc.), intertwined with
more molecular orbital theory and mechanisms. Students
will also learn how to apply the knowledge they have
gained to practical situations including organic synthesis
and the analysis of chemical compounds (MS, IR, 1H- and
13C-NMR). The material covered is equivalent to one full
semester of organic chemistry (one half of a two-semester
course series). Together, CHEM 205 and CHEM 330 cover
the same material as a standard two-semester organic
chemistry course series. There is a weekly lab.
Prerequisite: CHEM 205 or instructor’s permission. Course
Tags: SCI.
CHEM 340 – Biochemistry (4)
This course is an introduction to the molecular basis of life
including general concepts of biological acids and bases,
bioenergetics, enzyme kinetics, the classes of biological
molecules (proteins, carbohydrates, lipids, nucleic acids),
and selected aspects of intermediary metabolism and
biochemical function.
Prerequisite: CHEM 205 and either BIO 205 or BIO 220;
Recommended: BIO 370. Course Tags: SCI.
COOP-Cooperative Education
COOP 125T – Co-Op Field Experience for Transfer
Students (0)
The Co-op Field Experience for Transfer Students course
leads students to reflect on prior experience, to pursue
initial ideas for continued engagement, and to explore
some of the themes that emerge from prior work. The
92| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
course frames experiential learning as a co-constructed
process that is realized through the promotion of student
agency and the facilitation of engaged dialogue. It is based
on best practices in experiential and participatory
education as it integrates prior experience with intentional
forms of reflection. This integrated course is intended to
promote students’ understanding of social engagement as it
encourages them to reflect on collaboration with previous
colleagues, supervisors, and mentors. It also helps students
better understand forms of deliberative action as it leads
them to participate in dialogue, engage regularly in the
practice of reflection, and develop a sense of inquiry within
their field-all fundamental organizing principles of
effective field-based learning. Planned for transfer students
who have prior work, apprenticeship, or service
experience, participants are expected to reflect on their
emerging educational interests; to explore their
assumptions about experiential learning; to become aware
of action-based methodological approaches within their
fields of interest; and to initiate a practice of
communicating with colleagues within a variety of
disciplines as well as within the diverse communities of
practice in which they have engaged. The course promotes
an understanding of reflection as a central component of
integrative learning that is carried out by cultivating the
habits of thinking, writing, and engaging in forms of
creative expression in order to create meaning of one’s
prior work experiences and broaden knowledge of self and
others. As a vehicle for reaching these goals, students
produce a Fieldbook that contains documentation of their
prior experiences and constitutes a record of their
reflections on learning. The course introduces students to a
variety of dynamic tools for self-expression and leads them
to embrace a medium to communicate their experiences,
reflections, and ideas. Students are encouraged to make
connections between their immediate experiences and prior
learning, while also encouraging them to develop new
practices, set career goals, and identify self-defined
pathways toward their life aims. Upon completion of the
course, students evaluate their learning based upon their
ability to express themselves as well as progress toward the
goals, action steps, and benchmarks they set for themselves
early in the term.
Prerequisite: Permission of the Dean of Cooperative,
Experiential, and International Education. Corequisite:
Approved and documented prior work, apprenticeship, or
service experience totaling 300 hours within the last two
years prior to enrollment in the course.. Course Tags:
(none).
COOP 245 – Co-Op Field Experience I: (subtitle) (12)
The Co-Op Field Experience I container course leads
students to pursue their initial ideas and to explore some of
the themes that that emerge from their cooperative
education experiences. The course frames experiential
learning as a co-constructed process that is realized
through the promotion of student agency and the
facilitation of engaged dialogue. It is based on best
practices in experiential and participatory learning as it
integrates the fieldwork component of the Cooperative
Education experience with intentional forms of reflection.
This integrated course is intended to promote students’
understanding of social engagement as it involves them in
deep collaboration with Co-Op partners and mentors. It
also helps students better understand forms of deliberative
action as it leads them to participate in dialogue, develop a
sense of inquiry, and engage regularly in the practice of
reflection-all fundamental organizing principles of
effective field-based learning. Planned for students who
have not yet designed their major course of study,
participants are expected to reflect on their initial
educational interests; to explore their assumptions about
experiential learning; to become aware of action-based
methodological approaches within their fields of interest;
and to initiate a practice of communicating with colleagues
within a variety of disciplines as well as within the diverse
communities of practice in which they are engaged. This
course balances real-world engagement with reflection as a
central component of integrative learning that is carried out
by cultivating the habits of thinking, writing, and engaging
in forms of creative expression while immersed in serious
experiential activity. Students are encouraged to make
meaning out of their experiences in order to broaden
knowledge of self and others. As a vehicle for reaching
these goals, students produce a Fieldbook that contains
documentation of their field experiences and constitutes a
record of their reflections on learning. The course
introduces students to a variety of dynamic tools for self-
expression and leads them to embrace a medium to
communicate their experiences, reflections, and ideas.
Students are encouraged to make connections between
their immediate experiences and prior learning, while also
encouraging them to develop new practices, set career
goals, and identify self-defined pathways toward their life
aims. Upon completion of the course, students evaluate
their learning based upon their ability to express
themselves as well as progress toward the goals, action
steps, and benchmarks they set for themselves early in the
term.
Prerequisite: EXPR 145 or instructor permission..
Corequisite: In order to enroll in any Co-Op course,
students must commit to and engage in an approved Co-Op
experience on full-time basis (30 to 40 hours per week) for
the duration of the academic term.. Course Tags: COOP.
Courses | 93
COOP 345 – Co-Op Field Experience II: (subtitle) (12)
The Co-op Field Experience II container course is based on
best practices in experiential and participatory learning as
it integrates the fieldwork component of the Cooperative
Education experience with intentional forms of reflection.
The course promotes the growth of students’ abilities in
developing purposeful forms of social engagement as it
leads them into collaboration with co-op partners and
mentors. It also requires deliberative action as it leads
students to participate in dialogue, develop a sense of
inquiry, and engage regularly in the practice of reflection-
all fundamental organizing principles of effective field-
based learning. Students are expected to reflect on their
individualized educational goals; explore action-based
methodological approaches within their fields of interest;
and to initiate a practice of communicating with colleagues
within their disciplines as well as within the diverse
communities of practice in which they engage. This course
defines reflection as an iterative process of thinking,
writing, and engaging in forms of creative expression in
order to make meaning out of one’s experiences as well as
to broaden knowledge of self and others. To this end,
students produce a Fieldbook that contains documentation
of their field experiences and record reflections on their
learning. They are introduced to a variety of dynamic tools
for self-expression and led to embrace a medium that
enables them to communicate their experience and ideas.
The course asks students to make connections between
their ongoing work or practice and prior learning, while
also encouraging them to develop future goals and identify
self-defined pathways toward them. Upon completion of
the course, students evaluate their learning based upon
their means of expression as well as the goals, action steps,
and benchmarks they set for themselves early in the term.
Prerequisite: EXPR 145 or instructor permission..
Corequisite: In order to enroll in any Co-Op course,
students must commit to and engage in an approved Co-Op
experience on full-time basis (30 to 40 hours per week) for
the duration of the academic term.. Course Tags: COOP.
COOP 390 – Co-Op Field Experience III: (subtitle) (12)
The Co-Op Field Experience III container course leads
students to test some of the ideas they have developed
during their first years of exposure to college coursework
and to explore some of the themes that emerge from their
cooperative education experiences. The course frames
experiential learning as a co-constructed process that is
realized through the promotion of student agency and the
facilitation of engaged dialogue. It is based on best
practices in experiential and participatory education as it
integrates the fieldwork component of the Cooperative
Education experience with intentional forms of reflection.
This integrated course is intended to promote students’
understanding of social engagement as it involves them in
deep collaboration with Co-Op partners and mentors. It
also helps students better understand forms of deliberative
action as it leads them to participate in dialogue, engage
regularly in the practice of reflection, and develop a sense
of inquiry within their field-all fundamental organizing
principles of effective field-based learning. Planned for
students who seek further cooperative education
experience, participants are expected to develop a
significant level of focus on their individualized
educational goals; to assert themselves professionally; to
develop plans for action-based inquiry within their fields
of interest; and to communicate regularly with colleagues
within their discipline as well as within the diverse
communities of practice in which they are engaged. This
course balances real-world engagement with reflection as a
central component of integrative learning that is carried out
by cultivating the habits of thinking, writing, and engaging
in forms of creative expression while immersed in serious
experiential activity. Students are encouraged to make
meaning out of their experiences in order to broaden
knowledge of self and others. As a vehicle for reaching
these goals, students produce a Fieldbook that contains
documentation of their field experiences and constitutes a
record of their reflections on learning. The course
introduces students to a variety of dynamic tools for self-
expression and leads them to embrace a medium to
communicate their experiences, reflections, and ideas.
Students are encouraged to make connections between
their immediate experiences and prior learning, while also
encouraging them to develop new practices, set career
goals, and identify self-defined pathways toward their life
aims. Upon completion of the course, students evaluate
their learning based upon their ability to express
themselves as well as progress toward the goals, action
steps, and benchmarks they set for themselves early in the
term.
Prerequisite: One prior COOP course or instructor
permission.. Corequisite: In order to enroll in any Co-Op
course, students must commit to and engage in an
approved Co-Op experience on full-time basis (30 to 40
hours per week) for the duration of the academic term..
Course Tags: COOP.
COOP 490 – Co-Op Field Experience Capstone:
(subtitle) (12)
The Co-Op Field Experience Capstone container course is
intended to support students as they carry out fieldwork in
support of their senior capstone projects, complete their
language capstones projects, or otherwise carry out
94| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
signature work during their final Co-Op. The course
frames experiential learning as a co-constructed process
that is realized through the promotion of student agency
and the facilitation of engaged dialogue. It is based on best
practices in experiential and participatory education as it
integrates the fieldwork component of the Cooperative
Education experience with intentional forms of reflection.
This integrated course is intended to promote students’
understanding of social engagement as it involves them in
deep collaboration with Co-Op partners and mentors. It
also helps students better understand forms of deliberative
action as it leads them to participate in dialogue, engage
regularly in the practice of reflection, and develop a sense
of inquiry within their field-all fundamental organizing
principles of effective field-based learning. Planned for
fourth-year students as they prepare for their senior
projects, participants are expected to imaginatively
articulate and sustain focus on their individualized
educational goals; to fully assert themselves
professionally; to employ action-based methodological
approaches as they shape their senior project plans; and to
demonstrate a robust practice of communicating with
colleagues within their discipline as well as within the
diverse communities of practice in which they are engaged.
This course balances real-world engagement with
reflection as a central component of integrative learning
that is carried out by cultivating the habits of thinking,
writing, and engaging in forms of creative expression
while immersed in serious experiential activity. Students
are encouraged to make meaning out of their experiences
in order to broaden knowledge of self and others. As a
vehicle for reaching these goals, students produce a
Fieldbook that contains documentation of their field
experiences and constitutes a record of their reflections on
learning. The course introduces students to a variety of
dynamic tools for self-expression and leads them to
embrace a medium to communicate their experiences,
reflections, and ideas. Students are encouraged to make
connections between their immediate experiences and prior
learning, while also encouraging them to develop new
practices, set career goals, and identify self-defined
pathways toward their life aims. Upon completion of the
course, students evaluate their learning based upon their
ability to express themselves as well as progress toward the
goals, action steps, and benchmarks they set for themselves
early in the term.
Prerequisite: One 300-level COOP course or instructor
permission.. Corequisite: In order to enroll in any Co-Op
course, students must commit to and engage in an
approved Co-Op experience on full-time basis (30 to 40
hours per week) for the duration of the academic term..
Course Tags: COOP.
CRES-Critical Race and Ethnicity
Studies
CRES 101 – Critical Race and Ethnicity Studies (4)
This methodological course critically examines the
concepts of race and ethnicity. The course will begin with
a study of the historical construction of race and race
relations in order to better understand the present
configuration of race and race relations, and possible
futures built on deconstructing racism and ethnocentrism.
Students will read about and discuss structural and
institutional racism and ethnocentrism as well as the lived
identity of people in a racialized society. Using an
intersectional approach, this course will pay special
attention to the functions of power and privilege in social
constructions of and lived experience of race and ethnicity.
Students will gain practice in engaging in informed,
meaningful, and respectful conversations around race and
ethnicity. This course will address such topics as implicit
bias, internalized racism and ethnocentrism,
microaggressions, colorblindness, multiculturalism, and
post-racialism.
Course Tags: D-CRES.
ENG-English
ENG 101 – English Composition Plus (4)
This course seeks to improve college-level writing for
academic purposes. Particular attention will be paid to
avoiding plagiarism, documentation styles and the use of
secondary sources, close reading and annotating, critical
and textual analysis, the development of argumentative
essays, and adherence to Standard English writing
conventions. Assignments will include the examination of
texts on writing craft, review and analysis of published
texts in various styles and genres, and writing and revising
original works. This course also incorporates
individualized or small-group tutoring in a writing lab to
address particular areas of concern as noted by faculty in
the writing placement exam.
Course Tags: W.
ENG 105 – English Composition (4)
This course seeks to improve writing for academic
purposes. Particular attention will be paid to avoiding
plagiarism, documentation styles and the use of secondary
sources, close reading and annotating, critical and textual
analysis, the development of argumentative essays, and
adherence to Standard English writing conventions.
Courses | 95
Assignments will include the examination of texts on
writing craft, review and analysis of published texts in
various styles and genres, peer review, and writing and
revising original works.
Course Tags: W.
ENG 251 – Expository Writing: (subtitle) (4)
This course is a genre-specific workshop that allows
students to focus more intently on specific research
techniques and to build skills in composing creative and
critical nonfiction prose. Students will read established
writers and write original compositions in a number of
genres and styles. Individual courses may focus on essay
writing, news, feature and editorial writing; the scholarly
personal narrative; writing about specific subjects; or
writing within a specific academic disciplines. This course
is repeatable for credit provided the course description and
subtitle are distinct.
Prerequisite: ENG 105 or GSW 105. Students may also
register for this course if the prerequisite has been satisfied
through appropriate scores ACT, SAT, AP tests or through
transfer credit, or instructor’s permission. Cross-Listed as:
LIT 251. Course Tags: W; additional tags vary by offering.
ENG 351 – Advanced Expository Writing (4)
This is an advanced course for students interested in
continuing to refine expository -and/or analytic writing
skills. This course is intended for those who write regularly
and wish to broaden their skills and talents in specific
research and writing techniques. Individual courses may
focus on essay writing; news, feature and editorial writing;
the scholarly personal narrative; writing about specific
subjects; or writing within specific academic disciplines.
Prerequisite: ENG 251, LIT 251, or instructor’s permission.
Cross-Listed as: LIT 351. Course Tags: Tags vary by
offering.
ENVS-Environmental Science
ENVS 105 – Introduction to Environmental Science (4)
This course is a basic overview of the environmental
impacts caused by humans on the natural systems of the
earth: the atmosphere, geosphere, hydrosphere and
biosphere. We will examine the scientific concepts that
underlie the complex interactions occurring among these
systems and how our actions endanger Earth’s ecosystems.
Fieldwork is incorporated into the regular class time.
Course Tags: SCI, S-F.
ENVS 205 – Ecology (4)
This course will cover the basic principles of ecology using
an evolutionary perspective. The activities of organisms
and their relationships to one another are the foundation
upon which populations, communities, and ecosystems are
built. Students will examine factors that influence
exchanges between organisms and their physical
environment; how organisms transform energy and process
materials as they metabolize, grow, and reproduce; the
characteristics of populations and how they interact within
communities; and the dynamics of ecosystems. There is a
lab requirement.
Prerequisite: BIO 101 and any 100-level MATH course or
above, or instructor’s permission. Course Tags: SCI, S-F.
ENVS 220 – Aquatic Biology (4)
This course provides a general overview of aquatic
systems including physical processes, aquatic biota,
aquatic community interactions, ecosystems processes and
conservation. Students will build upon previous knowledge
as they become familiar with a variety of aquatic systems,
understanding the importance of these systems and learn
methods of assessment and management specific to aquatic
systems. There is a lab requirement.
Prerequisite: BIO 101 or instructor’s permission;
Recommended: CHEM 105. Course Tags: SCI, S-C.
ENVS 230 – Soil: A Living System (4)
This course explores the fundamental principles of soil
science within the context of natural and human-focused
ecosystems. Students will study soils as functional
landscape components, gaining an overview of soil’s
morphological, physical, chemical, and biological
properties, and how these interact to form a soil with
unique characteristics and ecosystem function. Students
will investigate the relationships of soil macro- and
microorganisms to soil metabolism, structure, and
biogeochemical cycles. Connections between nutrient
availability, plant growth, land use, and agriculture will be
explored. Students will compare and discuss soil properties
from various ecosystems and from across the globe from
the perspective of soil taxonomy, the processes that form
these soils, and land use properties specific to each soil
order. Current issues regarding land-use legacies, soil
management, remediation, water and soil quality will be
investigated. There is a lab requirement.
Prerequisite: CHEM 160 and a MATH course numbered
105 or above, or instructor’s permission. Course Tags: SCI,
S-F. M.
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ENVS 330 – Conservation Biology (4)
This course includes a survey of the biological, ecological,
environmental, and social factors that affect the loss of
habitat and reduce the number of species in the world.
Examination of conservation methods will include the
application of population and landscape genetics, the
design and management of reserves and conservation of
resources on local and global scales.
Prerequisite: BIO 220 and ENVS 205 (or co-enrollment in
ENVS 205), or instructor’s permission. Course Tags: SCI,
S-F.
ENVS 339 – Ecological Agriculture (4)
This course focuses upon the science of ecological
agriculture and the importance of understanding and
comparing current agriculture methods with appropriate
alternatives. This course will focus on designing the
strengths and functions of natural ecosystems into
agrosystems, and understanding the ecological concepts
that are of universal application in all bioregions where
agriculture is practiced. A special emphasis will be placed
on sustainable alternatives to systems that rely heavily on
chemicals and irrigation. Fieldwork is incorporated into the
regular class time. There may be a weekend field trip.
Prerequisite: BIO 210 or instructor’s permission;
Recommended: ENVS 205 and/or ENVS 230. Course
Tags: SCI, S-F, M.
ENVS 360 – Ecosystem Ecology with Forest Lab (4)
Ecosystem Ecology is a subdiscipline that explores and
compares the function, structure, and dynamics of
ecosystems in space and time. Students in this course will
investigate biogeochemical processes of ecosystems, such
as carbon sequestration and nutrient cycles, and learn how
they fluctuate with climate and disturbance. We will also
research how humans impact ecosystem processes as well
as remediate damage through restoration. This course
combines ecological theory and readings from the primary
literature with field and data analysis skills. Weekly labs
will connect with lecture content, and will mostly take
place in the Glen Helen Nature Preserve, and other
terrestrial and aquatic systems in Ohio.
Prerequisite: ENVS 205 or instructor’s permission. Course
Tags: SCI, S-F.
ENVS 430 – Global Climate Change (4)
Global climate change is both a geological feature of
Earth’s 4.6 billion-year history as well as an anthropogenic
global crisis for life on Earth and society as we know it in
the 21st century. Students in this upper-level course will:
investigate current evidence for global climate change,
develop an understanding of the physical and biological
basis of global warming impacts, actively present and
discuss peer-reviewed literature weekly, and develop
science communication skills. Coursework includes
lectures, required reading, online research, investigating
and understanding peer-reviewed literature, and the
practice of scientific writing. Optional activities include
guest speakers and field trips. Students are expected and
encouraged to participate in class discussions, raise
questions, and contribute to group-based work.
Prerequisite: MATH 105, and any 300-level BIO, CHEM,
ENVS, SCI course, or by permission of instructor. Course
Tags: SCI, S-F, M.
ENVS 450 – Advanced Topics in Ecology: (Subtitle) (4)
Advanced Topics in Ecology: (Subtitle) is a “container
course” used to offer any advanced subtopic of Ecology
offered at a level suitable for advanced undergraduate or
beginning graduate work. Topic examples could include:
Field Methods, Invasive Biology, Landscape Ecology,
Urban Ecology, etc.
This course may be used to replicate advanced courses at
other institutions that are not currently offered at Antioch
College, or to teach more specialized material based on the
Instructor’s expertise and interests. This course may be
taken more than once so long as the course title and
description are distinct.
Prerequisite: Any 300-level BIO, CHEM, ENVS, or SCI
course, or by permission of instructor. Course Tags: SCI.
Additional tags may vary by offering..
EXPR-Experiential Learning
EXPR 140 – The Antioch Harvest: Seed-saving,
Canning, Fermenting, and Preserving (3)
This course will utilize the Antioch Farm and surrounding
environs to glean, forage, and harvest a variety of
vegetables, fruits, grains, legumes and herbs and learn how
to preserve the harvest, prevent food waste and explore
community engagement and food justice. Students will
learn about the importance of regional seed-saving and
stewardship. We will press apples and make cider, can fruit
and preserves, gather herbs and make teas and medicines,
ferment vegetables, sauces and pastes, and learn about
other forms of food preservation such as root cellars,
dehydration and others. A portion of everything harvested
and preserved will be donated to those in need.
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Course Tags: S-C.
EXPR 240 – Food, Farming, and Resilience: Integrative
Learning on the Antioch Farm (3)
Why do we eat what we eat? Where does our food come
from and how is it produced? What are the costs and
benefits- human, environmental, social, economic,
political-of food production and consumption today? Are
our methods of food production and distribution
sustainable? What are positive solutions to the global food
crisis? Using the Antioch Farm as a learning lab, students
will engage directly in sustainable food production and
integrative learning. Topics will include seed-saving, bio-
char, soil health, pollination, wildcrafting, permaculture,
farm-to-table, bio-dynamic farming, urban farming, food
access and stewardship. This course will take place
predominantly outside, rain or shine. “While industrial
agriculture has increased humanity’s ability to feed itself
dramatically, it has also caused many problems for human
health, culture and the environment. The model and
practice of industrial agriculture is a, if not the, primary
contributor to climate change, global warming,
deforestation, chemical and organic pollution of aquatic
ecosystems, depletion of aquifers, soil degradation,
disappearances of species, human wars and conflicts,
human health problems, the abolishment of cultural
heritage, the disappearance of genetic diversity in human
crops, and political upheaval throughout the world.”
(Union of Concerned Scientists).
Course Tags: S-F.
EXPR 241 – Reskilling, Sustainability, and Community
Engagement (3)
This is a course, in the words of David Foster Wallace,
about “adjusting our default setting”; using reskilling as a
tool for mindfulness and community-building. One of the
consequences of increasing specialization and
monetization of the economy is that skills that were once
common among the general population, skills that by their
nature contributed to a sense of community, skills that
could not be accomplished without thought and intention,
are now shared by few. Phillip Barnes describes it as “the
acquisition of skills essential to satisfy basic needs in a
localized and carbon-constrained future…Reskilling is a
process, ongoing and never-ending, that evolves as
conditions change and contexts change. It is first and
foremost a community-oriented method…While one can
learn reskilling by watching a video or reading a book, it is
the face-to-face interactions that build community….where
a talented and knowledgeable individual or group teaches
other people what they know.” Together with essays and
reflections on the nature of home-based work,
presentations by innovators tackling difficult problems we
face as we move in to a time of uncertainty, and hands on
skill-building in each session, this course offers tools for
increasing awareness, self-agency and community-
building.
Course Tags: S-F.
EXPR 242 – Resilience in the Anthropocene (3)
In this course, students will engage in various reskilling or
resiliency practices that people of hope and intention are
exploring in order to live sustainably, equitably, and
harmoniously in a changing world. Students will work
closely with the instructor and guest speaker(s) to
experience an innovative practice or idea up close through
hands-on, physical work. Students will develop knowledge
and skills related to the featured innovative proactive or
idea and create a project to benefir the college or the
greater community.
Course Tags: S-F.
EXPR 251 – Antioch Community Action (1 to 2)
This course is designed as integral to the new curriculum
focus in Community Action that combines experiential,
project-based learning with further understanding and
training in the skills needed for effective community
engagement. The class takes an individualized project-
based learning approach as each student identifies an
organizational partner to collaborate with a current
initiative in student-run Independent Groups, campus-
based Committees or non-profit organizations in Yellow
Springs. With the course instructor, each student writes a
learning contract outlining their goals and project-based
work for the quarter that aligns with an emergent activity
or action-based campus/local initiative. Students may work
to identify a partner during the early part of the term,
however should be prepared to be actively engaged in
direct contributions to the Antioch community during the
timeline of the quarter. Regular weekly engagement in
their project is expected in addition to attending class
discussions. Class meetings aim to create a learning
environment where students can reflect upon and
overcome challenges, and develop an inclusive network of
support for the work in which they are engaged.
Additionally, classes seek to further students’
understanding and direct implementation of principles of
community action, guiding them towards more purposeful,
meaningful and effective collaborations in the future.
Course Tags: (none).
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EXPR 299 – EXPR Independent Study: (subtitle) (1 to
4)
The class takes an individualized learning approach as each
student identifies a topic or project that they wish to
explore. With the course instructor, each student develops
a syllabus explaining their individualized learning goals,
identifying readings, and outlining the course deliverables.
The independent study is an opportunity to engage closely
in experiential and integrative learning, develop a research
project, and/or engage in a creative project under close
supervision of a faculty member. Regular weekly
engagement in their project is required. Credits for
Independent Study are determined by the following
principle: students will have 1-4 hours of supervised
independent study per week per quarter credit, or a total of
10-40 hours of supervised fieldwork per quarter.
Prerequisite: Instructor permission. Course Tags: Course
tags may vary by offering..
EXPR 340 – The Antioch Apothecary: Teas and
Tinctures, Syrups and Salves (3)
In this course students will gain an overview of the history
of medicinal plants, the role of women in traditional
healing practices, and an introduction to plant
communication. The course includes: study of the Doctrine
of Signatures, indigenous and enslaved herbal traditions,
and the decolonization of herbalism. We also learn of the
significance of Ohio to herbalism in America; from the
19th Century Eclectics to the current work of United Plant
Savers and the establishment of medicinal plant sanctuaries
in a time of extinction. This is a hands-on course where
students will make teas, tinctures, balms, vinegars, tonics,
syrups, salves and poultices for treating many common
ailments. They will also visit the idea of the use of
anthropogenic invasives as “resilience teachers” in crafting
plant medicine. At the end of the course, students will walk
away with a variety of remedies made from common
plants.
Prerequisite: EXPR 140, 240, 241, or 242. Course Tags: S-
C.
EXPR 341 – Seed Sovereignty and Citizen Action (3)
Seed-saving is an important community resilience skill.
Over 75% of the world’s commercial seed is owned by
three agrichemical companies. This course will cover the
history of seed patent law in the U.S, the Plant Variety
Protection Act, the Coordinated Framework for Regulation
of Biotechnology, seed politics, and citizen seed
movements from Seed-Savers Exchange to the Rocky
Mountain Seed Alliance and the Open-Source Seed
Initiative. You will learn about seed genetics, germination
testing, pollination and seed-saving techniques, including
hand-pollination and wet-processing. Every student will
build their own winnowing screen and students at the 300
and 400 levels will be assigned community action projects
as well.
Course Tags: S-F.
FARM-Antioch Farm
FARM 101 – Ecological Growing Practicum: (subtitle)
(1 to 2)
This course provides practical experience to students in the
topic of ecological growing on the Antioch Farm, Antioch
campus or other outdoor partner sites. Students will work
closely with the instructor to experience ecological
growing up close through hands-on, physical work and
authentic growing projects. Students will develop
knowledge and skills related to different sustainable
growing methods appropriate to the site and season.
Course Tags: S-C.
FARM 210 – Community Food Projects (1 to 2)
This service-learning course immerses students in
innovative food and agricultural projects serving
traditionally marginalized communities. Each week,
students travel to a project site and engage with organizers
and/or community members to learn the real work,
challenges and triumphs of these inspiring projects.
Students will observe these projects in action and provide
hands-on support through service projects. Students will
also research and learn about related food projects of
interest. Prerequisite: none.
Course Tags: S-F.
FRAN-French
FRAN 101 – Novice French Culture and
Communication I (4)
FRAN 101 uses a communicative approach to integrate
cultural products, practices, and perspectives into
developing the four skills of communication in French
(reading, writing, speaking, and listening), with a focus on
real-time interpersonal oral production of simple present
tense phrases and sentence structures in a variety of
familiar contexts. This course roughly targets the ACTFL
Novice-High rating. Teaching methodologies may include
task-based, project-based, and other experiential learning
assignments. Taught in French.
Courses | 99
Course Tags: LANG.
FRAN 102 – Novice French Culture and
Communication II (4)
FRAN 102 uses a communicative approach to integrate
cultural products, practices, and perspectives into
developing the four skills of communication in French
(reading, writing, speaking, and listening), with a focus on
real-time interpersonal oral production of simple, but full
and increasingly complex present tense phrases and
sentence structures in a variety of familiar contexts and
uncomplicated social interactions. This course roughly
targets the ACTFL Intermediate-Low rating. Teaching
methodologies may include task-based, project-based, and
other experiential learning assignments. Taught in French.
Prerequisite: FRAN101, placement, or special instructor
permission.. Course Tags: LANG.
FRAN 201 – Intermediate French Culture and
Communication I (4)
FRAN 201 uses a communicative approach to integrate
cultural products, practices, and perspectives into
developing the four skills of communication (reading,
writing, speaking, listening), with a focus on real-time
interpersonal oral production of simple, but full and
increasingly complex present tense and past tense phrases
and sentence structures in a variety of familiar contexts and
uncomplicated social interactions. This course roughly
targets the ACTFL Intermediate-Mid rating, and prepares
students for the ACTFL Oral Proficiency Interview in
fulfillment of Antioch’s language requirement. Teaching
methodologies may include task-based, project-based, and
other experiential learning assignments. Taught in French.
A $55 course fee for the OPI, which is not included in the
tuition for this course, must be paid directly to ACTFL
when the student schedules the OPI.
Prerequisite: FRAN 102, placement, or special instructor
permission.. Course Tags: LANG.
FRAN 202 – Intermediate French Culture and
Communication II (4)
FRAN 202 uses a communicative approach to integrate
cultural products, practices, and perspectives into
developing the four skills of communication (reading,
writing, speaking, and listening), with a focus on real-time
interpersonal oral production of simple, but full and
increasingly complex phrases and sentence structures in all
tenses and in a variety of familiar and uncomplicated
general contexts and social interactions, sometimes even
with complications. This course roughly targets the
ACTFL Intermediate-High rating. Teaching methodologies
may include task-based, project-based, and other
experiential learning assignments. Taught in French.
Prerequisite: FRAN 201, placement, or special instructor
permission.. Course Tags: LANG.
FRAN 270 – Special Topics in French: (Subtitle) (2 to 4)
For students with years of previous study in French as
demonstrated by a placement protocol or with a passing
grade in FRAN 202, FRAN 270 offers a bridge between
skill-based courses and content-based courses approach to
investigate a special topic in French language and/or
culture. While not limited to this list, topics may include
phonetics, French for heritage speakers, French for a
specialized field (science, business, etc.), Translation
Studies in French, Francophone cultural practices, French
approaches to literary study, literary theory, or selection of
the literature of an author, movement, geographical region,
or time period in the French or Francophone tradition.
While using the course’s topic as a content for academic
inquiry, its objectives are primarily to develop the four
skills of communication in French (reading, writing,
speaking, and listening), with a focus on real-time
interpersonal and presentational oral production of
cohesive paragraphs featuring narration and description in
all tenses and on a variety of increasingly abstract and
academic contexts, as well as on interpretive
communication and argumentation through expository
process writing. This course roughly targets the ACTFL
Advanced-Mid rating. Teaching methodologies may
include task-based, project-based, and other experiential
learning assignments. Taught in French.
Prerequisite: FRAN 202, placement, or special instructor
permission.. Course Tags: LANG.
FRAN 301 – French and Francophone Memory and
Identity (4)
FRAN 301 uses a content-based approach to investigate
French and Francophone cultural practices, and
perspectives through a cross-century study of historical
events, periods, movements, figures, and/or places of
importance to modern-day debates on French and/or
Francophone identities. Using the course’s content as the
subject of academic inquiry, it also develops the four skills
of communication in French (reading, writing, speaking,
and listening), with a focus on real-time interpersonal and
presentational oral production of cohesive paragraphs
featuring narration and description in all tenses and on a
variety of increasingly abstract and academic contexts.
This course roughly targets the ACTFL Advanced-Mid
rating. Teaching methodologies may include task-based,
100| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
project-based, and other experiential learning assignments.
Satisfies Diversity Requirement due to extensive theory
and practice in cross-cultural comparison. Taught in
French.
Prerequisite: FRAN 202, placement, or special instructor
permission.. Course Tags: LANG, D-CRES.
FRAN 302 – French and Francophone Otherness in
Literature (4)
FRAN 302 uses a content-based approach to investigate
French and Francophone cultural practices, and
perspectives through a cross-century and multi-genre study
of literature connecting with theories of self and other, and
with the general topics of immigration, migrancy, exile,
and refugeeism. Using the course’s content as the subject
of academic inquiry, it also develops the four skills of
communication in French (reading, writing, speaking, and
listening), with a focus on real-time interpersonal and
presentational oral production of cohesive paragraphs
featuring narration and description in all tenses and on a
variety of increasingly abstract and academic contexts, as
well as on interpretive communication and argumentation
through expository process writing. This course roughly
targets the ACTFL Advanced-Mid rating. Teaching
methodologies may include task-based, project-based, and
other experiential learning assignments. Satisfies Diversity
Requirement due to extensive theory and practice in cross-
cultural comparison. Taught in French.
Prerequisite: FRAN 202, placement, or special instructor
permission.. Course Tags: LANG, D-CRES.
FRAN 303 – Contemporary French and Francophone
Culture in Media (4)
For students with years of previous study in French as
demonstrated by a placement protocol or with a passing
grade in FRAN 202, FRAN 303 uses a content-based
approach to investigate French and Francophone cultural
practices, and perspectives through press articles, film,
music, and popular art forms on a variety of topics
including but not limited to politics, ideology, family,
religion, love, feminism, language, race, ethnicity, gender.
The course envisions a cross-cultural study of
contemporary topics of interest to the students, and
promotes a democratic pedagogy. Using the course’s
content as the subject of academic inquiry, it also develops
the four skills of communication in French (reading,
writing, speaking, and listening), with a focus on real-time
interpersonal and presentational oral production of
cohesive paragraphs featuring narration and description in
all tenses and on a variety of increasingly abstract and
academic contexts, as well as on interpretive
communication and argumentation through expository
process writing. This course roughly targets the ACTFL
Advanced-Mid rating. Teaching methodologies may
include task-based, project-based, and other experiential
learning assignments. Taught in French.
Prerequisite: FRAN 202, placement, or special instructor
permission.. Course Tags: LANG.
FRAN 304 – Special Topics in French and Francophone
Literature (4)
For students with years of previous study in French as
demonstrated by a placement protocol or with a passing
grade in FRAN 202, FRAN 304 uses a content-based
approach to investigate French and Francophone cultural
practices, and perspectives through a representative
selection of the literature of an author, movement,
geographical region, or time period in the French or
Francophone tradition. Using the course’s content as the
subject of academic inquiry, it also develops the four skills
of communication in French (reading, writing, speaking,
and listening), with a focus on real-time interpersonal and
presentational oral production of cohesive paragraphs
featuring narration and description in all tenses and on a
variety of increasingly abstract and academic contexts, as
well as on interpretive communication and argumentation
through expository process writing. This course roughly
targets the ACTFL Advanced-Mid rating. Teaching
methodologies may include task-based, project-based, and
other experiential learning assignments. Taught in French.
Prerequisite: FRAN 202, placement, or special instructor
permission.. Course Tags: LANG.
FRAN 340 – French Capstone (3)
This is a project-based course that is delivered while
students are completing the language immersion co-op, in
which they are expected to do research on a topic related to
the co-op setting according to a pre-planned proposal.
Before the last week of the term students must make an
oral presentation of their research project that they will
deliver electronically.
Prerequisite: One 300-level FRAN course or permission of
the language faculty following the appropriate screening.
Course Tags: LANG.
FRAN 370 – Special Topics in French: (Subtitle) (2 to 4)
For students with years of previous study in French as
demonstrated by a placement protocol or with a passing
grade in FRAN 202, FRAN 370 uses a content-based
courses approach to investigate a special topic in French
language and/or culture. While not limited to this list,
Courses | 101
topics may include phonetics, linguistics, French for
heritage speakers, French for a specialized field (science,
business, etc.), Translation Studies in French, Francophone
cultural practices, French approaches to literary study,
philosophy, history, or literary theory. While using the
course’s topic as a content for academic inquiry, its
objectives are also to develop the four skills of
communication in French (reading, writing, speaking, and
listening), with a focus on real-time interpersonal and
presentational oral production of cohesive paragraphs
featuring narration and description in all tenses and on a
variety of increasingly abstract and academic contexts, as
well as on interpretive communication and argumentation
through expository process writing. This course roughly
targets the ACTFL Advanced-Mid rating. Teaching
methodologies may include task-based, project-based, and
other experiential learning assignments. Taught in French.
Prerequisite: FRAN 202, placement, or special instructor
permission.. Course Tags: LANG.
GSS-Gender/Sexuality Studies
GSS 101 – Introduction to Gender and Sexuality (4)
This course provides students with an introduction to the
interdisciplinary field of gender and sexuality studies.
Students will gain experience in feminist, queer,
intersectional, and transgender methodologies as ways to
explore the social construction of gender and sexuality.
Issues covered may include: the normalization of gender
and sexuality through social institutions and families; the
politics of knowledge production; histories of social action
and movements around gender and sexuality; global and
transnational perspectives, such as the gender and sexual
politics of imperialism, nationalism, colonialism, and
neocolonialism; and the gender and sexual politics of
everyday life. Students will gain practice in engaging in
informed, meaningful, and respectful conversations around
feminism, gender, and sexuality.
Course Tags: D-GSS.
HIST-History
HIST 105 – The World Beyond: Cultural Imagination,
Exchanges, and History (4)
In this foundation-level course, students will study how
people in various parts of the world imagined what was
beyond their everyday experiences, particularly across the
oceans, and how these imaginings often motivated them to
venture out to make contact with these other worlds for
purposes of trade, resettlement, and conquest. The course
will also consider more contemporary perspectives of
people in various parts of the world in the age of
globalization. The course will use mythological accounts,
early texts of various cultures, travelogues, diaries, ship
captains’ accounts, newspaper articles, and other sources to
reveal the voices of the participants in historical events.
Course Tags: HUM; additional tags vary by offering.
HIST 110 – Ohio Stories (4)
This course introduces students to the important issues in
the study of history and to some skills and methods of
historical research and analysis, using examples and case
studies throughout the history of the area that is now the
State of Ohio. These case studies may be drawn from any
aspect of the human record of this region, including the
history of Antioch College.
Course Tags: HUM; additional tags vary by offering.
HIST 210 – African American History, from the
Colonial Period to the Present (4)
This course will explore the history of people of African
descent in the Americas, with an emphasis on experiences
within the territory that became the United States. Students
will gain an understanding of Africa before European
contact, the forces that led to the growth of the Trans-
Atlantic slave trade, the variations of the institution of
slavery within the North American colonies, and the
factors that led to emancipation in the North, and
eventually a war between the Northern and Southern states.
The second half of the course will focus on the challenges
faced by African Americans in the South and in the North,
and the achievements secured, as they worked to gain full
rights of citizenship including civil rights, as well as
political and economic opportunities.
Course Tags: HUM, D-CRES.
HIST 220 – U. S. History I, from the Colonial Period to
1877 (4)
This course will provide students with an understanding of
the factors that brought together the people of Europe, the
Americas, and Africa, led to the establishment of colonies
by European countries, and eventually contributed to the
formation of the United States as an independent nation.
From the colonial period to the establishment of a new
nation dependent on a slave economy, through a nation at
war with itself, students will study speeches, diaries,
letters, and other texts that highlight the challenges faced
by the nation before and during its first century of
existence.
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Course Tags: HUM.
HIST 221 – U. S. History II, 1877 to the Present (4)
This course will provide students with an understanding of
the challenges and achievements experienced within the
United States from the latter decades of the nineteenth
century to the present. Beginning with the end of
Reconstruction, students will use political cartoons,
speeches, letters, biographies and other historical sources
to gain an understanding regarding the challenges faced by
the nation in areas such as foreign policy, immigration, the
economy, civil rights, and political participation.
Course Tags: HUM.
HIST 225 – World History I, to 1500 (4)
In this course students will gain an understanding of the
various events and developments that impacted the history
of cultures in Asia, Africa, Europe, and the Americas from
ancient times through the beginning of the Age of
Exploration. Topics to be studied will include the growth
of agriculture, rise of complex societies, systems of
governance, trade, the force of religions, as well as cultural
differences and similarities.
Course Tags: HUM.
HIST 226 – World History II, from 1500 to the Present
(4)
This course will present students with an understanding of
the changes experienced by peoples in Asia, Africa,
Europe, and the Americas as the interaction between these
peoples increased as a result of exploration, trade, and
conquest. Topics to be covered will include the global
impact of the Trans-Atlantic slave trade, the establishment
of colonies by European nations, the growth and expansion
of militarism, the development of foreign policies to
manage the interaction between nations, the decolonization
movement, and the growth of the global economy.
Course Tags: HUM.
HIST 231 – Latin American History, from the Colonial
Period to the Present (4)
In this course students will gain an understanding of the
history of people in the Americas who came under the
influence of the Spanish. Students will gain an
understanding of the cultures in the Americas before
European contact, the various ways that the presence of the
Spanish affected the lives and cultures of these people, the
steps taken to gain independence, and the various ways
that the cultures developed as independent nation states or
territories.
Course Tags: HUM, D-CRES.
HIST 233 – U. S. Women’s History (4)
In this course, students will gain an understanding of the
many roles played by women in the United States from the
colonial period to the creation of the new nation that did
not extend rights to them. Topics to be explored will
include the shift in acceptable roles women from frontier to
established settlements, the concept of Republican
Motherhood, the Cult of Domesticity, reform movements
including abolitionism, and the organized Women’s Rights
movement that worked for decades to expand the access of
women to full rights of citizenship.
Course Tags: HUM, D-GSS.
HIST 234 – Native American History (4)
Native American History will consider the development of
people who over thousands of years established cultures in
North Americas that ranged from nomadic groups to
people living in cities of over 100,000 people. Students
will learn the various ways that European contact affected
Native Americans, particularly the continuing struggle
over territory after Europeans made contact with them. The
various ways that Native American people sought ways to
survive and in some cases thrive will be explored.
Course Tags: HUM, D-CRES.
HIST 235 – Asian American History (4)
Asian American History will explore the factors that led to
a growing Asian presence in the United States, and the
uniquely hostile reaction that Asian Americans faced as an
immigrant group. Topics to be explored will include the
distinct ways that Asian American groups created
settlements, secured land and businesses, assimilated or
remained distinct, and made decisions regarding political
participation.
Course Tags: HUM, D-CRES.
HIST 240 – Gender Expression and Sexual Orientation:
A Global History (4)
In this course students will consider the different ways that
cultural across the world and at various times answered the
questions: What does it mean to be male? What does it
mean to be female? The answers to these questions address
issues of gender roles, styles of dress, mannerisms and
occupations. The course will also explore the various ways
cultures have viewed sexual relations between males and
females as well as same gender sexual relations.
Courses | 103
Course Tags: HUM, D-GSS.
HIST 250 – The Construction of Race and Ethnicity in
North America (4)
In this course students will learn of the unique ways that
phenotype differences among people evolved into the
construction of racial categories during European
colonization of North America. The course will explore
how these categories, as well as categories distinguishing
ethnic groups, impacted the social, political, and economic
history of the United States and continue to influence the
nation today.
Course Tags: HUM, D-CRES.
HIST 299 – Independent Study (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a history faculty
member and to earn credit for study outside of the formal
classroom setting.
Prerequisite: Instructor’s permission. Course Tags: HUM.
HIST 330 – The History of a City: (subtitle) (4)
This courses focuses on an important urban area of the
world and explores its founding, its growth and changes
over time and the issues and challenges facing it today.
The course may feature Chicago, Mexico City, Mumbai,
Johannesburg, Paris, and other cities. An example is a
course on “The History of a City: New Orleans.” This
course would study the history of the urban area of New
Orleans, exploring such topics as the trans-Atlantic slave
trade, colonization, the Louisiana Purchase, the Civil War,
Jim Crow laws and race relations, and Huey Long issues
and responses to them. This course also highlights the
perspectives of the city’s residents and the many ways they
have created a lived experience of the city. This course is
repeatable with different cities as subjects.
Prerequisite: Any 100 or 200-level HIST course or
instructor’s permission. Course Tags: HUM.
HIST 331 – The History of the American City: (subtitle)
(4)
In this course, students will study the development of
urban settlements in North America, from the Native
American city of Cahokia (near what is now St. Louis,
Missouri) to the growth of urban settlements such as
Boston, Philadelphia, and New York as British colonial
centers, to the continued growth of urban areas as the
United States attracted growing numbers of immigrants
and expanded its territorial control. Students will study the
shifting images of the city, as well as the economic,
political, and infrastructural challenges that urban areas
have faced. This course is repeatable with different cities
as subjects.
Prerequisite: Any 100 or 200-level HIST course or
instructor’s permission. Course Tags: HUM.
HIST 334 – The History of a Person: (subtitle) (4)
This course will focus on the biographies, autobiographies,
memoirs, and other perspectives of a person who is
considered to be historically significant. Students will
explore the answers to the following questions: How do
historians describe the life of a person? What documents
do they use? How do they reach conclusions in assessing
the life of a person? How do people construct histories of
their own lives in autobiographies and memoirs? This
course is repeatable with different persons as subjects.
Prerequisite: Any 100 or 200-level HIST course or
instructor’s permission. Course Tags: HUM.
HIST 335 – The History of an Institution: (subtitle) (4)
This course focuses on the micro-history of an influential
institution and how it led and responded to larger political,
economic, and cultural changes over time. The course may
be organized around a business or corporation (the Dutch
East India Company, the Anglo-Iranian Oil Company, the
United Fruit Company); a university, school, hospital,
museum; a state or federal agency; or an international or
non-governmental agency (the United Nations, the Red
Cross, Amnesty International). Students study the origins
and evolution of this particular institution or organization,
its goals, policies, practices, relationships, and changes
over time. Students also develop their own projects on an
institution of their choice. This course is repeatable with
different institutions as subjects.
Prerequisite: Any 100 or 200-level HIST course or
instructor’s permission. Course Tags: HUM.
HIST 370 – Special Topics in U. S. or World History:
(subtitle) (4)
This course offers in-depth study of a particular area of
U.S. history or world history. This course is repeatable
with different themes, such as the international anti-slavery
movement, nineteenth-century women’s history, or “the
1840s: A Decade of Rebellion.”
Prerequisite: Any 100 or 200-level HIST course or
instructor’s permission. Course Tags: HUM; additional tags
vary by offering.
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HIST 399 – Independent Study (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a history faculty
member and to earn credit for advanced study outside of
the formal classroom setting. Credits for Independent
Study are determined by the following principle: students
will have 3 hours of supervised independent study per
week per quarter credit, or a total of 30 hours of supervised
lab/field work per quarter credit distributed less evenly
over the quarter than 3 hours per week.
Prerequisite: Any 100 or 200-level HIST course, and
Instructor’s permission. Course Tags: HUM.
HIST 470 – Special Topics in the Practice of History:
(subtitle) (4)
This course offers in-depth work in a particular mode of
historical practice (to be determined by the faculty based
upon student need) and an examination of its objectives,
strengths, problems, and limitations.
Prerequisite: Any 300-level HIST course. Course Tags:
HUM; additional tags vary by offering.
IPCE-Interdisciplinary and
Programmatic Courses
(Experimental)
IPCE 105 – Experimental Course: (subtitle) (1 to 4)
These courses are containers for a wide variety of
experimental courses, in which instructors test ideas,
methods, pedagogies, approaches, and so forth. These
courses are available for experimentation by our regular
faculty before seeking formal approval of a new course in a
Division/Program, but may also be used by regular or
visiting faculty whose offerings may not fit into the
containers currently available. Generally speaking, each
offering of this course is intended to be unique, and each
experiment run once, before formal codification in the
curriculum.
Prerequisite: Instructor permission. Course Tags: Tags
vary by offering.
IPCE 205 – Experimental Course: (subtitle) (1 to 4)
These courses are containers for a wide variety of
experimental courses, in which instructors test ideas,
methods, pedagogies, approaches, and so forth. These
courses are available for experimentation by our regular
faculty before seeking formal approval of a new course in a
Division/Program, but may also be used by regular or
visiting faculty whose offerings may not fit into the
containers currently available. Generally speaking, each
offering of this course is intended to be unique, and each
experiment run once, before formal codification in the
curriculum.
Prerequisite: Instructor permission. Course Tags: Tags
vary by offering.
IPCE 305 – Experimental Course: (subtitle) (1 to 4)
These courses are containers for a wide variety of
experimental courses, in which instructors test ideas,
methods, pedagogies, approaches, and so forth. These
courses are available for experimentation by our regular
faculty before seeking formal approval of a new course in a
Division/Program, but may also be used by regular or
visiting faculty whose offerings may not fit into the
containers currently available. Generally speaking, each
offering of this course is intended to be unique, and each
experiment run once, before formal codification in the
curriculum.
Prerequisite: Instructor permission. Course Tags: Tags
vary by offering.
IPCE 405 – Experimental Course: (subtitle) (1 to 4)
These courses are containers for a wide variety of
experimental courses, in which instructors test ideas,
methods, pedagogies, approaches, and so forth. These
courses are available for experimentation by our regular
faculty before seeking formal approval of a new course in a
Division/Program, but may also be used by regular or
visiting faculty whose offerings may not fit into the
containers currently available. Generally speaking, each
offering of this course is intended to be unique, and each
experiment run once, before formal codification in the
curriculum.
Prerequisite: Instructor permission. Course Tags: Tags
vary by offering.
IPC-Interdisciplinary and
Programmatic Courses
IPC 200 – Design-Build a Course (1 to 4)
In this course, students and faculty work together to create
a course to be offered in a future term. Course activities
focus primarily on determining, for the course to be
created, what the course content, learning objectives,
evaluation methods, activities, etc. will be. Early course
activities may also focus on how this design-build course
(IPC 200) will run. In all cases, instructors are encouraged
Courses | 105
to use democratic pedagogies and experimental methods.
This course may be taken more than once as long as the
course title and description are distinct.
Prerequisite: Instructor permission. Course Tags: Tags
vary by offering.
IPC 299 – Interdisciplinary Independent Study (1 to 4)
This course is a container for a wide variety of
interdisciplinary independent study courses that may not fit
(or fit well) into the currently available disciplinary
containers. This independent study is an opportunity to
engage closely in research, analysis, and writing in an
interdisciplinary area with a faculty member and to earn
credit for study outside of the formal classroom setting.
Credits for Independent Study are determined by the
following principle: Students will have 3 hours of
supervised independent study per week per quarter credit,
or a total of 30 hours of supervised lab/field work per
quarter credit distributed less evenly over the quarter than
3 hours per week.
Prerequisite: Instructor permission. Course Tags: Tags
vary by offering.
IPC 399 – Interdisciplinary Independent Study (1 to 4)
This course is a container for a wide variety of
interdisciplinary independent study courses that may not fit
(or fit well) into the currently available disciplinary
containers. This independent study is an opportunity to
engage closely in research, analysis, and writing in an
interdisciplinary area with a faculty member and to earn
credit for study outside of the formal classroom setting.
Credits for Independent Study are determined by the
following principle: Students will have 3 hours of
supervised independent study per week per quarter credit,
or a total of 30 hours of supervised lab/field work per
quarter credit distributed less evenly over the quarter than
3 hours per week.
Prerequisite: A minimum of one 100-level (or higher)
course in a related area, and instructor’s permission. Course
Tags: Tags vary by offering.
LIT-Literature
LIT 101 – Close and Critical (4)
What does it mean to closely read literature? How does one
develop a critical textual interpretation in writing? Through
discussion and analysis of a variety of literary texts (e.g.,
fiction, poetry, drama, film), students will gain practice in
investigating texts from historical, cultural, and formal
viewpoints. While this course serves as a gateway to the
Literature curriculum, in its emphasis on preparing
students to be perceptive readers and articulate writers, it is
useful across disciplines.
Course Tags: HUM.
LIT 110 – Literature and History (4)
Literature and History are often thought to be very deeply
entwined disciplines. Is there a fundamental difference
between the two? In this foundation-level course, students
will be introduced to the principal literary genres of poetry,
drama, and prose while considering the relationship
between imaginative literature and historical narrative.
Students will be introduced to historicism as a tool of
literary analysis and investigate the sociopolitical function
of the creative, “historical” imagination. Students will read
a wide range of “historical” creative texts, including those
that examine closely concerns of the past or future.
Topically, these could focus on imperialism, slavery,
environmental collapse, and war. Together, we will
consider the ways in which literature and creative
expression enable reconsiderations of these historic
subjects.
Course Tags: HUM.
LIT 130 – Literature and Social Justice: (subtitle) (4)
In this foundation-level course, students will engage with a
diverse selection of literature focused on a particular issue
or debate related to social justice. Students will be asked to
consider the possibilities and limits of literature as a
vehicle to engage with social issues and develop the skills,
contextual knowledge, and critical thought to do so
meaningfully. Different iterations of the course might
focus on such issues as discrimination against marginalized
groups, environmental justice, refugees and immigration,
economic and educational inequality, or the prison
industrial system. Some coursework may take the form of
service learning or community outreach.
Course Tags: HUM, S-F; additional tags vary by offering.
LIT 201 – Introduction to the Study of Literature (4)
Providing a wide background in the major forms of
literature in English, this course examines the following
questions: What are literary texts and why are they
important? How have different historical developments
and cultural communities shaped the forms of literature?
Upon completion of this reading-intensive course, students
will be able to identify major forms of literature and their
key devices; describe the style and mode of different
works; locate and use scholarly secondary sources; and
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deepen oral and written interpretations of literature through
attention to context.
Prerequisite: None; Recommended: LIT 101. Course Tags:
HUM, M.
LIT 211 – Questions of Canon (4)
In this course, students will investigate and interrogate the
process of literary canon formation. How is the canon
defined and delineated, and how does it evolve over time?
What factors-such as sexism, racism, heterosexism, and
ethnocentrism-work toward inclusion and exclusion? And
is there an alternative to canonicity itself? Topics for
consideration may include the concept of cultural capital,
the role of the academy, the literary marketplace, the
contested distinction between literary and genre fiction,
and the subversive rewriting of canonical texts by
marginalized writers. In addition to both traditionally
canonical and non-canonical literary texts, students will
read historical and critical texts to contextualize the broad
shifts in the canon.
Prerequisite: None; Recommended: LIT 101. Course Tags:
HUM.
LIT 220 – Intro to World Literature (4)
In this course, students will develop an intellectual and
ethical framework for approaching difference in literature.
Literary readings will be drawn from a broad variety of
locations and time periods. Additional critical readings
from the fields of world literature, comparative literature,
postcolonial studies, and translation studies will inform
students as they consider the effect that crossing linguistic,
cultural, and geopolitical borders has on the text and
interpretive practices. This course will be taught in
English.
Course Tags: HUM.
LIT 230 – Introduction to a Form: (subtitle) (4)
Serving as an in-depth exploration of one literary form –
poetry, fiction, drama, or film – this course introduces
students to the defining characteristics, styles, modes, and
genres of the form. Each iteration of the course will engage
questions of historical and social contexts as they intersect
with canonical and non-canonical texts. Students will
acquire common critical terms used in the analysis of the
form and have the chance to experience the form, whether
through writing short fiction, reciting a poem, making a
short film, or acting a scene of a play.
Course Tags: HUM, M; additional tags vary by offering.
LIT 245 – Literary Periods I (Before 1848): (subtitle)
(4)
This course focuses on a major literary period in a Western
or non-Western literary tradition before 1848. Students
who take this course will learn the basic historical contours
of the period of focus, as well as the social, intellectual,
and political contexts of the works studied. This course
should not focus solely on one author, group, or movement
alone, but should consider the period broadly, exposing
students to both canonical and non-canonical works and
contextualizing the period within the larger historical
fabric. Topics may include the Pre-Classical, Classical,
Epic, Medieval, Renaissance, Early Modern, Colonial,
Enlightenment, or Romantic periods in the corresponding
European, American, East Asian, Near Eastern, or South
Asian traditions.
Course Tags: HUM; additional tags vary by offering.
LIT 246 – Literary Periods II (After 1848): (subtitle) (4)
This course focuses on a major literary period in a literary
tradition after 1848. Students who take this course will
learn the basic historical contours of the period of focus, as
well as the social, intellectual, and political contexts of the
works studied. This course should not focus solely on one
author, group, or movement alone, but should consider the
period broadly, exposing students to both canonical and
non-canonical works and contextualizing the period within
the larger historical fabric. Topics may include Victorian
literature, modernism, postmodernism, or postcolonial
literature. Readings beyond Europe and North America
will be included in order to show the differing
transnational literary manifestations of the period.
Course Tags: HUM; additional tags vary by offering.
LIT 250 – Creative Writing: (subtitle) (4)
This course will focus on one or two forms of creative
writing, including poetry, fiction, lyric essay, creative
nonfiction, or translation. Students will examine literary
models through the work of established writers, practice
with technical aspects of the form through specific writing
exercises, and cultivate a collaborative workshop dialogue
through reading and discussing original creative pieces.
Students will also be expected to substantially revise their
original work and critically reflect on their intentions as a
writer.
Prerequisite: ENG 105 or instructor permission. Course
Tags: HUM, M; additional tags vary by offering.
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LIT 270 – Special Topics in Literature: (subtitle) (4)
This course offers study of a particular area of literature
that is not generally offered through the regular
curriculum. Possible iterations of the course include
LGBTQ literature in the United States; transnational
feminist literature; Protest literature; immigration and the
American novel; Gothic genres; or questions of translation.
The course is not intended to be a creative writing or a
theory-based course.
Prerequisite: ENG 105 or instructor permission. Course
Tags: HUM; additional tags vary by offering.
LIT 299 – Introduction to Independent Study in
Literature: (subtitle) (1 to 4)
The independent study in literature is an opportunity to
engage closely in study, research, and writing with a
Literature faculty member outside of the formal classroom
setting. A student who is interested in pursuing an
independent study of an area not covered in the Literature
curriculum may propose working with any member of the
Literature faculty to develop a syllabus and assignments
appropriate for an intermediate-level course.
Prerequisite: LIT 201, one additional LIT course, and
instructor permission. Course Tags: HUM.
LIT 301 – Introduction to Literary Theory (4)
This course is intended to help prepare students for
advanced work in literary study by introducing them to
major approaches and debates within the discipline. It will
require them to engage with critical work by major and
less canonical theorists in the field. Approaches included in
this course may include: (post)structuralism,
psychoanalysis, New Historicism, Marxism, cultural and
media studies, postcolonial studies, critical race studies,
gender and queer studies, and ecocriticism. In this course,
students will learn to identify, summarize, and explicate
critical methodologies and arguments in the study of
literature. In addition, students should be able to
successfully apply the theoretical and methodological
insights they have learned in this course to literary texts
within their own written, formal work.
Prerequisite: LIT 201 or instructor permission. Course
Tags: HUM, M.
LIT 325 – Literature and Power: (subtitle) (4)
In this course, students will investigate the dialogic
relationship between power and literature, in which
literature reflects and represents structures of power and
also works to bolster, shift, or undermine these same power
dynamics. Students will examine the workings of power in
terms of ideology, discourse, and physical acts. The course
may look broadly at power related to race and ethnicity,
gender and sexuality, class, religion, disability, education,
language, and/or politics, or at a specific manifestation of
these categories (women writers of the Medieval period,
constructions of race in the Caribbean, configurations of
“madness” in the Gothic novel).
Prerequisite: LIT 201, LIT 211, LIT 220, or instructor
permission. Course Tags: HUM; additional tags vary by
offering.
LIT 350 – Advanced Creative Writing: (subtitle) (4)
This is an advanced workshop for students who have taken
ENG/LIT 250 or who have otherwise demonstrated
accomplishment in the elements of prose or poetic
composition. The course may focus on a single genre
(poetry, fiction, translation) or may allow students to work
extensively on a form or genre of their choice.
Assignments will encourage students to develop pieces as
part of a larger body of work, and will give structured
practice in submitting work for publication to magazines
and journals. Discussion will occur in various workshop
formats and will focus on control of language, revision,
and genre-specific problems of craft and style.
Prerequisite: ENG/LIT 250 or instructor permission.
Course Tags: HUM, M; additional tags vary by offering.
LIT 360 – Studies in American Literature: (subtitle) (4)
This advanced course provides students with the
opportunity to delve deeply into or make broad
connections between themes, authors, or questions
encountered in the study of American literature. The topic
of the course may be a region (e.g., the American South,
Appalachia), historical or political moment (e.g., settler
colonialism, the Vietnam War), literary movement (e.g.,
the Black Mountain Poets, the Harlem Renaissance), genre
(e.g., beat poetry, American Gothic), or author (e.g., Anne
Radcliffe, James Baldwin). Each iteration of the course
will ask students to address questions of context as they
arise through social identity, geographical location,
historical era, and form.
Prerequisite: LIT 201, LIT 211, LIT 220, or instructor
permission. Course Tags: HUM; additional tags vary by
offering.
LIT 361 – Studies in British Literature: (subtitle) (4)
This advanced course provides students with the
opportunity to delve deeply into or make broad
connections between themes, authors, or questions
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encountered in the study of British literature. The topic of
the course may be a region (e.g., British Colonial India,
London), historical or political moment (e.g., the
Restoration, the Interwar period), literary movement (e.g.,
the Pre-Raphaelites, migrant literature), genre (e.g.,
Victorian suspense fiction, Medieval romance), or author
(e.g., John Donne, the Bront� sisters). Each iteration of
the course will ask students to address questions of context
as they arise through social identity, geographical location,
historical era, and form.
Prerequisite: LIT 201, LIT 211, LIT 220, or instructor
permission. Course Tags: HUM; additional tags vary by
offering.
LIT 362 – Studies in World Literature: (subtitle) (4)
This advanced course provides students with the
opportunity to delve deeply into or make broad
connections between themes, authors, or questions
encountered in the study of world literature. The topic of
the course may be a region (e.g., the Caribbean, North
Africa), historical or political moment (e.g., the age of
revolution, decolonization), literary movement (e.g.,
magical realism, Theatre of the Absurd), genre (e.g., the
epic, haiku), or author (e.g., Colette, Ng_g_ wa Thiong’o).
Each iteration of the course will ask students to address
questions of context as they arise through social identity,
geographical location, historical era, and form. This course
will be taught in English.
Prerequisite: LIT 201, LIT 211, LIT 220, or instructor
permission. Course Tags: HUM; additional tags vary by
offering.
LIT 370 – Special Topics in Literature: (subtitle) (4)
This course offers advanced, in-depth study of a particular
area of literature that is not generally offered through the
regular curriculum. Possible iterations of the course
include LGBTQ literature in the United States;
transnational feminist literature; Protest literature;
immigration and the American novel; Gothic genres; or
questions of translation. The course is not intended to be a
creative writing or a theory-based course.
Prerequisite: LIT 201, LIT 211, LIT 220, or instructor
permission. Course Tags: HUM; additional tags vary by
offering.
LIT 399 – Advanced Independent Study in Literature:
(subtitle) (1 to 4)
The advanced independent study in literature is an
opportunity to engage closely in study, research, and
writing with a Literature faculty member outside of the
formal classroom setting. A student who is interested in
pursuing an independent study of an area not covered in
the general Literature curriculum may propose working
with any member of the Literature faculty to develop a
syllabus and assignments appropriate for an advanced-
level course.
Prerequisite: Any 300-level LIT course, or instructor
permission. Course Tags: HUM.
LIT 470 – Advanced Theoretical Approaches to
Literature: (subtitle) (4)
This advanced course provides students with the
opportunity to delve deeply into the critical and theoretical
texts of a single critic, school of thought, or methodology
or of a limited number of intersecting schools of thought or
methodologies that have had significant impact on
contemporary literary study. These may include schools of
thought and methodologies such as psychoanalysis,
deconstruction, French feminism, cultural studies,
postcolonial theory, queer theory, or critical race studies,
or thinkers such as Sigmund Freud, Jacques Derrida, Judith
Butler, Gayatri Spivak, Chantal Mouffe, or Slavoj _i_ek.
The course will be reading intensive.
Prerequisite: LIT 301or instructor permission. Course
Tags: HUM.
MATH-Math
MATH 90 – College Math Skills (2)
This course moves from elementary algebra through more
complex concepts, with the objective of producing
readiness for college-level work in mathematics and math-
related courses at the level of College Algebra. Topics
include: Real Numbers, Equations and Inequalities,
Exponents and Polynomials, Lines and Systems, Functions
and Graphs, Rational Expressions, and Exponential and
Logarithms. This course does not carry credit toward a
bachelor’s degree.
Prerequisite: Placement in this course determined by
placement test or instructor permission. Course Tags:
(none).
MATH 102 – Explorations in Mathematics and
Quantitative Reasoning (4)
This course builds the foundation for understanding
selected concepts in mathematics and provides a
foundational skill-set for analyzing quantitative
information in several disciplines. Topics can come from
algebra, logic and reasoning, statistics, and other topics
Courses | 109
that lead to developing and improving quantitative skills.
Problem solving strategies and quantitative communication
will be incorporated throughout the course via activities
and/or projects.
Prerequisite: Placement in this course determined by
placement test or instructor permission. Course Tags: Q.
MATH 103 – Topics in Algebra (4)
This course covers a wide range of topics in algebra which
will prepare students for further study in college level
mathematics such as precalculus and/or statistics as well as
offering preparation college entrance exams such as the
GRE. This course will cover such topics as basic algebraic
operations, equations and inequalities, polynomials,
functions, rational expressions, exponents and radicals,
quadratic equations, and graphing.
Prerequisite: Placement in this course determined by
placement test or instructor permission. Course Tags: Q.
MATH 105 – Introduction to Statistics (4)
This course introduces the discipline of statistics as a
science of understanding and analyzing data. Topics
include: data collection principles; graphical and numerical
summaries of data; inference for categorical and numerical
data; and simple linear regression. Students will be
introduced to statistical software and will learn through
real-life examples in a variety of fields, such as the
sciences and social sciences. There is a computational Lab
requirement.
Prerequisite: MATH 090, or an appropriately high score on
the mathematics placement exam, or instructor’s
permission. Course Tags: Q.
MATH 151 – Precalculus (4)
This course prepares students for calculus through
investigation and exploration of the characteristics
associated with elementary functions, which include linear,
polynomial, exponential, logarithmic, and trigonometric
functions.
Prerequisite: MATH 103, or an appropriately high score on
the mathematics placement exam, or instructor’s
permission.. Course Tags: Q.
MATH 155 – Calculus I (4)
This is a course in differential calculus, which is the study
of the instantaneous rate of change, or derivative, of a
function. The course also introduces the concepts of limit
and continuity, which are fundamental to many areas of
mathematics and science. Students will learn how to
interpret, compute, and apply derivatives of functions of
one variable to real-life problems in science, economics,
and geometry. An introduction to antiderivatives and
differential equations is also included, if time permits.
Prerequisite: MATH 151, or an appropriately high score on
the mathematics placement exam, or instructor’s
permission. Course Tags: Q.
MATH 160 – Calculus II (4)
This is the second course in calculus of one variable.
Topics include techniques and methods of integration, as
well as application of integration to a variety of problems
in science, economics, and geometry. Infinite series and
convergence are studied along with an introduction to first-
order differential equations.
Prerequisite: MATH 155 or instructor’s permission. Course
Tags: Q.
MATH 205 – Intermediate Statistics (4)
This course introduces a number of statistical tools and
techniques that are routinely used by modern statisticians
for a wide variety of applications. Topics include:
hypothesis tests; analysis of variance; linear and multiple
regression; design of experiments; and nonparametric
methods. Students will actively work with statistical
software and will learn through real-life examples in a
variety of fields, such as the sciences and social sciences.
There is a computational Lab requirement.
Prerequisite: MATH 105 or instructor’s permission. Course
Tags: Q, M.
MEDA-Media Arts
MEDA 102 – Basic Media Production (4)
In this class, students learn the essentials of: camera work
for still and moving images, sound recording, video editing
and audio mixing. Topics include: file formats, light and
color, digital compression and expression. As the gateway
to most media arts classes, MEDA 102 is where students
start learning to think with media.
Course Tags: ART.
MEDA 165 – Community Voices (4)
Organized and taught in conjunction with WYSO-Antioch
College’s radio station, which is nationally renowned for its
community engagement-Community Voices gives students
the ability to produce radio journalism. Through short
assignments, and then by producing their own stories about
110| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
local issues, students learn the art of interviewing, sound
recording, writing, editing, and digital storytelling: crucial
skills for documentary work of all kinds.
Course Tags: ART.
MEDA 185 – Lens & Body: The Portrait (4)
As a type of image that proliferated with Enlightenment
individualism, the portrait is perhaps the quintessential
representation of the iGeneration (how often do you
change your Facebook profile picture?). This course will
address all kinds of photographic portraiture as we
endeavor to think with our cameras and see with our
bodies. Topics may include: the performance of identity;
video portraits; collaboration; and photographic encounters
with the “other.”
Prerequisite: MEDA 102 or instructor’s permission. Course
Tags: ART.
MEDA 190 – The History of Photography (4)
An overview of the history of photography covering major
technological developments and artistic movements,
focused on instances where photography shifted the human
sensorium, changed our understanding of time, and
spawned developments in Western sciences and pseudo-
sciences (e.g. biology, anthropology, criminology,
phrenology, etc.). Students learn to think clearly and write
well with photographs, while they strive to understand how
the flood of contemporary imagery affects individuals and
society.
Course Tags: ART.
MEDA 195 – Lens & Space: the Social Landscape (4)
While traditional landscape photography evinces Romantic
notions of nature as separate from (and thus impervious to)
human culture, many photographers now focus on the
messy encounters between nature and culture. This class
immerses students in historical and contemporary
approaches to landscape, urban space, and architecture, in
order to apprehend space and create original images to
dwell in.
Prerequisite: MEDA 102 or instructor’s permission. Course
Tags: ART.
MEDA 205 – The Photographic Series (4)
Still photographs create meaning when presented in series:
they suggest time, imply narrative, and present variations
on given (or propose unexpected) taxonomies. They
develop atmosphere, and let us dwell in it. Students will
study photography books, photo essays, layout and design,
as they develop several series of photographs, including a
major final project.
Prerequisite: MEDA 102 or instructor’s permission;
Recommended: MEDA 185 or MEDA 195. Course Tags:
ART.
MEDA 215 – Just Design: Fundamentals of Graphic
Design (4)
This studio course is an overview of the fundamental
techniques, terms, concepts and formal strategies involved
in Graphic Design. This course extends the learning
developed in ARTS 111: Two-Dimensional Design by
focusing on images and words and the way they
communicate together. Through exercises and project
learning we will build skills in imagemaking, typography,
composition, interaction of color, and organization. In all
cases, design will be studied as a means toward expression
or the communication of meaning. Through visual
examples special attention will be paid to the role of
graphic design in culture, and the responsibilities held by
graphic designers. This course will be taught primarily on
the computer with directed learning in the Adobe Creative
Suite – specifically Illustrator, Photoshop and InDesign.
This class is cross listed in the Visual Arts and Media Arts.
Prerequisite: ARTS 111 or instructor’s permission. Cross-
Listed as: Cross-listed with VISA 215. Course Tags: ART.
MEDA 245 – AudioVision: Video Production Intensive
(4)
In this course, students gain advanced working knowledge
of cinema production. Working individually and in groups,
students practice techniques and apply theories related to
cinematography, lighting, sound design, and editing. Skills
developed in this course are an essential foundation to
narrative, documentary, and experimental filmmaking.
Prerequisite: MEDA 102 or instructor’s permission. Course
Tags: ART.
MEDA 255 – Archive Fever: Found Footage
Filmmaking (4)
Godard proclaimed that “Photography is truth, and cinema
is truth 24 times per second.” Although the nature of these
“truths” is up for debate, there is no doubt that humans
have amassed an extraordinary trove of images since the
birth of cinema. In this video production course students
will learn and deploy the artistic strategies used to (re-
)make meaning via d_tournement and found footage
filmmaking.
Prerequisite: MEDA 102 or instructor’s permission. Course
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Tags: ART.
MEDA 265 – Introduction to Animation (4)
In this course, students receive an intensive introduction to
general animation techniques and learn the foundational
technical skills and theoretical concepts of animation.
Students learn the fundamental principles of motion and
timing through both digital and traditional animation
workflows. Students employ various animation skills
learned throughout the quarter with exercises and assigned
projects ranging from hand-drawn flipbooks to 2d
computer animations.
Prerequisite: MEDA 102 (or simultaneous enrollment in
MEDA 102) or instructor’s permission. Course Tags: ART.
MEDA 270 – Special Topics in Media Arts with the
Resident Artist: (subtitle) (4)
An important element of our arts program at Antioch
College is our artist-in-residence program. These special
topics courses will accommodate the disciplinarity of our
visiting artist-in-residence. This course may be taken more
than once if the coursework, title, and description are
distinct.
Prerequisite: MEDA 102 or instructor’s permission. Course
Tags: ART; additional tags vary by offering.
MEDA 290 – History of Cinema (4)
This course traces the historical development of the art of
cinema through international movements, underground
currents, changing technology, and style. In conjunction
with regular screenings, readings, and discussion, students
will explore major ideas in film theory, and learn the basics
of clear and critical description-a skill that is useful in
writing about cinema across the humanities.
Course Tags: ART.
MEDA 299 – Independent Study in Media Arts (1 to 4)
This course allows individual students, in consultation with
and under the supervision of a faculty member in related
fields, to develop and design a course of study on a topic of
mutual interest. The student takes the responsibility for
designing and proposing a course syllabus (following a
template for independent studies) that would clearly
outline the learning objectives, course activities,
assignments and bases of evaluation for the course. The
syllabus should specify the prerequisites for the course
including academic standing, and the student should
demonstrate sufficient background in media arts to justify
the required independent work. The faculty member is
ultimately responsible for approving, supervising,
evaluating, and grading the course. Credits for
Independent Study are determined by the following
principle: students will have 3 hours of supervised
independent study per week per quarter credit, or a total of
30 hours of supervised lab/field work per quarter credit
distributed less evenly over the quarter than 3 hours per
week.
Prerequisite: Instructor’s permission. Course Tags: ART.
MEDA 315 – Socially Conscious Design (4)
This studio course is a synthesis of techniques, terms,
concepts and formal strategies involved in Graphic Design
through a single project developed throughout the quarter.
This course extends the skills and knowledge gained in
ARTS 111: Two-Dimensional Design and VISA/MEDA
215 Just Design: Fundamentals of Graphic Design by
walking through the entire design process, from ideation to
creation to presentation. Through guided project learning
we will design graphics with multiple forms meant to
engage and support a real life critical cause. Visual
research, Graphic Design Fundamentals, and our own
social consciousness will be engaged throughout the design
process. In all cases, design will be developed as a means
toward expression or the communication of meaning. This
course will be taught primarily on the computer with
directed learning in the Adobe Creative Suite – specifically
Illustrator, Photoshop and InDesign, and other web design
software.
Prerequisite: ARTS 111 and MEDA 215 or VISA 215, or
instructor’s permission. Cross-Listed as: Cross-listed with
VISA 315. Course Tags: ART, M.
MEDA 350 – Special Topics in Documentary: (subtitle)
(4)
An intensive production seminar focused on a particular
approach to documentary. Students produce one major
project, or several, over the course of the quarter, either
individually or collaboratively with other students. Course
topics will vary, but may include: The Essay Film;
Performative Documentary; Fake Documentary; Radio
Documentary; Documentary Photography; Animated
Documentary; etc. May be repeated for credit given
different course topics and titles. Prerequisites will vary
according to course design.
Prerequisite: MEDA 290 or instructor’s permission. Course
Tags: ART, M; additional tags vary by offering.
MEDA 355 – Experimental Media: (subtitle) (4)
In this special topics course, students gain advanced
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working knowledge of a specific topic in experimental
media. Topics may include: experimental cinema theory
and production, experimental curating, experimental film
festival organizing, etc.
Prerequisite: MEDA 102 or instructor’s permission. Course
Tags: ART; additional tags vary by offering.
MEDA 365 – Special Topics in Animation: (subtitle) (4)
An intensive animation course focused on a particular set
of production techniques. Topics will vary, but may
include: handcrafted/handmade animation, stop motion
animation, 3D animation, or others. May be repeated for
credit given different course titles and topics.
Prerequisite: MEDA 265 or instructor’s permission. Course
Tags: ART; additional tags vary by offering.
MEDA 380 – Advanced Projects in Media Art (4)
Students produce an in-depth project of their choosing, and
develop it over the quarter via regular in-class critiques.
Projects can be in photography, video, sound, animation,
new media, or a mixture thereof. Students may use this
course to develop a new project, or to edit material made
away from campus the previous quarter (e.g. while on co-
op). Shared readings and screenings will emerge according
to students’ interests.
Prerequisite: Any three MEDA courses, excluding MEDA
102, MEDA 190, MEDA 290, and MEDA 390, or
instructor’s permission. Course Tags: ART, M; additional
tags vary by offering.
MEDA 390 – Special Topics in Film History: (subtitle)
(4)
Whether focused on a movement in cinema history (e.g.
France’s Nouvelle Vague), on a national cinema (e.g.
Japanese Documentary), or on a frontier between cinema
and other disciplines (e.g. Cinema and Psychoanalysis),
this course will develop the student’s critical vocabulary
and philosophical understanding of the medium. This is
primarily a history and theory course, though instructors
may allow students to produce original media art rather
than a research paper. Course topics will vary, but may
include: The History of Documentary; The History of
Animation, topics mentioned above, or others. MEDA 390
may be repeated for credit given different course topics
and titles.
Prerequisite: MEDA 290 or instructor’s permission. Cross-
Listed as: LIT 370. Course Tags: ART, M; additional tags
vary by offering.
MEDA 399 – Advanced Independent Study in Media
Arts (1 to 4)
This course allows individual students, in consultation with
and under the supervision of a faculty member in related
fields, to develop and design a course of study on a topic of
mutual interest. The student takes the responsibility for
designing and proposing a course syllabus (following a
template for independent studies) that would clearly
outline the learning objectives, course activities,
assignments and bases of evaluation for the course. The
syllabus should specify the prerequisites for the course
including academic standing, and the student should
demonstrate sufficient background in media arts to justify
the required independent work. The faculty member is
ultimately responsible for approving, supervising,
evaluating, and grading the course. Credits for
Independent Study are determined by the following
principle: students will have 3 hours of supervised
independent study per week per quarter credit, or a total of
30 hours of supervised lab/field work per quarter credit
distributed less evenly over the quarter than 3 hours per
week.
Prerequisite: Any MEDA course and instructor’s
permission. Course Tags: ART.
MEDA 415 – Comic Arts 2 (4)
This course is an exploration of the comics and the graphic
novel as a storytelling art form with a focus on digital
techniques and processes. Emphasis is placed on
storytelling concepts and technical drawing skills. Students
will use research, storyboarding, writing, critique, and
revision to foster the foundation for a personal voice.
Students will also learn ways in which images can tell a
full story independent of the written work, through tone,
pace, time, and implied dialogue. This course includes
discussions of important contemporary comic artists who
are pushing the boundaries of comic narrative. Students
will consider the political and social potential of the comic
and graphic novel through an investigation of these
contemporary practitioners. Areas of focus will include
gender, race, and class representation.
Prerequisite: VISA 410 or instructor’s permission. Cross-
Listed as: VISA 415. Course Tags: ART.
MEDA 465 – Advanced Special Topics in Animation:
(subtitle) (4)
An advanced animation course focused on a particular set
of production techniques, usually taught simultaneously
with MEDA365: Topics in Animation. Topics will vary,
but may include: handcrafted/handmade animation, stop
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motion animation, 2d animation, 3D animation, or others.
May be repeated for credit given different course titles and
topics.
Prerequisite: MEDA 365 in the given topic or instructor’s
permission. Course Tags: ART, M; additional tags vary by
offering.
PECO-Political Economy
PECO 105 – Foundations of Political Economy (4)
This course introduces students to the main
theories/paradigms of political economy, particularly as
they apply to the production and distribution of wealth,
power, and welfare in capitalism. This course will help
students to become more sophisticated in their
understanding and critical thinking of capitalism as a
structurally complex, historically dynamic, culturally
diverse, and ideologically active socioeconomic system.
Students are expected to gain a basic literacy in the
foundational languages and discourses of economics and to
develop skills and perspective to investigate “economic”
issues using different levels of analysis, involving
behavioral, moral/ethical, structural, and historical
dimensions, navigating through multiple knowledge fields
and disciplines, and addressing them to the realms of both
theory and action/policy.
Course Tags: SOCSCI.
PECO 110 – Principles of Economics (4)
By necessity, as economic actors (e.g., consumers,
investors, workers, employers, managers, policymakers),
individuals, economic enterprises, and/or government
agencies make many choices everyday that involve
allocation and distribution of resources. Economics is a
field of study that gives us analytical apparatus and a
technique of thinking to better understand and explain the
rationale and forces underlying these choices. This course
introduces students to basic assumptions, analytical
concepts, and tools in micro and macroeconomics.
Course Tags: SOCSCI; additional tags vary by offering.
PECO 175 – U. S. Foreign Policy: The American
Empire (4)
The United States has been at war for over ninety percent
of its existence. The U.S. currently operates some 800
military bases in more than 70 countries and territories
around the world. This raises an important question: is the
United States an empire? And, if so, what is the nature of
American imperialism? This course examines the
evolution of U.S. foreign policy from World Wars I and II,
through the Cold War, to the 9/11 terrorist attacks and the
ongoing Global War on Terror. Although we will cover
arguments from a range of political perspectives, this
course begins from the standpoint that U.S. foreign policy
and economic policy are closely linked. In other words,
this course examines American imperialism from a
political-economic perspective. Overall, this course
provides students with the historical and political
knowledge necessary to think critically about U.S. foreign
policy.
Course Tags: SOCSCI.
PECO 210 – U. S. Political System (4)
The purpose of this course is to introduce students to U.S.
political systems-government and politics. First, we will
study the founding of the American political system; in this
we will consider the core concepts and theoretical
underpinnings of the U.S. system of government: political
culture; the Constitution; and federalism. A solid grasp of
these concepts will help you better understand the
underlying reasons for the structure of the U.S. political
system and distinguish between different forms of
government and democracy. Second, we will focus on
American political behavior by examining the key
components of politics in the U.S. system, including public
opinion, the mass media, political parties, interest groups,
campaigns, elections, and electoral participation. This
should help students distinguish among political
ideologies. Third, we will study American political
institutions: Congress; the presidency and the bureaucracy;
and the courts. Next, we will critically examine civil rights
and civil liberties in America by analyzing how the U.S.
government shapes and influences the individual freedoms
and rights of its citizenship. Finally, we will take a close
look at policy-making in the American political system and
the ways in which diverse interests and powers have
intersected to shape them.
Course Tags: SOCSCI.
PECO 220 – Intermediate Micro and Macroeconomic
Theory (4)
The global ecological crisis is arguably the most pressing
challenge facing the human species since its inception.
This course examines the origins and nature of the crisis by
analyzing the political-economic systems and
infrastructures that have undergirded the transition to the
Anthropocene – a geological epoch in which human
activity has become the primary driver of environmental
change. Although we examine the ecological crisis from a
historical perspective, our primary focus is on the Great
114| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Acceleration – the period beginning in the second-half of
the twentieth century when the growth of global capitalism
accelerated the scope and scale of Earth System change.
Possible topics include, but are not limited to, the politics
of: global consumption; the global agro-food system;
energy systems; water systems; transportation systems; and
population growth. We will also examine ongoing political
struggles to initiate structural changes to the U.S. and
global economies through large-scale projects like the
Green New Deal. Overall, this course provides students
with the conceptual tools and empirical knowledge
required to more thoroughly engage the politics of the
global ecological crisis.
Prerequisite: PECO 110 or instructor’s permission. Course
Tags: SOCSCI.
PECO 240 – Enterprise, Politics, and Society (4)
This course critically examines the relationship between
different forms of enterprise, politics, and society. The first
part of the course interrogates the corporation as the
dominant form of business organization in capitalist
economies. How have major corporations influenced our
political-economic and social practices (for better and
worse) during the 20th and 21st centuries? The second part
of the course analyzes alternative enterprise models such as
worker cooperatives, social enterprises, community
enterprises and small businesses. What are the
opportunities and challenges facing enterprises that put
social goals – democratic governance, sustainable
community development, social and environmental
problem-solving – on par with (or above) profit
maximization? How do social enterprises remain solvent in
a neoliberal society that values market efficiency above all
else? Through this course, students will gain an
understanding of corporate capitalism’s influence on
society, the diversity of enterprise, and the politics of
business organization.
Prerequisite: PECO 105. Cross-Listed as: Cross-listed with
SEI 240. Course Tags: SOCSCI.
PECO 245 – Political Ecology I: The Global Ecological
Crisis (4)
Cross-Listed as: ANTH 250. Course Tags: SOCSCI, S-F.
PECO 250 – Economic Anthropology (4)
This course takes familiar economic behavior, practice,
and institutions such as consumption, market, exchange,
money, etc. and makes them unfamiliar by studying their
variability across cultures. This course employs concepts
and methods borrowed from the disciplines of
anthropology and economics to examine differences and
similarities in the organization, meaning, and function of
economic relations involving production, distribution,
consumption, debt, profit, etc. across cultures. The course
reviews sample studies of economic institutions in Japan,
China, and Mexico.
Prerequisite: ANTH 105, or ANTH 110, or PECO 105,or
PECO 110, or instructor’s permission.. Course Tags:
SOCSCI.
PECO 260 – Political Economy of Technology (4)
This course introduces students to the role of technology in
political and economic development. Technology is
essential to human existence, mediating our relationships
to nature and each other. In fact, technology is so
fundamental that it at the core of our darkest dystopian
visions (Huxley’s Brave New World) and utopian futures
(Kurzweil’s The Singularity is Near). Yet, we seldom stop
to consider the social power relations embedded in our
technologies and technological systems. This course
introduces an array of conceptual tools and theoretical
frameworks for understanding the political economy of
technology. We will apply these frameworks to a number
of critical contemporary issues, such as: work and leisure,
food and the environment, the logistics revolution, modern
warfare, surveillance and cyber-security, and social media
and democratic organizing.
Course Tags: SOCSCI, S-F.
PECO 270 – Political Economic Theory (4)
This course helps students to deepen their understanding of
theoretical issues in political economy. It expands on major
theoretical discourses within or between liberal, radical,
institutional, and poststructuralist approaches to political
economy. The focus will be placed on selected themes
introduced in PECO 105. These themes include: modes of
regulation, modes of accumulation, equilibrium vs. crisis,
theory of value, technology and progress, class mobility,
class and culture, cultural capital, efficiency vs. equity,
morality, and rationality.
Prerequisite: PECO 105 or instructor’s permission. Course
Tags: SOCSCI.
PECO 280 – Capitalism I: Globalization and
Development (4)
Why are some countries rich and others poor? What
accounts for the highly uneven nature of global economic
development? This course provides an overview of the
political economy of development, with a specific focus on
the era of globalization. The course begins by examining
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the nature of capitalism as a mode of production and the
origins of the modern world economy in the era of
colonialism and European industrialization. Then, we turn
our attention to the capitalist development models
employed in the 1950s through the 1970s. Although we
will analyze the central role of the United States in setting
the institutional framework for postwar international
development, our primary focus will be on the nations of
the Third World. The majority of our course will be focus
on the transformation of the postwar international
economic framework and the rise of neoliberal
globalization (1980s – present) – a development paradigm
that has been linked to rising economic inequality and
ecological crises in both the Global North and Global
South. This course’s signature assignment includes
examining the effects of globalization in countries where
Antioch students have opportunities for international co-op
placements.
Course Tags: SOCSCI, S-C.
PECO 285 – Capitalism II: Capital in the Digital Age
(4)
Over the past 40 years, the rapid advancement of
information technology has dramatically changed the ways
in which human beings engage in fundamental actives –
from our everyday communications to the production and
consumption of basic commodities. This course examines
the capitalism in the Digital Age. We will begin by
analyzing the dominant capitalist economic formations of
the 20th century (Fordism and Post-Fordism). Turning to
the 21st century, we will examine the politics,
technologies, and ideologies that animate digital
capitalism. Possible topics include, but are not limited to:
the rise of tech giants like Amazon, Apple, Google, and
Facebook; digital labor and the gig economy; controversies
surrounding social media and elections; the Internet of
Things, online privacy, and surveillance; Netflix and the
digital media and entertainment sector; the politics of
digital currencies like bitcoin; the open access movement
and digital piracy; emerging technologies like advanced
artificial intelligence and additive manufacturing; and the
global impact of Chinese digital powerhouses like Huawei
and Alibaba. Final projects may incorporate the use of
digital media platforms and technologies to analyze
capitalism in the Digital Age.
Prerequisite: PECO 280. Course Tags: SOCSCI.
PECO 290 – International Relations Theory (4)
This course provides an overview of International
Relations (IR) in theory and practice. The course enables
students to use the conceptual tools provided by competing
IR theories – including (neo)realism, (neo)liberalism,
Marxism, constructivism, and feminism – to explain and
understand world politics during key historical events,
such as: World War I, World War II, the Cold War, and the
(ongoing) War on Terror. Specific topics covered may
include: imperialism; U.S. foreign policy; the military-
industrial complex; neoconservatism; political Islam; and
the rise of China. Overall, this course provides students
with the knowledge necessary to develop theoretically
informed and empirically grounded perspectives in order to
engage international politics more thoroughly.
Prerequisite: PECO 105 or instructor’s permission. Course
Tags: SOCSCI, M.
PECO 295 – Special Topics in Political Economy:
(subtitle) (4)
This course offers in-depth study of a particular area of
political economy. This course may be repeated for credit
if the coursework, subtitle, and course description are
distinct.
Prerequisite: PECO 105 or instructor’s permission. Course
Tags: SOCSCI; additional tags vary by offering.
PECO 299 – Independent Study (Intermediate) (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a political economy
faculty member and to earn credit for study outside of the
formal classroom setting. Credits for Independent Study
are determined by the following principle: students will
have 3 hours of supervised independent study per week per
quarter credit, or a total of 30 hours of supervised work per
quarter credit distributed less evenly over the quarter than
3 hours per week.
Prerequisite: Instructor’s permission. Course Tags:
SOCSCI.
PECO 310 – Anthropology of Globalization (4)
In this course we will consider various views of
globalization and how global processes impact and interact
with culture. To this end, we will look at ethnographic
studies of globalization, considering questions such as:
How is globalization experienced? What are the local
effects of globalization? Is globalization homogenizing or
do various forms of pluralism continue to exist? How
accurate and useful are the terms “local” and “global”?
Prerequisite: ANTH 105, or PECO 105, or instructor’s
permission. Cross-Listed as: ANTH 310. Course Tags:
SOCSCI.
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PECO 315 – Environmental Economics (4)
The purpose of this course is to understand the role of
economics in environmental issues, especially in the
formation of environmental policy. The course reviews
major economic concepts such as economic efficiency,
externalities, market failure, choice and regulation,
economic sustainability, etc. particularly in their
application to environmental issues. The course also uses
economic tools such as cost-benefit analysis to evaluate
environmental policy options. Case studies involving
command-and-control strategies (regulations, standards,
etc.) and incentive-based strategies (subsidies, permits,
etc.) will be examined. We will examine the relevance of
positive economics and normative economics to
understand environmental policies.
Prerequisite: PECO 110 or instructor’s permission. Course
Tags: SOCSCI, S-F.
PECO 320 – Labor Economics (4)
This course reviews classical, Marxist, and neo-liberal
theories of labor and wage. The course evaluates the
structures of different labor markets and varying
determinants of demand for and supply of labor. It offers a
humanistic view of work and explores its meanings to
workers, to employers, and to society. The course provides
an overview of labor history in the United States with a
focus on shifts in labor movement and changes in labor
organizations. The course also covers the following topics:
wage differences and labor market discrimination, human
capital and education, labor mobility and migration,
globalization and division of labor, and minimum wage
policies.
Prerequisite: One PECO course or instructor’s permission.
Course Tags: SOCSCI, S-F.
PECO 330 – Political Economy of Race and Gender (4)
This course provides an overview of efforts to understand
inequalities based on race/ethnicity and gender, as well as
citizenship, class, and other dimensions of collective
identity. The assigned readings emphasize contributions
from outside the tradition of Marxian political philosophy.
The challenges and contributions of feminist theory receive
special attention. Recent innovations in institutional and
behavioral economics, including experimental economics,
are also emphasized. The exploration of inequality is
situated within five major areas of political economy: (1)
forms of collective identity and conflict, (2) individual
decision-making and social coordination, (3) human capital
and social mobility, (4) long-run growth and economic
sustainability, and (5) organizational hierarchy.
Prerequisite: One PECO course and one ANTH or PSYC
course (or an additional PECO course), or instructor’s
permission. Course Tags: SOCSCI, D-CRES, D-GSS, S-F.
PECO 350 – Public Policy (4)
In this course, students will examine how the struggles for
power and for wealth affect one another and the realization
of these values. Specifically, students will compare and
contrast political and market solutions to collective
problems, the politics of economic crises, corporations and
labor in the political economy, regulation and monetary
policy, and fiscal policy.
Prerequisite: One 200-level PECO course or instructor’s
permission. Course Tags: SOCSCI, S-F.
PECO 360 – Comparative Political Economy (4)
This course intends to study capitalism in its multiplicity
and variability. It examines capitalism’s tolerance for
diversity and variability. The course allows students to
compare the political economy of capitalism across various
cultural, economic, and political systems. This course is
divided into four parts. In part I, students are introduced to
and review key political economy concepts and inquiry. In
part II, students will learn about different methodologies of
comparative analysis. In part III, students use case studies
of political economy systems of selected countries or
regions to become familiar with their type or mode of
capitalism. These cases range from liberal, established
capitalism of North America, welfare-state capitalism in
Europe, guided capitalism of Japan, transitional capitalism
of China and Russia, emerging capitalisms of Asia and
Latin America, and traditional, mixed capitalism of the
Middle-East and Africa. In part IV, students will exercise
with and conduct comparative analysis of at least three
different political economies. This exercise will culminate
in designing a post-capitalist political economy.
Prerequisite: PECO 105 or instructor’s permission. Course
Tags: SOCSCI.
PECO 385 – Capitalism III: Transnational
Corporations (4)
Powerful corporations have played a defining role in the
evolution of the global capitalist system. This course
examines Transnational Corporations (TNCs) in the era of
globalization. Beginning in the 1980s, business strategies
were revolutionized as advances in information technology
and the liberalization of trade relations enabled the
geographical expansion of corporate activity. The Global
Production Networks (GPNs) constructed and overseen by
TNCs transcended national boundaries, generating new
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waves of economic development by expanding the scale
and intensifying the scope of market transactions.
However, the dominance of TNCs has generated political
tensions in a range of economics sectors, including the
extractive industries, the clothing industries, the
automobile industry, financial services, and the logistics
industry, where workers and consumers have pressured
TNCs to adopt more socially just, economically equitable,
and ecologically sustainable practices. Accordingly, an
overriding goal of this course is for students to sketch out
the creation of new regulatory structures or alternative
economic organizational forms which may, once again,
redefine the relationship between the economy, the state
system, and society.
Prerequisite: PECO 280. Course Tags: SOCSCI, S-C.
PECO 390 – Special Topics in Political Economy:
(subtitle) (4)
This course is designed primarily to give students an
opportunity to further their research on the themes
introduced in the Global Seminars (i.e., Water, Food,
Energy, Health, Governance, and Education) from a
political economy perspective. Additionally, the course
may focus on selected topics based upon faculty’s
expertise, students’ interests, and curriculum needs. This
may include a variety of interdisciplinary topics such as:
political economy of money, community economics,
economic democracy, etc.
Prerequisite: One 200-level PECO course or instructor’s
permission. Course Tags: SOCSCI; additional tags vary by
offering.
PECO 399 – Advanced Independent Study (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a political economy
faculty member and to earn credit for study outside of the
formal classroom setting.
Prerequisite: PECO 299 and instructor’s permission. At
least two courses in PECO at Antioch College may be
required at instructor’s discretion.. Course Tags: SOCSCI.
PECO 445 – Political Ecology II: Advanced Readings
(4)
This course is a seminar covering advanced readings in the
interdisciplinary field of political ecology. After surveying
the core theoretical schools driving debates in the field –
ecological modernization, ecological hybridity, social
ecology, and metabolic rift theory – students will engage in
deep readings of cutting-edge major works. We will begin
these readings from the standpoint that the scientific
knowledge, technologies, and cultural practices that
mediate nature-society relations exist in political contexts
where state and corporate actors exercise tremendous
power over the trajectory of economic development. In this
light, a core goal of this course is to explain how capital
accumulation shapes nature-society relations from
historical and theoretical perspectives. Our advanced
readings will include a methods module on ecological
dialectics which serves as the basis for this course’s
signature assignment – a research paper in political
ecology. An overarching goal of this course is to prepare
students for graduate-level work in the environmental
social sciences.
Prerequisite: PECO 245, PECO 280, and PECO 315.
Course Tags: SOCSCI, M, S-F.
PERF-Performance
PERF 103 – Voice and Speech (4)
Voice and Speech will allow students to explore their own
voices and how they use them to speak and sing in a non-
threatening, non-judgmental atmosphere. Students will use
imagery as an aid to free the voice from inhibiting
elements learned as a result of our personal, social,
gendered and familial histories.
Course Tags: ART.
PERF 140 – Storytelling (4)
What is your story? Story is often the centerpiece of
performance and for many contemporary performance
artists writing is essential to their practice. Students will
begin with a study of selected folklore-based myths,
folktales, fairy tales, and legends to learn how different
types of stories and the context of their presentation shape
peoples’ identities and worldviews. A variety of critical
examinations of contemporary performance texts and
contexts including the personal experience narrative,
testimonies, journalism, and other media will be explored.
Field trips to contemporary storytelling events will also be
included. Students will present a public storytelling event
as a culmination of their work in the class.
Course Tags: ART.
PERF 150 – Improvisation in Art and Life (4)
Improvisation is a critical aspect of creativity. Through
innovation in response to the moment at hand, something
new emerges and is enacted spontaneously. This course
explores this phenomenon through the disciplines of dance
and theater. Working primarily with body and voice,
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students will develop the ability to create and inhabit
scores that allow for individual and group improvisational
performance.
Course Tags: ART.
PERF 165 – Styles of Live Art (4)
This art history course is a laboratory study of twentieth-
century avant-garde performance styles and movements
including presentational aspects of futurism, Dadaism, the
Bauhaus movement, the work of Antonin Artaud,
happenings, the Fluxus Movement, and diverse examples
of contemporary performance art. The course examines the
theoretical and historical contexts that influenced the
development of these movements, their impacts upon the
art of their time, and their influence upon the theoretical
underpinning of today’s art practices. Students will write a
research paper about an aspect of the history and theory
and complete a series of exercises recreating a performance
from a style, artist, or era they have studied. This course is
embodied scholarship in that students both create in the
studio and research the performance styles from the past.
Prerequisite: ARTS 111, or MEDA 102, or PERF 103,or
PERF 140, or VISA 102. Course Tags: ART.
PERF 170 – Technical Practicum in Performance (2)
Technical Practicum in Performance is an introductory
class to the technical aspects of creating and presenting
live performance. Students will become familiar with the
basic tenets of lighting, sound set and costume design and
will be trained to utilize the equipment in the Foundry
Theater. Students will be given crew assignments to
support productions during the term in order to gain hands-
on production experience. This course may be repeated for
credit since every term presents new technical challenges
related to projects. Students who take the class a second
time will be utilized as crew heads and mentored into a
deeper understanding of one technical aspect in which they
wish to specialize.
Course Tags: ART.
PERF 180 – Approaches to Acting: (subtitle) (4)
This course introduces students to various approaches to
acting for the stage. The class will consider theoretical
underpinnings of the technique studied, as well as engage
students in the practice of the technique in order to acquire
a fundamental ability and understanding of how to apply it
to a given performance text or situation. Students will be
expected to read primary sources on the approach(es)
studied as well as participate in exercises in class and on
their own to develop their abilities. Approaches to acting
that may be engaged include: Meisner Technique,
Chekhov Technique, Mask Work, Viewpoints, The
Classics, Scene Analysis, and Commedia dell’arte. All
versions of the class are designed to enable students to be
confident in having a way into the acting process whether
they are working with original or scripted material.
Course Tags: ART.
PERF 181 – Vocal Music Instruction (1)
Individual and group instruction in singing. This is a
disciplinary elective course that allows students to engage
more fully in the development of discipline-based
technique as a complement to their scholarly and creative
work within the performance major. This is not a required
majors course.
Course Tags: ART.
PERF 182 – Modern Dance (2)
This is an introductory technique class. This is a
disciplinary elective course that allows students to engage
more fully in the development of discipline-based
technique as a complement to their scholarly and creative
work within the performance major. This is not a required
majors course.
Course Tags: ART.
PERF 183 – Individual Instruction in Music (1)
Individual instruction to develop an ongoing practice of a
musical instrument. This is a disciplinary elective course
that allows students to engage more fully in the
development of discipline-based technique as a
complement to their scholarly and creative work within the
performance major. This is not a required majors course.
Contact/ sign-up with instructor for lesson time.
Course Tags: ART.
PERF 184 – West African Percussion & Dance
Ensemble (1 to 2)
Ensemble drumming is practiced throughout West Africa.
Drum ensembles play for recreation, ceremonies,
weddings, funerals, parties, and religious meetings. Other
instruments often join the drums to accompany singing and
dancing. Drumming, singing, and dancing are often
performed in a circular formation. This course is designed
to allow students to explore the following pedagogies:
Modeling of rhythms and other performance practices,
aural learning through imitation and practice, listening, and
analysis.
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Course Tags: ART.
PERF 185 – Fundamentals and Extensions of Music (2)
This course teaches the basics of music theory and
standard notation. Topics include familiarity with the staff
system, clefs, note placement, pitch names, scale types,
key signatures, intervals, basic harmony, rhythmic notation
and practice, voice leading, sight singing, and phrase
structure. The work of the course will involve worksheets
on various theoretical issues, drills of basic pitch and
rhythmic concepts, and listening to examples with the goal
of improving aural analysis and fundamental musical
abilities. In addition to the theoretical and practical aspects
of music, the course will also delve into cross-disciplinary
issues such as the cultural development of music in
humans; music, language, and communication; and the
interface of music with sociology, anthropology,
mathematics, and physics.
Course Tags: ART.
PERF 230 – Writing and Performing the Self (4)
This class will examine the extensive tradition of
performance based upon autobiography and examine the
methodologies and techniques for transforming personal
experience into a work of art. Students will strive to create
work that expresses the particular elements of the narrative
reality of an individual and also connects with the
universal realities of the human experience. Historically
and theoretically important auto-performances will be used
as case studies to broaden students’ understanding of
strategies and approaches to telling their story. They will
develop their project through a series of focused
composition and performance exercises will lead to an
auto-performance presented to the community at the end of
the term.
Prerequisite: PERF 103, or PERF 104, or PERF 140, or
instructor’s permission. Course Tags: ART.
PERF 250 – Rehearsal and Production (4)
In this class, students participate in all aspects of
production: acting; dramaturgy; set and costumes
construction; lighting; and collaborative creation. Under
the direction of a faculty member or visiting artist, students
take part in presenting a play for the public. Social and
historical aspects of the play, the author and the style in
which the play will be presented are studied and observed.
Students will gain a basic understanding of how to analyze
and stage a dramatic text and develop aesthetic choices that
support its comprehension and embody the intentions of
the writer and director.
Prerequisite: PERF 103, or PERF 104, or PERF 140, or
PERF 150, or PERF 180, or instructor’s permission. Course
Tags: ART, M.
PERF 260 – Special Topics in Performance: (subtitle)
(4)
This course is built around a variety of concerns in poetic
concept or technique. Examples may include: advanced
storytelling; performance on location; contact
improvisation; acting for the camera; modern dance; acting
for the camera; introduction to playwriting; material versus
matter; endurance or other relevant topics.
Prerequisite: PERF 103, or PERF 104, or PERF 140, or
instructor’s permission. Course Tags: ART; additional tags
vary by offering.
PERF 299 – Independent Study in Performance (1 to 4)
Students may petition an individual faculty member to
guide the development of a proposed performance art
project or scholarly research. Students must focus their
activities in a performance related field of interest to the
student and in which the faculty has some scholarly,
professional, or pedagogical experience. Independent study
can be completed over a period of more than one term and
may include work completed during a full-time co-op term.
This class is designed to give students the ability to pursue
opportunities that may present themselves in a location or
culture students may find themselves immersed in off-
campus. Students are expected to take considerable
initiative in creating the course of their study, and to
collaborate with faculty regarding how they will
demonstrate their learning. Offered as requested and as
faculty time allows. Credits for Independent Study are
determined by the following principle: students will have 3
hours of supervised independent study per week per
quarter credit, or a total of 30 hours of supervised work per
quarter credit distributed less evenly over the quarter than
3 hours per week.
Prerequisite: Two 100-level PERF courses and one 200,
300, or 400-level PERF course, or instructor’s permission.
Course Tags: ART.
PERF 320 – Directing Seminar (4)
This course is designed to ground students in theories of
directing that would inform their work on a studio project
putting theory into practice. Leading twentieth century
directors including Bertolt Brecht, Harold Clurman, Joseph
Chaikin, Peter Brook, Jerzi Grotowski, Richard Forman,
and Ann Bogart will provide a framework for discussion of
directorial strategies and approaches. We will also gain a
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basic historical understanding of the role of the director
and how it has evolved. Students will become familiar with
aspects of directing that include the use of image and text,
the architecture of space, event, character, performer, and
audience relationship.
Prerequisite: PERF 230, or PERF 250, or PERF 330, or
PERF 350, or instructor’s permission. Course Tags: ART.
PERF 330 – Writing and Performing the Self II (4)
This course continues and deepens the explorations of
PERF 230 Writing Performing the Self. Drawing on
performance art, theater and multi-media solo performance
traditions, students will see live performance, watch
videos, read articles, write performance reflections, essays
and reviews. The main work this term will be to develop
an autobiographical performance that incorporates both
action and text. PERF 330 assignments will be more
ambitious than those in PERF 230 and may allow for
special mentoring of PERF 230 students. Students will be
expected to spend significant time outside of class
watching and developing performance work. Final
performances will be presented to the community at the
end of the term. PERF 330 students will be expected to
take on greater aspects of final production planning and are
expected to demonstrate growth in performance practice
from the 200- to 300-level.
Prerequisite: PERF 230 or instructor’s permission. Course
Tags: ART, M.
PERF 350 – Rehearsal and Production II (4)
In this class, students participate in all aspects of
production at a more advanced level: acting, dramaturgy,
set and costumes construction, lighting and collaborative
creation. Under the direction of a faculty member or
visiting artist, students take part in presenting a play for the
public. Social and historical aspects of the play, the author
and the style in which the play will be presented are
studied and observed. Students will gain a deeper
understanding of how to analyze and stage a dramatic text,
develop aesthetic choices that support its comprehension
and embody the intentions of the writer and director. Class
will incorporate a regular company warm-up that will
include physical and vocal training as well as
improvisational work. Students will be expected to take on
either a performative or technical design role at an
advanced level, as well as additional research and
dramaturgical tasks, promotion and publicity, costume and
set construction and supporting fellow actors through side-
coaching and line memorization. Advanced students in
Rehearsal and Production II will be working on a
significant acting design, or research role and will be
integral within the leadership of the artistic project.
Prerequisite: PERF 230, or PERF 250, or instructor’s
permission. Course Tags: ART, M.
PERF 360 – Advanced Topics in Performance:
(subtitle) (4)
This course is built around a variety of interdisciplinary
and global concerns. Examples may include: performance
as tactical media; performing gender; crossingborders
through performance; Brecht and Boal; performing
community; community-based dialogical art practices;
performing ecologies: site-specific projects linking art and
the environment; introduction to dance: human anatomy
into motion; dance composition: the art of making dances.
Prerequisite: One 200-level course in PERF, MEDA,
VISA, or ARTS, or instructor’s permission. Course Tags:
ART, M; additional tags vary by offering.
PERF 370 – Documentary-Based Performance (4)
Students will focus on the work of Anna Deavere Smith,
John Malpede, Spaulding Gray, Carlyle Brown, and others
to examine the methodologies, “aesthetic of others”
discourse, representational issues, and strategies of
documentary-based performance. Students will explore
how “objective” facts and events are translated into a
subjective experience for the performer that communicates
to an audience.
Prerequisite: PERF 230, or 330, or 250, or 350, or 265, or
instructor’s permission.. Course Tags: ART.
PERF 399 – Advanced Independent Study in
Performance (1 to 4)
Students may petition an individual faculty member to
guide the development of a proposed performance art
project or scholarly research. Students must focus their
activities in a performance related field of interest to the
student and in which the faculty has some scholarly,
professional, or pedagogical experience. Independent study
can be completed over a period of more than one term and
may include work completed during a full-time co-op term.
This class is designed to give students the ability to pursue
opportunities that may present themselves in a location or
culture students may find themselves immersed in off-
campus. Students are expected to take considerable
initiative in creating the course of their study, and to
collaborate with faculty regarding how they will
demonstrate their learning. Offered as requested and as
faculty time allows. Credits for Independent Study are
determined by the following principle: students will have 3
hours of supervised independent study per week per
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quarter credit, or a total of 30 hours of supervised work per
quarter credit distributed less evenly over the quarter than
3 hours per week.
Prerequisite: PERF 299 or instructor’s permission. Course
Tags: ART.
PERF 440 – Rehearsal and Production Tutorial (4)
This course allows students the opportunity to participate
as a cast, crew, dramaturg, or collaborator within a public
project or production by a fellow student, visiting artist or
faculty member. Students are mentored through the
experience to maximize their effectiveness as well as
reflect on the strengths of their contribution and possible
areas of challenge or growth.
Prerequisite: 3rd- or 4th-year standing and two of the
following: PERF 230, PERF 250, PERF 330, or PERF
430; or instructor’s permission. Course Tags: ART.
PERF 470 – Advanced Special Topics in Performance:
(subtitle) (4)
At the advanced level, students will have the opportunity
to focus on specialized topics when offered. This may be
concurrent with our artist-in-residence program. This
course may be taken more than once as long as the
coursework, titles, and descriptions are distinct.
Prerequisite: Performance majors only, or instructor’s
permission. Course Tags: ART; additional tags vary by
offering.
PHIL-Philosophy
PHIL 110 – Law and Justice in the Western Tradition
(4)
This is an introductory course designed to explore the
themes of law and justice as they have been addressed in
the philosophical tradition, in contemporary political
debates, and in legal opinions. Students will become
familiar with these topics through readings in classical,
modern, and contemporary works of philosophy as well as
Supreme Court cases. At the end of this course, students
are expected to have attained familiarity with some of the
most important thinkers in the western tradition (such as
Plato, Aquinas, James Madison, Mill, Emma Goldman,
Martin Luther King, and Rawls) and to have developed the
ability to articulate their views on contemporary political,
moral, and legal questions.
Course Tags: HUM; additional tags vary by offering.
PHIL 115 – Eastern Thought (4)
This course is an introduction to Eastern philosophical
thinking. Students will read texts integral to the
development of South and East Asian cultural and
philosophical traditions, including, e.g. the Bhagavad-Gita,
and Dao De Jing. Students will examine issues of such as
the nature of reality and truth, ethical issues, and issues of
self- and social-governance from these perspectives.
Students will learn source-language terminology and will
consider alternative conceptual structures, and worldviews.
Course Tags: HUM; additional tags vary by offering.
PHIL 205 – Philosophy and Religion (4)
This course explores the topic of religion in philosophical
manner. Students will compare the ways in which
philosophers like Spinoza, Maimonides, and Kierkegaard
have engaged with religious texts, and they will grapple
with classic texts in the philosophy of religion such as
Hume’s Dialogue Concerning Natural Religion, James’
Varieties of Religious Experiences, and Nietzsche’s
Antichrist. In addition to studying philosophic analyses of
religion, students will examine religious texts and beliefs
from a variety of traditions and cultures.
Course Tags: HUM.
PHIL 210 – Comparative Philosophy (4)
“Philosophy” is a word that traces its origin to a tradition
of thinking that began in the Mediterranean region some
two and a half thousand years ago. It literally translates as
love or friend of truth or wisdom (philo-sophia). This
course investigates “philosophy” in this tradition by
placing it in dialogue with other traditions of philosophical
thought, or with other modes of thinking. Readings from
diverse traditions of thought and expression will be
compared and contrasted in order to help understand these
traditions and their particular concerns, philosophical
methods, and intentions, as well as their cultural and
historical specificities, and relations to other modes of
thought. Particular instances of this course might compare
Eastern and Western philosophies on a particular topic, or
philosophy and another discipline, e.g., poetry, art,
literature, history etc. In this course, students will develop
a deeper understanding of at least one major philosophical
topic or tradition and be able to relate and compare it with
diverse philosophies or to another form of discourse.
Course Tags: HUM, M.
PHIL 220 – Existentialism (4)
This course will explore the philosophical tradition of
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existentialism. Students typically begin with an
examination of the classic existentialist tradition:
Kierkegaard; Dostoevsky; Nietzsche; Heidegger; Jaspers;
Sartre; de Beauvoir; Camus; and Merleau-Ponty. Students
will focus on the following major themes of existentialist
philosophy: the alienation of reason and existence; the
relationship between existentialism and phenomenology;
“being-in-the-world” as our primary way of existing; the
dissolution of various dualisms (subject/object, mind/body,
reason/passion, fact/value); the relationship between self
and others; God, angst, death, and absurdity; and the
meaning of freedom. Students may conclude the course
with an examination of the often-neglected perspectives of
feminist, African American, and non-European
existentialisms. This course may be offered as a survey of
existentialist thought, or it may focus on a few particular
existentialist works for deeper study.
Course Tags: HUM.
PHIL 221 – Environmental Ethics and Political Theory
(4)
This course examines the question of how we should treat
the natural world as both individuals and citizens. In
additional to examining various claims about our ethical
obligations to the environment, this course will also look at
how the various political systems address environmental
problems and solutions. This course is intended to
introduce students to a variety of ethical and political
approaches to the environment and to aid them in
developing their own viewpoints. Because environmental
ethics is a part of applied ethics, students will research
regional environmental issues and apply the theories they
study to this issue.
Course Tags: HUM, S-F.
PHIL 225 – Critical Thinking (4)
Critical thinking is a branch of philosophy that is
concerned with the logic, rules, and structure of
argumentation and dialogue. It is often referred to as
“informal logic,” and is concerned with the way in which
we use forms of reasoning (or the lack of it) in our
everyday discourse. This course will explore the rules of
critical thinking with a focus on the nature of logical
fallacies commonly committed in argumentation. Students
will also engage in “philosophical action” by investigating
the various commissions of logical fallacies in current
political and public discourse, including political debates,
talk radio, television talk shows, advertising, and local
public discourse.
Course Tags: HUM, M.
PHIL 230 – Special Topics in Philosophy: (subtitle) (4)
This special topics course will be designed in conjunction
with students, visiting scholars, and faculty in other
disciplines to offer students the opportunity to engage with
issues of particular philosophic relevance and import.
Course Tags: HUM.
PHIL 235 – Logic (4)
This course is an introduction to logic. It will begin with
basic skills such as identifying arguments, premises and
conclusions, as well as assumptions, in ordinary language.
Students will learn to recognize different forms of
arguments and basic types of inference and argument. We
will cover basic logical concepts from what logic is, to
recognizing arguments to being able to diagram arguments
and analyze them for their validity or soundness. Students
will be encouraged to examine the nature of language and
definitions, and discuss fallacies in deductive, inductive,
and informal forms. We will focus on formal logic,
including categorical propositions and syllogisms and
propositional and predicate logic. Students will learn to
translate ordinary language arguments into formal
arguments and analyze their reasoning, as well as learn to
do formal proofs. The course may also introduce
probabilities and address the use of statistics; or also
discuss different traditions of logical analysis, e.g., as
developed by the Buddhist logicians.
Prerequisite: Placement in this course determined by
mathematics placement test or instructor permission.
Course Tags: HUM, Q.
PHIL 280 – Chinese and Japanese Philosophies (4)
This survey course is an introduction to Chinese and
Japanese Philosophies. We will read central texts and
authors from the Chinese Confucian and Daoist traditions,
and from the Japanese Zen Buddhist tradition and the 20th
Century Kyoto School of philosophy. Topics considered
will include reality and nature, views of the self, values
(aesthetics and ethics), issues of knowledge and the use of
language. This course will expose students to a variety of
new philosophical terms and conceptual structures, many
of which include a vital role for absence, and an essential
role for emptiness or nothingness. Students will examine
and discuss these alternate conceptions and consider their
practical application and philosophical implications.
Students will also reflect on these East Asian philosophical
projects and perspectives in relation to one another, and
with respect to Western philosophical projects and history.
Prerequisite: PHIL 115. Course Tags: HUM.
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PHIL 290 – Indian and Buddhist Philosophies (4)
This course is an introduction to Classical Indian and
Buddhist traditions of philosophy. Students will explore
philosophical issues such as the nature and structure of
reality, questions of knowledge and truth, the nature of the
self and its relations, and issues of value, ethics, and
action. Readings will be drawn from a variety of sources
and texts integral to the development of the central Indian
philosophical traditions. This course will expose students
to a variety of new philosophical terms and detailed
conceptual structures. Students will examine and discuss
these alternative philosophical conceptions and their
implications; and will reflect on differences and
similarities between these philosophical projects and
perspectives, and between these and various Western
philosophical projects and perspectives.
Prerequisite: PHIL 115. Course Tags: HUM, S-F.
PHIL 299 – Independent Study (Intermediate) (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a philosophy faculty
member and to earn credit for philosophic study outside of
the formal classroom setting. Credits for Independent
Study are determined by the following principle: students
will have 3 hours of supervised independent study per
week per quarter credit, or a total of 30 hours of supervised
lab/field work per quarter credit distributed less evenly
over the quarter than 3 hours per week.
Prerequisite: Instructor’s permission. Course Tags: HUM.
PHIL 310 – Special Topics in Philosophy: (subtitle) (4)
This special topics course will be designed to conjunction
with students, visiting scholars and faculty in other
disciplines to offer students the opportunity to engage with
issues of particular philosophic relevance and import.
Prerequisite: One 100-level and one 200-level PHIL
course, or instructor’s permission. Course Tags: HUM.
PHIL 330 – Ancient Philosophy (4)
This course examines in greater depth the history of
ancient Western philosophy and political theory from the
Presocratics to the dawn of the Middle Ages. Major
thinkers will be examined in light of the classical topics of
human nature, the good life, the good society, history, and
the nature of knowledge and reality. While the majority of
our emphasis will fall on classical Greek philosophy, we
may also examine issues in Hellenistic and Roman
philosophy.
Prerequisite: One 100-level and one 200-level PHIL
course, or instructor’s permission. Course Tags: HUM, M.
PHIL 332 – Modern Philosophy (4)
This course examines the history of Western philosophy
and political theory from Machiavelli to Nietzsche. Major
thinkers examined may include Descartes, Bacon, Hume,
Hobbes, Locke, Rousseau, Kant, Mill, Hegel, and Marx.
The classical topics of human nature, the good life, the
good society, history, and the nature of knowledge and
reality will form the themes of the course.
Prerequisite: One 100-level and one 200-level PHIL
course, or instructor’s permission. Course Tags: HUM, M.
PHIL 335 – Feminist Philosophy and Political Theory
(4)
This course will examine the relatively recent, but wide-
ranging, complex, and rich field of feminist philosophy.
We will study contemporary and historical texts drawn
from this emerging and continuing tradition, with a focus
on feminist interpretations of the Western philosophical
canon, women’s experiences of subjectivity and
embodiment, and feminist conceptions of language,
knowledge, and nature. We will consider a wide range of
differing versions of feminist thought, and we may also
explore the intersections of feminist philosophy with
gender and men’s studies.
Prerequisite: One 100-level and one 200-level PHIL
course, or instructor’s permission. Course Tags: HUM, D-
GSS.
PHIL 399 – Independent Study: Advanced (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a philosophy faculty
member and to earn credit for philosophic study outside of
the formal classroom setting. Credits for Independent
Study are determined by the following principle: students
will have 3 hours of supervised independent study per
week per quarter credit, or a total of 30 hours of supervised
lab/field work per quarter credit distributed less evenly
over the quarter than 3 hours per week.
Prerequisite: PHIL 299 and instructor’s permission. (At
least two courses in PHIL at Antioch College may be
required at instructor’s discretion.). Course Tags: HUM.
PHIL 410 – Special Topics in Philosophy: (subtitle) (4)
This special topics course will be designed in conjunction
with students, visiting scholars, and faculty in other
disciplines to offer students the opportunity to engage with
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issues of particular philosophic relevance and import. This
course may be taken as an elective more than once as long
as the course title and description are distinct.
Prerequisite: One 100-level and one 200-level PHIL
course, or instructor’s permission. Course Tags: HUM.
PHIL 440 – Selected Topics in Contemporary
Philosophy: (subtitle) (4)
This course is designed for advanced students of
philosophy interested in exploring the diverse, complex,
and challenging landscape of contemporary philosophy. In
the context of this course, contemporary philosophy refers
to the most significant philosophers and philosophical
movements of the vast majority of the twentieth-century
Western tradition. In particular, students will examine and
discuss those philosophers and movements that have been
most central to setting the stage for the future of
philosophy in the twenty-first century such as
phenomenology, critical theory, pragmatism, analytic
philosophy, hermeneutics, and postmodernism.
Prerequisite: One 100-level and one 200-level PHIL
course, or instructor’s permission. Course Tags: HUM.
PHYS-Physics
PHYS 160 – General Physics I (4)
This course introduces Newton’s Laws of Motion and their
use in analyzing real life situations involving force,
motion, equilibrium, elasticity, friction, and gravity.
Students learn to use the principle of Conservation of
Energy to solve problems involving thermal, gravitational,
rotational, and chemical energy. The course also covers
basic concepts of heat and thermodynamics, as well as
static and dynamic properties of fluids. There is a lab
component to the course.
Prerequisite: MATH 155 or instructor’s permission. Course
Tags: SCI.
PHYS 260 – General Physics II (4)
This course includes basic concepts of waves and sound,
light and optics, electrostatics, electric circuits, magnetism,
electromagnetic induction, and electromagnetic waves.
There is a lab component to the course.
Prerequisite: PHYS 160 and MATH 155; or instructor’s
permission; Recommended: MATH 160. Course Tags:
SCI.
PSYC-Psychology
PSYC 105 – General Psychology (4)
The field of psychology explores the interdependent
experiences of thinking, feeling and acting and how these
underlying dynamics affect the quality of one’s
psychological life. Psychology encompasses a wide
number of therapeutic theories and approaches and each is
characterized by its unique set of variables employed to
explain behavior. It is the objective of this course to
acquaint students with different theoretical frameworks,
their particular methodologies and expectations for the
psychology major.
Course Tags: SOCSCI.
PSYC 110 – Foundations of Social Psychology (4)
The focus of social psychology is to more deeply
understand individuals in interaction with other
individuals, individuals in interaction with groups, and
groups in interaction with other groups-an analysis of
complex situations that involve multiple directions of
influence. By looking at a wide range of social behaviors,
students will endeavor to identify root causes, determine
beneficial and unconstructive factors, and recognize the
effects of their influence. Through this analysis, it is hoped
students will critically attend to issues and conditions of
social behavior performance in an effort to improve the
quality of interactions in community.
Course Tags: SOCSCI.
PSYC 200 – Basic Therapeutic Skills (4)
This course is an introduction to foundational therapeutic
skills. The goals of the course are for the student to learn
and develop active listening skills, attending skills, rapport
building, the art of questioning, self-reflexivity,
consciousness raising, ethics, and note taking/written
report basics. This course will focus on cultivating general
therapeutic skills that can be applied within any area of
psychology and can be put to use immediately within their
own community, work settings, and interpersonal
relationships.
Prerequisite: PSYC 105 or instructor’s permission. Course
Tags: SOCSCI.
PSYC 205 – Learning and Behavior (4)
Learning is a critical component of adaptive behavior in
animals and humans. This course will expose students to
key concepts, theories, and experimental paradigms for
studying and understanding animal learning and behavior.
Courses | 125
This will include the study of basic mechanisms of
associative learning including Pavlovian and operant
conditioning. Additionally, we will explore how the
underlying principles of learning and conditioning affect
our daily lives.
Course Tags: SOCSCI.
PSYC 220 – Animal Behavior (4)
This course provides an in-depth look at the important
theories, issues, and empirical techniques in the
interdisciplinary field of animal behavior emphasizing both
proximate and ultimate mechanisms and explanations for
behavior. Students can expect to be spend time outside of
the classroom designing, conducting and reporting on their
personal observations of animals.
Course Tags: SOCSCI.
PSYC 225 – Developmental Psychology (4)
This course provides an introduction to the milestones of
human development from conception to death. Students
will be able to describe physical, cognitive and social
growth of humans with special attention to various cultural
contexts of development and the rich diversity of
individuals. The content is drawn from research and
theories in developmental psychology. Students are
expected to integrate their personal experiences,
knowledge of psychology, and their observations of human
development with the content of this course.
Course Tags: SOCSCI.
PSYC 230 – Personality Theories (4)
This course surveys the major theoretical approaches in
Western psychology-derived throughout the 19th and 20th
centuries-to personality development. Biographies of the
theorists and the sociocultural context in which their theory
developed, the theorists overall view of the person, basic
theoretical concepts, and evaluation of the theory
(including contributions and limitations) will be the focus
of this course. Students will learn major personality
theories including individual and systems perspectives and
how to discern among them to begin to develop a personal
psychological philosophy and orientation.
Course Tags: SOCSCI.
PSYC 242 – Cognitive Psychology (4)
This course will review the major theories associated with
cognitive psychology as they relate to cognitive processes
of attention, perception, memory, memory problems,
imagery, knowledge, problem solving, reasoning, and
decision making. The course will explore also how
cognition is influenced by biological and cultural
processes. In this course students will study the approaches
and research methods psychologists use to study cognition.
At the conclusion of the course, students will have a basic
understanding of how varying theories are applied to these
processes.
Prerequisite: PSYC 105 or instructor’s permission. Course
Tags: SOCSCI.
PSYC 295 – Special Topics in Psychology: (subtitle) (4)
This course offering is used to describe any topics-based
course in the field of psychology at the intermediate level.
This course may be used to replicate standard courses at
other institutions that are not currently offered at Antioch
College, or to teach more specialized material based on the
Instructors’ expertise and interests. This course may be
taken more than once as long as the course title and
description are distinct.
Prerequisite: PSYC 105 or instructor’s permission. Course
Tags: SOCSCI.
PSYC 299 – Independent Study (Intermediate) (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a psychology faculty
member and to earn credit for study outside of the formal
classroom setting. Credits for Independent Study are
determined by the following principle: students will have 3
hours of supervised independent study per week per
quarter credit, or a total of 30 hours of supervised lab/field
work per quarter credit distributed less evenly over the
quarter than 3 hours per week. By instructor’s permission
only. Credits for Independent Study are determined by the
following principle: students will have 3 hours of
supervised independent study per week per quarter credit,
or a total of 30 hours of supervised lab/field work per
quarter credit distributed less evenly over the quarter than
3 hours per week.
Prerequisite: Instructor’s permission. Course Tags:
SOCSCI.
PSYC 310 – Biopsychology (4)
This course will provide a biological framework for
understanding complex behaviors and mental processes
such as perception, motor control, learning, memory, and
emotion. This course first introduces the student to the
machinery (cells and structures) that makes up the nervous
system as well as its basic functions (physiology). These
systems will be discussed within the context of these
complex behavior and mental processes.
126| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Prerequisite: Any 200-level PSYC or BIO course, or
instructor’s permission. Course Tags: SOCSCI.
PSYC 330 – Cross-Cultural Psychology (4)
Western psychology has tended to focus on the behavior of
members of WEIRD (wealthy, educated, industrialized,
rich and democratic societies) populations and concluded
on the basis of these nonrepresentative samples that many
psychological processes are universal, or shared by all
people across cultures. However, cross-cultural research in
psychology has demonstrated that many psychological
processes are more validly described as culture-bound.
This course will explore the ways in which psychology is
socially constructed. Through discussions, readings, and
activities, we will examine how psychological processes,
and the theories and study of psychological processes, are
inextricably linked to specific historical, social, and
cultural contexts. Students can expect to develop a broader,
global perception of contemporary psychology and a useful
set of critical-thinking tools with which to analyze and
evaluate psychology.
Prerequisite: PSYC 105 and at least second-year standing,
or instructor’s permission. Course Tags: SOCSCI.
PSYC 335 – Abnormal Psychology (4)
This course will provide students with an introduction to
the field of abnormal psychology through the exploration
of “abnormality” within historical, social, and cultural
contexts, as well as the various predominating paradigms.
We will look at major research issues as they relate to both
the causal factors of each disorder and the efficacy of
current treatments and interventions. Students will develop
an awareness of professional issues in the field such as
diagnostic uses and misuses, and ethical and legal issues
surrounding the “power and privilege” to diagnose others.
By the end of this course, students should have a firm
foundation in the major diagnostic categories as well as the
various theoretical lenses through which one can research
and treat psychopathology.
Prerequisite: PSYC 105 or instructor’s permission. Course
Tags: SOCSCI.
PSYC 370 – Special Topics in Social Psychology:
(subtitle) (1 to 4)
This course offering is used to describe any topics-based
course in the field of social psychology. This course may
be used to replicate standard courses at other institutions
that are not currently offered at Antioch College, or to
teach more specialized material based on the Instructor’s
expertise and interests. This course may be taken more
than once as long as the course title and description are
distinct.
Prerequisite: PSYC 110 or instructor’s permission. Course
Tags: SOCSCI; additional tags vary by offering.
PSYC 395 – Special Topics in Psychology: (subtitle) (4)
These courses may focus on selected topics based upon
faculty’s expertise, students’ interests, and curriculum
needs. This may include a variety of interdisciplinary
topics such as psychology of dreams, archetypal
psychology, psychologies of liberation, theory and practice
of conflict transformation, nonviolent action and social
change, individual and collective trauma, participatory
action research, psychology of consciousness, and
psychology of religion. May be repeated for credit given
different course titles and topics.
Prerequisite: PSYC 105, or PSYC 110, or one 200-level
course in PSYC, or instructor’s permission. Course Tags:
SOCSCI; additional tags vary by offering.
PSYC 399 – Independent Study (Advanced) (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a psychology faculty
member and to earn credit for study outside of the formal
classroom setting. Credits for Independent Study are
determined by the following principle: students will have 3
hours of supervised independent study per week per
quarter credit, or a total of 30 hours of supervised lab/field
work per quarter credit distributed less evenly over the
quarter than 3 hours per week.
Prerequisite: PSYC 105, or PSYC 110, or one 200-level
course in PSYC, and instructor’s permission. Course Tags:
SOCSCI.
PSYC 420 – Political and Ethical Issues in Psychology
(4)
How has the field of psychology decided what diagnoses
are included or excluded in the Diagnostic and Statistical
Manual (DSM)? How do diagnostic criteria determine who
has access to resources? What is the role of
psychopharmacology in psychology? How does the
government or public policy affect the scope of
psychological services? These questions, and the
sociopolitical context of the psychology field, are taken up
in this course. Major legal cases and ethical issues in
psychology will be studied, along with contemporary
psycho-political issues and concerns.
Prerequisite: PSYC 335 or instructor’s permission. Course
Tags: SOCSCI.
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SCI-Sciences
SCI 101 – Foundational Topics in Sciences (4)
Foundational Topics in the Sciences provides students an
opportunity to explore timely, novel and interdisciplinary
scientific subjects in a Foundation-level class. This course
is designed to highlight rotating subjects in introductory
science, with each course subject selected by the instructor.
Each course offering will present a scientifically rigorous
overview of the subject, which will reflect the scientific
expertise of the faculty member. All courses will explore
common tools such as Scientific Methodology and Inquiry,
Peer Review, and Scientific Communication. This course
may be taken more than once as long as the course title and
description are distinct.
Course Tags: SCI.
SCI 270 – Special Topics in Sciences: (subtitle) (4)
This course offering is used to describe any topics-based
course in the Sciences Division at the intermediate level.
This course may be used to replicate standard courses at
other institutions that are not currently offered at Antioch
College, or to teach more specialized material based on the
Instructor’s expertise and interests. This course may be
taken more than once as long as the course title and
description are distinct.
Prerequisite: 8 credits of college level math and/or science
numbered 150 or above, and appropriate to the special
topic, and instructor permission. Course Tags: SCI.
SCI 297 – Independent Scientific Research (1 to 4)
Students will practice the process of science by
participating in the design and implementation of an
independent research project in the sciences. Students will
use peer-reviewed scientific literature, make a formal
presentation of their research, and will be encouraged to
present research at professional scientific meetings. This
course may be taken for one to four credits and may be
repeated once. The instructor and student determine credit
hours based on the expected time commitment and
complexity of the project.
Prerequisite: Instructor’s permission; Recommended: 8
credits of college-level science. Course Tags: SCI.
SCI 299 – Independent Study (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a science faculty
member and to earn credit for study outside of the formal
classroom setting. Credits for Independent Study are
determined by the following principle: students will have 3
hours of supervised independent study per week per
quarter credit, or a total of 30 hours of supervised work per
quarter credit distributed less evenly over the quarter than
3 hours per week.
Prerequisite: instructor’s permission. Course Tags: SCI.
SCI 370 – Special Topics in Sciences: (subtitle) (4)
This course offering is used to describe any topics-based
course in the Sciences Division at the advanced level. This
course may be used to replicate standard courses at other
institutions that are not currently offered at Antioch
College, or to teach more specialized material based on the
instructor’s expertise and interests. This course may be
taken more than once as long as the course title and
description are distinct.
Prerequisite: 16 credits of college level math and/ or
science numbered 150 or above, and appropriate to the
special topic, and instructor permission. Course Tags: SCI.
SCI 397 – Advanced Scientific Research (1 to 4)
Students will practice the process of science by designing
and implementing an independent research project.
Students will use peer-reviewed scientific literature and
statistical analyses to frame and analyze independent
research. Students will make formal presentations of the
their research and will be encouraged to present research at
professional scientific meetings. Students will work
independently but schedule regular meetings with their
research course instructor. This course may be taken for
one to four credits and may be repeated once. The
instructor and student determine credit hours based on the
expected time commitment and complexity of the project.
Prerequisite: At least one science course and instructor’s
permission; Recommended: 16 credits of college-level
science. Course Tags: SCI.
SCI 399 – Advanced Independent Study (1 to 4)
The independent study is an opportunity to engage closely
in research, analysis, and writing with a science faculty
member and to earn credit for study outside of the formal
classroom setting. Credits for Independent Study are
determined by the following principle: students will have 3
hours of supervised independent study per week per
quarter credit, or a total of 30 hours of supervised work per
quarter credit distributed less evenly over the quarter than
3 hours per week.
Prerequisite: SCI 299 and instructor’s permission (At least
two courses in sciences at Antioch College may be
128| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
required at the in-structor’s discretion.). Course Tags: SCI.
SCI 470 – Advanced Special Topics in the Sciences:
(subtitle) (1 to 4)
This course offering is used to describe any topics-based or
full methods course in the Sciences Division at an
advanced level, suitable for advanced undergraduate or
beginning graduate work. This course may be used to
replicate advanced courses at other institutions that are not
currently offered at Antioch College, or to teach more
specialized material based on the instructor’s expertise and
interests. This course may be taken more than once so long
as the course title and description are distinct.
Prerequisite: 3rd- or 4th-year standing, 24 credits of
college-level math and/or science numbered 150 or above,
and appropriate to the special topic, including at least 12
credits at the intermediate level or higher, and at least 4
credits at the advanced (300+) level or higher, and
instructor’s permission. Course Tags: SCI.
SEI-Social Enterprise and
Innovation
SEI 110 – Introduction to Social Enterprise (4)
This course introduces students to the field of social
enterprises, organizations that address a basic unmet need
or solve a social or environmental problem through a
market-driven approach. Students will learn the history of
the field, noteworthy leaders of social enterprises, and
trends in the industry. The course will also provide
students with an understanding of the inner workings of
social enterprises including an introduction to the range of
skills needed for successful management of such
enterprises.
Course Tags: (none).
SEI 150 – Accounting for Social Enterprise (4)
This course introduces students to the basic principles of
accounting with attention paid to how these principles
apply to the field of social enterprises, organizations that
address a basic unmet need or solve a social or
environmental problem through a market-driven approach.
Students will learn generally accepted accounting
principles and practices, the elements of basic bookkeeping
and financial reporting and how these practices are used by
social enterprises.
Course Tags: (none).
SEI 240 – Enterprise, Politics, and Society (4)
This course critically examines the relationship between
different forms of enterprise, politics, and society. The first
part of the course interrogates the corporation as the
dominant form of business organization in capitalist
economies. How have major corporations influenced our
political-economic and social practices (for better and
worse) during the 20th and 21st centuries? The second part
of the course analyzes alternative enterprise models such as
worker cooperatives, social enterprises, community
enterprises and small businesses. What are the
opportunities and challenges facing enterprises that put
social goals – democratic governance, sustainable
community development, social and environmental
problem-solving – on par with (or above) profit
maximization? How do social enterprises remain solvent in
a neoliberal society that values market efficiency above all
else? Through this course, students will gain an
understanding of corporate capitalism’s influence on
society, the diversity of enterprise, and the politics of
business organization.
Prerequisite: PECO 105. Cross-Listed as: Cross-listed with
PECO 240. Course Tags: SOCSCI.
SEI 270 – Special Topics in Social Enterprise and
Innovation: (subtitle) (4)
(description needed)
Prerequisite: (not yet known). Course Tags: Varies by
offering.
SEI 370 – Special Topics in Social Enterprise and
Innovation: (subtitle) (4)
(description needed)
Prerequisite: (not yet known). Course Tags: Varies by
offering.
SPAN-Spanish
SPAN 101 – Novice Spanish Culture and
Communication I (4)
SPAN 101 uses a communicative approach to integrate
cultural products, practices, and perspectives into
developing the four skills of communication in Spanish
(reading, writing, speaking, and listening), with a focus on
real-time interpersonal oral production of simple present
tense phrases and sentence structures in a variety of
familiar contexts. This course roughly targets the ACTFL
Novice-High rating. Teaching methodologies may include
task-based, project-based, and other experiential learning
Courses | 129
assignments. Offered every Fall term. Taught in Spanish.
Course Tags: LANG.
SPAN 102 – Novice Spanish Culture and
Communication II (4)
SPAN 102 uses a communicative approach to integrate
cultural products, practices, and perspectives into
developing the four skills of communication in Spanish
(reading, writing, speaking, and listening), with a focus on
real-time interpersonal oral production of simple, but full
and increasingly complex present tense phrases and
sentence structures in a variety of familiar contexts and
uncomplicated social interactions. This course roughly
targets the ACTFL Intermediate-Low rating. Teaching
methodologies may include task-based, project-based, and
other experiential learning assignments. Offered every
Winter term. Taught in Spanish.
Prerequisite: SPAN 101, placement, or special instructor
permission.. Course Tags: LANG.
SPAN 201 – Intermediate Spanish Culture and
Communication I (4)
SPAN 201 uses a communicative approach to integrate
cultural products, practices, and perspectives into
developing the four skills of communication (reading,
writing, speaking, listening), with a focus on real-time
interpersonal oral production of simple, but full and
increasingly complex present tense and past-tense phrases
and sentence structures in a variety of familiar contexts and
uncomplicated social interactions. This course roughly
targets the ACTFL Intermediate-Mid rating, and prepares
students for the ACTFL Oral Proficiency Interview in
fulfillment of Antioch’s language requirement. Teaching
methodologies may include task-based, project-based, and
other experiential learning assignments. Offered every Fall
term. Taught in Spanish. A $55 course fee for the OPI,
which is not included in the tuition for this course, must be
paid directly to ACTFL when the student schedules the
OPI.
Prerequisite: SPAN 102, placement, or special instructor
permission.. Course Tags: LANG.
SPAN 202 – Intermediate Spanish Culture and
Communication II (4)
SPAN 202 uses a communicative approach to integrate
cultural products, practices, and perspectives into
developing the four skills of communication (reading,
writing, speaking, and listening), with a focus on real-time
interpersonal oral production of simple, but full and
increasingly complex phrases and sentence structures in all
tenses and in a variety of familiar and uncomplicated
general contexts and social interactions, sometimes even
with complications. This course roughly targets the
ACTFL Intermediate-High rating. Teaching methodologies
may include task-based, project-based, and other
experiential learning assignments. Offered every spring
term. Taught in Spanish.
Prerequisite: Prerequisite: SPAN 201, placement, or
special instructor permission.. Course Tags: LANG.
SPAN 270 – Special Topics in Spanish: (Subtitle) (2 to
4)
For students with years of previous study in Spanish as
demonstrated by a placement protocol or with a passing
grade in SPAN 202, SPAN 270 offers a bridge between
skill-based courses and content-based courses approach to
investigate a special topic in Spanish language and/or
culture. While not limited to this list, topics may include
phonetics, Spanish for heritage speakers, Spanish for a
specialized field (science, business, etc.), Translation
Studies in Spanish, Hispanophone cultural practices,
Spanish approaches to literary study, literary theory, or
selection of the literature of an author, movement,
geographical region, or time period in the Spanish or
Hispanophone tradition. While using the course’s topic as
a content for academic inquiry, its objectives are primarily
to develop the four skills of communication in Spanish
(reading, writing, speaking, and listening), with a focus on
real-time interpersonal and presentational oral production
of cohesive paragraphs featuring narration and description
in all tenses and on a variety of increasingly abstract and
academic contexts, as well as on interpretive
communication and argumentation through expository
process writing. This course roughly targets the ACTFL
Advanced-Mid rating. Teaching methodologies may
include task-based, project-based, and other experiential
learning assignments. Taught in Spanish.
Prerequisite: Prerequisite: SPAN 202, placement, or
special instructor permission.. Course Tags: LANG.
SPAN 301 – Themes in Latin American Literature (4)
SPAN 301 is designed to provide intensive practice in
conversation, reading and writing in the Spanish language.
This class investigates various social and political themes
repeated in Latin American literature and other art forms.
Students will additionally study the role these themes play
in the history and culture of the Spanish-speaking world.
Using the course’s content as the subject of academic
inquiry, it also develops the four skills of communication
in Spanish (reading, writing, speaking, and listening), a
special focus will be given to real-time interpersonal and
130| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
presentational oral production of cohesive paragraphs
featuring narration and description in all tenses and on a
variety of increasingly abstract and academic contexts.
This course roughly targets the ACTFL Advanced-Mid
rating. Teaching methodologies may include task-based,
project-based, and other experiential learning assignments.
Satisfies Diversity Requirement (D-CRES) due to
extensive theory and practice in cross-cultural comparison.
Taught in Spanish.
Prerequisite: SPAN 202, placement, or special instructor
permission.. Course Tags: LANG; D-CRES.
SPAN 302 – Identity in Latin American Literature (4)
SPAN 302 is designed to provide intensive practice in
conversation, reading and writing in the Spanish language.
This course will examine identity and intersections of
identity in Latin American Literature through the
exploration of novels, performance pieces and essays.
Using the course’s content as the subject of academic
inquiry, it also develops the four skills of communication
in Spanish (reading, writing, speaking, and listening), with
a special focus to real-time interpersonal and presentational
oral production of cohesive paragraphs featuring narration
and description in all tenses and on a variety of
increasingly abstract and academic contexts. This course
roughly targets the ACTFL Advanced-Mid rating.
Teaching methodologies may include task-based, project-
based, and other experiential learning assignments.
Satisfies Diversity Requirement (D-CRES) due to
extensive theory and practice in cross-cultural comparison.
Taught in Spanish.
Prerequisite: SPAN 202, placement, or special instructor
permission.. Course Tags: LANG; D-CRES.
SPAN 303 – Hispanophone Cultural Diversity (4)
For students with years of previous study in Spanish as
demonstrated by a placement exam or for students with a
passing grade in SPAN 202, this course is designed to
provide intensive practice in conversation, reading and
writing in the Spanish language. Content of this course
explores the richness and complexity of cultural diversity
within the Spanish-speaking world. This course also
incorporates exploration of the vast dialects and cultural
expressions spoken in Latin America and Spain. Using the
course’s content as the subject of academic inquiry, it also
develops the four skills of communication in Spanish
(reading, writing, speaking, and listening), with a Special
focus will be given to real-time interpersonal and
presentational oral production of cohesive paragraphs
featuring narration and description in all tenses and on a
variety of increasingly abstract and academic contexts.
This course roughly targets the ACTFL Advanced-Mid
rating. Teaching methodologies may include task-based,
project-based, and other experiential learning assignments.
Satisfies Diversity Requirement (D-CRES) due to
extensive theory and practice in cross-cultural comparison.
Taught in Spanish.
Prerequisite: SPAN 202, placement, or special instructor
permission.. Course Tags: LANG; D-CRES.
SPAN 304 – Introduction to Latin American Literature
(4)
For students with years of previous study in Spanish as
demonstrated by a placement exam, or for students with a
passing grade in SPAN 202, this course is designed to
provide intensive practice in conversation, reading and
writing in the Spanish language. This course is designed to
introduce students to major works and writers of Latin
American Literature and additionally provide context,
history and a survey of literary movements. Using the
course’s content as the subject of academic inquiry, it also
develops the four skills of communication in Spanish
(reading, writing, speaking, and listening), with a special
focus will be given to real-time interpersonal and
presentational oral production of cohesive paragraphs
featuring narration and description in all tenses and on a
variety of increasingly abstract and academic contexts.
This course roughly targets the ACTFL Intermediate-High
rating. Teaching methodologies may include task-based,
project-based, and other experiential learning assignments.
Taught in Spanish.
Prerequisite: SPAN 202, placement, or special instructor
permission.. Course Tags: LANG.
SPAN 305 – Special Topics in Spanish and
Hispanophone Literature: (Subtitle) (4)
For students with years of previous study in Spanish as
demonstrated by a placement protocol or with a passing
grade in SPAN 202, SPAN 305 uses a content-based
approach to investigate Spanish and Hispanophone cultural
practices, and perspectives through a representative
selection of the literature of an author, movement,
geographical region, or time period in the Spanish or
Hispanophone tradition. Using the course’s content as the
subject of academic inquiry, it also develops the four skills
of communication in Spanish (reading, writing, speaking,
and listening), with a focus on real-time interpersonal and
presentational oral production of cohesive paragraphs
featuring narration and description in all tenses and on a
variety of increasingly abstract and academic contexts, as
well as on interpretive communication and argumentation
through expository process writing. This course roughly
Courses | 131
targets the ACTFL Advanced-Mid rating. Teaching
methodologies may include task-based, project-based, and
other experiential learning assignments. Taught in Spanish.
Prerequisite: SPAN 202, placement, or special instructor
permission.. Course Tags: LANG.
SPAN 340 – Spanish Capstone (3)
This is a project-based course that is delivered while
students are completing the language immersion co-op, in
which they are expected to do research on a topic related to
the co-op setting according to a pre-planned proposal.
Before the last week of the term students must make an
oral presentation of their research project that they will
deliver electronically.
Prerequisite: One 300-level SPAN course or permission of
the language faculty following the appropriate screening.
Course Tags: LANG.
SPAN 370 – Special Topics in Spanish: (Subtitle) (2 to
4)
For students with years of previous study in Spanish as
demonstrated by a placement protocol or with a passing
grade in SPAN 202, SPAN 370 uses a content-based
courses approach to investigate a special topic in Spanish
language and/or culture. While not limited to this list,
topics may include phonetics, linguistics, Spanish for
heritage speakers, Spanish for a specialized field (science,
business, etc.), Translation Studies in Spanish,
Hispanophone cultural practices, Spanish approaches to
literary study, philosophy, history, or literary theory.
While using the course’s topic as a content for academic
inquiry, its objectives are also to develop the four skills of
communication in Spanish (reading, writing, speaking, and
listening), with a focus on real-time interpersonal and
presentational oral production of cohesive paragraphs
featuring narration and description in all tenses and on a
variety of increasingly abstract and academic contexts, as
well as on interpretive communication and argumentation
through expository process writing. This course roughly
targets the ACTFL Advanced-Mid rating. Teaching
methodologies may include task-based, project-based, and
other experiential learning assignments. Taught in Spanish.
Prerequisite: SPAN 202, placement, or special instructor
permission.. Course Tags: LANG.
VISA-Visual Arts
VISA 102 – STUFF (4)
The first question from everyone taking this class is should
be: What do we do in this class? My answer is: we make
stuff. In this studio course, we will explore and discuss
concepts and processes related to the visual language of 3
dimensional form. Our visual investigations are not meant
to result in traditional art works; they are designed as
projects that expand ideas of what thinking and creating
visually can be. We will investigate three-dimensional
form in relation to material, time and space. We will
consider fundamentals of sculpture such as material
meaning, scale, process, action and site. These
fundamentals are the tools through which a world of
concepts may be explored. In all cases, form will be
studied independently as well as its relationship to content.
Students may have the opportunity to work with materials
such as wire, cardboard, clay, wood, fabric and
experimental media. In this course, we will work with
three-dimensional form as an investigation of the visual
and material world we live in. Our aim is to study and
discover meaning and content from our everyday field of
experience. Be prepared to think expansively.
Course Tags: ART.
VISA 165 – Modern Art: Late 19th through Mid-20th
Century (4)
This art history course will address selected visual art
movements beginning in the early 1860s with Realism and
Impressionism in the West through the mid-1950s and the
emergence of New York as an art world center examining
the historical, theoretical, and critical foundations of
modernist art and the historical avant-garde. We will also
consider the development of modern art in non-Western
contexts including Asia and Eastern Europe. Seminar style
coursework will include, classroom discussion, selected
readings, field trips, creative and/or writing projects.
Course Tags: ART.
VISA 200 – Introduction to Printmaking (4)
This studio course is an introduction to the basic
techniques, terms, concepts and formal strategies involved
in Printmaking. We will investigate a variety of processes
of image transfer including relief printing, collagraph,
intaglio, and screen printing. These processes will
illuminate aspects of contemporary art specific to
printmaking, including image transfer, the multiple, and
the role of reproducible images in our culture. In all cases,
printmaking will be studied as a means toward expression
or the communication of meaning. In this course we will
work to produce and reproduce singular images into print
editions. This is an art class, but much attention will be
paid to the craft involved and needed in printing.
132| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Prerequisite: ARTS 111 or Instructor permission.. Course
Tags: ART.
VISA 215 – Just Design: Fundamentals of Graphic
Design (4)
This studio course is an overview of the fundamental
techniques, terms, concepts and formal strategies involved
in Graphic Design. This course extends the learning
developed in ARTS 111: Two-Dimensional Design by
focusing on images and words and the way they
communicate together. Through exercises and project
learning we will build skills in imagemaking, typography,
composition, interaction of color, and organization. In all
cases, design will be studied as a means toward expression
or the communication of meaning. Through visual
examples special attention will be paid to the role of
graphic design in culture, and the responsibilities held by
graphic designers. This course will be taught primarily on
the computer with directed learning in the Adobe Creative
Suite – specifically Illustrator, Photoshop and InDesign.
This class is cross listed in the Visual Arts and Media Arts.
Prerequisite: ARTS 111 or instructor’s permission. Cross-
Listed as: Cross-listed with MEDA 215. Course Tags:
ART.
VISA 250 – The Object in Space (4)
Building upon the 3D visual literacy we developed in our
foundation course, this course will continue an
investigation of materials, methods, and concepts of 3
dimensional work. We will investigate the formal
properties and expressive potential of our chosen materials
and expand this investigation to explore space, context and
site. Emphasis will be placed on the relationship of
material to concept or meaning, the processes or methods
used in making dimensional work, and the way in which
objects exist in particular environments/contexts. This
studio class will include significant studio time, slide
presentations, demonstrations of technical methods, one-
on-one and group discussions, field trips and critiques of
your work.
Prerequisite: VISA 102. Course Tags: ART.
VISA 265 – Art History/ Art Stories (4)
We will examine the histories, theories, critical
foundations, and stories of modernist art, the historical
avant-garde, and their relationship to contemporary artistic
modalities. We will also consider contemporary art and the
relationship to the historical avant-garde movements on
which it builds, incorporating narratives and artworks that
are produced though often times excluded from the critical
dialogue. Seminar style coursework will include,
classroom discussion, selected readings, field trips,
creative and/or writing projects.
Course Tags: ART; M.
VISA 270 – Special Topics in the Visual Arts: (subtitle)
(4)
The special topics course makes it possible for students to
focus more closely on a material, technique or process that
cannot be fully developed within the available curriculum.
Possible studio methods include but are not limited to:
ceramics, fiber arts, glass, metal, illustrations, printmaking,
collage, and new media. This course is being offered at
multiple levels and allows for immersion in a specific topic
of interest. Contact instructor for specific description,
objectives and learning outcomes.
Prerequisite: ARTS 111, or VISA 102, or instructor’s
permission. Course Tags: ART.
VISA 285 – Drawing from Observation (4)
This course will build on the two-dimensional visual
literacy and skills developed in our foundation course, and
will emphasize the articulation of space through
observation. Drawings and Paintings will be made using a
range of materials and drawn from life, utilizing but not
limited to still life, anatomical and botanical specimens,
the Glen Helen and raptor center, live models, and found
photographs. This studio class will include significant
studio time, readings, presentations on the work of other
artists, demonstrations of technical methods, one-on-one
and group discussions, field trips, and critiques of student
work.
Prerequisite: ARTS 111 or instructor’s permission. Course
Tags: ART, M.
VISA 299 – Independent Study in Visual Arts (1 to 4)
This course allows individual students, in consultation with
and under the supervision of a faculty member in related
fields, to develop and design a course of study on a topic of
mutual interest. The student takes the responsibility for
designing and proposing a course syllabus (following a
template for independent studies) that would clearly
outline the learning objectives, course activities,
assignments, and bases of evaluation for the course. The
syllabus should specify the prerequisites for the course
including academic standing, and the student should
demonstrate sufficient background in visual arts to justify
Courses | 133
the required independent work. The faculty member is
ultimately responsible for approving, supervising,
evaluating, and grading the course. Credits for
Independent Study are determined by the following
principle: students will have 3 hours of supervised
independent study per week per quarter credit, or a total of
30 hours of supervised work per quarter credit distributed
less evenly over the quarter than 3 hours per week.
Prerequisite: VISA 250, or VISA 280, and instructor’s
permission. Course Tags: ART.
VISA 315 – Socially Conscious Design (4)
This studio course is a synthesis of techniques, terms,
concepts and formal strategies involved in Graphic Design
through a single project developed throughout the quarter.
This course extends the skills and knowledge gained in
ARTS 111: Two-Dimensional Design and VISA/MEDA
215 Just Design: Fundamentals of Graphic Design by
walking through the entire design process, from ideation to
creation to presentation. Through guided project learning
we will design graphics with multiple forms meant to
engage and support a real life critical cause. Visual
research, Graphic Design Fundamentals, and our own
social consciousness will be engaged throughout the design
process. In all cases, design will be developed as a means
toward expression or the communication of meaning. This
course will be taught primarily on the computer with
directed learning in the Adobe Creative Suite – specifically
Illustrator, Photoshop and InDesign, and other web design
software.
Prerequisite: ARTS 111 and MEDA 215 or VISA 215, or
instructor’s permission. Cross-Listed as: Cross-listed with
MEDA 315. Course Tags: ART; M.
VISA 330 – Installation Art (4)
The history and practice of installation art is one of
hybridity: drawing from minimalism; conceptual art;
architecture; site- specificity; land and environmental art;
new media; feminist art; and others. Growing out of the
collapse of a work’s autonomy, medium specificity, and
sense of eternal and inert matter, installation art engages
the aural, spatial, visual, and environmental planes of
perception. In other words, installation art engages an
embodied spectator, as opposed to a spectator possessing a
pair of disembodied eyes. Students may incorporate video,
photography, painting, projected light, sound, and
sculptural materials in works that expand the physical
boundaries of art beyond the discrete object. The term will
begin by investigating a particular and fairly broad history
through texts and images so as to situate our explorations
within a context and move into rigorous collaborative
studio work.
Prerequisite: VISA 250 or instructor’s permission. Course
Tags: ART; M.
VISA 350 – Sculpture: Time, Place, and Presence (4)
This course will further explore sculpture techniques,
processes, and approaches to three-dimensional space and
will include the concept of 4D. 4D introduces the idea of
time based work as well as performative aspects as part of
the expanding field in the Visual Arts . Students working
in 4D – the “time-based” arts – create works of video,
cinema, performance art, installation art, sound art, and
other time-based, technology-driven and/or interactive
works. As an area that emphasizes creative questioning
using established and emerging technologies, students in
4D are uniquely poised to be creative, productive and
successful both in the art world and other related creative
industries. Students will have greater independence to
develop creative approaches to complex problems and will
be introduced to a wider array of traditional and non-
traditional approaches to developing work within this field.
Students will also develop a concise artist statement
through multiple revisions. Coursework will include
lectures, critiques, field trips, and studio work.
Prerequisite: VISA 250 or instructor’s permission. Course
Tags: ART.
VISA 365 – Visual and Critical Studies Seminar (4)
The course will study selected investigations concerning
contemporary art and its ongoing relationship with visual
and critical studies. Through reading, discussion, and
writing students will develop a critical theoretical
vocabulary that provides the necessary framework for
locating contemporary art in its social, cultural, and
institutional contexts. Topics may include: globalization,
race studies, gender studies, relational aesthetics, social
practice, and much more. This class is intended for visual
arts majors only.
Prerequisite: VISA 265 and one of the following: VISA
250 or VISA 280; or instructor’s permission. Course Tags:
ART; M.
VISA 370 – Special Topics in the Visual Arts: (subtitle)
(4)
This special topics course makes it possible for students to
focus more closely on a material, technique or process that
cannot be fully developed within the available curriculum.
Possible studio methods include but are not limited to:
ceramics, fiber arts, glass, metal, illustrations, printmaking,
collage, and new media. This course may be taken more
134| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
than once as long as the course title and description are
distinct.
Prerequisite: VISA 250, or VISA 270, or VISA 280, or
instructor’s permission.. Course Tags: ART.
VISA 385 – Drawing from Memory (4)
This studio course is an exploration, by way of drawing
and painting, of our own memories. The goal is to produce
a body of work that is singularly our own. We will
develop this work by a series of exercises that have two
simultaneous goals: To increase our ability to summon
past experience into the present; and to communicate these
experiences to other people through images. We will pay
particular attention to our senses and their relationship to
our memories. Our hands will explore a variety of drawing
materials and processes with an emphasis on practicality.
Along the way we will wade into the contemporary
discussions, from philosophy, literature, neuroscience, and
psychology that are situated around memory. This course
will raise our conscious awareness of modern and
contemporary artists who draw to remember.
Prerequisite: ARTS 111 and VISA 285 or instructor’s
permission. Course Tags: ART, M.
VISA 399 – Advanced Independent Study in Visual
Arts (1 to 4)
This course allows individual students, in consultation with
and under the supervision of a faculty member in related
fields, to develop and design a course of study on a topic of
mutual interest. The student takes the responsibility for
designing and proposing a course syllabus (following a
template for independent studies) that would clearly
outline the learning objectives, course activities,
assignments and bases of evaluation for the course. The
syllabus should specify the prerequisites for the course
including academic standing, and the student should
demonstrate sufficient background in visual arts to justify
the required independent work. The faculty member is
ultimately responsible for approving, supervising,
evaluating, and grading the course. Credits for
Independent Study are determined by the following
principle: students will have 3 hours of supervised
independent study per week per quarter credit, or a total of
30 hours of supervised work per quarter credit distributed
less evenly over the quarter than 3 hours per week.
Prerequisite: One VISA course and Instructor’s permission.
Course Tags: ART.
VISA 400 – Contemporary Collaborative Practices in
the Visual Arts (4)
Over the last four decades, a growing number of artists
have adopted a mode of working that is radically different
from the usual modernist model. In some cases,
collaborative artists are working in traditional art world
channels, but in other cases, artists are collaborating with
people or groups outside the world of art. The artists often
create work with, not for a community, and share decision
making with people not ordinarily given a place in the
world of museums or other art world sites. This work is
often intertwined with progressive educational
philosophies and radical democratic theory. Resultant
artworks express a wide variety of social and aesthetic
positions. In this studio seminar course, we will examine
collaborative contemporary artistic practices and explore
the various modes of methods of creative co-generation in
the visual arts through study and practice. Our work will
consider the relationship between process and product, the
complicated circumstances surrounding authorship and the
social/political implications of making work “together.”
Prerequisite: VISA 250, or VISA 280, or instructor’s
permission. Course Tags: ART; M.
VISA 410 – Comic Arts 1 (4)
This course is an exploration of comics and the graphic
novel as a storytelling art form. Emphasis is placed on
storytelling concepts and technical drawing skills. Students
will use research, storyboarding, writing, critique, and
revision to foster the foundation for a personal voice.
Students will also learn ways in which images can tell a
full story independent of the written word, through tone,
pace, time, and implied dialogue. This course includes
discussions of important contemporary comic artists who
are pushing the boundaries of comic narrative. Students
will consider the political and social potential of the comic
and graphic novel through an investigation of these
contemporary practitioners. Areas of focus will include
gender, race and class representation.
Prerequisite: VISA 380 or instructor’s permission. Course
Tags: ART.
VISA 415 – Comic Arts 2 (4)
This course is an exploration of the comics and the graphic
novel as a storytelling art form with a focus on digital
techniques and processes. Emphasis is placed on
storytelling concepts and technical drawing skills. Students
will use research, storyboarding, writing, critique, and
revision to foster the foundation for a personal voice.
Students will also learn ways in which images can tell a
Courses | 135
full story independent of the written work, through tone,
pace, time, and implied dialogue. This course includes
discussions of important contemporary comic artists who
are pushing the boundaries of comic narrative. Students
will consider the political and social potential of the comic
and graphic novel through an investigation of these
contemporary practitioners. Areas of focus will include
gender, race, and class representation.
Prerequisite: VISA 410 or instructor’s permission. Cross-
Listed as: MEDA 415. Course Tags: ART.
VISA 450 – Advanced Sculpture: The Mediated
Landscape (4)
This course is designated for advanced majors in the
Visual Arts. Students will focus on the development of
substantial individual projects that present their own
artistic investigation and emergent practice. Students will
also further their investigations into the 4D realm with the
inclusion of practices emerging in the field of new media.
Students will continue to develop their artist statements
and attention will be given to the creation of a final
portfolio for application to a graduate studies program.
Prerequisite: VISA 350 or instructor’s permission. Course
Tags: ART.
VISA 470 – Advanced Special Topics in Visual Arts:
(subtitle) (1 to 4)
The special topics course makes it possible for students to
focus more closely on a material, technique or process that
cannot be fully developed within the available curriculum.
Possible studio methods include but are not limited to:
ceramics, fiber arts, glass, metal, illustrations, printmaking,
collage, and new media.
Prerequisite: One 300-level VISA course and any other
course in the Arts Division, or instructor permission.
Course Tags: ART; M.
VISA 485 – Drawing from Imagination (4)
In this advanced studio course students will create a series
of images drawn from our imagination with a focus on
things that have never been seen, or something familiar
transformed by the way we see it. Drawings and Paintings
will be developed through exercises based on metaphor,
juxtaposition, collage, and playful combination. In order
to see through the vagueness inherent in our imaginations
we will construct a map of our own image-nation utilizing
contemporary discussions situated in the arts, psychology
and philosophy. A range of drawing materials and
processes will be utilized.
Prerequisite: VISA 385 or instructor’s permission. Course
Tags: ART, M.
WELL-Wellness Courses
WELL 101 – Wellness Education (1)
This course is for students who wish to earn credit by
engaging in weekly classes at the Wellness Center, without
a specific focus. Students may engage in any combination
of weekly wellness classes with certified instructors, for a
minimum of 25 clock hours (1500 minutes) per quarter.
This class is limited to one credit per term. Students who
wish to earn credit in a specifically named area (such as
yoga, interval training, etc.) should instead register for
those specific classes, if available. Students are also
welcome to engage in Wellness Center classes without
formally registering for a credit-bearing course. This
course is repeatable for credit, but may not be taken more
than once per term.
Course Tags: (none).
136| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Catalog of Entry
Though academic program and graduation requirements of
the College may change while a student is enrolled, it is
expected that each student will meet the requirements
outlined in the catalog that is in effect at the time he or she
entered Antioch. The “catalog of entry” is considered
applicable for students who leave the College and whose
interrupted course of study is no more than five years.
Catalog Changes
The curriculum catalog is a general summary of programs,
policies and procedures for academic and student life, and
is provided for the guidance of students. However, the
catalog is not a complete statement of all programs,
policies, and procedures in effect at the College. In
addition, the College reserves the right to change without
notice any programs, policies and procedures that appear in
this catalog. This edition of the curriculum catalog was
published and distributed beginning Fall 2023. The
curriculum catalog is continuously updated on the
college’s website. It can be accessed at:
Anyone seeking clarification on any of this information
should consult the Registrar Office.
Statement of Non-Discrimination
Antioch College is committed to a policy of equal
opportunity and non-discrimination on the basis of race,
color, national origin, religion, sex, age, disability, or
sexual orientation, as protected by law, in all educational
programs and activities, admission of students and
conditions of employment. Questions or concerns about
this College policy should be directed to the Human
Resources Office. Students who have learning disabilities
should contact the Student Success Coordinator.
Campus Contacts
Academic Affairs
Phone: 937-319-0069
Fax: 937-401-0441
E-mail: oaa@antiochcollege.edu
Admission & Financial Aid
Phone: 937-319-6082
Fax: 937-319-6085
E-mail: admission@antiochcollege.edu or
fin.aid@antiochcollege.edu
Student Affairs
Phone: 937-319-0234
E-mail: studentlife@antiochcollege.edu
Cooperative Education Program
Phone: 937-768-8042
Fax: 937-660-8483
E-mail: coopedu@antiochcollege.edu
Registrar
Phone: 937-319-0211
E-mail: registrar@antiochcollege.edu
President Jane Fernandes
Dr. Jane Fernandes joined Antioch College as its new
president.in August 2021. She came to Antioch College
from Guilford College in Greensboro, North Carolina. Jane
is the second female president — and first deaf president
— in Antioch College’s 170-year history, and the third
president after its relaunch as an independent institution in
2010.
“Dr. Jane Fernandes brings broad academic experience,
scholarship, and a solid record of active engagement in
social justice and diversity,” said Board of Trustees Chair
Maureen Lynch. “Her appreciation for shared governance
and cooperative education are additional valuable assets.
Given the challenges faced by small institutions of higher
education across the country, and by Antioch College
specifically, we are acutely aware of the need to move
boldly and with purpose into this next chapter. We firmly
believe that Jane Fernandes is the leader the College needs
at this moment.”
“I was strongly drawn to Antioch because it has always
combined my two great academic passions: liberal arts and
social justice,” Jane said. She is an active voice and
participant in addressing critical social justice issues,
receiving national attention for Guilford College’s stand
against North Carolina’s HB2 law. She has led campuses
in undertaking difficult conversations, examining
meaningful ways to address systemic racism, gender
inequity, and sexual assault — three of the most pressing
social justice issues facing colleges nationwide.
Jane reversed years of enrollment declines and attracted the
General Information
General Information | 137
most diverse student body in Guilford’s history (the
percentage of diversity among entering student classes rose
12% in five years — from 37% in 2015 to 49% in 2020).
She hired and retained a significantly higher percentage of
faculty and staff from diverse racial and ethnic groups than
liberal arts peers across the country by as much as double.
Under her leadership, Guilford enjoyed balanced annual
budgets and endowment growth from $62M in 2014 to
$89M as of May 2021.
The search for a new president began in early 2021 with a
Search Committee composed of Antioch College trustees,
students, faculty, staff, alumni, and Yellow Springs
community members led by Committee Chair Ro Nita
Hawes-Saunders and assisted by John Garland, search
consultant from Academic Search. Search committee
members vetted many highly qualified candidates from
more than 60 nominations and submitted applications,
culminating in campus visits held in July with the campus
community.
“I am excited to be joining Antioch College,” Jane said.
“This is an especially important time in the history of the
College. I look forward to rolling up my sleeves and
working with the dedicated and talented faculty, staff,
trustees, students, and alumni, as well as reaching out to
community members and businesses. As we continue to
assess what the higher education landscape will look like
following the pandemic, this is our opportunity to create
together a bright future and build on the creation of a new
Antioch College that is already underway.”
Jane has a Ph.D. and M.A. in Comparative Literature from
The University of Iowa and a B.A. in French from Trinity
College, Hartford, Conn.
Contact the President
Office: 937-319-6164
Fax: 937-319-6084
Email: president@antiochcollege.edu
Location: South Hall, 418
138| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Board of Trustees
Shelby Chestnut ’05
Chair
Shelby Chestnut, is a mixed race Assiniboine and
Norwegian, queer and trans community organizer with
roots from Montana and Minnesota. Shelby is the director
of policy and programs at the Transgender Law Center
(TLC), the countries largest trans led organization.
Shelby’s work focuses on supporting the leadership of
transgender people of color around the U.S., to ensure they
are alive and thriving. Prior to TLC, Shelby served as the
director of community organizing and public advocacy at
the New York City Anti-Violence Project for six years.
Shelby holds a B.A. from Antioch College and an M.S. in
Public Policy from the New School. Shelby has dedicated
their career to organizing and mobilizing LGBTQ people,
people of color, and low income communities to ensure
policies are informed by the people directly impacted by
economic inequality and violence.
Susan Jean Mayer ‘79
Vice Chair
Susan Jean (Shay) Mayer is a developmental learning and
curricular theorist who writes on a range of issues related
to democratic K-12 practice, social science method, and
the study of learning within schools. Mayer draws on
contemporary understandings of the work of psychologists
Jean Piaget and Lev Vygotsky and on the philosophy of
pragmatism as explicated by John Dewey. Her 2012 book,
Classroom Discourse and Democracy: Making Meanings
Together, employs classroom discourse analysis in order to
characterize and theorize distinctively democratic features
of secondary literature discussions. Mayer has taught in
teacher education programs at Brandeis and Northeastern
Universities and worked in secondary textbook production
for five years. She is editor-in-chief of the online Journal
of the American Association for the Advancement of
Curriculum Studies and was a founding member of Critical
Explorers, a non-profit that conducts curricular research
and design residencies (criticalexplorers.org). An edited
book on the use of the teaching approach Critical
Exploration in the Classroom within teacher education
programs is in review.
Sharon Merriman ’55
Treasurer
Sharon Merriman is a graduate of the Indiana University
Robert H. McKinney School of Law. She is of counsel in
the law firm of Voyles Zahn Paul, a member of the
Indianapolis Bar Association and the Indiana State Bar
Association, and an arbitrator for the Financial Industry
Regulatory Authority. She served on the Antioch
University Board of Trustees from 2006 to 2012. In the
past, Sharon worked with Planned Parenthood of Central
Indiana, Big Sisters (before they merged), and currently
serves on several committees at All Souls Unitarian
Church. Additionally, she is a reader for IRIS an
organization which works with our public radio/television
station to read for the visually impaired. Sharon is an
active member of the Travelers Century Club, having
visited over one hundred countries and all continents.
Shalini Deo
Secretary
Shalini Deo is the principal law clerk to the Honorable Rita
Mella, in New York County Surrogate’s Court, where she
has worked since 2013. Shalini earned a Bachelor of
Science in a Self-Designed Major titled “Botany,
Environment, and Culture” from Antioch College. She is a
2008 graduate of CUNY School of Law, where she was a
student practitioner in the International Women’s Human
Rights Clinic during her third year. Upon graduating from
law school she clerked for the Honorable Ronald L. Ellis,
U.S. Magistrate Judge for the Southern District of New
York. She also serves as an adjunct professor at CUNY
School of Law. Shalini lives in Brooklyn, New York, with
her spouse and their awesome kid, Meena.
Shannon TL Isom
Governance Chair
Shannon TL Isom is the President and CEO of YWCA
Dayton. Isom is responsible for the executive and
administrative leadership of the YWCA Dayton, which
strives to eliminate racism and empower women. Likewise,
she is responsible to ensure high quality outcomes,
financial sustainability, organizational viability, and
exceptional program service delivery. The YWCA Dayton
has played a pivotal role in shaping the Dayton region;
Isom’s priority is to carry the mission and to ensure it is
both a catalyst and a disrupter for issues that affect women,
especially those most acutely felt through the lens of
intersectionality. She served as a YWCA Dayton board
member, as well as Board Chair before taking the helm and
ushering the YWCA Dayton into a $17+M renovation and
Register of Officers
Register of Officers | 139
capital campaign project.
John K. Jacobs Jr. ‘76
John K. Jacobs (not to be confused with John L. Jacobs
’76) has many Antioch connections. He met his wife Mary
(class of ’74) when he entered in 1972, his father John K.
Jacobs Sr. graduated in 1940, and his first cousin Evelyn
Lamers ’69 and her husband Tom (class of ’69) are, or
were, all proud Antioch alumni. After graduating from
Antioch with a focus on the fine arts, sculpture in
particular, John continued his studies in the MFA program
at Hunter College in New York. While there he began
working part time in galleries and museums in New York
and after leaving Hunter in 1980 he joined the staff of The
New Museum where he took the job of registrar, managing
the exhibitions and collections of the museum. After
spending six years at the museum and seeing it grow into
the most cutting edge contemporary art museum in New
York he left to join the fledgling art services company,
Crozier Fine Arts. This company specialized in the storage,
shipping, crating and packing and installation of fine art all
over the world and provided the commercial experience
that he would need to found his own company. In 1989,
with his wife Mary and their three small children, he left
New York for Washington, D.C. to establish ARTEX Fine
Art Services in the former post office building of Takoma
Park Maryland. The company quickly grew and
established offices in Baltimore, Philadelphia, New York,
Boston, Chicago and Fort Lauderdale, and today is the
largest art service provider in the United States,
specializing in working with museums, galleries, private
collectors and auction houses.
Maureen A. Lynch
Maureen Lynch is an active community leader who has
volunteered for more than 35 years in support of women’s
rights, civil liberties and access to health care in Dayton
and Yellow Springs, where she resides. A native of Akron,
Ohio, Lynch currently serves on the Board of Trustees for
The Dayton Foundation. She previously has served as a
board member or officer for a number of local
organizations, including Dayton Contemporary Dance
Company, Planned Parenthood of the Greater Miami
Valley, NARAL Ohio, Think TV, Dayton YWCA, Friends
Care Community and Lion Apparel, among others. She
was recognized in 2003 as one of the Dayton YWCA
Women of Influence.
Sharen Swartz Neuhardt
Sharen Swartz Neuhardt is a partner at Thompson Hine
LLP in Dayton, Ohio, specializing in corporate law,
mergers and acquisitions, and technology law. She was the
head of the firm’s corporate transactions and securities
practice group from 2005-2008. Neuhardt was also the
Vice President and General Counsel of Mead Data Central,
Inc. (now known as LexisNexis) from 1987-1990. In
addition to her work with the Ohio Democratic Party,
Neuhardt has been active in Planned Parenthood for
decades. She earned a BA from Northwestern University in
1973 and holds a JD from Georgetown University Law
Center.
Karen Mulhauser ‘65
President, Alumni Association Board of Directors
Karen Mulhauser has been providing consulting services to
nonprofit organizations, grantmakers and political
candidates since 1988 (including the Obama for America
campaign). She coordinates a network of over 930
Washington, DC-area self-employed women. She is
founder and coordinator of Trusted Sources, a nonpartisan
voter engagement organization. She serves on the D.C.
Human Rights Commission and the Advisory Council of
Women’s Information Network, which each year presents
a DC woman with The Karen Mulhauser Award for service
to support the advancement of young professional women.
Before consulting, Mulhauser was the Director of the
Center for Education on Nuclear War and an affiliated
lobbying coalition, Citizens Against Nuclear War (CAN),
and was Executive Director of the National Abortion
Rights Action League during most of the ‘70s and through
1981.
Michael Casselli ’87
Faculty Trustee
Michael Casselli has been interested in the hybridization of
forms and media since he received his undergraduate
degree in visual arts/performance theory from Antioch
College in 1987. While at the college, he staged large-scale
outdoor mixed media performance installations, whose
primary focus was an attempt to clarify issues of sense-
based perception and the physicality inherent in
performative work. After Antioch, he was accepted into the
Masters Program in Sculpture at Rhode Island School of
Design (RISD). While at RISD his worked started to move
away from the performative context, while maintaining a
vested interest in sense of physicality, choosing to focus on
the role that the spectator plays as a necessary figurative
element of a completed work. It was at RISD that he
started to define the contextual framework through which
his work was to be experienced. By eliminating physical
boundaries between the viewer and the work, he provided
the spectator with a choice as to how they would interact
with it. While these concerns still remain active in the
140| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
work he produces today, his vocabulary has expanded to
include more subtle ways of asking the same questions,
and has allowed him to consider a broader palate of
contemporary media in the creation of his work, utilizing
video, robotics, and homegrown technologies. Michael
spent twenty years in New York City within the
underground art and performance scene, fully integrating
his early concerns with performance and the visual arts.
While continuing to create large-scale installations, he
found himself able to apply many of the same concerns
within the performance arena, creating scenic and video
design for dance and theater, earning him a Bessie Award
for Scenic Design in 1987. Michael relocated to Yellow
Springs in 2009 to establish the Manic Design Studio, a
place for hybrid experimentation in all media.
Shane Creepingbear ’08
Staff Trustee
Shane Creepingbear belongs to the Cáuigù people and is a
citizen of the Kiowa Tribe of Oklahoma, where he is a
federally enrolled tribal member. Shane is currently the
Associate Director of Admission at Antioch College. He is
in the process of completing a master’s degree in
organizational leadership with a focus in higher education.
As an alumnus of Antioch, Shane espouses the importance
of shared and community governance and deeply
understands the value through which our unique
community delivers education by providing practical real-
world experience and community engagement to our
students. After graduating from Antioch in 2008, Shane
volunteered for Nonstop Antioch and the Antioch
Continuation Corporation. In 2010, he accepted a position
in the admission office and over the course of 10 years has
been a consistent, hard-working, dedicated community
member. He is currently the Associate Director of
Admission and has served on the Board of Directors of the
Yellow Springs Credit Union for nine years.
Student Trustee
Elections held in September each year
Honorary Members of the Board
Kay Drey
Atis Folkmanis ’62, Trustee Emeritus
David Goodman ’69, Trustee Emeritus
Terry O. Herndon ’57
Frances Degen Horowitz ’54, Trustee Emerita
Hon. Eleanor Holmes Norton ’60
Joyce Idema ’57, Trustee Emerita
Jay W. Lorsch ’55, Trustee Emeritus
Lee Morgan ’66, Trustee Emeritus
Edward Richard ’66, Trustee Emeritus
Barbara Slaner Winslow ’68, Trustee Emerita
Malte von Matthiessen ’66, Trustee Emeritus
Executive Officers
President
Jane Fernandes
Dr. Fernandes is a native of Worcester, Massachusetts. She
received a bachelor’s degree in French from Trinity
College, and a master’s and doctorate in Comparative
Literature from The University of Iowa. She has three
decades of experience in higher education, including seven
years as president of Guilford College in Greensboro,
North Carolina, where she was also a tenured member of
the faculty. She has provided senior leadership and has
held tenured faculty positions at other distinguished higher
education institutions, including UNC Asheville, and
Gallaudet University.
Provost & Principal Academic Officer
Brian Norman
Dr. Norman is a native of Newberg, Oregon. He received a
bachelor’s degree in Environmental Studies, French, and
Women’s Studies, from Pacific Lutheran University and a
master’s and doctorate in Literatures in English from
Rutgers University-New Brunswick. He has over two
decades of experience in higher education, including as
Dean of the Gwen Ifill College of Media, Arts and
Humanities at Simmons University and Associate Vice
President for Faculty Affairs and Diversity at Loyola
University Maryland. He has also held residential scholar
appointments at University of Maryland-Baltimore
County, Wesleyan University, and Rutgers University. As
Provost, Dr. Norman works with the Antioch community
to provide a transformative student experience that
combines a rigorous liberal arts education, experiential
learning, and commitment to justice through Antioch’s
signature “classrooms, co-op, community” model.
Director of Operations and Officer of Institutional
Effectiveness
Hannah Spirison Montgomery
Ms. Montgomery joined Antioch with a bachelor’s degree
in Economics from Rhodes College and a master’s in
Student Affairs in Higher Education from Miami
University. Before coming to Antioch, she worked with the
Higher Education Data Sharing Consortium (HEDS), a
consortium of small, private liberal arts colleges dedicated
to sharing information and institutional data to support
student learning. While at Antioch, she has led campus
efforts around accreditation with the Higher Learning
Commission, supported institutional planning and data-
driven decision making, and worked closely with
Register of Officers | 141
Admission and Financial Aid. As Director of Operations,
Ms. Montgomery oversees facilities, data systems, and
human resources to foster integration and effectiveness.
She also supports campus learning hubs through
operational support, including primary oversight over the
Antioch Farm and Wellness Center. She also serves as
Officer of Institutional Effectiveness and accreditation
liaison.
Dean of Admissions and Dean of External and
Community Relations
Shane Creepingbear
Mr. Creepingbear is a 2008 Antioch College graduate and
citizen of the Kiowa nation of Oklahoma. He brings over a
decade of experience at Antioch since its reopening as an
independent college, with increasing responsibility for
recruitment and enrollment management. Mr.
Creepingbear oversees community and constituent
building, leading and guiding colleagues to build and
expand community across past, present, and future
Antiochians and other friends of the College, from
marketing and recruitment to ongoing alum engagement
and external communications. In addition to helping
achieve enrollment growth, the goal is to expand the base
of Antioch friends, donors, and external partners.
Faculty
Arts
Forest Bright – Assistant Professor of Visual Arts (2D
Media)
M.F.A., University of Michigan, School of Art and Design
B.F.A., Printmaking, Summa Cum Laude, Auburn
University
Michael Casselli – Assistant Professor of Sculpture and
Installation
M.F.A., Visual Arts, Concentration in Sculpture, Rhode
Island School of Design
B.A., Self-Designed Major, Concentration in Visual Arts
and Performance Theory, Antioch College
Anna Chiaretta Lavatelli – Assistant Professor of
Media Arts
MFA, Visual Arts, University of California San Diego
B.A., Media Studies: Film, Photography, University of
Buffalo
Cooperative Education
Luisa Bieri Rios – Dean of Cooperative, International,
and Community-Based Learning; Associate Professor
of Cooperative Education, Community Arts, and
Performance
M.A., Comparative Women’s Studies, Utrecht, The
Netherlands
B.A., Latin American Literature, Theater, Smith College
Beth Bridgeman – Associate Professor of Cooperative
Education and Sustainable Practice
M.A., International Administration, Intercultural
Management, SIT Graduate Institute
B.A., Elementary Education, Social Studies, University of
Northern Colorado
Richard Kraince – Associate Professor of Cooperative
and International Education
Ph.D., Sociology of Education, Ohio University
M.A., International Affairs— Southeast Asia Studies, Ohio
University
M.A., Education, University of Rhode Island
B.S., Geology, Ohio University
Humanities
Brooke Blackmon Bryan – Associate Professor of
Writing & Aesthetics
M.A., Oral History Methodology, Antioch University
B.A., Classics, Antioch University
Cary Campbell – Associate Professor of French
Language and Culture
Ph.D., French Language and Literature, University of
Pittsburgh
M.A., French Linguistics and Literature, University of
Pittsburgh
B.A., French, Linguistics, Brigham Young University
Kevin McGruder – Associate Professor of History
Ph.D., History, City University of New York, Graduate
Center
M.B.A., Real Estate Finance, Columbia University
B.A., Economics, Harvard University
Allie McCarty – Visiting Instructor of Spanish
Language and Culture
M.A., Spanish/Latin American Literature and Culture,
University of South Florida
B.A., Spanish Language, Literature, and Culture, Otterbein
College
Lara Mitias – Associate Professor of Philosophy
Ph.D., Philosophy, University of Hawai’i
M.A., Philosophy, Ohio University
B.A., Philosophy, Ohio University
142| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Rahul Nair – Associate Professor of World History
Ph.D., South Asian History, University of Pennsylvania
M.A., History, Jawaharlal Nehru University
M.A., Economics, University of Delhi
B.A., Economics, University of Kerala
Natalie Suzelis – Assistant Professor of Literature
Ph.D. in Literary and Cultural Studies, Carnegie Mellon
University
M.A. in Literary and Cultural Studies, Carnegie Mellon
University
B.A. in English, Philosophy, Carlow University
Sciences
David Kammler – Associate Professor of Chemistry
Ph.D., Organic Chemistry, Indiana University
Bloomington
A.B., Chemistry, Harvard University
Kim Landsbergen – Associate Professor of Biology and
Environmental Science
Ph.D., Forest Ecosystem Analysis, University of
Washington College of Forestry
M.S., Forestry and Environmental Studies, Duke
University School of the Environment
B.S., Chemistry, Biology, University of Memphis
Scott Millen – Assistant Professor Biochemistry and
Molecular Biology
Ph.D., Molecular Genetics, Biochemistry & Microbiology,
University of Cincinnati College of Medicine
B.S., in Biological Sciences, University of Cincinnati,
McMicken College of Arts & Sciences
Amy Osborne – Assistant Professor of Mathematics
and Quantitative Reasoning
M.S., Mathematics, Morehead State University
B.S., Mathematics, Physics, Ashland Community College
Social Sciences
Jennifer Grubbs – Assistant Professor of Anthropology
Ph.D., Anthropology: Specialization in Race, Gender, and
Social Justice, American University
M.A., Women’s, Gender and Sexuality Studies, University
of Cincinnati
M.A., Communication, University of Cincinnati,
B.A., Communication, University of Cincinnati
Mindith Rahmat – Assistant Professor of Psychology
PsyD, Educational Psychology, Alliant International
University
M.A., Clinical Psychology, Marshall University
B.A. Psychology, Marshall University
Dean Snyder – Associate Dean of Academic Affairs;
Associate Professor of Political Economy
Ph.D., Political Science, Syracuse University
M.A., Political Science, Syracuse University
B.A., Political Science, German, Lehigh University
Queen Meccasia Zabriskie – Visiting Associate
Professor of Social Sciences
Ph.D., Sociology, Northwestern University
M.A., Sociology, Northwestern University
B.A. Economics and African and African American
Studies, Duke University
Olive Kettering Library
Emily Samborsky – Director of the Olive Kettering
Library
M.L.S., Indiana University
B.S., General Studies (Concentration: Humanities and Fine
Arts), Indiana University
Professors Emeriti
Bob Devine ’67 (d. 2020) – Faculty Emeritus
M.A., State University of New York at Buffalo
B.A., Antioch College
R
obert S. (Bob) Fogarty (d. 2021) – Editor Emeritus of
The Antioch Review, John Dewey Professor Emeritus
in the Humanities
M.A. and Ph.D., University of Denver
B.S., Fordham University
Hassan Rahmanian – Presidential Professor of Political
Economy, Faculty Emeritus
Ph.D., Public Policy Research and Analysis, University of
Pittsburgh
B.A., M.A., Economics, University of Tehran
Lo
uise Smith – Associate Professor of Performance,
Faculty Emeritus
M.S.Ed., Community Counseling (with Licensure),
University of Dayton
I.M.A., Playwriting, Antioch University
Register of Officers | 143
B.A., Theater, Antioch College
144| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Normal Standards of Academic
Progress
Year 1 Year 2 Ye
ar 3
Year 4
Credits
Earned
44 88 132 180
GPA 2.0 2.0 2.0 2.0
Completio
n Rate
67% 67% 67
%
67%
ENG
101/105
Complet
ed
ENG 251 Completed
Q (Math) Complet
ed
ANTC 101 Complet
ed
ANTC 102 Complet
ed
ANTC 200 Completed
EXPR 145 Complet
ed
Co-Ops 1 2 2 3
Language
& Culture
Novice-high
(French/Span
ish) Novice-
mid
(Japanese)
All Other
Requireme
nts
Complet
ed
While the language and culture program is proficiency-
based, and not course-based, it is expected that most
students will achieve novice-high proficiency by the end of
the second year (minimum requirement for all students).
For students choosing the optional language focus, an
intermediate level of proficiency is expected by the end of
year two, and a proficiency of intermediate-low (Japanese)
or intermediate-high (Spanish, French) is expected by the
end of year three.
Standard Study/Work Sequence
Fall
Term
N-D
Block
Winter
Term
Spring
Term
J-A
Block
Year
1
study study work
Year
2
study work study
Year
3
study* study* study*
Year
4
work* study study
Deadlines
Registration Deadlines
Registration Form – This form is for the initial enrollment
for a term, prior to the start of a term. It may be submitted
until the day classes begin.
Consequences of missing this deadline: No appeals are
possible; there will be no exceptions. Students missing this
deadline must submit a Late Registration Form.
Late Registration Form – This form is for the initial
enrollment for a term, after the start of a term. It may be
submitted until the end of the day (5:00 pm) on Friday of
the first week of the term. This deadline coincides with the
end of the schedule adjustment period.
Schedule Adjustment Form – This form is used make
adjustments to your schedule after having already
submitted a Registration form. It may be submitted after a
student’s initial registration, and until the end of the day
(5:00 pm) on Friday of the first week of the academic term.
Independent Course Proposal – This petition is to be
submitted with a Registration Form (or Late Registration
Form or Schedule Adjustment Form). This proposal’s
deadline is the same as the registration form with which it
is submitted. A copy of the course syllabus must also be
submitted with the proposal.
Intent to Re-Enroll Form – Deadline: Five weeks before
the first day of the term for which the students intends to
re-enroll.
Appendix
Appendix | 145
Consequences of missing this deadline: The student may
submit the form through the end of the schedule
adjustment period (accompanied by a Late Registration
Form or Schedule Adjustment Form). However, because of
the lack of advance notice, some offices will not be
prepared to accommodate the student’s needs: For
example, there may not be space in student housing
available for the quarter and co-op jobs may not be
available.
Consequences of Missing Registration Deadlines
Students who fail to meet the registration deadline on any
registration forms or petitions must appeal to the Academic
Policy and Review Committee (APRC). Students should
be aware that APRC meets only periodically, and they may
have to wait for a decision, which will delay registration
and the student’s ability to attend classes.
Students registering past the deadline must seek permission
from each course instructor in whose class they wish to
enroll. Instructors are not obligated to permit students to
register late for classes. Students who wait to enroll during
week 2 may not find instructors willing to permit them to
register late.
Students requesting permission from APRC to accept late
registration materials or petitions related to registration risk
having their request rejected by APRC.
Other Deadlines
Class Withdrawal Form – This form may be submitted
after the schedule adjustment period, and until the end of
the day (5:00 pm) on the Friday of the 7th week of the
academic term during regular terms (Fall, Winter, and
Spring). For block terms, the form may be submitted until
the end of the day (5:00 pm) on the Wednesday of the 3rd
week of the block. If this form is received by the deadline,
the student will receive a grade indicator of “W” for the
course or courses from which the student is withdrawing.
Consequences of missing this deadline: Students are not
permitted to withdraw after the deadline because work
completed through this point in the term is sufficient to
warrant a grade.
Application for Enrollment Reinstatement – Deadline:
Five weeks before the first day of the term for which the
student wishes to be reinstated.
Consequences of missing this deadline: No appeals are
possible; there will be no exceptions. Because APRC must
review these applications, and because APRC will not
meet again until after the start of the next term, the student
will have to wait an additional term to be reinstated.
Declaration of Major – Degree Plan & Declaration of
Major Form – The deadline for submission of these
materials is the end of the day (5:00 pm) on the last day of
the Fall term of the student’s second year. In cases of self-
designed majors, all required documents must be submitted
with the degree plan by this same deadline.
Consequences of missing this deadline: Students who miss
this deadline will have a hold placed on their ability to
register for the next term. The hold will not be removed
until the registrar has approved a degree plan.
Request for Incomplete Grade – This form must be
submitted before the end of the third day (5:00 pm) of the
term following the term during which the course was
taken.
Consequences of missing this deadline: The student will be
issued a grade by their course instructor based on the work
submitted through the last day of the term, which in many
circumstances will result in an F.
There are no appeals to APRC for requesting an
incomplete. However, there are special accommodations
for students with documented medical issues. These are
covered fully in the college’s Leave and Withdrawal
Policy.
Petition for a Change of Study/Co-op Sequence –
Deadline: Petitions for Changes of Sequence are only
considered when APRC is in session during Fall, Winter,
and Spring terms. They are not considered during block
terms. This form must be submitted by the end of the day
of the ninth week of the regular term (Fall, Winter, or
Spring) preceding the first term for which this petition is
intended to alter. Required*:
1. Formal letter of petition
2. Two to three signatures from advisors
3. Study/Work sequence table
4. *These criteria are explained on the form.
Consequences of missing this deadline: A change of
study/cop-op sequence requires advanced planning for the
Cooperative Education office, as well as the student.
Additionally, these requests must be reviewed by APRC
before the end of the term. Requests submitted past the
deadline cannot be accommodated.
Application for a Leave of Absence – Although there is
146| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
no deadline for the submission of requests for leave,
advanced notice is required. The request is due within one
week of the desired start date of the leave or the end of the
quarter, whichever is sooner.
Students requesting a leave for an entire term must submit
the application before the end of the term prior to the term
for which they are requesting a leave. Failure to do so will
result in the student being withdrawn from the college by
the Registrar’s Office for failure to attend.
Students requesting a leave for a short period within a
quarter must submit the application within a week of the
requested leave period. Course instructors need advance
notice of a student’s absence in order to accommodate
make-up work for lessons, assignments, exams, etc. It is
important to have this communication with your instructors
because your absences could result in a lower grade.
Withdrawal Form – There is no deadline for withdrawing
from the college. However, withdraw requests submitted
by the end of the day (5:00 pm) on the last day of the
seventh week of the quarter will result in the student
receiving Ws for all courses.
Consequences of missing this deadline: Withdraw requests
submitted after the end of the day (5:00 pm) on the last day
of the seventh week of the quarter will result in the student
receiving whatever grades the student has earned at the
time of the withdrawal, which in most cases will be Fs.
Graduation Application – Deadline: the end of the day
(5:00 pm) on the last day of the first week of the term of
the graduation ceremony.
Walker Petition – Deadline: the end of the day (5:00 pm)
on the last day of the first week of the term of the
graduation ceremony. This petition requires APRC
approval. The petition must include a plan for the student
to complete the remaining credits necessary for graduation.
Petitions submitted without a plan will be rejected by
APRC.
Academic Calendar
updated 4/21/21-DE
Fall 2022
FALL QUARTER
2022
Day of
Week
Week
#
Date
New Students
Arrive, Move-In &
Orientation Begins
Wednesday * 8/24/2022
Residence Halls
Open for Returning
Students
Sunday * 8/28/2022
Co-op & Classes
Begin
Monday 1 8/29/2022
Prior Term
Narratives Due In
ACCESS by 11:59
PM
Monday 1 8/29/2022
Tuition Payment or
Payment Plan #1
Due in Student
Accounts
Monday 1 8/29/2022
On-line Registration
in ACCESS
CLOSES at 11:59
PM
Friday 1 9/2/2022
Prior Term
Incomplete Grade
Requests Due in
Registrar’s Office
Wednesday 1 8/31/2022
Course Syllabi Due
in Registrar’s Office
Friday 1 9/2/2022
Last Day to ADD or
DROP a Class
(without record Š 1
week only)
Friday 1 9/2/2022
Satisfactory
Academic Progress
(SAP) Appeals Due
in Financial Aid
Friday 1 9/2/2022
Attendance
Reporting Due in
ACCESS for Week
#1
Monday 2 9/5/2022
Labor Day Holiday
Š Campus Closed
Monday 2 9/5/2022
Attendance
Reporting Due in
ACCESS for Week
Monday 3 9/12/2022
Appendix | 147
#2
Payment Plan #2
Due in Student
Accounts
Monday 5 9/26/2022
Attendance
Reporting Due in
ACCESS for Week
#5
Monday 6 10/3/2022
Mid-Term Grades
Due in ACCESS by
11:59 PM
Monday 6 10/3/2022
Community Day Š
Scheduled Activities
(no classes)
Tuesday 6 10/4/2022
Grade Changes Due
in Registrar’s Office
(for incompletes,
academic integrity,
and no grades)
Friday 6 10/7/2022
Enrollment
Reinstatement for N-
D Block Due in
Registrar’s Office
Wednesday 7 10/12/2022
Intent to Re-Enroll
for N-D Block Due
in Registrar’s Office
Wednesday 7 10/12/2022
Last Day to
Withdraw from a
Class (W indicated
on record)
Friday 7 10/14/2022
HOUSING FORMS
Due in Residence
Life (Housing
Preference, Co-op
Housing, Off-
Campus)
Friday 7 10/14/2022
Winter Quarter
Schedule Available
Wednesday 8 10/19/2022
Payment Plan
#3/FINAL Due in
Student Accounts
Monday 9 10/24/2022
Winter Quarter
Registration Opens
Wednesday 9 10/26/2022
Petition to Change
Study/Co-op
Sequence Due in
Friday 9 10/28/2022
Registrar’s Office
Petition for Class
over Co-op Due in
Registrar’s Office
Friday 9 10/28/2022
Last Day of Regular
Classes
Tuesday 11 11/8/2022
Exam Days
(optional, check
course syllabus)
Wed-
Friday
11 10/9-
11/2022
Last Day of Co-op Friday 11 11/11/2022
Incomplete Grade
Requests
recommended for
submission in
Registrar’s Office
Friday 11 11/11/2022
Residence Halls
Close (at noon)
Sunday * 11/13/2022
Attendance
Reporting Due in
ACCESS for Week
#11
Wednesday * 11/16/2022
Grades Due In
ACCESS by 11:59
PM
Wednesday * 11/16/2022
Narratives Due In
ACCESS by 11:59
PM
Monday * 11/28/2022
ND Block 2022
NOVEMBER-
DECEMBER (ND)
BLOCK
QUARTER 2021
Day of
Week
Week
#
Date
Residence Halls
Open for Block
Students
Sunday * 11/13/2022
Block Begins Wednesday 1 11/16/2022
Tuition Payment
Due in Student
Accounts
Wednesday 1 11/16/2022
Course Syllabi Due
in Registrar’s Office
Wednesday 1 11/16/2022
Prior Term
Incomplete Grade
Requests Due in
Wednesday 1 11/16/2022
148| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
Registrar’s Office
Attendance
Reporting Due in
ACCESS for Week
#1
Wednesday 2 11/23/2022
Thanksgiving
Holiday – No
Classes
Wed-
Friday
2 11/23-
25/2022
Attendance
Reporting Due in
ACCESS for Week
#2
Monday 3 12/5/2022
Enrollment
Reinstatement for
Winter Quarter Due
in Registrar’s Office
Monday 3 12/5/2022
Intent to Re-Enroll
for Winter Quarter
Due in Registrar’s
Office
Monday 3 12/5/2021
Prior Term
Narratives Due In
ACCESS by 11:59
PM
Monday 3 11/28/2022
Attendance
Reporting Due in
ACCESS for Week
#3
Monday 4 12/12/2022
Block Ends Friday 4 12/16/2022
Residence Halls
Close (at noon)
Sunday * 12/18/2022
Attendance
Reporting Due in
ACCESS for Week
#4
Wednesday * 12/21/2022
Grades Due In
ACCESS by 11:59
PM
Wednesday * 12/21/2022
Narratives Due In
ACCESS by 11:59
PM
Monday * 1/9/2023
Winter Quarter 2023
WINTER
QUARTER 2023
Day of
Week
Week
#
Date
Residence Halls Open
for Returning
Students
Sunday * 1/8/2023
Co-op & Classes
Begin
Monday 1 1/9/2023
Prior Term Narratives
Due In ACCESS by
11:59 PM
Monday 1 1/9/2023
Tuition Payment or
Payment Plan #1 Due
in Student Accounts
Monday 1 1/9/2023
On-line Registration
in ACCESS CLOSES
at 11:59 PM
Friday 1 1/13/2023
Prior Term
Incomplete Grade
Requests Due in
Registrar’s Office
Wednesday 1 1/11/2023
Course Syllabi Due in
Registrar’s Office
Friday 1 1/13/2023
Last Day to ADD or
DROP a Class
(without record Š 1
week only)
Friday 1 1/13/2023
Attendance Reporting
Due in ACCESS for
Week #1
Monday 2 1/16/2023
Attendance Reporting
Due in ACCESS for
Week #2
Monday 3 2/23/2023
Martin Luther King
Holiday Š Campus
Closed
Monday 3 1/16/2023
Payment Plan #2 Due
in Student Accounts
Monday 5 2/6/2023
Attendance Reporting
Due in ACCESS for
Week #5
Monday 6 2/13/2023
Mid-Term Grades
Due in ACCESS by
11:59 PM
Monday 6 2/13/2023
Community Day Š
Scheduled Activities
(no classes)
Tuesday 6 2/14/2023
Grade Changes Due Friday 6 2/17/2023
Appendix | 149
in Registrar’s Office
(for incompletes,
academic integrity,
and no grades)
Last Day to Withdraw
from a Class (W
indicated on record)
Friday 7 2/24/2023
HOUSING FORMS
Due in Residence
Life (Housing
Preference, Co-op
Housing, Off-
Campus)
Friday 7 2/24/2023
Spring Quarter & JA
Block Schedules
Available
Wednesday 8 3/1/2023
Payment Plan
#3/FINAL Due in
Student Accounts
Monday 9 3/6/2023
Enrollment
Reinstatement for
Spring Quarter Due in
Registrar’s Office
Monday 9 3/6/2023
Intent to Re-Enroll
for Spring Quarter
Due in Registrar’s
Office
Monday 9 3/6/2023
Spring Quarter & JA
Block Registration
Opens
Wednesday 9 3/8/2023
Petition to Change
Study/Co-op
Sequence Due in
Registrar’s Office
Friday 9 3/10/2023
Petition for Class
over Co-op Due in
Registrar’s Office
Friday 9 3/10/2023
Last Day of Regular
Classes
Tuesday 11 3/21/2023
Exam Days (optional,
check course
syllabus)
Wed-
Friday
11 3/22-
24/2023
Last Day of Co-op Friday 11 3/24/2023
Incomplete Grade
Requests
recommended for
Friday 11 3/24/2023
submission in
Registrar’s Office
Residence Halls
Close (at noon)
Sunday * 3/26/2023
Attendance Reporting
Due in ACCESS for
Week #11
Wednesday * 3/29/2023
Grades Due In
ACCESS by 11:59
PM
Wednesday * 3/29/2023
Narratives Due In
ACCESS by 11:59
PM
Monday * 4/10/2023
Spring Quarter 2023
SPRING
QUARTER 2023
Day of
Week
Week
#
Date
Residence Halls
Open for Returning
Students
Sunday * 4/9/2023
Co-op & Classes
Begin
Monday 1 4/10/2023
Tuition Payment or
Payment Plan #1 Due
in Student Accounts
Monday 1 4/10/2023
Prior Term
Narratives Due In
ACCESS by 11:59
PM
Monday 1 4/10/2023
On-line registration
in ACCESS closes
11:59 PM
Friday 1 4/14/2023
Prior Term
Incomplete Grade
Requests Due in
Registrar’s Office
Wednesday 1 4/12/2023
Course Syllabi Due
in Registrar’s Office
Friday 1 4/14/2023
Last Day to ADD or
DROP a
Class (without
record – 1 week only)
Friday 1 4/14/2023
Attendance
Reporting Due in
ACCESS for Week
Monday 2 4/17/2023
150| Antioch College Antioch College – 2023 -2024 Curriculum Catalog
#1
Community Day Š
Scheduled Activities
(no classes)
Tuesday 2 4/18/2023
Attendance
Reporting Due in
ACCESS for Week
#2
Monday 3 4/24/2023
Payment Plan #2 Due
in Student Accounts
Monday 5 5/8/2023
Attendance
Reporting Due in
ACCESS for Week
#5
Monday 6 5/15/2023
Mid-Term Grades
Due in ACCESS by
11:59 PM
Monday 6 5/15/2023
Grade Changes Due
in Registrar’s Office
(for incompletes,
academic integrity,
and no grades)
Friday 6 5/19/2023
Last Day to
Withdraw from a
Class (W indicated
on record)
Friday 7 5/26/2023
HOUSING FORMS
Due in Residence
Life (Housing
Preference, Co-op
Housing, Off-
Campus)
Friday 7 5/26/2023
Memorial Day
Holiday – Campus
Closed
Monday 8 5/29/2023
Fall Quarter & ND
Block Schedules
Available
Wednesday 8 5/31/2023
Payment Plan
#3/FINAL Due in
Student Accounts
Monday 9 6/5/2023
Enrollment
Reinstatement for J-
A Block Due in
Registrar’s Office
Monday 9 6/5/2023
Intent to Re-Enroll Monday 9 6/5/2023
for J-A Block Due in
Registrar’s Office
Fall Quarter & ND
Block Registration
Opens
Wednesday 9 6/7/2023
Petition to Change
Study/Co-op
Sequence Due in
Registrar’s Office
Friday 9 6/9/2023
Petition for Class
over Co-op Due in
Registrar’s Office
Friday 9 6/9/2023
Juneteenth Holiday –
Campus Closed
Monday 11 6/19/2023
Last Day of Regular
Classes
Wednesday 11 6/21/2023
Exam Days
(optional, check
course syllabus)
Thursday-
Friday
11 6/22-
23/2023
Last Day of Co-op Friday 11 6/23/2023
Incomplete Grade
Requests
recommended for
submission in
Registrar’s Office
Friday 11 6/23/2023
GRADUATION
10:00 AM
Saturday 11 6/24/2023
Residence Halls
Close (at noon)
Sunday * 6/25/2023
Attendance
Reporting Due in
ACCESS for Week
#11
Wednesday * 6/28/2023
Grades Due In
ACCESS by 11:59
PM
Wednesday * 6/28/2023
Narratives Due In
ACCESS by 11:59
PM
Monday * 7/10/2023
JA BLOCK 2023
JULY-AUGUST
(JA) BLOCK 2023
Day of
Week
Week
#
Date
Residence Halls Open
for July Block
Sunday * 7/9/2023
Appendix | 151
Students
Block Begins Monday 1 7/10/2023
Course Syllabi Due in
Registrar’s Office
Monday 1 7/10/2023
Tuition Payment Due
in Student Accounts
Monday 1 7/10/2023
Prior Term Narratives
Due In ACCESS by
11:59 PM
Monday 1 7/10/2023
Prior Term
Incomplete Grade
Requests Due in
Registrar’s Office
Wednesday 1 7/12/2023
Attendance Reporting
Due in ACCESS for
Week #1
Monday 2 7/17/2023
Attendance Reporting
Due in ACCESS for
Week #2
Monday 3 7/24/2023
Enrollment
Reinstatement for Fall
Quarter Due in
Registrar’s Office
Monday 3 7/24/2023
Intent to Re-Enroll
for Fall Quarter Due
in Registrar’s Office
Monday 3 7/24/2023
Attendance Reporting
Due in ACCESS for
Week #3
Monday 4 7/31/2023
Block Ends Friday 4 8/4/2023
Residence Halls
Close (at noon)
Sunday * 8/6/2023
Attendance Reporting
Due in ACCESS for
Week #4
Wednesday * 8/9/2023
Grades Due In
ACCESS by 11:59
PM
Wednesday * 8/9/2023
Narratives Due In
ACCESS by 11:59
PM
Monday * 8/28/2023
