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2011 – 2012
CURRICULUM CATALOG
This document is current as of November 11, 2010
Photos courtesy of Antiochiana, Dennie Eagleson, Itinerant Studios, Julian Sharp and Gariot Louima
CONTACT THE COLLEGE
Office of Admission
Kristen L. Pett
phone: 937-319-6082
e-mail: admission@antiochcollege.org
www.antiochcollege.org/admission
Deadlines
Early Decision Applications January 1
Notification of College Decision February 1
Acceptance of Admission February 15
Regular Decision Applications February 15
Notification of College Decision April 1
Acceptance of Admission
and Enrollment Deposit Due May 1
CURRICULUM CATALOG
2011 – 2012
© 2010 Antioch College
One Morgan Place, Yellow Springs, Ohio 45387
www.antiochcollege.org
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Introduction to Antioch College 7
History 7
Achieving Independence 9
Engagement 9
Shared Governance 9
Interdisciplinary Education 9
Mission 9
Vision 9
Honor Code 10
Academic and Work Program 10
Expected Liberal Arts Learning Outcomes 10
Individualized Learning 11
Senior Thesis/Project 11
Calendar 11
Admission and Finances 13
Qualifications 13
Application 14
T uition and Fees 14
An Antioch Education: Guiding Principles 16
Required Course Distribution 17
The Antioch College Model 18
The Foundation 18
Global Seminars 18
Language & Culture 19
Major Field, Colloquy & Thesis 19
Work: Local, National and Global 19
Concentrations and Work 21
Arts 21
Humanities 21
Sciences 23
Social Science 24
Language and Culture 24
Experiential Education:
Work at Antioch College 29
CONTENTS
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Course Descriptions 35
Institutional Requirements 35
Global Seminars 35
Language & Culture 37
Work Portfolios 38
Colloquies 40
Senior Thesis/Project 42
Arts 42
Humanities 47
Sciences 54
Social Science 58
Glen Helen Ecology Institute 63
Academic Regulations and Information 65
Residency 65
Study and Work Sequence 65
Academic Credit, Grades and Evaluation 66
Registration 67
Satisfactory Progress toward Degree Completion 68
T ransfer Credit 69
Non-Degree Seeking Students 69
International Students 69
Leaves and Withdrawals 69
Graduation 70
Student Records Policy & Directory Information 71
Organizational Chart 72
Academic Honesty Policy 73
Academic Complaint Policy 75
The Antioch College Community 77
College Governance 77
College Leadership & Curriculum Development 78
The College Presidency 78
Board Pro T empore 78
Curriculum Development T eam 79
Curriculum Consultants 80
Curriculum Advisory Councils 82
Senior College Administration 83
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F
rom a rich history, Antioch College begins again as a private, independent,
nonprofit liberal arts college with a 160-year tradition. The College has em-
barked on a strategic path to become a pre-eminent liberal arts college with
a local, national and global work program. Its new curriculum will link study
of the arts, humanities, sciences and social sciences with problem solving and a focus
on five critical human issues: food, health, water, energy and governance.
INTRODUCTION TO ANTIOCH COLLEGE
Antioch College is reinventing itself at a time of ex –
ponential social, economic and technological change.
Our enterprise is exclusively liberal arts and experiential
undergraduate education. Our objective is to prepare
scholars and adaptable critical thinkers with the creative
capacity and ethical bearing needed to invent solutions to
the problems facing humankind now and in the future.
The Antioch College curricular program will allow
students to complete the bachelor’s degree in 15 consecu-
tive quarters, nine of which are devoted to study and six
are devoted to work. Both four-year and three-year degree
completion plans will also be available. This first edition
of the curriculum catalog has been written for the Col –
lege’s application to the Higher Learning Commission of
the North Central Association of Colleges and Schools
and the American Academy of Liberal Education for ac –
creditation. Antioch College has also applied to the Ohio
Board of Regents for degree-granting authority. Antioch
College therefore expects to be successful with these ap –
plications.
HISTORY
A healthy democratic society requires institutions that
act as catalysts for change and laboratories for invention.
This is a role that Antioch College has played throughout
its history; the effort to restore it is among the most significant
and compelling opportunities in higher education today.
Antioch College has been a pioneering and values-driven
institution since it was founded in 1850. The College was
among the first nonsectarian educational institutions in
the United States, the first coeducational college in the
nation to offer the same educational opportunities to
both men and women, and the first to appoint a woman
to its faculty and to its Board of T rustees. The College
was also among the first to offer African Americans equal
educational opportunities. Throughout the generations,
Antioch College faculty, students, staff, and alumni
have committed themselves to important causes toward
improvement of the human condition. Consistent with
its curriculum of study and work, Antioch College has
always given equal weight to understanding theory, to
engaging in practice and to taking action.
In the 20th century, Antioch College redefined lib –
eral arts education by initiating an entrepreneurial and
experiential curriculum through the development of its
hallmark cooperative work program. Many of the now-
common elements of today’s liberal arts education –
self-designed majors, study-abroad programs, interdisci –
plinary study, and portfolio evaluation – had an early start
at Antioch College. The College was also among the first
to make a commitment to community governance and
the authentic participation of students in institutional
decision-making.
Antioch College is perhaps as well known for its hard –
ships as for its contributions to the landscape of higher
education in America. Established as a coeducational,
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nonsectarian liberal arts institution at Marion, New York
in October 1850 by the Christian Connexion (which is
today part of the United Church of Christ), the College
was the first of its kind in American history. The Col –
lege was given land in Yellow Springs, Ohio by William
Mills in 1852 and opened its doors in the fall of 1853. Its
twin founding principles attracted public education pio –
neer Horace Mann as its first president. Mann bestowed
upon the College a sense of mission and purpose that has
carried through its entire history with the closing words
of his 1859 commencement address: “Be ashamed to die
until you have won some victory for humanity.”
The College has previously struggled financially, suffer-
ing four separate closures in its history and even an auc –
tion of all its assets in 1858. Although it remained quite
small into the 20th century, never graduating a class larger
than 32, it turned out many prominent graduates. The
College reorganized around a plan of alternating work
and study in 1920 under noted engineer Arthur E. Mor –
gan, gaining international prominence as the first liberal
arts college in America to apply cooperative education
across its curriculum. Morgan’s Antioch College fostered
an inventive and entrepreneurial spirit, providing space
for fledgling industries to grow into significant, local em-
ployers – and created partnerships to form far-reaching
research projects in such diverse endeavors as human
development, photosynthesis and agricultural develop –
ment. In 1929 alumnus Hugh Taylor Birch gave the
college an 800-acre nature preserve called Glen Helen;
today it encompasses 1,000 acres accessible from a 25-
mile network of footpaths. Its oft-emulated model of
outdoor education was established in 1955. Under Presi-
dent Algo Henderson (1936-1948) the College became
a laboratory for democracy, instituting broad-based
The Class of 1857: Antioch was the first co-educational and nonsectarian college in the United States. The first graduating class included
three women, who completed the same rigorous coursework as their male classmates.
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systems of campus governance. In 1941 the Antioch
Review began publication as a political tract and is today
among the more distinguished literary journals produced
in the United States.
The second half of the 20th century saw Antioch Col –
lege enjoy its greatest period of intellectual ferment, en –
dure some of its most significant challenges, and undergo
its most momentous changes. Beginning in 1963, the
College embarked on an expansion that would see it grow
to a network of more than 35 campuses by 1975. With
funding from the Rockefeller Foundation, the 1965 An –
tioch Program for Interracial Education and its student-
led successor, New Directions, attempted the College’s
most radical admissions efforts to increase its cultural
pluralism. Those very same racially and culturally diverse
students would shut down the campus in Yellow Springs
for six weeks during the spring of 1973 when cuts in fed-
eral financial aid threatened to terminate their educations.
In 1978, having developed or taken over several graduate
programs, the Board of T rustees reincorporated the en –
tire institution as Antioch University. By 1994 Antioch
University would trim down to five federated campuses,
of which the original College was one ostensibly equal
component among its progeny. Dissipation of energy
and resources, cultural differences, mismanagement and
factionalism, however, would bedevil Antioch College
throughout its experience as a unit of Antioch University ,
culminating in the dramatic decision to announce, in 2007, the
intention to shutter the College.
ACHIEVING INDEPENDENCE
During their June 2007 reunion, the alumni of Antioch
College refused to let the decision stand. Alumni from
around the world pooled their strength, wealth and dedi-
cation to the College; they engaged in a multifaceted and
complex effort: first to save and then to reopen an inde –
pendent college. They created the College Revival Fund,
an organization charged with raising funds, and formed
the Antioch College Continuation Corporation, which
(in its second iteration), ultimately acquired the College
campus and its assets from Antioch University on Sep –
tember 4, 2009, following a 14-month suspension.
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 diver –
sity 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.
Antioch College will continue to take inspiration from
Horace Mann’s vision that educators should prepare
students to be able to “win some victory for humanity.”
ENGAGEMENT
The mission statement points to “authentic social and
community engagement” as essential for that vision. The
mission’s emphasis on enabling “engagement” leads to our
unique and extensive program of alternating study and
work, so that every student becomes adept at both ap –
plying theory to his or her situation and using experience
in the community and the workplace to critique, modify
and adapt theory as necessary. The goal closely parallels
Aristotle’s view of practical wisdom as being achieved
through continual applications of principles that must be
adapted and shaped to a particular context.
SHARED GOVERNANCE
The mission also leads the college to provide oppor –
tunities for shared governance during the college years,
believing with John Dewey that democracy as a way of
life—not just a political system—must be modeled and
lived in every student’s school experience.
INTERDISCIPLINARY EDUCATION
As we enable students to effectively engage in commu –
nity, the mission demands that their education be broad
and interdisciplinary so that they are able to use different
and multiple disciplinary perspectives as reference tools
on common problems of community life. During their
college years, therefore, students must have continuing
practice at seeing both the power and the limits of par –
ticular ways of knowing and seeing.
VISION
Reinventing the College has been especially compelling
because of the College’s legacy. The educational vision
is uniquely suited to developing citizens with the skills,
habits of mind and values necessary today and into the
future. Included among these skills are creativity, capac –
ity to innovate, self-discipline, ability to learn quickly
through experience, and working well independently or
as a member of a group. In addition, Antioch College
students will adopt a global perspective, be concerned
about clarifying their values, and develop the flexibility to
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EXPECTED LIBERAL ARTS
LEARNING OUTCOMES
AT ANTIOCH COLLEGE
Knowledge & 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
• Demonstrated depth of knowledge in one or more
areas of concentration
Skill & 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 analytical,
communication, quantitative and information
skills effectively
Critical Thinking
• Demonstrated ability to evaluate knowledge and
evidence in a comprehensive and rational manner
and to 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
• Demonstration of knowledge of cultures and
cultural practices (ones’ 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 citizen
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 significance of learning as a guide towards a
purposeful future
• Demonstrated constructive participation in the
Antioch community life, including its governance
processes
adapt to frequent change. The earliest leaders of the Col –
lege were ahead of their time in understanding that the
true purpose of education was to develop the intellectual,
ethical, social and entrepreneurial capacities that prepare
young people to be lifelong learners with a commitment
to society at large.
HONOR CODE
The Antioch College community has been guided by an
honor code since the presidency of Horace Mann. Natu-
rally, the Honor Code has evolved since then with our
Honor Code first being articulated in the mid-20th cen –
tury. Our shared life at Antioch College is guided by re –
spect for the Honor Code, which provides all community
members with relationships of trust and mutual respect
that shape all aspects of academic and community life.
By virtue of being a member of the Antioch community,
each of us agrees to become familiar with and respect the
Honor Code and all College policies and guidelines thus
creating and protecting a sense of honor in their lives:
Antioch College is a community dedicated to the
search for truth, the development of individual poten-
tial, and the pursuit of social justice. In order to fulfill
our objectives, freedom must be matched by responsi-
bility. As a member of the Antioch College Commu –
nity, I affirm that I will be honest and respectful in all
my relationships, and I will advance these standards of
behavior in others.
ACADEMIC AND WORK PROGRAM
The College’s educational program is built around the
three guiding principles that have been the hallmark of an
Antioch College education:
• Commitment to excellence in scholarship;
• Commitment to full-time periods in a cooperative
work program that alternates with full-time study
and supports the link between theory and practice;
• Commitment to active engagement in the commu-
nity and to social justice.
The program is further strengthened by new initiatives
in the academic calendar, by the use of communication
technologies, and by attention to global diversity; togeth-
er these that embodies a new and vibrant approach to lib-
eral arts education in the United States.
The academic curriculum emphasizes a rigorous and in-
terdisciplinary approach to the liberal arts, offering a small
number of well-resourced academic disciplines facilitated
by a seminar model of teaching and learning. With the
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support and leadership of educators at the College, there
has been broad participation in a long-range planning
effort to capture the structure to support the new con –
cept of an Antioch College education. In this planning
effort, the curriculum has been designed to engender an
understanding of the historical context and the intellec –
tual roots of current issues, while emphasizing contempo-
rary issues of local, national and global importance such
as governance, energy and food production and innova –
tive alternatives to time-work approaches to academic and
practical matters.
The College is the only liberal arts institution in the
nation to require a comprehensive off-campus cooperative
work program of all its students. Cooperative education
links theory and practice and supports the development
of independence and accountability. All students will
alternate between terms of study and terms of full-time
work (cooperative education). Learning to live and work
productively in the community, and to participate in
governance, will remain among the most important skills
students will acquire in their learning on and off campus.
Antioch College will award the Bachelor of Arts and
Bachelor of Science degrees upon successful completion
of degree requirements in four divisions: Arts, Humani –
ties, Sciences and Social Sciences. Students will plan their
courses of study with their advisors. Areas of concentra –
tion may be either disciplinary or interdisciplinary based
upon the concentrations offered in each division.
INDIVIDUALIZED LEARNING
All Antioch College students develop their own majors
with their academic and work advisors. An Individual –
ized Degree Plan, required of all students, elaborates a
student’s projected academic and work trajectories for
accomplishing their educational goals at Antioch. Indi –
vidualized concentrations may be created both within and
across the four divisions. Working closely with faculty,
students develop a high-quality alternating academic and
work program that fulfills the student’s educational goals,
is within the realm of faculty expertise and includes the
work opportunities offered within Antioch College’s cur-
riculum. Students are encouraged to begin working with
their advisors on articulating and planning their individu-
alized degree plans early in their tenure at the College and
to complete a preliminary plan by the end of their fourth
study quarter in the second year.
SENIOR PROJECT OR THESIS
Students culminate their Antioch College experience
with a Senior Thesis or Senior Project devised with their
advisor. The senior Thesis/Project can take the form of a
research paper, documentary video, narrative film, theatre,
music or dance performance, art exhibit, or other form of
public presentation that summarizes a particular endeavor
of study by the senior Antioch College student, based in
their major area of study. The Senior Thesis/Project gives
Antioch College students the opportunity to demonstrate
knowledge, understanding and skills achieved during
their studies at Antioch College in a cohesive, informed
final presentation.
CALENDAR
The Antioch College calendar is designed to
provide a rich program of academic study alter-
nating with work placements, on a year-round
calendar that will allow a traditional 180-credit
degree in nine study quarters and six work quar-
ters, including one six-month work term.
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A
ntioch College has a unique study/work program that best serves students
who are well-rounded, open to new experiences, intellectually inquisitive
and appreciative of different values and perspectives. The multiple demands
inherent in Antioch College’s year-round program of academic study, full-
time work, part-time work, international work, and community participation are rigor –
ous. Students enrolling at the College need to be able to handle all of these demands well
in order to be successful.
ADMISSION AND FINANCIAL AID
QUALIFICATIONS
Admission to Antioch College is offered on the basis
of each individual student’s qualifications. It is important
that each applicant for admission demonstrate ability to
benefit from and contribute to the total Antioch Col –
lege program. A strong education record correlates with
achievement at Antioch College. Most applicants will
have studied a foreign language, at least three years of
math, science and social science, and four years of English
while in high school. We also look for work or volunteer
experience, evidence of leadership or participation in ex –
tracurricular activities and demonstrated use of a special
talent. Antioch College encourages students to submit ei-
ther their SAT or ACT score as part of their admissions
application.
T o apply for admission, students must complete the
Antioch College Admission Application. The completed
application also includes a nomination form (this must be
completed by an Antioch alumnus, guidance counselor
or teacher), two references (one must be from a teacher
and one must be from a guidance counselor), official tran-
scripts, and a writing sample. The writing should be an
original piece of writing, something not previously writ –
ten for a class. This piece of writing should demonstrate
your thinking process and writing style. Suggested length
is 500 – 600 typed words. A personal interview with an
alumni representative of the College and a campus visit
are strongly recommended. Applications and admission
information are available on the college web site or from
the Office of Admission. T ransfer credits will not be ac –
cepted until a positive determination has been made re –
garding accreditation. Antioch College does not discrimi-
nate in admissions decisions on the basis of race, color,
religion, sex, sexual orientation, national origin, age, mar-
ital status, nor physical ability.
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ANNUAL TUITION AND FEES • 2011 2012 ACADEMIC YEAR
Full-time Annual Tuition $26,000
Community Government Fee $250
Technology Fee $100
Student Records Fee $75
Student Insurance* TBD
Room $5,755
Board $2,873
TOTAL $35,053
*Actual premium will be determined Summer 2011. This fee is required for students without medical insurance. A waiver of coverage must
be on file to avoid this charge.
There will be additional costs for books, personal expenses and travel to campus and jobs.
Refunds
When a student withdraws from classes or work terms, his or her charges will be reduced and their account 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 a study 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 work term are listed in the curriculum catalog.
The unofficial withdrawal date is the last day of attendance.
Withdrawal Date/Tuition & Fees Credit Schedule
Refund %
Prior to first day of class 100
During 1st Week 90
During 2nd Week 80
During 3rd Week 70
During 4th Week 60
During 5th Week 50
During 6th Week 40
During 7th Week 30
During 8th Week 20
Thereafter 0
Room and board will be prorated.
Deadlines
Early Decision Applications January 1
Notification of College Decision February 1
Acceptance of Admission February 15
Regular Decision Applications February 15
Notification of College Decision April 1
Acceptance of Admission
and Enrollment Deposit Due May 1
APPLICATION
T o apply for admission, send application and supporting
materials to the Office of Admission by February 15. After
an offer of admission is made, the student must return the
Intent to Enroll form (sent along with the acceptance letter)
and a $450 enrollment deposit in order to reserve a place in
the entering class. The enrollment deposit is non-refundable.
Early Decision
This option is for students who determine that Antioch Col-
lege is their first choice. Students may submit applications to
other colleges or universities, but those offered admission to
Antioch College under the Early Decision Agreement must
withdraw those applications from consideration once learning
of their admission to Antioch College. The decision to accept
early admission to Antioch College is binding. Students not
admitted under the Early Decision plan may be deferred for
regular admission candidacy.
15
16
I
n an age where mass-produced education is a powerful tendency, Antioch Col –
lege commits itself to work with each student to discover and nurture his or her
personal gifts, learning style, challenges and aspirations, and to find ways to ad –
dress each of these in developing the student’s work at the College. To accomplish
this personalization, we develop learning plans that fit the individual whenever possible.
Some distinctive features of the Antioch College program:
1. Individualized majors developed jointly by the stu –
dent and advisor, within a variety of areas of con-
centration in which the College concentrates its re-
sources
2. The alternation of academic terms with work
terms, in which meaningful work placements are
chosen and integrated with the student’s individual
aspirations and needs
3. Classes small enough even at the introductory level
to allow extensive discussion and personal faculty
attention to the learning of each student
4. An individualized approach to language learning
that equips the student for practical effectiveness
in living and working in non-English language con-
texts
5. Mentored growth in community-participation skills
from the beginning of the student’s time at the col-
lege, and developing throughout the Antioch expe-
rience
Education for Meaningful Careers
Empowering Student – from the Beginning
At Antioch College, we believe that College is best seen
as part of life itself. One can best prepare to apply theo-
ries one learns to the “real world” if the college experi –
ence provides for a rich and continuing interplay between
theory and practice. Antioch College provides a unique
liberal arts context for this kind of education through its
work program.
Antioch College serves these values through:
1. The work program, uniquely designed to relate
work experience to academic learning by alternating
work and study; choosing work experiences that are
integrated with the overall academic and life plans
of the student.
2. Individualized language learning that allows each
student to become increasingly competent in di –
verse global settings.
Community participation skill-building encourages stu-
dents to effectively utilize learning gifts and skills in their
career settings, their community, and their efforts to “win
victories for humanity.”
Education for a Changing World
An Antioch education reflects the need for educated
people who can combine specialized expertise with broad
familiarity with ways of knowing and acting effectively.
College graduates will work in a world that is increasingly
diverse, and will require sensitivity to increasingly global
dimensions of human life and work.
Some of the elements of the Antioch program that
serve this value are:
AN ANTIOCH EDUCATION:
GUIDING PRINCIPLES
17
1. The rich and broad liberal arts emphasis on under –
standing and being able to use many different ways
of knowing and experiencing and creating.
2. Education in diversity through co-ops, campus en-
gagements, and participation in the Global Semi –
nars.
3. Global understanding enhanced by the Global
Seminars, international co-ops and individualized
language learning.
Quality Education that is Affordable and Efficient
The Antioch College educational program is designed
to provide personalized education that is highly efficient
and therefore economical.
The design of an Antioch College education makes this
possible through:
1. Year-around operation that decreases per-student
plant and equipment costs substantially.
2. Use of the cohort course method, in which all stu-
dents entering the college at the same time choose
from a carefully selected common list of founda –
tion courses targeted to their liberal learning.
3. The provision for routes for graduation in 4,
3 ½ or 3 years, thereby saving tuition costs for stu-
dents choosing these options.
Course
Type
Credits
Per Course
Courses
Required
Credits
Required
Credits
Per Course
Courses
Required
Credits
Required
Global Seminars 2 5 10 2 5 10
Foundation Requirements 3 12 36 3 12 36
Foundation Electives 3 2 6 3 2 6
Language Intensive Foundation 3 2 6 3 2 6
Language & Culture 2 6 12 2 6 12
Language Off Campus 2 4 8 2 4 8
Language Capstone 6 2 12 6 2 12
Intermediate Colloquy 3 1 3 3 1 3
Advance Colloquy 3 2 6 3 2 6
Intermediate & Advanced
Major Courses
3 10 30 3* 10* 30*
3** 13** 39**
Intermediate & Advanced
Electives Courses
3 6 18 3* 6* 18*
3** 3** 9**
Senior Project 4 1 4 4 1 4
Senior Reflection Paper 1 1 1 1 1 1
Work Porfolios 4 6 24 4 6 24
On Campus Work 1 4 4 1 4 4
TOTAL CREDITS 180 180
Required Course Distribution
Bachelor of Arts Bachelor of Science
*Health Science Majors
**Environmental Science Majors
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THE ANTIOCH COLLEGE MODEL
T
HE FOUNDATION: The curriculum at Antioch College is built upon
a core series of Foundation courses in the arts, humanities, sciences and
social sciences. The Foundation in the first two years of study is focused
on students’ intellectual development in core competency areas of critical
thinking through reading, writing, oral presentation, visual interpretation and analysis,
qualitative and quantitative analysis and experiment.
During the first five on-campus quarters students se –
lect 16 Foundation courses to be taken with their enter –
ing class from a total of 26 Foundation courses offered.
The College provides its students with this cohort experi-
ence to strengthen the shared intellectual experience of
a core liberal arts education and to prepare students to
build their individualized area of interdisciplinary con –
centration. Unlike the traditional academic model, where
students typically proceed from large entering classes to
smaller advanced instructional settings, the Foundation
provides a rigorous seminar setting with a small number
of students in each class from the start.
As students are becoming acquainted with the disci –
plines through the Foundation, they will also be devel –
oping collaborative learning skills, and discovering how
to use research tools in and beyond those in the library ,
including current and emerging technologies.
GLOBAL SEMINARS
Antioch College has developed a model for liberal arts
education that will strengthen students’ understanding of
the critical issues facing our planet and humanity today
and that will prepare them to participate in building solu-
tions through the cooperative work program and in their
career after graduation.
In the Global Seminars, students will reflect with class-
mates on several great global challenges of our time with
a focus on issues related to energy, food, water, health and
governance. The seminars will help students learn how to
use, and sometimes challenge, the disciplinary perspec –
tives they are learning in the Foundation courses they will
be taking at the same time. How do these disciplines help
students understand and address the global challenges?
How can they work together to do so?
Beginning in the first year, students will participate
in five Global Seminars that will serve to integrate the
learning experience in the Foundation with a contempo –
rary appreciation and context for the economic, social,
philosophical, historic, and scientific dilemmas facing hu-
man kind and our use and stewardship of resources. The
College’s faculty will participate in developing and team-
teaching the Global Seminars with subject-matter practi –
19
tioners from a wide variety of scholarly and professional
fields, including cooperative work employers.
LANGUAGE & CULTURE
The capacity to understand and interpret cultural dis –
tinctions and to gain conversational proficiency in a non-
native language are essential to building an understanding
of the world and to preparing students for a globally fo-
cused personal and professional life. Language & Culture
study at Antioch will help students to a successful global
work assignment and support their understanding of
present day issues introduced through both the Founda –
tion and Global Seminars.
In their first quarter at Antioch College, students be –
gin the study of a second language (or continue one they
have already been learning), and will continue to learn
and use that language each quarter, on and off campus,
through classes, tutoring, and reading, writing and speak-
ing exercises. Students will use the language in their final
work placement, usually abroad, during their final two-
quarter-spanning off-campus experiences.
MAJOR FIELD, COLLOQUY & THESIS
Building on the Foundation Courses, Global Seminars
and Language & Culture coursework, students will begin
to develop their passion for a particular area of liberal
arts study. As they become acquainted with the range of
disciplines and areas of study, they will choose, toward
the end of the second year or earlier, a major field for
more in-depth concentration, with the help of their aca –
demic advisor. This major will include a set of elementary
through advanced courses, and will culminate in a final
year thesis or project. The College will offer 11 academic
concentrations within four areas of study.
In the third year, students will enroll in a colloquy in the
arts, humanities, sciences or social sciences. The Colloquy
is designed to be a focused group seminar within a partic-
ular area of study for students with similar interests that
support the further development of an interdisciplinary
understanding. It is through the Colloquy that students
will begin to define and to refine the direction of their
thesis or final year project.
An important aspect of the final year at Antioch will be
the completion of a major independent project, original
scientific research, a body of scholarly writing, and/or a
performance or artwork developed with the guidance of
the advisor and other faculty.
WORK: LOCAL, NATIONAL & GLOBAL
The hallmark of an Antioch College education for more
than 90 years has been its groundbreaking cooperative
education program that engages students in alternating
quarters of full-time work. The new model for Antioch
builds upon this legacy by preparing students for the de –
mands of work by providing each student with on or off
campus part-time work to prepare students for the expe-
rience of working full-time locally, nationally and globally.
Students will be actively engaged in furthering the mis-
sion of the College by working on-campus and partici –
pating in nurturing and maintaining the wellbeing of the
community and campus. In support of our curricular fo-
cus on critical resources associated with energy, food and
water, on-campus work assignments will, where possible,
revolve around the management of the College’s organic
farms and the 1,200-acre campus, including stewardship
and care of the Glen Helen Nature Preserve as well as
with not-for-profit organizations in Yellow Springs.
The experience of work is central to an education at
Antioch College. Students will spend six quarters working
full-time in local, national and in global job placements in
jobs selected from a list of cooperative education place –
ments that have been developed by the College.
Prior to enrolling in a full-time work course, students
will develop a proposed plan with their advisor relating to
their specific interests, their work in culture and language
and eventually their stated area of major concentration.
Successful completion of each work placement will in –
clude an oral interview and the completion of a work
portfolio.
SUMMARY
At Antioch College, students can expect to:
• Learn to see the world through many ways of know-
ing or disciplines through Foundation Courses
• Relate those ways of knowing to pressing global is –
sues, testing their powers and limits, in the Global
Seminars and Colloquies.
• Begin the study of a second language and culture
right away, and continue it with increasing proficien-
cy each quarter, on and off-campus, culminating in
its use “on the job” in the final work placement.
• Achieve depth of understanding and practice in a
chosen major field, among the 4 divisions and 11 ar-
eas of academic concentration offered at Antioch.
• Apply the theories they are learning, and test them,
in the world of work, on-campus, but also in a suc –
cession of paid work placements during 6 quarters
of the 15-quarter college career.
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21
ARTS:
STUDIO ARTS, PERFORMANCE
AND MEDIA ARTS
Overview
The arts curriculum at Antioch College provides stu –
dents with a dynamic multi-disciplinary collaborative
grounding in two-and three dimensional studio and me –
dia arts, and performance. The program seeks to provide
all of its students with the knowledge, technical skill and
creative capacity to facilitate exploration of their own
imaginative and expressive capabilities through individ –
ual and collaborative projects. The arts curriculum will
also offer insight into diverse historical and contemporary
cultural, social, political, and economic contexts and net-
works of art making.
Program Goals & Knowledge Development
At Antioch College, students will become familiar with
the representation and analysis of human experience
through both arts investigations and practices. They will
be introduced to multiple perspectives and strategies of
art-making including interdisciplinary, community based
and global contexts both in the classroom and through
their on and off-campus work experiences. Students
will develop a critical vocabulary for understanding and
analyzing contemporary art culture as well as an evolv –
ing practice that investigates particular aesthetic, ethical
and representational dilemmas in arts making. They will
develop an awareness of the use of the self as source and
resource, and will develop an understanding of how the
arts have evolved historically and theoretically and in the
present moment.
Skill Building
Our students will develop their creative voice so they
can create, communicate and connect their individual
sensibilities and interpretations to the world. They will
develop both the individual skills and techniques needed
to work in a variety of arts media and the ability to col –
laborate meaningfully with their colleagues, faculty and
staff in the arts community. Through the on and off-cam-
pus work program students will also learn to engage with
artists in a variety of communities from the local to the
global. They will develop their own creative intelligence
and hone their analytical and conceptual skills through
disciplined ongoing and evolving practice. Students will
learn to appreciate, discuss, review, research, think criti –
cally and write about their own work and that of their
peers and the work of established artists, genres or move-
ments with clarity and confidence. They will become ad –
ept at both thoughtfully listening to critical feedback and
providing conscientious feedback to their peers, faculty
and visiting artists.
Artist residencies each study quarter will be a critical
element of both the cultural life of the community and an
integral part of the curriculum. A variety of contemporary
artists working in the fields of performance, dance, music,
photography, film, video, installation, sculpture, paint –
ing, printmaking, sound, creative writing, and more will
be invited to live and work within the community leading
workshops, giving lectures, creating projects, developing
and presenting their own work, critiquing student work
and occasionally collaborating with faculty within a class
project.
HUMANITIES:
HISTORY, LITERATURE, PHILOSOPHY
Description of History Concentration
The study of History helps us to make sense of the
world by offering an understanding of how societies and
cultures change over time. In exploring the past, histori –
ans also explore the complex ways in which the past in –
CONCENTRATIONS AND WORK
22
fluences the present, as well as how the past persists into
the future. At Antioch College history centers not only
on learning about what people have done in the past but
also on how we in the present can uncover, make, and in-
terpret sources in order to engage diverse audiences with
interests in history. Our watchwords are rigorous reading
of sources and documents, but also engaging publics with
our explorations and interpretations of the past. And so
a distinctive feature of Antioch College’s preparation of
future historians is that class work is supplemented with
a variety of job and internship experiences where students
can experience for themselves where and how history can
engage wider publics.
The History Concentration at Antioch College ap –
proaches the systematic study of the past with a particu –
lar attention to local contexts—to the historical record of
the Miami Valley, of Ohio, of North America—but also
seeks to situate local events in relation to larger and more
global movements. This concentration balances more tra –
ditional historical studies with a strong commitment to
interdisciplinary work involving contemporary fields such
as Feminist and Gender Studies, American Studies, Afri –
can American Studies, and Post-colonial Studies. Antioch
College history majors will take broad survey courses in
aspects of U.S. History and the History of the Americas
in addition to methods courses and courses on specific
topics and themes in the human record of the American
continents. Antioch College history majors become active
producers of history; at least two quarter-length work ex –
periences involve hands-on work in the field; the upper-
level Humanities Colloquy requires the production of a
collaborative public history project.
This concentration is supported by the other Humanities
concentrations of Literature and Philosophy. History stu-
dents develop a deeper understanding of the world around
them and the forces that shape it. They cultivate the vi –
tal skills of writing, research, data collection and analysis,
critical thinking, questioning, engaging with multiple au-
diences, and the organization and presentation of complex
materials. History majors become experts in making well-
supported, meaningful written claims and arguments and
in communicating with audiences.
Description of Literature Concentration
Literature as an art form involves an imaginative en –
counter with Otherness–other historical moments, other
23
ways of being, and other values. Students are encouraged
to compare these other ways of being with their own time
and place, but primarily to begin to understand lives out-
side of their own. The Literature Concentration at Antioch
College makes available the study of literature in English
from the late 18th century to the present. This concentra-
tion balances the study of major writers from Britain and
its former colonies with a strong commitment to inter –
disciplinary work in contemporary fields such as Cultural
Studies, Feminist and Gender Studies, Film Studies, and
Post-colonial Studies. Antioch College Literature courses
generally include both time-honored texts and those that
lie outside of the boundaries of what has been considered
traditional literature. While some courses focus on a par-
ticular genre of literature, others combine fiction, drama,
essays, poetry, autobiography, and narrative film. Nearly
every course prioritizes historical context and the situat –
ing of a text in its exact geographic and social milieu. This
concentration is supported by the other Humanities con-
centrations of History and Philosophy.
Literature students become good close readers of texts
and intelligent and informed critics of a range of textual
and cultural phenomena. Students acquire the skills to
analyze cultural texts of the past as well as of the con –
temporary moment. Literary-oriented students will learn
and practice 1) reading different kinds of literary texts, 2)
understanding and applying different approaches to the
interpretation and evaluation of texts, 3) doing histori –
cal research to place texts in the context of literary and
social history, and 4) making well-supported, meaningful
written claims and arguments. Literature majors will also
receive the necessary pre-graduate work in the canon of
contemporary literary and cultural theory.
Description of the Philosophy Concentration
The Philosophy Concentration offers students a pro –
gram of study in the traditions of Philosophy and So –
cial & Political Theory. In consultation with a faculty
advisor, the student works out an Individualized Major
that focuses on both the foundational and core courses
in Philosophy along with courses that form the student’s
special interests. Other possible interdisciplinary majors
involving Philosophy are able to be worked out in close
consultation with the academic advisor and other relevant
members of the faculty. This Concentration is supported
by the other Humanities concentrations of History and
Literature.
The Philosophy Concentration takes seriously the So –
cratic dictum: An unexamined life is not worth living. By
so doing, it challenges received assumptions, cultural giv-
ens, and conventional wisdom. The concentration serves
students seriously interested in a variety of philosophical
themes and questions in the humanities. Philosophy orig-
inated as the repertoire of all human knowledge, spinning
off academic disciplines only as they developed their dis –
tinct methodologies. It still retains interest in a number of
disciplines through fields such as philosophy of science,
social philosophy, political philosophy, philosophy of art,
philosophy of mind, and so on. Students who choose to
pursue a Philosophy Concentration will address the clas –
sic philosophical topics of the nature of knowledge and
reality, the good or ethical life, the good or just society,
human nature, and the nature of history. Who am I? How
do I know what I think I know? What is authentic hap –
piness? What does it mean to be human? What is a good
society? Indeed, what is reality itself? These are some of
the kinds of questions addressed by those who pursue the
study of Philosophy.
SCIENCES:
ENVIRONMENTAL SCIENCES,
HEALTH SCIENCE
The Science curriculum provides a rich environment for
developing the powers of insight and creativity, as well as
many transferable skills. Students in the Sciences are of –
fered a choice between two majors or pathways through
that curriculum, both of which can lead to rich and re –
warding post-graduate professional and academic oppor –
tunities: the Health Science major and the Environmental
Science major.
Students in both majors begin their journey with a core
set of foundational and introductory courses taken in
common. By the second year, students will begin to focus
more time on intermediate and advanced courses that are
specifically designed to lead them to the culmination of
the major they have chosen, even though some courses
and the two colloquies will be taken in common. The ma-
jors in the Sciences are designed to lead students through
courses that build on the knowledge gained in previous
courses, and emphasize close interaction with faculty and
other students. The culmination for both majors is the
Senior Project, based on the students’ research and pre –
sented both orally and in writing.
Science fields are continually changing, as are career
prospects for graduates in different fields, and students
24
will be learning new ways of looking at things long after
they graduate. The Health Science (or biomedical) major
will prepare students for either medical school or veteri –
nary school, and students interested in taking this path
should consult an academic advisor immediately to begin
planning for the major. It also provides excellent prepara-
tion for students interested in nursing, lab research, being
a Physician’s Assistant, and other allied health professions.
The program is designed to appeal to students who value
serving society, who are excited about traveling to foreign
countries, serving a rural population or one in the inner
city. The ultimate goal of the program is to prepare stu –
dents in this field who want to make a difference.
Students interested in the Environmental Science major
will receive a rich education that can take them in many
career directions: environmental scientific research; sci –
ence education; environmental policy analysis from a sci-
entific perspective; and careers in the areas of the biologi-
cal and life sciences. As with the Health Science major,
this program aims to prepare students interested in ad –
dressing in some fashion the major environmental crises
of the planet today and tomorrow. The major is strongly
supported by the Glen Helen Ecology Institute and the
College’s 1,000-acre nature preserve and raptor center.
SOCIAL SCIENCES:
ANTHROPOLOGY, SOCIAL PSYCHOLOGY,
POLITICAL ECONOMY
The Social Sciences at Antioch College focus on the in-
stitutions and functioning of human societies, with the
individual, and with the interpersonal relationships of
individuals as members of society. Social Science courses
will include Cultural Anthropology, Political Economy
and Social and Cognitive Psychology.
Political Economy
The study of political economy focuses on the role of
economic, political, cultural, and environmental process-
es in shaping society and history.
Anthropology and Social Psychology
Social Psychology and Cultural Anthropology partner
in this area of concentration.
Social Psychology focuses on the study of individuals
in interaction with other individuals, of individuals in in-
teraction with groups, and of groups in interaction with
other groups. The examination of multiple directions that
influence complex situations informs student’s thinking
about social behavior.
Cultural Anthropology traditionally completes research
with small, discreet groups of people through participant
observation in order to document how the structures and
institutions within the group support each other and are
linked together.
By combining Social Psychology and Cultural Anthro-
pology students would be able to complete research with
groups and analyze how the structures and institutions
of that group affect individual behavior. The outcome of
the research should be an increased understanding of how
other groups define positive and negative behaviors, the
consequences of positive or negative behaviors on the in-
dividual and the group, plus coming to understand mul –
tiple approaches to solving problems and/or mediating
difficult situations.
LANGUAGE AND CULTURE
According to the American Council on T eaching For-
eign Languages, communication is at the heart of second
language study:
Through the study of other languages, students gain
a knowledge and understanding of the cultures that
use that language and, in fact, cannot truly master
the language until they have also mastered the cul –
tural contexts in which the language occurs. Learn –
ing languages provides connections to additional
bodies of knowledge that may be unavailable to the
monolingual English speaker. Through comparisons
and contrasts with the language being studied, stu –
dents develop insight into the nature of language and
the concept of culture and realize that there are mul-
tiple ways of viewing the world. T ogether, these ele-
ments enable the student of languages to participate
in multilingual communities at home and around
the world in a variety of contexts and in culturally
appropriate ways.
Program Description
The study of a major world language is absolutely cen –
tral to our conception of education as preparation for
global citizenship. The objective of Antioch College’s
Language and Culture program is to equip students to
function both linguistically and culturally in a non-native
geographic area. All Antioch College students will be re –
quired to attain intermediate proficiency in a language
25
26
other than their native language and will therefore receive
a Minor in the world language of their choice. Because
we see language as equally cultural experience and techni-
cal skill, language study at Antioch College is linked to
and reinforced by an international work experience which
provides a sustained immersion in a different culture.
Most Antioch College students will work for two consec-
utive quarters (20-24 weeks) in this international setting.
Upon returning from their work and travel abroad, they
will complete a language proficiency examination.
Antioch College language courses will focus primarily
on conversational language learning and oral proficien –
cy, and on the actual use of the language. Familiarizing
students with the differing cultural contexts, values, and
practices of particular linguistic groups will also be es –
sential. The overarching goal is to get students to use the
language on a daily or near-daily basis, and to use it in a
variety of contexts, for at least the first three years of their
college education.
All students begin their first year foundation courses
with an intensive quarter of language study. After the ini-
tial language intensive (6 credits), students will continue
to take one two-credit language course during every on-
campus term through the third year, and to pursue two
credits of language learning during each of the first four
terms off campus. Students receive six credits per quarter
for their immersion experience in another country. This
adds up to 38 language credits for most students over
thirteen quarters, which constitutes a Language Minor.
Antioch College’s innovative world languages program
is uniquely organized so that language instruction is 1)
integrated across the curriculum, in both work and study
experiences, and supported in language courses as well as
non-language courses; 2) maximized though its continu –
ity across terms, both on-campus and off-campus, for the
first three years of the student’s education; 3) organized
around an international cultural immersion experience;
4) highly individualized and tailored to the progressive
levels of each student. These principles correspond to cur-
rent best practices in the field of foreign language study.
The world languages that will be taught at Antioch Col –
lege the first two years include Spanish, Portuguese, and
French. We hope to add more languages as the College and
its curriculum expand. Languages slated for addition to the
curriculum are Arabic, Mandarin Chinese, and German.
Language Learning On-Campus
On-campus language instruction begins in the first
quarter on campus with two intensive block-length lan –
guage foundation courses. While different levels of pro –
ficiency upon entrance to the College will be taken into
account and some students may be granted exemptions,
most students will be placed in these introductory inten –
sive courses which are designed to accommodate students
with differing levels of language experience. These courses
provide basics for those students who are at an elemen –
tary level and review for those who have undertaken pre –
vious language study. After completing these foundation
courses, students progress to two-credit language tutorials
in their second quarter on campus. For the next six study
terms students will take a two-credit language tutorial
which meets two or three days a week. These courses are
small enough so that instructors can tailor assignments
and requirements to meet each student’s level.
Some language courses and tutorials may be taken at
nearby Wittenberg University, with whom we are in the
process of pursuing a partnership. This proposed partner-
ship with Wittenberg’s highly successful Foreign Lan –
guages Department, whose philosophy of language teach-
ing we share, will help us to expand our language offerings
and will be especially important in the next few years
while we are in start-up mode. This collaboration ben –
efits students at both institutions by giving them a larger
language-learning peer group, particularly in languages
which tend to have smaller enrollments.
Antioch College’s plan for on-campus language instruc-
tion also includes some level of integration with non-lan-
guage courses. This integration involves the completion of
research and translation projects that serve as requirements
for both language courses and other academic coursework
across the disciplines. These projects are jointly developed
and supervised by language instructors and classroom fac-
ulty. Students must complete at least one of these lan –
guage projects per year. As an example, students studying
Spanish and enrolled in the Global Seminar that exam –
ines economic and political issues surrounding oil extrac-
tion may each undertake research to produce a relevant
case study which highlights oil extraction in a particular
Spanish-speaking country. Initially, this research would
be conducted predominantly in English, but as students
increase their levels of language proficiency, work in sec –
ond and third-level Global Seminars could be conducted
through Spanish-language media and print sources, and
the student’s findings will then be presented in Spanish
to the other Spanish-speaking participants (and in Eng –
lish to the non-Spanish-speaking participants). Another
27
group of students studying Arabic would produce and
share case studies from Arabic-speaking places.
The Columbus-Dayton-Springfield metro area contains
many potential resources for student work and volunteer
experiences, as there are numerous immigrant commu –
nities, advocacy groups, cultural organizations, literacy
centers, etc. where language and translation skills may be
honed. Collaborations with these organizations may be
developed by the language faculty.
Language Learning Off-Campus
Because language learning requires constant mainte –
nance and reinforcement, the Antioch College language
and culture program continues on the six off-campus
work terms, during which time the student earns two lan-
guage credits each term. Over the off-campus work terms
language study takes place via online language coursework
and on-line communities of language learners, using such
technologies as videoconferencing and chatrooms. Lan –
guage faculty may also assign specific projects to be com-
pleted during this period, and these assignments will be
tailored to student level and need. Depending upon the
location and the language, students may be involved with
local communities of native speakers and/or attend classes
of language learners in the area where the student is work-
ing. Close supervision by, and repeated contact with lan-
guage faculty are essential to the success of off-campus
language instruction.
Possible off-campus language projects could include re-
searching particular subjects pertaining to the student’s
job or academic interests in the language being studied
and/or participating in local gatherings or events or or –
ganizations. Such projects might also include producing
written translations or performing oral translations as a
service for others.
The particular choice of on-line language and culture
program, and its coordination, will be the purview of the
language faculty.
Immersion Experience
All Antioch College students will complete an interna –
tional work experience in which they live for two quar –
ters outside of the United States in a place where they
practice the language they have been studying. For most
students these two consecutive quarters abroad will take
place between the third and fourth year of the students’
course of study. A proficiency examination will be sched-
uled upon the students’ return to campus. International
work opportunities are currently in the process of being
cultivated in a range of international sites. There will also
be work opportunities with native communities locally
and nationally.
Students may pursue additional language coursework
and/or experience after passing their proficiency require –
ment, but it is not mandatory. Some students may choose
to integrate their language learning into their final senior
project. This will be arranged on an individual basis de –
pending upon the student’s interests and course of study.
Advanced work in the humanities (especially literature
and philosophy) in other languages will probably not be
possible in the initial years of the College, but may be an
option for the future.
Language Assessment
Language faculty will tailor each student’s program to
his or her gradual progress through the language until
the student has been determined to attain oral profi –
ciency. This will require working closely with each stu –
dent on an individual basis and designing assignments
aimed at that student’s current level of language abil –
ity. As students enter college with widely varying levels
of facility, each student’s degree plan will therefore be
highly individualized. Due to small student numbers,
this should be possible (at least for the next 5 or 6 years).
Language faculty will also work with the student’s Work
and Classroom faculty advisors to develop and coordi –
nate assignments, and to find appropriate Work place –
ments and experiences which involve language usage.
This means that the number of credits each student
receives in the Languages and Culture portion of the
Curriculum may vary, depending upon how long it
takes each student to reach the expected level of oral
proficiency, but the norm would be 34 credits. A system
of tests to measure various levels of language proficiency
will be put into place by language faculty. Ultimately the
student will take a final proficiency assessment test, the
capstone of the language requirement, which will include
an extended interview. This capstone crediting will take
place during the quarter after the immersion experience.
The levels of Proficiency are Introductory, Intermedi-
ate (divided into High and Low), Advanced (divided
into High and Low) and Superior (the latter meaning
close to fluent or fluent). Our minimum standard with
Spanish, French, and Portuguese will be High Interme-
diate levels of proficiency; with Arabic and Mandarin
Chinese our standard will be Low Intermediate.
28
Fallback Option
If any student is repeatedly unable to pass into the ex –
pected level of demonstrated language proficiency then
the completion of four on-campus language courses past
the foundation courses and four off-campus language ex-
periences will be considered sufficient for the purposes of
graduation. All students will thus have a minimum of 22
credits of language and culture credit (six credits in lan –
guage foundation courses; eight in on-campus language
tutorials; four in off-campus language projects). However,
the typical student will have the following language credit
allocation: six credits in language foundation courses; 12
in on-campus language tutorials; eight in off-campus lan-
guage projects, and 12 in language immersion experience,
for a total of 34 credits.
Note
Note: The outlines of this program have been developed
in close consultation with Professor Timothy Bennett,
Chair of the Department of Foreign Languages at Wit –
tenberg University and Professor Stephen Summerhill,
Former Chair of the Department of Spanish and Portu –
guese at The Ohio State University. While Language and
culture learning is essential to the global emphasis of the
new Antioch College curriculum, some aspects of this
program are still in the early stages. We expect to make
adjustments to the program as we learn and as we add
language faculty.
29
B
uilding on a 90 year-old tradition, work continues to be one of the pillars of an
Antioch College education. Though experiential education has become more
common throughout higher education, work at Antioch College continues as a
unique learning component. Antioch College remains the only liberal arts institution in
the nation to require comprehensive off-campus work experiences of all students. Stud-
ies indicate that students in cooperative education programs gain maturity, motivation,
problem-solving abilities, academic achievement, and clarity about their goals. Coopera-
tive education especially stresses the value of paid employment in which a student learns
from work with meaningful responsibilities set by the employers, from colleagues, and
from living independently in new settings.
EXPERIENTIAL EDUCATION:
WORK AT ANTIOCH COLLEGE
“A liberal education is an exploring education—that students seek wisdom wherever wisdom can be found—in the record
of the past, in the accounts of contemporary experience and in their own participation in the world around them.”
— The Value of the Co-op Program, Algo Henderson, President 1936-48
The idea of learning from experience pervades an An –
tioch College education. Another distinctive element
of an Antioch College Education is the part-time work
program which provides all students the opportunity for
learning and serving our campus and community. Stu –
dents work side-by-side with faculty and staff in all areas,
doing both mental and manual work because work is cen-
tral to the mission and culture of Antioch College. The
campus work program helps to prepare students for work,
maintain our beautiful campus, encourage all members
of the community to take pride in labor well done, and
to develop high personal standards and concern for the
welfare of others.
Because of these requirements, work is fully integrated
into academic and community life on campus at Antioch
College. These work programs help students to under –
stand work as a tool for experiential education and as a
place for integrating academic learning, practical knowl –
edge, and life lived in the larger community.
Orientation to work begins immediately for new stu –
dents. Students have substantial opportunities to learn
about jobs, how to present themselves to potential em –
ployers, transition from school to work and back, and
how to adapt to job and living expectations.
The full-time off-campus work program allows students
to connect academic knowledge with the professional
world of work. The Antioch College work program ex –
pands learning experiences through paid employment in
a supervised, educational work setting often related to
the student’s coursework. The program is a mix of major
related and general education, so students who have in –
terests and skills outside of their majors work in jobs not
directly related to their field of study. In addition to on-
the-job-learning, a high value is also placed on the learn –
ing students do off-the-job in the communities in which
they live off campus out in the world.
Every Antioch College student participates in the pro –
gram of alternating work and study. Students are assigned
30
a specific sequence upon matriculation. Compliance with
assigned sequences is expected.
Off Campus Work
The alternation and integration of work and study have
been the primary forces shaping the unique character of
Antioch College since the introduction of the Coopera –
tive Education program in 1921. Off campus positions
are local, national, and global. Enrollment is required and
credit can be earned, through completion of a work port-
folio, for these jobs that last for 12 weeks and range from
a minimum of 30 to 40 hours of work a week. In addition
to completing the work portfolio, students also complete
a two credit hour online language and culture course dur-
ing each work term.
Each student’s work program is unique. Each student’s
educational plan – both in the classroom and at work –
reflects individual interests. Students continually expand
their skills through courses and work, often taking jobs
to broaden their background, boost skills in areas of less
competence, clarify career objectives, or rethink goals.
Students multiply their options through work because
learning opportunities are not limited to the campus.
While on work terms students can explore a wide range of
career options and may use cutting-edge equipment and
facilities in labs, studios and businesses. Since the future
of the workplace is uncertain, we believe it is important
for our students to learn how to to be flexible and creative.
Students often discover or affirm their purpose through
work. Students can test out a career choice they have al –
ways imagined with a job in that field. If they are uncer –
tain about where their passion lies, moving into the work
world early in their education helps students discover
what they love to do. If students start working in their
chosen fields after they graduate from a conventional col-
lege, what happens if they decide they don’t like that field?
Students also build their capacity through work. They
learn how to adapt, how to work with different people,
how to solve problems and discover problems to solve.
Depending upon their program of study students ideally
work in five or six different jobs in five or six different
locations to build more skills and feel confident stepping
into any new situation. Most importantly, students work
at the edge of their knowledge, then they come back to
campus to learn some more.
We often refer to the Antioch College Work Program as
environmental, where work and life experiences are both
valued as contributing to the growth of the whole person
and fulfillment of college program goals. Antioch College
aims to prepare students to live responsibly and effectively
in an increasingly complex world. For decades, Antioch
College has used work to enable students to live and learn
in environments that differ from the academic setting and
to broaden their understanding of the world in which
they live. The work program fosters learning through a
wide range of objectives related to employment and civic
life. A thoughtful period of planning before the experi –
ence, carrying out the plan, self-assessment and timely
reflection with the student’s advisor make meeting these
outcomes a reality.
The learning outcomes for the full-time work program
are developmental and are evaluated by their supervisors
at work. The goal is for students to see progression in their
ratings from their employers during each work term. We
ask students to fully consider and analyze their perfor –
mance evaluations and to focus on areas in which they
need improvement. The work program intends for stu –
dents to achieve the following learning outcomes as they
progress through the program:
Working Productively: Possessing and applying effective
work habits within the work setting.
• Demonstrates increasing levels of independence
and self-management
• Manages time and work load
• Recognizes and applies quality standards of perfor –
mance
• Handles responsibility in a dependable manner
• Exhibits perseverance in accomplishing tasks
• Provides appropriate level of attention to detail in
work tasks
• Monitors projects and follows through as directed
• Displays initiative in contributing to the needs of
the organization
• Produces work that displays qualities of accuracy,
neatness, thoroughness and adherence to standards
• Shows competence in workplace technology and
readily learns new applications
Communicating Effectively: Applying appropriate
writing, speaking and listening skills in order to precisely
convey information, ideas and opinions.
• Articulates personal observations as a participant
observer and reflects on lived experience as the
source of learning;
• Asks appropriate questions, seeks direction when
31
needed, communicates with others, and works as a
participant of a team
• Anticipates a need for clarification and seeks direc –
tion as appropriate
• Applies language effectively in written communica-
tion (spelling, grammar, structure)
• Writes clearly and in an organized manner
• Uses language appropriate to the situation in writ –
ten and verbal communication
• Applies effective verbal presentation skills (organi –
zation, grammar, thoughtfulness)
• Demonstrates effective listening skills as evidenced
by checking for accuracy and following through
with accurate interpretation
Working Cooperatively: Demonstrates ability to work ef-
fectively with others to complete tasks, solve problems,
resolve conflicts, provide information and offer support.
• Establishes and maintains effective, trusting and ap-
propriate working relationships
• Demonstrates respect for others through word and
actions
• Receives and accepts feedback
• Provides feedback to others
• Demonstrates willingness to pursue resolution
when conflict arises
• Demonstrates flexibility and responsibility in tak –
ing on roles in group work
• Demonstrates acceptance and respect for differenc-
es in style, culture, experience or knowledge
• Demonstrates awareness of how one’s behavior af –
fects others
• Demonstrates respect for the rights and properties
of others
• Demonstrates willingness to use and support the
perspective and ideas of others
• Demonstrates willingness to recognize and respect
others’ points of view
• Becomes able to perform as a peer having demon –
strated an understanding of norms, protocols, and
initiatives involved in the organization’s activities
and contributes to them responsibly
Acting Responsibly: Recognizes an obligation to self
and others in decisions and actions.
• Adapts to organizational culture and is able to com-
municate with supervisors and co-workers to follow
protocols set by and reflective of that culture
• Applies effective work standards as evidenced by at-
tendance, punctuality and reliability
• Assumes responsibility for own performance by
completing assigned duties with thoroughness and
thoughtfulness
• Maintains an effective level of productivity
• Gives attention to proper work habits
• Exhibits professional behavior and attitude (appro-
priate dress, hygiene, office etiquette)
• Requires minimum supervision of their work as
they have demonstrated trustworthiness, compre –
hension of multiply related factors and coherent
articulation to appropriate audiences
Thinking critically and creatively: Applies the principles
of purposeful, active, organized, and creative thinking
• Recognizes the difference between facts and opin –
ions
• Applies effective problem solving strategies
• Questions the quality and relevance of information
• Seeks to understand ethical impacts of decisions on
individuals or society
• Anticipates what is needed organizationally and
contributes to efforts to meet those anticipated
needs
• Shows evidence of innovation, invention, initiative
in meeting organizational challenges.
• Shows evidence of appropriate and useful problem-
solving activities demonstrated by an ability to de –
scribe the factors, reasoning and forms of knowledge
or theory taken into account in solving problems
Intercultural understanding: Applies the principles of
developing adaptability, utilizing keen observation to find
meaning through self-reflective insights, avoiding the ten-
dency to interpret experiences in familiar ways in order to
allow for multiple interpretations and further developing
the capacity for effective action.
• Describes personal learning about the culture and
values, traditions, beliefs, and social behaviors of
the host country and organization
• Describes cultural differences regarding gender, eco-
nomic or class status, ethnic groups, and interaction
among groups
• Demonstrates learning from cultural perspectives,
values and biases as these impact personal identity
including: nationality, race, ethnic origin, gender,
age, education, sexuality, and class
32
• Describes behavioral adjustments made in order to
function more effectively and less disruptively in
the host culture
• Describes any culturally or environmentally specific
behavior to which they needed to become accustomed
• Describes changes in perspective about their own
culture given the perspective they may have gained
from living abroad
• Explores the role of varying religions and how they
are practiced
• Shows evidence of understanding how the environ-
ment, natural and constructed, has played a role in
influencing culture and traditions
• Increases language skills through immersion with
native speakers in the work place and through in –
teractions with community residents
• Describes contributions made to their employer
and the community
• Actively reflects upon re-entry to the US and the
campus
Antioch College students work in non-profit organi –
zations, corporations, laboratories, hospitals, schools,
government agencies, studios, and more. During the first
full-time jobs students can test career choices, enter new
fields of practice, explore new environments, learn basic
skills, try different kinds of work, and discover what they
do best. They also learn how to live independently, to suc-
ceed on the job, to work with others, to assume responsi-
bility, and to understand organizations.
Later full-time jobs may be more related to an academ-
ic interest and involve increasingly sophisticated perfor –
mance and analysis. For example, students are required to
spend at least one work term abroad to further enhance
their language acquisition and cultural understanding.
These employers are trained to be thoughtful and com –
mitted. Their supervision, personal interest, advice, and
reports are indispensable to student success and growth.
They are regarded as Antioch College’s field faculty.
The College’s planned technological infrastructure will
allow students to continue to participate in on campus
life – community governance, classes, and social connec-
tions – as well as connect to the global Antioch College
community. Students and faculty will be able to query
each other and examine questions collectively and com –
paratively among regions, and to participate in small and
large group projects with students around the country
and around the world.
Requirements: Students must successfully complete 6
full-time work terms and earn 18 credits in work portfo –
lios. A successful job is full-time work planned in advance
33
through the work placement process, for the dates of the
entire 12 week work period as established by the College.
Employment involving less than 10 weeks of work does
not qualify for work portfolio credit. The final work port-
folio usually includes a series of reflection exercises, mid-
term reports, a transition document for the next student,
and an employer evaluation. For work abroad, students
must also reflect on the cross cultural aspects of their ex –
perience. Finally, each student meets with a work program
faculty member for a crediting conference.
Getting a Job
Each term the Work Program publishes a list of available
jobs. Students must select from this array of opportuni –
ties just like they select from an array of course offerings.
Students get more information about them by consulting
with work program faculty member and learning about
what that organization says about itself on the web.
In planning job experiences students should consider
career interests, general education goals, academic inter –
ests, previous work experiences, and their own special
skills. Each work experience, off campus or on, and all
course work provide students with additional skills for
future jobs.
Participating employers typically want and expect an
Antioch College student each term. As partners in the
work program they rely on Antioch College students to
perform work and complete tasks essential to their orga –
nizational objectives. The employer will receive from the
work program office a cover letter and resume prepared by
the student being recommended. Employers then inter –
view the recommended applicant by phone before hiring.
Timely planning is required.
If there are several students interested in each position,
the work program faculty is responsible for selecting the
student to be recommended after conducting interviews
with the students interested in the position.
On-Campus Work
All Antioch College students work 10 hours per week
during each study term. However, students at Antioch
College do not simply work during their study terms. In
fact, they provide the essential workforce to operate the
College. Upon arrival on campus each term students learn
about the available jobs, submit resumes for the jobs and
interview with their supervisors. The goal is for all stu –
dents to be hired by the end of the first week of classes.
Campus work assignments function rather like classes
and even prerequisites for full-time work off campus. Be-
ginning at basic levels of work, students are expected to
progress to more skilled and responsible levels.
Through these experiences, the College expects that stu-
dent workers will:
• develop good work habits and attitudes,
• gain an understanding of personal interests, skills
and limitations,
• learn new skills,
• exercise creativity, problem-solving and responsibil-
ity,
• prepare for full-time work,
• acknowledge, examine, and celebrate the ethics and
value of work in the educational process.
We expect students to gain experience in as many areas
as possible recognizing that campus jobs change season –
ally and require different skill sets.
Requirements: Students must successfully credit 4 On-
Campus Work Portfolios for a total of 4 credits and work
during all of their on-campus study quarters. Students are
evaluated at the end of each semester by their supervi –
sor which is part of the work portfolio. Antioch College
expects not only strong and consistent academic perfor –
mance but also places a high value on solid performance
in the work programs.
After Graduation
By participating in the work program, students gain ex-
perience in a variety of work and living situations. This
helps them with career planning by giving them a variety
of experiences upon which to base their decisions about
the future. For Antiochians, engagement in full-time
work and campus work allows them to graduate with an
uncharacteristically valuable history of professional skills
and experiences.
Because of the work program, students will have com –
pleted at least one and a half years of full-time work and
one and a half years of part-time work in six different
settings and jobs each. This range of jobs help them solid-
ify their career objectives—perhaps confirming original
choices and aspirations, perhaps finding new directions.
In most cases, students will see connections to differing
organizations, skills that transfer from position to posi –
tion, and gain a deeper understanding of personal mis –
sion. In an era in which people change careers more and
more frequently, learning to find these new directions be-
34
35
INSTITUTIONAL REQUIREMENTS
GLOBAL SEMINARS
Global Seminars are interdisciplinary theme-based mini-
courses, organized around a particular critical resource,
need, or issue. They are designed to provide students with
a broad understanding of the contemporary economic,
social, political, scientific and philosophical challenges
facing humankind. Each Global Seminar presents a range
of informational sessions and diverse perspectives on the
resource or issue under consideration, predominantly
through the format of a speaker series. Speakers could
include Antioch College faculty, visiting faculty, journal-
ists, documentary filmmakers, full-time work employers,
practitioners, and alums working on an aspect of this
topic. Some guest speakers and experts may be ‘present’
via internet technologies. There will also be experiential
components such as field trips and group projects. These
Global Seminars create a shared community knowledge
base for the investigation of contemporary problems and
challenges and foster informed community discussion
and debate around questions of access, equality, distribu-
tion, scarcity, conservation, political representation, eco –
nomic viability, cultural meaning and value, etc.
The Global Seminars anchor the Antioch College cur –
riculum in pressing present-day problems and challenges.
This works well with Antioch College’s long tradition of
applied liberal arts learning and its socially-conscious val-
COURSE DESCRIPTIONS
36
ues and mission. Global Seminars anchor the curriculum
in the world beyond the campus, engaging students in
the significant global problems of our times and consid –
erations of how these problems impact other people and
other parts of their world, as well as our own immediate
lives. This outward focus begins to orient students toward
the work they will be doing on Co-op quarters and on
their international work experience.
The Global Seminars provide:
• Students with a common knowledge base, drawn
from multiple perspectives and disciplines, around
complex critical problems and challenges.
• An opportunity for the creation of an extended
quarter-long conversation on a particular issue or
topic—and for students to discuss and debate these
important problems, and to explore possible alter –
natives and new directions, with faculty, visiting ex-
perts, and with each other.
• A curricular format through which the expertise of
guest speakers, visitors, and alumni can be drawn
upon, thus dramatically expanding the perspectives
and mentors available to students in a small college.
• A common theme in a particular quarter to which
each faculty, depending upon the nature of their
course, may be able to connect with or elaborate
upon. Ideally there will be opportunities for faculty
(including language faculty) to integrate some read-
ings, assignments, or projects with the theme of the
Global Seminar.
• A cohort experience for students, as these are cours-
es taken by all the students who begin on a particu-
lar sequence.
GS 110 Food
Where does our food from? Why do we eat what we eat?
What are the institutions, policies, and cultural dynamics
that shape our eating habits? What are the impacts and
costs—human, environmental, social, economic, politi –
cal—of food production and consumption today? What
options exist for more sustainable methods of food pro –
duction and distribution? This course introduces students
to the politics, economics, and anthropology of food. This
global seminar will include national and local guest speak-
ers, documentary films, field trips, experiential learning,
and anthropology projects. Antioch College is creating an
organic garden and students will participate in the devel-
opment and maintenance of this important project.
GS 120 Water
Three questions form the basis of our inquiry into wa –
ter. Who owns the water? Who controls the water supply?
How safe is the water supply? We will explore ways of
looking into and answering these questions through polit-
ical economics – ideas of scarcity and governmental struc-
tures and through chemistry – what affects the quality of
water. Ways of resolving some of the issues connected to
access and the safety of water will be suggested by people
working daily to maintain the safety of water and create
access to potable water to people across the globe.
GS 210 Governance
What are some of the ways in which democracy has
been defined and practiced? How should ordinary people
participate in political decision-making? What constitutes
a fair and legitimate decision-making process? What are
some effective mechanisms, strategies, and recipes for
creating participatory governance? This course will draw
from Political Philosophy, Political Theory, Postcolonial
Studies, and Globalization Studies. The course takes up
influential meanings and applications of the concepts of
democracy and participatory governance. Beginning with
the history of ‘term’ democracy in the West, we will ex –
plore some of the major problematizations and expansions
of this crucial political concept. We then move to examine
numerous case studies in participatory governance and
deliberative democracy from around the world. Students
will complete critical papers and research projects; they
will also pursue practical local projects in community
building, community governance, and the development
of community policies.
GS 220 Health
One of the central ethical questions in Philosophy is
“What is the good life?” But before there can even be a
discussion of the good life, there must be life itself, and
that raises the question of health. What constitutes health,
both for human beings and for the rest of the ecosystem,
and how are those two related? In other words, how do
we even define “health?” This course introduces students
to the many-sided perspectives and questions involved in
the issue of health from its very biological and chemical
make-up to the global issues of the health (or lack thereof)
of entire populations, including the central question of
the ownership and distribution of health care. The course
will especially draw from disciplines in the social sciences
and natural sciences, and will relate to subject matter cov-
37
ered in courses from the Health Sciences to the Political
Economy of Health and Wellness. This Global Seminar
will include national and local speakers, documentaries,
field trips, experiential learning, and projects. FInally, the
ultimate goal of the course is to provoke reflection on,
and insight into, not just the questions of personal health
and health care, but how the entire issue of health in the
individual, society, and the world, is related to questions
of justice, or the “good life.”
GS 310 Energy
Where does our energy come from? What are the im –
pacts and costs—human, environmental, social, eco –
nomic, political—of extracting different forms of energy?
What happens to the waste products and by-products of
energy extraction and use? How should we plan for ener-
gy-related environmental disasters? For energy scarcities?
What are the options for alternative energy sources? What
are the factors that influence energy consumption? This
course introduces students to the chemical and atomic
bases of the major forms of contemporary energy genera-
tion: coal, oil, natural gas, and nuclear fission. Students
learn about the drilling, mining, and refining processes
involved in various forms of energy extraction, as well
as discussing some of the pressing contemporary eco –
nomic and political debates around the production and
consumption and conservation of energy. This Global
Seminar will include guest speakers, documentary films,
and field trips. Antioch is pursuing a geothermal energy
project and students will also study and document this
ongoing project.
LANGUAGES & CULTURE (ON CAMPUS)
Through the study of other languages, students gain
a knowledge and understanding of the cultures that use
that language and, in fact, cannot truly master the lan –
guage until they have also mastered the cultural contexts
in which the language occurs. Learning languages pro –
vides connections to additional bodies of knowledge that
may be unavailable to the monolingual English speaker.
Through comparisons and contrasts with the language be-
ing studied, students develop insight into the nature of
language and the concept of culture and realize that there
are multiple ways of viewing the world. T ogether, these
elements enable the student of languages to participate in
multilingual communities at home and around the world
in a variety of contexts and in culturally appropriate ways.
LANGUAGES & CULTURE — FOUNDATION
SPAN 110 Spanish I
This is an entry-level course for students new to Spanish
and for students with some basic background in the lan –
guage but who need to refresh their skills. In general this
course is appropriate for students with some background
but who have not yet attained introductory levels of pro-
ficiency. Spanish I provides intense practice in elementary
Spanish, including work on vocabulary, grammar, verb
tenses, and conversation. More advanced students may be
assigned additional class projects and partnerships with
other students. There will also be guest speakers, films,
and lectures which introduce students to the Spanish-
speaking cultures of the Americas.
SPAN 120 Spanish II
This is a post-entry-level course for students who have
taken Spanish I and/or for students with some introduc –
tory level of proficiency. This course will continue to pro-
vide intense practice in elementary Spanish, including
work on vocabulary, grammar, verb tenses, and conversa-
tion. More advanced students may be assigned additional
class projects and partnerships with other students. There
will also be guest speakers, films, and lectures which in –
troduce students to the Spanish-speaking cultures of the
Americas. Students may be placed into Spanish II without
having taken Spanish I with special permission of the lan-
38
guage faculty after the appropriate screening.
PORT 110 Portuguese I
This is an entry-level course for students new to Portu –
guese and for students with some basic background in the
language but who need to refresh their skills. In general
this course is appropriate for students with some back –
ground but who have not yet attained introductory levels
of proficiency. Portuguese I will provide intense practice
in elementary Portuguese, including work on vocabulary,
grammar, verb tenses, and conversation. More advanced
students may be assigned additional class projects and
partnerships with other students. There will also be guest
speakers, films, and lectures which introduce students to
the Lusophone cultures of the Americas.
PORT 120 Portuguese II
This is a post-entry-level course for students who have
taken Portuguese I or for students with some introduc –
tory level of proficiency. This course will continue to pro-
vide intense practice in elementary Portuguese, including
work on vocabulary, grammar, verb tenses, and conversa-
tion. More advanced students may be assigned additional
class projects and partnerships with other students. There
will also be guest speakers, films, and lectures which intro-
duce students to the Lusophone cultures of the Americas.
Students may be placed into Portuguese II without taking
Portuguese I with special permission of the language fac –
ulty after the appropriate screening.
FREN/PORT/SPAN 130-330
French, Portuguese, Spanish
Continuing on-campus language teaching includes tra-
ditional two-credit courses which meet two or three days
a week and are taught by language faculty and instructors.
LANGUAGES (OFF CAMPUS)
FREN/PORT/SPAN 120-420
French, Portuguese, Spanish
Because language learning requires constant mainte –
nance and reinforcement, the language and culture pro –
gram continues on the five off-campus work terms, dur –
ing which time the student earns two language credits.
Over the off-campus work terms language study takes
place via on-line language coursework and on-line com –
munities of language learners, using such technologies
as videoconferencing, Skype, and chat rooms. Language
faculty may also assign specific projects to be completed
during this period.
WORK PORTFOLIOS
WORK 150/151 Work Portfolio I: Novice Level Work
During the first and second full-time job, students are at
the novice stage. At this stage, the portfolio component of
student learning will focus on developing knowledge and
skills related to the job and the community in which they
work and live. Here, students will also begin to develop
knowledge and skills that allow for thoughtful reflection
of their experiences on the job and in their community.
In the first full-time job, these skills will include pur –
poseful observation and reflection. Students will engage
in observational exercises and be introduced to and en –
gage in journaling. The journal serves as a single location
for student reflection on work, life outside of work, and
organized learning activities designed to foster a deeper
awareness of being a successful employee. There will be
a series of assignments where students will be journaling
to specific prompts identified by the faculty. Following
successful completion, each student will receive four (4)
credits per full-time work placement portfolio.
WORK 250 Work Portfolio II: Intermediate Level Work
During the third full-time work placements students
will be expected to fully engage with their employer. Stu-
dents will learn from others how to participate as an ac –
tive and engaged member of the employing organization,
and what it means to be a citizen of the area. They will be
encouraged to become involved with existing community
groups. The reflection component of these full-time work
placements will entail students continuing to journal
which will include entries that focus on their progression
toward further independence and self-management. Such
personalized documentation will allow students to gain
insights into the development of their own workplace
competencies. It is intended that this process will also help
students gain insights into what it means to be a member
of a group and how to effectively enter and belong in a
work place. There will be a series of assignments where
students will be journaling to specific prompts identified
by the faculty. Following successful completion, each stu-
dent will receive four (4) credits per full-time work place-
ment portfolio.
WORK 350 Work Portfolio III: Advanced Level Work
Normally during the fourth work placements students
generate knowledge, activities, and/or services that meet
39
specific needs of the employer. In this stage, students will
anticipate what is needed organizationally and contribute
to efforts to meet those anticipated needs. The reflective
component of this work experience will again involve
journaling. The journal will include specific notes orga –
nizational mission and effectiveness in the community.
This allows the student to expand their journaling skills
to include evaluative and mission focused notes. Other
entries will be written responses to prompts; however, in
this case, most prompts will be self-directed. Following
successful completion, each student will receive four (4)
credits per full-time work placement portfolio.
WORK 450/451 Work Portfolio IV: International Work
The international work placement, in the fifth and sixth
work terms, is a planned and evaluated learning experi –
ence which places the learner in an environment where
learning is accomplished through active interaction with
the people, use of language, history and institutions of
other cultures. The international work placement expects
students to form a clearer understanding and apprecia –
tion of common characteristics of another culture’s peo –
ple and social institutions as well as their complexity and
diversity. It allows the student to experience the power of
culture as a determinant of human actions, beliefs, and
interactions with the environment. Through fulfilling this
requirement a student should develop a sense of cultural
humility and an appreciation of the sources and values of
one’s own culture. Students should demonstrate growth
in their ability to understand and acknowledge cultural
differences and to conceptually relate one’s own culture
to another. Following successful completion, each student
will receive four (4) credits per full-time work placement.
ON-CAMPUS WORK PORTFOLIOS
WORK 140 Part-Time Work Portfolio I
This Work Portfolio is offered during the students’ sec-
ond on-campus study term. Campus work assignments
function rather like classes and even prerequisites for
full-time work off campus. Beginning at basic levels of
work, students are expected to progress to more skilled
and responsible levels. Following successful completion,
each student will receive one (1) credit per part-time work
placement portfolio.
WORK 240 Part-Time Work Portfolio II
This Work Portfolio is offered during the students’ fifth
on-campus study term. Campus work assignments func –
tion rather like classes and even prerequisites for full-time
work off campus. Beginning at basic levels of work, stu –
dents are expected to progress to more skilled and respon-
sible levels. Following successful completion, each student
will receive one (1) credit per part-time work placement
portfolio.
WORK 340 Part-Time Work Portfolio III
This Work Portfolio is offered during the students’ sev-
enth on-campus study term. Campus work assignments
function rather like classes and even prerequisites for full-
time work off campus. Beginning at basic levels of work,
students are expected to progress to more skilled and re –
sponsible levels. Following successful completion, each
student will receive one (1) credit per part-time work
placement portfolio.
WORK 440 Part-Time Work Portfolio IV
This Work Portfolio is offered during the students’
eighth on-campus study term. Campus work assignments
function rather like classes and even prerequisites for full-
time work off campus. Beginning at basic levels of work,
students are expected to progress to more skilled and re –
sponsible levels. TFollowing successful completion, each
student will receive one (1) credit per part-time work
placement portfolio.
40
COLLOQUIES
The Colloquies use an innovative course format which
provides a series of shared experiences for upper-level stu-
dents within each of the four academic areas (Arts, Hu –
manities, Social Sciences, and Sciences). Beginning in the
third year of study, Colloquies are designed to promote
small-group cross-disciplinary and interdisciplinary dis –
cussions and projects under the guidance of faculty men-
tors; to create conversational space for students to learn
from and share resources with each other; and to organize
the process of bringing the senior project to fruition. Stu-
dents receive 2 credits for a quarter’s worth of Colloquy
work; each student takes 3 Colloquies. The Colloquies
reinforce the shared methodologies of different academic
areas, yet also expose students within a particular area to
a range of perspectives, approaches, and problem-solving
strategies. This format ensures a larger and more varied
peer group than would otherwise be available within the
individual concentrations.
The Colloquies enable broad cross-disciplinary dia –
logues, and in this respect take up the function of the
earlier Global Seminars. While coursework within the
academic concentrations generally focuses on specific
topics, case studies, examples, and skills, the Colloquies
allow students and faculty to practice bringing these spe –
cific examples and knowledges into wider conversations.
There are different levels of Colloquies: Intermediate
and Senior. The diverse needs of different academic areas
necessitate different course frameworks and goals for each
area’s Intermediate Colloquy. The two Senior Colloquies
are used as preparation for the Senior Project. These build
in methodical, step-by-step planning for the senior proj –
ect and provide faculty and peer support for senior project
research, drafting, and presentation.
• Intermediate Colloquy in the third year of study
• Senior Colloquy 1 and 2 in the fourth year of study
The Senior Colloquies are seminars that meet once a
week (or perhaps every other week) and establish a struc-
ture for work on the senior project. Each area will have
a different list of expectations and stages, but in general
these Colloquies serve as periods in which students will
read each others’ research proposals, critique each oth –
ers’ drafts and rough projects, help each other test out
ideas, share resources, and provide intellectual or artistic
support through the senior project process. Students who
have designed individualized majors which work across
academic areas may elect to attend senior colloquies in
more than one area (example: Media and Anthropology,
History and Psychology).
Each colloquy is organized by two or three faculty with-
in each of the four academic areas.
ARTS 380 Intermediate Colloquy: Artist in Residence
An interdisciplinary seminar, lead either within the arts
41
division or across divisions, by an artist in residence in
which students and faculty work with the artist to develop
a jointly imagined and produced project.
ARTS 400 Advanced Colloquy I:
Planning the Senior Project
An interdisciplinary seminar either within the arts divi-
sion or across divisions in which students begin to plan
and develop their senior thesis projects and produce a
project proposal with a concept; a more fully developed
project description; an operational plan including a pro –
duction and post production schedule; detailed lists of re-
quired personnel, equipment and material resources list;
and a detailed budget and a bibliography of the work that
has influenced their project
ARTS 480 Advanced Colloquy II:
Final Production Senior Project
An interdisciplinary seminar either within the arts divi-
sion or across divisions in which students finalize their se-
nior thesis plan, and begin to gather resources and materi-
als and commence the production phase of their projects
while engaging in periodic discussions and critiques with
faculty and peers.
HUM 380 Intermediate Colloquy:
Public Humanities Project
This course stresses the necessity for humanists to ex –
plain their work to multiple audiences, and therefore re –
quires the creation and implementation of a group project
in which students organize a humanities-related event or
series of events in the larger community. Students serve as
dramaturgs for theater performances, curators or art his –
torians for art exhibits or films series, organize readings,
develop an oral history project, work with a local commu-
nity organization, school, library, archive, museum, etc.
HUM 400 & 480 Advanced Colloquy I & II:
Senior Seminar in Humanities Research
These courses provide students with a humanities-based
but interdisciplinary peer group while they go through
the process of organizing, writing, revising, completing
and presenting their senior project. Students will work –
shop their research project drafts with other students and
faculty, and will practice giving and receiving construct –
ing feedback. These advanced colloquium will require a
public presentation of the student’s culminating research.
SCI 380 Intermediate Colloquy:
History, Philosophy & Practice of Science
This Colloquy is intended to engage all Science majors
in a quarter-long seminar that allows them to study and
reflect on some of the historical issues in Science as well
as questions raised in the Philosophy of Science and Epis-
temology. The purpose of the Colloquy is to provide an
opportunity for students to step outside everyday scien –
tific practice to reflect on the interactions of history and
philosophy with that of scientific practice, and the nature
and function of scientific paradigms.
SCI 400 & 480 Advanced Colloquy I & II:
Sr. Seminar in Science Research
The Advanced Colloquy serves as the senior seminar for
all Science majors. The purpose of the Colloquy is to pro-
vide students with the opportunity to share the research
in which they are engaged for their senior project. This
seminar provides an intellectual community in which stu-
dents can engage in a more formal conversation about
each other’s research for the purpose of collective learning
and growth.
SSC 380 Intermediate Colloquy:
Social Science Research Methods
Students will be introduced to the basic concepts and
techniques that are used in social science research. The
three foci, social scientific inquiry and research design,
quantitative data gathering and analysis, and qualitative
data gathering and analysis, will result in students dem –
onstrating an understanding of basic research principles
and procedures and critical evaluation of research studies.
SSC 400 Advanced Colloquy I:
Writing the Social Science Research Proposal
Students will select a topic, complete an annotated bib-
liography of relevant materials and write a research pro –
posal that will serve to organize their research. Students
should be ready to do their research project at the end of
this course.
SSC 480 Advanced Colloquy II:
Annotated Bibliography
Students will select a topic, complete an annotated bib-
liography of relevant materials and write a research pro –
posal that will serve to organize their research. Students
should be ready to do their research project at the end of
this course.
42
SENIOR THESIS/PROJECT
ARTS, HUM, SCI, SSC 495 Senior Thesis/Project
Students culminate their Antioch College experience
with a senior thesis or project devised with the help of
their advisor. The senior project can take the form of the
presentation of a research paper, documentary video, the-
atre, music or dance performance, art exhibit, or other
form of public presentation that summarizes a particular
endeavor of study by the senior Antioch College student,
based in their major area of study. The Senior Project gives
the Antioch College student the opportunity to pull to –
gether the knowledge, understanding and skills achieved
during their studies at Antioch College into a cohesive,
informed final presentation.
Senior Reflection Paper
SRP 494 Senior Paper
At the end of the senior year, every student is required
to write a paper reflecting upon their learning trajectory at
Antioch College—on the relationship and integration of
the disparate elements of their Antioch College education
into their chosen course of study. Students should con –
sider how particular work, study, community, travel, and
language experiences worked together or built upon each
other (or not). Students could reflect back upon specific
assignments, texts, or projects, and upon various success-
es, failures, continued questions, challenges, and growth
experiences. In general, students should meditate on the
ways in which various aspects of their Antioch College
education contributed to the overall development, their
sense of themselves and their future goals, and their abil –
ity to be life-long learners.
ARTS FOUNDATION COURSES
The foundation courses go beyond general education
requirements. Along with experiential learning through
work the foundation courses form the base of the An –
tioch College curriculum where wide-ranging knowledge
of science, cultures, and society combined with library re-
search, intellectual and practical skill building in order to
foster a commitment to personal and social responsibility
centered on the resources of food, water, energy, health,
education, and governance. The Institutional Learning
Outcomes will form portions of learning goals for each
of these courses. Students will be required to take three
courses from each academic division—Arts, Humanities,
Science, and Social Science.
ARTS 101 Visual Studies – Focus on Two Dimensions
This foundation course is an introduction to the basic
elements of drawing and two-dimensional design. Fun –
damentals of composition – line, shape, movement, tex –
ture and value are addressed through black and white
media on paper – charcoal, ink, pencil, liquid media as
well as a preliminary introduction to the use of color. In-
dividual out of class assignments will accommodate prior
experience.
Arts 102 Visual Studies – Focus on Three Dimensions
This foundation course introduces students to the ba –
sic elements of sculpture and three-dimensional space.
Fundamentals concerning the articulation of mass are
explored through modeling, carving and elementary con-
struction. Various materials used include clay, plaster,
wood, paper and found objects. Individual out of class
assignments will accommodate prior experience.
ARTS 103 Voice and Speech
Students will study the dynamics of human communi –
cation and learn fundamentals of breathing, resonation,
projection, and articulation to assist them in developing
an effective and flexible voice for the stage. There will be
an emphasis on increasing vocal skills by learning tech –
niques of breath support and articulation as well as how
to recognize and release habitual tensions. This course
allows students to explore their voices and how they use
them to speak and sing. The class will include warm-up,
vocal improvisation, text interpretation, memorization,
singing, and performing spoken poetry and prose.
ARTS 104 Presence of the Performer
This class is an introduction to performance art. Per –
formance art can be any situation that involves four basic
elements: time, space, the performer’s body and a rela –
tionship between performer and audience. Students will
investigate a variety of styles and techniques using ob –
jects, gesture, action, text, image and media to examine
nonlinear associative strategies for creating both narrative
and non- narrative works. They will use their own physi-
cal and vocal presence to explore methods for activating
and focusing their performance energy. Students will
begin to understand, identify, and articulate their own
artistic vision and voice through participation in a series
of exercises that will culminate in a public performance
at the end of the term.
43
ARTS 105 Issues in Contemporary Media Art
and Internet-based Culture I
This course will build a basic theoretical foundation
for a developing media literacy through examining art –
ists’ projects that feature combinations of image/sound/
text, short-form media, and interactive media within a
networked environment. Students will be introduced to
a broad range of cultural projects, including community
media art collaborations, non-linear documentaries and
narratives, creative social-networking sites, online open
media archives, online media & research centers in non-
western societies, and sites that offer critical dialogue on
contemporary emerging media arts in multiple cultures.
The history of contemporary cultural issues that are specif-
ic to digital media, media art, and the net will be explored
such as tactical media, mobile/locative media, editing net-
worked projects/wikis, appropriation and copyright, da –
tabases, and net neutrality. Students will produce a blog
as an art project that features media, sound and text and
engages specific audiences or collaborators. Final projects
will be shared with the community.
ARTS 106 Intro to Basic Media Production II
This course will lay the groundwork for developing ba-
sic media production skills including camera-based still
and short-form moving image media, and sound, using
the net as the site for contextualization and distribution
of the work. Work in still photography will encourage
technical control using both the camera and image mod-
ification software. Students will be introduced to moving
image sequencing and editing techniques and encour –
aged to explore a range of integrative and contrapuntal
relationships between image, sound and text. Students
will learn to work with various file formats as media is
moved from camera to editing environment to posting
on the net. Animation software and simple interactivity
will be introduced. Basic concepts of lighting and an ex-
ploration of basic audio recording, layering and mixing
will be explored. Students will be introduced to artists’
projects, media archives, and critical discussion sites on
the net that will illustrate certain historical challenges
and cultural issues that are engaged when working in
the environment of the net, including cultural forms and
economic challenges in various societies. Students will
be encouraged to strategize around what combinations
of image, moving image, sound, text, and basic interac –
tivity are best suited for the kinds of projects they find
themselves attending to as viewers, users and produc –
ers. This course develops a broad media literacy through
integrating media history, media art theory, project cri –
tique and direct experience with basic production.
44
ARTS INTRODUCTORY COURSES
ARTS 160 Art History – Studies in Modern Art
This art history survey course will address selected vi-
sual art movements, beginning in the early 1860s with
Realism and Impressionism in France 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-
gardes. Coursework will include lectures, classroom
discussion, selected readings and a final research paper.
ARTS 161 Painting I
This course will introduce the techniques of paint –
ing and contemporary approaches to two-dimensional
space through the use of water based media. There will
be a particular focus on developing a more advanced
understanding of color theory. Coursework will in –
clude lectures, critiques, field trips and studio. Draw –
ing l is a pre-requisite to this course.
ARTS 162 Performance and Storytelling
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 selected folklore-based myths, folktales, fairy
tales, and legends to learn how different types of stories
and the context of their presentation shapes peoples’ iden-
tities and world views. A variety of critical examinations
of contemporary performance texts and contexts includ –
ing the personal experience narrative, testimonies, jour –
nalism and other media will be explored. Field trips to
contemporary storytelling events will also be included.
Participation in a series of writing exercises on issues re –
lated to their lives in community will culminate in a final
short storytelling performance at the end of the term.
ARTS 165 Styles of Live Art
This course is a laboratory study of 20th-century avant-
garde performance styles and movements, including pre –
sentational 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 underpinnings
of today’s performance art. Students will write a research
paper about an aspect of the history and theory and com-
plete a series of exercises recreating events from each period.
ARTS 166 Video History 1968-1980
This course is a survey of the early decades of indepen –
dent video art and alternative media practice following
the introduction of portable video recording equipment
in 1967-68. The combination of radical and widespread
questioning of social and cultural institutions combined
with the appearance of user-friendly video equipment
provoked a shift in cultural strategies and practices. The
course will investigate video and performance, commu –
nity documentary projects, early feminist representation
and artists’ explorations of space, sound and the electron-
ic signal with evolving electronic tools. Students will write
two papers examining a particular moment or era, or a
specific artist, or a genre from the period covered in the
course, and to keep a screening journal reflecting upon
the screened work and the readings.
ARTS 167 Introduction to Moving-Image Media Art
This course will build upon the Foundation courses and
will expand student understanding of the variety of strate-
gies for structuring moving image media arts projects us-
45
ing video, layered sync and non-sync sound and lighting.
A variety of historical genres, theoretical materials and
cultural contexts will be explored to foster the develop –
ment of a critical media vocabulary as students complete
a series of skill-building exercises and critiques culminat –
ing in a final project to be shared with the community. A
journal reflecting on the course content, and their pro –
duction experiences will also be required.
ARTS 168 Sculpture I
Building upon the work completed in the Visual Studies
foundation course, students will continue to study three-
dimensional relationships as they relate to line, plane,
and mass with additional attention paid to principles of
balance and composition. Materials will be class assigned
with the final project in a material of the student’s choice.
The course will include lectures, critiques, field trips, lab
work and a final public exhibition of student work.
ARTS INTERMEDIATE & ADVANCED COURSES
ARTS 210 Writing and Performing the Self
This class will examine the extensive tradition of per –
formance based upon autobiography and examine the
methodologies and techniques for transforming personal
experience into a work of art that both expresses the par –
ticular elements of the narrative reality of an individual
and also connects with the universal realities of the hu –
man experience. Students will be exposed to historically
and theoretically important auto-performances while they
develop their project through a series of focused composi-
tion and performance exercises will lead to a short auto-
performance that will be presented to the community at
the end of the term.
ARTS 230 The Impact of the Internet
on Contemporary Relational Aesthetics
This course will analyze the effect of cyber culture on
performance art, examining how the worldwide web has
affected the aesthetics, social discourse and transnation –
al practice of performance art in relation to social net –
working sites, Internet art sites, gaming, online avatars
and constructed worlds, You T ube and more. Students
will read selected works examining cyber culture, tech –
nological developments and the globalization of culture,
research the subject on the web, keep a reflective journal
and write a paper or create an event, performance, or situ-
ation on a topic of special interest to share with the class.
ARTS 266 Documentary History
This course will survey the evolution of the moving im-
age documentary genre from its origins to the present.
The course will present and analyze the varied work of
filmmakers who have contributed to this vital form of so-
cial and artistic expression and examine the historical con-
texts, movements, theoretical issues, representational ap –
proaches, technical trends, and exhibition strategies that
have influenced its growth. Students will keep a screening
journal reflecting upon the documentary work, class pre-
sentations and the readings, research and write two pa –
pers, and take several short answer quizzes and tests.
ARTS 267 Moving Image Media II
This course will build upon Introduction to Moving
Image Media Art and will expand the students’ under –
standing of the variety of strategies for structuring me –
dia arts projects using video, layered sync and non-sync
sound and lighting. More complex production and post-
production processes, equipment, and software, will be
introduced and utilized. Students will be exposed to in –
creasingly complex theoretical and historical material as
they complete a series of skill-building exercises and cri –
tiques culminating in a final project to be shared with the
community. A journal reflecting on the course content,
and student production experience will also be required.
ARTS 225 & 325 Painting II & III
These courses are a continued exploration of painting
technique and contemporary approaches to the two-
dimensional world in oil and water based paints with a
particular focus on developing a more complex under –
standing of color theory. Assigned problems and demon-
strations will also involve extensive fieldwork including
outdoor studio time in Glen Helen. The course will in –
clude lectures, critiques, field trips, lab work and a final
public exhibition of student work.
ARTS 235 & 335 Sculpture II & III
These courses are a further exploration of sculpture
technique and contemporary approaches to the three-di –
mensional space. Students will have greater independence
to develop creative approaches to complex problems and
will be introduced to a wider array of techniques associat-
ed with the use of mixed media such as clay, wood, metal
and plaster as well as nontraditional materials. Course –
work will include lectures, critiques, field trips and studio.
46
ARTS 310 Image & T ext
This course will be an introduction to art projects that
use images and texts, both within computer-mediated
space on the Web and in physical space as an artist book,
collage, or slide shows or poster art. Students will study
the multiple ways in which writing and other forms of
visible language have been incorporated into contem –
porary and traditional artworks, using visual and word-
based poetry, typographical experiments, audio, spoken
word and calligraphies.
ARTS 340 Creation, Collaboration and Performance
Students will work in ensemble with members of the
community to create two site-specific performances that
will be documented and presented to the public. The proj-
ect will be in two parts: Interpreting a “Site” / Creating a
“Site” and will be multidisciplinary in approach. In Part
I, students will choose a site (a room, a street corner, a
body, etc) and interpret/explore the site working together
using different media, different vantage points, including
local/global perspectives, mapping, subjective observation
etc. In Part II, students will work collaboratively with the
group to produce a unique set of conditions in both time
and space: using performance, installation, or situation.
In the process of engaging public discourse and creating
events, students will encounter the challenges and oppor-
tunities of collaborating across artistic disciplines.
ARTS 344 Music in Media, Performance & Installation Arts
This course will be an exploration of the ways in which
music can be used to add meaning, create emotionality
and a sense of place and time, connect with character de-
velopment, and contribute to the narrative trajectory of
time and space.
ARTS 346 Arts and Asset Mapping
This course is a research project focusing upon collect –
ing and mapping information about studio, performance
or media arts in an unknown urban environment. The
project will explore the location of arts facilities, exhi –
bition spaces, workshop programs, artist studios, local
government supports, schools, public art, and graduate
programs. Students will interview artists and practitioners
and arts educators, develop an assets map or arts resources
list and engage with at least one artist or arts organization
as both an audience member and participant. This project
is designed to be completed on a work term.
ARTS 360 Contemporary Art(s) History/Critical Studies
The class will study selected investigations concerning
contemporary arts history and critical studies from the
mid-20th century to the present day. This survey exam –
ines changes in contemporary arts practice and its social,
cultural and institutional contexts; it addresses an increas-
ingly globalized art world with the inclusion of multiple
disciplines and the emergence of hybrid forms that in –
clude the use of performance, multi media, visual arts,
dance and music.
ARTS 367 Moving Image Media III
This course will focus on ethnographic and documen –
tary traditions of moving image media by examining the
historical and theoretical issues of representing “the other’
through exposure to a variety of key historical and theo –
retical texts and screenings. Students will complete a se –
ries of documentary exercises and participate in critiques
that will culminate in a final project to be shared with the
community. They will also keep a journal reflecting upon
the course readings, discussions and production experi –
ence.
ARTS 410 Special T echniques in Photography
This class is an intensive experience using photographic
materials and processes with a different focus that could
include investigations in the following areas: pinhole
cameras and alternative processes, handmade books,
photographic installations, documentary photography
or digital environments. The course will include process
demonstrations, production and exhibition field trips,
critique sessions with faculty and peers, and presentations
by a diverse group of contemporary photographers work-
ing in particular modalities and will culminate in a final
public exhibition of student work.
ARTS 420 & 425 Area Collaborative Studio I & II
Students at an advanced level of study may petition
an individual faculty member or collection of faculty in
a number of disciplines to guide the development of a
proposed cross-disciplinary project. More than one col –
laborative project may be undertaken and collaborative
projects may carry over more than one quarter and may
include work completed during a co-op quarter.
ARTS 430 Documentary Issues and Perspectives
This seminar will study specific documentaries to iden-
tify critical issues involved in creating oppositional cul –
47
ture through documentary work. Students will read criti-
cal and theoretical writing on documentary; screen and
discuss documentary genres; address concepts of voice,
subjectivity, point-of-view, representation, ethics and field
methodology. They will address the intent of the screened
documentaries; the purpose and method of recording and
interrogating reality to provide information to make a
social critique, support social change or express personal
aesthetics. Participants will develop an awareness of per –
ceptual biases inherent in visual observation, the ideologi-
cal biases built into our conceptions of nature and human
purpose, and ethical dilemmas created by methodologies
of documentary recording and structuring techniques.
ARTS 435 Advanced T opics/Performance
This class will investigate of the practice of performance
art, with an emphasis on the development of individual
projects, and the refinement of various technical skills, as
well as audiences, spaces, and cultural connections.
ARTS 440 & 445 Advanced Studio Arts I & II
These courses are required for students pursuing an ad-
vanced studio arts concentration and are designed to en –
able them to develop their personal artistic vision building
on their earlier studio coursework. Students will develop
a self-generated body of work based on concentrated in –
vestigation of the studio of their choice. Critiques, dis –
cussions, presentations will provide context and feedback
for this process. There will be a focus on developing the
elements necessary for an exhibition of a cohesive body
of work, including writing an artist’s statement, by the
completion of the course.
ARTS 446 Performing Documentary
Students will focus on the work of Anna Deavere Smith,
John Malpedes, Spaulding Gray, Carlyle Brown and oth-
ers to examine the methodologies, “aesthetic of others”
discourse, representational issues and strategies of docu –
mentary- based performance work on personal, group
and civic identity.
ARTS 369 & 469 Rehearsal and Production Tutorial I & II
Students are mentored as they collaborate on each oth-
er’s projects as cast or crew members. These courses can be
repeated for variable credit based on a specified number of
hours per credit.
ARTS 470 Special T opics in Studio Arts
At the advanced level and concurrent with the senior
project, students will have the opportunity to focus on
a series of specialized topics often offered in conjunction
with artist residencies. Examples of possible Special T op-
ics courses may include a further exploration of studio
work, interdisciplinary explorations or readings in art.
ARTS 470 Special T opics in Performance Art
This course is based upon faculty expertise and built
around a variety of interdisciplinary and global concerns.
Examples include: Performance Art as Tactical Media;
Performing Gender; Crossing Borders through Perfor –
mance; Brecht and Boal; Performing Ecologies: Site Spe-
cific Projects Linking Art and the Environment; Intro to
Dance: Human Anatomy into Motion; Dance Composi-
tion: The Art of Making Dances.
ARTS 470 Special T opics in Media Arts
Based upon Faculty expertise built around a variety of
interdisciplinary and global concerns. Examples include:
Gender and the Moving Image, Sound Art, Mise-en
Scène for the Arts, Projects in Video Installation, Flash
Animation.
ARTS 475 Independent Study: Studio Arts
Students at an advanced level of study may petition an
individual faculty member, visiting artist or collection of
faculty across disciplines to guide the development of a
proposed studio art project. Independent study may be
completed over more than one quarter and my include
work completed during a full-time work quarter.
ARTS 475 Independent Study: Media
Students at an advanced level of study may petition an
individual faculty member, visiting artist or collection of
faculty across disciplines to guide the development of a
proposed media art project. Independent study may be
completed over more than one quarter and my include
work completed during a full-time work quarter.
ARTS 475 Independent Study: Performance
Students at an advanced level of study may petition an
individual faculty member, visiting artist or collection of
faculty across disciplines to guide the development of a
proposed performance art project. Independent study
may be completed over more than one quarter and my
include work completed during a full-time work quarter.
48
HUMANITIES FOUNDATION COURSES
The foundation courses go beyond general education
requirements. Along with experiential learning through
work the foundation courses form the base of the Antioch
College curriculum where wide-ranging knowledge of
science, cultures, and society combined with intellectual
and practical skill building in order to foster a commit –
ment to personal and social responsibility centered on the
resources of food, water, energy, health, education, and
governance. The Institutional Learning Outcomes will
form portions of learning goals for each of these courses.
Students will be required to take three courses from each
academic division—Arts, Humanities, Science, and So –
cial Science.
HIS 105 Doing History: Antioch Stories
History orients us to our world. Our sense of possibili-
ties and constraints in the present is shaped by our under-
standings of what people did and tried to do in the past.
Over the past decades the Antioch and Yellow Springs
communities have gone through many challenges and
controversies that not only shape Antioch as we find it to-
day and the possibilities we now experience, but also have
been part of national social movements and debates about
higher education in the U.S. Students will draw upon
excellent local resources, including Antiochiana (The An-
tioch College Archives), The Greene County Historical
Society, The National Afro-American Museum and Cul –
tural Center at Wilberforce, etc. and the guidance of the
Antioch College archivist. Students will become more
grounded in their new surroundings, and will practice ne-
gotiating conflicting historical accounts and perspectives
and engaging in dialogues with members of the commu –
nity over the legacies of their own past. In general, stu –
dents will practice history at a beginning level, developing
the skills of historians to make their own explorations and
interpretations of aspects of Antioch’s past that interest
them, and presenting these interpretations to the com –
munity in the form of writings, blogs, Wikipedia entries,
exhibitions, presentations, and the like.
HIS 110 Doing History: Ohio Stories
This course introduces students to important issues in
the study of history, and to some skills and methods of
historical research and analysis, using examples and case
studies from what is now the State of Ohio. These case
49
studies be drawn from any aspect of the human record of
this region. This course has a strong experiential com –
ponent, and includes field trips to important local and
regional museums, monuments, and historical sites. Stu-
dents will study some of the significant events and trends
of the region’s past while learning to work with primary
and archival sources. Students will practice history at
a beginning level, developing the skills of historians to
make their own explorations and interpretations of as –
pects of the past that interest them, and presenting these
interpretations to the larger community in the form of
writings, blogs, Wikipedia entries, exhibitions, presenta –
tions, and the like.
PHIL 105 Epistemology: Theories of Knowledge
This course is an introduction to the field of episte –
mology, one of the foundations of philosophy, and will
examine the scope, nature, and limits of knowledge. It
will further introduce the differentiated concepts of be –
lief, opinion, doubt, judgment, and knowledge. Our
journey begins with Plato and concludes with the mul –
tidimensional puzzle of the postmodern present. We will
explore epistemological developments in ancient, medi –
eval, modern, and postmodern Western philosophy, but
also developments in Taoism, Hinduism, and Buddhism.
The following epistemological orientations will be visited:
rationalism, empiricism, skepticism, naturalism, nihilism,
pragmatism, phenomenology, positivism, “language phi –
losophy,” “dialectical philosophy,” feminism, Marxism,
critical theory, and anarchism.
PHIL 110 History of Western Phil: Classic Thinkers
This course introduces students to the history of West –
ern Philosophy from Plato onward. We will examine the
thought of a host of major philosophers who represent
the ancient, medieval, and modern eras of Western his –
tory. The focus will be on selected classic thinkers, such as
Plato, Aristotle, Aquinas, Kant, Nietzsche, and Marx. We
will concentrate on the classic topics of human nature, the
good life, the good society, and the nature of knowledge
and reality. We will also pay attention to the contribution
of women philosophers who are traditionally ignored, as
well as the Afro-asiatic roots of ancient Greek philosophy
and civilization.
LIT 105 Literature & History
This course introduces students to some basics in the
study of literature and the literary genres of the novel,
essay, drama, and autobiography while focusing on a par-
ticular historical development or theme. Some possible
topics could include Globalization, Industrialization,
De-industrialization, Immigration, T ravel, Urbanization,
Imperialism, Decolonization, Revolution, War, Sexuality,
etc.) Students will read a wide range of representations of
and meditations on this particular topic and consider the
ways in which literature and creative expression enable
discussions of the impact of this historical shift.
LIT 110 Literature & Science
This course introduces students to some basics in the
study of literature and the literary genres of the novel,
essay, drama, and autobiography while focusing on a
particular scientific theme or discovery. Possible topics
could include The Environment, Evolution, Geographic
Exploration, The Boundaries of the Human, Dystopias,
Nuclear War, T echnology, etc. Students will read a wide
range of representations of and meditations on this par –
ticular topic and consider the ways in which literature and
creative expression enable discussions of the impact and
ethics of scientific developments.
HUMANITIES INTERMEDIATE
AND ADVANCED COURSES
LIT 220 Drama in the 20th Century
This course provides an examination of the genre of dra-
matic literature and surveys influential plays written from
the late nineteenth-century to the present. Writers stud –
ied could include Ibsen, Shaw, Synge, Brecht, O’Neill,
Williams, Miller, Beckett, Pinter, Stoppard, Churchill,
Hare, Wilson, Mamet, Kennedy, Kushner, etc. We will
also be working on improving skills in literary analysis
and in critical writing.
LIT 225 Poetry in the 20th Century
This course provides an introductory examination of
the genre of modern poetry and surveys influential po –
ems written from the late nineteenth-century to the pres-
ent. Writers studied could include Dickinson, Whitman,
Hardy, Yeats, Owen, Sassoon, T .S. Eliot, Pound, Lowell,
Ginsburg, Plath, Bishop, Clifton, Dove, etc. We will also
be working on improving skills in literary analysis and in
critical writing.
LIT 228 Studies in Major Authors
This course offers in-depth study of some of the works
50
of one or possibly two important writers. Students read
and analyze major primary texts by the author alongside
considerations of the influences that shaped the author’s
work. Relevant biographical and scholarly studies are also
part of the course reading, as are considerations of the
author’s literary innovations, impact and legacy. We will
be working on improving skills in literary analysis and in
critical writing. This course can also be offered at the 300
level.
LIT 209 Studies in Popular Genres
This course will highlight one or two popular literary
or film genres; students will study the history and rules
of each genre and examine different theories which seek
to explain and analyze the genre’s cultural work and ac –
count for its popularity. Possible examples for study could
include the Gothic tradition, detective fiction, sensation
fiction, science fiction, romance fiction, the western, the
thriller, travel literature, film noir, road movies, etc. We
will also be working on improving skills in literary analy-
sis and in critical writing.
LIT 330 Literary & Cultural Theory 1
This course is designed for students with an interest in
pursuing further work in literature, film studies, art his –
tory, or cultural studies. Students will practice construct-
ing literary arguments and interpretations while exploring
some of the key questions of contemporary literary study:
What is literature? What is literacy? How do we define lit-
erary or aesthetic value? Why do we value what we value
—where do aesthetic responses, tastes, preferences come
from? How do we determine the boundaries of the liter –
ary text? How much control or authority does an author/
artist have over his or her text? T o what extent does the
interpretation rest with the reader/viewer? And why do
interpretations matter?
LIT 331 Literary & Cultural Theory 2
These courses, which should be taken in sequence, serve
to introduce students to contemporary literary and cul –
tural theory and to familiarize students with basic terms,
concepts, schools of criticism and current debates. This
course is designed to be a survey of many theories, not
an in-depth study of any particular theory. T racing a his-
tory of aesthetic and cultural thought over the past one
hundred years, we will be considering such movements as
Formalism, Structuralism, Deconstruction, Feminist Psy-
choanalysis, Queer Theory, and Cultural Studies.
LIT 335 Literature & Globalization
This is an advanced course in postcolonial literature,
film, and theory. The course will focus on one or two
particular geographical areas, either East Africa, West Af-
rica, South Africa, North Africa and the Middle East, the
Caribbean, South Asia, or Ireland. We will examine the
ways in which the cultural production of peoples chal –
lenging colonialism and forging post-colonial identities
offer new perspectives on traditional European or West –
ern assumptions about art and literature. Possible writers
studied could include Franz Fanon, Aime Cesaire, C.L.R.
James, Edward Said, Kwame Anthony Appiah, Chinua
Achebe, Ngugi wa Thiong’o, Salman Rushdie, Ben Okri,
Wole Soyinka, Nadine Gordimer, J.M. Coetzee, Amitav
Ghosh, Suketu Mehta and Patrick Chamoiseau.
LIT 339 Modernisms
This course will study significant examples of early
and mid 20th-century European and American literary
modernisms in the contexts of major historical events of
the period and of developments in philosophy, the visual
arts, science, and technology. Writers studied could in –
clude Kafka, Joyce, Woolf, Rhys, Tzara, Breton, Artaud,
Hemingway, Faulkner, Stein, Hughes, Hurston, Auden,
Brecht, Beckett, Orwell, Ionesco, Sartre, O’Neil, Pinter.
We will also work on improving skills in literary analysis
and in critical writing.
LIT 300 Postmodernism
This course will study significant examples of late 20th-
century literary postmodernisms in the context of the ma-
jor historical events of the period and of developments in
philosophy, the visual arts, science, and technol ogy that
contributed to these aesthetic directions. Writers stud –
ied could include Thomas Pynchon, Don DeLillo, W .G.
Sebald, Salmon Rushdie, T oni Morrison, Rosario Ferre,
Jamaica Kincaid, Jeanette Winterson, Hanif Kureishi,
Jessica Hagedorn, J.M. Coetzee, Patrick Chamoiseau. We
will also be working on improving skills in literary analy-
sis and in critical writing.
LIT 440 Realism 1
This two-part course will study significant examples of
19th-century European literary realism in the context of
the major historical events of the period and of develop –
ments in philosophy, the visual arts, science, and technol-
ogy that contributed to this aesthetic and movement. We
will usually begin with Jane Austen; other possible writers
51
may include Edgeworth, Dickens, the Brontes, George
Eliot, T rollope, John Stuart Mill, Ruskin and Balzac. We
will also be working on improving skills in literary analy-
sis and in critical writing.
LIT 445 Realism 2
This course continues the study of nineteenth-century
European literary realism and naturalism (perhaps with
some U.S. examples as well). These movements will be
taken up in the contexts of the major historical events
of the period and of developments in philosophy, the
visual arts, science and technology that contributed to
these movements. Possible writers could include Flaubert,
Zola, T olstoy, Hardy, James, Doyle, Stoker, Wells, How-
ells, Dreiser and Sinclair. We will also work on improving
skills in literary analysis and in critical writing.
HIST 220 The Impact of History: Who Owns the Past?
This course explores the role and power of history in lo-
cal, national and international debates. Contestations over
the narration of the past and its meanings continue to be
central to a number of wars, conflicts and negotiations.
This course draws upon particularly salient case studies
to raise questions about the value and weight of history,
about multiple interpretations of historical events, and
the uses of these interpretations. Students will examine
cases which explore narratives of collective and national
trauma, survival, memorialization, and forgetting.
HIST 225 History & Its Audiences
In this course we will study the places where diverse
audiences engage and explore history. What do people
bring to and carry away from their encounters with his –
tory in museums, historic sites, policy arguments, school
classrooms, textbooks, scholarly articles? How do people
engage history and the past in their everyday lives? This
course considers some of the many avenues and possibili-
ties of history as public engagement.
HIST 210 & 215 Empire Building & Colonization
in the Atlantic World I & II
This course studies the period from the beginnings of
European contact in the Americas to the origins of the
American War of Independence. This includes consider –
ation of European-native relations, comparative colonial
practices and policies, the transatlantic slave trade, the
colonial economy, wars and alliances between different
nations and powers, etc. Students will be expected to de –
velop an historical understanding of the major themes of
this period.
HIST 228 & 229 Revolutions and the Atlantic
World I & II
This course studies the American Revolution and the
French Revolution, their philosophical underpinnings,
complex causes, multiple stages, and spectra of social and
political ambitions. There will be special attention paid
to the repercussions of the French Revolution in the At –
lantic world and its impact on events and uprisings in
the British, French, and Spanish colonies. Students will
be expected to develop an historical understanding of the
major themes of this revolutionary period.
HIST 301 & 305 Varieties of History I & II
This course takes up various traditions in the develop –
ment of modern historical consciousness in the West.
Beginning with Herodotus and writers of the ancient
world, this course explores major thinkers such as Vico,
Marx, Nietzsche, Burkhardt, Dilthey, Collingwood, Mary
Beard, Joan Wallach Scott, Foucault, Hayden White, the
Subaltern Studies Group, etc. The goal is to study some
of the influential and contradictory ways of conceptual –
izing the practice and discipline of history. This course is
required of all students with a concentration in history.
These two blocks must be taken in sequence.
HIST 330 The History of a City
This course focuses on an important urban area of the
United States and explores its founding, its growth and
changes over time, and the issues and challenges facing
it today. The course may feature New York, Miami, Los
Angeles, San Francisco, Las Vegas, Cincinnati, etc. An
example is a course on “The History of a City: New Or –
leans.” This course studies the history of the urban area of
New Orleans, exploring such topics as the trans-Atlantic
slave trade, colonizations, the Louisiana Purchase, the
Civil War, Jim Crow laws and race relations, Huey Long
and Depression-era politics, civil rights struggles, music,
environmental issues and natural and man-made disasters
as well as federal and state policy responses to them. This
course also highlights the perspectives of the city’s resi –
dents and the many ways they have created a lived experi-
ence of the city.
HIST 335 The History of an Institution
This course focuses on the microhistory of an influential
52
institution and how it led and responded to larger politi-
cal, 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 Com-
pany, the United Fruit Company); a university, school,
hospital, museum; a state or federal agency; or an interna-
tional 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.
HIST 370 Special T opics in U.S. History
This course offers in-depth study of a particular area
of nineteenth or 20th-century U.S. history. This course
is repeatable with different themes such as Nineteenth-
Century Women’s History, T wentieth-Century Women’s
History or the Sixties.
HIST 370 Special T opics in Modern European History
This course offers in-depth study of a particular area of
19th- or 20th-century European History. This course is
repeatable with different themes such as labor history, ur-
banization or the First World War.
HIST 470 Special T opics in the Practice of History
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.
PHIL 220 Existentialism
This course will explore the philosophical tradition of
existentialism. We will begin with an examination of the
classic existentialist tradition: Kierkegaard, Dostoevsky,
Nietzsche, Heidegger, Jaspers, Sartre, de Beauvoir, Ca –
mus, and Merleau-Ponty. We will focus on the follow –
ing major themes of existentialist philosophy: the alien –
ation of reason and existence; the relationship between
existentialism and phenomenology; “being-in-the-world”
as our primary way of existing; the dissolution of vari –
ous dualisms (subject/object, mind/body, reason/passion,
fact/value); the relationship between self and others; God,
angst, death, and absurdity; the meaning of freedom. We
will conclude the course with an examination of the of –
ten neglected perspectives of feminist existentialism, neo-
Marxist existentialism, and Black existentialism (African,
Afro-Caribbean, and African-American).
PHIL 221 Ethics
This course is an introduction to the basic concepts, is-
sues, and dilemmas in the field of ethics. We will exam –
ine some of the most important theories of ethics in such
thinkers as Plato, Aristotle, Augustine, Aquinas, Hobbes,
Hume, Kant, Mill, Marx, and Merleau-Ponty. We will
also examine the basic arguments of the deontological,
teleological (utilitarian), and virtue schools of ethics. Fi –
nally, we will explore how these various ethical theories
can be applied to contemporary moral dilemmas, such as
abortion, capital punishment, terrorism, and war.
PHIL 225 Critical Thinking
Critical thinking is a branch of philosophy that is con –
cerned with the logic, rules, and structure of argumenta –
tion and dialogue. It is often referred to as “informal log-
ic,” 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 com –
mitted in argumentation. We will also engage in “philo –
sophical action” by investigating the various commissions
of logical fallacies in current political and public dis –
course, including political debates, talk radio, television
talk shows, advertising, and local public discourse.
PHIL 229 Metaphysics
This course will begin with an examination of the cen –
tral philosophical question: What exists, and how do
these “things” continue to exist, and why are they able
to interact with each other? Why, indeed, is there any –
thing in our world at all and not just sheer nothingness?
After addressing these questions with some of the most
important metaphysical philosophers in the tradition (be-
ginning with Plato and Aristotle), we will then turn to
an exploration of various competing ontologies with the
tradition, such as objectivism, relativism, subjectivism,
dialectical theory, and others.
PHIL 330 Ancient Philosophy
This course examines in greater depth the history of an-
cient Western philosophy and political theory from Plato
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. Thinkers and topics examined
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also include Aristotle, the early Stoics (Zeno, Panaetius),
Seneca, Epictetus, Marcus Aurelius, Cicero, Roman Law,
and Justinian.
PHIL 331 Medieval Philosophy
This course continues the close examination of the his –
tory of Western philosophy and political theory during
the Medieval period. Continuing to focus on the classi –
cal topics of philosophy and political theory, thinkers and
topics examined include Augustine, John of Salisbury,
Marsilius of Padua, the Conciliar movement, Nicholas of
Cusa, Aquinas, and Dante.
PHIL 332 Modern Philosophy
This course examines the history of Western philoso –
phy and political theory from Machiavelli to Marx. Major
thinkers examined also include Luther, Calvin, Hooker,
Hobbes, Locke, Rousseau, Kant, Mill, Spencer, Comte,
Hegel, Fourier, Proudhon, 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.
PHIL 335 Feminist Philosophy & Political Theory
This course will examine the relatively recent, but wide-
ranging, complex, and rich field of feminist philosophy
(although its roots are actually quite old, returning to an-
cient Greek thought with Hypatia). We will study con –
temporary and historical texts drawn from this emerging
and continuing tradition, with a focus on feminist inter-
pretations of the Western philosophical canon, women’s
experiences of subjectivity and embodiment, and femi –
nist conceptions of language, knowledge, and nature. We
will consider a wide range of differing versions of feminist
thought: liberal feminism; radical feminism; Marxist and
socialist feminism; psychoanalytic and gender feminism;
existentialist feminism; postmodern feminism; multicul-
tural and global feminism; and ecofeminism.
PHIL 440 Contemporary Philosophy 1:
Phenomenology; Critical Theory; Pragmatism
This course is taught in two parts for the duration of
one Quarter. It is designed for advanced students of phi-
losophy interested in exploring the diverse, complex, and
challenging landscape of contemporary philosophy. In
the context of this course, contemporary philosophy re –
fers to the most significant philosophers and philosophi-
cal movements of the vast majority of the 20th-century
Western tradition. In particular, we will examine and dis-
cuss those philosophers and movements that have been
most central to setting the stage for the future of phi –
losophy in the 21st century. Contemporary Philosophy I
will examine the following philosophical movements that
have provoked some of the most critical issues, concerns,
and debates of our time: Phenomenology, Critical The –
ory, and Pragmatism. The focus of the course will be on
the central figures in these movements: the Phenomenol-
ogy of Husserl, Heidegger, Sartre, and Merleau-Ponty;
the Critical Theory of Horkheimer, Adorno, Marcuse,
and Habermas; the Pragmatism of Peirce, James, Dewey,
and Rorty
PHIL 445 Contemporary Philosophy II:
Postmodernism; Post-Structuralism; Deconstructionism
This course is taught in two parts for the duration of
one quarter. It is designed for advanced students of phi –
losophy interested in exploring the diverse, complex, and
challenging landscape of contemporary philosophy. In
the context of this course, contemporary philosophy re –
fers to the most significant philosophers and philosophi-
cal movements of the vast majority of the 20th-century
Western tradition. In particular, we will examine and dis-
cuss those philosophers and movements that have been
most central to setting the stage for the future of philos –
ophy in the 21st century. Contemporary Philosophy II
will examine the following philosophical movements that
largely evolved from Phenomenology: postmodernism
(Baudrillard, Lyotard, Kariel); post-structuralism (Fou –
cault); deconstructionism (Derrida).
SCIENCE FOUNDATION COURSES
The foundation courses go beyond general education
requirements. Along with experiential learning through
work, the foundation courses form the base of the An –
tioch College curriculum, where wide-ranging knowl –
edge of science, cultures, and society combined with
library research, intellectual and practical skill building
in order to foster a commitment to personal and social
responsibility centered on the resources of food, water,
energy, health, education, and governance. The Institu –
tional Learning Outcomes will form portions of learning
goals for each of these courses. Students will be required
to take three courses from each academic division—Arts,
Humanities, Science, and Social Science.
55
BIO 105 Biology I
This course is the basic introduction to the study of liv-
ing systems illustrated by examples drawn from cell biol –
ogy, biochemistry, genetics, microbiology, neurobiology,
and developmental biology. It focuses on the nature of
cellular and molecular biology. There is a lab requirement.
BIO 110 Biology II
This course is the second introductory course in the area
of biology. Its focus is an introduction to organismal and
population biology. The course covers the study of or –
ganisms, emphasizing morphology, physiology, behavior,
ecology, and evolution of whole organisms and popula –
tions. There is a lab requirement for the course. Prerequi-
site: Biology I
CHEM 105 Chemistry I
Chemistry provides the basis for understanding the
other sciences, since chemistry forms the bridge between
physics and biology. This course provides a general base
from which to build and expand our knowledge and ap –
preciation of chemistry. We will begin to understand the
nature of matter, chemical reactions, covalent and ionic
bonding, chemical calculations, gases, chemical equilib –
rium, and acid-base theory. There is a lab requirement.
CHEM 110 Chemistry II
This course covers precipitation equilibria, introductory
thermodynamics principles, electrochemistry, kinetics,
buffers, and nuclear chemistry. The course places more
emphasis on algebraic and logarithmic manipulations
than Chemistry I. There is a lab involved. Prerequisite:
Chemistry I
ENVS 105 Intro to Environmental Science
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.
We will learn what is necessary to sustain our environ –
mental resources so they continue to provide benefit for
human beings and other living things on our planet.
MATH 105 Statistical Discovery for Everyone
This course introduces the framework and concepts for
learning with data. Emphasis is on statistical discovery in
everyday life and on drawing valid conclusions from data.
T opics include the following: good and bad data; data
ethics; how to conduct a valid survey; how to describe a
population distributions; when to believe a poll; how to
design an experimental study; how to avoid ambiguous
results caused by “lurking” variables; understanding the
issue of causation and chance in everyday life and scien –
tific studies; and the use and misuse of statistics in ex –
plaining what is statistical significance.
MATH 110 Pre-Calculus
This course prepares students for Calculus through in –
vestigation and exploration of the characteristics of linear,
polynomial, exponential, logarithmic and trigonometric
functions.
MATH 115 Calculus I
This course focuses on limits, derivatives and their ap –
plications, and integration. It also introduces parametric
equations and infinite series and sequences. (Pre-calculus
is available for those who need more preparation for the
Calculus course.)
MATH 120 Calculus II
This is the second course in calculus of one variable.
T opics include techniques and methods of integration, as
well as application of integration to a variety of problems
in science and engineering. Infinite series and conver –
gence are discussed along with an introduction to first-
order differential equations.
BIO 205 Cell Biology
This course covers the structure and function of com –
ponents of cells, the interrelated mechanisms of cell func-
tion, and how this knowledge was discovered. T opics in-
clude small molecules and energy, macro-molecules and
information, protein function, membrane sorting, pro –
tein sorting, vesicular traffic, cell signaling, cytoskeleton,
and cancer. Lab exercises are an important part of the
course. Prerequisite: Chemistry I
BIO 210 Plant Biology
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 per –
spective. Ecological principles will be used to examine
plant population and community processes. Special at –
56
tention 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. Prerequi-
site: Chemistry I
BIO 215 Genetics
This course covers the basic concepts behind our un –
derstanding of genes from both the classical genetic and
modern molecular viewpoints. Mendelism and chromo –
somal theory will be reviewed, as well as the complex mo-
lecular mechanisms of gene expression and its control.
Evolutionary genetics and populations genetics will also
be included, as well as an introduction to the powerful
technology of genetic engineering. Lab experiments will
be involved in the course. Prerequisite: Chemistry II
CHEM 205 Organic Chemistry I
In this course we will learn to control the covalent bond
and produce chemicals with desired properties for phar –
maceuticals and other materials. We will form the foun –
dation of our organic chemistry knowledge by looking at
the past as well as the present states of organic chemistry.
We will begin to understand molecular orbital theory,
symmetry, chirality, and how to control the constitution
and conformation of organic molecules. There is a lab
component to this course. Prerequisite: Chemistry II
SCIENCE ADVANCED COURSES
BIO 220 Ethnobotany
The science of plant biology and the many uses of plants
by humans are an important aspect of our lives in the
21st century. This course will examine certain biological
concepts as they relate to contemporary, historical, tech –
nological, and social issues of our global ecosystem. Such
concepts include the impact of dwindling forest resourc –
es, the increased pressure that human population expan –
sion is putting on natural habitats and ecosystems, and
how plants provide people with the basic essentials of life:
food, shelter, heat, oxygen, water purification, and other
life support systems.
BIO 225 Field Botany
This course is designed to develop skills and knowledge
57
necessary to identify and understand the ecological struc-
ture of the woody plants of the eastern deciduous forest
community. We will learn the terminology, form, habitat,
and plant structure of the woody plants throughout the
course, as well as the ecological significance of the original
plant communities typical of this bioregion. Field trips
will enhance the material learned in the classroom.
BIO 230 Microbiology
This course will examine the diverse world of micro –
organisms, from pathogens to extremophiles. The many
roles played by microorganisms in a variety of environ –
ments will be emphasized, especially how they produce
food products, manufacture organic materials, recycle nu-
trients, break down pollutants, and cause diseases. There
is a lab component to this course. Prerequisites: Chemistry
I and Biology II
BIO 330 Anatomy
This course is a system-by-system examination of verte-
brate morphology with an appreciation for the variation
offered by the diversity of vertebrate forms. While mor –
phology or physical form is the focus, each anatomical
system is presented within a context of function and evo-
lution. Laboratory exercises will involve dissection, and
there will be one laboratory period or field trip per week.
Prerequisites: Chemistry I and Biology II
BIO 335 Animal Physiology
This course will cover general and comparative animal
physiology, including energy metabolism, respiration, cir-
culatory controls, osmotic regulation and mechanisms,
and muscle and nerve function in vertebrates and inver –
tebrates. It will stress homeostatic and environmental as –
pects of animal function. There is a lab component to the
course. Prerequisites: Chemistry II and Cell Biology
CHEM 220 Environmental Chemistry
The overall goal of this course is to gain an understand-
ing of the fundamental chemical processes that are cen –
tral to a range of important environmental problems and
to utilize this knowledge in making critical evaluations
of these problems. The course uses case studies of pollu –
tion in the biosphere and considers the potential effects
on soil, plant, animal, and human health. Specific goals
include an understanding of the chemistry of the strato –
spheric ozone layer and its depletion, the chemistry of
tropospheric processes and an understanding of the na –
ture, reactivity, and environmental fates of toxic organic
chemicals. Prerequisite: Chemistry II
CHEM 330 Organic Chemistry II
In this course we will emphasize the reactions of organ-
ic compounds. We will use the knowledge of molecular
orbital theory from Organic Chemistry I to understand
the mechanisms of these reactions in addition to applying
these reactions to the synthesis of organic molecules for
uses in pharmaceuticals and biochemical processes. There
is a lab component to this course. Prerequisite: Organic
Chemistry I
CHEM 335 Biochemistry
This course is an introduction to the molecular basis
of life including general concepts of biological acids and
bases, bioenergetics, enzyme kinetics, the class of bio –
chemicals (amino acids, proteins, carbohydrates, lipids,
nucleic acids), intermediary metabolism and biochemical
function (replication, protein synthesis, active transport,
respiration, and photosynthesis). Prerequisite: Organic
Chemistry I
ENVS 220 Ecology
This course will cover the basic principles of ecology,
with a natural history and evolutionary perspective. The
activities of organisms and their relationships to one an –
other are the foundation upon which populations, com –
munities, and ecosystems are built. We will examine fac –
tors that influence exchanges between organisms and their
physical environment; how organisms transform energy
and process materials as they metabolize, grow, and repro-
duce; the characteristics of populations and how they in –
teract within communities; the dynamics of ecosystems.
ENVS 330 Restoration Ecology
This course includes a survey of the biological, eco –
logical, environmental, and social factors that affect the
loss of habitat and reduce the number of species in the
world. This human impact will be considered in connec –
tion with the loss of biodiversity from a particular region.
The course begins with a focus on North America and
moves to Antioch College’s nature preserve Glen Helen.
We will examine methods currently in use for preserv –
ing and restoring ecological diversity. Prerequisites: Field
Botany, Ecology and Plant Biology
ENVS 335 Soil Science
This course explores the nature, properties, and use of
58
soil to capture its value and to understand better its criti-
cal role as a foundation of life. It is an introduction to
soil organisms, and includes interactions between organ-
isms, their processes, and metabolism with a major focus
on microorganisms. This course also introduces students
to basic concepts of soil science and the soil’s contribu –
tion to the functions of natural and anthropogenic eco –
systems. It provides 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 discuss soils of the
world from the perspective of soil taxonomy, the process-
es that form these soils, and land use properties specific
to each soil order. Current issues regarding the proper use
and management of soils are investigated.
ENVS 336 Hydrology
This course introduces the global hydrological cycle and
the influence of climate, geology and human activity. It
includes the principles of precipitation, evaporation, and
evapotranspiration; surface and groundwater flow; water
quality and pollution; and water resource management
and regulation. The course also introduces some of the
key concepts and issues in oceanography. The course links
hydrogeology to the science of living things: water qual –
ity analysis, indicator vertebrate and invertebrate species,
water resource law, and land use patterns.
ENVS 339 Ecological Agriculture
This course focuses upon the science of ecological agri-
culture and the importance of understanding and com –
paring the current methodologies of agriculture with
appropriate alternatives. This course will also focus on
understanding the ecological concepts that are of uni –
versal application in all bioregions where agriculture is
practice. A special emphasis will be placed on alternatives
to unsustainable systems that rely too heavily on chemi –
cals and irrigation, such as the development of systems
which mimic native ecosystems. Prerequisites: Chemistry I
or Physics I or Calculus
PHYS 160 Physics I
This course covers Newtonian mechanics (kinematics,
dynamics, Newton’s Laws, gravitation, energy and mo –
mentum and their application to understanding waves
and the kinetic theory of gases) and basic concepts of
heat, temperature, and thermodynamics. There is a lab
requirement in the course.
PHYS 260 Physics II
This course covers material on electricity, magnetism,
and optics (Maxwell’s Equations, electric potential, DC
circuits, interference, and diffraction). A lab component
of this course reinforces material learned in class. Prereq-
uisites: Physics I and Calculus
MATH 330 Statistics
This course offers a systematic account of statistics, in –
cluding statistical inference, binomial and normal distri –
butions, modeling problems, hypotheses tests, and cor –
relation and causality. Web and newspapers projects are
to be expected.
SOCIAL SCIENCES FOUNDATION COURSES
The foundation courses go beyond general education
requirements. Along with experiential learning through
work, the foundation courses form the base of the An –
tioch College curriculum where wide-ranging knowledge
of science, cultures, and society combined with library re-
search, intellectual and practical skill building in order to
foster a commitment to personal and social responsibility
centered on the resources of food, water, energy, health,
education, and governance. The Institutional Learning
Outcomes will form portions of learning goals for each
of these courses. Students will be required to take three
courses from each academic division—Arts, Humanities,
Science, and Social Science.
ANTH 105 Anthropology of Space & Place
This course will begin to raise our own awareness and
understanding of how space is used, restricted, made sa –
cred and contested; and how space is manipulated and
connected to race/class/gender, the concept of nation and
identity. Students will become familiar with delineating
spaces and also mapping their use.
ANTH 110 Cultural Anthropology
This course is designed to acquaint students with the
anthropological approach of studying the structures and
institutions, world views and belief systems of other peo-
ples. Students will have the opportunity for experientially
learning the primary methodology of cultural anthropol-
ogy, participant observation, data collection and analysis.
One major outcome of the course will be the expansion
of the student’s ability to understand and participate in
cultures other than their own.
59
PECO 105 American Political Economy
This course will provide students with an overview of
American political economy by analyzing the American
political system and economic system—how they work
and how they influence each other. Specifically, the ma-
terials present information relative to private property
rights and the price system in a free market economy
and how goods and services are produced and distrib –
uted.
PECO 110 General Political Economy
Political economy is the study of the role of economic,
political, cultural, and environmental processes in shap –
ing society and history. Students will learn different ap –
proaches in the study of political economics and how
to compare different economic theories. Most crucially,
students will gain an understanding of how the material
covered in this course relates to their lives.
PSYC 105 General Psychology
The field of psychology is the scientific study of the
thinking, feeling, and acting of individuals—individu –
als’ behavior and its underlying mechanisms. Psychology
is partitioned into a number of subdivisions and each is
characterized by its unique set of variables employed to
explain behavior. It is the objective of this course to ac –
quaint students with the different “partitions” and their
particular methodologies.
PSYC 110 Intro to Social Psychology
The focus of Social Psychology is the study of individu-
als in interaction with other individuals, of individuals
in interaction with groups, and of 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 behavior, students will be able
to determine which factors are influential—positive and
negative. Through this analysis, it is hoped students will
act upon the value of improving the conditions for the
performance of positive forms of social behavior.
SOCIAL SCIENCES ADVANCED COURSES
ANTH 310 Culture Conflict
Students will learn to investigate the tensions and con-
flicts that develop when a dominant (politically, eco –
nomically, or financially) group imposes its systems on
a subordinate group. The range of materials will include
examples resulting from colonization and marginaliza –
tion, dominance of religious ideology, and environmen –
tal philosophy.
ANTH 320 Language and Culture in Education
This course will focus on the role that language and cul-
ture have in the way students in the United States school
systems. This includes issues of English as a second lan –
guage teaching, multilingual programs, educating teach –
ers about cultural traditions that influence student/teach-
er interaction, and the difficulties with normative testing.
ANTH 335 Visual Culture
This course will offer students the opportunity to learn
how specific cultures view the role of visual representa –
tions, sometimes referred to as “art-making.” In cultural
anthropology the analysis goes beyond the traditional
western concept of “art,” and examines concepts of beau-
ty, artisanship, and the appearance of all human made or
human modified materials. Students will be asked to view
and report on a specific element of visual culture, put
their findings in writing and make an oral presentation
to the class.
ANTH 370 Special T opics in Cultural Anthropology
These courses will focus on the ethnographies associ –
ated with particular groups of people. For example; Sur –
vey of North American Indigenous Peoples; The Amish of
Northern Ohio; The Nuer, etc.
ANTH 405 Anthropology of Healing
This course will provide a cross-cultural overview of
medical systems. We will explore the various responses
human groups have developed to cope with disease and
illness events. T opics include an introduction to ethno –
medical systems, patients, healers, help seeking, diagnosis
and treatment. There is an emphasis on the contrasts be –
tween Western and non-Western perspectives. The medi-
cal systems considered include Western and Eastern vari-
ants of biomedicine, as well as Asian, Indian, and Arabic
professional ethnomedicines. Also, folk medicines from
Africa, Europe, and Native, Latin and urban America
may be examined.
ANTH 410 Anthropology of Religion
Anthropological theory offers several penetrating an –
swers to why and how religions or spiritual beliefs arise
and persist. We will examine an original source for each
one, then study at least one recent work which develops
60
its insights. The goal is to discover the powers and limita-
tions inherent in each major theory of human religiosity.
We will use anthropology as a double way of knowing re-
ligions: as observers, and as if “from within” some central
issues are, “how do ways of sacred action embody unique
powers and meanings?” “In what sense can we ever know
other people’s religious lives?” “How does religion create,
uphold, or subvert social order?”
ANTH 440 Anthropology of Work
What are the cultural and societal motivations for work?
How do they differ between generations and from culture
group to culture group, nation to nation? This course will
explore work ethics and how it is socially developed and
internalized in the individual.
ANTH 445 & 446 Reading Ethnography as Theory I & II
Readings will be assigned and discussed that present
particular theoretical approaches in doing and writing
ethnographies. Students will gain a broad understanding
of how theoretical approaches guide research and how to
apply more than one theoretical perspective to the same
data.
ANTH 449 Writing Culture
Seldom is ethnography considered a writing genre, just
as fiction, non-fiction, poetry and prose. Students will
read and discuss Writing Culture: The Poetics and Politics
of Ethnography, a collection of essays edited by James Clif-
ford and George Marcus. Class discussions will focus on
returning to the ethnographic selections studied in read –
ing ethnography as theory to analyze the applicability of
the essayist’s perspectives. The major question for this
course is how the research findings of social psychology
can be applied to understand or to solve social problems.
In particular, the course will focus on consumer psychol-
ogy, terrorism, and environmental psychology.
PECO 320 Political Economy of Race and Gender
This course provides an overview of efforts to under –
stand inequalities based on race/ethnicity and gender, as
well as citizenship, class, and other dimensions of collec –
tive identity. The assigned readings emphasize contribu –
tions from outside the tradition of Marxian political., The
challenges and contributions of feminist theory receive
special attention. Recent innovations in institutional and
behavioral economics, including experimental econom –
ics, are also emphasized. The exploration of inequality
is situated within four major areas of political economy:
1) forms of collective identity and conflict, 2) individual
decision-making and social coordination, 3) human capi-
tal and social mobility, 4) long-run growth and economic
sustainability.
PECO 325 Political Economy of Not-for-Profits
In this course, we will consider the relationships be –
tween wealth and social responsibility, and between elite
status and social reproduction. We will also examine theo-
ries of altruism, trust, and the role of nonprofit organiza-
tions in building social capital. In addition we will study
the costs and benefits of the tax-free status of nonprofits,
and the interdependence of government and nonprofit
organizations in the modern state. Included in the course
is a survey of the rise of non-governmental organizations
in developing countries and discuss the future role of
nonprofit organizations in a jobless economy.
PECO 330 Political Economy Theory I
Political Economy Theory is concerned with the under-
standing of the connection between political systems and
systems of economy. This course will serve as an introduc-
tion to the major theoretical approaches to understanding
and analyzing this connection and the impacts of particu-
lar connected systems.
PECO 335 Political Economy Theory II
Political Economy Theory is concerned with the under-
standing of the connection between political systems and
systems of economy. This course will continue with the
study of major theoretical approaches to understanding
and analyzing the connection between political systems
and systems of economy and the impacts of particular
systems.
PECO 430 & 435 Applying Political Economy Theory I & II
In this two block-long course students will develop a re-
search plan that integrates Political Economics into their
Senior Thesis. The result will be broad-based research that
can be applied to answer a research question, or to add to
the understanding of the research question.
PECO 440 Public Policy
In this course we will examine how the struggles for
power and for wealth affect one another and the realiza –
tion of these values. Specifically, we will compare and con-
trast political and market solutions to collective problems;
61
the politics of economic crises; corporations and labor in
the political economy; regulation and monetary policy;
and fiscal policy.
PECO 449 Political Economy of Health & Wellness
This course will cover important theoretical paradigms
and methodological perspectives related to the political
economy of health systems; access to health care; insur –
ance; propagated ideas about health; and cost of well –
ness. This course should provide information that will
be useful to students in understanding this world-wide
issue.
PSYC 310 Developmental Psychology
This course provides an introduction to the milestones
of human development from conception to death. We
describe physical, cognitive and social growth of people
with special attention to various cultural contexts of
development and the rich diversity of individuals. The
content is drawn from research and theories in develop –
mental psychology. We expect students to integrate their
personal experiences, knowledge of psychology and their
observations of human development with the content of
this course. In addition, we will discuss implications for
parenting, education, and social policy-making so that
students can apply course information to meaningful
problems.
PSYC 325 Abnormal Psychology
This course will provide students with an introduction
to the field of abnormal psychology through the explo –
ration abnormality within historical, social, and cultural
contexts, as well as the various predominating paradigm.
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.. By the end of
this course, students should have a firm foundation in
the major diagnostic categories as well as the various the-
oretical lenses through which one can research and treat
psychopathology.
PSYC 330 Cognitive Psychology Theory
This course will review the major theories associated
with Cognitive Psychology as they relate to cognitive pro-
cesses of attention memory, problem-solving, imagery,
categorization, action planning, and comprehension. At
the conclusion of the course, students will have a basic
understanding of how varying theories are applied to
these processes.
PSYC 335 Social Psychology Theory
Students will study, learn to identify, define and illus-
trate social psychology concepts and theories. Students
will select a social program, complete necessary research,
apply an appropriate theory, construct a paper and de –
liver a class presentation.
PSYC 337 & 339 Stereotyping and Social Cognition I & II
We will examine group stereotyping from a social cog –
nition perspective, focusing on how mental life affects the
processes associated with group stereotyping. The social
cognition perspective attempts to identify how cognitive
representation and mental processes mediate stereotypic
beliefs, prejudicial attitudes, and discriminatory behav –
iors. The first block of this course will focus on the early
sequence of stages related to stereotypic thought forma –
tion. The second block will focus on processes that unfold
later in the stereotyping process.
PSYC 420 Experiment Design
This course is an introduction to experimental meth –
ods. The goals of the course are for the student to learn
how research is planned, carried out, communicated and
critiqued. This course will focus on developing general
research skills that can be applied within any area of psy –
chology. These skills include knowledge of experimental
design, statistics, report writing, and ethical standards of
research.
PSYC 440 Social Psychology of Ethnicity
The class will begin with lectures on sociological con –
cepts related to ethnicity, including theoretical concepts
such as assimilation, pluralism, and enclaves. We will
look at several theoretical explanations of why different
approaches have been used at different times in the his –
tory of the United States, and by different ethnic groups.
Emphasis also will be put on different ways that minor –
ity groups can interact with the larger society, and the
consequences for different groups. We also will look at
the social, economic, political, and other characteristics
of different ethnic groups.
PSYC 442 Psychology of Consciousness
This course will serve as an introduction to theory and
research on both normal and altered states on conscious-
ness from a contemplative viewpoint. T opics reviewed in-
62
clude philosophical foundations, brain systems and con-
sciousness, introspection, sleep and dreaming, hypnosis,
and psychedelic drugs.
PSYC 445 Social Psychology of Religion
This course is an introduction to the major issues, theo-
ries and empirical approaches to the psychology of reli –
gion through critical analysis of both classic and modern
texts. The course illuminates the role of religion as a pow-
erful meaning system that can affect the lives of individu-
als in terms of their beliefs, motivations, emotions and
behaviors, and can influence their interactions on both
interpersonal and intergroup levels.
COURSE OFFERING SCHEDULE
Course offerings at Antioch College have been inten –
tionally scheduled for several reasons. Foremost is the
importance of offering a consistently available liberal
arts core for all students. This core experience thus cre –
ates a distinguishable cohort of students. It also reflects
the mission, learning outcomes, teaching philosophy, and
guiding principles of Antioch College. Please refer to the
schedule of classes for specific offerings.
DISCLAIMER
Antioch College reserves the right to make changes in
policy, regulations, course offerings, calendars, and fees
subsequent to publication of the curriculum catalog. Or
refer to the College’ s W eb site (www.antiochcollege.org)
for the most accurate reflection of policies and fees.
63
T
he Glen Helen Ecology Institute is a special program of Antioch College. Its
mission is to provide leadership in preserving Glen Helen and in developing
new models for pursuing the interdependent goals of environmental and hu-
man well-being.
GLEN HELEN ECOLOGY INSTITUTE
AND OUTDOOR EDUCATION CENTER
Educational programs for a wide variety of audiences
seek to enhance one’s knowledge, understanding, and ap-
preciation of the natural environment, allowing each to
become better environmental citizens. Located in Glen
Helen Nature Preserve, the Glen Helen Ecology Institute
includes several components:
Glen Helen, a 1,000-acre nature preserve given to the
college by Hugh Taylor Birch, an 1869 Antioch College
alumnus, as a living memorial to his daughter, Helen. Ad-
jacent to the campus of Antioch College and to John Bry-
an State Park, Glen Helen consists of woods, wetlands,
waterways, fields, unique geologic formations, and his –
toric and culturally significant sites. Glen Helen is man –
aged as an educational nature preserve and is open to the
public.
Trailside Museum, a nature education and visitor facil-
ity.
Outdoor Education Center (OEC) offers environmen-
64
tal education programs to school-age children during the
academic year, and a series of summer programs called
“Ecocamps;” academic internships in environmental edu-
cation at both the graduate and undergraduate levels are
available.
Raptor Center, designed to enhance the experience of
school groups through raptor education; also, a raptor re-
habilitation center for the care of injured raptors.
THE OUTDOOR EDUCATION CENTER
Academic Program
The OEC offers an academic internship in residential,
environmental education for graduate and undergradu –
ate credit. Students from all over the world enroll in this
unique educational program and avail themselves of the
opportunity to live, work, and study for periods of four
or five months. Interns learn to work with elementary-
aged children in the Glen, utilizing a variety of hands-on
activities and exploration to build a love, awareness, and
understanding of the character of nature and our human
place within it. Courses Offered (through the academic
internship program):
OE 580/380: Outdoor Education Methods (5/5)
This course is intended to provide an introduction to
the practices and methods of outdoor and environmen –
tal education. Interns learn to design, plan, and lead field
trips to the biotic communities of Glen Helen and ap –
ply outdoor and environmental education methods and
pedagogical techniques to a wide range of ages and back-
grounds.
OE 584/384: Natural History (5/7)
This course is designed to complement OE 580/380.
Interns learn to understand the ecological relationships,
flora, and fauna of the biotic communities of the Eastern
deciduous forest that are specific to Glen Helen. A special
emphasis is placed upon the integration of this informa –
tion with basic ecological concepts.
OE 586/386: Outdoor School Administration (5/5)
This course is designed for interns who have completed
OE 580/380 and OE 584/384. A student in this course
works closely with the directors in learning and operating
all aspects of the Outdoor Education Center. Interns learn
to train and evaluate staff, coordinate the daily program,
and assist with all aspects of the Center’s administration.
OE 590/390: Outdoor School Principles and Practices Semi-
nar (5/7)
This course complements OE 586/386. The course is
designed through a series of seminars that cover mainte –
nance administration, food service, fiscal planning, pro –
gram and facility promotion, and staff recruitment and
selection. Interns also gain experience in each of these ar-
eas through special projects.
65
R
ESIDENCY: All students matriculating as members of the classes of 2015
and 2016 aspiring to become candidates for the Antioch College Bachelor of
Arts or Bachelor of Science degree must complete a minimum 15 quarters
(six full-time work terms and nine study quarters) in residence at the Antioch
College campus and earn 180 credits with a GPA of 2.0. The final study term must be on
campus unless this requirement is waived, with the support of their advisors, by petition
to the Academic Policy and Review Committee (APRC).
ACADEMIC REGULATIONS
AND INFORMATION
Full-time study in-residence means registering for a full-
time course of study of at least 12 quarter credits with
Antioch College faculty or an associated and approved off
campus study program by petition to the Academic Policy
and Review Committee (APRC). Full-time work terms
mean registering for a full-time job (30 to 40 hours per
week) and 5 quarter credits with Antioch College faculty.
Please note that beginning with the start up of Antioch
College, no transfer credits will be accepted until a positive
determination has been made regarding accreditation.
STUDY AND WORK SEQUENCE
The College reorganized around a plan of alternating
work and study in 1920 under noted engineer Arthur E.
Morgan, gaining international prominence as the first lib-
eral arts college in America to apply cooperative education
across its curriculum. Antioch College is the only liberal
arts college in the country to require alternating work and
study for cooperative education of all of its students.
The mission’s emphasis on enabling “engagement” leads
to our unique and extensive program of alternating study
and work, so that every student becomes adept at both ap-
plying theory to his or her situation and using experience
in the community and the workplace to critique, modify
and adapt theory as necessary. The goal closely parallels
Aristotle’s view of practical wisdom as being achieved
through continual applications of principles that must be
adapted and shaped to a particular context.
Employers are an important part of an Antioch College
education and their need for students to fill positions on
an ongoing basis must be met. By assuring that Antioch
College students “show up for work” the positions and
responsibilities assigned to Antioch College students re –
main central to the mission of the employers. In order to
gradually establish reliability for the employers, two se –
quences of work and study have been created. Sequence
A will be the only sequence offered for the first two enter-
ing classes. Sequence B will begin with the third entering
66
class alongside another division of students assigned to
Sequence A.
ACADEMIC CREDIT , GRADES
AND EVALUATION
Grades and Crediting
The Registrar’s Office sends a credit report, grades, and
narrative evaluations to the student. The following stan –
dards of assessment apply to courses and full-time work
terms. Courses and work terms for which the student has
registered are reported as:
The traditional letter grades “A” through “F” will be as-
signed for satisfactory completion of requirements. The
numerical equivalents of letter grades for calculation of
grade point averages are listed below. All letter grades are
used to calculate a grade point average.
A = 4.0
B = 3.0
C = 2.0
D = 1.0
F = 0.0
INC – Incomplete: Requirements have not been com –
pleted for good cause or some other circumstance be –
yond their control that prevented them from completing
coursework; however successful completion is expected
within the time constraints outlined below. The Incom –
plete is not automatic or appropriate for students who
have not managed to complete coursework in a timely
manner. An Incomplete may be given for serious cause
only when a substantial amount of work has been com –
pleted and when there is an agreement between the in –
structor/work advisor and the student as to work yet to
be done and the date by which it is to be completed. It is
the student’s responsibility to ensure that an Incomplete
is resolved. No faculty member is required to issue an In-
complete. Incompletes may not be given by visiting or
adjunct faculty members or by faculty not returning the
next academic year. Incomplete course crediting and out-
standing work portfolio crediting is to be completed by
the end of the fifth week of the student’s next study term.
The final credit report must be received by the Registrar’s
Office by Friday at 4:00 p.m. of that week. If no report
is received by the Registrar by this deadline, the course
Incomplete will automatically revert to an F or NC grade.
The deadline for Incompletes may be extended beyond
the deadline noted above only once. For an extension,
the faculty member must inform the Registrar in writ –
ing prior to the original Incomplete expiration date. Such
extensions shall not go beyond the end of the next term
except through faculty petition to the Dean of the Col –
lege. If the new deadline is not met, the Incomplete will
revert to an F grade. An Incomplete must in all cases be
completed no later than six months after the end of the
term of registration.
M – Academic Integrity: The M grade is only assigned to
a student whose work is somehow implicated in a breach
of academic integrity. For example, if a faculty member
grades papers after the end of the term and discovers two
identical papers, then the faculty member should assign
M grades to those papers. At this point, the Procedures
defined in the Academic Dishonesty Policy are activated.
Once the truth about their integrity has been established
(which might be delayed up to six months), the faculty
member will submit a final grade for the work.
NG – No Grade: The No Grade is reserved for those
occasions when teachers find they are missing a piece of
work from a student, which they believe the student did,
in fact, submit. The NG serves as a placeholder on the
student’s transcript until the teacher has figured out what
happened to the work and is prepared to give the student
a final grade. The NG is NOT intended for students who
missed the Incomplete deadline or for students who have
missed deadlines for submitting work. Faculty members
must convert all NGs to final grades by the end of the
fifth week of the next study term when the student is on
campus. An unconverted NG automatically is recorded as
an F or failing grade.
WD – Withdrew: Student withdrew from course(s) or
the College after Add/Drop period through end of sixth
week.
WNC – Withdrew: Student withdrew from course(s) or
the College after sixth week.
Change of INC: Upon completion of requirements for
which an incomplete has been given, the instructor must
submit an INC Credit Change Form and accompanying
grade and narrative evaluation to the Registrar’s Office
within the deadlines noted under “INC” above. All other
credit and grade reports are permanent and changeable
only in the case of bona fide error.
Narrative Evaluations
Evaluation is the systematic process by which a faculty
member determines student learning based upon a set of
standards and learning objectives. It is a continuous pro –
67
cess requiring the active participation of both parties. Stu-
dents take an active role in informing the faculty member
about what they are learning through providing evidence
of learning to the faculty member. This evidence can take
the form of assignments, participation in discussions, ex –
aminations, projects and more. The instructor’s responsi-
bility is to respond both critically and supportively to the
developing student, offering direction and suggestions as
appropriate. Evaluation is an integral part of both learn –
ing and teaching and an essential ingredient of the An –
tioch College experience. At the end of a course of study,
the instructor indicates the assignment of a grade on a
class list submitted to the Registrar’s Office.
Then, in a narrative evaluation, the faculty member
provides a detailed appraisal of the student’s performance
in the course. The student is encouraged to write a self-
evaluation for inclusion in the narrative evaluation. A
narrative evaluation is filed with the Registrar for each
student enrolled every course. Faculty members who are
team-teaching must co-write narrative evaluations for all
enrolled students. Faculty members are asked to hold the
narrative evaluations for Incompletes until they have been
resolved.
The narrative evaluation includes:
A. A description of the course objectives (i.e.
the basis on which credit is granted or withheld).
B. An appraisal of how the student achieved
or failed to achieve these objectives. (T o what extent
were the requirements fulfilled?) In the case of no
credit, the reasons (failure to attend, poor quality of
work, etc.) must be noted.
C. The instructor’s assessment of the quality
of the work, and his/her judgment of how well the
student has understood the material.
The student’s self-evaluation should:
A. Include an assessment of the student’s
own accomplishments in the course, both with re –
spect to the stated course objectives and the student’s
own expectations.
B. Be submitted via email before the last day
of class for timely incorporation with the instructor’s
narrative evaluation.
C. Not include an evaluation of the course
content or the instructor’s performance. (Such evalu-
ations are conducted by the Dean of the College’s
office at the end of the block or term.)
The narrative evaluations become part of the student’s
permanent academic record on file in the Registrar’s Of –
fice. When transcripts are requested, the student may
elect to have some or all of these narrative evaluations re-
produced to accompany the official transcript. An expla –
nation of Antioch College’s system of evaluation is sent
with the transcript.
Changes to narrative evaluations: Once a narrative
evaluation is signed and turned in by the instructor, all
changes must be initialed and dated by the instructor in
the Registrar’s Office. Narrative evaluations for incom –
pletes must be submitted at the time the course grade is
changed.
REGISTRATION
Academic Registration
Detailed instructions regarding registration are provid –
ed to students at that time, and specific registration dates
are published in the annual and term calendars. Students
should allow time prior to registration for conferences
with their faculty advisor. Failure to register during the
scheduled time at the beginning of the semester may re –
sult in a late registration fee.
Students may earn academic credit for several types of
courses. All courses are expected to be completed in the
manner in which they were designed.
Students are required to take 16 Foundation Courses
with 3 in each academic division. They may select 4 other
Foundation Courses as electives or major related courses.
Each major requires 9 major related courses intermedi –
ate and advanced courses. Students may select 9 others to
build their individualized major.
Online courses are designed for students to complete
their Work Portfolios and Language credit while away
from campus on work terms. This entails a greater level of
independent work in a virtual delivery system that expects
collaboration and feedback. Online courses are delivered
using software that allows students to engage in, contrib-
ute to and earn credit from anywhere in the world.
Credit for Work T erms
Students must register for each full-time work experi –
ence, Work Portfolio and Language before the last day
of classes and leaving campus to begin the work term.
Failure to register or failure to work until the end of the
term make students ineligible to earn credits during that
work term. A full-time work term must be no less than
11 weeks in duration. Students register for the job for
which he or she has with the approval of their work ad –
68
visor. Work registrations will not be processed until all
financial holds, if any, are cleared.
Adding and Dropping Courses
The Add/Drop period of academic registration will end
on the last day of the first full week of classes during each
quarter. During the Add/Drop period, students are per –
mitted to add and drop courses from their registration;
the signatures of the student’s academic advisor and of
the instructor whose class is being added are required.
After the Add/Drop period, requests to add a course are
reviewed on a case-by-case basis by the Registrar and re –
quire approval of APRC.
Withdrawing From Courses
Students may formally withdraw from a course after the
Add/Drop period, if approved by the instructor and the
student’s academic advisor, through the end of the eighth
week. Students withdrawing from a course are cautioned
that if their registration falls below 12 credits, their status
as a full-time student and their financial aid will be af –
fected.
SATISFACTORY PROGRESS TOW ARD
DEGREE COMPLETION
The number of credits earned and work experiences
successfully completed determines academic progress.
The College’s program is designed for completion in15
quarters (9 study terms and 6 work terms) or 4 years to
complete. In order to meet the graduation requirements
of 180 academic credits and six full-time work terms in
that time, students should earn an average of 16 academic
credits per study quarter (140 total), 4 credits of Work
Portfolio during each full-time work term (24 total), a to-
tal of 18 language credits during full-time work quarters,
and successfully complete all jobs.
Class Standing
Class standing is based on credits earned, not by years
in attendance.
Standing Credits
1st year 0 to 50
2nd year 51 to 90
3rd year 91 to 140
4th year 141 to 180
Minimum Standards of Progress
TThe Academic Policy and Review Committee (APRC)
maintains responsibility for monitoring individual stu –
dent progress. The College has adopted the following
guidelines for measuring minimum progress toward the
degree. It is necessary to measure such progress in order
to provide students with clear guidelines and expectations
against which to gauge performance and progress toward
the degree; it also permits the College to provide students
with the best possible academic and support services. An-
tioch College’s standards of satisfactory academic prog –
ress require that students earn Antioch College credit and
complete jobs at the following cumulative, minimal rate
for each term. In addition, students must understand that
only meeting the minimum standards of progress neces –
sitates additional quarters of enrollment.
Academic Standing
Every student’s progress is reviewed at the end of each
term. Any student achieving minimum standards of prog-
ress (12 credits during 5 or 10 during 4 study quarters
or 5 credits during 4 and 10 during 2 work quarters) or
better will remain in good academic standing. Any stu –
dent who fails to achieve these standards at the end of
any given term will be subject to the following academic
sanctions, as determined by APRC.
Warning: Any student, who completes less than 12
credits during 5 or 10 during 4 study quarters or 5 credits
during 4 and 10 during 2 work quarters, may be placed
on academic warning by APRC. Students who have com-
pleted one term at Antioch College, and who fall below
minimum standards will not be placed on probation if
they have current incomplete coursework that may bring
them up to the minimum standards of progress. These
students will be placed on warning and reviewed again
after their next term. Students who do not remedy the
deficiencies for which APRC has placed them on warn –
ing, in the manner prescribed by APRC, may be placed
on probation or possibly withdrawn.
Probation: Students who have completed at least one
term at Antioch College and who fall below minimum
standards of progress may be placed on probation. Stu –
dents on probation who do not remedy the deficiencies
for which APRC placed them on probation, in the man –
ner prescribed by APRC, may be withdrawn unless sig –
nificant improvement justifies continuing their status.
Withdrawal: Students who fail to meet the terms of pro-
bation may be withdrawn from the College. Such with –
drawal from the College should be considered permanent
unless exceptional circumstances warranting a return can
69
be demonstrated. Students desiring to return to Antioch
College after an academic withdrawal must submit a peti-
tion for readmission.
Letters of warning, probation, or withdrawal from
APRC will be sent to the student in a timely manner
through both email and the postal service, with copies
sent to the student’s advisors, the Offices of Records and
Registration, Admission and Financial Aid, Student Ac –
counts, and Director of Community.
WORK STANDING
Antioch College students must successfully complete
6 terms of full-time work and a part-time job during 9
study quarters.
CONSEQUENCES OF ACADEMIC SANCTIONS
Probationary status can result in ineligibility for finan –
cial aid, special programs, and veterans and other benefits
during the term(s) of academic sanction, including:
1. Institutional Aid and Scholarships. Students will
be permitted only one term of scholarships or aid
when they are placed on probationary status. Stu –
dents who fail to meet the terms of probation will
receive no additional funding. If students wish to
appeal such a decision, they must appeal to Director
of Community who will arrange for an appeal hear-
ing with the Financial Aid officer and Chair of the
Faculty. The written appeal must be submitted to
the within two weeks of the initial APRC decision.
2. Campus Governance. Students who have been
placed on probationary status are not eligible to
hold any campus governance position, including
appointed or elected membership on sanctioned
College committees.
3. Veteran’s Benefits. The College is required to re –
port to the Veteran’s Administration on attendance,
progress toward graduation requirements, and oth-
er matters affecting veteran’s benefits. If a student
receiving veteran’s benefits fails to remain in good
standing, this will be reported to the Veteran’s Ad –
ministration as is required by federal law.
4. Other Certifications. Students who are not making
satisfactory progress toward their degrees cannot be
certified as being in “good standing” and cannot re-
ceive verification for “good student” discounts.
APPEAL
Students who believe that an APRC action is without
merit may submit a written appeal to the Dean of the
College. APRC will reconsider prior decisions of the com-
mittee only when pertinent new information is provided.
TRANSFER CREDIT
Beginning with the 2011-2012 academic year, transfer
credits will not be accepted. This decision was deemed
necessary because the College will have to open as an un-
accredited institution, unable to accept students’ transfer
credits during their admission. This would put transfer
students at the risk of receiving an unaccredited degree.
NON-DEGREE SEEKING STUDENTS
Individuals who wish to take a course for personal inter-
est are welcome to do so at the part-time tuition rate.
INTERNATIONAL STUDENTS
Antioch College looks forward to accepting students
from other countries. However, for the time being we will
be unable to accept international students.
LEAVES AND WITHDRAW ALS
Personal Leave of Absence
Students who wish to pursue primarily non-academic
activities away from Antioch College may apply for a Per-
sonal Leave of Absence through the Office of the Dean
of Community. Completed applications for leaves begin-
ning the following quarter are due by Friday of the tenth
week of the current quarter. Requests for extensions of
personal leaves must be received by the same deadlines.
Applications received after these deadlines will be given
consideration; however there is a late filing fee of $50.
Medical Leave Of Absence
Students who wish to take a leave from Antioch Col –
lege for physical or psychological reasons may apply for
a Medical Leave of Absence through the Office of the
Dean of Community. Students applying for a medical
leave must provide appropriate supporting documenta –
tion from a healthcare professional. Without documenta-
tion a student will instead be placed on personal leave. If
a student is incapacitated her or his emergency contact of
record can facilitate the application and provide the sup –
porting documentation. Students who submit applica –
tions by 4:30 p.m. on the Friday before the quarter begins
are eligible for a full refund of expenses.
Students may submit an application for medical leave
at any time during a quarter. From the first day of classes
through the end of the tenth week of classes, the student
70
who is granted a medical leave will be withdrawn from all
courses and W’s will be recorded on his or her transcript.
For information on refund of tuition and fees, please see
“Annual T uition and Fees” in this curriculum catalog.
Students who submit applications for medical leaves ef –
fective for the current quarter from the first day of the
eleventh week to the last day of classes have two options.
First, if the student wishes to complete coursework, he or
she can apply for Incomplete grades. (Please see “Grad –
ing” in this curriculum catalog.) In this case, the student
will receive grades for all courses. The medical leave will
take effect at the end of the current quarter, and the stu –
dent will be on leave for the subsequent quarter. Second,
if the student elects not to complete coursework, he or
she will be withdrawn from all courses and W’s will be
recorded on his or her transcript. The medical leave will
take effect immediately, and the student will be on leave
for the subsequent quarter. Records for students taking
a medical leave after the tenth week may be reviewed by
the appropriate Academic Standing Committee and may
be subject to academic standing action. Students who are
granted medical leaves after the first day of the tenth week
of classes are not eligible for a refund.
An application for a medical leave received on the last
day of classes will be processed for the subsequent quar –
ter; the transcript for the current quarter will include the
grades assigned by the faculty, and cannot be expunged or
altered in any way.
Withdrawal from the College
Students withdrawing permanently from Antioch Col –
lege must apply through the Office of the Dean of Stud –
ies. All students who receive financial aid from Antioch
College must consult with the Office of Financial Aid
before withdrawing. Students who have withdrawn from
Antioch College and seek readmission may not transfer
credit for courses taken at other institutions while with –
drawn.
Suspension and Dismissal
Students may be asked to leave Antioch College for aca-
demic or disciplinary reasons. Suspension is usually for a
specified period of time and/or until specified conditions
have been met. Dismissal is permanent.
Students who have been suspended and seek reinstate –
ment may not transfer credit for courses taken at other
institutions while suspended.
Reinstatement
In order to return to Antioch College, a student who
has been withdrawn or suspended must submit a rein –
statement form to the Office of the Registrar. Appropri –
ate forms and materials must be received by at least one
month prior to the first day of classes of the quarter for
which the student seeks reinstatement. No exceptions are
made. Relevant offices review the request for reinstate –
ment and the student will be informed about the decision
as quickly as possible..
A student in the Arts and Sciences who has been sus –
pended must also complete an appeal process through the
Office of the Dean of Community. The deadlines for this
process are stated in the student’s letter of suspension.
GRADUATION
Senior Review of Status toward Graduation
or “Senior Check”
As students progress through Antioch College they
work closely with their advisors to review and revise their
degree plan. This document helps to assure that stu –
dents are achieving progress toward earning a Bachelor
of Arts or Bachelor of Science. With the degree plan as a
reference, all students are required to complete a “senior
check” in the Registrar’s Office by the end of their seventh
study quarter. A “senior check” means meeting with the
Registrar, or Registrar’s designee, to examine the student’s
academic record, degree plan, and sequences, and ensure
that graduation requirements can be met as anticipated by
the student. The senior check should not be delayed until
the term the student is scheduled to graduate—it may
be too late to correct any deficiencies at that late date.
Registration for the final study term may be jeopardized if
the senior check has not been completed. The student is
responsible for initiating the senior check.
Application
Students planning to graduate complete an “application
to graduate” form and submit it to the Registrar’s Office
by the end of the second week of the term in which the
student plans to graduate.
Commencement and Graduation Dates
The commencement ceremony is held on the Saturday
following the end of summer term. Students are expected
to have completed all degree requirements prior to the
commencement ceremony and will graduate on the date
of the ceremony. The Academic Policy and Review Com-
71
mittee presents the names of candidates for graduation to
the faculty for a vote at the end of each term, and only
students approved by the faculty will be permitted to
participate in commencement and graduate during that
year. Students who have not cleared outstanding financial
obligations to the College may participate in the com –
mencement ceremony but will not receive their diplomas
or transcripts until the outstanding financial obligations
have been met.
Graduation Rates
Graduation rates will be published annually after the
first commencement ceremony.
STUDENT RECORDS POLICY
AND DIRECTORY INFORMATION
Student Academic Records Policy
As a matter of course, Antioch College maintains edu –
cational 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 aca-
demic 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 stu –
dents to challenge information maintained as education
records by the institution, and limits the release of such
information without the student’s consent. The following
will serve as a comprehensive statement of Antioch Col –
lege policy about student records and Antioch College’s
implementation procedures.
Academic Records
The Registrar’s Office serves as the repository for all offi-
cial 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 com-
prehensive student learning objectives;
2. Reports – including grades, narrative evaluations
and class lists reporting credit – which provide doc-
umentary support for the awarding of credits and
degrees;
3. T ranscripts 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 re –
garding student status.
Other Student Records
The Admission and Financial Aid Office 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
Department of Work maintains records pertinent to stu-
dents’ part-time and full-time work experiences.
Retention of Student Records
Student records will be retained for the following mini-
mum period of time. Any documents not specifically
noted below are retained in accordance with AACRAO
records retention guidelines:
Official Transcripts
The official transcript is a copy of that portion of a stu-
dent’s academic record that is prepared for release to a
third party at the request of the student or former stu –
dent. It contains personal information about the student
and reports advanced placement credits awarded, transfer
credit accepted, and earned Antioch College credits and
degrees. Antioch College courses for which the student
registers but does not earn credit do not appear on the
transcript. The transcript contains the name and address
of Antioch College and the following information about
the student:
• Personal information: student’s name, date of birth,
Admissions documents for
applicants who do not enter,
whether accepted or rejected
Three years
Admissions documents for
applicants who enter (with the
exception of letters of recom-
mendation, which are de-
stroyed upon admission)
Five years after date of
student’s last attendance
Academic transcripts, grades
and narratives
Retained permanently.
Enrollment certification and
verification
One year after certification
or verification date
Financial aid documents Five years after date of
student’s last attendance
Work program grades, narra-
tives and evaluations
Retained permanently.
72
and student identification number.
• Attendance and credits earned: 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 (se –
mester or quarter credit) and work portfolio credit);
credit for remedial courses or other courses not ap –
plicable to degree program identified; prior learn –
ing, demonstrated competencies, or transfer credit
identified.
• Effective withdrawal date, if applicable.
• Graduation date, degree conferred, and program or
major, as applicable.
• Official transcripts will not be released if the student
has not met financial obligations to the institution.
Access to Student Academic Records
As further described below, student records are accessi-
ble to the student and 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
changes to the records may be made except through the
Registrar’s Office.
All current and former students have the right to in –
spect and review official academic records maintained by
the College which 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 at –
tempt to provide access to these records will be made as
soon as practicable, but not later than thirty days after the
request has been made. In addition, the holder of the re –
cord 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 per –
sonnel. Students may not change or alter their records.
Any agreed-upon change will be made by the Registrar’s
Board Pro Tempore
President
Director of
Admission
Director of
Advancement
Director of
Community
Dean of the
College
Director of Work Director of
Finance &
Operations
Director of
Communications
Areas of Responsibility
Recruitment Alumni Relations Community
Governance
Curriculum
Development
Employer
Relations
Financial Planning
& Reporting
Public Relations
Enrollment Fundraising Campus Life &
Orientation
Faculty Hiring &
Development
Co-op Advising Personnel, Payroll
& Benefits
Marketing/Advertising
Financial Aid Foundation
Relations
Health Services Records &
Registration
Work Abroad
Programs
Estates & Trusts Publications
Wellness &
Recreation
Academic
Advising
Campus Labor Internal Audit
Residence Halls Library &
Information
Technology
Career
Development
Endowment &
Investment
Student
Development
Research &
Assessment &
Planning
Student Payroll &
Benefits
Legal Affairs
Village Relations Academic
Enrichment
Volunteer
Program
Public Safety
Post Office Glen Helen Insurance Liaison
Antioch Review Property
Management
Antiochiana Student Accounts
ORGANIZATIONAL CHART
73
Office. Students wishing to challenge the content of their
records can to 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 pri –
vacy of the student. The hearing serves as a formal op –
portunity to seek the correction or deletion of any such
inaccurate, misleading, or other inappropriate data con –
tained in the record. The student may also seek inclusion
of explanatory information. Formal hearings will be con-
ducted in the following manner:
Any request for a hearing to challenge an Antioch Col-
lege record must be made in writing to the College Presi-
dent or his or her designee.
The hearing request must:
1. Identify in specific terms the portion(s) of the re –
cord to be challenged;
2. State the reason(s) for challenging the record so
identified, and state the remedy sought; i.e., 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 College Presi-
dent or his/her designate.
2. The hearing will be granted within a reasonable
time, but no more than thirty 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 Col –
lege will attempt to have a representative from the
office responsible for the challenged record present
at the hearing.
6. The student will have the right to be assisted by an
advisor of his or her choice.
7. The burden of sustaining the challenge rests with
the student.
8. Reasonable opportunity shall be provided for all
parties to present evidence and witnesses directly re –
lated to that portion(s) of the record being challenged.
9. The student will be provided written notification of
the disposition of the challenge (including the rea –
son for such disposition).
10. The remedies available to the student as a result of
a hearing are:
11. The record may stand.
12. The record may be corrected.
13. The record may be deleted.
14. 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 in –
formation or records, other than public or directory in –
formation, will not be permitted without prior written
consent to any party other than to the following:
• Appropriate personnel and agents of Antioch Col –
lege who have legitimate educational interest in see-
ing student records;
• Appropriate state and Federal agencies that, under
law, are entitled to have access to University 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 per-
sonnel. This information is available to students, upon re-
quest, in the office where the student records maintained.
ACADEMIC HONESTY POLICY
A. Antioch Honor Code
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 objec –
tives, 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.
74
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 responsi –
bly and honestly.
B. Academic Dishonesty Defined
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 the fail to correctly identify the source, whether it
is done consciously or inadvertently.
• Fabrication occurs when students consciously create
or change information to support their work.
• Examples include, but are not limited to, the follow-
ing 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 which presents pla-
giarized materials;
• Submitting material created/written by someone
else as your own, including purchased term/research
papers;
• Copying from another student’s examination;
• Allowing a student to copy from another student’s
examination
• Using outside materials on an examination that are
not authorized for use during the examination;
• 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 informa-
tion 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 calcu-
lator in an unauthorized manner to store, share, and/
or retrieve information during an examination.
• Falsifying citations, for example by citing informa-
tion from a non-existent 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.
In general, students’ work must be their own. Viola –
tions of academic honesty are taken very seriously. Penal-
ties for violations range from failing assignments or tests
to withdrawal from the College.
These acts violate the Antioch College Honor Code and
damage trust in one another. Community members, who
witness or suspect violations of academic integrity, should
feel free to report the suspected offender to the instructor.
C. Procedure
1. Before any formal action is taken, the faculty
member(s) should meet with the suspected student
to discuss the alleged act of academic dishonesty. In
cases where academic dishonesty cannot be firmly
established, the faculty member(s) is/are encour –
aged to meet with the student to obtain sources or
to determine the student’s familiarity with the ma –
terial he or she submitted.
2. The faculty member(s) 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)
3. The student attends a meeting called by the Reg –
istrar with the faculty member(s), and advisors to
discuss the incident. In this meeting, the following
should be addressed:
a) Describe the evidence that confirms that
academic dishonesty occurred.
b) Listen to the student’s response.
c) Review what academic dishonesty is, how
it violates the Honor Code, how it is unaccept –
able in a scholarly community and how to cite
sources properly.
d) Review the College’s Academic Honesty
Policy and procedures with the student.
e) Inform student of what the consequences
would be if this were first offense (see conse –
75
quences of academic dishonesty below)
4. After this meeting, the faculty member(s), the stu –
dent’s advisors, the Registrar, and Director of Com-
munity determine the consequences and complete
the Academic Dishonesty Report form. The Report
and accompanying documentation is retained by all
at the hearing.
5. If the student is found in violation of the Academic
Honesty Policy, the Registrar reviews the student’s
record to confirm if this is a first or second incident.
6. If the records indicate that this is not the student’s
first offense, the faculty member will be contacted
and the policy for the second offense (see conse –
quences 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.
D. Consequences of academic dishonesty
First offense: The student minimally receives no credit
on the assignment or test in question and/or no credit for
the course(s) where the offense transpired. The Academic
Dishonesty Report and accompanying documentation
is submitted to the advisors, Registrar, and Director of
Community.
Second offense: The student is recommended for aca –
demic withdrawal from the college through the Registrar.
Formal action is taken by APRC.
Appeal Process: By written petition to the Dean of the
College.
ACADEMIC COMPLAINT POLICY
Definitions
For the purposes of this policy, a complaint is an allega-
tion or accusation brought against a faculty member by a
student who seeks redress for an alleged wrong or injus –
tice involving the assessment and evaluation of student
performance in the classroom, work, advising or mentor-
ing.
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 individu –
als 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 ex –
ploitation, harassment, or discriminatory treatment of
students. They acknowledge significant academic or
scholarly assistance from them. They protect their aca –
demic freedom.
“Policy Documents and Reports.” Statement on Profes-
sional Ethics. T enth ed. Washington: American Associa-
tion of University Professors, 2006. 171.
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 en –
hance the learning process and who, by their commitment
to advancing knowledge, are expected to apply common
principles of good teaching, strong mentoring, and fair
evaluation of student performance in a course of study or
work experience.
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 fac –
ulty 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 oc –
curred or that the assessment of their work was the result
of error, capriciousness or 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 aca –
demic complaint.
Simple disagreement with the professor’s professional
judgment about the quality of the work does not con –
stitute legitimate grounds for filing a complaint. Before
filing an official complaint, students should speak with
the faculty member to explore the rationale for the grade.
This conversation will provide clarification and better un-
derstanding and may result in grade mediation and no
need to file a formal complaint.
This Complaint Policy does not replace or require
changes to any of the other policies governing faculty be-
havior as specified in the Faculty Personnel Policy, such as
the Sexual Harassment Policy; the SOPP; the Drug and
Alcohol Policy; the Affirmative Action Policy; etc. Each
of these policies has their own processes for reporting and
resolving alleged violations
Procedure
At any step in the complaint procedure the student or
76
the faculty member may invite another community mem-
ber to accompany him/her 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 accommo –
date the academic calendar.
1. 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 mem –
ber 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 the faculty chair first.
2. If a mutually satisfying resolution is not found, the
student shall make an appointment to speak to the faculty
chair within two weeks. If the faculty chair is a party to
the complaint, the next senior member of the department
shall be contacted. The student shall present to the chair
specific concerns and any supporting documentation.
The faculty chair shall make every effort to resolve the
complaint. The faculty chair may request the complaint
in writing. The faculty chair will:
a) Facilitate a resolution in consultation with the faculty
member and the student.
b) If the complaint cannot be resolved at the depart –
ment level within two weeks, the chair will forward the
complaint to the Dean of the College with a written re –
port stating what was done and why the complaint could
not be resolved at the faculty level.
3. If a mutually satisfactory resolution is not found at
the faculty level, the student must make an appointment
within two weeks to speak with the Dean of the College
about the nature of the complaint and the efforts taken
to resolve the com-plaint. A formal letter addressed to
the Dean of the College with supporting documenta –
tion signed by the student shall be submitted prior to this
meeting. The Dean of the College will contact the faculty
member in writing and will expect a written response. At
this step the complaint becomes a formal complaint. The
Dean of the College will:
a) Facilitate a resolution in consultation with the faculty
member and the student.
b) 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 infor-
mation 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 parties involved
in the complaint. Either party to the proceedings may re-
spond in writing to this additional information. The Dean
of the College 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.
c) 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 stu-
dent and faculty member will be notified in writing as to
the reasons the complaint was dismissed.
d) Make a decision and act administratively to resolve
the complaint while respecting the prerogative of the fac-
ulty with respect to evaluation and crediting of student
work. Any actions taken by the Dean of the College to
resolve the complaint will be communicated in writing to
both the student and the faculty member. It is the Dean of
the College’s responsibility to assure that the complaints
are followed to resolution.
4. If the complaint involves the Dean of the College in
her/his role as a professor, a three member committee of
faculty who serve on the Academic Program Committee
will be selected by lot to review the complaint and will
be empowered to function as the Dean’s office would
(see 3a,, b.).
77
COLLEGE GOVERNANCE
A
ntioch College believes in democratic processes and their educational value.
Governance is designed so that all voices in the community can be heard and
considered. Students participate in a uniquely high level of decision-making
concerning the governance and shaping of campus life. Participation in gov-
ernance by voting, serving on committees and keeping informed is important not only
for learning the responsibilities of freedom, but also for keeping college life vital.
THE ANTIOCH COLLEGE COMMUNITY
Students and faculty have long participated in the Col-
lege’s governance. There have historically been two major
councils: one deals with administrative policy, and the
other with the quality of campus and community life.
Antioch College will have a democratic community
governance model wherein the entire community – fac-
ulty, staff, administrators and students – will be partners
in developing the governance structure when the College
reopens in 2011. This process may be done formally by
way of class projects related to governance or informally
through voluntary committees of people interested in re-
shaping Antioch College’s governing bodies.
The governance structure most likely will be based on
the long and successful history of Antioch College’s past
Administrative Council (decisions and policies affecting
academics and administration of the College; advisory
body to the President of the College) and Community
Council (decisions affecting policies that impact commu-
nity members and deals with the community government
budget, which pays for all non-academic activities at the
College) and the various committees spun off from those
governing bodies.
A task force of 12 people, including former commu –
nity managers, emeriti faculty, individual members of
the Board Pro T empore and individual members of the
Alumni Board, are busy collecting data from the com –
munity of alumni to see what qualities/values alumni
cherished most in their Alma mater, what the problems
were with governance and community at the College, and
what lessons the alumni took away with them about com-
munity and community governance. Based on the data
collected, the Task Force will offer suggestions to the new
Antioch College community on what qualities and pro –
cesses should remain as part of the College.
78
COLLEGE LEADERSHIP AND
CURRICULUM DEVELOPMENT
Matthew Derr ’89, Interim President
T erm: November 15, 2009 – December 31, 2010
Matthew Derr was a member of the Antioch College
Alumni Board and served on its Executive Committee.
He lives in Boston and most recently was the vice presi –
dent for institutional advancement at The Boston Con –
servatory. Prior to his work at the Conservatory, he held
a number of positions at Walnut Hill School, an elite in-
dependent arts boarding school, including acting head of
school and finally associate head of school. Prior to his
post at Walnut Hill, he served as director of admissions
and financial aid for the Jacobs School of Music at Indi –
ana University; associate director of admission at Con –
necticut College; and as associate dean of admission at
Earlham College. Derr is also credited with founding the
Unified Application for Conservatory Admission and co-
founding the Sphinx Performance Academy for African-
American and Latino musicians. He earned his under –
graduate degree at Antioch College in history in 1989 and
studied fund-raising at the George Heyman Center for
Philanthropy at New York University.
A
s the leader, external representative, and chief executive officer of Antioch
College, the president exercises broad responsibilities for all aspects of the
academic, financial and administrative dimensions of the institution. Interim
President Matthew A. Derr has served in this capacity since November 15,
2009. A national search has just been completed for a permanent president and CEO.
On October 17, the Board voted unanimously to appoint Mark Roosevelt to the College
Presidency, effective January 1, 2011.
Mark Roosevelt, President
T erm: January 1, 2010 –
Roosevelt holds bachelor’s and law degrees from Harvard
and is a graduate of the Broad Urban Superintendent’s
Academy. He has taught political science at Brandeis,
where he was also the director of the Gordon Public Policy
Center, and currently teaches a course on the intersection
of American history and public policy at Carnegie Mellon
University’s Heinz Graduate School of Public Policy. As a
Massachusetts state representative, Roosevelt chaired the
Education Committee, where he guided passage of the
Education Reform Act of 1993, legislation providing the
equitable resources and accountability measures necessary
for school improvement. He was also the lead sponsor of
the 1989 Massachusetts Gay Rights Bill. In 1994, Roos –
evelt was the Democratic nominee for governor of Mas –
sachusetts. Superintendent of the Pittsburgh Schools sine
2005, he pursued aggressive reform and founded of The
Pittsburgh Promise, an initiative that raised $150 million
to guarantee college scholarships to Pittsburgh students
who earn a 2.5 GPA or better.
BOARD PRO TEMPORE
Nick Boutis, Ex Officio
Nancy Crow ’70
Pavel Curtis ’81, Secretary
Matthew Derr ’89, Ex Officio
Allyn S. Hansson Feinberg ’70
Atis Folkmanis ’62
T endaji Ganges ’71
Frances Degen Horowitz ’54, Vice Chair
Joyce Idema ’57
Jay Lorsch ’55
Lee Morgan ’66, Chair
Rozell W . “Prexy” Nesbitt ’67
Edward H. Richard ’59
Barbara Winslow ’68
79
Anne Bohlen
Arthur E. Morgan Fellow
B.A., Psychology, Edgecliff College, Xavier University
M.A., Interdisciplinary Film, American University
Anne has 20 years experience as an independent docu –
mentary filmmaker. Her film, Blood in the Face, produced
and directed with Kevin Rafferty and Jim Ridgeway, pre-
miered at the Sundance Film Festival, showed theatri –
cally in over 40 cities and was broadcast nationally on the
Discovery Channel. Bohlen received an Academy Award
nomination as a Producer of With Babies and Banners
(with Lyn Goldfarb and Lorraine Grey) and a National
Emmy Award as a Producer of The Global Assembly Line
(with Lorraine Grey & Patricia Fernandez Kelly). She is
also a Producer/Director of the film Reform on the River,
and The Power and the Spirit , a radio documentary that
aired on NPR’s All Things Considered (with Celeste Wes-
son). Anne’s other film production credits include work
on Roger and Me, Muhammad Ali: The Whole Story, Rosie
the Riveter, Seeing Red, Memorial, Earth and the American
Dream, and T aken or a Ride. Her films have been screened
at film festivals, exhibited theatrically and broadcast on
television internationally. She is an emeritus member of
New Day Films, the independent documentary distri –
bution co-operative. Currently she is working on T oxic
T ours: Nuclear Ohio. At Antioch College for more than
16 years, Anne was Professor of Communication and
Media Arts and she taught Film, Audio & Documentary
Studies.
Susan J. Eklund-Leen
Director of Work
(Cooperative Education and On-Campus Work)
B.S., M.Ed., Ph.D., Kent State University
Susan is most excited to have rejoined Antioch College
only a few weeks after it reopened as Director of Coopera-
tive Education and Campus Work. She will lead the de –
velopment of the relaunch and re-visioning of the coop –
erative education program and of a new on-campus work
curriculum for Antioch College. Of course she will work
closely with the Arthur Morgan Fellows, alumni, advisors
and friends of the College in the development of the cur-
riculum and concept of Antioch College. Susan will also
participate in the development of a yearlong symposium
program, development of curriculum, and fund-raising
outreach travel to alumni and friends of the College. Prior
to the enrollment of students she will identify and recruit
co-op employers and prepare them to receive their first
co-op students in the summer of 2012. Upon the enroll –
ment of students, the role for the Director of Coopera –
tive Education and Campus Work will shift to that of a
member of the faculty, including planning and evaluating
the work experiences of students, and teaching skills and
capacities associated with the cooperative education and
work program. Prior to this, she worked as a cooperative
education faculty member at Antioch College from 1991
until the closure in 2008. At that time she assumed a lead-
ership role for the Nonstop Liberal Arts Institute with the
ultimate hopes of returning to Antioch College. Susan has
worked in higher education since 1978. Her interest in
experiential education developed from her work with stu-
dent organizations, her own involvement in community
service and professional associations, and her doctoral dis-
sertation research.
Jean Gregorek
Arthur E. Morgan Fellow
M.A., Early 20th-Century British Literature and
Women’s Studies, University of York
Ph.D., English, The Ohio State University
Jean Gregorek earned her Ph.D. in English from The
Ohio State University, where she specialized in Victorian
literature and literary and cultural theory, and her M.A.
from the University of York, England, where she focused
on early 20-century British literature and women’s stud –
ies. Jean came to Antioch College in 1994, developing
and teaching courses in literary and cultural theory, post-
colonial literature and cinema, literature of imperialism,
the 19th-century novel, detective fiction, literary mod –
ernisms, and American identities. At Antioch College, she
was continuously involved in maintaining the Women’s
and Gender Studies major and in the Comparative Wom-
en’s Studies in Europe study abroad program. Her numer-
ous appointments at the College included chairing the
CURRICULUM DEVELOPMENT TEAM
In the absence of a faculty, the college hired a Director of Work (Cooperative Education and
Campus Work) and the Arthur E. Morgan Fellows to serve as scholars in residence. This team was
charged with writing the curriculum of the newly independent college.
80
Language, Literatures, and Cultures area and serving on
the Faculty Personnel Review Committee for many years,
four of them as chair. Her research agenda for the past few
years has focused on the cultural history of British im –
perialism – specifically, mid-19th century conceptions of
race in writings promoting the exploration of Africa. Her
scholarly endeavors have been supported by the National
Endowment for the Humanities and the American Philo-
sophical Association, among others. Jean’s publications
include an essays in the collection Delights, Desires, and
Dilemmas: Essays on Women and the Media; as well as es-
says in the journals Nineteenth Century Studies; Academe,
The Journal of Academic Freedom, and Works and Days. In
addition to being a Morgan Fellow, Jean recently served
as program consultant to the Institute for Collaborative
Research and Public Humanities at The Ohio State Uni –
versity.
Beverly Rodgers
Arthur E. Morgan Fellow
B.A., Sociology, Missouri Southern State University
M.A., Anthropology, The Ohio State University
Ph.D., Anthropology, The Ohio State University
Before entering college in 1990, Rodgers managed a
retail music store, was the Executive Director of a coun –
ty-wide chamber of commerce, marketing director for a
home health-care firm and was director of a downtown
revitalization and historic preservation project. Beverly
was a lecturer in the Department of Anthropology at
Ohio State University and an adjunct professor in the
Social Sciences Department at Columbus State Com –
munity College. Rodgers came to Antioch College in the
fall of 2002 as Visiting Assistant Professor of Cooperative
Education. In the fall of 2005, Rodgers started teaching
Anthropology as Associate Professor. In 2006 she served
one term as Interim Director of the Coretta Scott King
Center for Cultural and Intellectual Freedom. The ma –
jority of her work is tribally driven. Rodgers is a Miami
by ancestry and culture, and applies her research skills in
writing and answering important questions about issues
relevant to the Miami Nation. Areas of specialization and
interest: Cultural Anthropology; Original Peoples indig –
enous to the Great Lakes Region who were removed to
northeastern Oklahoma; The Miami T ribe of Oklahoma;
Contemporary lives of Original Peoples; Contemporary
Indigenous Women; Decolonizing Methodology; The
Anthropology of Space and Place; The Anthropology of
Work. In November 2010, Beverly Rodgers accepted the
position of Vice President for Academic and Student
Affairs at Leech Lake Tribal College.
Scott Warren
Arthur E. Morgan Fellow
B.A., University of Virginia
M.A., Ph.D., The Claremont Graduate School
Scott teaches a wide range of courses in philosophy and
political theory, including such topics as Classical Politi –
cal Philosophy, Critical Theory, Radical Political Philoso-
phy, Epistemology, History of Western Philosophy, Con-
temporary Philosophy, Neo-Marxism, Phenomenology,
Existentialism, Metaphysics, Legitimation & Capitalism,
Revolutions, Feminism, Ecopolitics, Postmodernism,
Critical Thinking and Logic, and Philosophy of Science.
Scott is active as a scholar in the areas of contemporary
Critical Theory and radical philosophy and politics. His
book The Emergence of Dialectical Theory: Philosophy and
Political Inquiry was re-published last year (2008) by The
University of Chicago Press. He has also published nu –
merous articles, essays, and reviews over the past 33 years.
His new book, The Successful College Student, is forth –
coming. Before coming to Antioch College, Scott taught
philosophy and politics at Denison University, Pomona
College, the University of Colorado, Boulder, the Otis-
Parsons Art Institute, the Claremont Graduate School,
and Occidental College. He was also an active member of
the Nonstop Institute for the Liberal Arts, created to keep
the spirit and soul of Antioch College alive pending its
resurrection. Scott’s primary interests in political philoso-
phy focus on his concern for human liberation, radical
democracy, and authentic community. He is happy to be
back at the College!
CURRICULUM CONSULTANTS
Accreditation Consultant
Leonard W . “Len” Clark, B.A., Wabash College; M.A.,
Yale University; Ph.D., Yale University. Emeritus
Provost and Academic Dean, Professor Emeritus of
Philosophy, Earlham College
Arts Consultants
Jill Becker, M.A., Performing Arts, former Associate
Professor and Director of the Dance Program at
Antioch College, 2001-2008.
Michael Casselli, Antioch Alumnus, B.A. in Visual Art/
Performance Theory; and an M.F .A. in Sculpture from
81
the Rhode Island School of Design.
Dennie Eagleson, is an Antioch Alumna with a B.A. in
Art/Ceramics (1971), and an M.F .A. in Photography
from the University of Cincinnati,(1994) She was
Associate Professor of Photography at Antioch
College, in the Communications and Media Arts
Department from 1987-2008.
Chris Hill has a B.A. Psychology with High Honors
(Muenzer Award winner) form the University of
Michigan and an MFA in Photography and Media
from SUNY Buffalo. Hill was an Associate Professor
at Antioch College in the Communication and Media
Arts department from 1997-2008.
Nevin Mercede, has a B.F .A. in Printmaking from the
California College of Arts and Crafts and a Master of
Fine Arts in Painting from The University of Montana.
She is an interdisciplinary visual artist, writer and
educator who has taught visual art at Maryland
Institute College of Art, Washington University in
St Louis, The University of South Florida, Ringling
College of Art and Design and, from 1998- 2008, at
Antioch College.
Louise Smith is an Antioch alumna with a B.A. in
Theater, I.M.A. from McGregor School of Antioch
University in Playwriting and an M.S. Ed. in
Community Counseling from University of Dayton.
Humanities Consultants
World Languages Consultants
Timothy Bennett, B.A., German, Wittenberg University;
M.A., Ph.D., German Literature, Johns Hopkins
University. Chair, Department of Foreign Languages
and Literatures, Wittenberg University. (areas of
specialization: German literature, interdisciplinary
language study, foreign language pedagogy and
curriculum development).
Stephen Summerhill, B.A., Spanish, University of
T oronto; M.A., Ph.D., Spanish Literature, University
of Illinois. Former Chair, Department of Spanish
and Portuguese, The Ohio State University (areas of
specialization: Spanish literature, foreign language
pedagogy and curriculum development, international
study).
History Consultants
David Thelen, B.A., Antioch College; M.A., Ph.D.
History, University of Wisconsin (Madison).
Distinguished Professor of History, now Professor
Emeritus, The University of Indiana, Bloomington.
Former editor of The American History Review. (areas
of specialization: U.S. History, theories of history,
transnational approaches to history, public history).
Fred Hoxie, B.A., History, Amherst College; Ph.D.,
History, Brandeis University. Swanlund Professor
of History and Professor of Law, The University of
Illinois at Urbana-Champaign. Former Vice President
for Research at the Newberry Library, Chicago.
(areas of specialization: Native American History,
ethnohistory).
Daniel Spock, B.A., Art, Antioch College. Director, The
History Center Museum, The Minnesota Historical
Society. (areas of specialization: public history,
historical exhibition, exhibition design).
Julie Gallagher, B.A., Economics, Fordham University;
M.A., Ph.D., History, University of Massachusetts
(Amherst). Assistant Professor of History, Pennsylvania
State University Brandywine. Former Associate
Professor of History at Antioch College. (areas of
specialization: T wentieth-Century U.S. History,
women’s history, African-American history).
Barbara Slaner Winslow, B.A., Antioch College; Ph.D.,
History, University of Washington. Associate Professor
of Education and Women’s Studies, The School of
Education, Brooklyn College, The City University
of New York. Director, Shirley Chisholm Project on
Brooklyn Women’s Activism 1945 to the Present.
(areas of specialization: women’s history, social history,
secondary education curriculum development).
Literature Consultants
Marianne Whelchel, B.A., Engish, LaGrange College;
M.A., English, Purdue University; Ph.D., English,
University of Connecticut. Professor of Literature,
now Professor Emerita, and Former Chair,
Department of Literature, Antioch College. (areas
of specialization: U.S. literature, poetry, women’s
studies).
Science Consultants
Stanley Bernstein, an organic chemist and chemical
educator, received his B.S. from Queens College in
New York City and his M.S. in Chemistry and Ph.D.
(Chemistry) from the University of Michigan.
John F . Dawson is a Professor of Physics at the
University of New Hampshire. He received his
undergraduate degree from Antioch College in physics
82
in 1958 and his Ph.D. in theoretical nuclear physics
from Stanford University in 1962.
James David Irish, Ph.D., Oceanography, Scripps
Institution of Oceanography, La Jolla, CA, 1971;
Research Professor, Ocean Engineering Program,
University of New Hampshire. Oceanographer
Emeritus, Woods Hole Oceanographic Institution,
Woods Hole, MA.
Peter H. T ownsend, B.A., Williams College;
M.S. University of Vermont. T ownsend taught
Environmental Science and Geology at Antioch
College from 1971 until the College was closed by
Antioch University in 2008.
Judith “Judy” Voet was educated in the New York City
public schools, received her B.S. in Chemistry from
Antioch College and her Ph.D. in Biochemistry
from Brandeis University. Her main area of research
involves enzyme reaction mechanisms and inhibition.
She taught Biochemistry at Swarthmore College for
26 years, reaching the position of James H. Hammons
Professor of Chemistry and Biochemistry before going
on “permanent sabbatical leave.”
Gary Richard Strichartz, B.S., Physics, Antioch College;
Ph.D., Biophysics, University of Pennsylvania.
Professor of Anaesthesiology (Pharmacology), Harvard
Medical School.
Social Science Consultants
Adelbert Jenkins, B.A., Antioch College, M.A., Ph.D.,
University of Michigan. Jenkins is recently retired
from New York University department of Psychology
where he served as Associate Professor. While focusing
on the nature of “agency” in human behavior, Dr.
Jenkins has applied his work to the analysis of the
psychology of the Black experience in America, as
in his book Psychology and African Americans: A
Humanistic Approach. Jenkins has served as President,
Division 24, Theoretical and Philosophical Psychology,
American Psychological Association, selected for the
Golden Dozen, excellence in teaching, award at New
York University and many other awards.
Nora S. Newcombe, B.A., Antioch College, Ph.D.,
Harvard. Professor of Psychology at T emple University.
A nationally recognized expert on cognitive
development, Dr. Newcombe’s research has focused
of spatial development and the development of
episodic and autobiographical memory. She is also the
principle investigator of the Spatial Intelligence and
Learning Center headquartered at T emple and also
involving Northwestern, the University of Chicago,
and the University of Pennsylvania. She has authored
numerous chapters and articles on aspects of cognitive
development, and the author or editor of three books,
including Making Space: The Development of Spatial
Representation and Reasoning. Newcombe is currently
the President of the Easter Psychological Association,
received the G. Stanley Hall Award for Distinguished
Contribution to Developmental Psychology, elected
to the American Academy of Arts and Sciences,
Cambridge, MA., and many other significant awards.
CURRICULUM ADVISORY COUNCILS
Arts Advisory Council
Timothy Barrett, Research Scientist and Adjunct
Professor, University of Iowa Center for the Book;
B.A., Antioch College; 2009 MacArthur Fellow
Michael Casselli, Production Coordinator and Principle,
Manic Design Studio; B.A., Antioch College; M.F .A.,
Rhode Island School of Design
Judith Church, Attorney, Debevoise & Plimpton LLP;
B.A., Economics, Antioch College; M.A., University
of New Mexico; J.D., Columbia University
Barbara Esbin, Attorney, Cinnamon Mueller; B.A.,
Antioch College; J.D., Duke University School of Law
Karen Shirley, Emerita Professor of Art, Antioch College
1968-1998; B.A., Antioch College; M.F .A., Mills
College
Howard Singerman, Associate Professor and Chair,
Department of Art and Art History, University of
Virginia; B.A., Antioch College; M.F .A., Claremont
Graduate School; Ph.D., University of Rochester
Louise Smith, Former Associate Professor of Theater and
Performing Arts at Antioch College; B.A., Antioch
College; I.M.A., McGregor School of Antioch
University; M.S. Ed., University of Dayton
Science Advisory Board
Stan Bernstein, Emeritus Professor of Chemistry,
Antioch College; B.S., Queens College; M.S., Ph.D.,
University of Michigan
T om Blumenthal ’66, Professor and Chairman MCD
Biology, University of Colorado, Boulder; B.A.
Antioch College; Ph.D., Johns Hopkins University
Pavel Curtis ’81, Software Architect, Microsoft
Corporation; B.A., Antioch College; M.S., Ph.D.,
Cornell University
John Dawson ’58, Professor of Physics, Emeritus,
83
University of New Hampshire; B.S., Antioch College;
Ph.D., Stanford University
Masha Etkin ’63, Physician, Clinical Instructor, OB/
GYN, Harvard University Medical School; B.A.,
Antioch College; M.S., Ph.D.,Yale University; M.D.,
Boston University School of Medicine
Ernest Fine ’65, Microcomputer consultant; B.A.,
Antioch College
Alanah Fitch ’75, Professor, Analytical Chemistry,
Loyola University Chicago; B.A., Antioch College;
M.S., University of Arizona; Ph.D., University of
Illinois, Champaign-Urbana
Bernard Guyer ’65; Zanvyl Kreiger Professor of
Children’s Health, Emeritus, Johns Hopkins
Bloomberg School of Public Health, B.A., Antioch
College, M.D., University of Rochester; M.P .H.,
Harvard School of Public Health
Andrea Gwosdow ’75, President, Gwosdow Associates
and Assistant Clinical Professor, Harvard Medical
School; B.A., Antioch College; Ph.D, University of
Florida
James D. Irish ’67, Research Professor, Ocean
Engineering Program, Chase Ocean Engineering
Laboratory, University of New Hampshire; B.S.,
Antioch College; M.S., Ph.D., Scripps Institution of
Oceanography, UC San Diego
Everett I. Mendelsohn ’53, Emeritus Professor of the
History of Science, Harvard University; B.A., Antioch
College; M.A., The Marine Biological Laboratory;
Ph.D., Harvard University
Andrew Oswald ‘92, Entrepreneur; B.A., Antioch
College; M.A., M.A., Michigan University; M.S.,
Western Michigan University
Irwin Pomerantz ‘57, Retired Chemist, USEPA; B.S.,
Antioch College; Ph.D., University of Colorado, Boulder
David Scott, Professor, Departments of Surgery and of
Microbiology & Immunology, University of Maryland
School of Medicine; Non-grad, Antioch College;
M.S., University of Chicago; Ph.D., Yale University
Eric Somberg ‘71, Co-chief of the Cardiac Surgery
Section of the Department of Surgery, Hackensack
University Medical Center; B.A., Antioch College;
M.D., Albert Einstein Medical School of Yeshiva
University
Hardy T rolander ’47; Retired Founder and Chairman of
Yellow Springs Instruments Company; B.S, Antioch
College; M.A., Antioch College; M.Ed., Antioch
Putney Graduate School
Judith Voet ’63, Emerita Professor of Chemistry and
Biochemistry, Swarthmore College; B.S., Antioch
College; Ph.D., Brandeis University
SENIOR COLLEGE ADMINISTRATION
Nick Boutis, Director of the Glen Helen Ecology
Institute; B.A., Oberlin College; M.G.A., University
of Maryland
Thomas Brookey, Director of Finance & Operations;
B.S.B., Wright State University
Susan J. Eklund-Leen, Director of Work; B.S., M.Ed.,
Ph.D., Kent State University
Robert S. Fogarty, Editor of The Antioch Review and
John Dewey Professor in the Humanities, Emeritus;
B.S., Fordham College; M.A., Ph.D., University of
Denver
Richard Kerns, Librarian/Head of T echnical Operations,
Olive Kettering Library; M.L.I.S., Kent State
University
Thomas G. Kirk Jr., Interim Academic Administrator;
B.A., Earlham College; M.A., Indiana University
Gariot P . Louima, Director of Communications; B.S.C.,
University of Miami; M.S., Nova Southeastern
University; M.F .A., Bennington College
Kristen L. Pett, Admissions Consultant; B.A., Antioch
College; M.A., Naropa University
Scott Sanders, Antioch College Archivist; B.A., Wright
State University; M.A., Wright State University
For a complete directory of College staff, please visit
www.antiochcollege.org
