Liberal Arts Curriculum Requirements

Students continuing uninterrupted work will graduate according to the liberal arts curriculum requirements in effect at the time of matriculation unless students choose to graduate according to provisions enacted by the faculty and stipulated in subsequent catalogs.

Students re-entering the College after an official leave of absence greater than three calendar years, a withdrawal, or unapproved absence, will graduate according to the liberal arts curriculum in effect at the time of re- enrollment unless students choose to graduate according to provisions enacted by the faculty and stipulated in subsequent catalogs.

The Liberal Arts Curriculum serves as the intellectual foundation for the completion of academic majors and the pursuit of lifelong learning by ensuring that students receive a comprehensive liberal arts education rooted in the Arts, Humanities, and Sciences. A fundamental purpose of the curriculum is to hone the critical thinking skills of students as reflected in their ability to reason—scientifically, qualitatively, quantitatively, and morally. Another goal of the curriculum is to develop the communication skills of students as reflected in their ability to express ideas via the written and spoken word and through the use of technology. Ultimately, the Liberal Arts Curriculum intends to help students to acquire knowledge and skills that will foster their thoughtful participation in the various communities to which they belong, personal and professional, local and global.

The Liberal Arts Curriculum requires students to complete a minimum of 40 general education credits distributed across eight areas of knowledge and application. These requirements apply to all students, except for those who are admitted with either an associate’s degree from a regionally-accredited two-year college (excluding applied associates degrees like an A.A.S.) or 90 earned credits from a regionally-accredited four-year college (excluding applied bachelors degrees). To complete the program, a student must earn a grade of “C-” or better in all required coursework. In doing so, students will have demonstrated an acceptable level of academic performance (i.e. proficiency or better) relative to the following general educational outcomes:

1. The student will use qualitative reasoning to analyze and interpret the aesthetic qualities, social significance, and meaning of historical and/or literary texts and/or other cultural artifacts, including film.
2. The student will use qualitative reasoning to analyze and interpret the aesthetic qualities, social significance, and meaning of works of art, including the visual arts, performing arts, and/or creative writing.
3. The student will demonstrate the ability to apply qualitative and quantitative approaches to understand social systems, human culture, and/or human behavior.
4. The student will demonstrate the ability to apply scientific reasoning to investigate the natural and physical world.
5. The student will produce writing that expresses understanding as a series of claims supported by sound reasoning, illustrative examples, pertinent evidence, or relevant authorities.
6. The student will demonstrate the ability to use an ethical framework to guide personal conduct and community service.
7. The student will formulate, interpret, and solve problems using quantitative and logical reasoning skills.
8. The student will demonstrate the ability to apply qualitative and quantitative approaches to engage in cross-cultural analysis and/or identify strategies for participation within a global environment.
9. The student will demonstrate the ability to use technology for purposes of data acquisition, analysis, and presentation.
10. The student will demonstrate the ability to use appropriate information gathering strategies for purposes of data acquisition, analysis, and presentation.
11. The student will demonstrate the ability to use public speaking techniques to communicate ideas and information to an audience.

A Cedar Crest College student must complete the following course work to earn a degree.

Requirements for the Liberal Arts Program

Arts: 2 courses, one of which must be a 3-credit course; 6 credits
Humanities: 2 courses; 6 credits
Natural Sciences: 2 courses, one of which must be a lab-based course; 7 credits
Social Sciences: 2 courses; 6 credits
Ethics: 1 course: 3 credits
Global Studies: 1 course; 3 credits
Mathematics & Logic: 2 courses, one of which must be a mathematics course; 6 credits
Writing: 2 courses: WRI 100 or HON 110, plus one WRI-2 course; 6 credits

40-43 credits total

Areas of Knowledge and Application

A. Courses that address areas of scholarly inquiry and human achievement:

Arts: The courses that comprise this category are designed to help students develop an understanding and appreciation for the fine arts, including the visual and performing arts and creative writing. Creating, performing and appreciating works of art define the basis for an aesthetic education. Studio and/or performance experiences help students to develop creative and critical thinking skills whereas appreciation experiences help students to understand the value systems that have developed over the centuries, underpinning the rationale for determining the great works and their creators. While tools and process may differ, the concepts that define the arts are common to all disciplines in this category. The key disciplines in this category are the Fine Arts: Dance, Theater, Music, Creative Writing, and the Visual Arts. Students may select two courses from the same discipline to satisfy the Arts requirement if they so choose.

Humanities: The courses that comprise this category examine the texts produced by human culture in order to understand how these texts have, in the past, reflected and shaped – and continue to reflect and shape – human thought, including human aspirations and fears. The texts studied by humanistic disciplines include literature and film, philosophical and religious treatises, and historical documents. The method of inquiry employed by humanities disciplines requires a textual analysis that arrives at its understanding by considering the text from multiple perspectives, ranging from the study of the text’s language and its implications, to a consideration of historical and cultural contexts, to the situation of a text within a tradition of thought. The key disciplines in this category are Communication, English, History, International Languages, and Philosophy.  Students may select two courses from the same discipline to satisfy the Humanities requirement if they so choose.

Mathematics and Logic: The courses that comprise this category are designed to engage students in activities that develop analytical skills relating to the formulation, interpretation and solution of quantitatively-based problems or activities which develop logical reasoning skills, including the ability to analyze and critically evaluate arguments from a logical point of view. The key discipline in this category is Mathematics.

Natural Sciences: The courses that comprise this category share a common methodology, in that they explore and study the natural world through the application of the scientific method. This method of inquiry involves critical and objective observation, the formulation and testing of hypotheses, constrained by the philosophical premise of naturalism and the critical analysis and interpretation of empirical data. Material covered in courses in this category should be placed in the context of relevant scientific theories. The key disciplines in this category are Biology, Chemistry, Health Sciences, Physics, and General Science.

Social Sciences: The courses that comprise this category study human culture and behavior and the institutions within which individuals and groups live, work, learn and act. The mode of inquiry associated with the investigation of the cognitive, political, religious, social, expressive, and economic dimensions of human life is informed by the scientific method, signifying an appreciation of the value and significance of using empirical evidence, hypothesis testing, quantitative analysis and qualitative studies to think critically about the nature of human behavior, institutions and individual development. The key disciplines in this category are Anthropology, Economics, Political Science, Psychology, Religion, and Sociology. Students may select two courses from the same discipline to satisfy the Social Sciences requirement if they so choose.

B. Courses that promote reflection on and engagement with the demands of citizenship within a complex and changing society:

Ethics: The courses that comprise this category are designed to help students develop a working knowledge of the theories and principles of ethics while also engaging students in activities that encourage individuals to reflect systematically on their personal moral beliefs and values. Courses should be interdisciplinary in nature and should focus upon the application of ethical theory to practice, either in the classroom and through experiences beyond the classroom. Global Studies: The courses that comprise this category introduce students to art, literature, religion, or historical perspectives beyond the American mainstream; diverse cultural practices and beliefs, including health practices and new cultures arising from new technologies and the development of a quasi-borderless world; or the study of economic, political, legal and/or scientific systems or interactions within the context of varied social backgrounds or cultural frameworks.

C. Courses that promote the ability to use writing as a tool for expression and understanding:

Writing: The courses that comprise this category are designed to help students develop the ability to approach a topic for writing in light of the demands of purpose, audience, and the specific requirements of an assignment. Such requirements include skills in these categories: insightful and developed ideas, a supported thesis, awareness of audience and discourse conventions, coherence and logical organization, a sophisticated and professional style, and an attention to the revision process and manuscript preparation.

Students should consult the Registrar’s Page on MyCedarCrest for a full list of courses approved for each Liberal Arts designation.

College-wide Requirements Satisfied Within the Departmental Major

The following requirements will be satisfied by students within the context of individual academic majors. For all requirements, the necessary coursework may be offered directly within the academic major or, alternatively, the academic major may require that students complete an appropriate course or courses offered in a different department.

Technology Requirement: The technology requirement is satisfied through the completion of coursework required within the context of individual academic majors. This approach recognizes that the definition of “technological competence” differs across academic disciplines and fields of specialization; thus each department is responsible for documenting that students enrolled in their programs as majors have demonstrated an acceptable level of academic performance in regard to their ability to: (1) engage in data searches and data organization, (2) engage in data analysis, and (3) engage in data presentation and communication.

Oral Presentation: The oral presentation requirement is satisfied through coursework required within the context of individual academic majors or through the completion of a course designated by the department as satisfying this requirement. Each department is responsible for documenting that students enrolled in their programs as majors have demonstrated an acceptable level of academic performance in regard to their ability to: (1) employ basic skills of good public speaking, (2) conduct an audience analysis, (3) use logic, and (4) demonstrate credibility through the presentation of evidence and the use of proper delivery techniques, including the use of audio-visual materials and appropriate technologies.

Information Literacy Requirement: The information literacy requirement is satisfied through the completion of coursework required within the context of individual academic majors. Each department is responsible for documenting that students enrolled in their programs as majors have demonstrated an acceptable level of academic performance in regard to their ability to: (1) frame a research question, (2) access and evaluate sources, (3) evaluate content, (4) use information effectively to accomplish a specific purpose, and (5) understand the economic, legal and social issues of information use.

Abandoning a Class

A student who simply stops attending class without completing the paperwork to drop or withdraw from the course will receive a grade of “F” for the course and will be financially responsible for all charges associated with the class.

Academic Advising

Traditional undergraduate students meet with their faculty advisors to discuss academic goals and interests as well as to make course selections each semester. Traditional students who have achieved fewer than 54.9 credits are required to meet with an advisor prior to registration.

SAGE – Adult Undergraduate Students – A newly accepted student is assigned to a professional academic advisor for the first two registration cycles of the student’s academic career at Cedar Crest College.  The professional academic advisor will assist a student with registering for the first semester and outlining academic and career goals. 

After the drop/add period of a student’s second semester, he or she will be reassigned to a faculty advisor in the student’s major area of study. 

Academic Credit Totals

For determining full-time or part-time status and assessing fees, 12 credit hours constitute a full-time load. No student is permitted to schedule an academic credit overload (over 19 credits) without permission of the academic advisor and the VP of Student Succes & Engagement/Dean of Students or Registrar.

Address Changes

If a change in student location occurs during a student’s enrollment period, the student is required to notify the Registrar’s Office of the change in location within 30 days of this change.

For students in professional licensure majors/programs, a change in state location could impact the ability to obtain a license in the student’s new state.  Students should consult with their academic advisor in their major/program for professional licensure information for their new state location.

Absence Notification Policy

College policy states that regular attendance at classes is expected of all students, regardless of whether attendance is a factor in a student’s grade for a particular course. If attendance is used to compute the final grades for the course, that fact must be reflected in the course syllabus. For courses requiring a final exam, students are required to attend the exam, on the day and time scheduled by the Registrar’s Office.

1. A student who is absent from classes for illness, a family emergency, a death in the family, military service, jury duty, or other legitimate reasons must notify their instructors. A calendar of annual religious or other recognized holidays provided by the Center for Diversity and Inclusion will serve as notice to all faculty for students absent due to religious or cultural observance. It is the responsibility of the student to maintain communication with the instructor concerning class absences. If the number of absences affects the student’s grade or the instructor has a specific concern, the instructor should complete a Finish Line Report to the student outlining in detail their concerns and actions to be taken. In cases where a student has been absent for a high-stakes event such as a midterm exam, for 2 or more consecutive class meetings, or 1 class meeting for accelerated weekend classes or classes that meet once-per-week, faculty may require students to obtain absence notification through the Dean of Students prior to determining the impact of absences on the student’s progression in the course. Faculty members should develop policies in consultation with their respective departments for excusing students who miss classes or coursework for reasons beyond their control and should inform students about these policies, including options, if any, for submitting missed assignments. The department attendance policies should be consistent with relevant accreditation, program, or college requirements. Such specific attendance policies supersede the College’s general attendance policy and must be published and accessible to the student.
2. Student absences due to participation in institutionally approved events such as intercollegiate athletics, theatrical or musical performances, academic conference, and study away or field trips must be verified by the event’s sponsor (e.g., coach or faculty member). Participation in such events does not constitute an automatic excused absence from classes. The instructor may require student attendance if, in the context of the course, this appears to be in the student’s best interest, based on the student’s academic standing and current performance in the course. In any case, the student is responsible to inform the instructor in writing of an anticipated absence at the start of the semester or the official start of each athletic/performance season. Students are responsible for making up any classwork missed for a verified absence.

Religious Observation

Cedar Crest College supports students from a diversity of faith traditions.  When a religious observation conflicts with a scheduled class, students should report and discuss the conflict with their faculty at the beginning of the semester and work with the instructor to make the necessary arrangements to ensure the course requirements are met. 

Auditing

A student may, with the permission of the instructor, audit a course on a space-available basis for a tuition charge. In such courses as studio arts, laboratory sciences, and applied music, appropriate fees may be charged to all students as applicable. Registration for audits is through the registrar’s office. A grade of “S” (satisfactory) or “U” (unsatisfactory) is recorded for auditing. An auditor is not required to take examinations and is accorded only such class participation as the instructor may offer. A student may, with the permission of the instructor, change from audit to credit until the end of the second (2nd) week of classes (deadlines for accelerated, winter terms, and summer sessions differ). It is the student’s responsibility to make up any assignments the student may have been exempt from as an auditor. Adjustment of fees to the level of full course cost will be made where applicable. A student may, with the permission of the instructor, change from credit to audit up until the deadline for withdrawing from courses. No refund will be given in the case of a registration change from credit to audit.

Bachelor’s Degree Requirements and Procedures

To earn a bachelor’s degree from Cedar Crest College, each student must:

• Successfully complete a specific group of courses in the liberal arts curriculum (see liberal arts curriculum).
• Satisfy the requirements of a major course of study.
• Successfully complete a minimum of 120 credits. Some majors may require additional credits. Dual degrees require a minimum of 30 extra credits.
• Maintain a 2.000 cumulative grade-point average or higher. Some programs require higher minimums.
• Students are required to complete 26 of their last 30 credits at Cedar Crest. LVAIC courses may be taken in the last 30 credits

(Please note that some majors require a cumulative GPA higher than 2.000. Check department requirements for details.)

Class Standing

A student’s class standing is determined by the student’s number of earned credits as certified in the registrar’s office at the beginning of each term.

Freshman 0-23.9 earned credits 

Sophomore 24-54.9 earned credits 

Junior 55-85.9 earned credits 

Senior 86 or more earned credits

Classroom Protocol

a. Learning Environment and Appropriate Classroom Behavior

Cedar Crest College maintains a classroom and learning environment dedicated to scholarly, artistic and professional inquiry. The College’s community of learning is founded upon the intellectual freedom of students and faculty in pursuit of knowledge and understanding. Such an environment depends upon the insights of the liberal arts disciplines, as well as a respect for the global diversity of viewpoints and cultural backgrounds.

The College expects students to conduct themselves in a manner that best realizes their own and other students’ education. Appropriate classroom behavior includes, but is not limited to, the expectations for students: to attend and be prepared for all classes, to arrive and leave on time, to treat the faculty members and other students with respect, to refrain from any activities within the classroom that do not directly pertain to the business of the class, to use language that is respectful and non-abusive, and to otherwise refrain from any behavior that disrupts or jeopardizes the learning environment as determined by a reasonable faculty member. Academic programs or individual faculty members may establish additional behavioral policies for their courses, including those which take classroom behavior into account for a student’s academic evaluation.

If a student would like to bring a guest to class, permission must be secured from the instructor prior to that class time.

b. Response to Disruptive Classroom Behavior

Faculty members are entitled to respond to disruptive student behavior. Responses can range from a verbal warning to requiring the student to leave class. Faculty may further choose to treat dismissal from class as an absence for the purposes of attendance policies. If a student refuses to leave when requested, the faculty member is to call campus security and have the student removed. Unless it should be necessary to protect oneself, the faculty member should not make any effort or threat to remove the student physically.

If the faculty member desires that the expulsion extend beyond the class period or that it be permanent, the faculty member must first notify the chair of his or her department, and then make such a request to the provost prior to the beginning of the next meeting of that class. If the provost concurs, the student is to be notified of procedures by which she may appeal. Under some circumstances, some disruptive classroom behavior may warrant dismissal from the College.

c. Notification of Classroom Protocol

Faculty members are expected to make clear expectations for specific classroom decorum and repercussions for non-compliance, including the impact disruptive behavior may have on students’ academic evaluation. Faculty members should be aware of setting boundaries and procedures for exceptions to policies stated in the syllabus.

The following statement (or similar language) should be conveyed to students at the start of each term: “Appropriate classroom behavior is implicit in the Cedar Crest College Honor Code. Such behavior is defined and guided by complete protection for the rights of all students and faculty to a respectful classroom environment. That environment is free from distractions such as late arrivals, early departures, inappropriate conversations and any other behaviors that might disrupt instruction and/or compromise students’ access to their Cedar Crest College education.”

Conditional Standing

The faculty at Cedar Crest College have adopted the following policy concerning conditional standing and separation from the College:

• First-time, fulltime first-year matriculated traditional students who fail to achieve a grade-point average of 1.800 as first-semester freshmen will be placed on conditional standing for the subsequent term. 
• All other full-time matriculated students who fail to achieve a cumulative grade-point average of 2.000 after their first semester will be placed on conditional standing. 
• Part-time matriculated students will be reviewed for academic progress for every accumulation of 9 credits they complete.  Part-time students who fail to achieve a cumulative grade-point average of 2.000 for every 9 credits will be placed on conditional standing for their subsequent 9 credits.
• Conditional standing requires that a student complete an Academic Recovery Plan with Student Success and Engagement, in conjunction with their advisor.  The Academic Recovery Plan will specify the steps the student needs to take to remain in good standing at the college: including but not limited to a required grade point average for the following semester, attendance requirements, and requirements to seek tutoring or other academic assistance.  Failure to complete an Academic Recovery Plan may lead to the student being placed immediately on academic probation.
• Matriculated students who fail to achieve a 2.000 grade-point average for the semester following being placed on conditional standing may continue on conditional standing for one additional semester, at the discretion of the Director of Student Success and Retention, if they have met the other conditions indicated in their Academic Recovery Plan.  Students who do not comply with their Academic Recovery Plan and fail to achieve a 2.000 grade-point average will be placed on academic probation.  Students placed on academic probation will be required to meet with the Director of Student Success and Retention to complete an Academic Probation Contract, which will specify the steps the student needs to complete to remain enrolled at the College.
• After two consecutive semesters on conditional standing or one semester on academic probation, students who fail to achieve a cumulative grade-point average of 2.000 will be subject to a dismissal procedure.
• Matriculated students who fail to achieve a cumulative grade-point average of 1.000 in any single semester may be subject to a dismissal procedure.

The dismissal procedure includes the opportunity to petition the Academic Policies and Standards Committee for continuation.

A student dismissed for unsatisfactory academic achievement may petition the Academic Policies and Standards Committee for re-admission; this petition must include an explanation of the factors that contributed to the student’s academic performance, official documentation verifying the impact of these factors, and a plan for returning to good academic standing, including any specific academic work or equivalent experience anticipated or completed  during the interval between dismissal and re-admission.

Once re-admitted to the College, the student must achieve a grade-point average of 2.000 or better every semester to remain.  If a student is dismissed a second time, there is no appeal. 

Cross-registration within LVAIC

Traditional full time undergraduate studentswho are in good academic standing may register for courses at other institutions of the Lehigh Valley Association of Independent Colleges (LVAIC), provided those courses are not available to them at Cedar Crest. (Other LVAIC participating institutions are DeSales University, Lafayette College, Lehigh University, Moravian College and Muhlenberg College.) Traditional students will pay the comprehensive tuition to their home institution, but may be required to pay applicable fees to the host institution. Transportation is the student’s responsibility. Full time students may register through the LVAIC web site, http://lvaic.org/for-students/cross-registration/

SAGE – Adult Undergraduate Students who are in good academic standing may register for courses at other institutions of the Lehigh Valley Association of Independent Colleges (LVAIC), provided those courses are not being offered at Cedar Crest College. (Other LVAIC participating institutions are DeSales University, Lafayette College, Lehigh University, Moravian College and Muhlenberg College.) SAGE students will pay tuition and applicable fees to the host institution. Transportation is the student’s responsibility. Details and forms for cross-registration are available in the Registrar’s Office.

Student teaching and Nursing courses (NUR) are not available through the LVAIC cross-registration policy. For more information regarding the LVAIC policy, contact the Registrar’s Office at .

Cross-Registration within Acadeum

Traditional students, who are in good academic standing may register for online courses offered through the Acadeum Consortium, provided that a suitable course that meets the academic needs of a student is not available at Cedar Crest.

SAGE – Adult Undergraduate Students, who are in good academic standing may register for online courses offered through the Acadeum Consortium provided that a suitable course that meets the academic needs of a student is not available at Cedar Crest.

Students will pay the applicable Cedar Crest College tuition rate, but may be required to pay additional fees to the host institution. Details and forms for cross-registration are available through the Registrar’s Office.

All credits and grades earned via consortium courses will be computed into the student’s cumulative average. Credits earned via consortium courses will not be treated as transfer credits.

If students want to use a consortium course to satisfy a degree, certificate, or general education requirement, they must receive approval in advance from their academic advisor and the appropriate Department Chair at Cedar Crest. Student teaching, field experiences, and Nursing (NUR) courses may not be satisfied through the consortium cross-registration policy.

Individual departments reserve the right to determine how and whether students may use consortium courses to satisfy academic requirements for majors, minors, masters and certificate programs.

Dean’s List and Honors

Dean’s List: Dean’s List is awarded each fall and spring to any full-time matriculated student who receives a semester average of at least 3.650 on the basis of at least 12 credits for which the student receives letter grades and quality points. A student who has an incomplete grade during a semester will not be eligible for the inclusion on the Dean’s List.

Students enrolled for fewer than 12 graded credits each semester are considered part-time students for the purposes of Dean’s List recognition. Appointment to the Dean’s List is made when

• A minimum total of 12 graded credits are completed within one academic year (Fall, Winter, Spring); and
• Grades in the courses across these combined semesters result in a grade point average of 3.650 or higher.

Dean’s List status for part-time students is recorded on the most recently completed semester during which all cumulative criteria were met. Once awarded, the calculation for additional recognition begins anew.

Delphi: Delphi is the College honor society. Students who, upon completion of 86 or more total credits, 60 of which have to be graded credits of academic work at Cedar Crest, have a cumulative grade-point average of 3.800 will be recognized as members of Delphi.

Honor Societies: Cedar Crest sponsors chapters of the following national or international honor societies:

• Alpha Alpha Alpha (national – first-generation students)
• Alpha Psi Omega (national – theatre)
• Alpha Sigma Lambda (national ­– adult learners)
• Beta Beta Beta (national – biology)
• Delta Delta Epsilon (international – forensic science)
• Delta Mu Delta (international – business)
• Gamma Sigma Epsilon (national – chemistry)
• Kappa Delta Pi (national – education)
• Kappa Mu Epsilon (national – mathematics)
• Lambda Pi Eta (national – communication)
• Phi Alpha (national – social work)
• Phi Alpha Theta (international – history)
• Phi Epsilon Kappa (national – exercise science)
• Psi Chi (national – psychology)
• Sigma Tau Delta (international – English)
• Sigma (international – nursing)
• Theta Alpha Kappa (national – religion and theology)

Graduation with Honors: A student is considered for graduation honors if the student’s cumulative average at Cedar Crest is 3.550 or better and includes at least 60 graded Cedar Crest (excluding courses taken on a pass/fail basis) credits. The awarding of honors is based on all graded work done at Cedar Crest (including dual degree programs) and graded work completed at other LVAIC institutions as a matriculated Cedar Crest student and is for undergraduate students only.

Students with a cumulative average of 3.550 or above graduate cum laude; those with an average of 3.650 or above graduate magna cum laude; those with an average of 3.800 or above graduate summa cum laude. Students should consult the registrar’s office to determine their status.

Declaration of Dual Degrees

A Cedar Crest graduate may be awarded a second bachelor’s degree, either B.A. or B.S., if the student completes a minimum of 30 additional approved credits at Cedar Crest with a cumulative grade-point average of at least 2.0 and satisfies the requirements for an additional major. A student may pursue a second bachelor’s degree to be awarded either at the same time as the first degree or at a time subsequent to the awarding of the first degree, provided that the pursuit of the second degree reflects a second distinct and comprehensive program of study. The option for the second bachelor’s degree is limited to the departmental majors and programs listed in the catalog.

Study Leading to a Second Degree: A student who has earned a baccalaureate or associate’s degree at an accredited institution may pursue a program of study leading to a second degree at Cedar Crest College. Credits earned as part of the first degree will be evaluated for applicability toward major requirements and liberal arts curriculum requirements. The student must satisfy all graduation requirements and adhere to all other academic policies.

Declaration of Major and Minors

Students declare their major during the application and registration process.  Students applying to the Education, Nutrition, or Nursing programs are declared as “Intended” in the respective program until department specified entrance requirements are met. 

An education major in the Teacher Education Program may be declared after successfully completing 48 credits with a cumulative GPA of 3.0 or above and meeting all Basic Skills Testing requirements. On July 8, 2022, former Governor Wolf signed Act 55 that waives the Basic Skills Testing requirements for all students who officially declare the education major through July 8, 2025. This waiver does not apply to the other certification exams; students will still need to complete the test(s) specific to their area(s) of certification before applying for their PDE teaching certificate. Students who are not eligible to officially declare the education major by July 8, 2025, will need to meet the basic skills testing requirements. Students already holding a BA or BS degree are not required to take the Basic Skills Exams. For further information, please contact the Education Department.

Intended Nursing majors complete their Declaration of Major forms during the Nursing Orientation Session (April for summer and fall Nursing starts, and October for winter Nursing starts). Once all grades are submitted for the semester prior to the program start date the Nursing Department submits the forms to the Registrar’s Office for processing.

Major requirements:  All students must satisfy a minimum of 18 credits of major requirements through Cedar Crest College coursework. Individual departments may specify higher residency requirements for major coursework or establish further restrictions on the types of transfer credits accepted toward major requirements. Students will graduate according to the major requirements listed in the College catalog and in effect at the time they enter the College. If the requirements for the major change after a student has declared the major, the student may choose to graduate according to curricular changes enacted by the Faculty and stipulated in subsequent catalogs.

Change of major:  Any change in major, including change of B.S. or B.A. program within the same department, shall be processed via a Declaration of Major form (found on My Cedar Crest) and through the Registrar’s Office.  Any such change requires departmental approval. Some majors require a minimum GPA for declaration. Students should consult with academic departments.

Declaration of a self-designed major: Matriculated students may design their own major and seek its approval from the Committee on Undergraduate Education (CUE). Such proposals will only be considered if the courses required are available at Cedar Crest or within the LVAIC and meet the standards for an academic major at Cedar Crest. A formal petition shall be made indicating her expected degree and be approved by the relevant Department Chairperson before submission to CUE. For information, see the Registrar. Students are required to declare a self-designed major by the time they have completed 90 credits.

Declaration of more than one major: Students may complete requirements for more than one major. Students declaring additional majors shall indicate one as their primary major. The primary major shall determine the degree to be awarded, i.e., B.S. or B.A.

Declaration of an academic minor: Some departments offer minors, completion of which is optional. A student initiates declaration of a minor with the completion of a form available from the Registrar’s Office. A minor must be a minimum of 18 credits with at least one-half taken at Cedar Crest College. No course with a grade of less than C-may be counted to satisfy a minor requirement. Some departments have higher requirements. A course taken Pass/Fail will not satisfy a minor requirement unless it is a course offered on a Pass/Fail basis only. All minors must be completed at the same time the degree is completed and awarded.  

Matriculated students may design their own minor and seek its approval from the Committee on Undergraduate Education (CUE). A formal petition shall be made, including required documentation as set forth by the Registrar, and be approved by the relevant Department Chairperson before submission to CUE. Students are required to declare a self-designed minor by the time they have completed 90 credits. A minor must include a minimum of 18 credits with half the credits taken at Cedar Crest College. No more than 3 credits may be completed in independent study. All policies pertaining to a minor apply to the self-designed minor.

Declaration of concentration/certification: A student declares a concentration or certificate by completing the appropriate form available from the Registrar’s Office.

Concentrations are focused areas of study within an academic major and are contingent upon completion of bachelor degree requirements. Academic departments establish the curriculum for a concentration within a major’s requirement.  All concentrations must be completed at the same time the degree is completed and awarded.

Certificates are focused areas of study that provide postsecondary non-degree credentials. A certificate program must include a minimum of 12 credits. At least 12 credits of a certificate must be completed at Cedar Crest College, although departments may require a higher number of residency credits. No course with a grade of less than C- may be counted to satisfy a certificate requirement, and some departments require that a grade higher than C- be achieved per course for the certificate. A course taken Pass/Fail will not satisfy a certificate requirement unless it is a course offered on a Pass/Fail basis only. A certificate program may be completed as a stand-alone credential, without a bachelor’s degree.

Academic major course requirements: A course with a grade of C- or better may be counted to satisfy a major requirement. Some departments have higher requirements. Students should consult with individual departments for exact requirements. A course taken Pass/Fail will not satisfy a major requirement unless it is a course offered by the department on a Pass/Fail basis only. The minimum cumulative grade-point average for coursework in the major is 2.000. Some departments require a higher cumulative GPA in the major.

If a student re-enters the College to continue a major after an official leave of absence greater than one academic year, the student will graduate according to major requirements in effect at the time of re-enrollment. A student may complete more than one major within one degree.

Dropping/Adding a Course

Drop/Add Period: Students may add a course only during the first week of the course, space permitting. Students may drop a class during the drop/add period, or prior to the start of the class without the drop appearing on students’ transcript. Dropping one or more classes may affect a student’s eligibility for financial aid; students should visit the Student Financial Services office for information.

Grades and Quality Points

Letter grades are used to designate academic achievement, with accompanying quality points:

Grading Scale

A = 4.0 quality points 

A- = 3.7 quality points
B+ = 3.3 quality points 

B = 3.0 quality points 

B- = 2.7 quality points 

C+ = 2.3 quality points 

C = 2.0 quality points 

C- = 1.7 quality points 

D+ = 1.3 quality points 

D = 1.0 quality points 

F = 0 quality points

Calculation of the Grade Point Average (GPA)

The grade-point average is computed at the completion of each academic semester and summer session for those courses taken at Cedar Crest College.

For example, a student who has registered for 15 credits in a semester would calculate his/her GPA in the following manner:

3 credits of A: 3 x 4 = 12.0
3 credits of B+: 3 x 3.3 = 9.9
3 credits of B: 3 x 3 = 9.0
3 credits of C: 3 x 2 = 6.0
3 credits of D+: 3 x 1.3 = 3.9
Total credits: 15
Total quality points: 40.8
40.8 / 15 = 2.72 GPA = 2.720

Total quality points for each course are calculated by multiplying the number of course credits by the quality points for the grade earned. The average is calculated by dividing the total credits attempted into the total quality points earned.

Grading Key

The following grades have no accompanying quality points and are not computed in the grade-point average:

CR = Credit, a satisfactory grade for a course taken as Credit/No Credit

EC = Earned Credit, a satisfactory grade for courses in the First Year Experience (FYS 1XX, CCC 101, and CCC 102)

NC = No Credit, an unsatisfactory grade for a course taken as Credit/No Credit (Spring 2020) or an unsatisfactory grade in a First Year Experience Course (FYS 1XX, CCC 101, and CCC 102)
P = Pass, a course taken as Pass/Fail

PN = Pass, no grade (normally assigned to transfer credits)
S/U = Satisfactory/Unsatisfactory, used for audits or other cases involving no academic credit
PN = Pass, no grade
combined with S above
W = Withdrew before official deadline on the academic calendar

WIP = Work in Progress

I= Incomplete, a temporary grade issued to a student who is doing passing work, but for reasons beyond a student’s control, is unable to complete an assignment or examination by the deadline for grade submission. Work must be completed with six (6) weeks of the grade deadline on the academic calendar, or the grade will automatically be converted to an F.

In cases involving unusual circumstances, such as sickness or injury, a member of the Academic Services team may request an incomplete on the student’s behalf. Once the work is complete, the instructor will submit the final grade to the Registrar’s Office via the online procedure no later than six (6) weeks after grades were due. This grade will be based on the work the student completed during the regular semester and any work submitted between the end of the semester and the six-week deadline.
If the faculty member does not approve the request for an incomplete, the student may follow the Student Appeal Process for Academic Decisions described in the Student Handbook.  

Repeating a Course

Students may repeat a course. Third-time repeats may require the Registrar’s approval. Some departments have their own policies regarding repeating a course. Once the course is repeated, the higher grade earned is computed into the student’s grade point average. Both grades appear on the permanent record.  The original course will be denoted with an asterisk (*) on the transcript, and the repeated course will have an “R” after it.

Repeating one or more classes may affect a student’s satisfactory academic progress requirement for receipt of financial aid; the student should visit the financial aid office for information.

Pass/Fail Option

Students may enroll for courses on a pass/fail basis up to 25 percent of the total of their Cedar Crest work applicable for graduation, in addition to courses offered only as pass/fail. A student may not use a course taken on a pass/fail basis to satisfy major, minor, or Liberal Arts Curriculum requirements unless the course is offered only on a pass/fail basis.  A first-year student may enroll in no more than two pass/fail courses per semester.

Students who wish to change their registration from graded credit to pass/fail must complete this change in registration by the end of the twelfth (12th) week of the fall or spring semester. (Deadlines for accelerated, winter term, and summer sessions differ and will be announced to students and advisors.) This change is permanent and may not be reversed. Students may not revert from a Pass/Fail option to graded credit.

Instructors are not informed that a student is enrolled as pass/fail. Letter grades are submitted and are recorded as pass/fail in the Registrar’s Office. To receive a “Pass,” the student must receive a grade of D or higher. Pass (P) is not computed in the grade-point average; the student receives credit only. Fail (F) is computed as an F in the grade-point average; the student receives no credit.

Graduation

Declaration of Intent to Graduate: All students are required to apply for graduation in order to complete a degree or certificate program. Students must complete the online application (located on MyCedarCrest) declaring their intent to graduate before the deadlines indicated below:

January Graduation: Apply by August 1 of the previous calendar year

May Graduation: Apply by December 1 of the previous calendar year

August Graduation: Apply by March 1 of the same calendar year

After submission of the application to graduate, a degree audit for the applicant will be generated by the Registrar’s Office with a copy sent to the student and the faculty advisor.  The degree audit will list total academic credit and Liberal Arts Curriculum requirements for graduation and those which have been fulfilled.

To participate in Commencement, undergraduate students who are within a year of graduating may walk in the ceremony. Students are permitted to walk in only one Commencement ceremony. Students should indicate their plans for attending the ceremony when completing the online graduation application.  Students who participate in the Commencement ceremony but fail to complete degree requirements are not and shall not be considered to have graduated from the degree program. Students may participate in only one Commencement ceremony per academic degree. No diploma will be issued until the degree conferred date following the completion of all requirements.

Honor Code

Cedar Crest College students should uphold community standards for academic and social behavior in order to preserve a learning environment dedicated to personal and academic excellence. Upholding community standards is a matter of personal integrity and honor. Individuals who accept the honor of membership in the Cedar Crest College community pledge to accept responsibility for their actions in all academic and social situations and the effect their actions may have on other members of the college community.

Honor Code Principles

• The following principles stand at the center of the honor philosophy:
• We believe in self-governance.
• We respect the individual ownership of ideas, work and property.
• We recognize and appreciate others’ differences.
• We have responsibility as individuals within a community to uphold community standards.
• We will create a just and caring environment by striving to behave with equity and consideration of others.

Honor Code Pledge

“We who accept the honor of membership in the Cedar Crest College community recognize our obligation to act, and encourage others to act, with honor. The honor code exists to promote an atmosphere in which the individual makes their own decisions, develops a regard for the system under which they live, and achieves a sense of integrity and judgment in all aspects of their lives. It is with faith in such a system that I have accepted membership into this community. Representative of such, I hereby pledge to uphold the spirit and the letter of the honor code.”

Academic Standards of Integrity

In keeping with the honor code, academic integrity and ethical behavior provide the foundations of the Cedar Crest scholarly community and the basis for our learning environment. Cedar Crest College expects students to set a high standard for themselves to be personally and intellectually honest and to ensure that other students do the same. This standard applies to all academic work (oral, written or visual) completed as part of a Cedar Crest education.

Academic Misconduct

Cedar Crest College considers the following acts, but not only the following acts, to be breaches of its academic standard of integrity. Cedar Crest College reserves the right, in its sole discretion, to define what constitutes academic misconduct. Examples of academic misconduct include but are not limited to, the following:

i) Cheating.

During the completion of an academic assignment (e.g. quizzes, tests, examinations, artistic works, presentations, or papers), it is dishonest to use, have access to, or attempt to gain access to any and all sources or assistance not authorized by the instructor.

ii) Plagiarism.

Plagiarism is the act, intentional or not, of misrepresenting the work, research, language or ideas of another person (published or unpublished) as one’s own. An assignment, or part of an assignment, that fails to acknowledge source material through an appropriate academic discipline’s citation conventions for quotation, paraphrase, and summary also constitutes plagiarism.

iii) Collusion.

Collusion is the collaboration of two or more individuals in either giving or receiving assistance not authorized by the instructor for the completion of an academic assignment.

iv) Falsification.

Falsification is the misrepresentation of academic work or records.  Falsification includes, but is not limited to: the fabrication of research, scientific data, or an experiment’s results; providing false information regarding an academic assignment, including reasons for absence, deadline extension or tardiness; the tampering with grade or attendance records; the forging or misuse of college documents or records; or the forging of faculty or administrator signatures. An assignment or part of an assignment, submitted for academic credit in one course and resubmitted by the student for academic credit in another course without both instructors’ permission also constitutes falsification.

v) Sabotage.

Sabotage is the act of hindering another student’s (or students’) ability to complete an academic assignment. Destruction of college property (e.g. library holdings, laboratory materials, or computer hardware or software) may constitute sabotage.

vi) Impersonation. Impersonation is the act of a person pretending to be a student during the completion of an academic assignment; impersonation also includes the act of a student soliciting another person to assume that student’s identity for the completion of an academic assignment.

vii) Other forms of academic misconduct.

The forms of academic misconduct defined above are not exhaustive, and other acts in violation of the Cedar Crest Honor Code or academic standards of integrity may be deemed academic misconduct by an instructor or by the college.

Response to Academic Misconduct

Students who breach the academic standard of integrity—as set forth in the types of academic misconduct specified in above and in theAcademic Misconduct section of the Student Handbook — are subject to sanctions imposed by the Academic Integrity Review Board, the Provost’s office, or the Board of Trustees. Such sanctions can range from, but are not limited to, the expectation to redo an assignment, a reduction in grade for an assignment or course, or the failure of an assignment or course. Extreme cases of academic misconduct, as determined by the provost or the board of trustees, may result in suspension or expulsion from the college, or the withholding, denial or rescinding of academic degrees.  In cases in which the sanction for a violation of the Academic Standard of Integrity is a final course grade of “F”, the student may be removed from the course upon entry of a final grade of “F” by decision of the Academic Integrity Review Board, in consultation with the course instructor. If a student withdraws from a course, before or after being found responsible for academic misconduct in that course, a sanction of grade of “F” for the course will supersede the “W.”

The process of responding to instances of behavior that violate the Cedar Crest Academic Standards of Integrity is managed by the Associate Provost in conjunction with instructors, and department chairs or program directors. The initial response to academic misconduct rests with the individual instructor, who is entitled to take into account the student’s degree of academic experience and any prior instances of academic misconduct in the student’s time at the College, when determining the penalty for the offense. Instructors encountering a case of academic misconduct may consult with the Provost’s Office to determine if the student has committed acts of academic misconduct on other occasions prior to recommending a sanction. All instructors who determine that a student has breached the academic standard of integrity must report the incident to the Provost’s Office using the Report of Academic Misconduct and attach relevant evidentiary documentation as appropriate. All reported incidents of academic misconduct will be held on record by the Provost’s Office. Upon submission of a Report of Academic Misconduct, the Associate Provost will review the report and student’s history to determine appropriate action according to the following:     

1. For offenses which are deemed to be minor violations, in consultation with the submitter and the Department Chair or Program Director, the Associate Provost will notify the student of the misconduct charge and the procedure to appeal the charge(s) and sanction(s).  Students who wish to appeal the charges or sanctions for first-time, minor offenses, must submit their appeal in writing to the Provost’s Office, which will convene an Academic Integrity Review Board to hear the appeal.
2. For offenses which are deemed to be significant violations, in consultation with the submitter and the Department Chair, the Provost’s Office will notify the student of the misconduct charge and convene an Academic Integrity Review Board to hear the case.

An Academic Integrity Review Board will be convened to hold a hearing to review student appeals of minor offenses, and to review all significant violations. Each Academic Integrity Review Board will be comprised of two faculty members and one student representative. Board hearings will be scheduled no more than 45 days after the report is submitted.

When convened, the Academic Integrity Review Board will offer the accused student the opportunity to address the Board as well as offer evidence or other information pertinent to the alleged violation. The Academic Integrity Review Board may also choose to invite other related parties, including the original submitter, Department Chair, or Program Director, to address the Board. After a hearing is held on a specific matter, the Academic Integrity Review Board will determine the student’s responsibility for the violation. If the student is found responsible, the Board will determine the appropriate charge(s) and sanction(s). 

The Academic Integrity Review Board will issue a written determination and students will be notified of the Board’s decision by the Provost’s Office within 7 days of the hearing. Students who wish to appeal the Board’s decision may do so in writing to the Associate Provost who will adjudicate the appeal.  If the student is not satisfied with the decision of the Associate Provost, the student may submit a Student Complaint in accordance with the Student Complaint policy.

Independent Studies

The purpose of an independent study is generally to enable a student to investigate topics not covered in depth in regularly scheduled classes. It is generally assumed that the student has taken some necessary background courses and that she will focus on a topic in some depth. The role of the instructor in such a course is primarily for consultation, advisement and possible collaboration. A student proposing an independent study should be of at least of junior standing with a declared major at the time the independent study will occur. Before proposing an independent study, the student should have explored other avenues for receiving instruction or course credit, including course offerings at other LVAIC institutions, course substitutions chosen in consultation with the student’s advisor and/or the involved department chair, or a proficiency exam or CLEP test if applicable. If an independent study is deemed appropriate by the sponsoring department, the student proposing an independent study must complete and sign the independent study form available from the registrar’s office or at their website, and receive approvals from the sponsoring faculty member, sponsoring department chair, and the Registrar. These approvals must be obtained and the paperwork submitted to the Registrar’s office prior to the end of the drop/add period. Foundation courses are not available through Independent Study. No more than 9 credits taken through independent study may be counted towards a student’s total graduation credits.

Matriculation

Matriculation is a student’s formal acceptance as a degree candidate at Cedar Crest. Matriculation is required for any student who plans to receive financial aid and/or declare an academic major. Students intending to complete a degree are matriculated upon entry.

The date of the first day of the first semester a student attends class is the date of matriculation. This date of matriculation is important if students find it necessary to interrupt their studies at Cedar Crest. If matriculated students request and are granted an official leave of absence of up to three calendar years, they are not required to re-apply for matriculation when they re-enroll at Cedar Crest.

The date of matriculation determines the liberal arts curriculum requirements under which students will graduate unless they choose to graduate according to provisions enacted by the faculty and stipulated in the current catalog.

In the event that a course section reaches its enrollment maximum, matriculated students are given preference over non-matriculated students.

Off-Campus Study

Internships: The Career Development Office offers internship opportunities for sophomores, juniors, and seniors. The main outcome of the internship program is to have students integrate real-world experiences with their academic work. Students may even be able to earn college credit. Internship experiences increase students’ personal and career growth through interpersonal and intellectual challenges, acquisition of practical skills, and exposure to related career fields. Under the supervision of a faculty member, the organization’s representative, and the Career Development Development Office, students gain related experiences which will help them to be more competitive when conducting their job search or when applying for graduate school. For more information on internship procedures and requirements, refer to Internship Guidelines,– a publication available in the Career Development Office,on the Career Development home page on the Cedar Crest College website or  in the Career Development  Canvas course. All students planning to participate in the internship program are encouraged to attend an internship seminar and must complete Internship Contract forms, also available in the Career Development Office.

Alumnae Museum: Paid internship positions are also available on campus through the College’s Alumnae Museum. Located in Curtis Hall, the Cedar Crest Alumnae Museum preserves the history of Cedar Crest College and fosters an appreciation of the history of women. Opened in conjunction with the College’s 125th anniversary, the museum collects and preserves memorabilia and other items of importance to the College. Students work as paid interns (and sometimes as paid museum associates) to plan exhibitions using fashions and memorabilia collected since the College’s founding in 1867. Students gain a sense of history of the College as well curatory techniques that are applicable in the larger museum community. For more information on internships with the Alumnae Museum, contact the Cedar Crest Alumnae Office at 610-606-4609.

LVAIC Cross Registration: Through the Lehigh Valley Association of Independent Colleges (LVAIC), the course offerings and library holdings of five other area private colleges are available to degree-seeking Cedar Crest students who have reached sophomore standing and are in good academic standing.  Students matching this criteria may register at other LVAIC institutions for courses not available to them on their home campus. All Cedar Crest students may use any of the LVAIC libraries at no extra charge. Participating institutions in addition to Cedar Crest include DeSales University, Lafayette College, Lehigh University, Moravian College and Muhlenberg College.

Hawk Mountain: Courses are offered at the 2,000-acre Hawk Mountain Sanctuary through an affiliation between Hawk Mountain and the Cedar Crest College biological sciences department.

Students planning to earn academic credit should register through Cedar Crest College. Other interested students should call Hawk Mountain directly at 610-756-6961.

Study Abroad: The Office of Global Initiatives & International Programs encourages students to take advantage of the many exciting opportunities available for study abroad. Students interested in study abroad should plan to attend a study abroad information session or contact Dr. Kelly Hall at to set up an appointment to discuss their options. Students will need to work closely with the Office of Global Initiatives & International Programs to choose programs, get the necessary approval and make provisions for credit transfer. In the past few years, Cedar Crest students have enrolled in programs in Australia, England, France, Italy, Ireland, Japan, Mexico, Poland, South Korea and Spain. Full-time Cedar Crest College students may apply for study abroad scholarships, ranging from $250 to $2,500. The Office of Global Initiatives & International Programs also assists students with applications to national scholarship competitions like Fulbright, Boren and Gilman for study and/or research abroad.

Study abroad at approved institutions: Matriculated students interested in study abroad at approved institutions shall consult first with their faculty advisor and/or major Department Chair. The student shall complete the International Programs Approval form with all appropriate signatures, prior to attending the semester abroad. Forms are available in the Office of Global Initiatives & Global Programs, located in Allen House.

Credit is transferable if the grade is “C-” or better. Quality points are not transferred and the grade is not computed into the cumulative average. The student is responsible for requesting an official transcript to be sent to the Cedar Crest Registrar’s Office upon completion of the program.

Prizes and Awards

Alumnae Prize: Given by the Alumnae Association to the member of the graduating class who throughout her college life has shown outstanding qualities of cooperation and responsibility and has contributed unselfish service to the College.

Reuben J. Butz Prize: Given in memory of Dr. Reuben J. Butz, for many years a member of the Board of Trustees, by his daughters, Mary Butz Leister ‘26 and Ruth Butz Dent ‘37, to the student in the senior class who has exerted the best influence in her college life and association.

Ferrara Johnson Leadership Prize: Given to the graduating senior who has actively participated in leadership activities on and/or off campus, executed her duties as an active participate in a club or organization and in community service with excellence, and has been dedicated to improving the skills of herself and the membership through attendance at leadership and/or professional workshops.

Mary L. Romig Prize: Given to the student whose personal characteristics best exemplify those that were the hallmark of Mary L. Romig: cheerfulness, concern for others and initiative.

Freshman Valedictory Award: Given by the Alumnae Association to the freshman, returning as a sophomore, who has earned the highest academic average during her freshman year.

Art

Howard Agar Memorial Prize: Given to a senior in any discipline who has demonstrated significant ability in the studio arts.

Ruth Rebecca Ayres Junior Award: Given in memory of Ruth Rebecca Ayers ’39, to the rising senior who, in her three years at Cedar Crest, has made the most significant contributions to the arts.

Athletics

Nellie Manges Scholar Athlete Award: This award, named for Dean of Student Emertis Nellie M. Manges, is presented to the undergraduate student-athlete who graduates with the highest grade-point average and has competed in at least three seasons of competition with one year being her senior year.

Biology

Beta Beta Beta Award: Given by the Theta Psi Chapter of Beta Beta Beta to the senior concentrating in biology who has achieved academic excellence and has made substantial contributions to Tri Beta and the department of biological sciences.

Chelsea Mahoney ’13 Award:  Given by Shelli Miller ’13 in memory of her friend and classmate, Chelsea Mahoney, to a junior, sophomore or first-year traditional student studying neuroscience with an interest in research.

Elizabeth Clewell Epp Prize:  Given by Ronald Epp in memory of Elizabeth Hausman Clewell Epp ’64, an accomplished clinical microbiologist, scientific researcher and university health sciences educator.  This prize supports an off campus junior or senior who best exemplifies Elizabeth’s spirit of scientific inquisitiveness, leadership and wide-ranging competencies in the biological sciences and their respective histories.

J. Robert Halma Prize: Given in memory of J. Robert (“Bob”) Halma, Professor in the Department of Biological Sciences for 37 years. Professor Halma was a noted and respected expert on the natural history and geology of the Lehigh Valley and the Pocono Mountains, as well as an accomplished artist and illustrator. This award is given to the senior whose academic work and community engagement best reflect Professor Halma’s ideals of scientific scholarship and stewardship of the environment.

Hausman Family Stewardship Prize:  Given by Ronald Epp in memory of

the Cedar Crest College alumnae who originally resided in the residence now occupied by the College’s president:  Mary Frances Hausman Berkemeyer ’30, Dorothy Hausman Clewell ’33, Elizabeth Hausman Watson ’38 and Elizabeth Hausman Epp ’64.  This award is given to the senior whose academic achievement, community engagement and conservation advocacy focused student attention on goals historically envisioned by President William F. Curtis and (according to Educating the Next Generation of Leaders) is no less relevant today. That is, “to sustain the natural beauty of the campus and make modest improvements that will enhance physical space for the campus community.”

Kent Fitzgerald Prize in Neuroscience: Given in honor of Kent Fitzgerald, the second director of Cedar Crest College’s Neuroscience program in the Department of Biological Sciences. This award is given to the senior majoring in Neuroscience whose academic excellence and commitment to campus life, including community service, best reflect Dr. Fitzgerald’s ideals.

Noble/Baird Scientific Award: Given to the senior who demonstrates outstanding accomplishment and shows promise for a career in medicine.

Business Administration

Association of Certified Fraud Examiners:  Given by Lehigh Valley Chapter of the Association of Certified Fraud Examiners, to the senior who has shown outstanding achievement in accounting and auditing with a focus on forensic accounting and fraud examination.

Institute of Internal Auditors Award: Given by the Institute of Internal Auditors to the senior who has shown outstanding achievement in accounting and auditing.

Sally Turner Weigel Award: Given by her family in memory of Sally Turner Weigel, Class of 1954, to the senior business administration major who has the highest grade-point average and who has done most of her work at Cedar Crest College.

Christina M. Snopek Prize: Given in memory of Christina M. Snopek, Class of 1995, by family and friends, to two senior members of the continuing education program who have done most of their work at Cedar Crest College and who are business administration majors with an interest in banking or finance or who are interested in pursuing a master’s degree in business.

The Antoinette Balliet Haines Award:  This award supports single parents who are enrolled at Cedar Crest College as adult learners and are pursuing a degree in accounting or business.

Empowered Women’s Leadership Master’s Award:  Given to a graduating master’s degree candidate who exemplifies women’s leadership, either through professional achievement or leadership within coursework.

Inclusion and Gender Advocacy Graduate Award:  Given to a student completing any graduate program within the Business department, including individual graduate certificates offered by the department, such as the Diversity and Women’s Leadership certificate.

Chemistry

American Chemical Society Award: Given by the Lehigh Valley Section of the American Chemical Society to the graduating chemistry or biochemistry major that has attained the highest GPA.

DeLap-Holcomb Scholarship:  Given to the member of the Rho Xi chapter of Gamma Sigma Epsilon (The National Chemistry Honor Society) for the highest graduating grade point average in chemistry courses. 

Pamela D. Kistler Award in Chemistry: This award is given by the Department of Chemical, Physical, & Forensic Sciences to the first-year student who attained the highest grade in CHE-111 & CHE-112.

John R. Griswold Award in Organic Chemistry:  This award is given by the Department of Chemical, Physical, & Forensic Sciences to the student who attained the highest grade in organic chemistry at Cedar Crest College for the academic year.

American Chemical Society undergraduate award in Organic Chemistry: This award is sponsored by the Division of Organic Chemistry of the American Chemical Society to the graduating chemistry or biochemistry major who has displayed significant aptitude in organic chemistry as evidenced by their formal course work as well as their research accomplishments during their undergraduate studies.

American Institute of Chemists Award in Chemistry: The AIC Student Award honors an outstanding senior majoring in Chemistry. The award is given in recognition of demonstrated leadership ability, character, scholastic achievement, and advancement potential in the chemical professions.

American Institute of Chemists Awards in Biochemistry: The AIC Student Award honors an outstanding senior majoring in Biochemistry. The award is given in recognition of demonstrated leadership ability, character, scholastic achievement, and advancement potential in the chemical professions.

American Chemical Society Environmental Chemistry Award: The American Chemical Society of Division of Environmental Chemistry Award honors an outstanding full-time undergraduate student majoring in Chemistry or Biochemistry who has demonstrated significant interest and aptitude in environmental chemistry.

Communication

Media Studies Communication Award:  Given to a senior who has demonstrated excellence in academic achievement in the Communication major.

Communication Capstone Award:  Given to the senior who demonstrated outstanding work for their senior thesis capstone project in Communication.

Education

Edward B. Deery Award: Given by colleagues and friends in memory of Dr. Edward B. Deery, professor of education and chairman of the education department 1958-1970, to the senior in elementary education who has indicated the greatest promise of success as an elementary school teacher.

Howard L. Klopp Exemplary Teacher Award: To be presented each year during American Education Week to an outstanding teacher in Lehigh or Northampton County.

Anne Biddle Pullinger Award: Given in memory of Anne Biddle Pullinger, Class of 1929, by her nephew, E. Ellsworth McMeen III, to the senior in secondary education who has indicated the greatest promise of success as a secondary school teacher.

Ethics

The Samuels Ethics Award: Given to a sophomore student who best personifies the characteristics of honor and integrity, character, moral responsibility, innate goodness and kindness.

Forensic Science

The Outstanding Forensic Science Senior Award: The award is presented to the outstanding senior in the Forensic Science program. The award is based on excellence in academics, active participation in the Forensic Science Student Organization and professional involvement.

The Forensic Science Graduate Student Award: is awarded to the second year student in the Master of Science in Forensic Science Program who has the highest GPA, completed all course work, and successfully defended his/her master’s thesis.

Health Sciences

Exercise Science Senior Award: Presented to the senior in the Exercise Science program who has achieved academic excellence and has actively led in community service through the Exercise Science Club or other community outreach initiatives.

Public Health Senior Award: Presented to the senior in the Public Health program who has demonstrated leadership qualities through a commitment to academics and service learning in the practice of community health.

Humanities, Political Science & Global Studies

Holstrom History Merit Prize: Awarded by the history department to the senior who has shown outstanding ability, interest and enthusiasm in the study of history.

Helen S. Weinberger Prize: Given in memory of Helen S. Weinberger, Class of 1924, to the senior history major who has received the highest academic average in the junior and senior years.

Margaret M. Bryant Prize: Given by the Department of Humanities, Political Science & Global Studies to the senior going on to graduate school in the field of humanities who has achieved distinction in scholarship and shows great promise.

The Humanities Prize: Given by the Department of Humanities, Political Science & Global Studies to the senior who has demonstrated outstanding and imaginative performance in the humanities.

The Senior Essay Prize in English: Given by the English Program to the senior English major who submits the best essay written for a class in the major.

Mathematical and Information Sciences

Paul V. Kunkel Award: Given in memory of Paul V. Kunkel, member and chairman of the mathematics department from 1935 to 1967, to an outstanding senior.

Barbara V. Gilkerson Prize:  This prize, established by Barbara Vanderherchen Gilkerson ’57, a secondary mathematics teacher is awarded to a junior or senior who has achieved distinction in mathematics and best exemplifies Barbara’s school spirit, commitment to lifelong learning and community engagement.

School of Nursing

The Gloria Arnold Memorial Prize for Nursing: Given by the family of Gloria Arnold, a long-time resident of Lehigh County, Pennsylvania, to honor young women who wish to pursue a career in the nursing field, The Gloria Arnold Memorial Prize for Nursing shall be awarded to a traditional student entering her third year of college study who has demonstrated commitment and promise to enter the nursing field upon graduation. The recipient shall be selected based on a combination of academic merit and financial need with the intent that this prize offers encouragement and financial assistance during a key year of her experience.

Lillian S. Brunner Undergraduate Award: Given by the School of Nursing, through the Lillian S. Brunner Endowment Fund, to the senior nursing major who has demonstrated general excellence in nursing.

Lillian S. Brunner Graduate Award: Presented to the graduating student in a graduate nursing program who has exemplified the highest standards of graduate level scholarship through exceptional writing, scholarly discourse and the translation of current best evidence into nursing practice.

Haff Award: Given by the Haff Hospital Nurses Association in memory of Dr. Donald Haff and in honor of Dorothea Wilker Haff, Class of 1934 to the member of the junior class with the highest academic average in nursing.

The Nightingale Award: Given to the senior nursing student who has demonstrated remarkable integrity and poise while overcoming difficult challenges through perseverance,optimism, and a spirit of compassion, highlighting admirable attributes of Florence Nightingale.

Olga Ripic Award: Given in memory of Olga Ripic (a graduate of Allentown School of Nursing), by her husband, to the graduating senior nursing student who has demonstrated both scholarship and leadership over the two years of nursing education at Cedar Crest.

Cecilia C. Ryan Memorial Award: Given by family, colleagues and friends in memory of Cecilia C. Ryan, Class of 1926, a member of the Cedar Crest faculty for 45 years, to the senior R.N. student in the nursing program with the highest cumulative average.

Theta Rho Award: Given by the Theta Rho Chapter of Sigma Theta Tau International, Honor Society of Nursing, to the graduating senior who has demonstrated exceptional abilities in the areas of nursing scholarship, leadership and research.

Anne O. Winkler Award: Given by colleagues and friends in honor of Dr. Anne O. Winkler, Professor of nursing and first chairman of the nursing department (1974-1986), to the senior who has demonstrated outstanding achievement in nursing theory and practice and has displayed leadership potential while in the nursing program.

Nutrition

Allen Center for Nutrition Award: Given to a graduating senior who has achieved academic excellence and is a highly motivated self-starter.

Performing Arts

Jessica Andruchek Prize: Given by family and friends of Jessica L. Andruchek ’07. The purpose of this prize shall be to support a student who has worked extensively in the performing arts either on stage or as backstage support regardless of their academic major. The recipient should be invested in the department, show commitment to the success of performances and be a leader to her peers.   Preference will be given to a senior, but other years may be considered if there is no qualified senior.  The prize shall be given out at the Awards Ceremony.  The choice of beneficiary shall be the sole and absolute discretion of the Performing Arts Department with the final decision made by the department Chair.

Alpha Psi Omega Award: Given by Alpha Psi Omega, the national theatre honorary chapter Iota Gamma, the Performing Arts Department and The Friends of Cedar Crest Performing Arts to a member of the graduating senior class who has demonstrated excellence in the performing arts.

Buskin Award: The Buskin Award is given by The Buskin Society, the Performing Arts Department and The Friends of Cedar Crest Performing Arts to the graduating member of the senior class who has done the most outstanding work in technical theatre or stage managing.

Beverly S. Logan Prize: Given by family and friends in memory of Beverly S. Logan ’81, who died at the age of 33 of breast cancer, to a senior preparing for graduation in the coming year who has made the greatest contribution to advancing the cause of music at Cedar Crest College by example, performance or initiative, and who, most importantly, is a multidimensional achiever.

Linda Fechnay Baas Award: The Linda Fechnay Baas Award is given in memory of Linda Fechnay Baas, founding director of the Forensics Speech Team by the Friends of Cedar Crest Performing Arts. The award is given to a senior participating in the performing arts who best exemplifies Linda’s spirit of good will, optimism and unconditional support for others.

The Carol Welton Kelly Dance Award for Movement Studies: Given in memory of Carol Welton Kelly, the first director of the dance program at Cedar Crest College, by the Friends of Cedar Crest Performing Arts to an outstanding senior dance student who during her first three years exhibited promise in human movement exploration from mastering the physical technique to scholarly research in dance and is committed to human movement possibilities though theory and practice.

Wilbur Hollman Award: Given in memory of Wilbur Hollman, professor of Music 1943 – 1983, to the Senior Cedar Crest Applied Music student in piano or voice who has demonstrated outstanding performing abilities.

Psychology

Ellis Honig Memorial Award:  Established in honor of the late Dr. Ellis Honig who taught in Cedar Crest College’s Department of Psychology for nearly 30 years.  This award is given to a graduating senior in recognition of outstanding service contributions to the department and community, such as:  organizing psychology club activities, participating in interdisciplinary campus events or programs, serving in a leadership capacity in on- or off-campus practicum experiences, providing service to a community organization, mentoring others, and/or actively serving as a role model for positive social change.

Senior Academic Excellence Award in Psychology:  This award is given to the graduating psychology major student who has completed at least 60 academic credits at Cedar Crest College, and has an outstanding cumulative grade point average and impressive academic record.  Selection for this award is made by the Psychology Department on the basis of GPA and academic related achievements, such as internships, research projects, or other outstanding professional contributions.

Jane Tyler-Ward Psychology Research Award:  Given to a junior or senior student with a major in psychology or a related field.  The student must have successfully completed a two-semester research project wity a presentation at the LVAIC Conference or other conference deemed appropriate by faculty of psychology.  The student must also have indications of growth and development as a researcher and the promise of future contribution to research in the discipline of psychology.

Religion

Fogel Prize: Established by Miss Minnie G. Fogel, Class of 1891, in memory of her parents, the Reverend Dr. Edwin J. and Jennie E. Fogel, to be given to the member of the senior class who in her entire college curriculum has been outstanding in study and religious influence.

Prize in Religion: Given by the Penn Northeast Conference of the United Church of Christ to the student who has received the highest grades in the study of religion.

Social Work

Catherine M. Cameron Anthropology Prize: Presented in the memory of Dr. Cate Cameron, Professor Emeritus of Anthropology at Cedar Crest, this prize is awarded to the graduating senior who in her academic career has best exemplified a commitment to cultural competence through participation in academic and co-curricular endeavors that promote the development of an international community worldview.

Social Work Alumnae Prize: Given to the senior social work major who has demonstrated outstanding achievement both in the classroom and in field work experience.

Professional Licensing

In accordance with federal laws [34 CFR 668.43(c) and 34 CFR 668.43(c)(5)(v)] regarding professional licensure programs and student location (effective July 1, 2020) out-of-state students enrolled in majors/programs which result in professional licensure, will be provided with information on whether Cedar Crest College meets the educational requirements for licensure in the students’ location.  Student location is defined as the location at the time of application to the College.  Students are required per the College Catalog to notify the Registrar’s Office of an address change within 30 days of this change.  Student questions concerning professional licensure requirements in his/her location should be addressed with the assigned academic advisor in the student’s major or program. 

Proficiency Examinations

Proficiency Examinations: Information about the availability of proficiency examinations for specific Cedar Crest courses is available in the Registrar’s Office, along with application forms. Students must be enrolled and matriculated at Cedar Crest to apply for proficiency exams. A nonrefundable fee of $30 per credit attempted is charged for each proficiency examination. For courses that require a laboratory or clinical assessment, there may be an additional fee, payable with application. By taking a proficiency exam, students cannot receive credit for the following liberal arts curriculum and college wide requirements:  writing two, technology, and information literacy. If a student fails a proficiency examination, it may not be repeated.

College Level Examination Program Testing: The College-Level Examination Program (CLEP) awards college credit to students demonstrating achievement in a subject by means of a computer-based exam. Students who have not previously transferred in four credits during the final 30 credits may transfer up to four CLEP credits within the final 30 credits.

Cedar Crest awards credit for specific examinations, department-approved, that are applicable to the liberal arts curriculum when students receive the minimum required score. Students should refer to the minimum score requirements located on the Academic Services section of MyCedarCrest.

The following subject examinations have been approved by departments for transfer credit:

• American History I
• American History II
• American Literature
• Analysis and Interpretation of Literature
• Business Law
• Calculus with Elementary Functions
• English Literature
• Freshman College Composition (essay required)
• General Biology
• General Chemistry
• Introduction to Educational Psychology
• Introduction to Psychology
• Introduction to Sociology
• Principles of Accounting
• Principles of Macroeconomics
• Principles of Microeconomics
• Spanish* (Level 1)
• Western Civilization I
• Western Civilization II

* Languages do not fulfill the global studies liberal arts curriculum requirement.

Credit for Experiential Learning: Cedar Crest awards up to 12 credits for experiential learning. Experiential learning is knowledge acquired outside of the formal classroom. To apply, a student must be matriculated and have at least nine earned Cedar Crest credits. Interested students should contact the School of Adult and Graduate Education for further information on earning credit for experiential learning. Credit for experiential learning is available only when all other methods of awarding credit are not applicable. There is a non-refundable $50.00 application fee. The per credit rate is computed at 50% of the current evening/weekend rate.

NCCRS and DANTES: Cedar Crest will award credit to matriculated students applying for NCCRS or DANTES credit. Each request will be reviewed individually. Contact the registrar’s office for more details.

Transfer Policy

Students holding a degree from a regionally accredited two-year or four-year institution who are admitted will be credited with having satisfied the equivalent of the College’s liberal arts curriculum. This policy applies to students holding an A.A., A.S., bachelor’s, master’s, and doctoral degrees. It does not apply to students who have earned an applied associates or applied bachelors degree. The Registrar is responsible for verifying student fulfillment of this requirement through a review of each applicant’s official transcript.

Students having earned at least 90 transferable credits from a regionally accredited four-year institution who are admitted will be credited with having satisfied the equivalent of the liberal arts curriculum. This policy applies to students with a cumulative grade point average (GPA) of at least 2.0. The Registrar is responsible for verifying student fulfillment of this requirement through a review of each applicant’s official transcript.

Students admitted who do not hold a degree from a regionally accredited institution or who have not earned 90 credits from an accredited four-year institution are subject to a full transcript analysis to be performed by the Registrar’s Office per the procedures outlined above.

Students who hold a degree from a four-year non-domestic institution evaluated by a transfer evaluation service recognized by the College (such as World Education Services, Education Credentials Evaluators, or Academic Credentials Evaluation Institute) will be credited with having satisfied the equivalent of the College’s general education requirements; these policies apply to students holding the equivalent of a U.S. bachelor’s, master’s, or doctoral degrees. The Registrar is responsible for verifying student fulfillment of this requirement through a review of each applicant’s official transcript.

Students transferring from a regionally accredited, two-year institution may transfer up to 68 credits.

Voluntary Separation from the College

Official Leave of Absence: Degree-seeking (matriculated) students who find it necessary to interrupt their college studies for a term or more must apply for an official leave of absence if they wish to return under the same liberal-arts education requirements. Within 3 years of the student’s official date of separation, the student must have accomplished one of the following steps: return to classes, submit a letter of intent to register for the upcoming term, register for the upcoming term, or request an extension of the leave of absence. Leave of Absence Requests are processed on MyCedarCrest via the Withdrawal Application; the Registrar approves requests for leaves of absence. Withdrawals from individual courses are not considered official leaves of absence.

Official leaves of absence of less than three years permit students to graduate according to the general education requirements in effect at the time they matriculated. With approval from the department in which they are majoring, students may be permitted to graduate according to major requirements listed in the College Catalog and in effect at the time they matriculated at the College. Students may also choose to graduate according to policies and curricular changes enacted by the faculty and found in the most current catalog.

If matriculated students request and are granted an official leave of absence of up to three calendar years, they are not required to reapply for matriculation when they re-enroll at Cedar Crest. Students who re-enter the College after a leave of absence greater than three years, an unofficial withdrawal, or any absence not formally approved, as described above, must meet the general liberal arts requirements and major requirements in effect at the time of their re-enrollment in order to graduate.

Official Withdrawal from Cedar Crest: In order to withdraw officially from Cedar Crest College, students must submit the withdrawal application on My Cedar Crest. Official withdrawal prior to the official deadline for course withdrawal will result in all coursework in progress being graded W (not computed into average). Withdrawal after the official deadline for course withdrawal requires completion of the process for administrative withdrawal. Unofficial withdrawal from the College at any time may result in all coursework in progress being graded F. If the student re-enters the College to continue the major after a withdrawal, the student will graduate according to general education requirements and major requirements in effect at the time of re-enrollment.

Re-admission Policy: Students who apply for readmission to Cedar Crest College after a separation of at least five years may elect, upon readmission, to retain all of their prior grades or to begin their academic career anew, retaining none of their prior grades.

Students who have been dismissed previously from the College must petition for readmission. Students who have been dismissed for poor academic performance must remain separated from the College for at least one calendar year before reapplying for admission. Students who have been dismissed for poor academic performance must complete 12 graded Cedar Crest credits with a “C-” or better to be eligible for readmission.

Withdrawal from a Course

Course Withdrawal: The deadline for course withdrawal occurs at 4:00 PM on the established date and time for a course as indicated below. In courses with significant group participation and when success is dependent on the participation of each student, instructors may set withdrawal dates earlier than the established date for a course. Any exceptions to established course withdrawal deadlines will be explicitly indicated in a course’s syllabus. When a student withdraws from a course after the drop/add period, but before the official withdrawal deadline, a grade of “W” will be recorded on the student’s permanent record and a processing fee will be assessed for each course. The grade will not be computed into the cumulative average. Withdrawing from one or more classes may affect a student’s satisfactory academic progress requirement for receipt of financial aid; the student should visit the Student Financial Services Office for information. Dates for the withdrawal deadlines will be posted in the college calendar. If a student withdraws from a course and the instructor discovers academic misconduct either before or after the withdrawal, an instructor’s grade of “F” for the course supersedes the “W”.

Course Withdrawal Deadlines by course schedule format*

• 14 Week – Friday of twelfth week
• 12 Week – Friday of the tenth week
• 10 Week – Friday of eighth week
• 7 Week – Friday of sixth week
• 6 Week – Friday of fifth week
• 5 Week – Friday of fourth week
• 4 Week – Friday of third week
• Two Weekend – Saturday of second weekend

*In the case of exceptions to the established withdrawal deadlines, and for course schedule formats not listed above, the dates will be established by the Department Chair, in consultation with the course instructor and Registrar.

Withdrawal after the deadline

After the withdrawal deadline, students who experience extenuating non-academic circumstances beyond their control may petition for a late withdrawal by submitting a Late Withdrawal Appeal form to the Associate Provost.  Appeals for late withdrawal must be submitted within three months of the date that term grades are issued by the Registrar. Submission of the appeal form does not guarantee approval. If the appeal is granted, a “W” will appear on the student’s transcript for the requested class(es) and will not affect the student’s cumulative grade point average. Late withdrawal from one or more classes may affect a student’s satisfactory academic progress requirement for receipt of financial aid; the student should visit the Student Financial Services office for information. It is also the student’s responsibility to communicate with their academic advisor to determine any potential effects the withdrawal may have on their academic progress.