8. Liberal Arts-Engineering Dual Degree Plan. After three or four years (depending on the engineering program) of full-time study at Bates, qualified students may enroll in a two-year engineering program at Columbia University, Dartmouth College, Rensselaer Polytechnic Institute, Case Western Reserve University, or Washington University in St. Louis. Dual Degree Program majors complete all General Education requirements except the third-level writing requirement [W3]. Upon completion of this five- or six-year program, students receive both an undergraduate degree from Bates College and a bachelor of science from the engineering school affiliate. Students who wish to pursue this line of study should consult with the faculty advisor for the Dual Degree Plan within the first two weeks of their undergraduate careers.

9. Academic honors. The College recognizes academic achievement though three kinds of honors: general honors, major-field honors (see page 21), and Dean's List (see page 24).

There are three levels of general honors, based upon cumulative grade point average: cum laude, magna cum laude, and summa cum laude.

General honors are calculated as follows: By the start of each academic year, the registrar computes the minimum cumulative grade point average necessary to rank students in the top 2 percent, 8 percent, and 15 percent of the combined last three graduating classes. In 2012–2013, students with GPAs of 3.94 or higher earn the distinction of summa cum laude; GPAs of 3.84 to 3.93, magna cum laude; and GPAs of 3.75 to 3.83, cum laude.

A student must successfully fulfill all requirements for the baccalaureate degree in order to participate in the Commencement ceremony and receive a diploma.

Satisfactory Academic Progress

Federal law requires the college to establish standards of satisfactory progress toward the degree and to monitor each recipient of federal aid to insure that he or she is making satisfactory progress according to those standards. The concept of satisfactory progress mandates the monitoring of both grade point average (GPA) — qualitative progress — and the number of credits completed — quantitative progress. The Committee on Academic Standing is responsible for evaluation of the student's progress, reviews the student's academic standing each semester, and evaluates petitions for exceptions to these standards. In addition, the deans of students may authorize exceptions for serious illnesses or personal emergencies. The college has established these standards:

Qualitative Standards. Student academic standing is based on the schedule below. All Bates course grades are included in a student's GPA; however, for the purposes of determining academic standing (good standing, probation, dismissal), first-year grades may be omitted from the computation if that omission benefits the student.

The Office of the Dean of Students informs students of changes in their academic standing according to the following schedule:

1. First-year students
   1. First semester
      1. If the GPA is less than 0.75: dismissal
      2. If the GPA is greater than or equal to 0.75 but less than 1.5: probation
      3. If the GPA is greater than or equal to 1.5: good academic standing
   2. Second semester, for students in good academic standing
      1. If the semester GPA is less than 0.75: dismissal
      2. If the semester GPA is greater than or equal to 0.75 but less than 1.5: probation
      3. If the cumulative GPA is greater than or equal to 1.5: good academic standing
   3. Second semester, for students on academic probation
      1. If the semester GPA is less than 1.5: dismissal
      2. If the cumulative GPA is less than 1.75 but the semester GPA is greater than or equal to 1.5: probation
      3. If the cumulative GPA is greater than or equal to 1.75: good academic standing
2. Sophomores, juniors, first-semester seniors
   1. For purposes of determining academic standing internally only, the computation of the cumulative GPA for upperclass students omits first-year grades if, and only if, this is advantageous to the student.
   2. For students in good academic standing
      1. If the semester GPA is less than 1.0: dismissal
      2. If the cumulative GPA is less than 2.0: probation
      3. If the cumulative GPA is equal to or greater than 2.0: good academic standing
   3. For students on academic probation
      1. If the cumulative and semester GPA are less than 2.0: dismissal
      2. If the cumulative GPA is less than 2.0 but the semester GPA is greater than or equal to 2.0: probation
      3. If the cumulative GPA is greater than or equal to 2.0: good academic standing
3. Second-semester seniors
   Students graduate if the normal degree requirements, including courses, Short Term courses, and total grade point averages, are met. This applies to students on academic probation from the prior semester, even if they do not fulfill the normal probationary requirements for good academic standing in the second senior semester.

Changes in academic standing are reported to students and academic advisors. Parents are informed when students are on probation or are dismissed. Students may appeal changes in academic standing to the Academic Standing Committee after consulting with the dean of students.

Quantitative Standards. A student's progress toward the baccalaureate degree is measured by course credits. Students usually follow a four-year track; however, some students complete the academic program in three years (see page 18).

Normally, students in the four-year program successfully complete eight courses by the end of their first year, sixteen courses by the end of their second year, twenty-four courses and one Short Term course by the end of their third year, and thirty-two courses and two Short Term courses by the end of their fourth year.

To comply with the satisfactory-progress policy, each candidate in the four-year program must successfully complete the following minimum numbers of course and Short Term course credits: no fewer than six courses by the end of the first year; no fewer than twelve courses by the end of the second year; no fewer than twenty courses and one Short Term course by the end of the third year; and thirty-two courses and two Short Term courses by the end of the fourth year.

Normally, students in the three-year program successfully complete ten courses and one Short Term course by the end of the first year, twenty courses and two Short Term courses by the end of the second year, and thirty courses and three Short Term courses by the end of the third year.

To comply with the satisfactory-progress policy, each candidate in the three-year program must successfully complete the following minimum numbers of course credits: no fewer than eight courses and one Short Term course by the end of the first year; no fewer than eighteen courses and two Short Term courses by the end of the second year; and no fewer than thirty courses and three Short Term courses by the end of the third year.

Maximum Time Frame. All students are expected to complete the degree in eight semesters; students are eligible to continue enrollment and receive financial aid for eight full-time semesters. Any student not meeting the standards of satisfactory progress is ineligible to return to Bates or receive federal student aid. The registrar notifies students if they have not met the quantitative standards. Students are considered withdrawn until satisfactory progress is reestablished.

Reestablishing Eligibility. Written notice is given to students whose status makes them ineligible to return for the next semester, or whose financial aid eligibility is rescinded for lack of academic progress. If denied aid or permission to return because of failure to meet the satisfactory-progress policy standards, students may reestablish eligibility for federal aid by subsequently meeting the standards. The Committee on Academic Standing may also readmit to the college students who petition the committee for readmission when there are exceptional or extenuating circumstances. A student who has reestablished eligibility may be considered for aid for upcoming periods but not for periods during which standards were not met. The Office of the Dean of Students, the academic advisor, and the registrar can consult with students seeking to rectify deficiencies in grades or earned credits.

Appeals for Financial Aid. A student who is ineligible for financial aid due to lack of satisfactory progress or exceeding the eight-semester time limit, and who believes that exceptional or extenuating circumstances caused this ineligibility, may request a review by the director of student financial services and the dean of admission and financial aid.

Additional Information. Students who fail to make satisfactory academic progress do not receive the following types of financial aid: federal Pell Grant; federal Supplemental Educational Opportunity Grant; Federal College Work-Study; federal Perkins Loan; federal Stafford Loan; federal PLUS Loan; or Bates College scholarships, grants, loans, or employment. Students on probationary status are still eligible to receive financial aid; students dismissed are ineligible. Students who reduce their course load are required to repay the appropriate financial assistance. Students participating in the Federal College Work-Study Program are subject to termination of employment. The grades of F and DEF are not considered as successful completion of a course. A student who is suspended for unsatisfactory scholarship, or for disciplinary or financial reasons, is denied permission to continue to attend classes, to enroll in subsequent terms, to reside in college housing, to receive Bates-funded financial aid, and to participate in Bates-sponsored extracurricular activities or use facilities in ways that are not also open to the general public.

Reinstatement after Withdrawal or Dismissal

A student in good academic standing who withdraws from the college may be reinstated at the discretion of the dean of students or an associate dean of students, if the reinstatement is within two years of the withdrawal and there are no outstanding financial obligations to the college. In no cases are students readmitted when they have outstanding financial obligations to the college or are past due in federal student loan repayments. A student in good standing who has withdrawn for more than two years, a student not in good standing, or a student who has been dismissed from the college must apply for readmission to the Committee on Academic Standing through the dean of students. Students not in good standing or dismissed must be separated from the college for at least one full semester, and must provide evidence of serious purpose and of academic or professional involvement. Candidates for readmission for the fall semester must submit their credentials by 1 May. Those seeking readmission for the winter semester must submit their credentials by 15 November.

Off-Campus Study Programs

The college sponsors a vigorous off-campus study program through which about 65 percent of juniors and a smaller number of students in other classes study abroad each year. The programs are administered by the Off-Campus Study Office and overseen by the Committee on Off-Campus Study according to policies set by the committee and the faculty; students earn Bates-approved program credit. These programs can greatly enrich student academic and personal development with expanded opportunities for academic study, exposure to different cultural and educational settings, and, in many cases, immersion language study. Further information on off-campus study opportunities appears on the Off-Campus Study Office website (www.bates.edu/offcampus).

Students interested in studying off campus consult with their faculty advisor, the chair of their major department or program, and advisors in the Off-Campus Study Office. The application process requires completion of both a Bates application and the application of the program or foreign university. The Bates application must be submitted in early February of the year before off-campus study is planned, and must include a statement of academic goals, the desired approved program or university, reasons for the semester selected, and the approval of the student's major department or program. The college requires that the number of applications be balanced between the two semesters at the application deadline in February. If too many students apply to study off campus a given semester, students are selected according to criteria established by the Off-Campus Study Committee, which are explained in detail on the website (www.bates.edu/offcampus/start/first/enrollment-balance).

With the exception of summer courses, matriculated students who wish to receive credit for study outside the United States and for affiliated domestic programs must have the preapproval of the Committee on Off-Campus Study and their major department or program. Students must study in an approved program and complete their studies in accordance with the committee's guidelines. They must have a 2.50 cumulative GPA at the time of application. A student may become ineligible if the GPA drops below 2.50 during the application process or after admission to her or his program. Registration as a four-year student, including residence at Bates during the sophomore year, is required. In addition, the Committee on Off-Campus Study considers the student's personal character and capacity for independent work in determining eligibility.

Students participating in a Bates Fall Semester Abroad program pay the regular comprehensive fee. Participants in other programs pay the Off-Campus Study Registration Fee, which is 7 percent of the on-campus comprehensive fee for each semester of study. For 2012–2013, the Off-Campus Study Registration Fee is $2,000 per semester. All other costs are calculated by the foreign program and are the responsibility of the individual student. However, federal, state, and Bates financial aid is available subject to the student's financial need based on the program expenses and the policies outlined on page 45. Additional information and applications for off-campus study programs are available through the Off-Campus Study Office.

Bates students may enhance their study-abroad experience with grants provided by the Barlow Endowment for Study Abroad. This endowment provides fellowships, grants for enrichment activities during or after the program, and grants for thesis research related to an individual's study-abroad experience. More information on the endowment is available through the Off-Campus Study Office and online (www.bates.edu/offcampus).

The Bates Fall Semester Abroad Program.The college sponsors one or more fall semester abroad programs under the direction of faculty members. In recent years, fall semester abroad programs have taken place in Russia, Germany, Japan, Austria, China, and France. In 2012, a program takes place in Spain, and in 2013, a program is planned for Russia. This program combines academic work with a cross-cultural learning experience and provides students with opportunities for intensive language study. Four course credits are awarded for successful completion of the program, which includes four required courses: two intensive language courses and two seminars in topics relevant to understanding the host country. Grades are included on the Bates transcript and in the student's GPA. The comprehensive fee includes all program costs, including international airfare. This program is open to all students with preference to new matriculants and sophomores. Additional information is available from the offices of Admission and Off-Campus Study.

Junior Year Programs Through the Junior Year Abroad and Junior Semester Abroad programs, students have studied in more than eighty countries. In non-English-speaking countries, students participate in a wide range of American college and university programs selected for their academic quality, emphasis on full immersion, experience in the field, and safety and support services. Students study throughout Europe and Russia; in China, Japan, and other Asian countries; in Israel, Egypt, and other Middle Eastern and African countries; and from Mexico to Chile in the Americas. In English-speaking countries, students generally enroll directly at select host-country universities, experiencing the academic and social life of their students. In recent years, these universities have included Bristol, Edinburgh, the London School of Economics, Kings, Oxford, and University College London in Great Britain; Trinity and the National Universities of Ireland in Cork, Dublin, and Galway; the universities of Adelaide, Melbourne, and New South Wales in Australia; and the universities of Auckland and Otago in New Zealand. Bates is a member of IES Abroad, CIEE, and the Forum on Education Abroad.

Language skills greatly contribute to the academic and social experience in non-English-speaking settings. Therefore, students are required to have completed the equivalent of at least two years of college-level language study prior to study abroad in French-, German-, or Spanish-language settings. In Chinese-, Japanese-, and Russian-language settings, the equivalent of at least one year of college-level study is required. Prior language study is not required elsewhere, but students must include language study, ancient or modern, as part of their course work. When appropriate, a student may petition the Committee on Off-Campus Study for a reduction or exception to these requirements. Admission to a particular university depends entirely upon that institution's decision regarding the individual applicant.

Washington Semester Program. This opportunity administered by American University provides a number of thematic programs coupled with internships. Residence in the District of Columbia for a semester enables students to study and research firsthand the policies and processes of the federal government, nongovernmental organizations, and the private sector in Washington, D.C.

Maritime Studies. Bates belongs to a group of colleges affiliated with the Williams College-Mystic Seaport Program in American Maritime Studies. In addition to taking courses in American maritime history, marine ecology, maritime literature, marine policy, and oceanography, students are introduced to navigational and shipbuilding skills. During the semester they also spend approximately two weeks at sea, sailing and conducting research.

Morehouse College and Spelman College. Semester exchange programs with Morehouse and Spelman colleges provide Bates students the opportunity to study at a leading historically black men's college or a leading historically black women's college, respectively.

Associated Kyoto Program. Bates is one of sixteen colleges and universities that sponsor a yearlong program in Japan in association with Doshisha University. The program provides intensive Japanese-language and related courses and the opportunity to live with a Japanese family. The program is held in Kyoto, an exceptional cultural setting as the historic capital of Japan as well as a modern city of more than one million inhabitants.

Intercollegiate Center for Classical Studies in Rome. Bates is a member of ICCS, the leading consortium for classical studies at American and Canadian colleges and universities. ICCS has a center in Rome, where classics majors and other qualified students may study for a semester.

India. Bates belongs to the South India Term Abroad (SITA) Consortium. This program provides an opportunity for students to study an Indian language, history, culture, and related topics in Tamil Nadu. The curriculum, taught by Indian faculty as well as faculty of the consortium colleges, is designed to ensure broad exposure to South Asian life and culture.

Sri Lanka. Bates and other institutions sponsor the Intercollegiate Sri Lanka Education (ISLE) Program for study in Sri Lanka. The program gives qualified students the opportunity for immersion in Sri Lankan culture under the guidance of a faculty member appointed by the sponsoring colleges.

Research Semester Programs. The college encourages qualified upperclass students to take part in special semester-long research programs offered off campus by other educational and research institutions. Faculty of the department closely associated with the research area are familiar with these opportunities, and students should apply to these programs through the department chairs. Biological research semester programs are available at The Jackson Laboratory in Bar Harbor, Maine; Memorial Sloan-Kettering Cancer Center in New York City; and other nationally recognized research laboratories in the natural sciences.

Academic Leave and Transfer Credit for Matriculated Students

Some students expand their Bates experience by attending other U.S. institutions, from which they may receive transfer credit according to college policy (see below). Students who take three or more courses elsewhere in the United States during a semester are considered to be taking an academic leave. These students usually take courses at other universities and colleges, but courses from more specialized programs, such as the Semester in Environmental Sciences at the Marine Biological Laboratory in Massachusetts and the Urban Education Semester, may also be transferred with prior approval.

Students who wish to take an academic leave must inform the college in early February of the year preceding the leave. The college requires that the number of students who study off campus each semester be balanced at the time of this February deadline. If too many students apply for a given semester, students are granted leaves according to criteria established by the Committee on Off-Campus Study (see www.bates.edu/offcampus/start/first/enrollment-balance). Students on a personal leave and students taking summer courses may take up to two courses without participating in the off-campus study application process. The college guarantees reinstatement to students after their first or second semester of leave. After two semesters, students are officially withdrawn unless they have confirmed their plan to return by registering for courses or have been granted a leave extension by the dean of students or an associate dean of students.

Transfer Credit Policy. Three types of credit can be applied toward a Bates degree: a) Bates credit, earned from courses taught and/or evaluated and graded by Bates faculty; b) approved program credit, earned from courses taken while participating in a Bates-approved program administered by the Committee on Off-Campus Study; and c) non-Bates credit, earned at an institution of higher education other than Bates that meets the established standards for transfer to Bates or credit awarded from the following standardized tests: Advanced Placement, International Baccalaureate, or A-Level examination. Only grades awarded by Bates faculty are computed in the student's grade point average.

Degree candidates matriculating as first-year students, either in the fall or winter semester, must earn at least twenty-four Bates course credits or approved program credits, not including Short Term credits. Transfer students must earn a minimum of sixteen Bates course credits, not including Short Term credits. They may transfer a maximum of two non-Bates course credits earned after matriculating at Bates. A transfer student is defined as any student who has previously matriculated as a degree candidate at another institution and has earned or is earning credit.

The registrar and the department or program chair are responsible for the overall evaluation of non-Bates credit, subject to established guidelines. The Committee on Academic Standing may grant exceptions to the established guidelines. All non-Bates course credits awarded are equivalent to one Bates course credit and two quality points toward the graduation requirements.

Non-Bates credit is evaluated based on specific requirements. Credit must be awarded from an official college or university transcript, from an official Advanced Placement, International Baccalaureate or A-Level test score report, or from an official document considered equivalent to a transcript by the registrar. Courses must be appropriate to a liberal arts and sciences college, comparable in quality to those offered at Bates, and students must achieve a grade of C or better. Courses taken in a college's or university's continuing-education or extension program must be applicable toward the bachelor of arts or the bachelor of science degree being pursued by full-time undergraduate students at that institution. College courses taken prior to secondary school graduation must have been taught on a college or university campus and graded in competition with college students. Credit must be earned at a four-year, regionally accredited institution; however, courses earned in an accredited community or junior college or any nontraditional setting may be transferable with approval of the department or program and the Committee on Academic Standing; matriculated Bates students must obtain these approvals prior to enrolling in the course(s). Courses must be worth at least three semester hours or five quarter-hours or meet a minimum of thirty-six class-meeting hours to be eligible for transfer. When appropriate, quarter-hours may be added together and multiplied by two-thirds to determine the equivalent total number of semester hours to be used toward unspecified transfer credits. Students may receive credit for a maximum of two courses taken during summer sessions. All credits must be transferred by the beginning of the final semester of the senior year. Credit for Short Term courses may not be transferred from another institution. Students must be enrolled at Bates for the final semester of their senior year.

A student who fails to graduate by the anticipated degree date may transfer credits necessary to graduate for up to two years afterwards. After two years, the student is withdrawn automatically from the college, but may petition the Committee on Academic Standing for readmission and permission to complete the degree.

Transfer Credit and General Education. Transfer credit awarded as equivalent to a specific Bates course may be used to fulfill the same scientific reasoning [S], laboratory experience [L], or quantitative reasoning [Q] requirement that the equivalent Bates course fulfills. Unspecified credit may only count toward the [S], [L], or [Q] requirement with prior approval of the appropriate department/program chair and the chair of the committee overseeing these requirements. To be applied toward a concentration, the non-Bates course must be judged by the concentration's coordinator to be comparable to a Bates course in the concentration. The writing-attentive courses ([W1], [W2], and [W3]) must be taken at Bates.

Personal Leave. In unusual circumstances, students may need to interrupt their study at the college for health or personal reasons. In addition, students may take a personal leave of absence to pursue an internship or other nonacademic experience. Accordingly, the college permits students in good standing to apply to the dean of students or an associate dean of students for a personal leave of absence for one or two semesters. A leave-of-absence form must be completed by the student. Students must also meet with representatives from the offices of the Registrar and of Student Financial Services. Students are advised that some education loan repayments may begin if a student takes a personal leave. Students on a personal leave may take up to two courses elsewhere in the United States for Bates credit, subject to the transfer policies outlined above. The college guarantees reinstatement to students after the first or second semester of leave. After two semesters, students are officially withdrawn unless they have confirmed their plan to return by registering for courses or have been granted a leave extension by the dean of students or an associate dean of students.

Student Research

The Bates faculty is dedicated to helping students develop into scholars; therefore, significant emphasis is placed through the curriculum on individual research, including artistic production. In their first year, students usually participate in a first-year seminar, a small class in which the development of critical thinking, concise writing, and other research skills is emphasized. Methodology courses and advanced seminars offer further research training in a specific discipline. Many students undertake independent study courses in order to explore in depth a subject of particular interest. Qualified students may participate in a semester-long program at a research institution, earning Bates credit (see page 30). Each summer, many students undertake research independently or in collaboration with a Bates faculty member. All of these research and writing experiences prepare students for the senior thesis, required in most departments and programs, and for the Honors Program.

Support for Research during the Academic Year. The college encourages students to pursue research associated with courses, independent studies, and the senior thesis or senior project. Funds are available through competitive grant programs that provide financial assistance for student research, including the acquisition of books, data sets, musical scores, supplies and equipment, and travel to research facilities and scholarly conferences. Information and applications are available in the Office of the Dean of the Faculty or on the student research website (www.bates.edu/academics/student-research).

Summer Research Opportunities. Bates faculty members are active in scholarly research and often offer qualified students the opportunity to work with them as research assistants during the summer. These opportunities offer wages rather than academic credit and are available directly from faculty researchers funded through faculty grants. The Office of the Dean of the Faculty also manages a number of student summer research fellowship programs. Students are encouraged to explore off-campus summer research opportunities as well. Funding is available to conduct off-campus fieldwork and to support the work of a student at another research facility. Information on summer research opportunities is available on the student research website (www.bates.edu/academics/student-research).

Presenting Research and the Mount David Summit. The faculty believes that a Bates student must be able not only to conduct careful, well-documented research that contributes new knowledge; he or she must also be able to effectively communicate that scholarship and defend his or her results. Students are encouraged to present their research at regional, national, and international meetings. They also have many opportunities to present their academic work on campus at events throughout the year. The largest on-campus research forum is the Mount David Summit. Each year near the end of the winter semester, the college community gathers for the Mount David Summit, a campus-wide event honoring academic and artistic achievement. In concurrent sessions through an afternoon and evening, more than 300 students present research posters; short talks on research or community engagement; and artistic work, including poetry and fiction writing, film, theater, performance art, music, and the visual arts. Students from all class levels and all disciplines are encouraged to take part; the audience includes students, faculty, staff, parents, prospective students, alumni, donors, and the general public. More information on the summit is at the website (www.bates.edu/summit).

Civic Engagement and Community-Based Learning

At the core of the college's founding mission is the notion that liberal learning, personal growth, and moral development are inseparable from social responsibility and service to others. Civic engagement and community-based learning not only contribute to a student's academic experience at college, but also enhance community life through the tangible contributions they make to others. Through projects conducted in courses, senior theses, and summer fellowships, students, faculty, and staff enrich academic study by undertaking work in the public sphere in collaboration with community partners. More than half of all students take part in community-engaged learning projects during their college years, and many faculty members link community-based learning in course curricula.

The mission of the Harward Center for Community Partnerships is to advance the college's commitment to cultivating informed civic action through reciprocal and sustained partnerships that connect the college and the community. Established in 2002, the center coordinates the college's myriad programs for civic and community engagement, incorporating community-based learning programs and community volunteer work, as well as the Bates-Morse Mountain Conservation Area. The center builds on a legacy of innovative, rigorous community-based learning at Bates. It serves as a clearinghouse for faculty, staff, and students interested in community-based learning or research projects, and for community organizations, schools, and government agencies that seek to engage the college. It sponsors community projects in areas as diverse as basic social services; education; literacy programs; municipal government; environmental education and advocacy; health and mental health services; public art, music, dance, and other cultural projects; and legal advocacy. The center also coordinates Bates' volunteer opportunities in the Lewiston-Auburn community.

Specific student programs of the Harward Center include the Student Volunteer Fellows Program, the Bonner Leader Program, and the Community-Based Research Fellows Program. The center also oversees a number of grant programs for students, faculty, staff, and community partners, during both the academic year and the summer. More information about those opportunities can be found at www.bates.edu/harward.

Undergraduate Fellowships

The college supports two special undergraduate fellowship programs designed for highly motivated students who wish to synthesize their academic and life experiences in a unique fellowship of their own design. Fellowships usually take place during the summer, though some occur during the Short Term or during a semester's leave. Fellowships may focus on research, service or community-based learning, career exploration, social activism, or some combination; they always involve a dimension of challenge, personal growth, and transformation. Otis Fellowships support students whose interests and projects involve the relationship of individuals and societies to the environment. Otis Fellowships have taken students to indigenous communities in Bolivia, Lesotho, and the Arctic; monasteries and farms in Ireland; and the steppes of Mongolia. Information on Otis Fellowships can be found on the student research website (www.bates.edu/academics/student-research/summer-grants-summary/otis/). Phillips Student Fellowships provide qualified students with an opportunity to conduct a project of their own design in an international or cross-cultural setting. Recent Phillips Fellows have studied traditional dress in Nigeria, folk dance in France, and the relationship of art and politics in Cuba. Information on Phillips Fellowships can be found on the student research website (www.bates.edu/academics/student-research/summer-grants-summary/phillips-student-fellowships/).

Bates Career Development Center

The Bates Career Development Center helps students become aware of their interests, skills, and values, and how these relate to the career possibilities available after graduation. The Bates Career Development Center complements academic advising efforts by providing a wealth of resources including career counseling, computerized career-interest assessments, a library of career information, employment listings, access to thousands of alumni career advisors, and links to job and career information through the Career Development Center website (www.bates.edu/career/). Although the center does not function as a job or internship placement agency, students are encouraged to use the it beginning in their first year at Bates in order to integrate their academic, career, and personal goals into a professional focus.

The Mathematics and Statistics Workshop

Dedicated to encouraging quantitative literacy and reasoning, the Mathematics and Statistics Workshop offers a variety of tutoring and help sessions to students seeking assistance with mathematical reasoning and comprehension. Throughout the fall and winter semesters, drop-in help sessions are offered Monday through Thursday afternoons for students in any introductory-level class with a mathematical component. In addition, two-hour calculus help sessions are conducted by student tutors each weeknight. One-on-one assistance is available for students in any course requiring a command of quantitative or statistical skills, as well as skills with certain mathematical software packages. During Short Term, services are available by appointment. Information on the Math Workshop may be found on the website (www.bates.edu/math-stat-workshop).

The Writing Program

The Writing Program brings together writers and readers by supporting students, faculty, and staff with a number of resources. Writing specialists — one each for the humanities, the social sciences, and the natural sciences — work with students on discipline-based writing, whether for an introductory course or an advanced seminar. During conferences made by appointment, writing specialists consult with students at any stage of the writing process, from brainstorming to revising. They also work long-term with senior thesis writers, both in regularly scheduled individual meetings and in thesis writing groups organized by major. In addition, writing specialists offer several series of workshops on writing-related topics for both students and faculty. Information on current workshops, hours of operation, and scheduling appointments is available on the writing program website (www.bates.edu/learning-commons).

The Peer Writing Center complements the work of the writing specialists. Peer writing assistants are trained to give constructive feedback to fellow students in a comfortable atmosphere. Some writing assistants staff the center in Ladd Library, a drop-in service open afternoons and evenings for one-on-one feedback about writing for any course. Other writing assistants are assigned to first-year seminars and writing-attentive courses and hold conferences focusing on course assignments.

Technical Writing Assistants (TWAs) are trained to work with students who are honing their science writing skills. TWAs hold writing conferences with biology and geology students preparing lab reports, and may also serve as laboratory teaching assistants.

Peer-Assisted Learning in the Sciences

Peer-Assisted Learning in the Sciences (PALS) supports student learning and faculty teaching, and provides leadership and teaching opportunities for students. PALS offers regularly scheduled, out-of-class, peer-facilitated, collaborative study sessions to help students master the material in traditionally challenging science courses. Each PALS session integrates study strategies with course content; students and peer leaders compare notes, discuss course material, and apply what they are learning. Sessions are open to all students in the class. Peer Science Leaders are students who have successfully completed the course and who are interested in helping others become better learners. Courses served include BIO 190 and 242; CHEM 107A, CH/ES 107B, CHEM 108A, CH/ES 108B, CHEM 217 and 218; ENVR 203; and PHYS 107 and 108.

Information and Library Services

Information and Library Services (ILS) supports the mission of Bates College by planning, developing, implementing, and maintaining reliable and responsive information resources, services, and programs to meet the evolving needs of the college community. ILS helps students, faculty, and staff embrace the continuous change that prevails in information use, information access, and communications media and technology. Library services are provided in the George and Helen Ladd Library, which serve the general curricular, reference, and research needs of the college; and in the Edmund S. Muskie Archives and Special Collections Library, which houses the archives, manuscripts, rare books, and other special collections of the college. Curricular and computing staff manage three major computer labs: the Bates College Imaging and Computing Center in Coram Library specializes in the visual representation of data; the Digital Media Center in Pettigrew Hall is the primary location for multimedia and video production and classroom and event support; and the Language Resource Center in Roger Williams Hall supports language and other humanities programs. Systems Development and Integration and Classroom Technology and Event Support staff are principally located in Pettigrew Hall. Network and Infrastructure Services, along with Purchasing, Sales, and Desktop Support are housed at 110 Russell Street. More information on ILS services is available on the website (http://www.bates.edu/ils/).

The Library. The George and Helen Ladd Library is one of the most vital learning resources of the college, housing books, periodicals, government publications, musical scores, maps, microforms, sound and video recordings, access to online databases, material in other electronic formats, and other items essential for students and faculty to carry on their research. The library offers a learning environment conducive to individual and group study and research, and provides easy access to information in a variety of formats. The Library houses more than 840 study spaces, including individual carrels, lounge and table seating, workstations, listening stations, and viewing rooms. The wireless network is available throughout the library, augmented by more than 275 wired network jacks. A networked computer instruction room and an online reference area are located on the main floor. Group study is encouraged on the two lower floors; the upper two floors are reserved for quiet study.

The central portal for information is the Library's website (www.bates.edu/Library/) providing access to the library catalog and all electronic resources. Reference librarians offer instructional and reference services, as well as consultation on an individual basis. The audio and video collections are housed on the ground floor. The microform area provides reader-printers for material in those formats, including newspapers and other periodicals, books, and documents. Current periodicals are available on the main floor. The library functions as the primary point of service for Information and Library Services, with circulation, reference, and Help Desk Services centrally located. In addition to individual consultation, reference librarians and other ILS professionals provide instruction for classes and other groups of students on library use as well as use of computing and other information resources.

In all, the library contains more than 600,000 cataloged volumes in print, 250,000 pieces of microform, and 35,000 recordings. It provides access to thousands of sources of information online, including more than 50,000 periodicals and 125,000 books and 40,000 streamed audio resources. Ladd Library resources are augmented by the collections of Bowdoin and Colby colleges, constituting a combined cataloged collection of more than two million volumes. The three college libraries plan and build these collections in close collaboration and encourage faculty, students, and staff to use the consortium's resources before searching elsewhere. The Bates identification card allows Bates students, faculty, and staff to borrow materials from the Bowdoin and Colby libraries. Through the MaineCat statewide catalog (a service of Maine Info Net), Bates users may initiate loan requests for materials at Bowdoin or Colby, as well as other academic and public libraries throughout the state. Bates is also a member of NExpress, a library consortium that includes Colby, Bates, Bowdoin, Wellesley, Middlebury, and Williams colleges, as well as Northeastern University.

Archives and Special Collections. The Edmund S. Muskie Archives and Special Collections Library fosters research and scholarship by encouraging access to Bates College records and other historical materials by students and faculty, as well as scholars from the community at large. These collections enable students from Bates and elsewhere to perform historical research using primary documentary material. The collections have three major divisions.

The Bates College Archives serves as the official repository of records, publications, photographs, honors theses, oral histories, and other materials of permanent administrative, legal, fiscal, and historical value. It documents the history of the college from its founding in 1855 to the present.

The Manuscript Collections include materials related to the history of Bates College. Because of its roots as a Freewill Baptist institution, the library collects pamphlets, letters, diaries, and other materials related to Freewill Baptist organizations, and individuals. Among the latter are the letters of Lydia Coombs, a Freewill Baptist missionary in India, and the papers of J. S. (Josiah Spooner) Swift, a Freewill Baptist minister and publisher in Farmington, Maine. Other notable strengths of the manuscript collections include material related to the life and work of Edmund S. Muskie, for whom the archives is named, and environmentalism. The Edmund S. Muskie Papers include almost all the extant records of the life and work of Edmund S. Muskie (1914–1996), a 1936 Bates graduate who dominated Maine politics from the mid-1950s to 1981 and became a national leader for environmental protection, government reform, and fiscal responsibility. The library also houses the Edmund S. Muskie Oral History Project, including collections of taped interviews with individuals who knew Muskie or who offer insights into the events that shaped his life. The Dorothy Freeman Collection contains a large body of correspondence with the biologist, writer, and conservationist Rachel Carson.

The Rare Book Collection include publications pertaining to the Freewill Baptists in Maine and New England; nineteenth-century French history and literature; fine-press books published in Maine; Judaica; and nineteenth-century books on natural history, particularly ornithology.

Computing and Media Services. ILS provides computers, software, training, and information resources to faculty, students, and staff, and twenty-four-hour access to the campus network and the Internet via both wired and wireless connections.

All members of the college community must comply with the Bates College Computer Use Policy (http://www.bates.edu/ils/policies/access-use/computer-use-policy/). All users connecting personally-owned computers and mobile devices to the campus network are required to have active virus protection software and up-to-date operating system patches installed on their computers. All students are assigned credentials that allow secure access to Bates computers and network services, including the Garnet Gateway, email, network storage, and proxy service for access to on-campus services and numerous library research databases from anywhere in the world.

Computer labs are equipped with more than 175 workstations clustered in Coram Library, Pettigrew Hall, Roger Williams Hall, Pettengill Hall, Dana Chemistry Hall, Carnegie Science Hall, and Ladd Library. All the college's scheduled classrooms and many event and meeting spaces have high-speed network connections, presentation computers, and digital projection. Special facilities include interactive classrooms with large video screens for group instruction, graphics workstations, plotters, color laser printers, scanners, and digital editing machines for producing broadcast-quality video.

Students and faculty use computing extensively in courses. In economics, for example, integration of theoretical and empirical work requires computer use for statistical analysis and modeling. In psychology, data sets are generated to simulate research studies that students then analyze and interpret. Faculty and students in music, dance, and art use technology as a principal tool in the creation of new works. Currently, more than 100 workstations are found in laboratory settings in the biology, chemistry, classics, economics, foreign language, geology, mathematics, music, physics and astronomy, psychology, and sociology departments.

Information and Library Services provides many opportunities for students to enhance computing, people, and general work skills in technology-related jobs in Help Desk Services, Classroom Technology, Ladd Library Circulation, or on faculty projects through Curricular and Research Computing.

The Garnet Gateway. Through the combined efforts of many offices on campus, Bates offers faculty, students, and staff numerous transactional services through the secure online site, the Garnet Gateway. Students use the Garnet Gateway to view their schedule, grades, and transcript; register for courses; view their progress toward completing their degree requirements; view their financial aid award; complete course evaluations; declare their major(s), minor(s) and General Education concentration(s); elect student officers; evaluate study-abroad programs; nominate faculty for teaching awards; obtain enrollment verifications, and request official transcripts.

Faculty members use the Garnet Gateway to report student grades, propose new courses, manage their advising responsibilities, receive student course evaluations, and express preferences for classroom location and equipment. Faculty and staff members, as well as student employees, use the Garnet Gateway to access payroll and other employee information. The Garnet Gateway is accessed through the Bates home page (www.bates.edu).

The Bates College Imaging and Computing Center

The Bates College Imaging and Computing Center, located in Coram Library, houses optical and computer equipment for the capture, interpretation, and analysis of information in visual formats. The center's imaging lab houses optical microscopes, computational workstations, and a photography studio. An adjoining gallery and a computer room provide exhibition space and computer workstations. The imaging and computing center's capabilities have applications across the disciplines, from the visualization of nanostructures to GIS analysis and the production of works of art.

Laboratories

Laboratories and studios for student and faculty use are located throughout the campus. Chemistry and biochemistry laboratories and instruments are situated in Dana Chemistry Hall. Biology, environmental studies, geology, neuroscience, and physics laboratories are housed in Carnegie Science Hall. Astronomy students and faculty use the Stephens Observatory with its 0.32-meter reflecting telescope and the Spitz A-3 planetarium projector, also located in Carnegie. Archeology and psychology laboratories are housed in Pettengill Hall.

The Department of Romance Languages and Literatures, the Department of German and Russian Studies, and the Program in East Asian Studies make extensive use of the Language Resource Center in Roger Williams Hall. This facility offers a variety of language-specific software to enhance classroom activities, word processing, and web-based multimedia exploration. Web browsers are available in Chinese, Japanese, French, Spanish, German, and Russian. The center is equipped with computers, AV screens and VHS/DVD players, with video projection for classroom instruction.

Resources for the Arts

In Pettigrew Hall, theater, dance, and performance-art students use the proscenium stage of the Miriam Lavinia Schaeffer Theatre, which seats more than 300. The Department of Theater and Dance conducts experimental and studio work in the smaller facilities of the Gannett Theatre and the Black Box Theatre. The Marcy Plavin Dance Studios are located in Merrill Gymnasium.

The Olin Arts Center houses art studios for painting, drawing, printmaking, photography, and ceramics. It provides the Department of Music with music studios and rehearsal rooms for individuals and groups, as well as laboratories for computer-based composition. An acoustically exceptional 300-seat concert hall in the building is the site of performances year-round, ranging from student thesis recitals and weekly Noonday Concerts by Bates musicians to special appearances by internationally known musicians.

The Bates College Museum of Art

The Bates College Museum of Art is an integral part of the intellectual and cultural life of the college and the region. The Museum of Art brings a world of ideas to Bates, Lewiston-Auburn, and Maine through exhibitions featuring work by artists of national and international prominence. Through the permanent collection, programming, supporting publications and education programs, the Museum of Art serves as a laboratory for deep exploration, intellectual study, and creative discovery.

From in-depth solo exhibitions to compelling thematic group shows, temporary exhibitions are integrated into academic disciplines across the liberal arts. The Museum of Art and its exhibitions also provide opportunities for co-curricular engagement and the integration of art into the social life of the college and region. The permanent collection provides students and visiting scholars opportunities for longer term study and close examination of works of art. Each year, a lively programming series including lectures and gallery talks, visiting artists and scholars, and a film series compliments exhibitions. Education and outreach programs connect exhibitions and collections to area school children, developed to support area school curriculum with teaching writing skills and visual literacy.

Exhibition and public programs are free and open to the public. More information can be found on the museum website: (www.bates.edu/museum).

The Bates-Morse Mountain Conservation Area and the Bates College Coastal Center at Shortridge

The Bates-Morse Mountain Conservation Area (BMMCA) Corporation owns nearly 600 acres of rare undeveloped Maine coastland, managed by the college for conservation and research. The land lies between two tidal rivers in Phippsburg, and encompasses salt marsh, dune habitat, forested wetlands and uplands, and granite ledge outcrops including a panoramic overlook from the top of Morse Mountain, 180 feet above sea level.

The college conducts educational programs, scientific research, and literary study consistent with conserving the ecological and aesthetic values of the property. The principal researchers are Bates College faculty and students, as well as scientists from other educational and research institutions. Limited public visitation is permitted as long as it is conducted in ways consistent with the area's mission and does not interfere with the area's quiet natural beauty and relative solitude. The area is open year-round during daylight hours, but domestic animals, vehicles, and camping are not permitted in any season.

Near the BMMCA, the Bates College Coastal Center at Shortridge includes seventy-acres of woodland and wetland habitat, a ten-acre freshwater pond, and a research center and
field station.

The Shortridge Center is primarily used for academic purposes, particularly research associated with the Bates-Morse Mountain Conservation Area and the Meetinghouse Pond environs. The facility supports the research activities of Bates faculty and students, and serves as a retreat center for college groups. In addition, Shortridge provides a base for community-based research projects and other partnership activities between Bates and the Phippsburg community. The BMMCA and the Coastal Center at Shortridge are overseen by the Harward Center for Community Partnerships.

Confidentiality of Education Records

The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records.

1. FERPA affords the right to inspect and review the student's education records within forty-five days of the day the college receives a request for access. Students should submit to the registrar, dean of students, chair of the academic department or program, or other appropriate official written requests that identify the records they wish to inspect. The college official makes arrangements for access and notifies the student of the time and place where the records may be inspected. If the records are not maintained by the college official to whom the request is submitted, the official advises the student of the correct official to whom the request should be addressed.

2. FERPA affords the right to request the amendment of the student's education records that the student believes are inaccurate or misleading. A student may ask the college to amend a record that he or she believes is inaccurate or misleading. The student should write the college official responsible for the record, clearly identify the part of the record he or she wants changed, and specify why it is inaccurate or misleading. If the college decides not to amend the record as requested by the student, the college notifies the student of the decision and advises the student of his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures is provided when the student is notified of the right of hearing.

3. FERPA affords the right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception that permits disclosure without consent is disclosure to college officials, or officials of institutions with which the college has consortial agreements, with legitimate educational interests. A college official is a person employed by Bates in an administrative, supervisory, academic, or support-staff position (including Security and Health Center staff); a person or company with whom the college has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, such as the Committee on Student Conduct, or assisting another college official in performing his or her tasks. A college official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.

4. FERPA affords the right to file a complaint with the U.S. Department of Education concerning alleged failures by the 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 20202-5901.

Bates College reserves the right to refuse to permit a student to inspect those records excluded from the FERPA definition of education records and to deny transcripts or copies of records not required to be made available by FERPA if the student has an unpaid financial obligation to the college or if there is an unresolved disciplinary action against him or her. Fees are not assessed for search and retrieval of the records, but there may be a charge for copying and postage.

FERPA Annual Notice to Reflect Possible Federal and State Data Collection and Use. As of 3 January 2012, the U.S. Department of Education's FERPA regulations expand the circumstances under which education records and personally identifiable information (PII) contained in such records including Social Security number, grades, or other private information may be accessed without student consent. First, the U.S. Comptroller General, the U.S. Attorney General, the U.S. Secretary of Education, or state and local education authorities may allow access to records and PII without student 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 education records and PII without student consent to researchers performing certain types of studies. Federal and state authorities must obtain certain use-restriction and data security promises from the entities that they authorize to receive 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 student consent PII from education records, and they may track student participation in education and other programs by linking such PII to other personal information that they obtain from other federal or state data sources, including workforce development and migrant student record systems.

The Office of the Registrar and Academic Systems makes available copies of the federal regulations and the institutional policy on educational records as well as additional information about the Family Educational Rights and Privacy Act of 1974.

Directory Information. At its discretion, Bates College may provide "directory information" in accordance with the provisions of the Family Education Rights and Privacy Act of 1974 (FERPA). Directory information is defined as that information which would not generally be considered harmful or an invasion of privacy if disclosed. Bates identifies the following as directory information: name; Bates identification (ID) number; class; address (campus, home, and e-mail); username; telephone listings; major and minor fields of study; participation in officially recognized sports, extracurricular activities, and off-campus study programs; dates of attendance; degrees, honors, and awards received from the college; and individually identifiable photographs and electronic images of the student solicited or maintained directly by Bates as part of the educational record.

Students wishing to block the disclosure of directory information should contact the Office of the Registrar for additional information.