The Paracollege
A Parallel College
The St. Olaf Paracollege, founded in 1969, is a parallel college which
provides an alternative route to the B.A. degree. It has requirements
comparable to those found in the "general college," but offers students
different options by which to fulfill them.
The Paracollege believes that students work best when they have the
autonomy and flexibility to choose their own strategies for learning. With
close supervision from faculty advisers, students put together educational
programs that serve their own particular needs, interests, and academic
objectives.
Paracollege requirements ensure that a broad understanding
of the liberal arts is achieved in the early years, followed by advanced
study of a particular area, called a Concentration.
Students who enter the Paracollege retain all the rights and opportunities
of any other St. Olaf student, including participation in off-campus
programs and extracurricular activities.
Faculty
The faculty of the Paracollege consists of St. Olaf faculty members who
hold joint appointments as Tutors in the Paracollege and in a department
of the college. Some faculty who cannot be assigned teaching time outside
of their departments make themselves available to work with students as
Paracollege Associates.
Strategies for Learning
Students have different strategies for learning, and different experiences
are appropriate to various stages of a student's development. The
Paracollege provides a variety of ways for students to learn:
- Seminars
- Each semester, the Paracollege offers a variety of integrative,
frequently team-taught seminars designed to explore the liberal
arts and the relationships among traditional academic disciplines.
Seminars are limited to 15-20 students, assuring lively intellectual and
personal interchange among faculty and students.
The First-Year Seminar, a special integrative seminar required of all
students enrolled as first-year students in the Paracollege, provides a
common ground for incoming students. It stresses the development of
writing skills, analytic thinking, and clear oral expression, and requires
students to confront the purposes of their own education.
"First-Year Friendly" seminars provide entry level work in the fine arts,
humanities, social sciences, cultural studies, and natural sciences and
mathematics, and stress familiarity with the characteristic methods,
goals, and problems of each discipline. These seminars are designed to
provide a rigorous and coherent general education for the first year of
college. They fulfill Paracollege general education requirements and, in
most cases, general education requirements for general college students,
who may enroll on a space-available basis.
Other Paracollege seminars offer more in-depth inquiry into a topic, often
examined from an interdisciplinary perspective. These seminars are also
available to general college students on a space-available basis.
Paracollege seminars, and the general education requirements they fulfill
in the general college, are listed in the Class and Lab Schedule for each
semester.
- Tutorials
- After developing breadth and integration of study at the introductory
level, Paracollege students increasingly pursue their interests in
tutorials. Adapted from the time-honored system of Oxford and
Cambridge universities, the tutorial enables the student to work on a
topic of her or his choice with a faculty member with expertise in that
area. The student and tutor agree upon a course of reading and writing,
set the desired outcomes, and meet weekly to discuss the work the student
has done.
On occasion, small groups of students meet with one or two faculty in a
group tutorial.
Tutorials are open to Paracollege students from the first year onward, and
many juniors and seniors find themselves working frequently in this
mode.
Tutorials allow students to shape their own educational goals, to
establish their own study rhythm, and to express themselves effectively
with a professor who works closely with them. These experiences help
Paracollege students develop into mature and articulate graduates who fare
extremely well in graduate study or employment after they leave St.
Olaf.
- Workshops
- Small groups of students may explore academic areas of a narrow focus
with faculty, sometimes for periods of time less than a semester. These
workshops have a defined teaching objective and are often used to
introduce students to a topic or skill.
Recent workshops have focused on writing, including poetry, exposition,
autobiography, and fiction. A workshop for second-semester juniors assists
them in the design of their senior concentrations.
- General College Classes
- Classes in the general college are open to Paracollege
students. General college classes carrying general education credit may be
applicable to Paracollege graduation requirements.
Evaluations
Tutors in seminars, workshops, and tutorials complete narrative
evaluations of each student's work from the semester; these evaluations
become an official part of students' academic records. When students
request official transcripts, they may ask to have their written academic
evaluations accompany their transcripts.
The narrative evaluation accompanied by an indication of pass (P) or no
credit (N) is the standard form of evaluation for all Paracollege
students. However, seminars designated for general education credit, other
work submitted for general education credit, the senior comprehensive
exam, and the senior project receive a narrative evaluation and a grade.
Typically, about half of a student's Paracollege work is evaluated by
narrative plus P or N, and about half is narrative plus a grade. This
balance offers students the advantage of full written assessment of their
performance, and a substantial number of grades that may be beneficial
when a student's record is reviewed by institutions outside the
Paracollege and St. Olaf.
General Requirements
Paracollege general graduation requirements parallel those of the general
college, but students have several options for fulfilling them. Additional
information about these requirements is published in the current
Paracollege Handbook.
The First-Year Seminar introduces students to writing, critical
skills, and library research necessary for successful college work. This
required year-long seminar fulfills the St. Olaf requirements for
first-year religion and English, but does so in an integrated fashion.
General education requirements invite students to explore the
various areas of the liberal arts. Students plan their general education
program with their advisers and draw up a study plan for completion of
requirements in four areas: humanities, social sciences, cultural studies,
and natural sciences and mathematics.
There are several methods for completing Paracollege general education
requirements.
Students may:
- Complete approved Paracollege seminars;
- Participate in general college courses that meet Paracollege
requirements;
- Develop a portfolio of substantial papers or a project based on
academic experiences or
- Propose other alternatives by means of petition.
Students decide which alternatives best suit their needs and objectives,
and usually spend their first two years exploring general education.
As in the general college curriculum, religious studies plays an
important role in the Paracollege. Students must demonstrate understanding
of three broad areas of knowledge:
- the Christian tradition
- religion in cultural context
- theological self-consciousness
Students demonstrate competence in these areas by means of papers,
seminars, tutorials, the senior concentration, or general college courses,
subject to approval by the religious studies coordinator.
The study of a foreign language expands the mind and reveals the
world-view of another culture. For this reason, Paracollege students are
required to demonstrate proficiency at the intermediate level in a foreign
language. Guidelines for what is considered intermediate level in a
specific language are the same as those of the general college.
Special Requirements
The Paracollege has some special graduation requirements that reflect its
concern for students' integration of fields of study, attention to the
process of their education, and diversity of educational experience.
Additional information about these requirements is published in the
current Paracollege Handbook.
Because the tutorial is essential to the individualized style of
education and student autonomy that the Paracollege wishes to foster,
Paracollege students must complete at least one academic tutorial for
each year they are enrolled in the Paracollege.
The Paracollege recognizes good writing as a central part of education.
All of a student's academic work in the Paracollege, whether in seminars,
tutorials, comprehensive examinations, or senior projects, carries this
expectation. In addition, students are required to complete five units
certified for Paracollege Writing Component (PWC) credit, in which a
significant part of the student's work is directed toward improvement of
writing.
Students in the Paracollege participate in some significant expression in
the creative arts during their four years at St. Olaf. They may
participate in performing groups in drama, music, debate, or dance. They
may take regular college courses, arrange recitals, submit creative
writing, or engage in any other creative arts activity approved by the
coordinator of this requirement.
Students may fulfill the Paracollege requirement for two units of
physical education activity by taking physical education courses, by
participating in sports, or by completing an individual plan for physical
activity approved by the physical education coordinator.
Because teaching is a form of learning, Paracollege students complete a
teaching project, engaging in some teaching activity and reflecting
upon the problems and process involved in teaching and learning. They
might lead discussion groups, teach a workshop or mini-seminar, give
lectures, or engage in tutoring or teaching off-campus. They negotiate the
teaching project requirement with the Paracollege teaching coordinator,
who also certifies its completion.
The interdisciplinary colloquium is a student-designed,
faculty-guided forum in which a small group of Paracollege students
discuss a topic from the perspective of their concentrations. Open to
seniors and second-semester juniors, the colloquium promotes the
integration of disciplines that are instilled and nurtured during
students' time in the Paracollege. Completion of the colloquium is
certified by the faculty supervisor.
The Concentration
After participation in seminars, tutorials, courses, and a variety of
on-and off-campus activities, Paracollege students are ready to design
their concentrations. These are usually interdisciplinary, bringing
to bear the tools and knowledge of more than one academic discipline to
illuminate a problem, issue, or topic of the student's choice. The
concentration is the equivalent of a general college major.
Students choose their own field of study and work closely with faculty
supervisors to develop the proper tools and resources to pursue their
concentration. This same committee of faculty evaluates the work of the
concentration, which has two separate components, the comprehensive
examination and the senior project. Both parts of the senior work must be
completed by the annual spring deadline and judged satisfactory (minimum
grade C-) in order for the student to graduate.
The comprehensive examination, which includes two or three sections
of written work and an oral exam, allows students to demonstrate their
breadth of knowledge at the undergraduate level in their chosen area.
Students negotiate with their faculty committee the scope, format, and
expectations for evaluation of the parts of the comprehensive exam.
The senior project represents a sophisticated level of focused,
independent performance integrally related to the theme of the
concentration. Projects vary with the nature of the concentration. They
may involve library, laboratory, or field research, or may be original
creative works in theater, film, computer, music, or studio art.
Some senior projects have included: a restoration plan for an oak savanna;
a computer simulation model for manic depression; an original opera; a
photographic exposition depicting attitudes toward nature; a portfolio of
short fiction; an analysis of gender roles portrayed in American pop
music; a study of cultural dependency in Tanzania; and a panel on holistic
health issues.
Paracollege Life
Paracollege students participate in the whole life of St. Olaf College --
musical organizations, athletic teams, dramatic productions, student
government -- and may use all of the college facilities. They live in the
residence halls and eat in the Caf. But the Paracollege also has its own
particular identity within the larger college community.
Residence Requirement
The St. Olaf faculty believes that campus residential and social life
support intellectual development. Paracollege students, like general
college students, must complete two years as registered students on campus
or in St. Olaf off-campus programs. For students transferring from the
general college to the Paracollege, this means two years of residence at
St. Olaf, not necessarily two years in the Paracollege.
Community
The academic structure of the Paracollege promotes individualized studies,
but it also supports community. Students get to know their tutors well,
which encourages a genuine sense of collegiality. The Paracollege includes
some 150 students and more than 40 faculty members; it thus forms a small
community within the larger college.
Smallness and personal relations among faculty and students foster a sense
of identity. Students help to formulate educational policy and make
important contributions to the organization of community life. Paracollege
students and faculty meet each Tuesday of the semester for a "Paradinner"
to converse and enjoy a program, film, speaker, or a town meeting.
Paracollege students who wish to live together may arrange through the
room draw process to have some residence hall floors designated as a
special community living section that includes Paracollege students and
other interested students.
Admission to the Paracollege
Students may apply to the Paracollege when they apply to St. Olaf or after
they have been accepted into the college. After they are accepted to the
college as a whole, they may be admitted to the Paracollege as well.
The Paracollege is open to any St. Olaf student who will be well served by
its educational structure and philosophy. Its students represent a cross
section of the St. Olaf student body. Students who apply to the
Paracollege will be asked to make a statement about their intellectual and
personal goals and how they hope to use the Paracollege to achieve those
goals.
Transfer into the Paracollege
General college students in good standing may transfer into the
Paracollege at any time through the fall of their junior year. They
receive transfer credit toward general and special requirements in
accordance with policy formulated by the Paracollege faculty.
However, since the following requirements are unique to the Paracollege,
they cannot be met through transfer credit: the Comprehensive Examination,
the Senior Project, the Interdisciplinary Colloquium, and the teaching,
creative arts, and tutorial requirements.
General college students experiencing academic difficulties may be
admitted to the Paracollege, at the discretion of the Senior Tutor, for a
probationary period of one or two semesters. If they fail to make
satisfactory academic progress during this time, they will be asked to
leave the Paracollege.
Students may also transfer to the Paracollege from other colleges and
universities, but they must first be accepted for transfer to St. Olaf
College.
Transfer and Withdrawal from the Paracollege
Students who wish to transfer out of the Paracollege to the general St.
Olaf program or to another college receive equivalent general college
credit. Students should arrange with the Academic Coordinator for such
translated credit.
Some students in the Paracollege withdraw from St. Olaf for a semester or
a year to pursue studies independently or to engage in field experience or
travel pertinent to their study plan. Students planning a leave of absence
or wishing to withdraw from school must inform the Senior Tutor or
Academic Coordinator and the Dean of Students of their plans. Readmission
is through the Dean of Students.
Paracollege Records and Transcripts
In order to ensure an adequate record of their performance, Paracollege
students have a three-page transcript.
The first page records all of the courses completed in the general
college, including the GPA for general college courses. The second page
begins with a brief description of the Paracollege, followed by a record
of tutorials, seminars, and workshops completed, as well as a checklist of
Paracollege graduation requirements.
The third page begins with a generic description of the Paracollege senior
concentration, followed by the title and description of the student's
concentration. The narrative evaluations and grades for both the
comprehensive examination and senior project follow.
Transcript requests should be made in writing to the Registrar's Office,
St. Olaf College. Requests must be accompanied by a payment of $2.00 per
copy. Paracollege students may request that copies of narrative
evaluations for tutorials and seminars accompany their transcript (which
may delay slightly the transcript mailing, especially during summer
months).
General College Students in the Paracollege
General college students have various opportunities to sample the
interdisciplinary and individualized education offered in the Paracollege.
Since these do not require transfer into the Paracollege, they are usually
one-time opportunities and are offered on a space-available basis.
Paraloops
St. Olaf students who have completed at least nine courses may enroll for
one semester in the Paracollege to engage in tutorial and seminar
education. General college students may register for a Paraloop during the
two weeks prior to registration each semester. At least two units of study
in the semester must be in the Paracollege, and one of these must be a
tutorial or workshop.
Paraloop students' work is evaluated on the same basis as that of
Paracollege students. Grades and P/N as well as narrative evaluations will
be added to the student's academic record in the Registrar's office. Only
pre-designated seminars may count toward general college distribution or
general education requirements. Students should be aware of general
college policy about non-graded courses and college requirements.
The Paraloop permits students to change their pace of study for a
semester, to focus their interests precisely, and to experience tutorial
education. Students may apply to remain in the Paracollege following a
Paraloop.
Interdisciplinary Seminars
General college students are permitted to register for some of the
seminars offered by the Paracollege on a space-available basis. Designated
seminars may be used to fulfill distribution, general education, and other
general college requirements and are graded and recorded on the student's
academic record.
Offices
The Senior Tutor, the Academic Coordinator, and the Paracollege Program
Assistant have offices in the Paracollege suite, Holland Hall, fifth floor
(H513).
Paracollege Tutors and Associates have offices with their departments.
For More Information
For more information on the Paracollege, you may inquire through the St.
Olaf Admissions office, or directly to the Paracollege staff by mail to
the campus address above, by phone to (507) 646-3175, or by e-mail to
lagerqui@stolaf.edu.
Paracollege Seminars and Workshops Offered Recently
Paracollege offerings vary from year to year in response to students and
faculty interests. The seminars and workshops listed below are those that
have been offered recently. Bear in mind also that the paracollege work
is done in tutorials arranged by student initiative.
While the Paracollege has its own graduation requirements, similar to
those of the general college, many Paracollege seminars are approved to
fulfill General Education requirements in the general college as well as
in the Paracollege. Consult the Class and Lab Schedule or the current
semester's Paracollege Seminars and Workshops booklet for information
about 1996-97 offerings.
- Religion in Life's Journey
- The spring semester of the required Paracollege First-Year Seminar
examines forms, expressions, and interpretations of religious life in
Christian and non-Christian traditions though the study of literature,
theology, and scripture (especially the Bible), and through regular essay
writing.
- The Idea of Liberal Education
- What is education? What is it for? Where and how does it happen? The
purpose of the fall semester of the required Paracollege First-Year
Seminar is to help acclimatize students to the structures and ethos of the
Paracollege. We will operate under the premises that (a) students need to
develop specific intellectual/ interpersonal skills to make their
Paracollege experience successful; and (b) if one is going to critique and
challenge an established tradition, it is important to have some
acquaintance with that tradition. Students will be asked to assess, orally
and in writing, their experience of living and learning in the Paracollege
in light of their reading. Readings will be relatively brief in order to
permit close, careful reading and analysis and to leave time for writing
and discovering the library through a well-articulated series of library
assignments related to the readings and intended to further in-class
conversation.
- American Politics and Everyday Life
- What's political about shopping? About high school? About doing
dishes? About working? About television? In this seminar we'll look at
these and other aspects of everyday life, using the tools of social
science to map the landscape of power and opportunity in the U.S. We'll
pay special attention to experiences and attitudes. Finally, we will
examine the ways in which politics and culture come together in our own
everyday lives.
- Relativity Quantum Leaps Up the Evolutionary Tree
- This seminar, designed for non-science students, will explore three
of the major scientific theories that have been developed in the last
100-plus years: the theory of relativity, the quantum theory, and the
theory of evolution. We will see how each of these has revolutionized
scientific thinking: not only can scientists understand phenomena that
were previously found to be puzzling and/or unrelated, but, and more
importantly, we can ask more, and more interesting, questions about our
universe. We will also explore the limitations of these theories: there
are more unanswered questions, controversies, and contradictions than
there are solutions! No prerequisites.
- Gender in the 1990s: New Women? New Men?
- This seminar looks at the lives of women and men in the 1990s. What
traditional patterns persist despite social movements to change them?
Topics we may explore, from different social science perspectives:
socialization and psychological development (do women and men still get
raised in different ways, with what implications for communication, moral
reasoning, and relationships?); images, self-images and mental/emotional
health (do looks still count, and why? do women and men have different
personal issues and problems?); gender and work (do men and women still
choose different work, have different work experiences, get different
rewards?); how gender affects relationships (both cross sex and same sex);
the persistence of gender-related violence; emerging families (are
dual-career families really egalitarian? what new families are gays and
lesbians creating?); gender issues for people of color (how are they
different than for middle-class whites?); and the women's movements (are
they still alive?) and men's movements (are they real? just a backlash?).
Students will complete a combination of exams, a journal, and a presented
project as part of their work.
- Women in the Visual Arts
- This seminar will explore women as creators and subjects in art in
order to understand gendered values as they play themselves out in aspects
of visual creativity. Feminist theorizing will help us understand our own
contemporary points of view and initiate a re-evaluation of selective
historical claims about art in Europe and the United States. The class
will collectively agree upon and develop a group project.
- On the Road
- We will begin by looking at the archetype of the journey in myth and
folktale. After examining a few such narratives set in other cultures
(Watership Down, Siddhartha) we will focus on the forms this story takes
in the American tradition: e.g., Huckleberry Finn, accounts of settlers
traveling westward, outlaw stories ("Butch Cassidy and the Sundance Kid,"
"Bonnie and Clyde," "Thelma and Louise"), The Wizard of Oz, On the Road,
Even Cowgirls Get the Blues, Blue Highways, The Bean Tree, Zen and the Art
of Motorcycle Maintenance.
- Media and Politics
- Does negative advertising work in election campaigns? Has the "beauty
myth" disempowered women in their personal and public lives? Do press
conferences help Presidents gain public support for their policy
priorities? This seminar explores the relationship between media and
politics in the U.S. Our exploration will incorporate various forms of
media, including print and broadcast news, public opinion polling, the
entertainment industry (television, film, music), and advertising. We will
explore the impact of these forms on public opinion, campaigns and
elections, public officials, policy making institutions, and American
political culture. We will pay particular attention to the impact of media
on women as political actors.
- Feminism and Philosophy
- This seminar goes beyond the concerns of "liberal feminism" to
explore some deeper issues concerning the relation between feminist
perspectives and two areas of philosophical theory: ethics and theory of
knowledge (epistemology). Historically, women's experience has been
ignored or devalued in the construction of philosophical theories. Some
obvious feminist concerns, e.g. a concern for equal rights, may focus on
the application of theory to practice without challenging the structure of
traditional theories in themselves. What implications might a serious
consideration of the experiences and values of women have for the
construction of philosophical theory? We will explore contemporary work in
feminist philosophy.
- Gay, Lesbian, and Bisexual Life
- This seminar explores gay, lesbian, and bisexual life through the
perspectives of literature and social science. Topics will be shaped by
the interests of those in the seminar, but may include the following:
history of gays and lesbians in the U.S.; discrimination, stereotyping,
and homophobia about gays and lesbians; lesbian and gay identity and
experience as expressed in stories, novels, and poetry; the emergence of
the gay and lesbian movements; the significance of coming out as a key
part of one's story for lesbians and gays; bisexuality; homosexuality,
multiculturally and cross-culturally; the creation of families and kinship
patterns among gays and lesbians; and current issues for lesbians, gays,
and bi's (AIDS, legal status, hate crimes and movements, etc.). Work will
include a lot of writing, some of which may be personal or creative
writing about our own stories and journeys as either heterosexual or
homosexual people.
- Public Space, Public Art
- In this seminar we will examine the current state of our public
spaces -- parks, plazas, boulevards, housing projects, retail centers,
pedestrian walkways, etc. Too often, too little attention is paid to the
design of these spaces, resulting in the creation of places that oppress
rather than enliven. Artists, architects, planners, and the public itself
could all play a greater role in the enchanting of public space. Through
case studies, slide lectures, field trips, discussions and a
paper/project, we will carefully look at what is collectively called
"public art". When and where is public art appropriate? How should it be
funded? How do we measure its value? Are just some of the questions we
will address.
- The Mind-Body Connection (Health and Healing: Bio-psychological
Perspectives)
- Recent findings regarding the complex relationship between our
biological and psychological functioning, which in turn may affect our
ability to resist illness and/or to heal, will be evaluated in the context
of their implications for traditional explanations about the origins of
health and illness. Topics include research on the relationships between
stress, the immune system, and disease, including findings from
psychoneuroimmunology, psychological factors associated with various
illnesses, and an examination of alternative healing methods.
- Workshop: Personal and Expository Writing (full unit)
- In this workshop, students will have the opportunity to practise and
develop whatever kind or mixture of writing they wish, from the academic
or disciplinary to the personal and creative. This is a workshop both for
those who lack confidence in their writing and those who have clear
writing objectives in view (senior work, for example). Participants will
be divided into small groups (2-3 students), which will meet at the
convenience of the members. Though most will enroll individually, small
groups who wish to work together are welcome.
- Writing Prose: Fiction and Nonfiction (full unit)
- Participants will be free to write in the manner of their choosing,
from the personal to the imaginary to the analytical. They will be
expected to write something each week and to contribute to the group
critiques of work in progress.
- Poetry Writing (full unit)
- The poetry workshop is both a writing and a reading experience.
Students will be expected to write often and much: daily journals, writing
exercises, and poems. Students will also read and discuss poems by a
variety of writers, and write poems in response.
- Playwriting (full unit)
- Participants will explore the resources of the stage through group
exercises, through writing short scripts, and through reading and
critiquing professional scripts. Each student will write many scenes and
at least one short play.
- Senior Contract Workshop (1/4 unit)
- A half-semester workshop for Paracollege juniors to help them plan an
effective senior concentration and prepare a good draft of the senior
contract, with emphasis on clear articulation of the concentration, and on
effective and appropriate comprehensive exams and senior projects. In the
process we will talk about Paracollege educational philosophy and goals,
and about the senior year and the importance and function of the senior
contract. Students will help each other by responding to drafts of
contracts and offering constructive suggestions.
Faculty
The faculty of the Paracollege are drawn from a variety of departments.
See the faculty listing within department for individual degree
information.
L. DeAne Lagerquist
The Senior Tutor, Associate Professor of Religion, 1988-
Karen Achberger
Tutor, Professor of German, 1979-
Richard J. Allen
Paracollege Tutor, Professor of Mathematics, 1975-
Deborah Anderson
Tutor, Associate Professor of Psychology,
1980-
Stephen Blake
Tutor, Associate Professor of History, 1986-
David A. Booth
Tutor, Associate Professor of Religion, 1985-
David Brunet
Tutor, Assistant Professor of English, 1989-
Mary S. Carlsen
Associate Professor of Social Work,
Paracollege Associate, 1989-
Eric Cole
Tutor, Assistant Professor of Biology, 1992-
Bruce Dalgaard
Husby-Johnson Professor of Business and Economics, Paracollege Associate, 1992-
Gary Deason
Tutor, Associate Professor of Religion, History, and Philosophy, Executive Director, School
Nature Area Project (SNAP), 1977-78, 1980-
Irve Dell
Tutor, Associate Professor of Art,1989-
Raymond G. DeVries
Tutor, Associate Professor of Sociology,
1988-
Richard Dunning
Assistant Professor of History,
Paracollege Associate, 1988-90, 1993-
James Farrell
Professor of History, Boldt Distinguished
Chair in the
Humanities, Director of American Studies,
Paracollege Associate, 1977-
Michael Fitzgerald
Associate Professor of History, Paracollege
Associate, 1986-
Olivia Ayres Frey
Tutor, Associate Professor of English, 1982-
A. Malcolm Gimse
Tutor, Professor of Art, 1970-
N. Robert Glass
Tutor, Assistant Professor of Religion, 1996-
Mark Granquist
Tutor, Assistant Professor of Religion, 1992-
Janis Hardy
Tutor, Associate Professor of Music, 1980-83,
1985-
Vicki Harper
Tutor, Assistant Professor of Philosophy,
1979-
Matthew Haugen
Tutor, Instructor in Physical Education, 1985-
Jonathan E. Hill
Tutor, Professor of English, 1969-
Charles W. Huff, Jr.
Tutor, Associate Professor of Psychology,
1988-
L. Henry Kermott
Tutor, Associate Professor of Biology,
1977-79, 1981-
Frieda Knobloch
Tutor, Assistant Professor of History, 1994-
Michel Le Gall
Tutor, Associate Professor of History, 1985-
Steven McKelvey
Tutor, Associate Professor of Mathematics, Coordinator of Computer Science Program, 1985-
J. Eric Nelson
Tutor, Associate Professor of English, 1968-
Robert L. Nichols
Tutor, Professor of History, 1972-
Bruce Nordstrom
Tutor, Associate Professor of Sociology,
1982-
John D. Poling
Tutor, Instructor in Philosophy, 1994-
Matthew Rohn
Assistant Professor of Art, Paracollege
Associate, 1994-
Mary Ellen Ross
Tutor, Associate Professor of Psychology,
1977-
Mark T. Schelske
Associate Professor of Education,
Paracollege Associate, 1987-
David Schodt
Tutor, Professor of Economics, 1977-
Douglas J. Schuurman
Tutor, Associate Professor of Religion, 1986-
Mark Sundby
Tutor, Instructor in Psychology, 1992-
Charles Taliaferro
Tutor, Associate Professor of Philosophy,
1985-
Charles A. Wilson
Tutor, Professor of Religion, 1973-77, 1981-
Judith Yourman
Tutor, Assistant Professor of Art, 1993-
Administrators
Katherine S. Baker
Academic Coordinator, 1982-
Susan M. Carlson
Program Assistant, 1987-
L. DeAne Lagerquist
The Senior Tutor, 1988-