Please note: The information displayed here is current as of Saturday, February 16, 2019, but the official Course Catalog should be used for all official planning.
This catalog was created on Saturday, February 16, 2019.
Student-Initiated Courses and Programs
Students may customize their learning through student-initiated courses and student-designed majors as described below.
Students may pursue in-depth learning in areas of interest through tutorials, independent study, or academic internships. Students may also pursue directed study or writing-for-credit under the direction of a Lawrence faculty member. Non-music majors may request private music lessons by audition or interview and with an additional fee.
A tutorial is a primarily student-driven course of study undertaken by an individual student or small group of students in collaboration with one or more faculty members. The primary goal of a tutorial is expansion, refinement, and synthesis of knowledge and abilities through in-depth exploration of a specific topic. Tutorials supplement regular course offerings, especially in the junior and senior years, by extending the curriculum in depth or breadth according to the intersecting interests of students and faculty members. Pedagogical approaches vary, but tutorials typically feature significant reading plus integrative writing, speaking or performance assignments, problem solving, and discussion. Regular conferences (typically once or twice a week) with the supervising faculty member or members focus on presentation and critique of student work. Tutorials are numbered 390, 590, or 690.
A tutorial may be undertaken to satisfy personal academic interest, to prepare for advanced or graduate study, or to lay the groundwork for an independent study, Senior Experience, or honors project.
To illustrate the variety and scope of tutorials, many academic departments have listed recent tutorial topics at the end of their course listings under Areas of Study. Because tutorials develop out of student interest, these lists should not be construed as offerings but as samples of the topics students have recently elected to pursue.
Independent study carries the student beyond the established curriculum into largely student-directed work that in most disciplines is expected to result in the generation of new scholarship or the creation of a new work or performance. Scholarship may take the form of generating new information through research or a new conceptual formulation based on existing knowledge. Creative activity may result in a new composition or other work of art or a new performance of an existing work. The nature of the faculty-student interaction, methodology, and final work or performance may vary according to the goal of the project and the needs and preparation of the student. Through independent study, the student refines and applies abilities acquired in previous coursework while producing new work typical of the discipline. Independent studies are numbered 399, 599 or 699.
At the outset of independent study, the student and supervising faculty member should define and agree upon clear goals, plans for communicating and assessing progress, and criteria for evaluating the student’s work. For independent study lasting more than one term, the student and faculty member should discuss and assess progress at the end of each term. If either party concludes that it would not be beneficial for the student to continue, the student may be assigned a grade for completed or additionally assigned work and not be required to enroll for the next term. Students who continue into the next term may be assigned a temporary grade of In Progress (IP), which will be replaced by the final grade assigned at the end of the independent study period.
Where appropriate, two students may engage in collaborative independent study, and an interdisciplinary independent study may involve more than one faculty mentor. Independent study may be undertaken to pursue a project of personal academic interest, to prepare for graduate study, to meet the requirements for a Senior Experience, or to complete work for an honors project.
Lawrence recognizes that a student’s education can be enhanced by the combination of academic and experience-based learning. Academic internships provide students an opportunity to apply what they have learned in the classroom and to bring back to the classroom an enriched perspective on their learning.
Where academic departments find that the interaction of academic pursuits and work experience is both appropriate to their relevant disciplines and feasible in terms of available work experiences, they normally offer academic internships. These internship courses are listed in this catalog under departmental offerings, and they are offered at differing levels of the curriculum under the course numbers 395, 595, or 695. Where no departmental internship exists, a student may apply for a student-designed internship to the Instruction Committee. Applications must be submitted to the Instruction Committee by the end of the fifth week of the term before the start of the internship.
Students may take a maximum of 12 units of academic internship in fulfillment of their major, minor, or graduation requirements. Academic internships require prior approval by the relevant academic department (in cases where a departmental internship is available) or by a faculty supervisor/academic department and the Instruction Committee (in cases where a departmental internship is not available). Academic internships may be paid or unpaid.
Students enrolled in academic internships engage in work or service experiences with intentional learning objectives that promote reflection throughout the experience and that relate to their academic interests. Site and faculty supervisors work closely with the students and provide evaluations of the students’ activities at the end of the internship.
The academic component of the internship includes readings related to the substance of the internship, discussions with the faculty supervisor and a written report appropriate to the discipline. Course grades are based on this academic work.
Application forms for student-designed academic internships may be obtained from the Registrar’s Office, the Center for Academic Success, Career Services, and the Main Hall, Briggs Hall, Conservatory, and Wriston Art Center offices.
Directed study follows a syllabus set primarily by the instructor to meet the needs or interests of an individual student or small group of students. The main goal of directed study is knowledge or skill acquisition, not research or creative work. Students may meet frequently with the faculty supervisor or work more independently, completing assignments according to a schedule agreed upon in advance. Typically several assignments and/or exams are used to evaluate student learning. Directed Study courses may be numbered 191, 391, 591 or 691.
Directed study may be used to deliver content from an existing course (whether because there are too few students enrolled or because the course is not currently being offered), to develop a possible new course offering, or to direct a student in a defined course of study not in the existing curriculum.
Writing for credit
Students may write for credit (with permission of the instructor) in any course in the curriculum other than tutorials, independent study, academic internships, directed study, or Freshman Studies. The student should consult the instructor for permission to write for credit; the instructor will then specify a program and schedule of reading, examinations, and papers.
To register, a student must supply the registrar with a memorandum containing the name of the course and the signatures of the student’s advisor and the instructor of the course. The work must be completed in one year. Courses do not become part of a student’s record until the instructor reports that the required work has been satisfactorily completed. The letter grade will be recorded for the term in which the grade is reported.
Students who have opted for billing by the course under the incremental fee plan will be charged for the credit earned by writing for credit and reported that term.
Private instruction for non-music majors is available by permission of the instructor based on audition or interview and faculty schedules. Additional fees apply for lessons and the use of practice facilities. Group piano lessons are also available. Information is available in the Conservatory of Music office.
Student-designed majors provide an opportunity for students to develop areas of concentration outside established programs for interdisciplinary or departmental majors. Like all majors, those that are student-designed should meet the following objectives: greater knowledge of the field under study, increased methodological sophistication, and integration of disparate yet related areas that fall within the proposed major. Student-designed majors must align with the liberal arts mission of the university and be based on areas of faculty expertise and regularly offered courses. Student-designed majors should not be proposed in areas better served by existing majors and minors and should not rely heavily on tutorials, independent studies, or a single faculty member. A reduced version of an existing major will not be approved.
The procedure for establishing a student-designed major is relatively simple:
- The student elects a topic area and identifies a member of the faculty who is willing to act as advisor.
- With help from the advisor, the student prepares an application identifying a title for the major, listing required courses and electives, and proposing a Senior Experience. The student also prepares a statement on how the proposed major forms a coherent field of study, how it addresses the student's educational goals, and why these goals cannot be accomplished with existing majors, minors, or interdisciplinary areas. Proposed coursework should include 10 to 12 courses plus a Senior Experience, and courses should be reasonably distributed across the introductory, intermediate, and advanced levels. The student should confirm with department chairs that proposed courses will be offered in the terms indicated in the student's tentative plan.
- The advisor and the student invite two other members of the faculty who support the proposed major to serve as the advisory panel for the major. The panel oversees the program and approves minor changes in course selections or topics for the Senior Experience. One member of the panel should be designated as an alternate advisor in case the principal advisor goes on leave or is abroad. If the Senior Experience will be done as an independent study, the student also needs the commitment of a faculty member for that independent study.
- The student submits the application for a student-designed major, endorsed by the faculty advisor and panel, with a transcript to the Instruction Committee (for the Bachelor of Arts degree) or the Conservatory Committee on Administration (for the Bachelor of Music degree) before the end of Term I of the student’s junior year. Students seeking an extension to this deadline should contact the chair of the relevant committee. Faculty members who endorse the statement accept responsibility for supervising the major if it receives committee approval.
- The Instruction Committee or Conservatory Committee on Administration takes action on the proposed major and communicates its action to the registrar, the student, the faculty advisor, and members of the panel.