Mission Statement

Hanover College is a challenging and supportive community whose members take responsibility for lifelong inquiry, transformative learning and meaningful service.

Hanover College is dedicated to creating a distinctive intellectual community within which students are challenged and nurtured to take responsibility for their learning and their lives and to develop their unique abilities to their highest levels.

The achievement of these purposes requires personal commitment, a willingness to accept responsibility, and discipline in exercising it. Academically, Hanover College emphasizes the importance of oral and written expression, intellectual curiosity, and sound judgment.

Vision Statement

As we enter our third century, Hanover College will be an institution known for its ambitious commitment to student success, academic innovation and community impact. With one foot steeped in tradition and the other stepping forward to the future, we will integrate a foundation in the liberal arts and sciences with the necessity of career readiness; the desire for human connection with the accelerated use of technology; and a transformative undergraduate experience with innovative graduate professional programs. Hanover College will be poised for its third century to be its best century.

Read Hanover’s strategic plan, “Hanover Stands Above.”

Whom and How We Serve

Hanover College primarily serves full-time residential undergraduate students and full-time graduate professional students. In all its programs, the College is rigorous, inclusive and focused on student success. We create high-impact opportunities on our exceptionally beautiful, 650-acre campus and via hybrid learning models. A committed faculty and staff and sustainable financial resources make our mission possible, preparing Hanover alumni for their life’s work, advanced study and global citizenship.

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Principles

The students, faculty, staff and trustees of Hanover College seek to promote academic, personal, and moral growth within a safe, challenging and responsive community. Therefore, we will hold ourselves and the Hanover College Community to the highest standards of inclusivity, identifying and removing all systemic biases that impact the dignity of any person, supporting all, and ensuring that we are a truly empathetic and inclusive community where all persons belong and are valued. These values are articulated in the College’s mission documents and embodied in the daily, ongoing work of the community.

To this end, each is committed to the following:

PURSUIT OF ACADEMIC EXCELLENCE

• I will seek the breadth and depth of knowledge appropriate to a liberal arts education, will seek to foster intellectual vitality, and will practice academic integrity.
• I will participate in the open and free exchange of ideas necessary for a meaningful education and a successful democracy.

PURSUIT OF PERSONAL EXCELLENCE

• I will pursue physical, moral, emotional, and spiritual well being, with respect for the Christian and liberal arts traditions of the College.
• I will practice self-respect and self-discipline, and will seek to grow in
  maturity and independence.

RESPECT FOR ONE ANOTHER

• I will work to create a safe campus community, free from unjust coercion, harassment, and other threats to persons or property.
• I will practice honesty toward, tolerance of, and compassion for others,
  working to support the well-being of other members of the College
  community.

COMMUNITY RESPONSIBILITY

• I will participate in decision-making on rules and procedures, and will encourage others to do the same.
• I will be a good steward of the College, the environment, and the world
  community.

ACCOUNTABILITY

• I will know and adhere to the rules of the College and to state and federal laws, accepting accountability for my own actions and encouraging others to be accountable for theirs.
• I will practice justice, fairness and respect in my responses to violations of these commitments and of College rules by community members.

As members of the Hanover College community, we will make decisions together with those who will be most affected by them, we will seek the greatest amount of relevant input possible in our decision-making, and, to the extent possible, we will encourage decision-making on rules and procedures by those who will be most affected by them.

Hanover is a private, coeducational liberal arts college, affiliated with the Presbyterian Church (U.S.A.). Founded in 1827, it is the oldest private, four-year college in Indiana.

In Fall 2022, Hanover added graduate programs.

Location: The town of Hanover is located in southeastern Indiana. Louisville is 45 miles away, Cincinnati, 70 miles, and Indianapolis, 95 miles.

Campus: Hanover College owns 650 acres on a site overlooking the Ohio River. There are 35 major buildings, characterized by Georgian architecture.

Library: The Duggan Library, dedicated in 1973, houses the College's library collections of 493,500 volumes, not including government documents, along with 7,400 audiovisual items, and 53,000 microforms. Additionally, the Library provides 90 databases and over 19,000 serials, both print and electronic, with online access to thousands of full-text articles

Enrollment: Hanover has approximately 1,100 students. Almost all undergraduate students live on campus.

Faculty: More than 90 percent of Hanover's faculty members hold doctorates or other terminal degrees. The student-faculty ratio is 13 to 1, and many faculty members reside on campus grounds, creating an academic community.

Academic calendar: Hanover operates on a 4-4-1 calendar. Students take four courses each during Fall and Winter Terms. Spring Term is devoted to a month of concentrated study on campus, internships, or off-campus programs.

Majors include anthropology, art and design, art history, biochemistry, biology, business, chemistry, classical studies, communication, computer science, economics, education (elementary, secondary, and studies), engineering, English, environmental science, French, gender studies, geology, German, German studies, health and movement studies, history, international studies, kinesiology and integrative physiology, Latin, mathematics, Medieval- Renaissance studies, music, nursing, philosophy, physics, political science, psychology, sociology, Spanish, sports management, theatre, and theological studies.

Minors are offered in anthropology, archaeology, art, art history, Asian studies, biochemistry, biology, business, chemistry, classics, communication, computer science, creative writing, design, economics, English, environmental science, environmental studies, film studies, French, gender studies, geology, German, German studies, Greek, health and movement studies, history, international studies, journalism, kinesiology and integrative physiology, Latin, mathematics, Medieval-Renaissance studies, music, philosophy, physics, political science, psychology, race and ethnic studies, sociology, Spanish, statistics, theatre, theological studies and world religions.

Costs: Tuition, room, and board costs depend on a student's entering year. See the "Tuition and Fees" section of this Catalog or contact the Office of Admission for specific details. Financial assistance: More than 90 percent of Hanover's students receive some form of financial assistance. College aid is available in the form of scholarships, grants, loans, and campus employment. Hanover's strong financial base supports its rank in the top 10 percent of the nation's colleges on an endowment-per-student basis.

Accreditation: Hanover College is accredited by the Higher Learning Commission, 230 S. LaSalle St., Suite 7-500, Chicago, IL 60604 / (800) 621-7440.

ACADEMIC INFORMATION

THE CORE CURRICULUM REQUIREMENTS and AREAS OF COMPETENCY AND ENGAGEMENT

The Core Curriculum Requirements (CCRs) establish a framework for a diverse distribution of liberal arts courses and life-long learning. Students explore a breadth of foundational study across the curriculum: Literary and Artistic Perspectives; Historical and Social Perspectives; Philosophical and Religious Perspectives; Scientific, Mathematical, and Algorithmic Methods; World Languages and Cultures; and Health and Fitness Applied. The Areas of Competency and Engagement (ACEs) represent a campus-wide commitment to the skills and awareness expected of an educated person. These courses in writing, speaking, cultural perspectives, and quantitative and logical reasoning are offered throughout the curriculum and across disciplines. Most students will fulfill them in conjunction with CCRs or their major requirements.

THE 4-4-1 CALENDAR

The academic calendar divides the year into three regular enrollment periods. These are a Fall Term of 13 weeks, plus an examination period, ending before Christmas; a Winter Term of 13 weeks, plus an examination period, beginning after the Christmas holiday and extending until the middle of April; and a four-week Spring Term. In 2016, the College started offering classes during the Summer. The Summer Term is not a regular enrollment period for the purposes of determining Dean’s List or academic probation/dismissal status.

Academic Advising

To assist and support students in this intellectual venture, all Hanover students have an academic advisor selected from among the faculty. The Registrar assigns an academic advisor to each first-year student and transfer student. During the second year, when selecting a major field of study, students select a faculty member in that academic department to serve as their academic advisor. Students may elect to change academic advisors at any time in consultation with the Registrar.

Academic advisors aid students as they devise their undergraduate academic plans around the Core Curriculum Requirements (CCRs), Areas of Competency and Engagement (ACEs), major requirements, and electives, and connect these plans with post-graduate goals. Conversations between advisor and student also focus on study techniques, conflict resolution, and other issues related to students’ academic work. If students are to feel free to consult openly and frankly with their advisors, they must know each other better than a few formal appointments a year will allow. This means that students, as well as faculty, must take some initiative to build a productive relationship.

Graduation Requirements

Hanover College confers the Bachelor of Arts or Bachelor of Science degree when the following conditions have been met:

1. The satisfactory fulfillment of the degree requirements mandated by the faculty;
2. The satisfactory completion of a minimum of 35 course units, at least 17 of which must be taken at Hanover College and in no more than six of which the student has earned a grade in the D range;
3. The satisfactory completion of a program of major study, at least 50 percent of the courses for which must be taken at Hanover College. In no more than two of these courses shall the student have earned a grade in the D range;
4. The achievement of at least a 2.00 cumulative grade point average, both in the total number of courses attempted at Hanover and in the total number of Hanover courses attempted for the major;
5. The successful completion of a senior culminating experience in the major. If that involves a senior thesis project, a copy of the project must be filed with the Duggan Library prior to the day of commencement;
6. College attendance for four years or the equivalent, the last year of which must be at Hanover College;
7. Attendance in academic attire at Commencement exercises, unless excused in advance by the Provost and Vice President for Academic Affairs. A student must have 34 units to be eligible to attend Baccalaureate and Commencement.

The primary responsibility for ensuring that all graduation requirements have been met lies with the student.

REQUIREMENTS IN THE MAJOR AREA OF STUDY

The major at Hanover College offers students a solid grounding as thinkers and practitioners in a particular discipline. The major’s curricular function is to help students understand the epistemologies, methodologies, and vocabulary central to a discipline, the history of the discipline, the competing schools of thought within the discipline, and the technologies that support practice of the discipline. Hanover College provides the options of interdisciplinary majors and student-designed majors in order to provide flexibility for students who wish to focus on more than one field of study, but in each case the major must consist of a substantial grounding in one core discipline. By focusing students’ academic experience on a particular field of scholarly inquiry or artistry over an extended period of time, the major helps students to refine the skills, ways of knowing, and modes of reflection central to that field, to become more precise in their thinking and more deliberate, experienced, and knowledgeable in their practice.

Each student must complete at least one major. A limit of two majors may be selected. The first major must be declared no later than the Friday before Winter Term Break of the sophomore year. At least 50 percent of courses in a major area of study must be taken at Hanover College. Students must earn a minimum grade point average of 2.0 in their major courses, including all courses in the department of the major, and any required cognate courses. No more than two courses in which a student has earned a grade in the D range may be counted toward the fulfillment of a major (see section on Computation of Grade Point Averages).

All majors must, during their senior year, complete a senior culminating experience, which requires the integration or application of knowledge gained in courses related to the major. A senior thesis, an internship, or a specific course fulfills this requirement, depending on the major. See the section on Academic Programs for the specific requirements of each major. Students completing two Bachelor of Arts majors must complete a culminating experience in each major. Bachelor of Science majors require more focus on the discipline and the natural sciences in general, while adhering to the college’s general degree requirements. Students with a particular interest in the natural sciences are encouraged to explore these majors. Due to the elevated number of major requirements, students pursuing a BS major will not be allowed to complete two majors.

Majors are offered in:

• anthropology
• art and design
• art history
• biochemistry
• biology
• business
• chemistry
• classical studies
• communication
• computer science
• data science
• economics
• education (elementary, secondary, and studies)
• engineering
• English
• environmental science
• French
• gender studies
• geology
• German
• German studies
• health and movement studies
• history
• international studies
• Latin
• kinesiology and integrative physiology
• mathematics
• Medieval-Renaissance studies
• music
• nursing
• philosophy
• physics
• political science
• psychology
• secondary education
• sociology
• Spanish
• sports management
• theatre
• theological studies

If a major listed in the Catalog does not mention a Bachelor of Science option, the default is that the major leads to a Bachelor of Arts degree.

Self-Designed Interdisciplinary Major

Hanover students may choose to create a self-designed interdisciplinary major that joins two or more liberal arts disciplines in the analysis of a specific set of questions. (Given the intellectual challenges of a self-designed interdisciplinary major, it is recommended that a student have a cumulative grade point average of 2.75 or higher.) Students planning a self-designed major should make suitable arrangements early enough in their college career so that they can write a proposal and file for the major by February no later than the Friday before Winter Term Break of their sophomore year: Students must respond to queries and suggestions from the Curriculum Committee promptly to ensure that their proposal is approved by the end of their sophomore year.

To initiate a self-designed major, a student will develop a tentative set of courses for the major. As with other interdisciplinary majors, the student must design a major that has a central disciplinary core and methodology. The student should approach a faculty member who teaches in the core discipline with whom to discuss the proposed major. The student and faculty member will discuss the proposal and possible faculty members to serve on an advisory committee. This proposed advisory committee will consist of a faculty advisor and two additional faculty members from disciplines included in the major proposal. The student and faculty advisory committee will discuss and, if necessary, revise the proposed set of courses.

The student will then write a proposal for the self-designed major. This proposal must:

1. Suggest a name for the proposed major.
2. Include a rationale for the planned major course of study, a statement of the student’s curricular objectives, including competencies to be developed, the core questions that are to be explored, a clearly defined link between the disciplines involved, a statement explaining why this major is in the spirit of the liberal arts (and not occupational training), and the rationale for why the specific courses, or groups of related courses, are included in the program of study.
3. Provide a plan of study that includes:
   • coursework dealing with the epistemology and the theory (or abstract conceptualization) within one of the disciplines;
   • a total of not less than ten courses (alternative courses developing similar competencies can be suggested, such as ECO 113 or ECO 114);
   • at least six courses above the introductory level, at least two of which must be at or above the 300-level (unless the faculty advisory committee recognizes a compelling reason that this is not feasible);
   • capstone experience/ Senior Thesis that reflects the interdisciplinarity of the selfdesigned major;
   • if the advisory committee requires it, a comprehensive examination, reflecting the interdisciplinarity of the self-designed major, to be taken during the student’s senior year;
   • a separate, concise list of the courses in summary form, similar to the lists of required major courses in each department in the Academic Catalog (use a major declaration form, if possible).
4. Include a copy of the student’s transcript.

After the proposal is completed and signed by the three faculty members on the advisory committee, the proposal is to be submitted to the Curriculum Committee for its review and final approval of both the major’s content and the advisory committee’s members.

Once the Curriculum Committee approves a proposal, it will serve as the student’s course of study. The faculty advisory committee members and the Student Academic Assistance Committee must approve any variance in coursework.

Opportunity for a Minor

The College offers, but does not require students to elect, minor programs. Each student may declare one or two minors in fields of special interest. At least 50 percent of courses in a minor area of study must be taken at Hanover College. Minors are offered in the following disciplines:

• anthropology
• archaeology
• art
• art history
• Asian studies
• biochemistry
• biology
• business
• chemistry
• classics
• communication
• computer science
• creative writing
• design
• economics
• English
• environmental science
• environmental studies
• film studies
• French
• gender studies
• geology
• German
• German studies
• Greek
• health and movement studies
• history
• international studies
• journalism
• kinesiology and integrative physiology
• Latin
• mathematics
• Medieval-Renaissance studies
• music
• philosophy
• physics
• political science
• psychology
• race and ethnic studies
• sociology
• Spanish
• statistics
• theatre
• theological studies and world religions

A student may not elect a minor in the discipline in which he or she is majoring. A minor must be formally declared prior to the student’s graduation. A minimum cumulative grade-point average of 2.00 in the minor, including all courses in the department of the minor and any required cognate courses must be achieved in order for the minor to be designated officially on the student’s records.

Completing Multiple Programs

A student may complete up to two Bachelor of Arts majors, as well as up to two minors. However, there must be sufficient courses in each program that are not also used to satisfy requirements for another program: At least 7 courses for a major and 3 courses for a minor must be unique. A student wishing to complete two programs that have considerable overlap in their requirements will be expected to complete sufficient extra coursework in each program so as to satisfy these conditions.

OPPORTUNITIES FOR CREDIT

Advanced Placement Credit

Advanced Placement courses taken in high school under the College Entrance Examination Board program will be recognized as follows: (a) If a student has earned a 4 or 5 in an Advanced Placement course, full credit will be given, provided the course meets relevant Hanover College prerequisite and graduation requirements. (b) If a student has earned a 3 in an Advanced Placement course, the decision as to acceptance for credit will lie with the department concerned, which may read and evaluate the student’s Advanced Placement course examination. It is the student’s responsibility to present his or her case to the department.

By-Pass Credit

Students may enroll in an advanced course at Hanover without the necessary prerequisites if they can demonstrate their competence to the academic department involved. Students so enrolled in an advanced course may be awarded credit for one, but no more than one, of the bypassed prerequisite course(s), providing the student earns a grade of B or better in the advanced course and the department has adopted this policy. See departmental descriptions for specifics. No credit will be awarded, however, for course work that is required for admission to the College.

Cambridge International Examinations

Hanover College will grant 1 or 2 course units (4 or 8 semester hours) for A-level Cambridge International Examinations (CIE) in a liberal arts subject on which the student has earned a grade of C or better. Students must present official results to be eligible for credit. Contact the Registrar’s Office for more information.

Dual Credit

Hanover College will accept dual-credit courses as elective transfer credits upon request by the student entering the College. The courses may be used to satisfy Core Curriculum Requirements (CCRs) and Areas of Competency and Engagement (ACEs) requirements when deemed equivalent or suitable. The courses may also satisfy requirements within a major or minor with departmental approval.

International Baccalaureate Credit

Credit is granted for courses taken on the Higher Level under the International Baccalaureate program provided that the student earns a score of 5 or above on the qualifying exam. Both credit and satisfactory completion of the equivalent Core Curriculum Requirements (CCRs) and Areas of Competency and Engagement (ACEs) requirements will be awarded. Courses that are not equivalent to CCRs and ACEs or major courses may earn elective credit. No credit will be awarded for courses taken on the Standard level.

Summer School Credit

Hanover College offers classes during three possible Summer terms. For a schedule and list of classes, check with the Registrar’s Office after April 1.

Transfer Credit

Courses of the type offered by Hanover College, but completed at other accredited academic institutions, as well as courses prescribed in the College’s articulation agreements, may be accepted for credit at Hanover. Transfer credits are applied toward the total number of course units required for graduation and may, in some cases, be used to satisfy requirements for the liberal arts degree, major, or minor program.

The determination of the acceptability of courses for transfer to Hanover and of their suitability for satisfying liberal arts degree or major requirements is the responsibility of the Registrar and finally of the Faculty of the College. Students have responsibility for collecting and presenting the documentation (course records, syllabi, etc.) necessary to the making of informed transfer credit decisions by the Registrar and/or appropriate faculty members.

Transfer credit will be identified on the student’s Hanover transcript with a notation designating the institution at which the credit was earned and the total number of credits transferred. Grades earned in courses transferred for credit will not be included in the calculation of any grade point averages at Hanover unless specifically authorized by the Faculty, as in the case of affiliated Off-Campus Study Programs.

Students currently enrolled at Hanover College who wish to receive transfer credit for courses taken at other academic institutions (for example, in summer school programs) should secure approval from their faculty advisor and the Registrar before taking the course. Without prior approval, no assurance of transfer credit can be made.

Hanover College grants transfer credit for courses (including “dual credit” courses) completed at other institutions under the following conditions:

1. The transferring institution must be fully accredited by The Higher Learning Commission or a similar United States regional accrediting agency.
2. The course work must be prescribed in the College’s articulation agreements, or be representative of “The Liberal Arts.” Course work taken at other Liberal Arts Colleges or at Colleges of Arts and Sciences at Universities is generally acceptable.
3. The course work must have received a grade of C or better.

For the purposes of transferring courses to Hanover, the conversion rate of semester hours or quarter hours to Hanover units is:
3, 4, or 5 semester hours course = 1 Hanover unit
2 semester hours = .5 Hanover unit
1 semester hour = .25 Hanover unit

5, 6, or 7 quarter hours course = 1 Hanover unit
4 quarter hours = .67 Hanover unit
3 quarter hours = .5 Hanover unit
2 quarter hours = .33 Hanover unit
1 quarter hour = .17 Hanover unit

Courses taken at affiliated Off-Campus Study Programs will receive Hanover College units of credit for satisfactory completion of work and will count toward calculation of grade point averages.

For purposes of transferring a Hanover course to another institution, the official conversion rate is 1 unit = 4 semester hours or 6 quarter hours.

COURSE REGULATIONS

A. Course Load and Enrollment Status

1. Normal load. Normal load during the Fall and Winter Terms is four course units, and it is one course unit during the Spring Term. Health and Fitness activity courses and music courses may be taken in addition to the standard course load in any term. Programs with up to 5.25 course units during the Fall or Winter Terms and with up to 1.25 units during the Spring Term will be accepted with the approval of the student’s advisor, provided the student is not currently on academic probation. Programs in excess of 4.50 units during the Fall and 5.50 units during the combined Winter and Spring Terms will be subject to additional tuition charges.
2. Full-time status. In order to be classified as full-time, a student must be enrolled in at least three course units during the Fall Term; in at least three course units during the Winter Term; and in at least one course unit during Spring Term. This definition of full-time is used to determine academic status, residence status, and NCAA athletic eligibility status.
3. Withdrawn status. Except in instances in which a student is studying off campus with the approval of the College, a student shall be considered to have withdrawn from the College whenever they withdraw he or she withdraws from all courses, or fails to enroll in any courses during either the Fall or Winter Terms, or do not attend classes in person by the fifth day of Fall or Winter Terms or after the second day of Spring Term without special permission of the Registrar, in compliance with stated enrollment deadlines. Students who have withdrawn, but wish to return to the College, must request an Application for Readmission from the Registrar’s Office.

B. Enrollment in Courses

1. Enrollment deadline. Students will not be allowed to enter a course later than the fifth day of the Fall or Winter Terms or after the second day of Spring Term without special permission of the instructor and the Registrar.
2. Enrollment in 100-level courses. Junior and senior students may enroll in freshman-level courses (courses numbered 100) that satisfy general degree requirements under any one of the following conditions: (a) The enrollment is necessary to satisfy a specific degree requirement, because another option at the 200 or 300 level is not possible; (b) The enrollment is necessary in order to meet a specific requirement for the student’s major and/or teacher certification program; (c) The enrollment constitutes a ‘repeat’ of a previously taken course under the terms and conditions prescribed by faculty regulations. In all other instances, juniors and seniors may enroll in freshman level courses only if they obtain the permission of the instructor and the approval of the faculty advisor. Instructors and advisors must recognize that such enrollments will be above and beyond those necessary to accommodate freshman and sophomore students seeking to enroll in these courses.
3. Pass-fail option. Juniors and seniors may select up to one elective course unit in the Fall and Winter Terms, to be graded on a Pass (C- or better)/Fail (D+ or less) Option basis, provided at least three course units (not counting the senior comprehensive examination) that term are in courses with regular grading status. The Pass-Fail Option must be declared no later than the last day of the drop/add period of the term in which the course is taken. Courses meeting College general degree or major or minor requirements, and courses in the department of the major or minor, may not be taken with a Pass-Fail Option status. Once a student has satisfied a particular general degree requirement, other courses which satisfy that requirement may be taken on a Pass-Fail Option basis.
4. Repeating courses. Students may repeat courses provided they obtain the approval of their advisor. A maximum of one course unit will be used for all attempts, and the grade for the most recent attempt will replace the earlier grade in calculating the cumulative grade point average. The transcript will show all attempted courses. For the purposes of this regulation, a course may be “repeated” either by completing the same course a second time or by completing a course in the same department that has been accepted by that department (with the concurrence of the Curriculum Committee) as covering the essential content of the original course.
5. Senior Thesis. A student may enroll in two Senior Thesis courses during the same term only with the permission of the Student Academic Assistance Committee.
6. Auditing courses. A course which is audited receives no credit and may not be counted toward satisfying the general education requirements (CCRs and ACEs) nor the major or minor.
   The last day to change enrollment status from audit to credit is the last day of the drop/add period for the term in which the course will be taken. The last day to change from credit to audit status is the last day of the discretionary withdrawal period in the term in which the course will be taken (the discretionary withdrawal period is the first eight weeks of a term). A request to audit a course must be approved by the instructor of the course and the student’s advisor. The student should confirm what the instructor’s expectations are for auditing the course, and it is the student’s responsibility to fulfill those requirements for a satisfactory audit. The course will appear on the student’s transcript, and bear the letter “AU” to indicate that the course was taken as an audit or “U” to indicate unsatisfactory completion of the audit. A student may audit a course during Spring Term provided the student is enrolled in a 1 unit course and all other criteria for auditing, as defined in this section, are met. Additional tuition charges may apply. See Tuition and Fees Section.

C. Withdrawal from Courses

1. Withdrawal from one course. Students wishing to withdraw from a single course may do so without academic penalty, provided that such withdrawal: (a) takes place by the end of the eighth week of a Fall or Winter Term or by the end of the second week of a Spring Term course; (b) does not have the effect of reducing a full-time student’s load below that necessary to maintain full-time status; (c) does not preclude a student from fulfilling a general degree requirement within the prescribed time. A grade of “W” for that course will be entered on the student’s record.
2. Withdrawal from more than one course. Students wishing to withdraw from more than one course during a given term, or to withdraw from a single course in circumstances which do not meet the requirements set forth under rule 1 above, may do so without academic penalty only after conferring with their instructor(s) and faculty advisor and only with the approval of the Registrar. Such withdrawal may be authorized because of a personal medical problem, a disabling family situation or a problem outside the control of the student. A grade of “W” for that course or courses will be entered on the student’s record.
3. Withdrawal from the College. Students wishing to withdraw from the College may do so without academic penalty prior to the end of the ninth week of the enrollment period. After this period, a student may withdraw from the College without penalty only with the prior approval of the Registrar. Such withdrawal may be authorized because of a personal medical problem, a disabling family situation or a problem outside the control of the student. A grade of “W” will be entered on the student’s record for each course in which the student is then enrolled, and the student’s academic status will remain as it was at the beginning of the term in which the withdrawal occurs.
4. Withdrawal procedures. A discretionary withdrawal form is available in the Registrar’s Office. Failure to obtain the necessary approval for withdrawal from a course or from the College shall result in the filing of regular letter grades for all such courses, and the student shall remain subject to all regulations governing probation and dismissal.
5. Dismissal from the College. A student who is dismissed from the College during a term for non-academic reasons shall receive a “W” for all courses in which he or she is enrolled and the student’s transcript shall carry the notation of “dismissed.” If the student is subsequently readmitted to the College, the notation shall then be deleted from the transcript.

D. Attendance and Classroom Discipline

Students are expected to be regular and punctual in their attendance at class and in the fulfillment of their other academic obligations, including those which are conducted on days immediately preceding or following a college recess. They are likewise expected to conduct themselves in a manner that is conducive to their own learning experience and that of their classmates.

Instructors have the authority to establish their own standards for attendance and other classroom behaviors, and to enforce these standards with appropriate disciplinary action, up to and including the removal of a student from the course, provided such standards and actions are consistent with existing faculty regulations. In exercising this authority, instructors should recognize and make due allowance for instances in which a student’s failure to fulfill academic obligations is a consequence of circumstances beyond the student’s control.

In instances when an instructor acts to remove a student from a course, the instructor should inform the student in writing of the intended action and notify the Registrar of the appropriate grade to be entered on the student’s academic record. In this, as in all manners of academic discipline, students have the right to appeal the instructor’s action to the Provost and Vice President for Academic Affairs.

While instructors should attempt to honor the requests of their colleagues for students to be released from classroom obligations in order to participate in authorized course activities and other college programs, the instructor is the final determiner of whether such absences shall be excused.

E. Final Examinations

1. The faculty has mandated that no examinations in courses can be given during the last week of classes in order to allow students to complete other work and prepare for final quizzes, lab tests in science courses, or examinations in any course for which a final examination period has not been scheduled (such as activities courses in physical education or music lessons).
2. Final examinations must be given at the time and place identified on the final examination schedule published by the Registrar, unless a change has been approved in advance by the Provost and Vice President for Academic Affairs. The convenience of travel arrangements is not generally considered legitimate grounds for the granting of such a change, and students should not make travel plans that may interfere with their final examination obligations.
3. In cases of a family emergency or similar exceptional circumstances, an instructor may allow a student to take the final examination in advance of the time at which it is scheduled to be given.
4. College policy will be that no student will be required to have three final exams on one day, but a student may do so if he or she chooses. If a student having three final exams scheduled on one day wishes to avoid the situation then it is the student’s duty to bring this matter to the attention of his or her professors. Thereafter, the professors in consultation will alleviate the burden by determining which exam will be rescheduled.

WAIVING OF REQUIREMENTS AND REGULATIONS

When circumstances warrant, students may seek modification of, or exemption from, one or more of the curricular requirements, course regulations, or academic policies set forth above. Petitions for such modifications must be submitted to the Student Academic Assistance Committee. The petition should:

1. identify the requirement, regulation, or policy in question,
2. state the particular modification or exemption which is being sought, and
3. set forth the specific grounds and circumstances which justify the granting of the petition.

Petition forms are available in, and should be returned to, the Registrar’s Office.

GRADING POLICIES

Students receive an electronic grade report for each of the three terms, but there are only two grading periods for purposes of calculating grade point averages. The first grading period coincides with the Fall Term enrollment period, and is called the Fall Grading Period. The second grading period combines the Winter and Spring enrollment periods into a single grading period called the Winter/Spring Grading Period. Thus, a student will have a term grade point average for the Fall Term and one for the Winter/ Spring Term.

A. Grade Classifications

The following grades carry the following weights in the computation of grade point averages:

• A 4.0 - exceptional, excellent in all respects
• A- 3.67
• B+ 3.33
• B 3.0 - good
• B- 2.67
• C+ 2.33
• C 2.0 - satisfactory
• C- 1.67
• D+ 1.33
• D 1.0 - passing but unsatisfactory in some important respects
• D- 0.67
• F 0.0 - failure
• FN 0.0 - flagrant neglect, failure to meet the most basic obligations
• I - incomplete
• AU - audit without credit
• CR - credit, no grade given
• R - course repeated at a later date for another grade
• S - pass (C- or better) in a pass-fail course
• U - fail (D+ or less) in a pass-fail course
• W - withdrawal
• Z - deferred grade

B. Computation of Grade Point Averages

1. The computation of the grade point averages required for graduation from the College, completion of a major course of study, and receipt of graduation honors shall include only grades earned in courses offered by Hanover College, and taught by its instructors, as well as in affiliated Off-Campus Study Programs.
2. The computation of the grade point average in the major shall include the grades earned in all courses which have been identified, whether in the College catalog or by the department/committee administering the program, as required for and/or as eligible to be counted toward the major.

C. Incompletes

Under certain circumstances, students who find themselves unable to meet all requirements of a course within the time allotted for the term may petition the Registrar to be granted an extension or “Incomplete.” The student should obtain the appropriate form from the Registrar’s Office and consult with the instructor.

1. An Incomplete may be granted only upon the grounds of a personal medical problem, a disabling family situation, or other circumstances beyond a student’s control, and must be approved by the Registrar prior to the end of the term.
2. The petition of the Incomplete must indicate whether or not the instructor supports the granting of the Incomplete and must specify the date recommended by the instructor (in consultation with the student) for completion of the work.
3. The date agreed upon for completion of the work should be as soon after the conclusion of the term in which the Incomplete is granted as is consistent with the individual circumstances of the student and with sound educational practice, but in no event shall it exceed the end of the sixth week of the following enrollment period (including the summer enrollment period).
4. When approved, an Incomplete authorizes the instructor to file a temporary grade of “I” for the student at the end of the term. At the end of the time specified for completion of the work, the instructor will evaluate the work that has been done and submit an appropriate course grade to the Registrar, who shall enter it in the student’s record in place of the “I.”
5. In the event that the student fails to complete the work in the time specified, a grade of “F” shall be entered for the course, unless the Registrar upon reviewing the case determines that the student be granted either a further extension of time or a withdrawal from the course.

D. Z Grade

The Z grade is to be used under certain circumstances where a faculty member finds himself or herself unable to meet the deadline for submitting a grade for a given semester. In such cases the faculty member may submit a Z as a grade for a student.

1. The Z grade must be converted to an appropriate final course grade as soon after the conclusion of the term in which the grade is granted as is consistent with the individual circumstances of the faculty member, but in no event shall it exceed the end of the second week of the following enrollment period (including the summer enrollment period).
2. In the event that a faculty member cannot enter an appropriate final course grade in the time specified, a letter of notification must be submitted to the Registrar explaining why the Z grade was given and a date by which the final grade will be filed.

E. Appeal of Grades

A student who believes that the evaluation of his or her work by a faculty member is unfair or inaccurate shall be entitled to make an appeal, following the procedure outlined below:

1. The appeal must be initiated no later than 30 days after final grades are posted. The appeal procedures described below must be completed by the end of the seventh week of the next enrollment period.
2. The first stage of appeal should be made to the faculty member involved, with whom it is expected most cases will be resolved. During this conference, the student and the faculty member can review the procedure by which the evaluation was made and the basis upon which the grade was determined.
3. When an instructor agrees that an error in computation or judgment has been made, a Change of Grade form should be completed by the instructor, and then filed with the Registrar, who must approve the change.
4. If the conference with the instructor does not satisfy the student, the student may appeal the grade to the Provost and Vice President for Academic Affairs will assign the appeal to an Associate Provost, who will meet with the student, the faculty member, and, at the Associate Provost's discretion, another member of the faculty, preferably a senior member or chair of the department. He or she may request an examination of all papers, records, and other information pertinent to the appeal. After deliberation, the Associate Provost will render a decision and notify both the student and the faculty member of that decision.
5. If the decision is unacceptable to either the student or the instructor, either may appeal the case to the Provost and Vice President for Academic Affairs. The decision of the Provost is final.

ACADEMIC STANDING

A. Good Academic Standing

Good academic standing is determined by a student’s success in meeting the academic standards mandated by the faculty of the College. These standards are defined in terms of the grade point average. Students currently on academic probation are not regarded as being in good academic standing.

1. Term GPA. The minimum required grade point average for each regular enrollment period (term) is one in excess of 1.50.
2. Cumulative GPA. The minimum cumulative grade point average required of students is defined in terms of the total number of course units accumulated toward graduation by the end of an enrollment period. They are as follows:
   1. For students with 1.0 to 4.9 course units, a GPA in excess of 1.50;
   2. For students with 5.0 to 9.9 course units, a GPA of 1.75 or above;
   3. For students with 10.0 to 14.9 course units, a GPA of 1.90 or above;
   4. For students with 15.0 or more course units, a GPA of 2.00 or above.

B. Academic Probation and Dismissal

1. Academic Probation. At the end of any given regular enrollment period, a student will automatically be placed on academic probation under either one of the following circumstances: (a) the student earns a grade point average of 1.50 or less during the enrollment period; (b) the student fails to achieve the required minimum cumulative grade point average (see A.2 above). The probation status under (a) above may be waived by the Registrar for extenuating circumstances. To receive a waiver, a written appeal must be filed with the Registrar’s Office within the time period stated in the notification of probationary status.
   To help you achieve your goal of returning to good academic standing, you will be enrolled in the Student Success Seminar course and assigned a faculty or staff Student Success Coach. Regular attendance at the Student Success Seminar and ongoing communication with your Student Success Coach is required.
   A student on academic probation at the end of the winter/spring semester, but not subject to dismissal under Section B.2. below, may seek good academic standing entering the fall semester by attending the Hanover summer session. If the combined winter/spring semester and summer session grade point average brings the student into academic good standing per Section A.1. and A.2., the student will enter the fall semester in good academic standing. Students who were dismissed after the winter/spring term, and whose appeals were granted, will be on probation for the fall term. These students are not eligible for good academic standing for fall term regardless of Hanover summer session grades. The summer session is not a regular enrollment period.
2. Academic Dismissal. At the end of any given regular enrollment period, a student will automatically be dismissed from the College under any one of the following circumstances: (a) the student is currently on probation and fails to earn a grade point average of 2.0 or better for the enrollment period; (b) the student is currently on probation and fails to achieve the required minimum cumulative grade point average (see A.2 above); (c) the student, whether currently on probation or not, earns a grade point average of 1.0 or less for the enrollment period. Students dismissed at the end of the winter/spring term are not eligible for good academic standing for fall term regardless of Hanover summer session grades. The summer session is not a regular enrollment period.
3. Appeal of Dismissal. A dismissed student may petition the Student Academic Assistance Committee for reinstatement on the basis of a pattern of improving performance or extenuating circumstances. To ensure being heard, a written appeal must be filed with the Registrar’s Office within the time period stated in the notification of dismissal.
4. Readmission after Dismissal. Students who are dismissed are eligible to apply for readmission after a period of one year. Readmission is not automatic and will depend upon demonstrated productive activity in the interim. Under unusual circumstances, such as exceptional achievement, a student may appeal for readmission after a period of less than one year. A student desiring readmission should apply by requesting an Application for Readmission from the Registrar’s Office.

ACADEMIC INTEGRITY

Acting with academic integrity involves approaching one’s academic work with honesty, trust, fairness, respect, responsibility, and courage (International Center for Academic Integrity, 2021). Behaviors inconsistent with these values undermine learning and show disregard for one’s peers and instructors. The faculty of the College has adopted the following policies governing the identification of academically dishonest behaviors on the part of students and the disciplinary actions appropriate to and/or prescribed for them.

A. Academic Integrity Defined

An academically dishonest act is “any action with the intent to deceive in order to gain an unfair advantage.” Such behaviors as the following are academically dishonest:

1. The use by a student of material from published or unpublished sources without acknowledging those sources, including material produced by generative artificial intelligence or other technology;
2. Submitting to a course, without acknowledgment, a paper that has been written in whole or in part by another person;
3. Copying answers written by another student for a quiz, examination, or other assignment;
4. “Collaborative” efforts in which students write together papers or portions of papers or other assignments and submit them to their instructors without acknowledging that collaboration;
5. The submission of the same paper, or substantially the same paper, by a student to two different courses without prior consultation with the instructors involved;
6. The falsification of documentation for a paper;
7. The falsifying of data for a laboratory assignment;
8. Failure to adhere to an instructor’s published course policies on the use of generative artificial intelligence;
9. Any other procedure which involves the intent to deceive to obtain an unfair advantage, including the knowing and willing assistance of others in the practice of academically dishonest procedures.

B. Faculty Procedures for Academic Dishonesty

1. The Faculty recognizes that students, in performing their academic duties, may engage in behavior, such as faulty or inadequate documentation, which are not the result of dishonesty, but derived from carelessness, confusion, lack of attention, etc. Such procedures are academically unacceptable, and an instructor should, at their discretion, penalize a student for employing them.
2. However, when a student submits an examination or assignment that is  substantially the result of an academically dishonest procedure, the instructor may, at their discretion, impose penalties which may include denying credit for the examination or assignment; requiring additional examinations or assignments; lowering the student's course grade; or other action relevant to the severity of the dishonesty, up to and including issuing a failing course grade.
3. An instructor should not assess a penalty for an academically dishonest procedure until they have made a thorough investigation of the matter and, if possible, conferred with the student or students in question.
4. Instructors who take disciplinary action against students are required to file a written report of each such instance and of the action taken with the chair of the Student Academic Assistance Committee.
5. Should a student who has already been penalized for an academically dishonest procedure commit a second offense in the same course, he or she shall receive a grade of “F” for the course and shall be removed from it. A student in such a situation shall not be permitted a discretionary withdrawal from the course in question.

C. Faculty Process for Repeated Instances of Academic Dishonesty

1. 1. Upon receipt of two or more reports of academic dishonesty on the part of a single student, the Chair of the Student Academic Assistance Committee shall refer the matter to the Committee, which shall determine what further disciplinary action, if any, is to be taken against the student in question. Such additional disciplinary action may consist of sanctions such as weekly writing tutor sessions, retaking a specific course, suspension , or dismissal from Hanover College.
2. When the Chair refers a student’s case to the Committee as a whole, the student, as well as the faculty members who initially took disciplinary action against the student, shall be notified in writing of the fact and of their right to appear before the Committee to present information relevant to the case. The decision of the Committee shall be reported in writing to: the student involved, the Registrar, the Provost and Vice President for Academic Affairs. In incidents resulting in dismissal, the Dean of Student Life will also be notified. The decision of the Committee may be appealed to the Provost and Vice President for Academic Affairs. The decision of the Provost is final.

D. Student Appeal Process for Academic Dishonesty

As in all other instances of evaluations made and grades assigned by instructors, students have the right of appeal (see section on Appeal of Grades). Successful appeals of Academic Dishonesty will have the report expunged from the Student Academic Assistance Committee (SAAC) record.

HONORS AND AWARDS

1. Graduation with Honors.
   Exemplary students having a 3.90 cumulative grade point average through the Winter/ Spring Grading Period of the senior year earn the distinction of graduating summa cum laude. A 3.75 cumulative average entitles a student to graduate magna cum laude. A 3.50 cumulative average entitles a student to graduate cum laude.
   To be entitled to these distinctions, students must have been enrolled in courses on Hanover College’s campus during their junior and senior years, unless studying in courses at affiliated Off-Campus Study Programs for which Hanover graduation credit will be awarded.
   Grade point averages for honors are computed only on the basis of grades and credits earned at Hanover College or in courses at affiliated Off-Campus Study Programs. Grades earned from other institutions of higher education are not included in the computation.

2. Departmental Honors.
   Departmental honors will be awarded to seniors upon nomination by the faculty of each department and approval of the Faculty. To be eligible for nomination, students must have completed 35 units of course work for which they have earned a cumulative grade point average of at least 3.20 overall and a grade point average in their major of at least 3.50. In addition, they must earn a grade of “A” or “A-” in their senior culminating experience as determined by the department.

3. Dean’s List.
   To recognize and to commend those students who excel academically, the Office of Academic Affairs publishes the Dean’s List twice each academic year, at the end of the Fall Term and at the end of the Winter/Spring Term. The honor is reserved for those students who meet the following criteria:
   Fall Term: A student must be enrolled full-time in the Fall Term, must complete no fewer than three graded course units in that term, and must earn a grade point average of 3.50 or higher.
   Winter Term: A student who will not be enrolled in Spring Term must be enrolled fulltime in the Winter Term, must complete no fewer than three graded course units in that term, and must earn a grade point average of 3.50 or higher.
   Winter/Spring: A student must be enrolled full-time in Winter/Spring, must complete no fewer than four graded course units in that term, and must earn a grade point average of 3.50 or higher.
   Note that a course taken Pass/Fail does not constitute a graded course unit.

4. College Prizes and Awards.

   • The Alumni Awards for Scholarship, Character and Citizenship are given each year to a group of seniors who are chosen by the faculty as representative of the students in whom the College purposes of scholarship, character and citizenship are best achieved.
   • The John Finley Crowe Citation for Scholarship and General Excellence: Established by vote of the faculty in 1955, this citation recognizes an outstanding graduating senior on the basis of excellence in the areas of character, scholarship, leadership and social responsibility and is presented at Honors Day Ceremony. The recipient is chosen by the President of the College, the Vice President for Academic Affairs, and the Vice President for Student Affairs from the three senior men ranked highest by vote of the faculty.
   • The Henry C. Long Citation for Scholarship and General Excellence: This citation is given by the trustees of the College to the outstanding graduating senior judged on their excellence in the areas of character, scholarship, leadership and social responsibility and presented at Honors Day Ceremony. The recipient is chosen by the President of the College, the Vice President for Academic Affairs, and the Vice President for Student Affairs from the three senior women ranked highest by vote of the faculty. The Henry C. Long Citation was first awarded in 1947 when the Long College for Women, created by the will of Henry C. Long, became an integral part of Hanover College. Long College for Women merged with Hanover College in 1978.
   • The Alpha Lambda Delta Award is given annually to recognize outstanding academic achievement of a senior who is a member of Alpha Lambda Delta, a national honor society.
   • The Dennis Kovener Award is given to the junior or senior student who best exemplifies Dennis’ love and appreciation for the College and for its history and traditions, love of service to the College and the local community, and appreciation of the work ethic of always completing an assigned responsibility in an exemplary manner.
   • The Hanover College Independent Men’s and Women’s Awards are given annually to the unaffiliated senior man and woman who best combine high scholastic standing, extracurricular leadership, and high moral character.
   • The Hanover College Interfraternity Award is given annually to the fraternity senior man who best combines high scholastic standing, extracurricular leadership, fraternity leadership, and high moral character.
   • The Hanover College Panhellenic Award is given annually to the outstanding senior sorority woman who best combines high scholastic standing, extracurricular leadership, sorority leadership, and high moral character.
   • Scholarship/Leadership Awards: Presented by the Parents’ Association, these awards recognize students who have successfully combined positions of responsibility on campus with academic achievement. Nominations are solicited from each recognized campus organization and final selections are made by a committee representing the Parents’ Association, the Office of Student Affairs, and the Office of Academic Affairs.
   • Scholar/Athlete Awards: Presented by the Parents’ Association, these awards are given to athletes who have distinguished themselves through successfully combining scholarship, athletic performance, and a positive mental attitude. The Outstanding Senior Athlete Awards are given annually to the senior male and female athletes best exhibiting these qualities.
   • The Interfraternity Scholarship Trophy is awarded each enrollment period to the fraternity whose members and pledges have attained the highest grade point average during the preceding period.
   • The Panhellenic Scholarship Trophy is awarded each enrollment period to the sorority whose members and pledges have attained the highest grade point average during the preceding period.
   • The Sigma Chi Foundation Scholarship Award: A trophy is awarded each year to the fraternity at Hanover ranking the highest in scholarship for the preceding academic year.
   • The Algernon Sydney and Mary Mildred Sullivan Awards are given to the male and female student who perpetuate the excellence of character and humanitarian service of the Sullivan’s.

5. Departmental Prizes and Awards.

   • The Robert R. and Clara J. Beach Award in Sociology is awarded each year to the student who is judged to have done the most outstanding work in sociology.
   • The Robert E. Bowers History Award: Established in 1980 by friends, colleagues and former students in honor of Dr. Bowers, this award is given annually to the outstanding history student as determined by the Department of History.
   • The Dorothy S. Bucks Award in English. Endowed by Dr. Bucks, this award is to be presented annually to the outstanding graduating senior in the Department of English.
   • The Richard L. Conklin Award in Physics: Funded by a former student of Dr. Conklin, this award is presented annually to the sophomore physics major who shows the most promise of a fruitful career in physics or a closely-related science.
   • The Hilda M. Cordrey awards are presented to the two senior majors in Elementary Education with the highest academic averages.
   • Distinguished Departmental Awards are presented annually in departments and majors in which no endowed prizes and awards have yet been established to recognize outstanding student work. These departments include Anthropology, Art and Art History, Business Program, Classical Studies, Communication, Computer Science, Economics, Education, Environmental Science, French, Geology, German, Kinesiology and Integrative Physiology, Medieval Renaissance Studies, Music, Philosophy, Political Science, Psychology, Spanish, Theatre, and Theological Studies.
   • The Phyllis J. Fleming Prize for Distinction in Physics. Endowed by Dr. Linda Miller to honor Dr. Fleming ’46, the Prize recognizes students interested in physics by providing them with financial support for further study and/or research in that discipline.
   • The John B. Goodrich Prize in Oratory: Endowed by P.E. Goodrich, this prize is given annually to the winner of an all-college competition.
   • The M. L. Greiner Art Purchase Award: This endowed fund provides money to purchase the most outstanding artwork of students (based upon all-college competition) during each academic year. These purchased works become a part of the Hanover College Greiner Collection.
   • The Ned Guthrie Chemistry Award: Endowed by Dr. Carl Weatherbee ’40, this award is given to the chemistry major who has made the most significant contribution to the College in the current academic year.
   • The Dr. Edward J. Hamilton Essay Prizes: Endowed by Edward H. Hamilton, Christie Patterson Hamilton, Elizabeth Hamilton Best, and Dr. James H. Hamilton, these prizes are awarded for the two best essays on any problem of ethics. Open to students who have studied ethics.
   • The M. Anwarul Haq International Studies Award is given to the student who has done the most outstanding scholarly work in international studies.
   • The Aubra Jade Hiland Award for Creative Writing was endowed in 2005 in memory of a former Hanover student by her family and friends to honor the student with the most promise in creative writing.
   • The Betsy Milligan Johnson ’70 Business Scholars Program Achievement Award is given annually to a Business Scholar senior in recognition of outstanding contributions and commitment to Program excellence.
   • The Gerald R. Johnson ’69 Business Scholars Award for Academic Excellence is given annually to a Business Scholar senior in recognition of outstanding academic achievement.
   • The John Livingston Lowes Award in English: This award, consisting of a properly inscribed book in the student’s specialty area, is presented annually by vote of the Department of English to the student whose career in advanced research is judged to be most promising.
   • The Frank S. Luttmer Award for the Study of History through International Experience: Given to a student selected by the History Department whom the members of the department believe will most benefit from the kind of educational experience Prof. Luttmer offered in his Spring Term course in Florence.
   • The Charles and Dorothy Lynn English Prize is given annually for the best paper submitted on any subject in connection with the regular course work of any junior or senior course. Dr. Willis T. Gatch donated this prize with a purpose of stimulating English proficiency in all academic disciplines. Papers must be nominated by the faculty member to whom they were originally submitted.
   • The Eli Mace Essay Prize, endowed by Dr. and Mrs. William H. Mace, is awarded for the best essay submitted on any problem arising out of World War I.
   • The R. Earl Martin Physics Award is an annual prize endowed by Dr. Carl Weatherbee ’40 and is given to the outstanding senior majoring in physics.
   • The Morse Mathematical Award is given to the student attaining the highest scholastic standing in mathematics.
   • The A. Glenn Mower, Jr., Pre-Law Award: An annual award to the senior intending to pursue the study of law who best exemplifies the qualities of integrity, sensitivity to the needs and concerns of individuals, commitment to public service, and intellectual capacity for the study and practice of law. This award includes a cash payment to the recipient’s chosen law school to help defray first-year expenses.
   • The Charles Lathrop Pack Essay Prize is awarded for the best essay submitted by a student of the College on any phase of the problem of reforestation or the development of woodlands.
   • The Aastik Pokhrel Internship Award: Given to a student selected by the Office of Experiential Learning Coordinator who plans an internship in community organizing, peace and conflict resolution, gender and LGBT issues or a study abroad in Nepal.
   • The Enos Pray Biology Award is given to the outstanding senior biology student as determined by the department. This award is made possible by a gift from Dr. Thomas Mayer ’73 in honor of professor emeritus Enos Pray, who taught at Hanover from 1953 to 1981.
   • The President’s Evening to Honor the Arts: The work of students from the Art and Art History Department, Music Department and Theatre Department is honored on this evening.
   • The Darryl L. Steinert Award in Physics is awarded to the junior physics major showing the greatest promise of pursing physics or physics-related research leading to the completion of a senior thesis during the senior year. The award is endowed by Dr. Sean Points and other former students of Dr. Steinert.
   • The Philip R. Taylor Award for Student Publishing was endowed in 2005 in memory of a former Hanover student by his family and friends to support a student in his or her publishing or presentation of a Senior Thesis Project.
   • The Dr. Edward Payson Whallon Essay Prize is awarded for the best essay submitted by a student on “The Religious Purpose in the Founding of Hanover College in Helping to Educate Young Men for the Gospel Ministry.”
   • The Margaret Kitchel Whallon Essay Prize is awarded to the student who writes the best essay on the subject: “John Finley Crowe, the Hero Founder of Hanover College.”
   • The Keith and Gwen White Award for Graduate Study in Chemistry is endowed by Dr. Carl Weatherbee ’40 and his wife, Lucille, and is given annually to the outstanding student of chemistry intent on pursuing graduate study in the field or planning to enter medical school and selected by the Department.
   • The Dr. John E. Yarnelle Mathematics Prize: Established in 1975 in honor of Dr. Yarnelle by alumni in mathematics, this prize is given each spring to the outstanding Junior mathematics major chosen by the Department of Mathematics.
   • The George A. and Sara O. Zirkle Award in Psychology is endowed by Dr. Carl Weatherbee ’40 and his wife, Lucille, and is given annually to the outstanding senior student of psychology as determined by the department.

   NOTE: If in the opinion of the judges there are no deserving entries in a given year, any of the above listed prizes may not be awarded in that year.

STUDENT RECORDS AND TRANSCRIPTS

A record of the student’s academic progress is kept in the Registrar’s Office, where it is available for review by the student. An official transcript will be provided upon receipt of a written request that bears the signature of the student. Students may fill out a Transcript Request Form in the Registrar’s Office, request a transcript by letter, or request it by fax.

Transcript Requests

For specific instructions on how to order an official transcript, including the current cost, please consult the Registrar’s web page: http://www.hanover.edu/academics/registrar/transcripts or contact the Registrar’s Office by calling (812) 866-7051.

Transcripts are usually mailed within five days of receiving a request. Electronic delivery of an official transcript may also be an option; consult the Registrar’s webpage (above) for more information. An unofficial copy of a transcript may be faxed to a fax machine number, and an official, sealed transcript sent to another address. Transcripts that are picked up at the Registrar’s Office will be stamped “UNOFFICIAL COPY” unless they are sealed by request.

If there is a hold on your account due to a financial obligation to the College, only a partial transcript will be released. If you are unsure about your account, please call the Registrar’s Office (812-866-7051) in advance of submitting your request and your records will be checked. Also note that transcripts cannot be ordered by telephone, as federal law requires the signature of the person whose transcript is requested.

Requests for transcripts, grades, or other information such as courses completed, etc. cannot be issued to an outside party unless the student has given the Registrar written permission to release this information to that specific party, as allowed under The Family Educational Rights & Privacy Act (FERPA).

ASSESSMENT

The academic departments of Hanover College, as well as some of the administrative offices that serve the academics of the College, participate in a process of assessment. The goal is to evaluate the effectiveness of classroom instruction and our students’ ability in writing across the curriculum, verbal communication, and critical thinking, with an eye toward improvement. Toward this end, students may be asked to participate in the process, which is guided by the Committee on Learning and Teaching, comprised of faculty, students, and administrative representatives.

VETERANS AFFAIRS (VA) BENEFITS RECIPIENTS

Hanover College complies with Title 38 of the U.S. Code Section 3679(e) for students entitled to educational assistance under Chapter 31, Vocational Rehabilitation and Employment, or Chapter 33, Post-9/11 GI Bill® benefits. For more information, contact the School Certifying Official (SCO) in the Registrar’s Office.

GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA).

More information about education benefits offered by VA is available at the official U.S. government Web site at https://www.benefits.va.gov/gibill.

GENERAL EDUCATION REQUIREMENTS: CORE CURRICULUM REQUIREMENTS (CCRs) and AREAS OF COMPETENCY AND ENGAGEMENT (ACEs)

Starting in the Fall Term of 2016, students new to the College will follow the general education requirements (CCRs and ACEs) described below.

AUGUST EXPERIENCE

• intense introduction to college-level modes of inquiry for first-year students.
• includes common readings.
• begins intensive work on writing and public speaking.
• establishes students’ first advising relationships.
• includes co-curricular activities such as films, field-trips, and speakers to enhance course content and extend it beyond the classroom.

First-Year Experience (FY)

Introduces students to the scholarly community and the liberal arts and helps them to develop the intellectual skills and practical habits integral to college success. Students will investigate and apply theories of cognition, learning, and personal development, and explore their vocational interests and aptitudes, all with the goal of becoming more self-reflective and proactive about their approach to academics and to life.

First-Year Seminar (FY) — .5 unit.

The central aims of this requirement are to help students to begin to:

1. understand the history, value, and purpose of a liberal arts education and what it means to be successful members of a scholarly community;
2. develop higher-order intellectual skills, including close reading, critical analysis, and effective argument;
3. identify and apply the foundational techniques that promote academic excellence, including effective note-taking, time management, and study skills;
4. investigate and internalize theories of learning and cognition in order to become self-aware and strategic learners, able to maximize their strengths and adjust for their weaknesses;
5. develop effective personal strategies for managing stress, navigating obstacles, and becoming persistent and resilient adults, able to successfully navigate social and professional situations at the college level and beyond; and
6. explore and reflect on their interests, abilities, and aspirations so that they can shape their college experience and their lives in a way that is rich and intentional.

• FY must be taken in the first semester after matriculation
• This requirement will be waived for college-level transfer students who successfully completed (C- or above) a minimum of one full-time term of classes after high school graduation.

SUMMARY

Core Curriculum Requirements (CCRs)

The Core Curriculum Requirements establish a framework for a diverse distribution of liberal arts courses and life-long learning. Students explore a breadth of foundational study across the curriculum.

• Literary and Artistic Perspectives (LA): 2 units, different disciplines
• Historical and Social Perspectives (HS): 2 units, different disciplines
• Philosophical and Religious Perspectives (PP and RP): 1 unit PP and 1 unit RP
• Scientific, Mathematical, and Algorithmic Methods (SM and SL): 3 units, different disciplines, at least 1 SL
• World Languages (WL): 2-course sequence (2 units)
• Health and Fitness Applied (AF): 2 activity classes (0.25 unit each)

Areas of Competency and Engagement (ACEs)

Competency and Engagement designations represent a campus-wide commitment to the skills and awareness expected of an educated person. These courses are offered throughout the curriculum and across disciplines. Most students will fulfill them in conjunction with CCRs or their major requirements.

• 2 courses Writing (1 each of W1 and W2)
• 1 course Speaking (S)
• 1 course Cultural Perspectives (CP)
• 1 course Quantitative Literacy (QL)

Core Curriculum Requirements (CCRs)

The Core Curriculum Requirements establish a framework for a diverse distribution of liberal arts courses and life-long learning. Students explore a breadth of foundational study across the curriculum.

1. Literary and Artistic Perspectives (LA) — 2 units in different disciplines.

The central aims of courses that fulfill this requirement are to:

1. interpret, analyze, or create works of art or literary texts;
2. explore the power of literary or artistic works to both reflect and influence individuals, society, and culture;
3. recognize the roles imagination and empathy play in understanding others and the world around us;
4. appreciate the process of artistic creation and
5. examine the history of, theory behind, and/or techniques utilized in literary texts or creative work.

• Anthropology
  • ANTH 222 World Ethnographies
• Art and Design
  • ARTD 126 Drawing I
  • ARTD 171 2-D Design
  • ARTD 172 3-D Design
  • ARTD 210 Graphic Design I
  • ARTD 213 Illustration I
  • ARTD 224 Design Thinking and Problem Solving
  • ARTD 227 Ceramics I
  • ARTD 231 Sculpture I
  • ARTD 236 Printmaking I
  • ARTD 237 Photography I
  • ARTD 248 Painting I
  • ARTD 310 Graphic Design II
  • ARTD 313 Illustration II
  • ARTD 327 Ceramics II
  • ARTD 331 Sculpture II
  • ARTD 336 Printmaking II
  • ARTD 337 Photography II
  • ARTD 348 Painting II
• Art History
  • ARTH 111 History of Eastern Art
  • ARTH 112 History of Western Art
  • ARTH 171 Beauty and Idea in Asian Art
  • ARTH 210 Arts and Cultures of China
  • ARTH 212 Arts and Cultures of Japan
  • ARTH 214 Asian Art and Film
  • ARTH 225 Introduction to Classical Art and Archaeology
  • ARTH 328 Contemporary Art
  • ARTH 339 Ancient Art and Architecture
  • ARTH 343 Baroque and 18th-Century Art and Architecture
  • ARTH 344 19th-Century Art and Architecture
  • ARTH 345 Art in the United States
  • ARTH 348 Modern and Contemporary Chinese Art
• Classical Studies
  • CLA 162 Ancient Eurasia
  • CLA 171 Ancient Comedy and Tragedy
  • CLA 172 Ancient Epic
  • CLA 224 Topics in Classical Mythology
  • CLA 225 Introduction to Classical Art and Archaeology.
  • CLA 234 Classical Literature in Translation
• Communication
  • COM 161 Rhetoric of American Identity
  • COM 210 Graphic Design I
  • COM 243 Video Production
  • COM 251 American Journalism
  • COM 324 Rhetorical Theory
  • COM 345 Documentary Production
• Education
  • EDU 172 Exploring the Arts
• English
  • ENG 113 Introduction to Poetry
  • ENG 161 Poetry: The Spoken Word
  • ENG 172 The Quest Archetype in Literature
  • ENG 173 Fiction and Its Genres
  • ENG 175 Journeys to the Underworld
  • ENG 176 Medieval and Renaissance Eurasia
  • ENG 177 Mythography of the Monstrous
  • ENG 178 Beauty and the Beast in Literature
  • ENG 179 Water
  • ENG 181 Shakespeare and Film
  • ENG 182 Satire and the American Personality
  • ENG 183 Fiction in the American South(s)
  • ENG 184 Writing in the Digital Humanities
  • ENG 185 American Nature Writing
  • ENG 186 Fiction and Interfaith Perspectives.
  • ENG 217 Fairy Tale Fictions
  • ENG 218 Viking Myths and Legends
  • ENG 219 Love and Death: Star-Crossed Lovers
  • ENG 243 Survey I: Early Literature
  • ENG 244 Survey II: Medieval English Literature
  • ENG 245 Survey III: Renaissance and Restoration Literature, 1500-1700
  • ENG 246 Survey IV: English Literature 1700-1900
  • ENG 247 Survey V: American Literature
  • ENG 251 American Journalism
  • ENG 321 20th-Century Poetry
  • ENG 322 20th-Century Fiction
  • ENG 324 The Short Story
  • ENG 325 African-American Literature
  • ENG 326 Women in Fiction
  • ENG 327 Arthurian Literature
  • ENG 334 Shakespeare
  • ENG 336 Modern and Contemporary Drama
  • ENG 338 The American Renaissance
  • ENG 347 Chaucer
  • ENG 348 Shakespeare in England
  • ENG 350 Florence in the Age of Dante and Petrarch
• French
  • FRE 222 French Cinema
  • FRE 312 French Film Studies
• German
  • GER 222 German Cinema
  • GER 241 German Americans and Social Justice
  • GER 243 Interdisciplinary Works
  • GER 244 Intercultural Communication
  • GER 245 Crossing Boundaries
  • GER 322 German Film Studies
  • GER 341 Adv. German Americans and Social Justice
  • GER 343 Interdisciplinary Works
  • GER 344 Adv. Intercultural Communication
  • GER 345 Adv. Crossing Boundaries
• Music
  • MUS 112 Literature of Music
  • MUS 218 American Music
  • MUS 231 History of Music I
  • MUS 325 Conducting and Literature

  Taking a unit’s worth (i.e. 4 courses) from the ensemble music course list *

  • MUS 101 Concert Band
  • MUS 102 College Choir
  • MUS 103 Chamber Singers
  • MUS 104 Chamber Orchestra

  Taking a unit’s worth from the applied music course list *

  • MUS 071 Piano
  • MUS 073 Voice
  • MUS 074 Instrument
  • MUS 301 Advanced Piano
  • MUS 303 Advanced Voice
  • MUS 304 Advanced Instrument

  *Or a combination of courses totaling 1 unit from the ensemble and applied music lists

• Philosophy
  • PHI 247. Wisdom Traditions of Ancient China
• Sociology
  • SOC 222 World Ethnographies
• Spanish
  • SPA 320 Introduction to Literature in Spanish
  • SPA 321 Latin American Society through Film
  • SPA 330 Latin American Identities/Cultures
  • SPA 331 Latin American Lit./Popular Culture
  • SPA 336 Medieval and Golden Age Spain
  • SPA 337 Studies in Latin American Literature and Culture
  • SPA 430 Adv. Latin Am. Identities/Cultures
  • SPA 431 Adv. Latin Am. Lit./Popular Culture
  • SPA 436 Adv. Medieval and Golden Age Spain
• Theatre
  • THR 114 Introduction to the Theatre
  • THR 115 Film as Art
  • THR 122 Theatre History and Culture I
  • THR 125 Acting: Principles
  • THR 216 Comedy
  • THR 222 Theatre History and Culture II
  • THR 251 World of Walt: Disney & the Arts
  • THR 252 The Great White Way: Broadway and Race
  • THR 253 Arts Advocacy and the Community
  • THR 312 Western Drama: Greeks to Realism
  • THR 331 Directing for the Stage
  • THR 332 Contemporary Theatre
  • THR 345 Playwriting
  • THR 348 Shakespeare in England
  • THR 354 Musicals and Their Forms

2. Historical and Social Perspectives (HS) – 2 units in different disciplines.

The central aims of courses that fulfill this requirement are to:

1. examine the distinguishing features of the social world in a global or historical context,
2. confront issues of causality and human motivation,
3. give consideration to ethical issues embedded in the social world,
4. explain key ways of evaluating evidence when examining historical and social issues.

• Anthropology
  • ANTH 162 World Cultures and Societies
  • ANTH 233 Native North America: Peoples and Culture
  • ANTH 238 Middle East: Peoples and Cultures
  • ANTH 242 Northern and Western Africa: Peoples and Cultures
  • ANTH 243 Eastern and Southern Africa: Peoples and Cultures
  • ANTH 259 Immigration and Transnationalism
  • ANTH 332 Food, Body, and Culture
  • ANTH 334 International Development
  • ANTH 336 Gender in Cross-Cultural Perspective
  • ANTH 424 Theory in Anthropology
• Art History
  • ARTH 225 Introduction to Classical Art and Archaeology
• Classical Studies
  • CLA 163 Argument & Persuasion in Antiquity
  • CLA 173 The Writing of History
  • CLA 225 Introduction to Classical Art and Archaeology
  • CLA 251 Greek History
  • CLA 252 Roman History
  • CLA 253 Roman Games
  • CLA 345 Advanced Topics in Mediterranean Archaeology
  • CLA 346 Society and Politics in Athens
  • CLA 351 Alexander & the Hellenistic World
• Communication
  • COM 163 Argument & Persuasion in Antiquity
  • COM 164 War and Upheaval through Film
  • COM 240 Survey of Mass Media
  • COM 323 Gender and Communication
  • COM 325 Political Rhetoric and Campaigns
  • COM 327 Interpersonal Communication
  • COM 328 Cross-Cultural Communication
  • COM 342 Multimedia Journalism
• Economics
  • ECO 113 Principles of Microeconomics
  • ECO 114 Principles of Macroeconomics
  • ECO 161 Foundations of Economics
• Education
  • EDU 221 Education & the American Culture
• French
  • FRE 161 Francophone Multiculturalism
• History
  • HIS 161 The Modern West
  • HIS 162 Modern Politics: East Asia
  • HIS 167 Speaking of American History
  • HIS 171 World Civilizations to 1500
  • HIS 172 World Civilizations since 1500
  • HIS 173 Africa in World History
  • HIS 215 The West: Ancient to Medieval
  • HIS 216 The West: Renaissance to 1800
  • HIS 217 The West: 1800 to the Present
  • HIS 218 Genres of History
  • HIS 219 The History of Human Rights
  • HIS 223 American Immigration History
  • HIS 224 Photography and American Life
  • HIS 225 The History of the American Midwest
  • HIS 226 Abraham Lincoln and the American Dream
  • HIS 229 American Women’s History
  • HIS 230 American Military History, 1600 to 1903
  • HIS 231 American Military History, 1903 to Present
  • HIS 232 Studies in American Indian History
  • HIS 234 Studies in American Cultural History
  • HIS 236 The Horror Story, 1818-1940
  • HIS 241 Tsarist Russia
  • HIS 242 The Soviet Union
  • HIS 243 Tudor and Stuart England
  • HIS 244 Studies in Early Modern Europe
  • HIS 248 Britain in the Long 18th Century
  • HIS 249 Victorian Britain
  • HIS 251 Greek History
  • HIS 252 Roman History
  • HIS 253 Roman Games
  • HIS 254 The Crusades
  • HIS 256 The Vikings
  • HIS 264 The World Since 1945
  • HIS 265 Studies in World History
  • HIS 266 History of China
  • HIS 267 History of Japan
  • HIS 268 History of Modern Science
  • HIS 312 Doing Genealogy as a Historian
  • HIS 325 The Holocaust
  • HIS 326 High and Later Middle Ages
  • HIS 327 Renaissance and Reformation
  • HIS 330 Studies in the History of American Thought
  • HIS 333 American Colonial History, 1600-1750
  • HIS 334 The New American Nation, 1750-1815
  • HIS 335 To Form a More Perfect Union, 1815-1877
  • HIS 336 The Search for Order, 1877-1945
  • HIS 337 Modern America, 1945 to Present
  • HIS 338 The Jazz Age
  • HIS 348 The French Revolution and Napoleon
  • HIS 349 Nazi Germany
  • HIS 351 Alexander & the Hellenistic World
  • HIS 354 The World War, 1914-1918
  • HIS 355 The Second World War
  • HIS 358 The British Empire
  • HIS 359 Medieval and Renaissance Florence
  • HIS 361 Genocide
  • HIS 362 Modern China
  • HIS 364 Traditional China
  • HIS 365 History of the Middle East
  • HIS 366 Studies in Historiography
  • HIS 367 China and Christianity
• International Studies
  • INS 161 Modern Africa
  • INS 261 Africa and the Americas: Literature and Society in Africa
• Modern Languages
  • ML 161 Latin American Cinema
• Physics
  • PHY 226 From Ancient Thought to Modern Science
• Political Science
  • PLS 161 Democracy
  • PLS 162 Modern Politics: Power and Ideas
  • PLS 163 Politics, Society and Film
  • PLS 164 Community, Environment and Politics
  • PLS 219 Middle Eastern Politics
  • PLS 225 Women in the Developing World
  • PLS 231 World Politics
• Psychology
  • PSY 111 Basic Principles of Psychology
• Sociology
  • SOC 164 Introduction to Sociology
  • SOC 259 Immigration and Transnationalism
• Spanish
  • SPA 230 Spanish Culture and Civilization
• Theological Studies
  • THS 232 Introduction to the Old Testament
  • THS 233 Introduction to the New Testament
  • THS 331 Religion in America

3. Philosophical and Religious Perspectives (PP and RP) — 2 units in different disciplines; 1 course from PP and 1 from RP.

The central aims of courses that fulfill this requirement are to:

1. detect, analyze, and assess philosophical and/or theological truth claims, understanding some of the key epistemological issues that arise in the asking of certain fundamental human questions;
2. study and engage philosophical texts and traditions, along with fundamental questions about reality, experience, meaning, language, knowledge, values, and/or the nature of persons;
3. study and engage religious texts and traditions, myths, symbols, ethics, communities, and/or movements, along with pressing questions about ultimate realities; and
4. reflect critically upon one’s own deeply held convictions about ultimate human concerns and the implications of holding these convictions for daily life.

PP: Any course that satisfies objectives 1, 2, and 4

• Business Program
  • BUSN 212 Ethics and Commerce
• Classical Studies
  • CLA 226 Medieval Philosophy
• Computer Science
  • CS 263 Ethics of Computer Technology
• Engineering
  • ENGR 263 Ethics of Computer Technology
• Philosophy
  • PHI 161 Philosophy and the Human Condition
  • PHI 163 Philosophical Issues and Classic Texts
  • PHI 164 Philosophical Perspectives on Nature
  • PHI 165 Philosophy and Ethics
  • PHI 166 Reason and Belief
  • PHI 167 Foundational Issues in Philosophy
  • PHI 171 Philosophy of Friendship
  • PHI 211 Classic Texts of Feminism
  • PHI 212 Ethics and Commerce
  • PHI 222 Classical Indian Philosophy
  • PHI 224 Modern Philosophy
  • PHI 225 Classical Greek Philosophy
  • PHI 226 Medieval Philosophy
  • PHI 232 Existentialism
  • PHI 237 Ethics: Theory and Practice
  • PHI 240 Philosophy and Tai Ji
  • PHI 242 Daoism and Cooking
  • PHI 244 Daoism and Chan Buddhism
  • PHI 246 The Logic of Daoism
  • PHI 263 Ethics of Computer Technology
  • PHI 264 Environmental Philosophy

RP: Any course that satisfies objectives 1, 3, and 4

• Art History
  • ARTH 213 Art for Death and Afterlife
• Anthropology
  • ANTH 311 The World of Islam
  • ANTH 316 Comparative Spiritual Traditions
  • ANTH 333 Magic, Witchcraft, and Religion
• English
  • ENG 186 Fiction and Interfaith Perspectives
• Theological Studies
  • THS 111 The Theology and Ethics of MLK, Jr.
  • THS 112 Death & the Afterlife
  • THS 161 Theology and the Human Condition
  • THS 165 Theology and Ethics
  • THS 171 Interfaith Encounters
  • THS 172 Issues in Religious Ethics
  • THS 173 Food, Fitness & Faith
  • THS 225 Great Spiritual Questions
  • THS 226 Theologies of Religious Encounter
  • THS 231 Religion and Science
  • THS 234 The Problem of Suffering
  • THS 237 Religion, Ethics & the Earth.
  • THS 239 Sorry, Not Sorry
  • THS 241 Heroes & Villains in Sacred Texts

4. Scientific, Mathematical and Algorithmic Methods (SM and SL) — 3 units in different disciplines; at least 1 course must include a natural-science laboratory or field-study experience (SL).

SM:

The central aims of courses that fulfill this requirement are to:

1. expose students to the nature and limits of scientific knowledge and mathematical and/or algorithmic reasoning, and
2. expose students to the language, theory, and practice of disciplines within the scientific, mathematical and/or algorithmic realms.

• Computer Science
  • CS 112. Computer Science Principles
  • CS 220 Fundamentals of Computer Science
  • CS 223 Data Structures
• Data Science
  • DSCI 110. Introduction to Data Science
• Economics
  • ECO 234 Rational Choices
• Mathematics
  • MAT 121 Calculus I
  • MAT 122 Calculus II
  • MAT 210 Mathematics: Topics for the Liberal Arts
  • MAT 212 Mathematics for Elementary School Teachers
  • MAT 217 Applied Statistics
  • MAT 220 Logic, Sets and Relations
  • MAT 243 Discrete Mathematics I
• Philosophy
  • PHI 234 Rational Choices
  • PHI 321 Formal Logic
• Psychology
  • PSY 217 Statistical Analysis

SL:

In addition to the SM aims, courses that fulfill the laboratory or field-study requirements will also

3. expose students to scientific methodology and the connections between scientific theory and physical phenomena.

• Astronomy
  • AST 165 Stars and the Universe
  • AST 166 The Solar System
• Biology
  • BIO 161 Ecology and Evolution
  • BIO 165 Concepts of Biology
  • BIO 185 Cell and Molecular Biology
  • BIO 223 General Microbiology
• Chemistry
  • CHE 161 Principles of Chemistry I
• Environmental Science
  • ENV 265 Global Environmental Change
• Geology
  • GEO 161 Physical Geology
  • GEO 162 Geology of National Parks and Monuments
  • GEO 236 Environmental Geology
  • GEO 239 Field Studies in Historical Geology
  • GEO 262 History of Life
• Kinesiology and Integrative Physiology
  • KIP 161 Introduction to Kinesiology and Integrative Physiology
  • KIP 162 Anatomy & Physiology I
• Physics
  • PHY 161 General Physics I
  • PHY 162 Introductory Mechanics
  • PHY 185 General Physics II
  • PHY 186 Introductory Electromagnetism
• Psychology
  • PSY 162 Neuropsychology
  • PSY 164 Cognition and Perception

5. World Languages and Cultures (WL) — 2-unit sequence in the same language.

The central aims of courses that fulfill this requirement are to:

1. build skills in a second language,
2. encourage understanding of the nature of language in general,
3. provide insight into and knowledge of other cultures, and
4. prepare students for participation in the global community.

An additional central aim of modern language courses that fulfill this requirement is to:

5. foster openness to others’ views of the world, in part through analyzing one’s own.

Only courses taught in the respective language count towards satisfying the World Language CCR.

• French
  • FRE 115 Beginning French I
  • FRE 116 Beginning French II
  • FRE 217 Intermediate French
  • FRE 218 Advanced Intermediate French
  • FRE 227 Off-Campus French Conversation in a Contemporary Context
  • FRE 228 On-Campus French Conversation in a Contemporary Context
  • FRE 239 French Civilization and Culture Before 1900
  • FRE 240 Contemporary French Business and Culture
  • FRE 310 Studies in French Literature and Culture
  • FRE 311 Studies in Francophone Literatures and Cultures
  • FRE 320 Introduction to French Literature
  • FRE 332 17th and 18th Century French Literature
  • FRE 335 19th-Century French Literature
  • FRE 336 20th-Century French Literature
  • FRE 423 French Middle Ages and 16th-Century Literature
• German
  • GER 115 Beginning German I
  • GER 116 Beginning German II
  • GER 217 Intermediate German
  • GER 218 Advanced Intermediate German
  • GER 227 Off Campus German Conversation
  • GER 228 German Conversation
  • GER 321 Cities and Regions
• Greek
  • GRE 115 Beginning Classical Greek I
  • GRE 116 Beginning Classical Greek II
  • GRE 217 Intermediate Greek
  • GRE 218 Advanced Intermediate Greek
  • GRE 323 Ancient Greek Poetry/Drama
  • GRE 324 Ancient Greek Prose
• Latin
  • LAT 115 Introduction to Classical Latin I
  • LAT 116 Introduction to Classical Latin II
  • LAT 217 Intermediate Latin I
  • LAT 218 Intermediate Latin II
  • LAT 320 Medieval Latin
  • LAT 321 Latin Poetry
  • LAT 324 Latin Prose
• Spanish
  • SPA 115 Beginning Spanish I
  • SPA 116 Beginning Spanish II
  • SPA 217 Intermediate Spanish I: The Spanish Speaking World
  • SPA 219 Intermediate Spanish II: “Hispanics” in the U.S.
  • SPA 227 Off-Campus Spanish Conversation and Culture
  • SPA 228 On-Campus Spanish Conversation in a Contemporary Context
  • SPA 230 Spanish Culture and Civilization
  • SPA 231 Spanish American Culture and Civilization
  • SPA 319 Stylistics and Composition

6. Health and Fitness Applied (AF) — two 0.25 unit courses.

Two quarter-unit classes prior to winter term of the senior year. Students can earn .25 unit for participating in a season of a varsity sport when they register for the corresponding HFA course in the main term when the sport is played. Students who complete a season each of two different varsity sports will have completed their AF requirement.

A central aim of courses that fulfill this requirement is to promote a student’s health and physical fitness through their involvement in organized physical activities.

• Varsity Sport
  • HFA 028 Varsity Cheerleading
  • HFA 029 Varsity Swimming
  • HFA 030 Varsity Cross Country
  • HFA 031 Varsity Golf
  • HFA 032 Varsity Tennis
  • HFA 033 Varsity Track and Field
  • HFA 034 Varsity Baseball
  • HFA 035 Varsity Softball
  • HFA 036 Varsity Basketball
  • HFA 037 Varsity Football
  • HFA 038 Varsity Soccer
  • HFA 039 Varsity Volleyball
  • HFA 040 Varsity Lacrosse
• Fitness Activities
  • HFA 043 Volleyball
  • HFA 045 Sand Volleyball
  • HFA 046 Beginning Lacrosse
  • HFA 050 Adapted Fitness Activities
  • HFA 051 Ultimate Frisbee
  • HFA 052 BOSU Ball
  • HFA 060 Special Topics
  • HFA 066 Tennis
  • HFA 067 Fitness Walking
  • HFA 068 Fitness Running
  • HFA 070 Aerobic Activities
  • HFA 074 Weight Conditioning
  • HFA 075 Racquetball
  • HFA 076 Racquet Sports
  • HFA 077 Circuit Training
  • HFA 092 Bowling
  • HFA 096 Beginning Golf
  • HF 105 Essential Movement for Elementary Children (Counts as 0.25 credit toward the AF CCR)

Areas of Competency and Engagement (ACEs)

Competency and Engagement designations represent a campus-wide commitment to the skills and awareness expected of an educated person. These courses are offered throughout the curriculum and across disciplines. Most students will fulfill them in conjunction with CCRs or their major requirements.

1. Writing and Speaking (WS) — A 2-level Writing (W) requirement and a Speaking (S) requirement.

Developing strong writing and speaking skills is a hallmark of a Hanover education. Hanover College courses across the curriculum include instruction and practice in communication skills, as students are expected to participate actively in class discussions and debates; write essays and term papers; present their research in class and at conferences; and make effective arguments on important issues within their field and in society at large.

Although almost all Hanover courses involve writing and speaking experiences, some classes have been given specific designations due to the type of guidance and assignments they offer.

Writing 1 (W1)

The central aims of courses that fulfill the W1 designation are to:

1. learn and engage in college-level writing;
2. take clear and purposeful positions on subjects of importance and support them effectively through a thesis statement, supporting evidence, and cogent arguments that lead to a clear conclusion;
3. understand writing as a process by revising for clarity, consistency, and mechanical correctness; and
4. demonstrate the ability to document evidence.

A W1 course should be taken in a student’s first semester at Hanover if at all possible.

• Anthropology
  • ANTH 162 World Cultures and Societies
  • ANTH 222 World Ethnographies
• Art and Design
  • ARTD 171 2-D Design
• Art History
  • ARTH 171 Beauty and Ideas in Asian Art
• Classical Studies
  • CLA 171 Ancient Comedy and Tragedy
  • CLA 172 Ancient Epic
  • CLA 173 The Writing of History
• Communication
  • COM 164 War and Upheaval through Film
  • COM 251 American Journalism
• English
  • ENG 172 The Quest Archetype in Literature
  • ENG 173 Fiction and Its Genres
  • ENG 175 Journeys to the Underworld
  • ENG 176 Medieval and Renaissance Eurasia
  • ENG 177 Mythography of the Monstrous
  • ENG 178 Beauty and the Beast in Literature
  • ENG 179 Water
  • ENG 181 Shakespeare and Film
  • ENG 182 Satire and the American Personality
  • ENG 183 Fiction in the American South(s)
  • ENG 184 Writing in the Digital Humanities
  • ENG 185 American Nature Writing
  • ENG 251 American Journalism
• French
  • FRE 222 French Cinema
  • FRE 312 French Film Studies
• History
  • HIS 171 World Civilizations to 1500
  • HIS 172 World Civilizations since 1500
  • HIS 173 Africa in World History
• Interdisciplinary Studies
  • ID 171 Literature and Politics
• Nursing
  • NUR 111 Exploring Nursing
• Music
  • MUS 112 Literature of Music
• Sociology
  • SOC 222 World Ethnographies
• Theatre
  • THR 115 Film as Art
  • THR 122 Theatre History and Culture I
• Theological Studies
  • THS 171 Interfaith Encounters
  • THS 172 Issues in Religious Ethics

Speaking (S)

The central aims of courses that fulfill the S designation are to:

1. demonstrate skill in structuring oral presentations for maximum effectiveness, interest and clarity;
2. present clear positions on subjects of importance and support them with evidence;
3. critically evaluate and respond to the arguments of others, recognizing premises, chains of reasoning, ambiguities, implications, and logical fallacies; and
4. consider purpose, audience, context, and style in spoken work.

Speaking should be fulfilled by the end of the sophomore year.

• Anthropology
  • ANTH 325 Methods in Anthropology
  • ANTH 332 Food, Body, and Culture
  • ANTH 336 Gender in Cross-Cultural Perspective
• Art and Design
  • ARTD 213 Illustration I
  • ARTD 224 Design Thinking and Problem Solving
  • ARTD 227 Ceramics I
  • ARTD 231 Sculpture I
  • ARTD 236 Printmaking I
  • ARTD 237 Photography I
  • ARTD 248 Painting I
• Art History
  • ARTH 212 Arts and Cultures of Japan
  • ARTH 348 Modern and Contemporary Chinese Art
• Classical Studies
  • CLA 162 Ancient Eurasia
  • CLA 163 Argument & Persuasion in Antiquity
• Communication
  • COM 161 Rhetoric of American Identity
  • COM 163 Argument & Persuasion in Antiquity
  • COM 211 Public Communication
  • COM 242 Visual Communication
  • COM 328 Cross-Cultural Communication
  • COM 345 Documentary Production
• Education
  • EDU 226 Educational Technology
  • EDU 252 Professional Collaboration
  • EDU 304 Elementary Methods: Math
  • EDU 305 Elementary Methods: Language Arts
  • EDU 315 Secondary Methods: Teaching High School
  • EDU 332 Secondary Methods: Art
  • EDU 333 Secondary Methods: Language Arts
  • EDU 334 Secondary Methods: World Languages
  • EDU 335 Secondary Methods: Mathematics
  • EDU 336 Secondary Methods: Physical Education and Health
  • EDU 337 Secondary Methods: Science
• English
  • ENG 161 Poetry: The Spoken Word
  • ENG 217 Fairy Tale Fictions
  • ENG 243 Survey I: Early Literature
  • ENG 253 Creative Writing and the Podcast
  • ENG 326 Women in Fiction
• Environmental Science
  • ENV 265 Global Environmental Change
• German
  • GER 223 Cities and Regions
  • GER 248 German for the Professions
  • GER 323 Adv. Cities and Regions
  • GER 348 Adv. German for the Professions
• History
  • HIS 167 Speaking of American History
• Music
  • MUS 325 Conducting and Literature
• Philosophy
  • PHI 165 Philosophy and Ethics
  • PHI 225 Classical Greek Philosophy
  • PHI 351 Philosophy Seminar
• Social Justice
  • SJ 161 Introduction to Social Justice
• Theatre
  • THR 353 Arts Administration and Marketing

Writing 2 (W2)

Courses that fulfill the W2 designation focus on research methods and research writing appropriate to the discipline and to the specific course. Writing at this level introduces students to how to formulate questions within a specific discipline, to formulate a methodology for addressing those questions, and to evaluate and employ evidence for advancing their conclusions in writing.

• Anthropology
  • ANTH 238 Middle East: Peoples and Cultures
  • ANTH 242 Northern and Western Africa: Peoples and Cultures
  • ANTH 243 Eastern and Southern Africa: Peoples and Cultures
  • ANTH 311 The World of Islam
  • ANTH 316 Comparative Spiritual Traditions
  • ANTH 333 Magic, Witchcraft, and Religion
  • ANTH 334 International Development
  • ANTH 424 Theory in Anthropology
  • ANTH 471 Senior Thesis
• Art History
  • ARTH 210 Arts and Cultures of China
  • ARTH 362 Theories and Methods in Art History
• Biology
  • BIO 314 Molecular Biology
  • BIO 316 Animal Behavior
  • BIO 335 Principles of Systematics
• Business
  • BUSN 225 Patents and Intellectual Property
• Chemistry
  • CHE 372 Communication in Chemistry
• Classical Studies
  • CLA 224 Topics in Classical Mythology
  • CLA 234 Classical Literature in Translation
• Communication
  • COM 324 Rhetorical Theory
  • COM 330 Communication Research and Methodology
• Computer Science
  • CS 263 Ethics of Computer Technology
• Economics
  • ECO 461 Senior Seminar Econometrics
• Education
  • EDU 314 Secondary Methods: Teaching Middle School
  • EDU 221 Education & the American Culture
• Engineering
  • ENGR 225 Patents and Intellectual Property
  • ENGR 263 Ethics of Computer Technology
• English
  • ENG 218 Viking Myths and Legends
  • ENG 244 Survey II: Medieval English Literature
  • ENG 245 Survey III: Renaissance and Restoration Literature, 1500-1700
  • ENG 246 Survey IV: English Literature 1700-1900
  • ENG 247 Survey V: American Literature
  • ENG 322 20th-Century Fiction
  • ENG 325 African-American Literature
  • ENG 327 Arthurian Literature
  • ENG 347 Chaucer
  • ENG 353 Studies in Poetry
  • ENG 354 Studies in Fiction
  • ENG 356 Studies in Drama
• German
  • GER 222 German Cinema
  • GER 243 Interdisciplinary Works
  • GER 322 German Film Studies
  • GER 343 Adv. Interdisciplinary Works
• Greek
  • GRE 218 Advanced Intermediate Greek
• History
  • HIS 232 Studies in American Indian History
  • HIS 242 The Soviet Union
  • HIS 243 Tudor and Stuart England
  • HIS 254 The Crusades
  • HIS 256 The Vikings
  • HIS 348 The French Revolution and Napoleon
  • HIS 354 The World War, 1914-1918
  • HIS 355 The Second World War
  • HIS 361 Genocide
  • HIS 365 History of the Middle East
• Kinesiology and Integrative Physiology
  • KIP 327 Physiology of Exercise
• Latin
  • LAT 218 Intermediate Latin II
• Nursing
  • NUR 312 Translational Evidence-Based Practice
• Philosophy
  • PHI 223 Mind and World
  • PHI 251 Science and Pseudoscience
  • PHI 263 Ethics of Computer Technology
  • PHI 338 History of Political Thought (same as PLS 235)
• Physics
  • PHY 341 Advanced Physics Laboratory
• Political Science
  • PLS 212 American Foreign Policy
  • PLS 219 Middle Eastern Politics
  • PLS 235 History of Political Thought (same as PHI 338)
  • PLS 331 International Law and Organizations
  • PLS 335 International Political Economy
• Psychology
  • PSY 333 Thinking
  • PSY 344 Social Psychology
  • PSY 346 Adulthood and Aging
• Spanish
  • SPA 357 Internship
  • SPA 457 Academic Internship as the Culminating Experience
  • SPA 471 Senior Thesis
• Theatre
  • THR 222 Theatre History and Culture II
  • THR 312 Western Drama: Greeks to Realism
  • THR 354 Musicals and Their Forms
• Theological Studies
  • THS 222 Medical Ethics
  • THS 229 Comparative Religious Ethics

2. Cultural Perspectives (CP) — 1 course.

The central aims of courses that fulfill this designation are to:

1. examine Non-West and Latin American cultures, as well as the cultures of marginalized groups in the United States, from the perspectives of those cultures;
2. articulate different ways of understanding the human condition and identify distinctions among cultural systems, products, structures, preferences, behaviors and values;
3. better understand one’s own self, society, and culture, through the study of alternatives;
4. build the cultural competency necessary to operate in a diverse and global environment; and
5. discuss the impact of environment and geography on culture.

• Anthropology
  • ANTH 162 World Cultures and Societies
  • ANTH 222 World Ethnographies
  • ANTH 223 Art and Social Life in Taiwan
  • ANTH 233 Native North America: Peoples and Culture
  • ANTH 238 Middle East: Peoples and Cultures
  • ANTH 242 Northern and Western Africa: Peoples and Cultures
  • ANTH 243 Eastern and Southern Africa: Peoples and Cultures
  • ANTH 259 Immigration and Transnationalism
  • ANTH 311 The World of Islam
  • ANTH 316 Comparative Spiritual Traditions
  • ANTH 332 Food, Body, and Culture
  • ANTH 333 Magic, Witchcraft, and Religion
  • ANTH 334 International Development
  • ANTH 336 Gender in Cross-Cultural Perspective
• Art History
  • ARTH 111 History of Eastern Art
  • ARTH 210 Arts and Cultures of China
  • ARTH 212 Arts and Cultures of Japan
  • ARTH 214 Asian Art and Film
  • ARTH 223 Art and Social Life in Taiwan
  • ARTH 335 Archaeology of East Asia.
  • ARTH 348 Modern and Contemporary Chinese Art
• Chemistry
  • CHE 344 Neuropharmacology
• Classical Studies
  • CLA 162 Ancient Eurasia
• Communication
  • COM 328 Cross-Cultural Communication
  • COM 346 Health Communication.
• Engineering
  • ENGR 226 Project Management and Societal Impact
• English
  • ENG 176 Medieval and Renaissance Eurasia
  • ENG 325 African-American Literature
• French
  • FRE 161 Francophone Multiculturalism
• German
  • GER 241 German Americans and Social Justice
  • GER 244 Intercultural Communication
  • GER 341 Adv. German Americans and Social Justice
  • GER 344 Adv. Intercultural Communication
• History
  • HIS 162 Modern Politics: East Asia
  • HIS 173 Africa in World History
  • HIS 232 Studies in American Indian History
  • HIS 266 History of China
  • HIS 267 History of Japan
  • HIS 362 Modern China
  • HIS 364 Traditional China
  • HIS 365 History of the Middle East
  • HIS 367 China and Christianity
• International Studies
  • INS 161 Modern Africa
  • INS 261 Africa and the Americas: Literature and Society in Africa
• Modern Languages and Culture
  • ML 161 Latin American Cinema
• Philosophy
  • PHI 222 Classical Indian Philosophy
  • PHI 240 Philosophy and Tai Ji
  • PHI 242 Daoism and Cooking
  • PHI 244 Daoism and Chan Buddhism
  • PHI 246 The Logic of Daoism
  • PHI 247 Wisdom Traditions of Ancient China
• Political Science
  • PLS 219 Middle Eastern Politics
  • PLS 225 Women in the Developing World
  • PLS 231 World Politics
• Sociology
  • SOC 216 Juvenile Delinquency
  • SOC 222 World Ethnographies
  • SOC 223 Art and Social Life in Taiwan
  • SOC 237 Social Justice and Mass Incarceration
  • SOC 238 Society and Social Movements
  • SOC 241 Sociology of Appalachia
  • SOC 259 Immigration and Transnationalism
  • SOC 318 Race and Ethnic Relations
  • SOC 327 Sociology of Children and Youth
  • SOC 333 The Self and Social Interaction
  • SOC 336 Crime and Corrections
  • SOC 348 Race, Gender and Sexuality
• Spanish
  • SPA 219 Intermediate Spanish II: “Hispanics” in the U.S.
  • SPA 231 Spanish American Culture and Civilization
  • SPA 321 Latin American Society through Film
  • SPA 330 Latin American Identities/Cultures
  • SPA 331 Latin American Lit./Popular Culture
  • SPA 430 Adv. Latin Am. Identities/Cultures
  • SPA 431 Adv. Latin Am. Lit./Popular Culture
• Theatre
  • THR 217 Contemporary Playwrights of Color
  • THR 252 The Great White Way: Broadway and Race
  • THR 311 Global Theatre
  • THR 332 Contemporary Theatre
• Theological Studies
  • THS 111 The Theology and Ethics of MLK, Jr.
  • THS 228 Race, Ethnicity, and Religion
  • THS 238 Power to the People: Theology Today
  • THS 239 Sorry, Not Sorry
  • THS 331 Religion in America

3. Quantitative Literacy (QL) — 1 course.

The central aims of courses that fulfill the quantitative literacy designation are as follows:

1. Use quantitative methods to reach conclusions and solve problems, and
2. Understand both the power and the limitations of quantitative methods.

• Astronomy
  • AST 165 Stars and the Universe
  • AST 166 The Solar System
• Biology
  • BIO 161 Ecology and Evolution
  • BIO 185 Cell and Molecular Biology
  • BIO 462 Research Methods in Biology
• Data Science
  • DSCI 110 Introduction to Data Science
• Economics
  • ECO 234 Rational Choices
• Geology
  • GEO 221 Introduction to Geographic Information Science.
• Mathematics
  • MAT 121 Calculus I
  • MAT 122 Calculus II
  • MAT 210 Mathematics: Topics for the Liberal Arts
  • MAT 217 Applied Statistics
• Music
  • MUS 121 Music Theory I: Fundamentals
• Philosophy
  • PHI 234 Rational Choices
  • PHI 321 Formal Logic
• Physics
  • PHY 161 General Physics I
  • PHY 162 Introductory Mechanics
  • PHY 185 General Physics II
  • PHY 186 Introductory Electromagnetism
• Political Science
  • PLS 239 Research Methods
• Psychology
  • PSY 220 Research Design and Statistics
• Theatre
  • THR 121 Elements of Stagecraft

Courses numbered 100 and 200 are intended primarily for first-year students and sophomores; courses numbered 100 are entry level. Courses numbered 300 and 400 are intended primarily for juniors and seniors. Unless otherwise stated, courses listed carry one unit of credit, equivalent to 4.0 semester hours.

Courses are offered either every term, every year, or in alternate years. To determine specific course offerings and their class meeting times, students should consult the schedule of courses for the current academic year.

In addition to specific traditional courses identified under departmental headings, any department may offer Special Topics courses (260 and 360), Senior Thesis courses (471), and Directed Study courses (307, 1/2 unit; 370, one unit). Special Topics courses allow departments to supplement their offerings with additional upper-level courses on an experimental basis prior to their inclusion in the regular curriculum. Senior Thesis courses provide students the opportunity to do research in depth and to prepare a formal paper on a topic of the student’s choice. Directed Study courses may be designed by a faculty member and a student around a specific body of material. (For more details, see the section of this catalog titled Individualized Study Programs.) Departments may also offer, with the permission of the Provost and Vice President for Academic Affairs, Practicum courses (057, 1/4 unit), in which qualified students use their knowledge in paraprofessional types of experiences.

OFF-CAMPUS STUDY OPPORTUNITIES

Hanover College strongly encourages students to pursue their studies, interests, and goals beyond the campus. Through Off-Campus Study students can expand their academic, intellectual, and human horizons, gain invaluable experience, and distinguish their college and professional careers. Currently there are three ways that Hanover students can study off-campus: enrollment in 1) a regularly scheduled off-campus Spring Term course, 2) an Affiliated Study Abroad Program, or 3) an individually arranged non-affiliated off-campus study program.

1. Spring Term Off-Campus Courses

As part of the Hanover curriculum, many departments offer courses during the Spring Term which afford students the opportunity of studying for some or all of the term at various domestic and foreign sites. In recent years, students have traveled to Asia, Europe, Latin America, and the Middle East, as well as to Washington, D.C., New York City, the Southwest, and other locations in the United States. These courses are open to all students who are in academic good standing and who are able to meet the prerequisites of the course. There are additional fees associated with enrollment in these courses. Eligible students can apply for competitive Spring Term Off-Campus Scholarships to help defray part of the travel costs involved in an off-campus course.

2. Affiliated Study Abroad Programs

Hanover College’s Semester Study Abroad Program currently offers seventeen options. Each allows Hanover students to spend a semester abroad taking courses that can be counted toward a Hanover College degree. Participants in the College’s affiliated study abroad programs pay regular Hanover tuition and room fees and may seek additional scholarship assistance to pay study abroad program costs.

For many destinations, board fees will be waived, because all food cost will be paid by the students at the study abroad location. Some destinations require board payment. A student who attempts to take a course on Hanover’s campus during a term in which they are studying abroad (for instance, returning for a Spring term course) will be charged additional tuition and appropriate room and board costs. Visit the Study Abroad Office for detailed information about affiliated study abroad programs.

Study abroad programs are coordinated through the Study Abroad Office, located in Lynn Hall. Students planning to study abroad should begin the process by meeting with the Director of Study Abroad to discuss the goals of their study abroad experience and obtain the necessary application materials. This meeting is followed by planning sessions with the faculty advisor and the Registrar’s Office to ensure that all Core Curriculum Requirements and Areas of Competency and Engagement Requirements, as well as major and other graduation requirements will be met in a timely fashion. Approval for participation in affiliated Hanover programs is granted after screening and selection processes are complete. In some cases, consultations with the Office of Student Financial Services may also be necessary; students seeking teacher certification and pre-med students should meet with the appropriate member of their program. Hanover institutional scholarships can only apply to one semester off-campus program. Questions about financial aid can be addressed to both the Office of Student Financial Services and the Office of Study Abroad. Completed application forms must be returned to the Study Abroad Office for approval. Students need to notify the Office of Study Abroad of their international study plans by February 15 of the academic year preceding the semester abroad. To determine destination choices that best fit the student’s academic, cultural, and personal criteria, students are encouraged to attend information sessions, which take place at the beginning of every semester so that they can gather information and make informed choices.

1. The Program in European Culture and Society (PECS) at the Katholieke Universiteit (Leuven, Belgium). Established in 1425, the Katholieke Universiteit (KU Leuven) is Belgium’s largest university and the oldest Catholic university in the world. KU-Leuven has a reputation for distinctive scholarship with an international flavor. PECS offers courses taught in English in many academic areas, including Business/Economics, Anthropology, History, Languages, English and Literature, Philosophy, Political Science, Psychology, and Religious Studies. Applicants to PECS must have completed their second year of university-level study and be in good academic standing with a cumulative grade point average of 3.0 or higher. www.arts.kuleuven.be/english/education/pecs.
2. The Universidad de Castilla-La Mancha (Ciudad Real, Spain). Located in a small city approximately 200 kilometers south of Madrid, the Universidad de Castilla-La Mancha (UCLM) is part of a multi-campus system established in 1985. Ciudad Real itself is relatively untouched by international influences and offers a unique environment that will allow Hanover students to experience life in a typical Spanish community. Students who participate in this exchange program take courses taught in Spanish and it is particularly appropriate for Spanish language majors. Applicants must have a solid preparation in Spanish evidenced by grades, a proficiency exam, and recommendations from the Spanish faculty. Applicants should have a minimum cumulative grade point average of 3.0. www.uclm.es.
3. The Universidad del Valle de Atemajac (Guadalajara, Mexico). The Universidad del Valle de Atemajac (UNIVA) is located in a large, vibrant city 300 miles west of Mexico City. It is a relatively young, private university with programs in business, communication, computer science, Spanish, psychology, and graphic arts, among others. Classes are taught in Spanish and students live with host families, both of which contribute to an excellent cultural and educational experience. Applicants must have a solid preparation in Spanish evidenced by grades, a proficiency exam, and recommendations from the Spanish faculty. Applicants should have a minimum cumulative grade point average of 3.0. www.univa.mx.
4. Philipps Universität (Marburg, Germany). Also known as the University of Marburg, Philipps Universität is located in one of Central Germany’s historic cities. Marburg’s medieval charm and close association with the University make it especially attractive to students, German and international alike, who seek a genuine atmosphere of learning in a town representative of life in modern Germany. The University offers courses that will appeal to a wide variety of Hanover students, all taught in German. Applicants must therefore have a solid preparation in German evidenced by grades, a proficiency test, and recommendations from the German faculty. Philipps Universität also offers a program in English, the International Undergraduate Study Program (IUSP), in which students take an intensive German class followed by a semester of academic courses taught in English. Applicants should have a minimum cumulative grade point average of 3.0. www.uni-marburg.de/en.
5. The University of Wollongong (Wollongong, Australia). Located on Australia’s east coast an hour south of Sydney, the University of Wollongong lies on the forested lower slopes of Mount Keira. Both the University and the city of Wollongong are rich in cultural diversity. The University offers a wide variety of educational opportunities, many of which take advantage of Australia’s unique location. These include courses relating to Aboriginal culture, history, and society, as well as courses in various disciplines that feature an approach from Down Under. Students can also take advantage of field trips and short-term programs organized by environmental and student organizations. Applicants should have a minimum cumulative grade point average of 3.0. www.uow.edu.au.
6. Bogaziçi University (Istanbul, Turkey). Bogaziçi University (BU) was founded by Americans as Roberts College in 1863, and its American roots are reflected in the appearance of the beautiful campus. One of Turkey’s premier universities, Bogaziçi overlooks the Bosphorus Straits from a residential and retail community six miles from the center of Istanbul, a large city rich in history and culture that straddles the border between Europe and Asia. Courses are taught in English and cover a wide range of the liberal arts and the sciences, offering unusual opportunities to Hanover students. The University attracts a large number of international students, ensuring a rich cultural and intellectual experience. Students must have a minimum cumulative GPA of 2.5 to participate. www.boun.edu.tr
7. Université François Rabelais de Tours (Tours, France). The Université François Rabelais is located in Tours, a city in the Loire valley that is about an hour from Paris by the fast train. It is a city rich in history and culture with beautifully preserved medieval neighborhoods that blend with the city’s modern developments. Participants take courses at the University through the UFR des Lettres, the largest unit of the university, with courses in literature, business, history, civilization, and Ccmmunication. Students may also register for courses focused on increasing their proficiency in French written and oral expression. Applicants must have excellent French language skills, a proficiency test and recommendations from the French faculty. It is highly recommended that applicants have a 3.0 cumulative GPA and a 3.0 GPA in French courses. international.univ-tours.fr.
8. University Study Abroad Consortium. Hanover College is affiliated with the University Study Abroad Consortium (USAC), through which Hanover students can choose from an additional group of 10 study abroad destinations: South Korea, China, Thailand, India, South Africa, Sweden, Chile, Costa Rica, and Cuba (summer only). Additional foreign language classes are available at all partner universities; the programs in Chile and Costa Rica offer host family stays. These programs enable a global reach, offer rich and diverse cultural experiences, and provide rigorous academic curricula. In addition, some programs also afford service learning and/or internship opportunities. Students should consult their academic advisors and the Director of Study Abroad in order to determine which program makes the most sense for their academic pursuits and personal goals. These programs are open to all majors, yet also have individual specialties and strengths. They require maturity and cultural curiosity. GPA requirements vary from 2.5 to 3.0. https://usac.edu.
9. The Irish-American Scholars Program. Through the Association of Presbyterian Colleges and Universities (APCU), Hanover students have the opportunity to participate in an exchange program partnered with four universities in Northern Ireland. Queens University, St. Mary’s University College, Stranmillis University College, and the University of Ulster offer academic and cultural programs to all majors, so that students can choose the most appropriate host university. Belfast provides unique historical perspectives and cultural opportunities to allow students to gain a rich and varied experience while taking advantage of excellent academic programs. Up to three applicants can be nominated by Hanover College; they must be sophomores or juniors with a 3.2 GPA and must submit application materials to the Office of Study Abroad by February 1. The host universities will then select applicants for participation. https://irishamericanscholars.com/.

3. Individually Arranged Non-Affiliated Off-Campus Programs

Recognizing that individual students may have interests which lead them in directions distinct from those of the affiliated programs, Hanover College also assists students in gathering information about other programs which might best meet their needs and in developing a course of study. Students desiring to enroll in an individualized program must have their programs approved in advance. While students will be considered withdrawn from Hanover College during the term they study at a non-affiliated program, they will not need to apply for readmission to the College upon returning from their off-campus study experience. Extensive information about non-affiliated study abroad programs is available in the Study Abroad Office.

TRANSFER OF CREDIT

Designated courses offered within an Affiliated Off-Campus Program will automatically be accepted for Hanover College credit and grades earned in these courses will be included in the computation of a student’s Hanover College grade point average and the determination of graduation and academic honors.

Credit earned for course work undertaken in an individually arranged non-affiliated off-campus program, when supported by an appropriate transcript, is eligible for transfer to Hanover (see the section on Transfer Credit). Grades earned at such programs will not be included in the computation of a student’s Hanover College grade point average. In general, credit is awarded if the program meets the following criteria: (a) is sponsored by a regionally accredited college, university, or a group of colleges within the United States; (b) pursues objectives which are primarily academic in nature; (c) provides a program of instruction compatible with the generally existing curricula found in U.S. colleges and universities; (d) provides a transcript of achievement for each student recorded in terms compatible with policies and practices generally in effect among U.S. collegiate registrars; and (e) provides the student a degree of supervision and counseling services such that a meaningful educational program may be pursued.

Students who enroll directly in a foreign university where the designations of credit and quality of achievement may be different from those in the United States, should provide the College with all pertinent information on which an evaluation may be based. Credit earned for course work undertaken in such institutions may be eligible for transfer to Hanover upon receipt of a transcript from an accredited institution or upon recommendation by the Provost of the College on the basis of departmental evaluations of the work done abroad. Grades earned for such credits will not transfer to Hanover College. Please consult with the Director of Study Abroad, your faculty advisor, and the Registrar’s Office regarding self-designed programs.

FINANCIAL REQUIREMENTS

Financial requirements for off-campus study opportunities vary depending on the type of program in which a student wishes to enroll. Spring Term Off-Campus courses involve additional travel expenses which are not included by the regular tuition cost. Students should consider saving funds in advance and apply for the College’s “Spring Term Off-Campus Scholarship Competition,” which is open to students with demonstrated financial need (see next section).Participants in the College’s affiliated study abroad programs pay regular Hanover tuition and room fees. Most students will receive 100 percent of their scholarship money and any other financial aid. Board fees will be waived, with the exception of the programs to Australia, Mexico, and Spain, and all food costs will be paid for out of pocket by the student at the study abroad location. If a student enrolls in a non-affiliated study abroad program, he or she must pay that institution’s program fees, and will not receive any Hanover College scholarship money.

Students should contact the Study Abroad Office for information about the financial requirements of the specific off-campus program in which the student is interested.

THE FUND FOR OFF-CAMPUS STUDY

This fund provides financial support to students enrolled in international and domestic Spring Term off-campus courses offered by Hanover College. Spring Term Scholarships are awarded on the basis of a combination of financial need as determined by the standard financial aid formula, and academic merit as determined by the Student Academic Assistance Committee (determination is based on an essay competition). Applications are available in the Study Abroad Office. This program is made possible through generous gifts from Dr. Eileen Sinclair, Dr. Emma Hill, Dr. Dorothy Bucks, and other endowment gifts. Participants in long-term semester programs can apply for special scholarships the College has available thanks to the generosity of alumni donors. Please contact the Office of Study Abroad for information and application.

INDIVIDUALIZED STUDY COURSES

Opportunities for individualized study are available through the following programs of the College, all of which carry regular course credit.

SENIOR THESIS AND DIRECTED STUDY

Individualized study programs under the guidance of a faculty member are available in the form of both directed studies and senior theses. Both programs require of the student a capacity for self-initiated and independent work. In order to ensure adequate time for the planning of and preparation for the course, the student should meet with the supervising instructor well in advance of the beginning of the term in which the study is to be undertaken.

1. General Guidelines

1. The supervising instructor has a prime responsibility to guide students to projects which are feasible in terms of time and personnel, as well as library and laboratory resources.
2. The department should prepare for each of these programs a syllabus or outline which is consistent with institutional guidelines and standards and which specifically delineates departmental expectations for Directed Studies and Senior Theses.
3. All individual study projects are formal courses that require permission of the supervising instructor prior to registration. By signing the registration form the instructor affirms his or her availability and willingness to supervise a project.

2. Senior Thesis

1. A Senior Thesis is often required by departments as the culminating experience in their major program. These projects introduce students to the practice of a discipline by allowing them to conduct a serious scholarly project under the supervision of a faculty member. Senior Thesis projects carry one full unit of credit.
2. Students must file a Senior Thesis application with the Registrar by the last day of the drop/add period in the term in which the project is to be undertaken. A specific topic and outline also must be filed with the supervising instructor by May 15, Dec. 1, or March 15 for enrollment in the Fall, Winter, or Spring terms, respectively.
3. The student must file a copy of the completed Senior Thesis with the Duggan Library before he or she can receive a diploma.
4. A student may enroll in two Senior Thesis courses during the same term only with the permission of the Student Academic Assistance Committee.

3. Directed Study

1. Directed Study courses, carried out under the supervision of an appropriate faculty member, are available to selected students who have an adequate background in the discipline and who have demonstrated an ability to work independently and on their own initiative. A Directed Study may carry one-half or one full unit of credit, with a workload comparable to that of similar courses in the department.
2. The student, in consultation with the faculty member who has agreed to supervise the project, must develop a detailed course proposal. The proposal should set forth the specific learning objectives of the study, the materials to be covered, the work expected of the student, and the criteria for evaluation. A copy of the proposal, bearing the signed approval of the supervising instructor and of the departmental chair, must be filed with the Registrar no later than the last day of the drop/add period in the term in which the student intends to undertake the directed study.
3. Directed study courses are to be carried out at the College during the regular academic year and may not duplicate existing courses, which are a part of the regular curricular offerings of the College. Students may take no more than one directed study course per term and no more than three directed study courses during the enrollment at Hanover. Any exceptions to these policies must be approved in advance by the Student Academic Assistance Committee.

ACADEMIC INTERNSHIPS

The Nature and Goal of the Program

The Academic Internship Program is designed to augment the educational purposes of Hanover College by offering students an opportunity to extend their liberal arts education into areas beyond the traditional classroom. Students are placed in a supervised position in a field of their choice. Here they have the chance to apply the knowledge received in their formal education to actual work situations and to enhance that knowledge with the practical experience which they gain in the process. In this way, students are afforded a means of exploring specific career options and of broadening their vision of the world and its needs. The program thus aims at making students more mature, experienced, and responsible participants in the various communities into which they will enter upon graduation from Hanover. Please note: the first time an academic internship creates an overload situation, no additional tuition for the internship will be charged.

Academic internships may be offered at three levels, depending on the department:

• Internships with course number 257 are at an academic level equivalent to 2xx-level courses in the discipline. These may typically require minimal prior exposure to the academic discipline.
• Internships with course number 357 are at an academic level equivalent to 3xx-level courses in the discipline. These may typically require a more substantial exposure to the academic discipline as specified by the department.
• Internships with course number 457 are meant to act as a replacement for the culminating experience in the major, for those majors that allow it.

Minimum Requirements

1. Eligibility.
   1. Class Standing. The student must have achieved at least a sophomore class standing.
   2. G.P.A. The student must have a cumulative G.P.A. of 2.0 or better.
   3. Limitations. Students may complete a total of two academic internships during their college career, but those internships cannot occur in the same academic term unless at least one of them is registering work that occurred over the summer.
   4. Academic preparation. Students should have completed appropriate coursework as determined by the academic department. Consult the department-specific course description for details.
   5. Communication skills. An internship includes an analytical essay as well as a presentation, in addition to any needed on-the-job communication skills. Students pursuing an internship are expected to demonstrate basic writing and speaking skills such as those acquired by completing W1 and S courses.
2. Hours Required. The internship must have a minimum of 160 contact hours within one academic term or during the summer months.
3. Reading Requirement. The internship experience must include a substantial reading requirement. A reading list will be developed by the student in consultation with the Internship Faculty Supervisor and the On-Site Supervisor.
4. Presentation. The student will be required to present the results of the internship in a public format (for example a poster presentation fair organized by the Levett Career Center, or a department or class presentation arranged by the Internship Faculty Supervisor). The student’s performance in the presentation is evaluated by the Internship Faculty Supervisor.
5. Analytical Essay. The student will be required to submit an extended essay, whose particular format and length will be determined by the Internship Faculty Supervisor, in which the student analyzes and evaluates the internship experience, seeking to correlate it with relevant academic work and especially with the readings which have been assigned for the internship. Copies of the essay are to be submitted to the Internship Faculty Supervisor.
6. On-Site Supervisor’s Evaluation. A written report, describing the student’s internship experience, and evaluating his or her performance in it, will be submitted by the On-Site Supervisor to the Associate Director (Internships and Assessment) of the Levett Career Center. who will forward copies to the Internship Faculty Supervisor.

Evaluation and Credit

Final responsibility for the evaluation of the student’s achievement in the internship experience and determination of the final grade to be assigned for the course lies with the Internship Faculty Supervisor. The evaluation will be made based on all academic components of the academic internship. The internship experience will be subject to all appropriate faculty regulations governing courses, and will receive one unit of credit; the grade received will be included in the calculation of the student’s grade point average.

Termination

If an internship is terminated by the host agency prior to its completion and due to circumstances beyond the student’s control, a grade of “W” will be recorded; if, however, the termination is confirmed to be the result of the student’s failure to perform responsibly in the position, a grade of “F” will be recorded. A student-initiated withdrawal from an internship experience will be subject to the faculty regulations governing course withdrawals.

Application and Approvals

The student's application for an academic internship must be submitted via HanoverConnect - Experiential Learning (http://hanover.12twenty.com/experiences). The student may access three required documents on the "Documents and Forms" tab after submitting their internship application. The three forms are 1) insurance waiver, 2) academic proposal, and 3) SMART Goals Worksheet. The student is required to upload the insurance waiver to their application in HanoverConnect, and once the student has access to their academic internship course in Moodle, the student will be required to upload their completed academic internship proposal and SMART Goals worksheet. Students are encouraged to meet with their On-Site Supervisor and Internship Faculty Advisor to complete the proposal and goals worksheet, if needed.

STAR GRANTS

The Student Travel Award for Research (STAR) program supports the intellectual development of Hanover students by supporting their efforts to become accomplished scholars. STAR grants are awarded to students who participate actively in person as organizers of or presenters at meetings held off-campus and devoted to the dissemination of scholarship and/or creative works. The Student Academic Assistance Committee evaluates applications from students to cover the costs of registration, travel, room, and board incurred while they actively participate at these professional meetings. Individual awards of up to $500 per academic year per student are available. Current students and graduates attending meetings no more than three months post-graduation may apply for reimbursement of expenses. Applications may be obtained from David Harden, Director of Experiential Learning (harden@hanover.edu).

RICHTER GRANTS

A. The Nature and Purpose of the Program

The Richter Grant Program is funded by money received from the Paul K. Richter and Evelyn Elizabeth Cook Richter Memorial Funds established by J. Edward Richter. The program provides students with opportunities to engage in a wide range of independent learning experiences which are of special interest to them, but which are not normally a part of the College curriculum. Students conceive and design particular learning experiences of their own, which are to be carried out at either domestic or international sites, and then seek funding for their projects from the Student Academic Assistance Committee, which administers the program.

B. Eligibility and Application

1. Any full-time Hanover student is eligible to apply for a grant under the program, but the project for which funds are being sought must be one which can be undertaken and completed during the time in which he or she is enrolled at the College. Applicants must observe the College’s academic year in defining their projects, fitting departures from and return to the campus into regularly scheduled vacation periods or during the summer months. Only the Vice President of Academic Affairs may approve exceptions to this rule.
2. In order to be eligible for full funding, the project should be one whose conception, organization and planning are the result of student initiative and effort, and one in which the student participates actively rather than passively. Proposals for participation in pre-packaged programs or courses (conferences and/or workshops, outward-bound type experiences, study-abroad courses, etc.) will not be funded unless the program or course is shown to be an integral component of a larger project created and designed by the student. Although funds are not normally awarded for course work for which academic credit is received, whether at Hanover or at other institutions, in some cases Hanover College Senior Thesis courses may be funded, as long as the project is one involving student creativity and is student-initiated.
3. Applications for grants must take the form of a project proposal. Proposals are to be submitted electronically to David Harden, Director of Experiential Learning (harden@hanover.edu) and will be evaluated by the Student Academic Assistance Committee (SAAC), which is responsible for administering the Richter Grant program.

C. Obligations under the Grant

1. Students are obligated to carry out the project activities described in their proposal, to file the necessary reports, and to fulfill any other terms of the grant.
2. The reports required of students upon completion of their grant activities are of two kinds: (a) a project report, describing the student’s experience in and assessing the success of the project in which the student was engaged; and (b) a financial report, accounting for the expenditure of all funds received under the grant and providing such supporting documentation (copies of canceled checks, credit card vouchers, cash receipts and the like) as may reasonably be expected.
3. Students are obligated to return to the College any funds not expended in carrying out grant activities, as well as any equipment, surplus materials and the like purchased with grant funds. Any funds for which a proper accounting is not rendered may have to be paid by the student.
4. Students who fail to comply with these or other provisions of the grant shall be obligated to repay to the College, in whole or in part, any funds received under the program and until such funds are repaid in full, students shall be liable to any further action which the College deems appropriate.

LEVETT CAREER CENTER

The Levett Career Center is a group of student-support offices housed in Hendricks Hall and devoted to career discernment, pursuit, and attainment for all students. The staff at this one-stop destination offer career counseling and guidance, résumé help, job search assistance, and more: information and placement for internships, externships, and mentored research experiences; opportunities for experiential learning; identification of graduate programs and professional schools; preparation for applications and interviews, and networking with and support from the ranks of the College’s alumni.

Career Center Services

FutureFoundations Program

The FutureFoundations Program is a comprehensive four-year career preparation program of career services that ensures that every participant, first-year students through seniors, receives the individual support needed to be successful when applying for job opportunities or graduate and professional schools. The program provides a stepwise approach that helps all students identify which career services are most needed and when, as they progress through their liberal arts education at Hanover College. At the heart of the program, FutureFoundations supports four cornerstones: Explore, Grow, Experience, Strategize. For more information: https://careercenter.hanover.edu/FutureFoundations.php.

Career/Major Counseling

The Levett Career Center staff offer guidance in choosing a major and in career exploration, résumé writing, interviewing, and job search planning through career coaching, group workshops, and extensive references. The office also provides career interest inventories and mock interviews.

Graduate/Professional School Guidance.

The Levett Career Center hosts an annual graduate and professional school fair and offers individual appointments for assistance with exploring and researching graduate school options, completing applications, writing admission essays, and preparing for admissions interviews. The office provides workshops about applying for grad school, preparing for the Graduate Record Exam (GRE), and writing a curriculum vitae (CV), as well as proctored practice MCATs and LSATs annually. Students should visit the Career Center website for grad school-related advice from recent alumni and much more: http://careercenter.hanover.edu/students/gradschool.

Internships

As interns, students can put theory to practice in an actual workplace, experience the day-to-day challenges and rewards of the field, and develop professional skills that will serve them in the future. The Levett Career Center provides support to students throughout their four years. Students who wish to explore a career field to determine their interest or fit, or those with a well-defined career goal who are preparing for the professional world, can meet with the Levett Career Center internship directors. Students may access career coaching during individual meetings with an internship director, to discuss the importance of setting learning goals to connect what is taught in the classroom and put into practice outside of the classroom. In setting learning goals, gaining clarity about career interest, and building their résumés, students will be able to gain experience in a professional environment, build a network of contact in their desired field, and access relevant professional development opportunities that can transfer to their post-graduation plans.

Recruitment

Each year, Hanover co-sponsors five career fairs in which graduating seniors and students seeking internships are eligible to participate, including two general fairs in Indianapolis, IN, and one in Lexington, KY, as well as teaching and accounting fairs in Indianapolis. On-campus employer presentations and interviews are available with a range of companies and organizations. Through HanoverConnect, students and alumni have access to a variety of employment and internship opportunities selected and posted specifically for Hanoverians. More information can be found on HanoverConnect at http://hanover.12twenty.com.

Special Events

Throughout the year, the Levett Career Center sponsors programs and presentations showcasing a variety of career fields. Recent alumni panels have included marketing and public relations, healthcare, athletics and coaching, and social services; more general topics, such as writing résumés and cover letters or discerning a career path, are also covered. For details and recaps of special events, visit https://careercenter.hanover.edu/events/.

Publications

The Levett Career Center publishes a variety of guides to assist students with the job search and graduate school application process, including writing résumés and cover letters, preparing for an interview, embarking on a job search, and planning the path to graduate or professional school. Guides can be downloaded at https://careercenter.hanover.edu/publications/ or picked up in the Levett Career Center in Hendricks Hall.

Professional Competencies

The Levett Career Center provides recommendations for building professional competencies, specific characteristics, background, and skills necessary to be well-prepared to transition to life after college. The Professional Competency program provides online assessment tools, score interpretations, and tips for developing each competency while gaining a liberal arts education. For more information, visit https://careercenter.hanover.edu/students/pctools/.

COACH Mentoring Program

Launched in February 2021, the COACH Mentoring Program offers a student-to-alumni mentoring program, available for all students and all alumni to participate. Through mentorship, students benefit to learn from an alumni mentor on various topics, such as professional development, career and industry exploration, graduate school preparation, and financial literacy. The program is supported and operated from the Levett Career Center and the Office of Alumni Relations. For more information: https://our.hanover.edu/get-involved/coach-mentor-program.

PRE-PROFESSIONAL PROGRAMS

THE LIBERAL ARTS AND THE PROFESSIONS

Hanover College provides every student with an opportunity to prepare for a career or for further education in graduate or professional school. A challenging and rigorous liberal arts education, combined with pre-professional programs, equips students with the practical knowledge, perspectives, skills, and experience essential for particular careers.

A liberal arts education develops one’s potential as a human being and as a citizen and enables one to succeed in all vocations. As the national and global economy changes, there is a greater demand for liberal arts graduates, for people who are creative and flexible, able to solve problems, to make sound judgments, and to communicate effectively. Hanover College affirms the importance of a liberal arts education for its students’ success in careers and strives to assure that every student has an opportunity to prepare for meaningful work.

Every student is encouraged to participate in one of the pre-professional programs – programs that illustrate, in concrete and practical ways, the connections between the liberal arts and professions. These programs combine courses, seminars, workshops, small group and individually supervised sessions, internships, intensive advising, relevant co-curricular experiences, volunteer activities, and structured opportunities for practical job experience, oftentimes with alumni who have been successful in their professions.

Accounting Pathway

Hanover College has established privileged access to the Master of Science in Accounting (MSA) program at Indiana University’s Kelley School of Business and the Master of Science in Accountancy (MACC) program at Xavier University’s Williams College of Business. The Accounting Pathway is designed to guide Business Scholars through the prerequisites for admission to either program. Business Scholars completing the Accounting Pathway are eligible to enroll at IU or Xavier immediately upon graduation from Hanover, and sit for the CPA exam in an accelerated manner. IU’s MSA and Xavier’s MACC are both intensive, full-time graduate degree programs. Students considering pursuing the Accounting Pathway should consult early with their academic advisor. For more information: https://www.hanover.edu/academics/programs/accounting

Business Program

The Business Program is a distinctive course of study that prepares students for a career in business. It is designed to provide an experiential learning environment that builds on a liberal arts foundation. Business Scholars will develop communication skills, the ability to think critically, and an understanding of multiple business perspectives in a context emphasizing social responsibility. The curriculum integrates concepts and strategies employed in numerous business situations through workshops, case studies, and a project-based internship. Classroom sessions are augmented by the participation of successful business professionals who provide insight and guidance into the attainment of a rewarding career. For more information: https://business.hanover.edu/

Engineering

Engineering that is functional and satisfying necessarily draws upon the diverse perspectives of the liberal arts. Researching, designing, building, maintaining, and improving the things that individuals and societies rely upon--structures, machines, systems, and processes—requires multiple forms of knowledge: the mathematical, the scientific, the experiential, the historical, the cultural, the socioeconomic, and the aesthetic. By recognizing this interdisciplinary necessity, Hanover’s engineering program prepares students for fulfilling careers, whether immediately after graduation or after additional graduate training in specialized fields of engineering or applied science and mathematics. Students may pursue either a Bachelor of Arts degree in Engineering Science or a Bachelor of Science degree in Engineering.

The ABET-accredited Bachelor of Arts degree provides an interdisciplinary education in mathematics, science and engineering. While not designed to be ABET accredited, this highly-flexible degree requires ten fewer courses than the BS, which allows students to take classes from Hanover’s full range of majors, such as business, economics or art and design. In doing so, they can effectively prepare for careers in technology management, product design, public service, business or entrepreneurship The Bachelor of Science is a multi-disciplinary engineering degree that features a curriculum that prepares students to pursue career paths in engineering or applied science working in industry, research or entrepreneurial endeavors. This degree allows students to tailor their engineering curriculum with elective courses to expand their education beyond a single area of engineering. More detailed information about these degrees can be found in the Engineering course listings and from the Director of the Engineering Program.

Health Sciences Program

This program informs, advises, supports, and assists Hanover College students who wish to investigate or to pursue academic programs that will prepare them for advanced education and/ or careers in health-related fields. The program also promotes the exchange of information, expertise, perspectives, and experiences between students and those alumni and friends of the College who work in health-related fields. Finally, the Program encourages and develops a stronger sense of community among students of like interests. For more information: https://prehealth.hanover.edu/ or contact the Director of the Health Sciences Program, Joyce Flanagan (flanagan@hanover.edu).

Law

Hanover College provides individual advising that includes curricular recommendations for students electing to pursue pre-law. Annual programming includes a graduate and professional school fair and an LSAT practice exam. Recent events include tours of regional law schools, alumni panels, and networking events. The Levett Career Center also houses resources related to law schools, LSAT prep, and careers in law. For more information: https://prelaw.hanover.edu.

Nursing

Hanover College, in collaboration with Valparaiso University and Northern Kentucky University offers students multiple pathways to a nursing degree. When completed, these pathways will result in the student earning a Bachelor of Arts degree from Hanover College and a Bachelor of Science in Nursing degree from either Valparaiso University or Northern Kentucky University. Both institutions guarantee admission into their accelerated BSN programs to a limited number of Hanover students who successfully complete required science and prerequisite courses at Hanover as part of their Hanover degree. A student may choose to compete a four-year Hanover degree in any major before applying to one of the accelerated programs, or a student may choose to pursue the Health and Movement Studies major at Hanover and apply to the accelerated program at Valparaiso University or Northern Kentucky University after only three years at Hanover. Each of the pathways requires careful academic planning. For more information: https://prehealth.hanover.edu/ or contact the Director of the Health Sciences Program, Joyce Flanagan (flanagan@hanover.edu).

Teacher Licensure Certification

Elementary (K-6) teacher certification for licensure requires the successful completion of an elementary education major, an academic minor, and all certification requirements including a student teaching assignment.

Secondary (5-12) teacher certification requires the successful completion of an approved teaching major (visual arts, theatre, mathematics, biology, chemistry, physics, English, French, German, Latin, Spanish, history, political science, health and movement studies, economics, sociology, psychology), as well as the successful completion of a Secondary Education major, and all certification requirements including a student teaching assignment.

Special Education (p-12) dual teacher certification requires an additional six courses and must be competed in conjunction with Elementary or Secondary certification and an extended student teaching placement in a special education classroom.

Application for a teacher certification program should be made after completion of EDU 221 and ideally at the end of the first year. All qualified students may apply for early admission by March 1 with the final deadline for applications due date on October 1of the sophomore year. Applicants may appeal for late admission when they meet admission criteria. Students may not take upper level courses without admission to a program. All teacher certification requirements are described under Education in this catalog.

Professional Licensure Disclosure

Hanover College offers several programs leading to professional licensure within the State of Indiana. The College’s professional licensure programs have been designed to meet the educational program expectations for professional licensure in the state of Indiana. However, individual states vary in what professions they require to be licensed and how that licensure or certification is acquired. Some states accept graduation from a nationally accredited program, and some may require specific additional coursework, state examinations, licensing fees, residence requirements, additional fieldwork, or other additional expectations prior to issuing a professional license. Therefore, students are advised that the completion of the College’s academic program leading to licensure or certification in Indiana and the satisfaction of any additional Indiana licensure/certification requirements will not guarantee receipt of licensure or certification in another state.

Student Responsibility

Students should review the specific academic requirements for the program in which they are enrolling. We highly recommend that students contact the applicable licensure board(s) in their state of residence or in the state where they intend to obtain a license before beginning an academic program that results in licensure. Many licensure boards have additional requirements beyond successful degree completion to obtain a license.

Please be advised that state laws, regulations, and policies may change at any time. Changes in requirements can impact the program’s ability to meet educational requirements for licensure. It is the responsibility of the student completing the licensure program to check with the licensing board(s) in their state of residence or in the state in which they intend to obtain a license for the most recent information and requirements. Hanover College shall not be held liable if the student is unable to qualify for licensure in any jurisdiction.

Relocating or moving to another state during a professional licensure program may impact whether students can meet the state licensure requirements. It is the student’s responsibility to report changes to their physical location to the Office of the Registrar within 14 days to update their information and location. Students who relocate after admission to a State in which their academic program of study is not currently authorized by the State and/or applicable professional licensing board/agency may experience a delay in their studies, an impact on their eligibility for Title IV student aid, and/or may not be able to complete the academic program in which they initially enrolled. The student is responsible for seeking guidance from their program administrator before relocation.

ACADEMIC SERVICES

The Agnes Brown Duggan Library

The Duggan Library, dedicated in 1973, is an integral part of the educational process at Hanover College. A primary goal of the Library staff is to develop in Hanover students the lifelong skills necessary to make intelligent use of information. The Library houses the College’s collection of over half a million volumes (print and electronic), along with an extensive A/V collection. The Library also provides access to over 100 databases covering all academic subjects, with online access to thousands full-text articles, e-books, and streaming media holdings.

The Library has served as a Government Depository since 1892 and holds a wide range of historical as well as current government publications.

A major component of the Library is the Hanover College Archives and Special Collections, which preserves and makes available the College’s records, rare books, photographs, manuscripts, as well as housing the Indiana Presbyterian Archives Collections.

Along with the circulation of materials, Library services consist of reference and research assistance, classroom instruction, interlibrary loan and new technologies supporting the curriculum. The Duggan Library is a member of several library consortia, which serve to enhance services and provide additional resources through collaborative partnerships with libraries across Indiana.

Facility resources include WiFi, individual study carrels, A/V carrels, a Media Tech room, group study rooms, and an archives research room. Duggan houses a 24-hour computer lab and the Gladish Learning and Teaching Center. More information about the Library is available at library.hanover.edu and the Library’s Facebook, Twitter and Instagram pages.

Information Technology Services

Each student receives a Hanover email account which becomes lifelong upon graduation. The Hanover email account comes with a free copy of Microsoft Office 365, which can be accessed online or downloaded and installed on a personal device. Microsoft Office 365 also includes 1TB of OneDrive storage. Your Hanover account also gives you access to the MyHanover web portal and Moodle learning system. Wi-Fi is available in every building on campus (academic, administrative, and student residences). Hanover College has several departmental labs and two public computer labs: the Petticrew Computer Center in the Duggan Library (open 24 hours) and the Withrow Gaming lab. These facilities give students access to Microsoft Office, course-specific software, and color printers. Students can also submit print jobs online through Papercut, https://papercut.hanover.edu.

The Hanover College IT Help Desk is the main support center for all computing support on campus. Operating from 8 a.m. to 5 p.m. (Monday - Friday) the Help Desk offers phone and email support to the entire campus community. If you are having computer trouble, you can bring your computer by the Help Desk for free service throughout the week. Contact the IT Help Desk at 812-866-6899 or help@hanover.edu. Free student support includes Microsoft Office help, anti-virus software installation/configuration, malware removal, disk cleanups and defragmentation, software updates (Windows Updates) and other requested services. The Help Desk will also aid you with any computer questions you may have relating to personal software or hardware problems. You can also view a more comprehensive list of services at our website, https://it.hanover.edu.

The Ken and Kendal Gladish Teaching and Learning Center

The Ken and Kendal Gladish Teaching and Learning Center, located in the Duggan Library, offers academic tutoring, mentoring and coaching free to all students at Hanover College in their pursuit of academic excellence. The goal is to help good students become better students through active engagement. Trained peer tutors help make sure that each student has the opportunity to get the most out of their Hanover education.

Accessibility Services Documentation Policy

In reviewing requests for accommodation, Hanover College uses as its guideline the criteria for quality documentation outlined by the Association on Higher Education and Disability (AHEAD). A full draft of the AHEAD standards for quality documentation are included at the end of this policy. In brief, quality documentation should include the following components:

1. The credentials of the evaluator(s)… which should demonstrate that he or she is appropriately licensed or credentialed, has relevant experience, and has no personal relationship with the person being evaluated.
2. A clear diagnostic statement that describes how the condition was diagnosed, provides information on the functional impact, and details the typical progression or prognosis of the condition.
3. A description of the diagnostic criteria, evaluation methods, procedures, tests and dates of administration, as well as a clinical narrative, observation, and specific results. Diagnostic methods should be congruent with the particular disability and current professional practices in the field.
4. A description of the individual’s current functional limitations
5. A description of the expected progression or stability of the disability
6. A description of current and past accommodations, services and/or medications
7. Recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services.
8. A diagnosis date occurring within the last three years for any chronic illness or physical mobility worsening or newly diagnosed.

Generally speaking, documentation of a medical or psychological disability should be less than three years old. While some disabilities are fixed and permanent, others change over time with a student’s physical or psychological circumstances. When reviewing a request for accommodation, the Accessibility Services Coordinator will look for quality documentation that is both recent and thorough enough to provide an understanding of the student’s current diagnosis and its impact, a description of how the evaluator arrived at the diagnosis, and a discussion of the student’s current limitations. Under certain circumstances, the college may ask for more information or more recent testing in order to make an informed decision.

Temporary Academic Accommodations

If you have a temporary medical condition that affects your access on campus, HC staff can assist with problem solving situations and make recommendations. In most cases, temporary accommodations last no longer than one academic semester and are considered on a need based criteria.

Service Animal Policy

Hanover College adheres to the Americans with Disabilities Act (ADA) regarding service animals. In accordance with the ADA, Hanover College offers the following guidelines regarding service animals on campus.

Service Animal Definition

Service animals are defined as dogs that are individually trained to do work or perform tasks for individuals with disabilities. The work or tasks performed by a service animal must be directly related to the student’s disability. Examples of work or tasks include, but are not limited to: assisting an individual who is blind, or has low vision, with navigation and other tasks; alerting an individual who is deaf or hard of hearing to the presence of people or sounds; pulling a wheelchair; assisting an individual during a seizure; alerting the individual to the presence of allergens; retrieving items such as medicine or the telephone; providing physical support and assistance with balance and stability to an individual with a mobility disability; helping the individual with a neurological disability by preventing accidents or mishaps.

Emotional support, therapy, comfort, or companion animals are terms used to describe animals that provide comfort by being with a person. Because they have not been trained to perform a specific job of task, they do not qualify as service animals under the ADA.

In situations where it is not obvious that the dog is a service animal, ONLY two questions may be asked:

1. Is the dog a service animal required because of a disability?
2. What work or task has the dog been trained to perform?

Service animals are strongly encouraged to wear an identifying vest, patch, or harness while on campus as Hanover College is a pet friendly campus and others need to be made aware that service animals have permission to be in areas where other animals do not. Handlers should carry the dog’s photo ID (obtained through the Office of Student Life) with them at all times. Within a college setting, the handler is generally a student with a disability who owns the service animal.

Service Animal in Training

Service animals in training are not protected under the ADA; rather, state law addresses restrictions and protections for service animals in training. For a Service Animal to attend classes and/or live on campus, they must have completed their SA training.

Service animals in training may not reside in college housing.

Service Animal Procedures

Students with service animals on campus must register with Accessibility Services (AS). Once the service animal accommodation is approved, AS will issue an official Accommodation letter to faculty and staff.

Procedures for a Service Animal Residing in College housing

Students intending to have their service animal in residence in campus housing must register this intention with Accessibility Services. The student will be required to complete the Service Animal in Housing Agreement form at that time, and again before the start of each academic year. The Service Animal in Housing Agreement form must be completed before the service animal may live in the residence halls.

If the service animal is residing in college housing, the handler is required to provide the Director of Residence Life with emergency contact information should the handler be unable to care for the service animal at any time. An emergency contact may not be a current Hanover College student or staff member.

Residence Life may disclose information regarding the presence of an animal to those individuals who may be impacted by the presence of the animal including, but not limited to, Residence Life personnel and potential and/or actual roommate(s)/neighbor(s). Such information shall be limited to information related to the animal and shall not include any information related to the individual’s disability or the purpose of the animal.

The owner/handler must submit a new request and approval process each year. The owner/handler must have the pet’s photo ID made prior to arrival on campus. The owner must keep the ID on them at all times when the animal is with them. If a friend is taking care of the animal for any period of time, the ID must be in the caretaker’s possession. The owner or caretaker must show the ID when asked by any college official. The owner may not allow the animal to visit or stay overnight in any room on campus other than their own.

Handler’s Responsibilities

• The handler must be with the animal at all times when the animal is on campus. Animals may not be left overnight in campus housing to be cared for by any individual other than the handler. The animal must be controlled by the handler at all times.
• The animal must be on a leash/harness at all times (with the exception of the handler’s room/specific living area), unless the handler’s disability prevents the use of a leash/harness or interferes with the service animal’s safe, effective performance of tasks. In that case, the individual must maintain control of the animal through voice, signal, or other effective controls.
• The animal must be in good health. The cost of care and maintenance of health and wellbeing are the sole responsibility of the handler. Hanover College personnel shall not be required to provide care or food for the animal and may not be held responsible for the care, damage, or loss of the animal.
• The user/owner is responsible for the health of the animal and must provide verification from a qualified veterinarian that all vaccinations appropriate for that type of animal are current. Additionally, there must be proof that the animal is without parasites (including but not limited to fleas, hookworms, round worms, etc.) through certification of a qualified veterinarian.
• The animal must be maintained in a manner that takes into consideration the health and hygiene of the animal and those who come into contact with the animal.
• The handler is financially responsible for the actions of the approved service animal. These actions include bodily injury and/or property damage and handlers must take appropriate precautions to prevent injury and / or property damage. Any damage to Hanover College property caused by the service animal beyond normal maintenance or cleaning will be charged to the handler.
• The animal must be house broken. The handler is responsible for cleaning up all animal waste and disposing of that waste immediately in outdoor dumpsters. Animal waste is not to be disposed of indoors. If the handler is not physically capable of cleaning up after the service animal, it is the handler’s responsibility to hire someone else to do so.
• Service animal waste cleanup should include appropriate waste clean-up equipment such as plastic bags – properly disposing of waste in a plastic bag, then placing bag in an appropriate container. An appropriate container is an outside receptacle or dumpster.
• To the extent possible, the service animal should be unobtrusive to other individuals and the learning, living, and working environments.
  Thus, the Handler should ensure that the service animal does not:
  1. Actively seek the attention of other people.
  2. Sniff people, dining tables or food service bars, or the personal belongings of others.
  3. Display any behaviors or noises that are disruptive to others, unless it is part of the service, work or task that is being provided to the Handler.
  4. Block an aisle or passageway for emergency/fire egress.

Removal of Service Animal

Service animals may be removed from Hanover College premises if:

1. the service animal is out of control and the handler does not take effective action to control it. If improper animal behavior happens repeatedly, the handler may be prohibited from bringing the animal into any college facility until the handler can demonstrate that they have taken significant steps to mitigate the behavior
2. the service animal is not housebroken,
3. the service animal is a direct threat to the health and safety of individuals, or the service animal displays vicious behaviors towards other students, faculty, staff, or guests,
4. the handler does not comply with the handler’s responsibilities set forth above.

When there is legitimate reason to ask that a service animal be removed, Hanover College staff will work with the student to bring resolution to the situation on a case-by-case basis via interactive discussion. Appropriate alternative accommodations will be considered and offered.

Conflicting Disabilities

Some people may have serious medical conditions that are affected by animals, causing substantial impairment which may then qualify as disabilities. Hanover College will consider the needs of both individuals with qualifying disabilities in meeting its obligations to reasonably accommodate all disabilities and to resolve the problem as efficiently and expeditiously as possible. Students who wish to request an accommodation as a result of a conflicting disability related to the presence of a Service animal should contact the Accessibility Services office to initiate registration. Documentation will be required.

Accessibility Services will make a reasonable effort to notify individuals who may be impacted by the presence of the Service animal, including but not limited to, Residence Life personnel and potential and/or actual roommate(s)/neighbor(s), Campus Dining, Campus Safety, Library Staff, Athletics, Faculty pertaining to the student per semester, and building management. Such information shall be limited to information related to the animal and shall not include any information related to the individual’s disability or the purpose of the animal.

Service Animal Checklist (before arriving to campus)

1. Complete intake form through Accessibility Services. https://hanover-accommodate.symplicity.com/public_accommodation/ Here, you will also upload your medical diagnosis documentation and vaccination records.
2. Speak/meet with the Accessibility Services Coordinator for Service Animal Accommodation approval.
3. Complete the Service Animal in Housing Agreement form (emailed to you from AS Coordinator upon your meeting).
4. Upon receipt of your accommodation letter, students will be the main recipient and all other personnel will be copied accordingly.

Health Services

Hanover College provides health services for students. The clinic is located at 60 Clemmons, Hanover, IN 47243, which is on campus. It is staffed by a nurse practitioner and LPN. They both are overseen by a collaborative physician. Appointments can be made through myhanover/health services page or by calling 812-866-7082/812-866-6101. If you have any questions you can email the Director of Health Services at ownbey@hanover.edu or the clinic’s LPN at stewarta@hanover.edu.

Counseling Services

Hanover College provides free, confidential counseling services staffed by two licensed mental health professionals. Services can be coordinated with a hometown provider if requested for continuity of care. To schedule an appointment, visit the secure website on My Hanover or the mobile app to complete the intake form.

Hanover College seeks to build a community culture consistent with the objectives of the liberal arts, where students, professors and staff are able to integrate their academic and personal lives and make meaningful connections between their academic inquiry and their development as human beings. To achieve this goal, students are provided many opportunities for learning and reflection outside the classroom.

Hanover College seeks to build a diverse community composed of citizens of the world, individuals of different perspectives, different interests, and different cultural backgrounds. It is a community that cultivates humanity and presupposes the dignity, self-worth, and autonomy of all human beings. It seeks to be a community of active and responsible citizens – citizens who have different roles as faculty, students, administrators, staff, trustees, and alumni, but citizens who have rights and freedoms, who participate in democratic decision-making processes, and who accept responsibility for their decisions. Equally important, Hanover strives to create an environment in which students are able to construct their own civil society, a community of varied, overlapping, self-governing student groups mixed with a wide variety of informal student associations and activities. With these objectives to guide the campus community, Hanover prepares students for citizenship and service beyond college, providing them with learning experiences and with opportunities both inside and outside the classroom to serve and lead in various local and international contexts.

CAMPUS HOUSING

The College seeks to provide an environment in all its campus residences that enhances the learning process. The residence-hall program is committed to the philosophy and objectives of the total College community, and is dedicated to providing many opportunities for learning, while at the same time meeting students’ physical, social and psychological needs. A primary objective is to encourage the students’ convictions that education is a broadly based concept, that it is personal in nature, that it is a process involving their entire lives, and that students must exercise considerable initiative in the process of learning.

The requirements for on-campus residence are thus a part of Hanover’s efforts to ensure an optimal learning environment and all students are required to live in College housing throughout their undergraduate years, except those who meet one of the following criteria:

1. living at home in the primary residence of a parent or guardian within 30 miles of campus;
2. married;
3. the parent of dependent minor children living with the student;
4. a part-time student;
5. a fifth year senior; or
6. over 24 years of age.

The residence hall program is administered by both professionally trained persons and a carefully selected and trained group of students called resident assistants. One resident assistant (RA) is located on each corridor of about 30 students, and staff members are on duty nights and weekends throughout the term when the office is closed. The staff takes seriously its role of maintaining a positive, healthy living environment, one which supports the academic endeavor. This is accomplished through close contact with residents, planning and presenting varied programs within the living units, and setting and interpreting behavioral expectations.

Students living in residence halls are required to purchase a meal plan, which provides breakfast, lunch and dinner in the Campus Center Dining Room, with additional options in the Underground, Coffee Shop, or Shoebox. Over 90% of our student body live on campus. Our “larger” buildings house 45 to 150 students, while “smaller” units accommodate 11 to 20 students, often centering on a special theme or desired living option.

Residence Halls

• Blythe Residence Hall
• Coulter House
• Crowe Residence Hall
• Donner Residence Hall
• Ide Residence Hall
• Katharine Parker Residence Hall
• Lynn Residence Hall
• Wiley Residence Hall

Smaller Living Units

• File House
• Garritt Apartments
• Greenwood Suites
• Ogle Center
• Stadium House
• Stockton Family Townhomes
• Young House
• Warwick House I
• Warwick House II

SORORITIES AND FRATERNITIES

Hanover College has chapters of four fraternities and four sororities, all with national affiliation. Each “Greek” chapter accommodates the majority of its members in a “house” of approximately 40 men or women, and many employ their own house director and cook. The majority of houses have individual study or day rooms, with sleeping quarters for all members on the top floor; while in other houses, members sleep and study in the same personal room. There also are recreational areas and lounges.

The following chapters of national fraternities and sororities are housed at Hanover College:

Fraternity Chapters

• Beta Theta Pi, Iota Chapter
• Phi Delta Theta, Epsilon Chapter
• Phi Gamma Delta, Tau Chapter
• Sigma Chi, Chi Chapter
• Lambda Chi Alpha, Theta Zeta Chapter

Sorority Chapters

• Alpha Delta Pi, Phi Chapter
• Kappa Alpha Theta, Nu Chapter
• Phi Mu, Rho Chapter
• Chi Omega, Upsilon Lambda Chapter

STUDENT INVOLVEMENT

Student Activities

There are over 50 officially recognized student organizations on the Hanover College campus. These organizations serve as instruments of student expression and are integral components to the out-of-class experience. Student organizations provide a clear bridge between learning in and out of the classroom. Our organizations encompass a variety of interests: academic/pre-professional, governance, honor societies, publications, recreation, religious life, service, foreign language, special interests, and visual and performing arts.

Student Governance

Student Senate is the campus organization of student government. Student Senate has a great responsibility to listen, represent, and address the needs of its constituents while acting as the central liaison between the student body and Hanover’s faculty, administration, and staff. With dedicated members representing all facets of our student culture, Senate committees partner with faculty members, administrators, and Student Life staff to solve problems, integrate academic and living environments, create a student civil society, and build a principle-based community. Student Senate promotes mutual cooperation among various campus constituencies in pursuit of its goals.

The Interfraternal Council (IFC) and the Panhellenic Council (Panhel) are the governing bodies of the Greek social organizations at Hanover College. Composed of representatives from each fraternity and sorority. The councils promote a cooperative spirit and encourage support among the organizations. They collectively serve the campus and wider community through social, educational and philanthropic activities.

Details about all student organizations, co-curricular activities, cultural and religious activities and college services are described in the Student Handbook and at the following internet link: my.hanover.edu/ICS/Campus_Life/Student_Involvement/ Student_Organizations/

As a selective liberal arts college, Hanover provides a holistic admissions review and is interested in enrolling those students who successfully complete a college preparatory curriculum in high school. Curriculum and grade point average are carefully considered in determining a student’s likelihood of success at Hanover College. 

Other factors such as the high school, standardized test scores, letters of recommendation and extracurricular participation in school and community are also considered in the admission process. In addition to academic achievement and extracurricular participation, the college values cultural, ethnic and geographic diversity in its student body. Hanover College does not discriminate on the basis of socioeconomic status, race, ethnicity, religion, sexual orientation or gender identity.

The key to a successful college search is to research options with care and schedule a visit to campus. At selective colleges such as Hanover, meeting deadlines with appropriate materials for admission and financial aid is critically important. The Office of Admission at Hanover is dedicated to a counseling approach to the college decision. Contact the Office toll-free at
1-800-213-2178 with questions and/or requests for information or application forms. Information can also be gathered on the Hanover College home page at hanover.edu or by e-mail at admission@hanover.edu.

RECOMMENDED PREPARATION

Admission to Hanover College is competitive. While Hanover considers the merits of each student’s application, it is recommended that students achieve at least a B average in a rigorous college prep curriculum, rank in the top third of their class, and achieve competitive scores on the SAT or ACT.

Candidates are encouraged to take Advanced Placement or accelerated courses if available. Students who complete all graduation requirements early or are home schooled will be considered for admission on a case-by-case basis. Students are encouraged to take the SAT or ACT in the spring of the junior year. Hanover is a test-optional institution and it is the applicant’s choice to submit standardized test scores. If scores are submitted, Hanover reviews the highest scores for either test, so it is often advisable to take tests multiple times to achieve the best possible results. 

The secondary school record is by far the most critical element in the admission decision, especially the performance in the junior and senior years.

APPLICATION PROCESS

Students may apply for admission to Hanover using the College’s online application or by using the Common Application. Priority dates for early admission and regular admission are included with admission materials or are available by contacting the Office of Admission or by accessing our Web site at hanover.edu.

The following applications, credentials, and materials are required for admission for new students who apply:

First-Year Student (applying as a senior in high school): Freshman application completed by student and official high school transcript. Recommended materials include resume or list of extra curricular activities, writing sample, and a letter of recommendation. Submission of standardized test scores (SAT or ACT) is optional.

Transfer (applying as a student at another college or university): Transfer application completed by student, official high school and college transcript, and the transfer student information form. Recommended materials include resume or list of extra curricular activities, writing sample, and a letter of recommendation. Submission of standardized test scores (SAT or ACT) is optional.

International (non-resident applying as a freshman or transfer student): International student application completed by student, official high school and/or college transcripts, official TOEFL, IELTS, SAT, Duolingo, GTEC, ACTFL, Pearson Test of English Academic, or International Test of English Proficiency, copy of passport, and financial guarantee (declaration of financial support). Recommended materials include resume or list of extra curricular activities, writing sample, and a letter of recommendation.

FINANCIAL AID

Hanover College offers a diverse array of merit and need-based financial assistance. Students considering need-based assistance must apply through the Free Application for Federal Student Aid (FAFSA). The FAFSA is available through the Internet at www.fafsa.gov.

The results from the FAFSA are used to determine eligibility for federal, state and institutional assistance. Priority consideration is given to aid applicants who file the FAFSA by March 1. Upon receipt of processed FAFSA data, the Office of Student Financial Services will evaluate and package awards. The student will be notified of eligibility online and by mail.

Merit-based assistance is also available to incoming freshmen who demonstrate a high level of academic achievement. The application for admission serves as the application for all merit-based scholarships.
For additional information, contact the Office of Student Financial Services at
1-800-213-2178. Information can also be gathered on the Hanover College home page at hanover.edu or by e-mail at financialservices@hanover.edu.

Standards of Academic Progress

As per federal regulations, Hanover College requires standards of academic progress be achieved in order to maintain financial-aid eligibility. There are three academic requirements for receiving financial aid. Failure to maintain all standards listed may result in loss of aid. The policy on Satisfactory Academic Progress and the process for appealing financial aid probation or disqualification can be found at https://www.hanover.edu/docs/SAP.pdf.

1. Grade Point Average 

Students are required to maintain good academic standing as determined by the Registrar’s Office. These standards are outlined in the catalog (pg.26). Students failing to meet these standards should review the policies on academic probation, academic dismissal and appeal of dismissal. Transfer students should review the policy on transfer credits.

2. Incremental Progress Requirement

Students must complete 67 percent of the course units attempted in an academic year. Students failing to meet this requirement due to extenuating circumstances should contact the Office of Student Financial Services.

3. Time Frame Requirement

Students are required to have completed the graduation requirements outlined in the catalog within the first 55 course units attempted.

Merit Scholarships 

Any student receiving a merit-based scholarship(s) is required to maintain a minimum cumulative grade point average based on the scholarship(s) received. Students should refer to the scholarship certificate received at their time of admission to determine minimum GPA requirements. Cumulative GPAs are reviewed for renewal or reinstatement upon completion of each academic year.
Enrollment Status for Financial Assistance Purposes
Eligibility for Indiana state grants and Federal Title IV aid is calculated on a semester basis. For Indiana state grants and Federal Title IV financial aid purposes, full-time enrollment for Fall Term, or for Winter/Spring term, is 3 course units. Half-time is 1.5 units (at least half-time is required for Federal loan programs).

Refund Policies 

Students at Hanover College receive funds from four major sources – the Federal government, the Indiana state government, Hanover College, and other outside sources. When a change occurs in a student’s enrollment status, the Office of Student Financial Services is required to calculate the amount of aid that must be refunded to each of these sources. A brief summary of each policy is listed below.

1. Federal Title IV Aid

Federal Title IV aid (Pell Grants and Direct Loans) is prorated based on the percentage of the semester a student has attended up to 60 percent. No Federal Title IV refunds are calculated beyond the 60 percent point of the semester.

2. State Aid 

Refunds of Indiana state aid (Frank O’Bannon Grant Award, 21st Century Scholarship) according to state regulations. Students must be enrolled full-time at the end of the fourth week of each semester to qualify for state aid.


3. Institutional Aid 

Refunds of institutional aid are calculated in accordance with the five-week institutional refund policy on tuition and fees listed in the catalog (p. 181).

4. Outside Aid 

Refunds of outside aid are calculated in accordance with the guidelines provided by the awarding agency.

VISITING

Hanover’s Admission and Office of Student Financial Services recognizes the importance of the campus visit in the college selection process. Consequently, the staff is very accommodating to the needs of prospective students and their parents.

The office is open all year, and visitors are welcome during regular office hours (8 a.m. until 5 p.m. during the academic year and 8 a.m. until 4 p.m. during the summer).
To maximize your time on campus, it is very strongly recommended that you reserve your visit at least one week in advance.

The typical campus visit during the academic year includes a tour of campus, an interview with an admission counselor and an opportunity to visit classes. Special arrangements can usually be made to visit with a particular professor, coach, or the financial aid staff.

PRE-COHORT 2022 COLLEGE EXPENSES FOR ACADEMIC YEAR 2025-2026

(applies to Returning Student)

Returning Student Tuition	$41,818
Returning Student General Fees	$850.00
Housing (See Note 1 and Note 2)	$6,928.00
Food (See Note 1)	$7,404.00
Total Regular College Expenses, Returning Students	$57,000.00

Class of 2026 COLLEGE EXPENSES FOR ACADEMIC YEAR 2025-2026

(applies to students entering in 2022-2023)*

Class of 2026 Tuition	$40,681.00
Class of 2026 General Fees	$878.00
Housing (See Note 1 and Note 2)	$6,928.00
Food (See Note 1)	$7,404.00
Total Regular College Expenses, Class of 2026	$55,891.00

Class of 2027 COLLEGE EXPENSES FOR ACADEMIC YEAR 2025-2026

(applies to students entering in 2023-2024)*

Class of 2027 Tuition	$42,003.00
Class of 2027 General Fees	$891.00
Housing (See Note 1 and Note 2)	$6,928.00
Food (See Note 1)	$7,404.00
Total Regular College Expenses, Class of 2027	$57,226.00

Class of 2028 COLLEGE EXPENSES FOR ACADEMIC YEAR 2025-2026

(applies to students entering in 2024-2025)*

Class of 2028 Tuition	$43,368.00
Class of 2028 General Fees	$920.00
Books	$750.00
Housing (See Note 1 and Note 2)	$6,928.00
Food (See Note 1)	$7,404.00
Total Regular College Expenses, Class of 2028	$59,370.00

Class of 2029 COLLEGE EXPENSES FOR ACADEMIC YEAR 2025-2026

(applies to students entering in 2025-2026)*

Class of 2029 Tuition	$44,777.00
Class of 2029 General Fees	$950.00
Books	$750.00
Housing (See Note 1 and Note 2)	$6,928.00
Food (See Note 1)	$7,404.00
Total Regular College Expenses, Class of 2029	$60,809.00

Orientation Fee (payable once by entering students): $350.00

*Tuition locked for four academic years

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Notes

1. Housing and food charges for students living in sorority or fraternity houses may vary from the above stated charges. Residential units are on a tiered-price policy. The cost above is the base rent rate. With questions about the tiered-price list, contact Lauryn Steele in Residence Life.
2. Students participating in our affiliated Australia, Belgium, Chile, China, Costa Rica, Ghana, India, Korea, South Africa, Sweden, Thailand, or Turkey study abroad programs will be charged Hanover College tuition and housing and food fees for that semester. Most students will be eligible for their regular semester financial aid.
3. Students participating in our affiliated France, Germany, Mexico, Northern Ireland, or Spain exchange programs will be charged in accordance with our contract with that institution. Please contact the Study Abroad Office.
4. The student participating in the affiliated Philadelphia, Chicago, and Washington Center programs will pay the full Hanover College net tuition* rate and the Hanover College housing rate when required. Students attending these programs will be charged an internship fee of $500 in relation to the other fees. *Net Tuition means Hanover’s gross tuition less any financial aid the student normally receives.
5. The first enrollment period covers the first academic term (Fall - 13 weeks plus the examination period). The second enrollment period covers the second and third academic terms (Winter - 13 weeks plus the examination period and Spring - 4 weeks). Travel expenses incurred in off-campus study opportunities during the four-week Spring term are the responsibility of the student. Eligible students are given the opportunity to compete for Spring term grants to help with travel expenses.
6. Students taking less than 3 units in the Fall term or less than 4 units in the combined Winter and Spring terms will be charged part-time tuition at a rate of $4,975 per unit. Those taking more than 4 1/2 units in the Fall term or 5 1/2 units in the combined Winter and Spring terms will be charged at a rate $4,975 per unit for the additional units.
7. Two summer sessions are available in June and July for existing Hanover students. These courses are offered at a discounted price as no financial aid is available for them. The specific class schedule and the related costs will be announced during the 2026 winter term. These courses are similar in format to the four-week spring term session described in paragraph 5 and are available to the student on-line. Specific classes may be cancelled if there is limited interest in them.
8. Full-time students taking a course for audit which results in an overload will be charged at a rate of 1/2 the applicable overload charge. Part-time students taking a course for audit will be charged tuition at a rate of 1/2 the unit cost provided there is space in the desired class and permission has been secured from the professor.
9. Senior citizens (age 55 and older) taking a course for credit will be charged tuition at the rate of 1/2 the unit cost. An Application for Admission must be filed with the Office of Admission. Senior citizens taking a course for audit only, with no credit earned, will be charged tuition at the rate of 1/4 the unit cost. A Course Audit Application must be filed with the Registrar’s Office. In both cases, there must be space in the desired class and permission from the professor.

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COURSE FEES

Students enrolled in art, health and fitness, and lab courses may be charged a course fee. Please see the course description to determine if a fee is applicable.

MUSIC FEES

Additional fees are charged for private voice and instrument lessons. A 1/4 unit of music instruction is $110.00. A 1/2 unit of music instruction is $165.00. An individual fee will be assessed for each course (i.e., a student who takes two 1/4 unit lessons will pay two separate $110.00 fees, while the student who takes a 1/2 unit lesson will pay $165.00). Students who choose the non-credit option for lessons will still be charged a 1/4 unit fee.

A full-time student whose music lesson leads to an overload for the term will be assessed overload charges in addition to lesson fees. A part-time student who registers for a lesson, either for credit or audit, will be charged for the unit in addition to the lesson fee. When a student has formally declared music as his or her major, lesson fees will be discontinued for all subsequent terms.

STUDENT TEACHING FEE

Students in the Education Program are charged a student teaching fee the semester they student teach. By registering for EDU 455/456/458/459, a student will be billed full-time semester charges and a student teaching fee of $330.00.

COMMUNICATION

The Office of Student Financial Services uses e-mail as an official method of communication and the student is responsible for reading the e-mails from the Office of Student Financial Services on a timely basis. Students may also be contacted via cellular phone or other wireless devices regarding their student account or about general information from the College.

The student may withdraw their consent to be contacted via cellular phone by submitting a request in writing to the Office of Student Financial Services.

PAYMENT OF FEES

Hanover College uses electronic billing (e-bill) as its official billing method, and therefore the student is responsible for viewing and paying his or her student account e-bill by the scheduled due date. Failure to review the e-bill does not constitute a valid reason for not paying the bill on time. E-bill information is available at: https://commerce.cashnet.com.

Parents can view at https://commerce.cashnet.com/hanoverpay.

All expenses for the enrollment period must be paid in full by the due date indicated on the semester billing in order to attend classes. Billing for the Fall term will be sent to the student by mid to late-July with the balance due by late August. Billing for the Winter/Spring term will be sent to the student in mid-November with the balance due by late December.

If payment is not received by the due date, a hold is placed on the student’s account in the Business Office and the account may be subject to late fees of 1% of the unsettled balance monthly. Students may be denied permission to continue at the College if payment is not received. Students’ financial obligations must be satisfied before grades can be given, diplomas awarded, and the entire transcript issued.

The College offers a monthly installment plan for students. Please go to https://commerce.cashnet.com/hanoverpay or contact financialservices@hanover.edu for more information.

REFUNDS

Students who withdraw from school or drop courses affecting their bills, including overloads and music lessons, during an enrollment period will be granted adjustments of tuition and fees as follows:

Attendance of up to one week (Student treated as a no-show)

100%

Attendance of any part of the second week

80%

Week three

60%

Week four

40%

Week five

20%

Attendance of more than five weeks

no refund

The withdrawal date used in determining the appropriate refund rate will be the date on file in the Registrar’s Office. Withdrawing can also affect a student’s financial assistance. Please refer to the financial assistance section of this catalog.

Hanover College is committed to offering a challenging and supportive educational experience whether face-to-face or online. To protect the health and safety of students and employees, the College may offer face-to-face, fully online and hybrid courses during the 2025-2026 academic year, and the College may change delivery methods during a term based on public health conditions. The College will issue no refunds (or discounts) for courses offered fully online or in a hybrid format.

The refund policy for Housing and Food charges for students living in College Residence Halls, Suites and Apartments are set forth in the College’s housing contract. No-show students will receive a 100% refund of room and board. Students who live in a Greek house must contact their sorority or fraternity house corporation for a refund, and refund policies may vary based on chapter policies and the student’s housing agreement with the Greek house corporation.

The Faculty

(Date of first appointment in parenthesis)

Lake Lambert President (2015) B.A., M.T.S., Emory University Ph.D., Princeton Theological Seminary

Carey Adams Provost & Vice President for Academic Affairs (2020) B.A., William Jewell College M.A., Baylor University Ph.D., University of Kansas

Gayla Aguilar Program Director yand Clinical Associate Professor of Occupational Therapy (2022) B.S., University of Texas M.S., Ph.D., Walden University Ph.D., Rocky Mountain University

Nicholas W. Baechle Professor of Classical Studies (2001) B.A., Ph.D., Yale University

Stephanie Bachman Director of Student Affairs and Clinical Associate Professor of Occupational Therapy (2022) B.S., Xavier University OTD, Rocky Mountain University DHS, University of Indianapolis

Dustin A. Bailey Associate Professor of Education (2014) B.S., M.S., Indiana University (Indianapolis) Ed.D., Indiana University (Bloomington)

Madlen Batchvarova Professor of Music (2001) B.M., Academy for Music and Dance Art (Bulgaria) M.M., Georgia State University D.M.A., University of Alabama

Jared G. Bates Professor of Philosophy (2005) B.A., Baker University M.A., Ph.D., University of Missouri (Columbia)

Dominique Battles Professor of English (2001) B.A., Boston University M.A., University of York (United Kingdom) Ph.D., University of Virginia

Paul Battles Professor of English (1999) B.A., Vanderbilt University M.A., Ph.D., University of Illinois (Urbana-Champaign)

Rick Bennett Assistant Professor of Art and Design (1997) B.A., Centre College M.F.A., Indiana University (Bloomington)

William R. Bettler Professor of Communication (2001) B.A., Oberlin College M.A., Ph.D., Purdue University

Kenneth A. Bevis Professor of Geology (2000) B.S., Grand Valley State University M.S., Humboldt State University Ph.D., Oregon State University

Timothy W. Brooks Instructor of Engineering (2019) B.S., Bradley University M.S., University of Illinois (Urbana-Champaign)

Janet Bucey Clinical Associate Professor of Occupational Therapy (2023) B.S., Temple University OTD., Chatham University

David M. Buchman Professor of Anthropology (1999) B.A., M.A., Ph.D., State University of New York (Stony Brook)

James Buckwalter-Arias Professor of Spanish (2004) B.A., Yale University M.A., Ph.D., Tulane University

Donald J. Carrell Professor of Philosophy (1998) B.A., University of Illinois (Urbana-Champaign) M.A., Duquesne University M.A., Ph.D., Emory University

Jeffrey Coon Assistant Professor of Psychology (2023) B.A., Colorado College M.Ed., University of Oregon Ph.D., University of California (Irvine)

Rachel D. Davidson Associate Professor of Communication (2015) B.A., M.A., Indiana University-Purdue University Indianapolis Ph.D., University of Wisconsin (Milwaukee)

Theresa Delbert Director of Capstone Education and Clinical Associate Professor of Occupational Therapy (2022) B.S., M.S., OTD, Boston University

David J. Denton Assistant Program Director and Clinical Associate Professor of Physical Therapy (2018) B.S., D.P.T., Youngstown State University C.I.D.N., Marshall University

Stephen Dine Young Professor of Psychology (1998) B.A., Miami University M.A., Ph.D., Clark University

Eric R. Dodge Professor of Economics (1995) B.A., University of Puget Sound M.A., Ph.D., University of Oregon

Jennifer Duplaga Archives and Public Services Librarian (2015) B.A., Wittenberg University M.A., MLS, Indiana University Purdue University

Melissa P. Eden Professor of English (1997) A.B., Middlebury College M.A., Ph.D., University of Virginia

Agust A. Eiriksson Professor of Economics (2001) A.A., Commercial College of Iceland B.B.A., Ohio University Ph.D., University of Illinois (Chicago)

Sarah Fantin Assistant Professor of Chemistry (2020) B.S., University of Indianapolis Ph.D., University of Michigan

Brian G. Gall Professor of Biology (2012) B.A., Quincy University M.S., Missouri State University Ph.D., Utah State University

Joseph Girard Clinical Associate Professor of Physical Therapy (2021) DPT, Franklin Pierce University DHS, Andrews University

S. Dee Goertz Professor of English (1991) B.A., Centre College M.A., Ph.D., University of Kentucky

Kathryn G. Hadley Professor of Sociology (2012) B.A., Grinnell College M.A., Ph.D., Indiana University (Bloomington)

Edward A. Hall Associate Professor of Chemistry (2015) B.S., Ball State University Ph.D., Indiana University (Bloomington)

Micaela Henderson Assistant Professor of Chemistry (2023) B.A., Hanover College M.S., Ph.D., University of Louisville

Rosanne Hountz Clinical Assistant Professor of Nursing (2025) B.S.N, Mount Saint Joseph University/span> M.S., Xavier University M.S.N., Xavier University D.N.P., Xavier University

Dean E. Jacks Professor for Occupational Therapy and Physical Therapy (2011) B.S., Indiana University of Pennsylvania M.S., University of Pittsburgh Ph.D., University of Toledo

Chistopher Jackson Associate Professor and Chair of Art and Design (2024) BFA, University of Tennessee Chattanooga MFA, Maryland Institute College of Art

Carl F. Jagels Professor of Mathematics (2000) B.A., M.S., Southern Illinois University Ph.D., University of Kentucky

Steven H. Jobe Professor of English (1990) B.A., University of the South M.A., Ph.D., University of North Carolina (Chapel Hill)

Katherine A. Johnson Professor of Philosophy (1993) B.A., College of the Holy Cross M.A., Ph.D., Boston College

Ann S. Kirkland Professor of French (1988) B.A., Emory University Ph.D., Duke University

Gregory M. Kline Program Director and Clinical Associate Professor of Physical Therapy (2020) B.A., Benedictine University D.P.T., Midwestern University M.B.A., Ursuline College Ed.D., Argosy University

William J. Kubik Professor of Political Science (1992) B.A., Canisius College Ph.D., University of Rochester

Rachel Laker Assistant Professor of Geology (2025) B.S., Miami University of Ohio M.S., University of Wyoming Ph.D., University of Chicago

Saul B. Lemerond Associate Professor of English (2018) B.A., University of Wisconsin M.A., Central Michigan University Ph.D., University of Louisiana

Heather Bennett Loehr Student Success and Electronic Services Librarian (1998) B.A., Rutgers University M.L.S., Indiana University (Bloomington)

Beatrice Marovich Associate Professor of Theological Studies (2016) B.A., University of Michigan (Ann Arbor) M.A., Vancouver School of Theology Ph.D., Drew University

Sharon E. McFadden Clinical Assistant Professor of Physical Therapy (2020) A.S., Sinclair Community College B.S., University of Findlay D.P.T., Northeastern University

Quashawn Melton Assistant Professor of Business (2021) B.A. Hanover College M.B.A. University of Louisville

Anthony J. Miller Associate Professor of History (2020) B.A., M.A., University of Northern Iowa Ph.D., University of Kentucky

Elizabeth (Ann) Motenko Instructor of Education (2025) B.S., Ball State University M.S., Indiana Wesleyan University

Daniel P. Murphy Professor of History (1988) B.A., Hanover College M.A., Ph.D., Northwestern University

Glené Mynhardt Associate Professor of Biology (2013) B.S., University of Texas (Austin) M.S., Texas A&M University Ph.D., The Ohio State University

Steven Newman Assistant Professor of Kinesiology and Integrative Physiology and Director of the Anatomy Lab (2021) B.S., M.S. University of Cincinnati Ph.D. Indiana University

Duong Nguyen Assistant Professor of Mathematics (2024) B.S., University of North Texas M.S., Ph.D., University of Houston

Paul T. O’Daniel Associate Professor of Business (2017) B.A., University of Kentucky M.B.A., University of Louisville

Sean J. O’Neill Professor of Classical Studies (2011) B.A., University of Michigan (Ann Arbor) M.A., Ph.D., University of Cincinnati

Sara M. Patterson Professor of Theological Studies (2008) B.A., Denison University M.A., Claremont School of Theology Ph.D., Claremont Graduate University

Rebecca E. Parr Director of Admissions and Clinical Assistant Professor Physical Therapy (2022) B.S, B.A., Ohio Northern University DPT, University of Dayton DHSc, University of Indianapolis

Thais Petrocelli Director of Fieldwork Education and Clinical Assistant Professor of Occupational Therapy (2023) B.S., Elizabethtown College MHA, University of Phoenix OTD, Thomas Jefferson University

Miriam R. Pelikan Pittenger Professor of Classical Studies (2005) B.A., Yale University M.A., Ph.D., University of California (Berkeley)

Pamela R. Pretorius Associate Professor of Biology (2014) B.A., Wittenberg University Ph.D., University of Iowa

John C. Riddick, Jr. Professor of Business (2006) Executive Director Business Scholars Program (2017) B.A., Hanover College M.B.A., University of Louisville Ed.D., Spalding University

Gregory A. Robison Associate Professor of Physics (2014) B.A., Manchester University Ph.D., Purdue University

Alejandra Juno Rodriguez Villar Associate Professor of Spanish (2018) B.A., Universidad Complutense de Madrid (Spain) M.A., Universidade de A Coruña (Spain) Ph.D., Universidade de Santiago de Compostela (Spain) Ph.D., Duke University

Allison Roessler Assistant Professor of Chemistry (2025) B.S., Franciscan University of Steubenville Ph.D., University of Michigan

Darrin L. Rubino Professor of Biology (2002) B.A., Thiel College M.S., Clarion University of Pennsylvania Ph.D., Ohio University

Robyn R. Ryle Professor of Sociology (2004) B.A., Millsaps College M.A., Ph.D., Indiana University (Bloomington)

Mary Saczawa Assistant Professor of Psychology (2020) A.A., Oxford College of Emory University B.S., Emory University M.S., Ph.D., University of Florida

Eric Sarrett Clinical Assistant Professor of Occupational Therapy (2023) B.S., Concord College M.A., Radford University M.S., Virginia Commonwealth University Ph.D., Walden University

John Schemmel Professor of Engineering (2025) B.S., University of Wisconsin M.S., Lehigh University Ph.D., North Carolina State University

Jennifer Schmidt Associate Professor of Theatre (2019) B.A., Carleton College M.F.A., D.F.A., Yale School of Drama

Jamie Schwartz Director of Clinical Education and Clinical Assistant Professor of Physical Therapy (2024) B.S., University of Cincinnati MPT, University of Cincinnati DPT, Bellin College

Scott Setchfield Assistant Professor of Sociology (2020) B.A., Central Michigan University M.A., Ph.D., Indiana University Bloomington

John Sinclair Assistant Professor of Physics & Astronomy (2025) B.S., University of Tennessee Ph.D., University of Tennessee

Charilaos Skiadas Professor of Mathematics and Computer Science (2006) B.S., National University of Athens (Greece) M.S., Ph.D., University of Chicago

Alexis B. Smith Associate Professor of German (2019) B.S., University of Northern Colorado M.A., Ph.D., University of Oregon

Katherine Smith Clinical Assistant Professor of Physical Therapy (2023) B.S., Simmons College DPT, Simmons University

Ronald S. Smith Professor of Political Science (2003) A.A., Snow College B.A., Brigham Young University M.A., Utah State University Ph.D., Indiana University (Bloomington)

Jonathan Stanley Assistant Professor of Music (2022) B.M., Columbus State University M.M., D.M., Indiana University

Rachel Thomas Assistant Professor of Psychology (2021) B.A. Purdue University Fort Wayne MA Bethel College M.A., Ph.D. Ball State University

Paige Thompson Assistant Professor of Kinesiology and Integrative Physiology (2025) B.S., Youngstown State University M.S., Purdue University Ph.D., Purdue University

Gabriel Vanover Associate Professor of Theatre (2018) B.A., Indiana University Southeast M.F.A., Texas Tech University

Max A. Verkamp Assistant Professor of Chemistry (2022) B.S., Rose-Hulman Institute of Technology M.S., Ph.D., University of Illinois

Jeremy Via Assistant Professor of Kinesiology and Integrative Physiology (2025) B.S., M.A., James Madison University Ph.D., Virginia Commonwealth University

Kerry J. Volansky Associate Provost for Graduate Studies (2018) B.S., Bowling Green State University M.B.A., Baldwin Wallace College D.S.C., Rocky Mountain University of Health Professions Ed.D., The University of Findlay

Matthew N. Vosmeier Professor of History (1999) B.A., Indiana University (Fort Wayne) M.A., Brown University M.L.S., Ph.D., Indiana University (Bloomington)

Sarah M. Vosmeier Professor of History (1999) B.A., Earlham College M.A., Brown University Ph.D., Indiana University (Bloomington)

Barbara J. Wahl Professor of Mathematics and Computer Science (1993) B.S., University of Michigan (Ann Arbor) M.S., University of Louisville Ph.D., University of Texas

Mi Yung Yoon Professor of International Studies (1993) B.A., Sook Myung Women’s University (Republic of Korea) M.A., Jackson State University Ph.D., Florida State University

Joshua White Assistant Director of Clinical Education and Clinical Assistant Professor of Physical Therapy (2022) B.S., Southern Illinois University M.S., Andrews University DHS, University of Indianapolis

Valerie J. Young Professor of Communication (2010) and Associate Provost for Faculty Development (2017) B.S., M.S., South Dakota State University Ph.D., University of Arizona

Amber Wilson Director of Nursing and Clinical Assistant Professor of Nursing (2023) B.A. Concordia University B.S. University of Southern Indiana M.S. Indiana State University D.N.P. Indiana State University

Molly Winke Professor of Kinesiology and Integrative Physiology (2012) B.S., Bradley University M.S., University of Louisville Ph.D., University of Kentucky

Elizabeth A. Winters Associate Professor of Communication and General Manager of the Campus Channel (2001) B.A., M.A., Kent State University M.S., Northwestern University

Sharon Wright Clinical Assistant Professor of Occupational Therapy (2023) B.S., Temple University OTD, Mary Baldwin University

Jui-man Wu Associate Professor of Art History (2013) B.A., Tunghai University (Taiwan) M.A., National Institute of the Arts (Taiwan) M.A., Ph.D., University of Pittsburgh

Xialong Wu Professor of Art History (2004) B.A., Peking (Beijing) University M.A., Ph.D., University of Pittsburgh

Fernanda A. Zullo Professor of Spanish (2003) B.A., Rutgers University M.A., University of Kansas Ph.D., Tulane University

Adjunct Faculty

Joseph Ciuffo Visiting Instructor of Business (2024) B.S., Rowan University M.A., M.S., Ball State University

Matthew L. Gaddie Visiting Assistant Professor of Art (2019) B.F.A., University of Evansville M.A., M.F.A., Hood College

Quinten Hizey Visiting Instructor of Education (2024) B.A., Indiana University Purdue University J.D., University of Cincinnati

Jeffrey Lamarche Visiting Instructor of Computer Science (2024) B.S., University of Hartford M.S., University of Colorado

Faculty Emeriti

• Luis Aguilar-Monsalve - Associate Professor Emeritus of Spanish
• John H. Ahrens - Professor Emeritus of Philosophy
• Kathy Barbour - Professor Emerita of English
• Joseph L. Barnett - Instructor Emeritus of Education
• Michael L. Beitzel - Assistant Professor Emeritus of Health and Fitness
• Paul R. Blume - Professor Emeritus of Economics and Business Administration
• Steve Boone - Associate Professor Emeritus of Chemistry
• Jeffrey Brautigam - Professor Emeritus of History
• Walter J.c. Bruyninckx - Professor Emeritus of Biology
• J. David Cassel - Professor Emeritus of Theological Studies
• Jeffrey B. Conner - Associate Professor Emeritus of Business Scholars Program
• Miryam Criado - Professor Emerita of Spanish
• Sue Dewine - President Emerita
• Celia J. Dollmeyer - Professor Emerita of Spanish
• Michael Duffy - Professor Emeritus of Theological Studies
• Paul R. Ellefsen - Professor Emeritus of Chemistry
• Thomas G. Evans - Professor Emeritus of Theatre
• Stephanie J. Funk - Associate Professor Emerita of Sociology
• Barbara Garvey - Professor Emerita of Communication
• Patricia D. Goldberg - Assistant Professor Emerita of Education
• Robert Graham - Professor Emeritus of Economics
• Lynn N. Hall - Vice President for Athletics Emerita
• Deborah Hanson - Professor Emerita of Education
• Eugene O. Harris - Associate Professor Emeritus of Economics and Business Administration
• Paul Hildebrand - Associate Professor Emeritus of Theatre
• C. Kimm Hollis - Professor Emeritus of Music and Artist In Residence
• Yefim Katsov - Professor Emeritus of Mathematics
• John Krantz - Professor Emeritus of Psychology
• Paul C. Macmillan - Professor Emeritus of Biology
• Diane Magary - Associate Professor Emerita of Business
• John F. Martin - Professor Emeritus of Art History
• Dennis L. Mcdonald - Professor Emeritus of Biology
• C. Eugene Mclemore - Director Emeritus of Admission
• J. Carl Metz - Professor Emeritus of Political Science
• David M. Mruzek - Professor Emeritus of Music
• Russell L. Nichols - President Emeritus
• George D. Nickas - Professor Emeritus of Physics
• Leonidas Pantelidis - Associate Professor Emeritus of Physics
• Craig C. Philipp - Professor Emeritus of Chemistry
• Jeffrey N. Phillips - Director/Associate Professor Emeritus of Engineering
• J. Michael Raley - Professor Emeritus of History
• Brigitte Randall - Professor Emerita of German
• José Manuel Reyes - Professor Emeritus of Spanish
• Bonnie H. Reynolds - Professor Emerita of Spanish
• Eduardo G. Rivera - Associate Professor Emeritus of Economics and Business Administration
• Judith C. Roberts - Instructor Emerita of Education
• Nancy M. Rodgers - Professor Emerita of Mathematics
• Eduardo Santa Cruz - Professor Emeritus of Spanish
• Nasrin Shahinpoor - Professor Emerita of Economics
• Aimin Shen - Professor Emerita of Philosophy
• Jonathan C. Smith - Professor Emeritus of English
• Jan A. Smucker - Professor Emeritus of Philosophy
• Bryant A. Stamford - Professor Emeritus of Kinesiology and Integrative Physiology
• Stephen A. Steiner - Professor Emeritus of Chemistry
• Darryl L. Steinert - Professor Emeritus of Physics
• L. Kay Stokes - Associate Professor Emerita of English
• William D. Tereshko - Professor Emeritus of Kinesiology and Integrative Physiology
• Larry P. Thornton - Professor Emeritus of History
• Margot L. Tomsen - Professor Emerita of English
• Stanley M. Totten - Professor Emeritus of Geology
• Robert G. Trimble - Professor Emeritus of Spanish
• Ruth H. Turner - Professor Emerita of Political Science
• Heyo T. Van Iten - Professor Emeritus of Geology
• Henry G. Van Leeuwen - Professor Emeritus of Philosophy
• Kay L. Williams - Associate Professor Emerita of Education
• Peter A. Worcester - Professor Emeritus of Geology

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Administrative Staff (as of July 2025)

President: Lake Lambert

Chief of Staff and Executive Assistant to the President: Shelley Preocanin

Academic Affairs

Provost and Vice President for Academic Affairs: Carey H. Adams

Administrative Coordinator for Academic Affairs: Jennifer Sterk

Associate Provost for Undergraduate Studies: Bartell Berg

Assistant Provost and Registrar: Nicole Washington

Assistant Registrar: Steve Graves

Registrar’s Assistant and V.A. Certifying Official: Summer Hawkins

Associate Provost for Student Outcomes: Katy A. Lowe Schneider

Director of the Gladish Center for Teaching & Learning: Katherine Wood

Associate Director of Student Success: Misty Jacobs

Director of Study-abroad: Ursula Appelt

Faculty Support Assistant – Faculty Office Building: Jan Spry

Technical Director of the Theatre Department: Kevin Havlin

Science Center Support Coordinator: Debbie Quinn

Laboratory Technician: Sarah Malone

General Manager of the Hanover College Channel: Elizabeth Winters

Production Supervisor: Lori Hedges

Av. Technician & Production Assistant: Eric Otten

LMS Administrator and Instructional Technologist: Hunter Blake

Director of Engineering and Assistant Professor of Engineering: John Schemmel

Director of Nursing and Clinical Assistant Professor: Amber Wilson

Associate Provost for Graduate Studies: Kerry Volansky

Director of Graduate Student Services: Garnet Tipton

Assistant Director of Graduate Student Services: Jonathan Arbuckle

Assistant Director of Graduate Admissions: Abigail Satow

Program Director for Physical Therapy: Gregory Kline

Director of Operations for Physical Therapy: Andrew Pretorius

Administrative Coordinator for Physical Therapy: Elsa Conboy

Clinical Education Administrative Coordinator for Physical Therapy: Lyric Davis

Program Director of Occupational Therapy: Gayla Aguilar

Director of Operations for Occupational Therapy: Clay Helton

Experiential Learning Coordinator for Occupational Therapy: Kimberly Kivlan

Dean for Veterinary Medicine and Clinical Professor: Christina Tran

Admission And Financial Services

Vice President of Enrollment & Marketing: Peter Ashley

Executive Director for Admission: Chris Hitchcock

Director of Regional Recruitment - Enrollment: Aimée Rust-Scheuermann

Director of Recruiting: Alton Cummings

Director of Admission Communication/CRM Specialist: Brett Eppley

Assistant Director of Admission Cincinnati, OH Regional Representative: Armando Rodriguez

Assistant Director of Admission NW IN Regional Representative: Jennifer Smolnicky

Assistant Director of Admission: Hunter Guthrie

Assistant Director of Admission: Rene Cox

Senior Admission Counselor: Payton Hickerson

Admission Counselor: TBD

Director of Enrollment Management: Barbara Sims

Campus Experience Specialist: Tomeka Livers

Application Specialist: Angela Jackinowski

Executive Director of Student Financial Services: Heather Buhr

Associate Director of Student Financial Services: Kami Hall

Assistant Director of Student Financial Services: Savanah Pope

Associate Director of Financial Planning-Processing & Systems: Michele Pennington

Student Employment Coordinator: Carrie Kemper

Athletics

Vice President for Athletics: Mark Shook

Asst. Athletic Dir. for Marketing, Sp. Events, & Community Engagement: Richard Warren

Assistant Athletic Director for Communications: Ashley Birchmeier

Athletic Administrative Assistant: Sue Tilley

Faculty Athletic Representative: TBD

Business Affairs

Vice President for Business Affairs: Vincent Morris

Assoc. Vice President for Finance and Administration and Controller: Heather Chism

Business Office Manager: Michelle Rubino

Accounts Payable Assistant: Lauren Adams

Assistant Controller: Karen Middleton

Director of Operations: Willie Liter

Facilities Services Administrator: Annelise Gray

Administrative Assistant: Brittany Carson

Director of Environmental Health & Safety: Pamela Brown

Associate Director of Facilities/maintenance Systems/capital Projects: John Todd

Grounds Supervisor: Tony Osterman

Stockroom Coordinator: Tony Wilson

Events Coordinator: Ron Wells

Levett Career And Professional Development Center

Executive Director of the Levett Career Center: Jenny Moss

Associate Director of the Levett Career Center: Nina Alcorn

Associate Director of the Levett Career Center: Taylor Shaw

Associate Director of Pathway Programs: TBD

Marketing and Communication Director: Therese Sutter

Technology

Chief Technology Officer: Kevin Stormer

Systems Administrator: Dan Roberts

Web and Database Specialist: Benjamin Stilson

Computer Systems Administrator: Eric Justice

Business Systems Analyst: Jacob Hedrick

Assistant Director for IT User Services: Dale Sellers

Systems Support Specialist: TBD

Helpdesk Supervisor: Tyler Carson

Advancement

Vice President for College Advancement: Melba Rodriguez

Administrative Coordinator for College Advancement: Tracy Keller Green

Director of Prospect Research and Moves Management: Ryan Hackbarth

Donor Relations Coordinator: TBD

Associate Vice President of Individual Philanthropy: Kevin Berry

Senior Gift Officer/Individual Philanthropy: Jenni Wissel

Senior Gift Officer: TBD

Major Gifts Officer: Kimberly Lansdell

Major Gifts Officer: Wilda Knecht

Development Officer: Kaitlin Blackie

Associate Vice President for Advancement: Miranda Maxwell

Assistant Director of Constituency Engagement and Annual Giving: Cassie Youngblood

Assistant Director of Communication and Stewardship: Angela Elles

Advancement Services Coordinator: Michelle Riedel

Director of Alumni Relations: Christy Hughes

Event and Advancement Associate: Tammy Ruebusch

Communications And Marketing

o Director of Strategic Content: Carter Cloyd

Director of Digital Marketing: Joe Lackner

Associate Director of Social Media and Engagement: Stephanie Johnson

Associate Director of Multimedia Content: Reid Shaffer

Human Resources

Director of Human Resources: Holly Sipe

Payroll Manager: Lynn Todd

Library

Director of Duggan Library: Andrea Boehme

Student Success and Electronic Services Librarian: Heather Loehr

Archivist/Public Services Librarian: Jennifer Duplaga

Coordinator for Technical Services: Alynza Henderson

Coordinator for Patron Services: Sarah Verkamp

Student Life

Vice President and Dean of Student Life: Lindsay Faulstick

Associate Vice President of Student Life and Title Ix Coordinator: Casey Heckler

Assistant Director of Student Life: Aubreanna Carter

Associate Director of Multicultural Affairs: Constance Pope

Director of Co-Curricular Involvement and Leadership Development: DJ Walch

Assistant Director of Student Life for Student Housing: Lauryn Steele

College Chaplain: Catherine Knott

Director of Residential Education and Prevention: Ashley Eden

College Physician: Roy Miner, MD

Director of Health Services: Christy Ownbey

Health Services Assistant: Anna Stewart

Director of Counseling Services: Sara Crafton

Staff Counselor: Logan Whitney

Director of Campus Safety: James Hickerson

Athletic Coaching Staff

Baseball Head Coach: Grant Bellak

Men’s Lacrosse Head Coach: Angelo Butturi

Women’s Lacrosse Head Coach: Ashli Bobb

Football Head Coach: Matt Theobald

Men’s Basketball Head Coach: Jonathan Miller

Women’s Basketball Head Coach: John Jones

Assistant Women’s Basketball Coach: Zoe Watts

Men’s and Women’s Cross County Head Coach/Assistant Track and Field: Brady Wells

Men’s and Women’s Track/field Head Coach/Assistant Cross Country: Richard Annorat

Women’s Volleyball Head Coach, Physical Therapist: Peter Preocanin

Men’s and Women’s Golf Head Coach: Devin Acosta

Men’s Soccer Head Coach: Matt Wilkerson

Women’s Soccer Head Coach: Jim Watts

Men’s and Women’s Swimming Head Coach: Jay Crawford

Men’s and Women’s Head Tennis Coach: Eric LaRue

Softball Head Coach: Cori Collinsworth

Assistant Men’s Basketball Coach and Director of Intramurals: Ryan Nowicki

Assistant Football Coach: Sam Smith

Assistant Football Coach: Andrew Danford

Assistant Football Coach: Roy Rankin

Assistant Football Coach: Triston Burton

Head Strength and Conditioning Coach: Daniel Stokes

Head Athletic Trainer: Tony Carlton

Assistant Athletic Trainer: Brittany Graham

Assistant Athletic Trainer: David Johnson

Assistant Athletic Trainer: Lyndsay Piche

Assistant Athletic Trainer: Alexander Smith

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2025-26 Board of Trustees

Officers

Chair: Elaine Kops-Bedel

Vice Chair: Christopher Welker

Secretary: Michael B. Zeddies

President of the College: Lake Lambert

Board Liaison: Shelley Preocanin

Executive Committee

• Elaine Kops-Bedel
• Christopher Welker
• Michael Zeddies
• Jeff Blair
• Lisa Fleming

Trustee Members

Daniel Abrell ’86 Owner DRC Industries, Inc. Valparaiso, IN

James “Jamie” Anderson ’93 Chief Financial Officer First Financial Bankcorp Batesville, IN

Linda C. Baron ’73 Director of Corporate Sourcing & Information Technology (retired) Lockheed Martin Osprey, FL

Beth Baylor Baylor Trucking Lawrenceburg, IN

Amanda Black ’00 Chief Investment Officer & Partner Capital Cities, L.L.C. Zionsville, IN

Jeffrey Blair ’70 Chairman/CEO of North American Science Associates, Inc. (retired) Chairman of ICHOR, Inc. Leesburg, IN

D. Wade Clapp ’77 Physician in Chief Riley Hospital for Children at IU Health Chair of Pediatrics and Senior Associate Dean for Innovation and Commercialization IU School of Medicine Indianapolis, IN

Nelson E. Clemmens ’72 CEO & Owner AmWest Entertainment LLC Goshen, Kentucky

James P. Fadely ’75 Director of College Counseling (retired) Brebeuf Jesuit Preparatory School President, Fadely College Counseling LLC Executive Director, Russell and Penny Fortune Foundation, Inc. Indianapolis, IN

Glen L. Flaningham ’91 Anesthesiologist Hancock Health Fishers, IN

Lisa L. Fleming ’82 Owner/Attorney Fleming Law, PLLC Prospect, KY

Dr. Brian Haag ’74 Renal & Trauma Specialist Assistant Professor at Marian University Indianapolis, IN

Eric A. Haas ’78 Hofbräuhaus Newport, Pittsburgh, Columbus National Band & Tag Company Newport, KY

Patricia “Tricia” Stockton Hagenah ’68 Kenilworth, IL

Alicia Hopkins ’16 Owner/Founder and Licensed Professional Counselor Path to Empowerment Counseling, LLC St. Chandler, AZ

Courtney Kingery ’96 CEO Indiana Soybean Alliance Carmel, IN

Mark Kleiman ’87 Senior Director, Operating Merchandising Sysco Global Support Center Fort Wayne, IN

Elaine Kops-bedel ’74 CEO & Founder Bedel Financial Consulting, Inc. Indianapolis, IN

Alli Lindenschmidt ’16 Director of Development STARTedUP Foundation Zionsville, IN

Greg Lorenzi `99 Senior Vice President SMS Holdings Corporation Brentwood, TN

Wendy Martin `95 Director of Commercial Analytics Agios Pharmaceuticals Indianapolis, IN

Rev. Dr. Felipe N. Martínez Pastor of First Presbyterian Church Columbus, IN

Tim Mcgeath ’84 General Counsel (retired) TriMedix Carmel, IN

Mark Nichols `74 Attorney (retired) Campbell Law Firm PLLC Little Rock, AR

Mary Burch Ratliff ’78 Teacher (retired) Hillsborough County Schools Bloomington, IN

William A. Rhodehamel President & CEO Hendricks County Community Foundation Brownsburg, IN

Sara Ross ’97 Medical Director, Pediatric ICI Boston Medical Center Newton Center, MA

Bryan A. Ruder ’13 Senior Vice President Investments at Stifel Evansville, IN

Philippe “Phil” Salsbery ’85 Co-founder & CFO 316 Investments Indianapolis, IN

Richard A. Shearer ’70 Executive Vice President & Chief Administrative Officer Global Client Management (retired) The Bank of New York Mellon New York, NY

Cameron Trachtman ’17 Attorney at Law Frost Brown Todd LLP Indianapolis, IN

Christopher Welker ’97 President &Chief Operating Officer 1888 Management, L.L.C Denver, CO

Mark Whittenburg ’89 General Counsel and Secretary Core & Main Chesterfield, MO

Michael B. Zeddies ’77 President and Owner (retired) Midland Marketing, Inc. Chicago, IL

Trustees Emeriti

• William G. Enright
• Rev. L. John Gable ’78
• Mark B. Gabriel ’70
• Kenneth L. Gladish ’74
• Kristine S. Gleason ’73
• Suellen F. Goddard ’67
• Joe Hale ’71
• Richard L. Hall ’67
• Ross Hubbard ’74
• Betsy Johnson ’70
• Mark A. Levett ’71
• Geoffrey R. Lorenz ’65
• Gary Montgomery ’60
• Michael S. Needler, Sr. ’64
• James (Chip) L. Pease ’68
• Michael F. Ryan
• Phillip D. Scott ’64
• John C. Shoemaker ’64
• William Shrewsberry, Jr.
• Stephen K. Smith ’64
• Brenda I. Townes ’67
• Samuel H. Washburn ’56
• Sue Seifert Williams ’65

The Course Plan Worksheet (PDF) is a valuable tool designed to help students plan their academic coursework and
monitor progress toward completing degree requirements.

It is recommended that students complete this worksheet in collaboration with their academic advisor.