STUDENT RESOURCES

Eclectic Honors Program

1. Enrollment policies:
   1. Required courses:
      Year 1: HONR 19000 and 19100 - Honors Seminars for first and second semester
      Year 2: HONR 29000 and 29100 - Vocational Reflection for third and fourth semester
      Year 3: HONR 38000 and 38100 - Urgent Challenges for fifth and sixth semester
      Year 3 or 4: HONR 49800 - Eclectic Honors Capstone (see below on Graduating with Eclectic Honors)
   2. Maintaining enrollment:
      To remain in the program, both from first to second year, and into honors capstone work in third and fourth years, a GPA of 3.0 is required, or a demonstration of exceptional intellectual engagement in or outside the classroom. Students no meeting these criteria will be placed on probation for the following semester, and subsequent low performance will result in removal from the program
   3. Entering the program after the first year:
      Students demonstrating exceptional intellectual engagement are encouraged to explore this program; however, the College reserves the right to limit the size of the program. Students will only be considered for entry into the program as a first or second year student. Interested students should contact a member of the Eclectic Advisor Committee (EAC) to explore their options.
   4. Matriculating to the Honors Capstone
      Same GPA threshold as above. Specific requirements of the Eclectic Capstone are discussed below.
   5. Form of the Honors recognition on the academic transcript
      Honors students receive the special designation, in cursu honorum ('in a course of honors'), on their diplomas. This is in addition to any other honors earned, such as cum laude, magna cum laude, and summa cum laude. In order to graduate in cursu honorum, a student must have a GPA of 3.3 at the end of senior year, and successfully complete the Eclectic Honors Capstone, as determined by the Eclectic Advisory Board.
   6. Code of Conduct:
      Academic dishonesty cases with a negative judgment by the Associate Academic Dean's office will result in removal from the Eclectic Scholars Honors Program. This applies to the first offense. Conduct issues emanating from outside of the classroom that draw into question the personal ethics of Eclectic Scholars may also result in removal from this program, as determined via consultation between the Dean of Students Office and the EAC.

2. Honors privileges:

Students admitted to the program can elect to take advantage of Honors housing, and on overload course per year with satisfactory academic performance (no grade below a B- in prior term), the Eclectic Scholarship, and private study space. Students are eligible for junior-status registration for one class per semester starting in their second semester at Hiram College, conditional upon their superior academic performance in their first semester and subsequent terms.

3. Graduating with Eclectic Honors:

Student must complete an Eclectic Honors Capstone under the advisement of a faculty member, which is submitted to the Eclectic Advisory Committee for evaluation. These interdisciplinary projects may layer on top or integrate with one's major capstone, but must reflect broader perspectives regarding a phenomena derived from examination across multiple 'ways of knowing'. Students may register for HONR 49800 in either of their last two semesters.

Students will develop a one to two page prospectus for the Eclectic Advisory Committee (EAC) that delineates the nature of the interdisciplinary project they will align to their major capstone. The EAC establishes and maintains the assessment tool for Honors projects, under the advisement of the Academic Program Committee. Guidelines and forms (including assessment rubrics) for projects may be found on the website.

Computer Resources

The computer facilities at Hiram College include the Ellucian Banner software package for administrative use, and a variety of workstations and servers for file storage, email, word processing, and general office automation. These computers are networked via fast Ethernet to all campus buildings and offices, including the residence halls. Wireless connectivity to the network is available in primary classroom buildings and residence halls. Some personal computers are available for student use in multiple computer labs located in the library, residence halls, and other locations across campus. All students are encouraged to use their laptops and other computer facilities for their academic work.

Reserve Officers' Training Corps (ROTC)

Hiram College is affilated with Army ROTC through John Carroll University and Air Force ROTC through Kent State University.  Students interested in pursuing either of these options should contact the Hiram College Registrar's Office for further information, or the ROTC units directly on their respective campuses.

Study Away

Brittany L. Jackson (2008) Assistant Director of Strategic Academic Initiatives and Study Away Coordinator, 136/137 Hinsdale Hall
B.A., Hiram College;
M.A., Hiram College

The opening of the Office of Extra Mural Studies in 1970 established the College’s early commitment to international education. Today Hiram’s study away programs offer students an even greater array of opportunities. Program participants live and learn in cultures that are different from their own. Students learn about life as others live it, whether that is in a country that appears to have a culture very similar to that of the U.S., for example, Great Britain, or one that stems from a different tradition, such as China. The typical program centers on the disciplines of Hiram College faculty, who offer courses in a host country. Since 1970, more than 120 Hiram College faculty members have led over 4,000 students on educational programs to Europe, South and Central America, Africa, Asia, and Australia.

Students apply to participate in these programs. While it is expected that most students who apply will participate, acceptance is not guaranteed. Criteria for selection are not limited to, but may include, grade-point average, class year, recommendations, and participation in previous programs. For the most part, there is no language requirement for these programs, the principal exceptions being those sponsored by the foreign language department.  Students participating in a program in a non-English-speaking country are, of course, encouraged to study the local language.

Students are charged normal fees for tuition depending on the length of the scheduled program.  Program costs include travel to and from the program site, housing, in-country transportation, site fees, and at least two meals per day, based on the location, nature, and length of the program. Financial aid is applied to programs directed by members of the Hiram College faculty. Students who elect to study in programs offered by other academic institutions are not permitted transfer of Hiram College scholarships and grants to the sponsoring institution.  **Study Away course fees:  Students are responsible for all field trip fees at the time of registration for the trip.  Once the trip expenses have been incurred by the College, trip fees related to the incurred expenses will not be refunded, even if a student Withdraws from (or swaps out of) the course.**  Please see the Study Away Refund Policy http://www.hiram.edu/campus-life/resources/student-accounts/study-abroad-refund-policy/) for more information.

The College’s academic calendar, The Hiram Plan, provides students with opportunities for study away each semester and summer.

Students enrolling in study abroad programs offered outside of Hiram College purview must have the courses they intend to take approved by the appropriate department(s) prior to enrolling in the program to ensure accurate credit is awarded.

Twelve-Week Session: During the twelve-week session, students complete three courses while spending an extended time abroad. A variety of disciplines and sites are available in the twelve-week session. Each of the modern foreign languages offers its majors, as well as other students interested in foreign languages, the opportunity to study in an appropriate country. These programs are offered on a rotating basis. The French and Spanish programs are centered in French and Spanish speaking countries, respectively. Students may be taught by Hiram faculty, live with native-speaking host families, and visit places of literary, historic, and cultural importance.

Summer or Spring Break Session: Overseas programs offered in the summer or during spring break may or may not provide academic credit. For additional information, please contact the study away office.

Three-Week Session: Students may elect to study away during the three-week sessions, which fall in December and May. Participants complete a single course of intensive experience in the host country. Students select courses encompassing a variety of disciplines.

Exchange Programs: Semester-long overseas programs are available to Hiram students who have completed a minimum of 30 credit hours. Credits earned are transferable.  Program offerings include Kansai Gaidai University in Japan, Bogazici University in Turkey, and John Cabot University in Italy. 

To learn more about overseas programs, visit www.hiram.edu/academics/study-abroad.

Hiram students who wish to participate in an overseas independent study must go through a process, beginning with the study away office, in order to qualify for a transfer of credits.

STUDENT LIFE

Elizabeth M. Okuma, Vice President and Dean of Students
B.S., Bowling Green State University;
M.Ed., University of Georgia;
Ph.D., Colorado State University

Shelley Gordon, Administrative Assistant
B.A., Hiram College

The primary goal of the Student Life Division is to know and understand students and to address student learning and living needs.  Through direct student contact, staff members engage with, challenge and support students on their journey toward graduation. 

Under the leadership of the vice president and dean of students, the division is responsible for student academic support services, campus activities and involvement, campus safety, career and internship services, citizenship education, commuter and transfer student services, counseling, health and disability services, campus emergency response services, ethnic diversity affairs, family/parent communications, first year programs (e.g. orientation, Institute Days), senior celebration planning, Greek clubs, housing and residential education, international student services, leadership and mentor programs, retention initiatives, student event planning and welcome center services.

Career and Academic Development

Heather M. Balas, Director, Career and Academic Development
B.A., Thiel College;
M.A., Slippery Rock University

Stephanie Simpson, Coordinator of Academic Development
B.A., Flagler College;
M.Ed. Cleveland State University

Career and Academic Development - Academic Development

Mission: The Career and Academic Development program is committed to helping the diverse population at Hiram become more effective and empowered learners and professionals. We promote understanding of course concepts, reinforce successful habits, provide high quality career and academic development experiences, and encourage active independent learning to help students and alumni reach their educational and career goals.

The following academic services are available to students free of charge: 

Academic Counseling: Students who take advantage of this service will work one on one with professional staff to establish personally meaningful goals, develop an individualized self-management system, and learn effective study strategies based on his/her unique learning style. Students who participate will be engaged in a team effort with their professors, their faculty advisor, and other essential college resources to assist them in achieving their academic and personal goals.  

Peer Tutoring:  Academic Development offers a variety of free tutoring options for all students. Academic Resource Center at Hinsdale (ARCH) Tutoring is a drop-in peer tutoring service that occurs Monday-Thursday from 8-10pm in Hinsdale Hall. Student may come in at any time to ask questions and receive assistance with course material and study skills. One-to-one peer tutoring is also available. The student meets with the same tutor for up to an hour a week to work on a specific subject. All tutors, who have taken and passed the course with an A or B, are hired and trained by professional staff, and are available for most subjects.

Student Success Programming: Designed to assist all students, Academic Development offers many presentations and workshops throughout the year on a variety of academic success topics. Staff collaborate with instructors, residence hall staff, and campus clubs and organizations to plan a variety of events.

The Writing Center: Directed by Dr. Jeffrey Swenson and located in the Lyndsay-Crane Writing House, the Writing Center exists to support the school's comprehensive commitment to writing. Students in all courses are encouraged to bring papers to the Writing Center at any stage in the writing process for feedback. Writing assistants - skilled writers of almost every major trained to help students improve their writing - work with Hiram students on papers, writing assignments, capstone projects and other written work. The Center is open in the afternoon and evening Sunday through Thursday. We also have satellite hours in the library on Monday and Thursday evening.

Career and Academic Development - Career Planning

Hiram College recognizes that career planning is an important part of college. Career and Academic Development offers students opportunities to develop lifelong skills in self-assessment, career research, and job search techniques. Career and Academic Development offers individual career advising and caching and classes in career planning. The Career and Academic Development website includes extensive resources for career exploration and job searching, including access for students and alumni to Hiram CareerNet, our online employment and internship database. A career library is available to all students and provides information about choice of majors, occupational outlook, and job opportunities.

Internships are an important part of the career planning process. Students work with their advisers and with Career and Academic Development to plan their internships. Hiram students have learned from internships in such diverse settings as the International Crane Foundation, the Smithsonian, NASA and the Cleveland Browns. As students near graduation, they may participate in a wide range of activities to learn lifelong job-seeking skills. Workshops on resume and job-search writing, interviewing, and marketing liberal arts skills are held throughout the year. In addition, employers and graduate school recruiters visit the campus to recruit students for graduate school and fill-time and summer jobs. Career and Academic Development participates in multiple consortiums to provide our students and alumni access to employers through job and internship fairs throughout the region.

Office of International, Commuter, and Transfer Student Services

Nicole Gatrell, Director, International, Commuter, and Transfer Student Services
B.A., Kent State University;
M.A.Ed., Baldwin Wallace University

The Office for International, Commuter, and Transfer Student Services is dedicated to providing support to prospective and current international, commuter, and transfer students.

International student support includes a wide range of topics that include immigration matters, social and cultural differences, financial matters and personal concerns. Commuter and Transfer Student Services strive to ensure the success of our commuter and transfer student population and connections to Hiram College.

The Internship Program

Heather M. Balas, Director, Career and Academic Development
B.A., Thiel College;
M.A., Slippery Rock University

Hiram College is committed to experiential education. Through internships, students have opportunities for a variety of intensive learning, working situations to assist in their total educational and individual growth. These experiences are part of a career development process which helps students clarify values, develop skills, and set personal and academic goals. Through the academic program, Hiram College clearly defines knowledge, concepts, and competencies required for successful completion of a liberal arts education. Hiram College’s internship program permits students to bridge the distance between the theories they have learned in the classroom and application of their knowledge. Further, the program enables students and the college itself to be aware of procedures, methodologies, systems, and techniques employed in working environments, and the ways these may influence contemporary liberal education.

Each academic department may offer field experiences and internships. Field experiences are designed for students to observe a work situation, and to contribute, when possible, to the functioning of the work environment. By working 40 to 80 hours at the cooperating institution, students may earn one to four semester hours of academic credit for the term in which they are enrolled. Internships are more intense and require the active involvement of the students in the work situation at the cooperating institution for a minimum of 120 hours. A maximum of eight semester hours of academic credit are given for the successful completion of the internship. The same four-credit internship with identical course content or placement may be taken only once.  Students with exceptional circumstances and opportunities may petition the associate dean for an exception to this policy.

Many departments assist students in the placement process for the internship program. The departments establish prerequisites for the application procedure in setting class rank, grade-point requirements, and judgments regarding social and personal maturity. Prospective interns are required to have a faculty advisor who will monitor the experience, grade the academic requirements, and coordinate departmental efforts with the campus-wide program. Some internships, appropriate for liberal arts students, do not fall directly under the jurisdiction of one department. These opportunities are coordinated by the Director of the Career Center who also helps students plan and prepare for their internship experience.

Campus Safety

Ron Loveland, Safety Officer

Paul White, Safety Officer

K. Samuel Adams, Technical Specialist

Nikole Benjamin, Administrative Assistant

The Office of Campus Safety is committed to making the Hiram College environment as safe as possible for students, faculty, staff, and visitors to the campus. Campus Safety Officers collaborate closely with the Hiram Village police department and fire department to provide comprehensive public safety services. Campus parking is also under the auspices of Campus Safety. Information on campus parking policies can be found on the College website or online in the Student Handbook. While safety relies on people making sensible individual choices, the department complements individual choices with educational programs and services such as property engraving, escorts after dark, and personal safety programs. The Office of Campus Safety is located on the 2nd floor of the Kennedy Center. You can reach the office by calling 330.569.5188, or 330.569.3211, option 1 or by pressing 0, option 1 on any campus phone.

Citizenship Education

Ed Frato-Sweeney, Director of Residential and Citizenship Education
B.A., M.A., Miami University

Citizenship Education coordinates all student conduct procedures, training, hearings, and communications.  It also initiates efforts to educate students about voting and other citizenship opportunities, and produces the Hiram College Student Handbook.  The director’s office is located on the top floor of Bates Hall (Hayden entrance). 

Office of Campus Involvement

Sarah Dowd Dyer, Director of Campus Involvement
B.S., University of Louisiana

Mary Taylor, XPLOR Intern & Community Service Coordinator
B.A., Mathematics, Barton College
B.A., Religion and Philosophy with Language, Barton College

Web address: 
http://www.hiram.edu/campus-life/get-involved/clubs-and-organizations

The Office of Campus Involvement  (OCI) seeks to engage, inspire, and empower the students and student leaders of Hiram College. OCI strives to provide opportunities for students to get involved and find their place in the Hiram community.  OCI supports many aspects of campus life including student organizations, leadership development, and major event programming.  

Hiram College has nearly 90 registered student clubs and organizations, including academic societies, cultural groups, sports clubs, political action and special interest groups. These clubs and organizations provide students with endless opportunities to experience new activities, ideas and beliefs, develop public speaking and leadership skills, and to meet and interact with other students, faculty, staff and community members who share similar interests. Serving as a resource, OCI assists students and student organizations in various areas related to program planning and organization development. The Director of Campus Involvement also advises the Kennedy Center Programming Board, a student run organization that plans many of the comedians, artists, excursions, and events throughout the year. 

Our mission at Hiram College is to enable students of all ages to develop as intellectually alive, socially responsible, ethical citizens ready for leadership and for continuous personal and professional growth. The Office of Campus Involvement provides a variety of opportunities for students to enhance their leadership skills and empowers them to assume roles in all forms of leadership on campus and beyond. Programs such as the annual Emerging Leaders Retreat and yearly Student Leadership Awards ceremony recognize the importance of student leaders on campus.

Lastly, OCI supports major events and traditions on campus including the Involvement Fair, Welcome Week, Homecoming, and Springfest. The Involvement Fair is an opportunity for students who are interested in getting involved to connect with student organizations. Welcome Week takes place in the first week of classes and aims to engage students, during their first week on campus for the fall semester. Homecoming is a weekend full of activities including a parade, bon fire, and the homecoming dance. Lastly, Springfest is a cluster of activities that culminate during the spring semester.     

Office of Civic Engagement

The Office of Civic Engagement at Hiram College strives to enable students of all ages to develop as intellectually alive, socially responsible, ethical citizens ready for leadership and for continuous professional growth. The Office of Civic Engagement is a collaborative partnership with Hiram's Center for Engaged Ethics and seeks to engage students in opportunities to connect lessons from the classroom with the needs of our community, all the while helping students to reflect on ethical issues and consider how they will utilize their Hiram education in the future to better their communities.   Engaging in a process of Awareness, Reflection, and Action, students engage and serve in the community through diverse service learning courses, annual days of service, alternative spring break trips, individual community service opportunities, and participation with service clubs, athletic teams, sororities and fraternities.  Community partners include Hiram House Camp which serves urban youth and was founded in 1898 by Hiram Alumni, Hiram Farm Living and Learning Community which is an organic farm in Hiram serving adults on the Autism spectrum,  several area schools and community centers, the Hiram Community Garden, several animal and land preservation related organizations, Hattie Larlham which serveschildren and adults with developmental disabilities, Robinson Memorial Hospital, and area organizations serving the elderly.   

Service Learning Courses

Service Learning, as defined by Learn and Serve America, "is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities."

Service Learning Courses (SL) are 1-4 credit hour courses which fulfill the following criteria:

• Provide academic content and experiences whose student-learning outcomes are enhanced by activities beyond the traditional classroom
• Provide service activities, which by design reinforce course learning objectives & enhance student learning
• Identify and provide a service, such as volunteering of time and giving of resources, to members of a local, national, global or ecological community
• Offer structured opportunities for reflection
• Enhance civic responsibility and create a broader understanding of opportunities for civic engagement within the discipline being taught
• Provide student preparation and support for service activities
• Respect and acknowledge the sustainability of the service and relationship with the community partner(s)
• Maintain mutual respect and reciprocity between students and the community partner
• Include systems for student, course, and community partner evaluations
• Include a minimal of 20 hours of service, including at least five direct contact hours with an agency and/or its clientele.  Up to 10% of service hours may include transportation and/or an orientation given by the agency. 

Diversity and Inclusion

Detra M. West, Assistant Dean of Students/Director, Office of Diversity and Inclusion
B.S., Valdosta State University;
M.A., Cleveland State University

Web address: http://www.hiram.edu/campus-life/get-involved/diversity

Diversity at Hiram encompasses acceptance, respect, collaboration, empowerment, and inclusion.  Diversity also means understanding that each individual is unique and that our commonalities and differences make the opinions, ideas, and  contributions we have to offer all the more valuable.

The Office of Diversity and Inclusion (ODI) is organized to work in a focused way with individuals and groups to advance the College's long standing goal of attracting and sustaining a vibrant and healthy multicultural community.    Throughout the year, ODI actively engages in a variety of programs and strategic initiatives that are intended to promote mutual understanding and respect for all members and guests of our diverse community.

Counseling Center

Kevin P. Feisthamel, Director of Counseling, Health and Disability Services
B.A. University of Connecticut
M.A. John Carroll University
Ph.D. University of Akron
Web address:
http://www.hiram.edu/resources/health-counseling-and-disability-services/counseling-services

Emotional health is important to an overall sense of well-being. The Counseling Center is available to help Hiram students to be able to fully participate in both their academic life and their campus involvement. College can be the best of times, but there also may be times of challenges, stresses, and distresses. The Counseling Center staff is available to provide assistance and support to students during difficult times in their lives or simply to provide a listening ear.

Problems and concerns that interfere with a student’s ability to focus on coursework or to enjoy the many opportunities for learning and having fun outside the classroom are the kinds of issues that students often bring to the Counseling Center. The focus of the Hiram College Counseling Center is to help students with the short-term issues that are typical of this age. Students who have mental health issues that are long term in nature, that are chronic, or that require specialized treatment or monitoring will need to seek treatment with a private mental health professional in one of the neighboring communities.

On-campus counseling services are free of charge to full-time, traditional students. Fees for off-campus services will be the financial responsibility of the student. Students are also responsible for providing their own transportation to off-campus appointments.

Information shared with a counselor remains confidential and in no way reflects upon the student’s academic record. The Counseling Center does not release information without the student’s knowledge and consent, unless state or federal law mandates release of that information or there is clear indication of threat to the safety of the student or to the community at large.

Disability Services

Kevin P. Feisthamel, Director of Counseling, Health and Disability Services
B.A. University of Connecticut
M.A. John Carroll University
Ph.D. University of Akron

Web address:
http://www.hiram.edu/resources/health-counseling-and-disability-services/disability-services

The College makes every effort to provide reasonable assistance to students with permanent or temporary disabling conditions. In providing support services to students with special needs, our goal is not only to provide the support that is needed in order to have the opportunity for academic success here at Hiram, but also to help develop both the functional skills and the skills of self-advocacy that will help students in their lives after Hiram.

In order for accommodation requests to be considered, the following documentation must be provided: a self-disclosure form identifying the specific diagnosis of the disability; current documentation of the disability (a copy of the most recent IEP or 504 plan is helpful, but typically does not contain all of the documentation needed); educational, developmental and medical history relevant to the disability; copy of the most recent reports or evaluations containing the actual scores of testing/assessments; specific information as to how the disability impedes college life and academic performance; and suggested accommodations. The College reserves the right to require more detailed or more current documentation when necessary to consider accommodation requests. Students are encouraged to contact the Director of Disability Services early in their college career to discuss any anticipated special needs.

The Hiram College Library

David Everett, Library Director
B.A. Centre College
M.A. Montana State University
M.L.S. Syracuse University

The Hiram College Library offers an exciting mix of the old and new, especially in its collections, where print and physical items compete with a growing digital collection. The library has a physical collection of more than 200,000 books, nearly 200 current print periodical subscriptions, more than 10,000 CDs from all music genres, and 2,500 videos.

At the same time, the library offers access to more than 136,000 e-books, 70,000 periodicals (with more than 7,000 current titles), and thousands of digital images, videos, and sound files.

Opened in 1995, the Library offers a variety of physical spaces for student use, ranging from quiet study space for individuals, to group study rooms, to areas for group collaborations. The library offers 16 public-access computers, as well as laptops that are available for checkout at the Circulation Desk for use within the library. Media Services, located on the lower level of the building, offers additional technology options, such as scanners, a printer capable of poster size, and a 3D printer.

The library is a member of OhioLINK, a consortium of 121 academic libraries and the State Library of Ohio. The combined catalog of OhioLINK members provides members of the Hiram College community with access to more than 50 million books and other library materials. Students, faculty, and staff are able to borrow items through the OhioLINK catalog under the rules set forth by the OhioLINK community.

Instruction in how to use the library’s many resources is part of the First-Year Program. Additional formal instruction is offered, and reference librarians are available to assist library users. Many of the library’s digital resources are available 24/7 from wherever Hiram students, faculty, and staff have Internet access.

Registrar's Office

The Registrar’s Office pledges to maintain the highest level of academic integrity and ethical behavior, delivering exceptional administrative service to all individuals. The Office commits to the integrity, confidentiality, and security of institutional records; to the development and implementation of effective policies and management systems; and to the accurate interpretation of such information to all constituencies.

Services provided by the Registrar’s Office

The Registrar’s Office provides many services to the Hiram community, including the following:

• Enrollment verification
• Transcripts
• Verification of Good standing
• Registration and Class Schedule
• Declaration of major, minor, and advisor
• Processing of Advanced Placement, International Baccalaureate, and all transfer credit
• Processing grade mailers upon student request

Academic records

Hiram College is committed to the protection and confidentiality of student educational records, adhering closely to the guidelines established by the Family Educational Rights and Privacy Act (FERPA), which is a federal legislation established to regulate access and maintenance of student educational records.

The Family Educational Rights and Privacy Act (FERPA) affords certain rights to students in respect to their education records, including the right to inspect their education records; to request an amendment of the records that the student believes are inaccurate; and to control disclosures of their records except to the extent that FERPA authorizes disclosure without consent. It is important to note that all rights to access move to the student when that student (regardless of age) is in a post-secondary educational institution; parents, spouses, and significant others have no inherent right to access to student education records. Education records, for the most part and with certain exceptions, include all records maintained in any medium which can identify the student.

Please visit the Registrar’s Office website or see below to view Hiram’s Annual Notification to Students regarding their FERPA rights and the exceptions to the requirement of prior student consent for release of student record information.

Directory Information

Under the Family Educational Rights and Privacy Act of 1974 (FERPA), Hiram College may release, on an unlimited basis, a student’s Directory Information, which is defined as that information not generally considered harmful or an invasion of privacy if disclosed. Directory Information includes:

• Student’s name
• Local and permanent addresses
• Email address
• Telephone listing
• Date of birth
• Dates of attendance
• Class level (undergraduate/graduate, first-year, sophomore, etc.)
• Degrees conferred
• Honors and awards received
• Major field(s) of study
• Participation in officially recognized activities and sports
• Weight and height of members of athletic teams
• Final theses/Capstones titles
• Photograph
• Most recent previous educational agency or institution attended

Hiram students may withhold the release of their Directory Information by notifying the Registrar within the first week of the fall semester using the Request To Withhold Directory Information Form available in the Registrar’s Office or on our website. Such a request to withhold information remains in effect until revoked in writing by the student, regardless of whether the student is a current, withdrawn, or graduated student. Please note that such a request is binding for all of the above Directory Information listing and to all parties other than for those exceptions allowed under the Act.

Students should carefully consider the consequences of any decision made to withhold directory information as any future requests for such information (even those received after graduation) from other schools, prospective employers or other persons or organizations will be refused. Hiram College will honor the request to withhold all directory information, but cannot assume responsibility to contact the student every time a request is received. Regardless of the effect upon the student, Hiram College assumes no liability for honoring the student’s instructions that such information be withheld. Any questions can be directed to the Registrar’s Office, Student Service Suite, Teachout-Price Building, or PO Box 67, Hiram OH 44234; 330.569.5210.

Annual Notification of Students Rights Under the Family Educational Rights and Privacy Act (FERPA)

In accordance with the Family Educational Rights and Privacy Act (FERPA), students enrolled at Hiram College are hereby notified of their rights to their education records:

1. Students have the right to inspect and review their education records within 45 days of the day Hiram College receives a request for access. Students should submit to the Registrar's Office written requests that identify the record(s) they wish to inspect. The Registrar will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the Registrar's Office, the student shall be advised of the correct official to whom the request should be addressed.

a. A student is defined as any person for whom an education record is maintained by Hiram College and who has begun attending classes at Hiram College.

b. In general, an education record is defined as any records in any medium directly related to a student and maintained by the institution or by a party acting for the institution. An education record is any record in handwriting, print, tape, microfilm, electronic file or other medium maintained by Hiram College.

The following exemptions are not part of the education record or subject to this Act:

i. Personal records maintained by the College staff/faculty if kept in the sole possessions of that individual, and the information is not accessible or revealed to any other person, e.g. faculty grade book, advising file.

ii. Employment records not contingent on the student’s enrollment.  (Therefore, student worker records, evaluations, files are part of a student’s education record).

iii. Law enforcement records that are created by a law enforcement agency for that purpose.

iv. Medical and psychological records used solely for treatment.

v. Alumni records containing information relating to a person after that person is no longer a student at Hiram.

2. Students have the right to request that the College amend an education record that the student believes to be inaccurate. Students should write to the Registrar, clearly identifying the part of the record they want changed and specifying why it is inaccurate. If Hiram College decides not to amend the record as requested by the student, the student shall be notified of the decision and advised as to his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing.

3. Students have the right to provide written consent before Hiram College discloses personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception which permits disclosure without consent is disclosure to school officials with legitimate educational interests.

a. A school official is a person employed by Hiram College in an administrative, supervisory, academic, research, or support staff position (including law enforcement personnel and health staff); a person or company with whom Hiram College has contracted (such as an attorney, auditor, collection agent, degree conferral agent, document managing agent, and placement sites for internship, clinical, or similar student work/study opportunities); a person serving on the Board of Trustees; a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks; consultants, volunteers or other outside parties to whom Hiram College has outsourced institutional services or functions that it would otherwise use employees to perform. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.

b. As allowed within FERPA guidelines, Hiram College may disclose education records without consent to officials of another school, upon request, in which a student seeks or intends to enroll.

4. Students have the right to file a complaint with the U.S. Department of Education concerning alleged failures by Hiram College to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, SW., Washington, DC, 20202-4605.

5. At its discretion, Hiram College may provide Directory Information in accordance with the provisions of the Family Education Rights and Privacy Act. Directory Information is defined as that information which would not generally be considered harmful or invasive of privacy if disclosed. Designated Directory Information at Hiram College includes the following: student name, permanent address, local address, temporary address, electronic mail address, telephone number(s), date of birth, dates of attendance, class level (undergraduate/graduate, first-year, sophomore, etc.), degrees conferred, honors and awards received, major field(s) of study, participation in officially recognized activities and sports, weight and height of athletic team members, final theses/capstones, photograph, most recent previous educational agency or institution attended.

Students may withhold Directory Information by notifying the Registrar in writing within the first week of the academic semester the request is to become effective. (A request form to withhold Directory Information is available in the Registrar’s Office). Please note that such withholding requests are binding for all information to all parties other than for those exceptions allowed under the Act. Students should carefully consider the consequences of any decision made to withhold directory information as any future requests for such information from other schools, prospective employers or other persons or organizations will be refused. Hiram College will honor the request to withhold all directory information, but cannot assume responsibility to contact the student every time a request is received. Regardless of the effect upon the student, Hiram College assumes no liability for honoring the student’s instructions that such information be withheld.

Documentation of FERPA violations is maintained in the Registrar’s Office and in the Office of the Vice President and Dean of the College.

6.As of January 3, 2012, the U.S. Department of Education's FERPA regulations expand the circumstances under which your education records and personally identifiable information (PII) contained in such records — including your Social Security Number, grades, or other private information — may be accessed without your consent. First, the U.S. Comptroller General, the U.S. Attorney General, the U.S. Secretary of Education, or state and local education authorities ("Federal and State Authorities") may allow access to your records and PII without your consent to any third party designated by a Federal or State Authority to evaluate a federal- or state-supported education program. The evaluation may relate to any program that is "principally engaged in the provision of education," such as early childhood education and job training, as well as any program that is administered by an education agency or institution. Second, Federal and State Authorities may allow access to your education records and PII without your consent to researchers performing certain types of studies, in certain cases even when we object to or do not request such research. Federal and State Authorities must obtain certain use-restriction and data security promises from the entities that they authorize to receive your PII, but the Authorities need not maintain direct control over such entities. In addition, in connection with Statewide Longitudinal Data Systems, State Authorities may collect, compile, permanently retain, and share without your consent PII from your education records, and they may track your participation in education and other programs by linking such PII to other personal information about you that they obtain from other Federal or State data sources, including workforce development, unemployment insurance, child welfare, juvenile justice, military service, and migrant student records systems.

Academic Records of Deceased Students

Upon a student’s death, education records are no longer protected under FERPA. As such, the disposition of records pertaining to a deceased individual is not a FERPA issue but a matter of institutional policy. Hiram College maintains full discretion in deciding whether, and under what conditions, education records of deceased students should be disclosed.

In general, the College will not release education records but may do so under the following conditions:

• The Registrar’s Office will release such records if the College receives a valid subpoena requesting such records.
• The Registrar’s Office may choose to release such records with the written authorization of the executor of the deceased student’s estate or next of kin, if an executor has not been appointed. Such individual would need to provide proof of the student’s death (i.e., death certificate or obituary notice). The request will be reviewed by the Registrar and the Academic Dean of the College, or their designates, who will make the determination on a case-by-case basis.  Requests should be sent to Hiram College Registrar’s Office, PO Box 67, Hiram, OH 44234.

Religious Life

Christopher McCreight, Chaplain
B.A., Hiram College
M.Div., Emory University

The Hiram College religious tradition is well-represented by James A. Garfield, 20th President of the United States, who gained local renown as a lay preacher through his debates with itinerant atheists. Hiram has a continuing relationship with the Christian Church (Disciples of Christ), and a special scholarship fund exists for children of Disciples of Christ families and ministers. Because of this tradition, current religious life at the College is open and free of any sectarian emphasis.

Organized opportunities for worship and religious education, fellowship, and service exist for Protestant, Catholic, Jewish, and Muslim students. All are welcome. The College Chaplain, along with student groups, seeks to plan programs of interest to all students and to assist any student to express his or her religious tradition. Special attention is paid to both tradition-specific and interfaith programming in the Fisher All Faith Chapel and Meeting House.

The College has a special relationship with the Hiram Christian Church, which is adjacent to the campus. The church welcomes persons of many religious traditions, and students may retain membership in their home churches while affiliating as associate members of the Hiram church.

The College Chaplain is available for personal and spiritual counseling, as well as for advising religious groups and assisting Religious Life programming.

Residential Education

Ed Frato-Sweeney, Director of Residential and Citizenship Education
B. Phil., Miami University
M.A., Miami University

Kelly Johns, Coordinator of Housing Operations
B.A., Kent State University

Andrew Palmer, Resident Director
B.A., Indiana University of Pennsylvania

Katherine Snyder, Resident Director
B.A., University of Akron

Melanie Tousley, Graduate Assistant
B.A., Kent State University

Craig Workman, Resident Director
B.A., Kent State University

Web address http://www.hiram.edu/campus-life/life/residence-life 

The Office of Residential Education at Hiram aims to supplement as well as complement the classroom experience of each student. A goal of our Residential Education program is to motivate students to become interested in the process of their own education and development. In the classroom, the professor is concerned with the development of the intellect. In the Residential Education Office, the staff is concerned with the total effectiveness of individuals in dealing with all aspects of their environment. The staff is concerned with the students’ ability to relate to others, solve problems, make decisions and compromises, and above all, to better understand who they are, through increased awareness of their interests, aptitudes, abilities, and limitations.

The staff is responsible for providing activities and programs that will enhance the educational process and provide interesting and entertaining opportunities for students to enjoy. If you have any ideas, questions or concerns, please stop by or call the office.

The Residential Education Office is located in Bates Hall. The telephone number is 330.569.5232.

Special Events

Martha Schettler, Director, Special Events and Catering
B.A., Slippery Rock University

Student Health Services

Gayle Galan, M.D., Medical Director
B.A, Case Western Reserve University;
M.D., Case Western Reserve University

Asha Goodner, APRN-BC, FNP, Director of Student Health Services
B.S., University of Richmond;
B.S., M.S., Virginia Commonwealth University

Marjie Billock, RN

Tricia Fincham, Health Center Coordinator
B.A., Hiram College
 
Web address:  http://www.hiram.edu/directory/departmental/health-center

Hiram College Student Health Services, located in the Julia Church Health Center, offers primary health care for a residential college community. In addition, we integrate primary care with epidemiological and educational services that both prevent and heal. Good physical/mental/spiritual health and healthy habits enhance one’s ability to learn and achieve.

Appointments are available Monday through Friday with a nurse practitioner and once a week with a physician. A physician is on call 24 hours a day, 7 days a week. Health education programming is available at various locations on campus throughout the academic year.

ACADEMIC PROGRAM: THE HIRAM PLAN

Hiram College uses an innovative academic program which is designed to strengthen the educational partnership between faculty and students that has always defined a Hiram education. The Hiram Plan combines the best aspects of a traditional semester calendar with the benefits of the intensive educational opportunities offered through concentration on a single course.

Through the Hiram Plan, each academic semester is divided into two sessions: one of twelve weeks and one of three weeks. During the twelve-week session, students usually enroll in three courses of four semester hours each. The longer session provides a suitable format for courses which cover a broad range of material, allows students to integrate what they learn in their concurrent classes, and provides opportunities for substantial research and writing projects.

During the three-week session, each student enrolls in one three- or four- hour seminar or course, each of which will have a limited enrollment. Each faculty member will teach only one course or seminar during the three-week session. These intensive classes provide students and faculty with numerous special opportunities that are not possible in the twelve-week sessions. The students and faculty participating in a seminar can, for example, meet at any time or location mutually agreeable. Faculty have developed special topic courses which include field trips, experiential learning, and numerous study abroad opportunities. The three-week sessions provide students with an intensive learning opportunity, which is useful preparation for work or graduate and professional studies after Hiram. Perhaps most importantly, the small class sizes and daily class meetings experienced in the three-week session enable students and faculty to form close, educationally meaningful relationships that often last a lifetime.

HIRAM CONNECT

Hiram Connect, effective Fall 2015, requires new first-year students to integrate and apply classroom learning with high-impact out-of-classroom experiences, strengthening intentional career exploration and personal development through reflection.

Over the course of their time at Hiram, students will develop critical reflection skills that will enhance their ability to analyze Hiram Connect experiences and their lives beyond college. Experiences such as study abroad or study away, research, and/or internships will drive students to analyze key concepts from their coursework in order to refine or challenge previously held assumptions and expectations, articulate their personal growth in relation to future goals, and consider their relationships to their communities and the world.

Decisions about what to major in, how to complete their required Connect Experience, and what classes to take should not be taken lightly. To guide students in making the best possible decisions for themselves and their futures, Hiram Connect facilitates meaningful reflection at four important academic milestones, and throughout the curriculum.

Detailed information to better understand the Four Steps/Components of Connect can be found at http://www.hiram.edu/connect/

THE FIRST-YEAR PROGRAM AND COLLOQUIUM

Hiram prides itself on easing the transition from high school to college and begins this journey with Summer Orientation. Students and their families are invited to campus during the summer, where students will get together with one another, meet with staff and current students, and advise with a faculty member who will assist them in choosing and registering for their fall classes. New students will then arrive about a week before classes begin for “Institute,” where they will discuss a common reading as an introduction to college discourse, participate in social events, and gradually adjust to living away from home. In addition, during Institute week, each student has another opportunity to discuss with their advisor their academic interests and college graduation requirements, with the ability to adjust class schedules.

The First-Year Colloquium: One of the students’ three classes during their first 12-week term will be a four-hour Colloquium.  The Colloquia are a series of seminars on special topics across the liberal arts and sciences, designed to introduce students to college-level writing, critical thinking, and oral communication. Each Colloquium consists of a small group of First-Year students, an upper-class teaching assistant, and a professor. This Colloquium group, formed during the Institute, serves as the first step in the transition to college life. The First-Year Colloquium (FRCL) course is an integral part of Hiram’s general education curriculum and is a requirement for graduation. Failure to complete this course with a passing grade will result in an incomplete graduation status and will require the successful completion of two First-Year Seminar courses at Hiram College or some other appropriate writing equivalency approved by the Associate Dean of the College. Students with appropriate transfer credits will complete Foundations of the Liberal Arts in place of both the Colloquium and the First-Year Seminar, while students in College Credit Plus or Professional and Graduate Studies will complete Writing in the Liberal Arts (WRLA) in place of the Colloquium.

First-Year Colloquium Description: The Colloquium provides an exposure to college-level intellectual inquiry through an engagement with interesting and important ideas. Each course is centered on some idea (or theme or topic) or series of ideas fundamental to understanding and living. Through the careful and considerate examination of the course topic, the student will learn the following:

• Ideas have complexity and generality
• Ideas are connected to one another, and depend on and illuminate one another: knowledge is interdisciplinary in nature
• Much goes into understanding something well: students need to develop the capacity of critical inquiry 
• Histories and traditions of systematic inquiry can guide (and obscure) insight and understanding
• Reflective learning integrates these ideas into various spheres of students’ own lives—coursework, career, calling, character, and community

First-Year Colloquium Course Objectives: The Colloquium does not merely tell students about ideas. It rather challenges them to be actively engaged in thinking their way into ideas and traditions, guides them into developing their abilities at reasoned critical reflection about those ideas and traditions, and prompts them to connect that reflection to experiences beyond the course. Through the examination of the content of the Colloquium course, students will be challenged to develop their:

• ability to read, interpret and connect important material and experiences
• ability to think critically
• ability to write: students will write to learn
• ability to communicate orally: students will speak, participate in discussion, and present ideas
• ability to identify, evaluate, and use information appropriate for scholarly research
• ability to take advantage of the curricular and co-curricular opportunities at Hiram College

Course Description

FRCL 10101: FIRST-YEAR COLLOQUIUM 4 hour(s)

The Colloquium provides an exposure to college-level intellectual inquiry and the liberal arts through an engagement with interesting and important ideas. Each course is centered on some idea or series of ideas fundamental to understanding and living. Through the careful and considerate examination of the course topic, the student will learn that ideas have complexity and generality, that knowledge is interdisciplinary in nature, that much goes into understanding something well, that histories and traditions of systematic inquiry can guide (and obsure) insight and understanding, and that ideas inform various spheres of students' own lives--the personal, the vocational, and the public. Students in the FRCL are required to complete assigned readings, give at least one presentation, participate in class discussion, and to write two 3-5 page short essays and one 5-page essay with research.

Select Examples of FRCL Sections Offered:

The Search for the Holy Grail

Is "one thousand years without a bath" an accurate description of the Middle Ages? Did King Arthur really exist? Does Braveheart or Robin Hood portray what life was really like? If not, where do these modern perceptions of the Middle Ages come from? These are just a few of the questions that I plan to explore in this colloquium. In order to answer these and other questions, we will examine the Middle Ages through the writings of the time -- what medieval people said about themselves. We will then compare and contrast their views with various modern views, including our own. The results should help us to understand the past as well as the present. It has been said that "the past is a foreign country," and a visit to any foreign place puts our home in a new perspective. Along the way, I hope to prove that our perception of the Middle Ages reflects our time as much as it does theirs. In addition, the course will be great preparation for any trip you may take to Europe, like those offered through the Hiram Study Abroad Program. Modern Europe owes a great debt to its medieval past; many medieval legal, political, and religious theories as well as cathedrals, city walls, country churches, even private houses are still in use today. Understanding the people who built the major European countries will sharpen your comprehension of the modern world.

Elements of the Kitchen

What do science and cooking have in common? This freshman colloquium will focus on the chemistry behind cooking, from the four basic food groups (carbohydrates, proteins, water, and fats) to the materials of the cookware used. Some kitchen myths will be dispelled and many anomalies will be explained. A considerable amount of time will be spent learning by working hands-on in the kitchen, and students will begin to see the similarities between cooking and laboratory science. A background in high school chemistry is strongly suggested for this course, as we will be discussing chemical principles and theories as they apply to the kitchen.

Rise of the Robots

“Computers will never be able to (fill in the blank).” — that is what we used to think. But computers now dominate against the best human players in games like Chess, Go, and Jeopardy. Computers can perform many mechanical and thought-based tasks as well or better than most humans. This class will focus on the accomplishments of technology throughout history and where the trend of automation is taking us. Does the future hold self-driving cars and robot personal assistants for everyone? Will there be any jobs left for us mere humans to perform? And how does a liberal arts education prepare you for the job market of the future where you will be competing against robots?

Haunted Houses

From the eighteenth-century Gothic novel to the historical fiction of Toni Morrison, the haunted house has occupied a distinct place in literary and cultural imaginations. In this course, we will undertake a critical analysis of fiction and film to investigate how the haunted house has served as a representation of psychological, social, and cultural anxieties over the past two centuries. Together, we will ask: what does it mean for a house or a body to be “haunted”? How have writers used the trope of the haunted house as commentary on race, place, and belonging? How can texts themselves be “haunted”— by history, by meaning, by memory? By asking these questions, students will 1). gain an understanding of the interpretation of literary texts and their historical contexts, 2). develop skills of analytical thinking and writing, and 3). begin to forge interdisciplinary connections between literary analysis and fields such as psychology, sociology, and medicine.

WRLA 10101: WRITING IN THE LIBERAL ARTS (WRLA) 4 hour(s)

Writing in the Liberal Arts [WRLA] provides an exposure to college-level intellectual inquiry through an engagement with interesting and important ideas. Each course is centered on some idea, theme, or topic fundamental to understanding and living. Through the careful and considerate examination of the course topic, the student will learn the following: • Ideas have complexity and generality • Ideas are connected to one another, and depend on and illuminate one another: knowledge is interdisciplinary in nature • Much goes into understanding something well: students need to develop the capacity of critical inquiry • Histories and traditions of systematic inquiry can guide (and obscure) insight and understanding • Reflective learning integrates these ideas into various spheres of students’ own lives—coursework, career, calling, character, and community Students will be required to complete and be prepared to discuss thoughtfully all course readings, to give at least one oral presentation, and to write at least three essays—with at least one including research--totaling approximately 15-20 pages of formal and revised written work.

FIRST-YEAR SEMINAR and FOUNDATIONS OF THE LIBERAL ARTS

Following their Colloquium, most first-year students will enroll during the 12-week spring semester in a First-Year Seminar (FSEM), a four-hour course. Students who start Hiram having already received credit for a Colloquium will alternatively take the Foundations of the Liberal Arts (FDLA) in their first term. Students will improve their ability to acquire and integrate new knowledge with roots in one or more of the disciplines taught in the College. These seminars seek to improve the students’ college-level writing and analytical abilities by emphasizing research across disciplines. These courses are an integral part of Hiram’s general education curriculum and is a requirement for graduation. Failure to complete an FSEM or FDLA with a passing grade will result in an incomplete graduation status and will require the successful completion of another First-Year Seminar OR Foundations course at Hiram College or some other appropriate writing equivalency approved by the Associate Dean of the College.

First-Year Seminar Course Objectives: Like Colloquia, the First-Year Seminar does not merely tell students about ideas. Rather, students are challenged to be actively engaged in thinking their way into the ideas and traditions, students are guided in developing their abilities at reasoned critical reflection about those ideas and traditions, and students learn information literacy and are guided through systematic systems of research and writing about those ideas and traditions. Through the examination of the content of the seminar, students will be challenged to develop their:

• Ability to write—students will write to learn
• Ability to communicate orally—students will participate in discussion and present on ideas to provoke understanding
• Ability to think critically
• Ability to read and interpret important material
• Ability to gather, evaluate, and properly use research
• Ability to recognize and analyze ethical issues
• Ability to take advantage of the residential setting of their education — to learn from others and to understand that knowing is social

Students in all First-Year Seminars will complete assigned readings, give at least one oral presentation, participate in class discussion, and write 25 pages total of formal, research-driven writing in three or four essays.

Course Description

FSEM 10201: FIRST YEAR SEMINAR 4 hour(s)

General education requirements at Hiram include two courses taken during a student's first year: Colloquium and First-Year Seminar. All first-year writing courses are small, discussion based, writing intensive classes designed to introduce students to Writing Across the Curriculum and to the concept of the liberal arts. First Year Seminars are often more discipline-specific than Colloquia and introduce students to writing in a particular field. The content of the course will obviously vary per section, but the academic purposes will remain essentially the same: to pay close attention to academic writing, to analyze and discuss a relevant literature, to promote thinking and inquiry, and to equip students with research skills that permit them to investigate important questions and hypotheses. Students in the First-Year Seminars will complete assigned readings, give at least one presentation, participate in class discussion, and write three 5-page essays and one 8-10 page research essay.

Select Examples of FSEM Sections Offered:

Sport and Literature

Through the study of non-fiction and autobiography, this course seeks to expand our cultural understanding of the importance of Sports. The Highlight and the Celebrity Profile, which are the primary sources of sports information, minimizes the complex social dynamics between different sports, athletes, and fans. At an immediate level we see sport as entertainment or an actual pastime that is a pleasant diversion from our regular routines. However, we will also use ethics to look at the darker side of Sports as well. The violent nature of some physical sport has been an important element of what sports that we consider as ‘mere’ entertainment. We will discuss biography, race, class, and gender in relation to our fondness for violent and non-violent entertainment. I have chosen works that emphasize the traditional aspects inherent in Sport such as determination, toughness, and winning and losing. We will also look at the way that the literature of sport portrays its human contestants off the field. Sport reaffirms our status as humans that are part of a social group, but sport also is a means of achieving a kind of immortality. Thus, what is the connection between sport and the fact that the Greek Gods and Goddesses lived on Mount Olympus?

Madness in the Media

It has been argued that portrayals of mental illness in the media shape public attitudes, knowledge and beliefs about what it means to live with a mental disorder. We will explore this question by examining the ways in which mental illness is depicted in the media and how this compares to personal narratives of mental illness. We will also discuss how media portrayals have changed over time and whether media has been used effectively to reduce negative perceptions of mental illness.  

Enduring Political Questions

This course tries to answer enduring political questions such as the following: What is human nature? Is the existence of the state (e.g., government) justified? Who should govern? How should property and wealth be distributed? What is the relationship between liberty and equality? And, is violent political change ever justified? These types of fundamental questions will be explored by reading the works of prominent political philosophers and thinkers. Students will be asked to link the content of these important works to their own lives and current events. A central lesson emerging from this course is that “politics” should not necessarily be viewed in pejorative (e.g., negative) terms. Instead, “politics” is an integral and unavoidable part of human existence, interaction, and organization. The answers to these enduring political questions ultimately affect the type of society and polity in which we live, and that we which to create for the future.

Tuskegee and Baltimore: A Thousand Perspectives

In 1932, Taliaferro Clark proposed a six to nine month study of untreated syphilis in African-American males. In 1951, George Gey requested a tissue sample from a colleague in order to develop a human tissue cell line. Clark’s proposal would become the infamous Tuskegee experiments and would lead to the establishment of the U.S. Office of Human Research Protection. Gey’s request would develop HeLa cells and most of the medical advances of the last fifty years. The goal of this class is to examine these cases, and others, to determine how these small experiments spiraled into such controversial programs and understand the mindset of the individuals involved.

Foundations of the Liberal Arts (FDLA)

Foundations of the Liberal Arts (FDLA) is a seminar-based course designed to be a comprehensive overview of the skills needed to thrive in Hiram’s liberal arts program. Students who start Hiram having already received credit for a Colloquium will take the Foundations of the Liberal Arts (FDLA) in their first term. Students will improve their ability to acquire and integrate new knowledge with roots in one or more of the disciplines taught in the College. These seminars seek to improve the students’ college-level writing and analytical abilities by emphasizing research across disciplines.

FDLA Course Objectives:  Through the examination of the content of the Foundations course, students will be challenged to develop their:

• ability to write—students will write to learn
• ability to communicate orally—students will participate in discussion and present on ideas to provoke understanding
• ability to think critically
• ability to read, interpret, and connect important material and experiences
• ability to gather, evaluate, and properly use research
• ability to recognize and analyze ethical issues

Students in all Foundations of the Liberal Arts courses will complete assigned readings, give at least one oral presentation, participate in class discussion, and write 25 pages total of formal, research-driven writing in three or four essays.

FDLA 20101: FOUNDATIONS OF THE LIBERAL ARTS 4 hour(s)

A seminar-based course designed to be a comprehensive introduction to the skills needed to thrive in Hiram’s liberal arts program. The content of the course will vary per section, but the academic purposes will remain essentially the same: to pay close attention to academic writing, to analyze and discuss a relevant literature, to clearly articulate ideas in a public forum, to promote thinking and inquiry, and to equip students with research skills that permit them to investigate important questions and hypotheses. Foundations of the Liberal Arts does not merely tell students about ideas. Rather, students are challenged to be actively engaged in thinking their way into ideas and traditions, students are guided in developing their abilities at reasoned critical reflection about those ideas and traditions, and students are guided through systematic systems of research and writing about those ideas and traditions.

Select Examples of FDLA Sections Offered:

YOLO: The Philosophy of Death

“I’m not afraid of death, I just don’t want to be there when it happens” (Woody Allen). The purpose of this course is to address one of the most profound and enduring questions of human existence: what is one to do with a life that leads to death? While pop culture slogans such as “YOLO” and “Carpe Diem” appear to broach the philosophical issues of human mortality, they fail to say anything about how one could and should relate to one’s own death. In this course students will examine the meaning and significance of YOLO from a broad cultural and historical perspective through the use of less conventional sources such as film and literature, as well as philosophical texts to gain access to philosophical questions of death.

The Human Body in Art

“What spirit is so empty and blind, that it cannot recognize the fact that the foot is more noble than the shoe, and skin more beautiful that the garment with which it is clothed?" Michaelangelo "The human body is first and foremost a mirror to the soul and its greatest beauty comes from that." Auguste Rodin: "We live in them, feed them, bathe, adorn, perfume, entertain and otherwise glorify or defile them". But what do we really think about these manifestations in which the heart and (perhaps) soul of our very being resides? Our bodies? Artists, such as the two quoted above, have explored and presented their responses to human bodies since 20,000 BCE, when the first known images were made? for example, the Famous Venus of Willendorf. This course will examine historical perspectives on the Human Body as translated into art objects. Such notions as ideal size, shape, color, proportion, and presentation, ownership, allure, and revulsion are all at one time or another attached to interpretations of the body in art. We will also explore other ways to look at and understand the body through a variety of textual sources.

Dangerous Youth

This course will involve an investigation of the historic importance and contemporary significance of literature for and about teens, especially texts like Huckleberry Finn which fundamentally put teen characters at the forefront of social change. We will explore literary tropes associated with adolescent rebellion in order to make connections about the cultural popularity and emergence of a "youth media culture." Students do not need to have prior experience with Young Adult literature, though they should expect that some of the texts in this course will be inflammatory.

Hiram's Core Curriculum

The College’s graduation requirements constitute the general education component of a student’s liberal arts education at Hiram, known as the Core Curriculum. All first-time traditional college students entering Hiram College must complete the new Core Curriculum graduation requirements. Courses used to fulfill these categories must encompass at least six different academic disciplines.  Each student explores the breadth and diversity of the liberal arts through engaging in a series of eight discipline-based courses distributed throughout the college. They will learn about the interrelatedness of knowledge through their interdisciplinary requirement. All students will enroll in two interdisciplinary experiences, which focus on both contemporary and timeless questions of intellectual relevance to humankind.

The Core Curriculum comprises approximately one-third of a student’s course work at Hiram. Each Hiram student, upon completion of the graduation requirements, will have an education in the depth, breadth, and interrelatedness of knowledge that is the liberal arts tradition.

Through the process of completing the Core Curriculum, students acquire a foundation of experience to guide their decision about a major. Students will usually declare a major after exploring the opportunities available and discussions with their advisor, other faculty, and the Career Center. The student’s decision about a major is most often influenced by a genuine enjoyment of the department’s faculty and course work. Hiram’s small classes foster a mentoring relationship between professor and student which is strengthened by the depth of study in a student’s major.

Note: Having been counted as fulfilling an interdisciplinary requirement does not preclude a course from being counted as fulfilling core requirements. Departmental breadth is ensured by requiring students to take 3-4 credit hour courses in at least 6 different academic disciplines, to be represented across all courses taken (i.e. major(s), minor(s), cores and general electives) with the exception of interdisciplinary (INTD), first year writing (FRCL/FSEM/FDLA/WRLA), physical education (PHED), honors (HONR) and student development (STDV) courses.

Ways of Knowing

Hiram College is committed to a rigorous, creative, and demanding intellectual environment that focuses on methods for acquiring and analyzing knowledge. One course that satisfies each of the relevant sets of goals is required.

Creative Methods (CM): The expression of human creativity involves the development of practical and evaluative skills. Courses satisfy this requirement by helping students to understand the creative process and by teaching them the intellectual skills necessary for reflection and evaluation of artistic products.

• Goal: Acquire the vocabulary necessary to talk intelligently about one’s own creative art as well as the creative art of others, and to clearly articulate the aesthetic experience.

• Goal: Develop the hands-on skills that are necessary for aesthetic expression and reflection, and practical knowledge essential to the implementation of creative techniques and concepts.

Interpretive Methods (IM): The human experience of meaning involves the application of interpretation to a broad variety of human endeavors, including art, music, literature, and philosophical and religious texts. Courses satisfy the goals for this requirement by teaching the skills necessary to interpret one or more forms of human expression.

• Goal: Interpret the human experience of meaning as expressed in artistic and intellectual products
• Goal: Apply the knowledge and perspective gained from interpretive analysis to a broader understanding of the world or to one's own life.

Modeling Methods (MM): Modeling involves the construction of abstractions that capture and simplify physical, social, biological, and other complex phenomena. The models are then analyzed using deduction and logic, statistics, and/or mathematics in order to better understand and interpret the original. Courses satisfy the goals for this requirement by teaching modeling and methods for analyzing models.

• Goal: Understand the role of models in explaining the world and universe, including techniques for testing the accuracy and limitations of models.
• Goal: Use this understanding to solve problems: learn to apply models to understand a variety of real world situations.

Experimental Scientific Methods (SM): The application of reason to the natural world requires the use of the hypothetical-experimental method. Courses satisfy the goals for this requirement by teaching, in a hands-on laboratory environment, the empirical method in practical data-gathering learning experiences, and reflection on the nature and limits of this methodology. 

• Goal: Develop hands-on skill acquiring reproducible data and interpreting them within a theoretical framework.
• Goal: Understand the application and limitation of experimental data and theoretical frameworks to the natural world.

Social and Cultural Analysis Methods (CA): Human behavior is organized by complex systems which differ widely across societies and over time. Human knowledge cannot be understood without considering historical, social, and cultural contexts. Courses satisfy this goal by teaching students the conceptual and analytic tools necessary to make sense of these essential dimensions of our existence.

• Goal: Examine social life as displayed in history, culture, power structures, norms, or customs.
• Goal: Acquire the analytical skills and critical sensibilities to understand human society and culture.

Ways of Developing Responsible Citizenship

Hiram College is committed to the goal of developing socially responsible, ethical citizens. One course that satisfies each of the relevant sets of goals is required for each student.

Experiencing the World (EW):  Hiram students must prepare to live as citizens of the world. Courses help students to do this by helping them develop capacities for understanding international issues, other peoples and other cultures, and the nature of responsible, engaged global citizenship.

• Goal: Demonstrate an informed understanding of the values and attitudes of people in another culture, and the ways in which these influence the contemporary world.
• Goal: Evaluate critically, and on the basis of explicit criteria, the culture of a foreign society.

Understanding Diversity in the United States (UD): The United States is richly diverse. Encountering and learning the necessary skills for interaction with this diversity is essential to a liberal arts education at Hiram College. Courses satisfy these goals by introducing students to the diversity of our own country and equipping them with the intellectual skills necessary for conversing in this complex environment.

• Goal: Demonstrate an understanding of the diversity of U.S. society and the ways in which different groups have experienced and confronted issues of diversity.
• Goal: Demonstrate as well an informed awareness and understanding of U.S. commonality – those principles and values that are most central to the experience of the United States.
• Goal: Address matters of diversity in a variety of contexts, including ethical, social, and personal.

Meaning, Ethics, and Social Responsibility (ES): The ability to formulate and evaluate claims about meaning and value is essential to the tasks of forming identity and being responsible citizens. Courses satisfy this goal by teaching both conceptual tools and practical skills that permit students to reflectively evaluate their own lives and interact responsibly in the lives of others.

• Goal: Understand the ways in which claims about values are discovered, articulated, and justified.
• Goal: Apply this understanding, in conjunction with practical skills, to reflective evaluation about one’s own beliefs and those of others and/or engagement with contemporary social, political, and ethical problems.

“Leapfrogging” Core Curriculum Categories
If a student places out of an introductory-level course and then proceeds to take an advanced level class in the same discipline, he or she might be eligible to receive General Education credit attached to the introductory class upon completion of the advanced-level course. This advanced course must be a logical sequel to the introductory-level class: it should apply and build upon the methodology and content learned in the introductory level class. The student should apply to the associate dean for this consideration. He or she should expect to fill out the appropriate Core Curriculum form to document his or her engagement with the learning outcome goals associated with the relevant Core category.