2009-2011 Academic Catalog - Concord University

2009-2011 ACADEMIC CATALOG

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TABLE OF CONTENTS

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TABLE OF CONTENTS

Accreditation..................................................................................................................... 2 Mission.............................................................................................................................. 5 Educational Goals............................................................................................................ 5 Assessment........................................................................................................................ 8 Admission Information.....................................................................................................11 Degrees........................................................................................................................... 19 Graduation Requirements............................................................................................... 27 Academic Policies and Procedures................................................................................. 31 Academic Advising, Special Academic Programs and Opportunities............................ 53 The Program of General Studies.................................................................................... 61 Divisions, Departments, Course Listings....................................................................... 67

The Division of Business.................................................................................. 71

The Division of Education and Human Performance...................................... 91

The Division of Fine Arts............................................................................... 143

The Division of Languages and Literature.................................................... 163

The Division of Natural Sciences.................................................................. 177

The Division of Social Sciences..................................................................... 209

Facilities....................................................................................................................... 253 Support Services............................................................................................................ 257 Student Enrichment....................................................................................................... 263 Student Life................................................................................................................... 264 Residential Life............................................................................................................. 269 Scholarships, Prizes, Awards........................................................................................ 273 Fees, Expenses, and Financial Aid............................................................................... 275 Master of Education...................................................................................................... 287 Faculty & Staff Directory, Departmental..................................................................... 307 Faculty & Staff, Alphabetical....................................................................................... 321 Campus Map.......................................................................................................... 330-331 Index.............................................................................................................................. 332

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Accreditation

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Accreditation: ONCORD UNIVERSITY is accredited by The Higher Learning Commission of the North Central Association of Colleges and Secondary Schools, 30 North LaSalle Street, Suite 2400 Chicago, IL 60602-2504, 1-800-621-7440, ncahlc.org. Programmatic accreditations are held with the National Council for the Accreditation of Teacher Education, the Commission on Accreditation of Athletic Training Education, and the Council on Social Work Education. The Teacher Education Program is approved by the West Virginia Department of Education. The University is a member of the National Association of Business Teacher Education. Amending Information: While every effort is made to assure accuracy at the time of printing, Concord University reserves the right to delete, change, or amend the information in this Catalog as necessary. It is the student’s responsibility to realize and comply with current University policies. Licensure and accreditation regulations may require additional non-published admission requirements in some certificate programs, Candidates in these programs should check current admission requirements with the Division office administering these programs.

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Mission and Educational Goals The Mission of Concord University The mission of Concord University is to provide quality, liberal arts based education, to foster scholarly activities, and to serve the regional community. Concord University provides rigorous programs that prepare students to pursue various career options or graduate study. Concord’s graduate and undergraduate programs lead students to assume leadership and professional roles in a multicultural society and prepare students to face the challenges of globalization. Concord is committed to serving a diverse student body including traditional, non-traditional, local, national and international students. While we incorporate a variety of educational approaches, our size and the caring dedication of our faculty, staff and administration are the principal assurances of a quality educational opportunity at Concord University. As a learning community, Concord University is committed to furthering knowledge through professional development activities and programs, through research, and through the application, publication and appreciation of scholarly efforts. The primary purpose of Concord’s mission is academic; however, the service the University provides to the state, region and world goes beyond the classroom. Concord University contributes to the quality of cultural and economic life in southern West Virginia through collaboration with both public and private organizations and agencies and through extension of

its support and assistance into the region it serves. Ultimately, Concord University measures its success by the fulfillment alumni find in their careers and throughout their lives. Educational Goals

The educational programs of Concord University are designed to foster skills, knowledge, and attitudes applicable across a wide range of academic fields and professional careers in a culturally diverse, perpetually evolving global community. • The General Studies Program provides opportunities to begin developing skills needed to address complex issues, to build a foundational knowledge base for lifelong learning, and to cultivate attitudes that promote personal and societal well-being and experiential enrichment. • Building on the General Studies program, the baccalaureate degree programs provide opportunities for in-depth study in a student’s chosen field(s). • Building on selected baccalaureate degree programs, the master’s degree programs provide opportunities for highly specialized research and professional development.

Skills: Proficiency in interpreting data, integrating information, formulating ideas, thinking critically, and communicating with others, as demonstrated by the following competencies:

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Mission and Educational Goals 1. Effective inter-communication skills and literacy adapted as needed for the demands of various kinds of discourse:

1. An ability to discern the reciprocal influences of environments, cultural beliefs and attitudes, and societal institutions and practices.

• listening and speaking

2. An awareness of the fundamental characteristics and properties of the physical universe.

• reading and writing • non-verbal communication • media and technological literacy 2. An ability to employ appropriate observational, logical, analytical, computational, creative, and critical thinking skills in problem solving. 3. An ability to employ appropriate methods and technologies for conducting empirical and scholarly research, to interpret research findings, and to use insights gained from such research as a basis for informed decision making. 4. An ability to analyze, synthesize, and integrate elements, information and ideas. 5. An ability to evaluate elements, information, and ideas on the basis of appropriate criteria. 6. An ability to apply and to transfer academic and experiential learning appropriately from one context to another. 7. An ability to learn and work effectively both independently and collaboratively.

Knowledge: Familiarity with principles underlying academic discourse in various fields, as demonstrated by the following capabilities:

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3. An ability to interpret events and trends within historical contexts. 4. Acquaintance with principles underlying languages—for example, linguistic, mathematical, and computer-language systems. 5. A recognition of the complex interactions between organisms, including human beings, and their environments. 6. An awareness of the aesthetic principles, methods, materials, and media employed in artistic performance and the creation of works of art and literature. 7. Self-knowledge, including awareness of one’s own competencies, deficiencies, and optimal individual learning-style(s). Attitudes: Tendencies conducive to self-knowledge, personal growth and development, and responsible citizenship as demonstrated by the following: 1. Habitual reflection on ethical/moral implications of actions when weighing decisions and evaluating outcomes. 2. Exercise of responsible leadership– including leadership by example–and of responsible followership.

Mission and Educational Goals 3. Respectful attentiveness to differing perspectives and willingness to engage in dialogue across differences in order to seek mutual understanding and equitable conflict resolution. 4. Cultivation of and support for attitudes and practices that foster physical, mental, emotional, and social wellbeing. 5. Appreciation for the creative process and for the rich diversity of artistic achievement. 6. Commitment to social responsibility, including community service and civic engagement. 7. Motivation to pursue lifelong learning and ongoing intellectual growth.

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Assessment Assessment CONCORD UNIVERSITY faculty have developed programs to assess the academic achievement of the university’s students. The assessment program is linked to the university’s mission and educational goals. Assessment at Concord has two important roles: institutional quality and accountability. To analyze and improve the quality of Concord’s education programs, the University uses various measures to assess student attainment. These assessment measures are used in the continuing evaluation of curricular and instructional decisions which are aimed at improving student learning outcomes. An integral part of the program is the assessment of student learning in the major and the general studies programs. However, Concord strives to involve all educational support areas in the assessment process. All programs assess the learning environment and what changes might be made to maximize the learning experience. Assessment of student learning is ultimately the systematic collection, analysis, and use of information to improve student learning outcomes.

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Assessment

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Admission Information

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ONCORD UNIVERSITY welcomes applications from men and women who are willing to work conscientiously and to regard the opportunity to attend a university as a serious challenge. Applicants are encouraged to submit their applications 60 days prior to the semester in which they are to enroll. Even though an interview is not required, prospective students are encouraged to visit the campus. Online visits to the campus are available at www.concord.edu. Regular Admissions Effective August 2008, students meet the following requirements for entrance to Concord University: a. Overall grade-point average of at least 2.00 (C) or higher and a composite score of 18 on the American College Testing Program (ACT) or 870 on the Scholastic Assessment Test (SAT). b. Completion ofthe required high school units listed below at an approved secondary school: 4 English (including courses in grammar, composition and literature); 3 Social Studies (including U.S. History); 4 Mathematics (three units must be Algebra 1 and higher); 3 Laboratory Science (all courses to be college preparatory laboratory science, including at least two units from biology, chemistry, and physics); 1 Arts;

Admission Information 2 Foreign Language (Two units of the same foreign language); c. Complete an application form; d. Send official copies of high school credentials, the results of the American College Testing Program (ACT) or Scholastic Assessment Test (SAT) and a satisfactory health form (after admission) to the Concord Admissions Office. Regarding the requirement and scoring of the American College Testing Program (ACT) or the Scholastic Assessment Test (SAT) writing component, please contact the Concord University Admissions Office. Applicants for admission who have been out of high school for more than five years or who meet our established GED requirements may be exempted from the specific high school curricular requirements. Applications from individuals who are not high school graduates will be considered only if they have attained GED scores sufficient to qualify for the State’s high school equivalency certificate or diploma (state required scores at the time of testing). Such applicants must be seventeen years of age or past the age they would have been had they remained in high school until graduation, and they must have been out of high school more than one year preceding their application. In-state and out-of-state applicants are considered under the same admission policy. Provisional admission may be granted in instances where institutional offi-

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Admission Information cials have evidence that the student has the potential to successfully complete university-level work. Transfer Students Students who wish to transfer to Concord from another institution of higher learning should apply as early as possible. The application must list any colleges or universities previously attended and the reasons for leaving each institution. Failure to provide this information may constitute grounds for denial of admission or for separation from Concord, should admission have been granted. A transfer student must provide the Admissions Office with official transcripts of all previous university or college work. The Registrar’s Office will determine how many hours may be accepted in transfer, and what qualitative standards apply. A decision on admission will be made after a thorough evaluation of the student’s record, including consideration of any deficiency in quality points represented by grades at previous institutions. Transfer students shall not be admitted if they are deficient twenty or more quality points in their work at the institutions which they previously attended unless there are extenuating circumstances. If accepted, such students will be admitted on a probationary basis. Except in unusual and extenuating circumstances, transfer students must have been in good academic and social standing and be eligible to return to the institution from which they are transferring unless the student has been out

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of school for five years. A scale (page 44) in this Catalog outlines the maximum quality-point deficit permitted to avoid academic probation. Any student on academic probation at the university previously attended will be assigned a probationary status for at least one semester of admission at Concord, regardless of quality-point standing. Once admitted to Concord, a student must have approval from the Registrar to transfer additional credits from other institutions. A satisfactory health form must be submitted after admission. Transfer students with fewer than 15 semester hours of university credits are required to attend a Concord University orientation session or course. Transfer students with fewer than 30 semester hours of credit must submit ACT or SAT scores and an official copy of their high school transcript. Non-Degree Students Concord does admit students on a non-degree basis. By definition, a nondegree student is not seeking a certificate or degree. Such students must complete an application process to be defined by the University. Should a non-degree student wish to change his or her student status by matriculating into a certificate or dergree program at Concord University, all applicable admission criteria must be met, including transcripts, GED, and ACT or SAT scores. After completing

Admission Information 15 hours of Concord University course credit, a non-matriculated/special student will be subject to regular student academic requirements. Veterans Concord University makes a special effort to serve veterans. Veterans should contact the Veterans’ Affairs Office, located in the Financial Aid Office, prior to adding or dropping a course. Veterans must be sure that the Concord course load is not reduced below the level for which they are being paid by the Veterans Administration. They are also required to enroll in courses that count toward graduation. Failure to comply with these regulations will affect veterans’ benefits, and refunds of Veterans Administration funds must be made back to the start of the semester in which the Veteran has dropped out of compliance. Veterans may qualify for admission by achieving General Education Development (GED) test scores sufficient to qualify for the state’s high school equivalency certificate or diploma. Veterans are under the same grading practices as other enrolled students. Academic probation and academic suspension procedures are the same for all students. Persons receiving veterans’ benefits must maintain satisfactory progress as outlined by law (38 USC 1674 or 1724). A veteran must declare his or her major field of interest upon the completion of the sophomore year at the university (59 hours). Otherwise, they will not

be able to make satisfactory progress toward graduation. A permanent record of the veteran’s academic record is maintained by the Registrar’s Office. This record is updated at the end of each semester. Veterans may check their records during posted working hours of the appropriate office or online with ELLIE. Enrolled veterans come under the same guidelines regarding conduct and conditions for dismissal for unsatisfactory conduct as other students. Classroom conduct and responsibilities are set forth in the Academic Catalog. Students with more than one year of military service shall be granted a maximum of four semester hours as general electives in the field of physical education, of which two hours can be used to satisfy the General Studies requirement. Transfer credits for ROTC will be counted as general electives. Veterans are assigned an adviser to assist them with their academic planning; however, the Veterans’ Affairs Office, the Admissions Office, the Registrar’s Office, the Student Affairs Office, and other University personnel will assist in other areas of need. Advanced Placement West Virginia’s system of higher education has implemented policies that enable students who have successfully completed any advanced placement exams to receive credit at Concord and all other public undergraduate institutions in the state system. Provisions of the policies include:

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Admission Information 1. High school students completing Advanced Placement Examinations of The College Board with a minimum score of 3 will receive appropriate examination course credit at any institution in the public higher education system in West Virginia; 2. When the examination is in the area of the student’s major, the institution will award credit toward the major or core curriculum; 3. An academic department within the institution, upon the approval of the institutional faculty, may require a higher score than 3 on an Advanced Placement Test if the credit is to be used toward meeting a course requirement for a major in the department; and, 4. Credits awarded by regionallyaccredited institutions of higher education for successful completion of advanced placement exams are transferable to institutions in the higher education system in West Virginia, in accordance with the advanced placement policy of the receiving institution. Listings of awards of advanced placement credit, minimum scores, number of credits awarded, and available course equivalents for each institution in West Virginia’s Higher Education System are available in the Office of the Registrar. Credits are awarded after an official report is received and the student enrolls in the receiving institution.

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International Students Concord University considers qualified applicants from schools and colleges located outside the United States. International students may be admitted if they have earned a certificate of completion that enables the student to be admitted to a university in their home country. All freshman international applicants, are required to take the following tests: 1. American College Test (ACT), composite score of 18 or higher. OR Scholastic Assessment Test (SAT), composite score of 870 (critical reading and mathematics combination only) Residual, or campus-scored ACT or SAT examination scores are acceptable for Concord University admission. 2. TOEFL (Test of English as a Foreign Language) if English is not the first language of the applicant’s country and if the applicant has a verbal score of 399 or lower on the SAT or 17 or lower on the ACT whether English is the first language or not. TOEFL score requirement 500 or higher on the paper test, 61 on the internet-based test, and 173 on the computer-based test. All freshman international applicants, are required to submit the following:

Admission Information •

High school transcripts; if the student has attended a previous college or university (higher education), official transcripts in English must be provided by the college or university.

TOEFL score of at least 480 may be permitted to take up to six (6) hours of Concord University coursework concurrent with enrollment in the ESL Program.

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Documentation that indicates the student can meet the financial responsibilities during the period of time they expect to be in residence including an affidavit of financial support, current bank statement, and employer statement.

High School Students

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A copy of the passport and an official copy of immunization record.

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Transfer students with more than 30 hours transferring are not required to submit the high school transcripts or ACT/SAT scores. All other documentation is required. If the applicant attended a college or university outside the United States, a course by course evaluation in English must be submitted.

Concord offers an ESL (English as a Second Language) program for students scoring less than the minimum score on the TOEFL or international students who do not have an SAT score. An international applicant must pass the Concord ESL requirements and attain a TOEFL score of at least 500 before being permitted to matriculate as a full-time, regularly-admitted student. With the permission of the Concord University ESL Administrator, an international student with a

Concord University is authorized to allow talented and superior high school students to earn university credits prior to their graduation from high school. The credits earned will be held for the students until they become regular students at Concord, or the University will forward, upon request, transcripts to other colleges or universities. Students who intend to continue their high school programs may seek conditional admission and request permission to enroll in university courses either during one or both summer terms or during the academic year. High school students may enroll during the summer for a load of no more than seven hours each term. Qualifications for this program include the following criteria: a. Completion of at least the sophomore year (8 units in the college preparatory curriculum) of high school; b. A grade average of 3.00 or better in all academic subjects completed in high school; and c. Recommendation of the high school principal or counselor. High school students enrolling during the academic year, thus combining high school and university study, may

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Admission Information enroll for no more than twelve hours each semester, depending upon the total student load. Qualifications for this program are as follows: •

Completion of at least the sophomore year (8 units in the college preparatory curriculum of high school;

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Grade average of 3.00 or better in all academic subjects completed in high school; and,

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Written recommendation of the high school principal or counselor.

Advanced Admissions

High school students may be granted provisional admission to the University and be granted permission to enroll for full-time study without completing the normal high school program. Applicants in this category will be expected to fulfill the following qualifications: •

At least a senior classification (completed at least 12 units in the college preparatory curriculum);

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Grade point average and an ACT or comparable SAT score which yield a prediction factor indicating that each student has at least a seventy percent chance of earning a C or higher at Concord; and

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Written recommendation of the high school principal or counselor.

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Home School Students Concord’s admissions policy for those students educated at home is the following: All home school students must submit a transcript from an accredited secondary organization or institution demonstrating completion of the following: • 4 units of English • 3 units of Social Studies, including one of U.S. History • 3 units of Mathematics (including Algebra I, and at least one other higher math) • 3 Science (Two of the three units must be laboratory science. This may include at least two units from Coordinated and Thematic Science (CATS 9 and 10,) Biology, Chemistry, Physics and other courses with strong laboratory science orientation) Home school students unable to supply such a transcript must present the General Educational Development (GED) diploma. Such a student must attain a standard score of 45 on each of the five parts of the GED test, or have an average standard score of 50 or above on the entire test. Home schooled students must have an overall grade point average of at least a 2.00 (C) or higher or a composite score of 18 on the American College Testing Program (ACT) or 870 (critical reading and mathematics score only) on the Scholastic Assessment Test (SAT);

Admission Information Effective August 2008, home schooled students must meet the following requirements for entrance to Concord University: •

Overall grade-point average of at least 2.00 (C) or higher and a composite score of 18 on the American College Testing Program (ACT).

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Completion of the required high school units listed below at an approved secondary school: 4 English (including courses in grammar, composition and literature); 3 Social Studies (including U.S. History); 4 Mathematics (three units must be Algebra 1 and higher); 3 Laboratory Science (all courses to be college preparatory laboratory science, including at least two units from biology, chemistry, and physics); 1 Art; 2 Foreign Language (two units of the same foreign language)

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Completed Concord University application form; and

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Official copies of high school credentials, the results of the American College Testing Program (ACT) or Scholastic Assessment Test (SAT) and a satisfactory health form (after admission) which have been forwarded to the Admissions Office.

Off-Campus Programs The admission requirements for offcampus students are the same as for regular admission to the University. Regents Bachelor of Arts Degree Admission to the West Virginia Board of Regents Degree Program is open to students who have graduated from high school at least four years prior to their application for admission to the RBA Program. Admission to this degree program does not provide automatic admission to other programs in the University. For further information about the RBA program, see pages 22-24 of this Catalog. Transient Students Students seeking a degree at another institution may enroll for course work at Concord University. An appropriate transient approval form must be submitted to Concord University by the parent institution.

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Degrees

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Degrees Degrees CONCORD UNIVERSITY offers thirteen undergraduate degrees: Bachelor of Science in Education, Bachelor of Science in Business Administration, Bachelor of Arts, Bachelor of Science, Bachelor of Social Work, Bachelor of Science in Recreation and Tourism Management, Bachelor of Arts/Bachelor of Science in Interdisciplinary Studies, Bachelor of Arts in Communication Arts, Bachelor of Science in Computer Information Systems, Bachelor of Science in Athletic Training, Bachelor of Science in Environmental Geosciences, the Regents Bachelor of Arts, and Associate of Arts in Office Supervision. See page 287 for information about the Master of Education degree. Majors and Minors

Bachelor of Arts degree majors are available in: • Advertising/ Graphic Design • Broadcasting and Journalism • English: Journalism emphasis, Literature emphasis, or Writing emphasis • Geography • • • • • • • •

Geology: Cartography and Geographic Information Systems History History: Philosophy emphasis Psychology Political Science Public Relations Sociology Studio Art

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Theatre

Bachelor of Science degree majors are available in: • Biology (general) • Biology (pre-professional) • Biology (recombinant gene technology) • Chemistry (comprehensive) • Chemistry (pre-professional) • Mathematics • Mathematics Comprehensive • Mathematics/Computer Science Bachelor of Science in Business Administration degree majors are available in: • Accounting • Administrative Systems • Finance • Management • Marketing 3+1 Programs in Allied Health Sciences are available in Pre-pharmacy or Medical Technology/Clinical Laboratory. Minors or emphases for both degrees — Bachelor of Arts and Bachelor of Science — are available in: • Appalachian Studies • Biology • Civic Engagement • Chemistry • Computer Science • Computer Science Emphasis: Biometrics • Literature

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Degrees • • • • • •

Writing Journalism Geography Geology Health Promotion History

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International Studies Legal Studies and Prelaw Mathematics Mathematics Emphasis: Biometrics Music Philosophy Physics Political Science Pre-actuarial Science

• Pre-environmental Law • Psychology • Public and Non-Profit Administration • Social Work • Sociology • Sociology: Correctional Rehabilitation emphasis • Statistics • Studio Art

Recreation and Tourism Management emphases: • Park and Recreation Management • Tourism Planning and Promotion • Hospitality Management • Ski Area Management Students seeking the Bachelor of Arts or Bachelor of Science degrees (but not degrees in Business Administration,

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Education, Communication Arts, Computer Information Systems, Recreation and Tourism Management, or Social Work) may be required to complete six hours in one foreign language or to demonstrate an equivalent proficiency. The BA/BS in Interdisciplinary Studies may require a foreign language. (See page 64 concerning the use of foreign language courses in the General Studies program.)

The Bachelor of Science in Education degree includes teaching fields in • Art • Biology • Business • Chemistry • Early Childhood • Special Education • English • General Science • Health Education • Mathematics • Elementary Education • Early Childhood Special Education • Music • Physical Education • Social Studies • Special Education Multi- categorical Multi-categorical Special Education grade levels available are 5-Adult or K-6 with an additional core field. For example, if the teaching field is 5-Adult then multi-categorical certification will be 5-Adult. The multicategorical Special Education is not

Degrees available with art, business education, health, music or physical education. Any person holding an earned bachelor’s degree from a regionallyaccredited institution of higher education is permitted to complete any of Concord’s majors, minors, or emphases and to have this recognition on his or her official permanent record. BA/BS Degree in Interdisciplinary Studies The Interdisciplinary Studies Program at Concord University offers students the opportunity to design a course of study that meets a particular career or professional need not available in a single existing degree program. Scholars recognize that exciting career challenges cut across traditional specialties and demand expertise in more than one subject area. The BA/BS degree in Interdisciplinary Studies enables students to include as many as four different subject areas. This is not an appropriate degree option for the student who is undecided about a major. However, it is the ideal program choice for the student with a career plan that is multi-disciplinary and includes professional goals that are quite specific. Students will work with a faculty committee drawn from the desired subject areas to insure that the overall plan is coherent and that every class is appropriate. Every IDS student can benefit from the total range of expertise and talent available from the Concord University faculty.

How to Apply Applications for the BA/BS Degree in Interdisciplinary Studies are available in the Academic Dean’s office. Students must complete one semester of college before being admitted into the program. Each program of study must fulfill Concord’s Program of General Studies and must include an interdisciplinary program of study that comprises at least two disciplines [four permitted], at least 48 credit hours, and a minimum of 12 credit hours of upper level courses in each discipline. Up to 12 hours of internship, directed research, performance, or exhibition credit are permitted in the program. Students must apply before completing 80 semester hours. To undertake an Interdisciplinary Degree, a student presents a written proposal outlining the goal and plan. The student’s adviser and four other faculty members, selected by the student, must evaluate and approve the proposal. Faculty committee members must hold the rank of Assistant Professor or higher. Each discipline in the concentration area must be represented on the committee. The committee will indicate whether the degree will be a Bachelor of Arts or Bachelor of Science degree. The student must have an overall grade point average of 2.0 with a minimum GPA of 2.5 in each selected discipline prior to graduation. Each discipline must include a minimum of 12 hours of upper level courses (300 or higher). Completion of the degree program

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Degrees requires a minimum of 128 semester hours. After the program of study has been designed, the courses listed on the application, and the appropriate signatures secured, all members of the advisory committee must approve any changes in the program of study. Regents Bachelor of Arts Degree (RBA) The Regents Bachelor of Arts Degree Program is a non-traditional program that is designed for adults who are interested in obtaining a bachelor’s degree. The Regents Bachelor of Arts Degree meets comparable requirements for the more conventional baccalaureate degree, but can meet the certification in a different manner. The RBA program may be appropriate for persons who have gained knowledge outside the traditional classroom. Experiential knowledge may be comparable to that which is traditionally gained in the classroom. The student demonstrates knowledge through a written resumé that is evaluated by appropriate faculty members. Based on these evaluations, recommendations are made to the Vice President and Academic Dean for the award of experiential credit. Admission to the RBA program is accomplished in accord with the following regulations:

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1. A student is considered for admission by submitting the statewide undergraduate admission application form to Concord University. 2. The applicant must complete the Concord RBA application. 3. The applicant’s high school class must have graduated at least four years prior to application. 4. A student already holding an accredited baccalaureate degree is excluded from the program. 5. A student may not be simultaneously enrolled in the Regents Degree program and another degree program. 6. However, a student who is in another baccalaureate program and who is in good standing will be considered for admission into the Regents program after consultation between the Regents Program Coordinator and appropriate academic officers. 7.

Appropriate documentation shall accompany the transfer.

8. A student currently under suspension from any institution may not be admitted to the program until the suspension period has expired. 9. The Regents Program Coordinator will consider and rule on all applications for admission to the program.

Degrees Upon admission to the program, a student may earn credit in several ways: 1. Credit earned in regular degree work at Concord University or other accredited institutions of higher learning may be transferred into the Regents Degree Program. (State policies regarding transfer of credit between institutions will apply to students in the Regents Degree Program.) 2. PEP, CLEP, College-Level GED, USAFI, and similar testing results may be acceptable for credit. 3. Distance education credits earned from regionallyaccredited institutions may be accepted 4. Credit may be awarded based on work and/or life experience when requested by a student. The credit is awarded based on an evaluation of a resume and documentation of these experiences submitted to the Program Coordinator. There is a fee of $300 for this evaluation regardless of the number of hours of credit which may be awarded. This fee will be charged each time a student submits any subsequent assessment of work not included in the initial submission.

A $10 per credit hour transcript fee, in addition to the evaluation fee, will be charged for each awarded and accepted hour. There is no upper or lower limit of credit awarded by this method. Regents Bachelor of Arts Degree Requirements Total credit hours...........................128 1. Upper Division Hours:

(300 level courses or above)... 40

2. General Education...................... 36 Which must include the areas listed below:

Communications....................... 6

Humanities................................ 6

Natural Sciences....................... 6

Social Sciences......................... 6

Mathematical Sciences or Computer Applications...................................... 3 Electives from the above areas......... 9 3. Elective Hours............................ 52 4. Hours at Baccalaureate Institution........................................ 56 Grade point average for graduation 2.00 A student must earn 24 hours in the state system. F grade forgiveness for college-level

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Degrees courses is afforded to persons admitted to the Regents Degree Program. This policy will be applied to failing grades received no less than four (4) years prior to the Regents Program admission date. All prerequisites for courses must be met according to the Concord University Catalog at the time of application to the Program. Regents Area of Emphasis Any student graduating with a Regents Bachelor of Arts Degree from Concord University may be eligible to receive an “Area of Emphasis” on the transcript for any of the degree granting programs in the University. Eligibility requirements include completion of a minimum of 15 hours of upper division courses (300 level or above) in a program of study with a grade of C or better in each course. At least 9 of these hours must be from Concord University. A request for an Area of Emphasis should be made in writing to the Concord University Regents Program Coordinator who will provide a form to initiate this process. The Coordinator will transmit this form to the appropriate discipline for approval. It should be noted that each area may have its own requirements for this designation, and some may choose not to participate because of the nature of their degree programs. The VicePresident /Academic Dean of Concord University will make final approval of the Area of Emphasis.

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Degrees

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Graduation Requirements

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UALIFYING FOR GRADUATION is solely a student responsibility. If there are any doubts about meeting the requirements for graduation, the student should check with his or her academic adviser and with the Registrar’s Office. To receive a bachelor’s degree from Concord University, a student must have: a. earned at least 128 semester hours of approved credit; b. completed the course requirements set for his or her particular program, as described in the applicable Catalog;

c. achieved a C or better in English 101-102; and met all special departmental/divisional grade-point average requirements; d. satisfied University 100; e. successfully completed the Praxis I: Pre-professional Skills Test(s), Praxis II: Subject Assessment Test(s) and Principles of Learning and Teaching Test(s) to qualify for the Bachelor of Science in Education degree; f. earned at least a 2.0 (C) cumulative grade average on all courses attempted at Concord, both overall and within the major. (Excess quality points earned at other institutions may not be used to make up a deficit at Concord; however, they are used in the calculation of graduation with honors)

g. earned a minimum of 2.0 (C) cumulative grade average on all courses taken (this includes Concord courses and courses taken at all other institutions); h. met certain residence and scholarship requirements, as set forth in the following paragraphs; i. met all financial obligations; j. satisfied any penalties imposed by the University; and, k. applied for graduation before the deadline; (late fee charged after deadline). Certification and Degree Requirements in Education Requirements for the degree of Bachelor of Science in Education at Concord University are linked to the requirements for certification by the West Virginia Department of Education for teaching in the public schools. The fact that students may not intend to teach in West Virginia does not remove any of the requirements of the degree. Students must fulfill all the provisions for certification in West Virginia, including the Praxis I: Pre-professional Skills Test(s), Praxis II: Subject Assessment Test (s) and Principles of Learning and Teaching Test(s) in their particular teaching field(s) or specialization(s). Additional and detailed requirements are included in the Teacher Education (Bachelor of Science in Education) section of this Catalog.

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Graduation Requirements Graduation Procedure Concord University grants degrees at the end of each fall and spring semester and at the close of the summer session in August. Students completing the requirements for degrees, diplomas, and certificates will receive the appropriate credentials at one of these three dates, if they file graduation applications by the proper time. To graduate at the end of any semester or summer session, a student must make official application in that particular period; consult the schedule of courses in any semester or summer session for this exact date. To graduate, to receive credentials, or to be recommended for teaching certification, all fees and other bills due the University must be paid. Students must use their full and proper names when registering, in applying for degrees, and in other similar circumstances. Two formal graduation ceremonies are held annually, at the close of the spring semester in May and the fall semester in December. Students graduating in the spring semester or the fall semester are required to participate in a Commencement ceremony, unless excused by the Registrar. December graduates may chose to participate in the May ceremony but must notify the Registrar of their intentions by March 1. Students whose potential graduation date is August will be allowed to participate in the May Commencement ceremonies provided that, at the time of the graduation application, the student has the required grade point average for graduation. Any senior may apply

28

for May graduation. If a student is scheduled to graduate at the end of the spring semester and cannot attend the Commencement ceremonies, he or she must apply to the Registrar in writing, at the time of filing application for degree, for permission to receive the degree in absentia. Graduation with Honors This includes a notation on the permanent record and diploma, as well as special recognition in the Commencement ceremonies. Students must complete a minimum of 60 hours at Concord University to be considered for graduation with honors. The following grade point averages are taken into consideration when determining honors: 1) all courses taken at Concord; 2) all college courses taken at Concord and within the State College and University system of West Virginia; and 3) all college courses taken at Concord and all transfer credit. The lowest of these cumulative qualitypoint averages is used for placement in graduation with honors. Summa cum laude requires that neither of these quality-point averages be lower than a 3.80, Magna cum laude from 3.60 to 3.79, and Cum laude from 3.30 to 3.59. Ceremonial honors will not include the final semester. Official honors designation will be based on all courses taken.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 29

Academic Policies and Procedures

30


A

Academic Responsibilities

Amending Information

CADEMIC REGULATIONS exist to assure that the University maintains recognized standards as an institution of higher learning. The University accepts its obligation to offer programs of quality which are recognized nationally and internationally.

While every effort is made to assure accuracy at the time of printing, Concord University reserves the right to delete, change, or amend the information in this Catalog as necessary.

Admission to Concord University provides the student the opportunity to achieve a higher education that includes the development of skills, ideas, and attitudes. The facilities and activities of the institution are dedicated to the task of providing the climate for learning. Regulations, goals, and practices must be observed to provide equal educational opportunities for all students. Some of the University regulations are established by State legislation, by the West Virginia Higher Education Policy Commission, or by national agencies that accredit the University. Concord regulations are designed to augment the degree as a meaningful acknowledgement of a graduate’s educational achievement. STUDENTS ULTIMATELY ARE RESPONSIBLE FOR THEIR EDUCATION, WHICH INCLUDES READING, KNOWING, AND OBSERVING THE REGULATIONS OF THE UNIVERSITY.

It is the student’s responsibility to realize and comply with current University policies.

Licensure and accreditation regulations may require additional non-published admission requirements in some certificate programs, Candidates in these programs must familiarize themselves with the current admission requirements of the Division which administers these programs. Classroom Conduct

In classrooms, laboratories, and during any activities that are part of course requirements, students are expected to observe reasonable rules of conduct. Questions and discussions in class on the subject matter of a course will be accepted by any Concord instructor as a proper part of a university course, limited only by allotted time. Students also are encouraged to consult instructors individually when necessary, either about the subject matter of the course or about their work in the course. Disruptive behavior in the classroom will not be tolerated. If student conduct makes it difficult to continue the class satisfactorily, the instructor may warn the student of this fact. If objectionable conduct continues, the

31

Academic Policies and Procedures instructor may dismiss the student from the course with written notification of this action to the department or division chairperson and the Vice President /Academic Dean. Any appeal from such decision must be made to these, beginning with the classroom instructor. The grade recorded in cases of dismissal for conduct is an F. A student suspended or expelled from the University for unacceptable conduct outside of the classroom shall have a grade of W recorded permanently for all course work during the semester of the suspension or expulsion. Class Attendance Regular class attendance is part of a student’s academic obligation at Concord. Irregular attendance may affect academic performance adversely and is detrimental to the atmosphere of a class. Illness or other compelling reasons occasionally may make it necessary for a student to be absent from class. When a student cannot attend a class or laboratory, the student is obliged to notify each instructor involved as soon as possible and provide an appropriate explanation. The student must take the initiative both in providing adequate explanation and in satisfying the class attendance policy. NOTE: Extended absence, as the result of illness or other compelling reasons, should be reported to the Office of the Dean of Students.

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The instructor has considerable discretion with regard to attendance policy. It is imperative that students attend the first class meeting. If an instructor has a waiting list and any student does not attend the first class meeting, the students may be dropped from the roll to provide room for students waiting to add the course. Instructors typically use the first day to establish class policies and orient students to the course. Absence from class for University approved functions poses a special problem. Any absence means that a learning situation has been missed. The lost learning experience may result in reduced performance on exams or in other testing situations. In choosing to participate in University activities, a student should carefully consider the possible impact of the absence on grades and academic standing in the class. However, the University does not wish to prohibit student participation in approved activities. Therefore, instructors are required to excuse the physical absence if the student has notified the instructor and arranged for any compensating work prior to the absence. The student is responsible to contact instructor(s) to determine how far in advance of the absence such notification and arrangements must be made. NOTE: The activity leader must distribute printed lists of participants. These lists are for the instructor’s information only. Such a list does not alter the student’s responsibilities as explained in the previous paragraph.

Academic Policies and Procedures After appropriate warning and notification to the Office of Student Affairs, an instructor may drop a student with irregular or non-attendance if the instructor has not received a satisfactory explanation from the student. A written notification to the department or division chairperson and the Vice President/Academic Dean is also required. The grade recorded in cases of dismissal for irregular and for nonattendance before the ninth week is a W and after the ninth week is an F. When a student is withdrawn in this manner from all of his or her courses, he or she is no longer classified as a student, and therefore, is not eligible to reside in the residence halls or to receive financial aid. Weather Policy As a general policy the University will remain in normal operation during adverse weather conditions. In the event of severe weather conditions, the President may 1) place classes on inclement weather schedule; 2) cancel classes before the end of the class day; 3) cancel classes for an entire day or days; 4) close the University with notification to the Chancellor of the West Virginia Higher Education Policy Commission Individual instructors will establish inclement weather meeting times if a

class does not meet at one of the regular times noted above. In inclement weather situations, final examinations will begin two hours later than the regularly scheduled starting time. The Director of the Beckley Center will determine the status of off-campus classes in Raleigh County. If a decision to cancel classes is made, the media, faculty, and appropriate University offices will be notified. The late schedule affects classes only. Other University operations are expected to follow normal routines, although the University encourages its employees to use discretion to ensure safety in traveling on weather-affected roadways. The University urges individuals to use their own best judgment in making a decision to commute or not to the campus in adverse or severe weather conditions. Concord faculty are urged to make attendance policy considerations for the difficulties some commuting students may encounter due to weather conditions and provide opportunities to make up missed work. Students have an obligation to make every safe effort to attend classes, to initiate arrangements for making up missed work, and to understand the occasional commuting difficulties of faculty. Announcements invoking the late schedule or other options referenced above are aired on area radio and television stations and are sent as text and email messages to those enrolled for this service.

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Academic Policies and Procedures Take note that unless a cancellation announcement is made, classes will be held. Inclement Weather Schedule Monday/Wednesday/Friday Classes

Tuesday/Thursday Classes

Regular

Inclement

Regular

Inclement

8:00-8:50

10:00-10:40

8:00-9:15

10:00-11:00

9:00-9:50

10:45-11:25

9:30-10:45

11:05-12:05

10:00-10:50

11:30-12:10

11:00-12:15

12:10-1:10

11:00-11:50

12:15-12:55

12:30-1:45

1:15-2:15

12:00-12:50

1:00-1:40

2:00-3:15

2:20-3:20

1:00-1:50

1:45-2:25

3:30-4:45

3:25-4:25

2:00-2:50

2:30-3:10

3:00-3:50

3:15-3:55

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Academic Policies and Procedures Applicable Catalog Students entering Concord University shall follow the curriculum provisions and degree requirements of the Catalog at the time of first registration, unless the provisions of a later Catalog seem more appropriate and they choose, with the advice of an adviser and with notification to the Registrar’s Office, to follow the later Catalog. A student may not select part of a program from one Catalog and part from another.

Certain new regulations may become effective, regardless of when the student first enrolled at Concord. Students will be notified of these changes and are responsible to meet new requirements. Students enrolled under previous catalogs must follow the latest catalog regulations under these circumstances: 1. If a student completes less than six semester hours during any one academic year, reckoned from one fall registration to the next, he or she becomes subject to the provisions of the latest Catalog. 2. If there are changes in major or minor fields or in teaching options within teacher education, the latest requirements for that major or minor or teaching option must be met. 3. If a student changes from one degree program to another, all requirements for the newly-selected degree, as set forth in the latest Catalog, must be met. Academic advisers will assist in clari-

fying the requirements and the choices in courses of study, as well as assist with the scheduling of each semester’s work. The Registrar’s Office, upon request, will inform a student of the state of the requirements which have met toward a declared objective and those requirements which remain to be met. A student should request a progression sheet from the Registrar’s Office as soon as having attained junior standing (60 credit hours). A student can view his or her transcript and registration at any time through ELLIE. The staff in the Office of Career Services and Student Affairs will confer with students about career questions or personal problems which may be affecting their college work. No one, however, will or can take responsibility for student performance. This responsibility is that of the student alone. Students should be familiar with the following rules that govern academic work. Classification of Students Students are classified according to the number of semester hours successfully completed. Freshman

0 to 29 hours

Sophomore

30 to 59 hours

Junior

60 to 89 hours

Senior

90 hours or more

A “regular full-time student” is any student seeking a degree who is enrolled for twelve or more hours. A student who is seeking a degree, but who

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Academic Policies and Procedures is enrolled for less than twelve hours, is classified as a “part-time student.” The term “non-matriculating student” applies to those who are not seeking a degree (page 12). The following policies on academic standards and academic standing apply to all three categories of students:

Classification as a full-time student requires enrollment in at least twelve semester hours of courses each semester, or at least four semester hours each summer term.

Classes may not be added after four instructional hours, or the beginning of the second instructional week of the class, whichever comes first. Forms for adding courses can be obtained from the Registrar’s Office. Students fill out the form, obtain approval of their academic adviser and the instructors of the courses involved, and return the completed form to the Registrar’s Office.

Semester Hour Load

The maximum permissible course load each semester is as follows: (a) thirteen hours for those students who are on academic probation; (b) eighteen hours for those students who are not on academic probation and who have a grade average of less than 3.00; (c) twenty-one hours for those students who have a grade average of 3.00 or greater.

(b) seven hours for all students who are not on academic probation.

Students must file an academic exception to request more than seven hours per summer term. Adding and Dropping Courses

Classes may be dropped by filling out the form obtained in the Registrar’s Office. Courses dropped will not appear on the student’s transcript, provided the course(s) are dropped by the end of the fifth instructional day of a semester or the third instructional day of a summer term.

The deadline for dropping classes with the grade of W will be the end of the ninth instructional week of a semester long course. Courses conducted over a The maximum permissible course load period of time less than a full semester for each of the two terms of the summay be dropped up to the third class mer session is as follows: meeting. The deadline for dropping (a) six hours for those students during a summer term will be based on the same ratio as the ninth week of a who are on academic proba- regular semester. tion; A student dismissed from class for disruptive behavior will receive a grade Students must file an academic exception to request more than twenty-one hours per term.

36

Academic Policies and Procedures of F and may not subsequently withdraw from the class. Each student who remains enrolled in the course past any of the above deadlines must be assigned a grade from the following: A, B, C, D, F, I, or P. A student who does not attend the first session of a class for which there is a waiting list may be dropped from the class. Auditing Classes Students enrolled in the University may audit courses upon authorization of the Registrar and the instructors concerned. Once the student has enrolled in a particular course, the student may not change status in that course, during the semester, from audit to credit, or from credit to audit, without the consent of the instructor. The deadline for changing status to audit is the same as dropping a course with a grade of W. Audit courses that are not completed will not be recorded on the student’s transcript. Regularly enrolled students may not audit classes which, if taken for credit, would constitute excess semester hours, unless authorized by the Vice President /Academic Dean. Transient Credit Once enrolled, it is expected that a Concord student will do most of his or her course work at Concord. However, students may apply for permission to take work at another regionally-accredited institution. Application must be made in writing to the Registrar,

stating the institution, the reason for requesting the work there, and whether the work will be on its campus, by extension, or by correspondence. The request must include the departmental designation of the course, its number, descriptive title, and credit designation, as listed in the catalog of that institution. Transient forms are available through the Registrar’s Office. Credit will not be granted for courses taken elsewhere unless permission is granted in advance. Good academic standing (2.0 grade point average) is required for permission to study at another institution. Permission to take courses elsewhere is not given for any course already taken at Concord, or for certain basic courses required in the student’s program of study, without prior approval by the student’s major department. Once a student has attained junior standing at Concord, courses may not be taken at a community college for transfer to Concord University. Concord University cannot assume any responsibility for the transmittal of official notice of completion of courses at other institutions. Students depending upon correspondence credits to complete their graduation requirements are cautioned that Concord has no control over delays which may occur in the grading of correspondence assignments and in the sending of another institution’s official transcripts of final grades to the Concord Registrar’s Office.

37

Academic Policies and Procedures The Registrar and the Vice President /Academic Dean review transient requests. Residence Credit A candidate for a degree from Concord University must have earned a minimum of 36 semester hours of credit while in residence. Sixteen of the last 32 semester hours of study previous to graduation must be done in residence at this University. For students completing three years in the pre-medical, pre-dental, or pre-law curricula, 16 of the last 32 semester hours of study previous to entering professional training must be done in residence. At least nine semester hours credit for courses required for a major, minor, concentration, or teaching field (or specialization) must be earned in residence here. These courses are to be upper division courses, or in some instances, for elementary education specializations, courses designated by the appropriate department chairperson. Transfer Credit The determination of acceptable transfer credit is made by the University after review of the courses offered for transfer and consideration of which of these are equivalent to Concord courses and which may be counted only for elective credit. Grades for all work transferred are recorded as earned. Transfer students should submit other institutions’ transcripts at the earliest possible date so that the Concord evaluation of the transfer can

38

be made. Although all credits from regionally accredited junior colleges in college parallel courses are accepted (provided none of the credit was acquired after the student gained junior standing at a four-year college), a maximum of seventy-two semester hours is applicable toward the 128 semester hours required for graduation. Thus, a minimum of 56 semester hours must be completed at a baccalaureate institution. Only credit from regionally accredited institutions is acceptable for transfer to Concord University without special permission. Students transferring from two-year institutions must complete, at Concord, a minimum of fifteen semester hours in the major or teaching field. After transferring, a student must maintain a 2.00 grade average in all courses taken at Concord. Once a student has been admitted to Concord as a transfer student, transfer credit will be accepted only for courses for which prior permission is obtained. Students who transfer from one college or university in the West Virginia higher education system to another may transfer core coursework, which will count toward fulfillment of General Studies requirements at the receiving institution, under provisions of a Core Coursework Transfer Agreement. This assures the transfer of courses for General Studies credit for any of the courses listed in the agreement and does not limit the number of hours credit that a student may transfer in General Studies. The Registrar’s Office may provide further details and

Academic Policies and Procedures listings of courses from West Virginia state-assisted institutions affected by this agreement. Withdrawal from the University

To withdraw from the University the student must obtain withdrawal forms from the Academic Success Center. A student withdrawing from the University during any semester or summer term will be given grades of W in all courses provided that the student has completed withdrawal procedures prior to the beginning of the last week of classes for that semester or term. In summer terms only, no grade will appear on his or her transcript, provided the withdrawal is made before the end of the second instructional day. If withdrawal is completed after these deadlines, one of the following grades will be assigned in each course in which the student was enrolled: A, B, C, D, F, I, or P. A student dismissed from class for disruptive behavior will receive a grade of F and may not subsequently withdraw from the class. Academic Dishonesty Academic dishonesty is morally unacceptable as well as destructive to the learning and teaching atmosphere. Academic dishonesty includes the giving or receiving of improper help on examinations or assignments, falsifying documents, and plagiarism (the act of stealing and using, as one’s own, the ideas or the expression of the ideas of

another). Such dishonesty can lead to a variety of penalties –– including but not limited to failure of assignment, failure of course, loss of institutional privileges, or dismissal from the University. A failing course grade as a result of academic dishonesty will be recorded as an F on the final grade report, and the instructor will inform, in writing, the division chair and the Vice President/Academic Dean who notifies, in writing, the Registrar’s Office and the student. Course grades affected by academic dishonesty are not subject to the D/F forgiveness rule described on page 40, and a student who is to receive a failing grade due to proven academic dishonesty may not drop the failed course with a grade of W. (See Grade Change Procedure, page 41.) Any recommendation by the instructor beyond an F in the course must be submitted, in writing, to the student, to the division chair, and to the Vice President/Academic Dean for transmittal to the Judicial Steering Committee which will then initiate a judicial procedure. Any failing course grade or dismissal that results solely from academic dishonesty will be identified as such on the student transcript. The Grading System Instructors will indicate how they arrive at the particular letter grades, and they will be willing to inform students about the components of the final grade.

39

Academic Policies and Procedures A—Superior

otherwise specified by the instructor.

B—Good

In the calculation of grade averages, incomplete grades receive no quality points or semester hours for the course in which the incomplete grade was assigned. When an incomplete grade is removed within the allowable time, quality points appropriate for the grade received are awarded and the credit hours for the course are included when a new grade average is computed. A student’s record will not be clear until the Registrar’s Office receives notice from the instructor to change the I to another grade. Nevertheless, it is the responsibility of a student to take the initiative to see that the grade is reported. Courses may no be repeated in which the student has obtained a grade of B or better with the exception of certain workshops, music courses, etc. .

C—Average D—Below average; lowest passing grade F—Failure I—Incomplete P—Pass W—Withdrew: no penalty *—Course not counted in hours earned ‘ —Course not counted toward graduation credit or grade point average H—Honors designation (to accompany grades of A or B where appropriate) If a student fails to fulfill a small number of requirements of a course because of illness or an equally compelling reason, a final grade of I may be requested. If the reason is acceptable, and a make-up possible, the instructor will report the grade as incomplete. An instructor who gives an grade of incomplete will furnish to the Registrar’s Office a statement of the reason for which the grade was assigned and of the requirements to be completed; a copy of this statement will be given by the instructor to the student. If the student does not enroll again for a five-year period the I grade will automatically revert to an F unless otherwise specified by the instructor. If a student does enroll within that time (or immediately following a 5-year absence) the grade must be completed in the first 30 class days of the semester of return or it will revert to an F unless

40

D and F Forgiveness Rule

If a student earns a D or F on any course taken no later than the semester or summer term during which the student attempts the sixtieth semester hour, and if the course is repeated prior to the receipt of a bachelor’s degree, the original grade shall be negated and the grade(s) earned when the course is repeated shall be used in determining his or her grade average. However, the original grade shall not be deleted from the student’s record. In cases of grades of F involving academic dishonesty or disruptive behavior, the Forgiveness Rule is not applicable.

Academic Policies and Procedures Final Grades Final grades are issued from the Registrar’s Office. Public posting of grades is a violation of the federal statutes concerning individual rights of privacy and is prohibited. A numbering system intended to protect the individual student’s identity may be used to post student grades. A grade reported by an instructor to the Registrar’s Office will not be changed except to correct a demonstrable computational error. Approval of the Vice President/Academic Dean and the divisional chairperson is necessary before a grade can be changed. All questions about a grade in any course should be taken first to the instructor of that course. It is more useful to request such conferences during the course than after it is over. After full discussion with the instructor, if the question remains, the next step is to consult the chairperson of the department or division in which the course is offered. Appeals concerning grades which students consider to be prejudiced or capricious may be made to the department or division chairperson with final appeal to the Vice President /Academic Dean. Students who repeat coursework should note: the original grade shall be negated and the grade(s) earned when the class is repeated shall be used in determining his or her grade average. All grades, however, will remain on the official transcript, even when a course is repeated and a subsequent grade is

used to compute the grade average. Grade Change Procedure (Academic) A student has a right to complain if convinced that an academic matter or faculty action is unfair or inappropriate to the generally recognized standards of academic freedom and license. When such a complaint is made, the obligation of proving the validity of the case falls upon the person making the complaint. Note that complaints regarding grades received on other than academic grounds must follow the Grade Change Procedure (NonAcademic). Initially, a student should discuss the complaint with the academic adviser for purposes of guidance and counseling. Whenever possible and appropriate, the student complaining should then work with the faculty member to whom the complaining is addressed. If the issue is not resolved in a satisfactory manner at this level, a written complaint may be brought to the department and/or division chairperson with whatever argumentation and evidence is available. If the student is dissatisfied with the disposition of the problem on this level, the written complaint, with whatever argumentation and evidence is available, may be taken to the Vice President/Academic Dean. Following appropriate investigation of the complaint, the Vice President/ Academic Dean will notify all directly involved parties of the decision for final resolution of the matter.

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Academic Policies and Procedures Grade Change Procedure (NonAcademic) A student has a right to complain if convinced that a grade was unfairly assigned because it was given on other than academic grounds which were not legitimate and pertinent to an academic situation. For example, if a student is convinced that a grade was given because of prejudice (sexual, racial, political, cultural, etc.), this may constitute grounds for a complaint If such a complaint is made, the obligation of proving the validity of the case falls upon the person making the complaint. The faculty member, as academic decision maker, is assumed to be innocent unless a case is made to prove that the grade was improperly assigned. A student complaint of this nature should be made first to the faculty member to whom the complaint is addressed. If the issue is not resolved in a satisfactory manner, a written complaint may be brought to the division chairperson with whatever argumentation and evidence is available. The complaint must be registered soon enough to allow completion of the appeal procedure; that is, no later than one regular semester after the grade was given. The student should allow two weeks at each level for the adjudicator’s study of the situation. If the chairperson deems the complaint merits consideration, the chairperson may further investigate the situation, consult with the faculty member and with any other appropriate sources. If the chairperson feels a persuasive case has been made, a recommendation

42

will be made to the faculty member concerning the grade. If the case is not persuasive, the chairperson will reject the student appeal. If the student is not satisfied by the disposition of the appeal on this level, a written appeal may be made to the Vice President and Academic Dean. On receipt, the Vice President and Academic Dean will send the appeal to a Faculty Committee consisting of one faculty member elected from each division and the Chief Justice of the Student Hearing Board. It should be clearly understood that the purpose of this committee is to evaluate the validity of the student’s claim that the grade was not given on academic grounds. It is not the purpose of this committee to evaluate academic standards, or in any way intrude on the autonomy of the instructor in defining the academic content or procedures of his or her course. This committee will receive the complaint and hold an initial meeting to determine if there appears to be sufficient merit in the accusation to warrant holding full hearings. If the decision is negative, the appeal is rejected. If the decision is affirmative, the student is then invited to present the case to the Committee, using argumentation, evidence, witnesses, etc. in a reasonable procedure, such as used by the Faculty Grievance and Hearing Committees. The burden of making the case falls upon the student. The Committee will, as a matter of course, consult with and question the faculty member who has a right to attend the proceedings and respond to the accusation(s). Colleagues in the discipline should be consulted

Academic Policies and Procedures concerning academic questions should they arise. The Committee shall pursue any additional evidence or information it regards as necessary and pertinent. After evaluation of the case, the Committee shall come to a finding by a majority vote. Should the Committee find that a majority has not been persuaded of the impropriety of the grade, the student appeal is rejected and the Vice President and Academic Dean is so notified. The Vice President and Academic Dean will then inform the student. Should a majority of the Committee be persuaded that the student has shown the grade to be improperly given (not on the basis of legitimate academic factors) then the Committee will, after consultation with the appropriate faculty members, make a recommendation to the Vice President and Academic Dean as to the appropriate grade. If the Vice President and Academic Dean concurs with the Committee’s recommendations for a grade change, the Academic Dean will transmit the new grade to the Office of the Registrar and will notify all parties concerned. Quality Points

I, P, and W grades do not affect the grade point average. (See pages 3940.) The quality-point value must be multiplied by the number of semester hours of credit a course carries to compute the quality points earned in the course. For example, a three-hour course in which a grade of B is earned will yield nine quality points in that course; if a D is received, only three quality points will have been earned. Each semester, a grade report is available to the student showing the number of course hours attempted, the number of hours passed, and the number of quality points earned. The student should make a frequent assessment of his or her quality-point status using the following method: •

The grade of C, which is required for graduation, yields two quality points for each hour’s credit. Therefore, multiplying the total hours attempted by two (quality points) will yield the required number of quality points. By comparing this figure with the actual quality points earned, as shown on the grade report, a student can determine his or her status.

Academic standing at Concord University is computed in terms of quality points accumulated. Each grade received carries a quality-point equivalent as follows: A

B C

D F

I

P

W

So long as a student maintains a C or better average at Concord (this means that there is no quality-point deficit), the student is in good academic standing.

4

3

1

0

0

0

Students are advised to check academic standing with ELLIE each semester.

2

0

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Academic Policies and Procedures Academic Probation A student may be permitted to remain in the University for a limited period and with certain program restrictions if they have failed to meet minimum standards of satisfactory scholarship as set by the Faculty. The maximum quality-point deficit permitted to avoid academic probation or to be removed from academic probation is based upon the number of hours passed according to the following scale: Hours Passed

Permitted Deficit

0—59........................................ 9 60—89...................................... 6 90—112..................................... 3 113 or more............................... 0 Transfer students will not be admitted if deficient by twenty or more quality points in their work at previously attended institutions. Any student on academic probation at the university previously attended will be assigned a probationary status for the first period of attendance at Concord, regardless of quality point standing. Once a student is enrolled at Concord, only grades earned at Concord may count toward removal from academic probation. After being placed on academic probation, a student must maintain in the following semester or summer session (courses taken between the Spring and

44

Fall semesters) a G.P.A. of at least 2.0, or reduce the quality point deficit equal to or below the maximum permitted on the above scale, to prevent suspension. Each session or semester on probation following the first, a full-time student must maintain a grade point average of better than a 2.0, and a part-time student must earn at least a 2.0 average or reduce the quality point deficit equal to or below the maximum permitted on the preceding scale, to prevent suspension. For the purpose of calculation of academic standing, any student who attempts at least eight hours during the summer will be considered a full-time student. A student on academic probation cannot enroll for more than thirteen hours in a semester or for more than six hours in a summer term. A student on academic probation is advised to follow the normal pattern of courses in his or her curriculum. Avoidance of required courses to take classes which have little relevance to the program, except for the quality points to be earned, will be considered in any review of the student’s record. A student on academic probation is not permitted to take work at another institution for transfer to Concord, and excess quality points earned at other institutions may not be used to make up a quality point deficit incurred at Concord. Removal from academic probation requires reduction of the quality point deficit for hours passed as indicated

Academic Policies and Procedures on the preceding scale. If this is not accomplished (except under conditions described above), the result is academic suspension. The student may appeal an academic suspension to the Committee on Academic Standards. Academic Exceptions Any exception to the academic regulations that apply to students at Concord University, including the requirements of the course of study for a particular degree, must be requested in writing. Deviation from established academic guidelines is considered to weaken the force of the regulations, is unfair to the students who are held to that particular requirement, and detracts from the academic reputation of the University and its degrees. Thus, substantial evidence from the student must be submitted. Exceptions will not be approved without significant, convincing evidence that a varience is justified. The Vice President/Academic Dean reviews these requests for academic exception with the academic adviser of a student who has requested exception(s). The President of the University or a committee of the faculty occasionally may grant a hearing in appeal of a decision made by the Vice President/ Academic Dean, if requested in writing by the student. Students will not be allowed to withdraw from a class with an exception in order to avoid earning a poor grade.

Academic Suspension The first period of academic suspension is one fall or spring semester. A student suspended at the end of the spring semester may not attend the following summer session. A student suspended for academic reasons may reenter on academic probation at the end of his or her period of suspension. Following an academic suspension period, a readmitted student must maintain a grade point average of better than 2.0 for each semester or summer session while on probation if he or she is classified full-time or earn at least a 2.0 average if enrolled as a part-time student. If these standards are not met, the second period of academic suspension shall consist of one academic year. If a student is suspended for academic reasons a third time, the suspension shall continue until such time as the student is readmitted upon appeal to the Committee on Academic Standards. Students will be obligated to present compelling evidence in writing to indicate that their chances of academic success have improved. Concord honors academic suspension applied by other institutions; application for admission of a student so suspended will not be considered until the period of suspension at the previous institution has expired, and that suspension will be treated as a prior suspension at Concord if he or she is admitted. All state-supported colleges and universities in West Virginia are required to honor each other’s academic suspensions.

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Academic Policies and Procedures Testing PRAXIS I: PREPROFESSIONAL SKILLS TESTS, AND PRAXIS II: SUBJECT ASSESSMENTS (SOME SPECIALIZATIONS REQUIRE MORE THAN ONE SUBJECT ASSESSMENT) AND PRINCIPLES OF LEARNING AND TEACHING TEST. All teacher candidates for a Bachelor of Science in Education must successfully complete Praxis I, prior to admission to the Teacher Education Program. Students who have successfully completed EDUC 210, EDUC 301 and EDUC 305, but who have not successfully passed PRAXIS I, must meet with the Director of Teacher Education in order to receive permission to continue taking education courses. Teacher candidates must also successfully complete Praxis II: Subject Assessments (some specializations require more than one subject assessment) and Principles of Learning and Teaching Test prior to admission to student teaching. Candidates should consult their academic adviser in Education for information regarding specific tests and required passing scores. Proficiency Tests In addition to the American College Test (ACT) that all entering students must take for admission, proficiency tests may be given in some areas (for example, mathematics and music). Students are placed in appropriate courses on the basis of these tests. If

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there are other subjects in which students have had extensive preparation, however, they may discuss with that department the possibility of proficiency testing to determine eligibility to enter more advanced courses, or they may inquire about taking a CollegeLevel Examination (CLEP) or a Credit by Examination. College-Level Examination Program (CLEP) Concord University awards credit based on scores earned on the CollegeLevel Examination Program. The University considers scores for credit for both the General Examinations and the Subject Examinations. The General Examinations are objective tests that measure achievement in five basic areas of the liberal arts: English composition, humanities, mathematics, natural sciences, and social sciences-history. The Subject Examinations measure achievement in specific college courses. Students must receive satisfactory scores on the CLEP Examination in order to be awarded credit. Additional information on CLEP may be obtained by contacting the Registrar. Credit by Examination A Concord University student in special circumstances may be permitted to obtain credit by examination for a course listed in the Catalog. The final decision of whether or not such an examination is given remains the

Academic Policies and Procedures prerogative of the appropriate department or division. The student shall make a written application to the appropriate departmental or divisional chairperson in order to explain the reason(s) for the request. This department or division will form a committee that consists of at least two persons who will screen the applicant’s request and determine its merits. Should the application be granted, this same committee will then administer the examination and evaluate the student’s performance. The committee will assign a grade of A, B, C, D, or F, and that grade will be recorded with the Registrar. Application for such an examination, if approved, must be accompanied by a $50.00 registration fee. A student must be enrolled at Concord to apply. The examination must be scheduled before the end of the semester in which registration takes place. ACT Testing (National and Residual) The application packets for each of these testing situations are available in the Admissions Office and should answer most students’ questions. All students planning to take either of these tests may contact the Admissions Office for additional information. Graduate Record Examination (GRE) Testing The GRE subject tests gauge undergraduate achievement in eight specific fields of study: biochemistry, cell and

molecular biology, chemistry, computer science, literature in English, mathematics, physics and psychology. The subject-based tests are used by some graduate schools to supplement undergraduate grades and are useful for identifying strengths and weaknesses in specific areas within a discipline. Some schools may require that a subject test be completed along with the general GRE. The tests are administered at Concord University in April, November and December. Concord University also offers services with test takers for disabilities. Fee waivers are available if eligibility requirements are met. For more information on the GRE subject based test, contact the Career Services Office or www.gre.org. For information concerning the GRE general test, which is computer based, contact www.gre.org. ASSET Testing ASSET testing is administered in group settings when possible and is used mainly as a placement tool for eligible students. Students must have been out of high school for more than five years in order to be eligible to utilize this test for admission purposes; otherwise, the test may only be used for placement purposes. For additional information regarding this testing procedure, contact the Admissions Office. Inadequate Proficiency in English In all academic work, students are expected to use standard English in

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Academic Policies and Procedures written and oral communication. An instructor from any division who finds the work of a student seriously deficient in English skills may refer the student to the Chairperson of the Division of Languages and Literature. The Chairperson, after evaluation of the referred student, may require additional work of that student without credit. Affirmative Action and Non-discrimination Policies Affirmative Action The Concord University Affirmative Action Officer actively monitors affirmative action in compliance with Title IX of the Education Act and 75-50 of the Internal Revenue Code. The Affirmative Action Office is in Marsh Hall, Room 326. Concord is an Equal Opportunity/ Affirmative Action employer. All prospective and current members of the student body, faculty, and staff are afforded equal opportunity on the basis of individual qualifications and merit without regard to race, color, sex, religion, age, national or ethnic origin, sexual orientation, or disability as identified and defined by regulations and law. The University neither affiliates knowingly with nor grants recognition to any individual, group, or organization having policies that discriminate on these bases. The University is in compliance with Federal Executive Order 11246 as amended, Title VII of the Civil Rights Act, the West Virginia Human Rights Act, Title IX (Educational Amendments of 1972), Sections 503 and 504

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of the Rehabilitation Act of 1973, and other applicable laws and regulations. For complaints or concerns relating to Title IX, please see the Concord University Student Handbook for policies and protocols, or request copies from the Office of Student Affairs. FERPA Concord adheres to the provisions of the Family Educational Rights and Privacy Act (FERPA). For more information about student rights under this statute, please contact the Registrar’s Office, Room 202, Marsh Hall (extension 5237). Non-discrimination The University does not discriminate on the basis of race, color, sex, religion, national or ethnic origin, sexual orientation, or disability as identified and defined by regulations and law, in the administration of admissions, educational policies, curriculum, the selection of textbooks, scholarship and loan programs, athletic opportunities, and employment. Sexual Harassment It is the policy of Concord University that sexual harassment in any form will not be tolerated. The University herein affirms that employees have a right to work and students have a right to study in a positive atmosphere free from sexual harassment and abuse. To that end, Concord University has adopted a Sexual Harassment Policy which gives the definition of harass-

Academic Policies and Procedures ment and outlines the procedures to follow in the event a student or employee believes harassment is occurring or has occurred. Copies of the entire policy are available from faculty advisers, administrative offices, residence hall directors, the Office of Housing and Student Residential Life, the Office of Public Safety, the Office of the Vice President/Academic Dean, the President’s Office, and the Office of Human Resources.

about the student’s disability kept confidential. Student Responsibilities

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The responsibility to disclose your disability

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The responsibility to provide the Office of Disability Services with adequate documentation of your disability

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The responsibility to meet with the Disability Services Coordinator at the beginning of each semester to set up appropriate accommodations

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The responsibility to meet the academic and conduct standards in place at Concord University

Office of Disability Services The Disabilities Services program is designed to provide the supportive environment necessary for students to achieve their academic goals. This office provides reasonable educational accommodations, advocates for an accessible learning environment and promotes self-advocacy and responsibility on the part of the students which it serves. Students with disabilities have rights granted by two civil rights laws. These laws are the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Basically, these laws provide students with the following rights:

Accommodations

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Are defined as a change in how things are usually done, and may be granted to a student with a disability if that disability affects his/ her functioning

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Provide students with disabilities an equal opportunity to participate in school

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Must be appropriate and effective for each individual

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Cannot fundamentally alter a program or course

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Equal access to post-secondary education

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Non-discrimination

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Appropriate and reasonable accommodations based on each student’s individual disability and how it affects learning and

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Cannot lower or change the academic or conduct standards of Concord University

The right to have information

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Cannot cause an undue burden

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Will not be provided without

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Academic Policies and Procedures adequate documentation The Letter of Accommodation Process

Any Concord University student who (1) discloses a disability to the Disability Services Coordinator, (2) presents adequate documentation of the disability and requests accommodations that are appropriate for the effects of the disability, will receive a letter of accommodation. The Disability Services Coordinator writes the letter of accommodation which states the necessary accommodations for each course. The letter of accommodation does not state what disability the student has. When the student is requesting accommodations that involve the instructor or the classroom setting, the student must share a copy of the letter of accommodation with the instructor for the accommodations to be implemented. For example, if the student has an approved accommodation of extended test time, the instructor will not be able to provide extended test time without a copy of the letter of accommodation.

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Residency Status and Out-of-State Academic Programs The one exception to residency status for in-state fee purposes is that of individuals approved for enrollment through the Academic Common Market. Currently, the only Academic Common Market program on the Concord campus involves Recreation and Tourism Management majors from the state of Arkansas. West Virginia residents seeking designated majors not available within West Virginia may be able to attend participating colleges or universities outside the state and pay in-state student fees through the Academic Common Market or other contract programs. Further information is obtainable through the Registrar’s Office or the West Virginia Higher Education Policy Commission.


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Academic Advising, Special Academic Programs and Opportunities

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Academic Advising he University expresses its concern for the academic development of each student through the program of academic advising which is coordinated by the Office of the Vice President/Academic Dean. Each student is assigned an adviser in his or her major field of interest. Students who have not decided upon a major or teaching option are assigned a temporary adviser until a choice of major is made. These students first work with their academic adviser for discussion of the programs at Concord University and what may or may not be appropriate for them. Testing can help determine a student’s aptitude in different academic areas. When one or more programs are identified, students are encouraged to approach faculty in these areas for more information. Students expecting to complete program requirements in a timely fashion typically declare a major before they have completed 60 credit hours. Provision is made for the change of adviser, if this is necessary, by consulting the division office in the student’s major area. The adviser is the student’s major contact point with the University. Questions concerning curriculum, regulations, course selection, change of major, and academic achievement should be taken to the adviser. Personal or social problems of a more general nature can be taken to the adviser for referral to the appropriate University or community service. See section on counseling, page 255 for more infor-

mation about this service. Academic Success Center

The Academic Success Center (ASC) assists the university community with services to promote student success at Concord. Advising; tutoring; the Parents Club; University 100 (required of all freshmen and some transfer students); reading and study skills; academic advising for undecided majors; workshops; trainings; and intervention services are but a few of the comprehensive services offered by the ASC. Additionally, the ASC generates, analyzes, and shares institutional retention and graduation data. Committees and activities designed to assist with students remaining at Concord and graduating from the university are part of the ASC’s goals. The ASC serves as a “one-stop” location for students needing assistance and as a referral source for faculty/staff/parents. The ASC is located in A332 (Marsh Hall Administration Building). Email: [email protected] Planning a Course of Study Graduation from Concord University requires a minimum of 128-semester hour credits. A semester hour is equivalent to a class meeting once a week for a semester; a course carrying three semester hours credit, therefore, normally meets three times a week in 50 minute class periods throughout the semester. A semester is approximately fifteen weeks in length with a final examination period at the end of

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Academic Advising, Special Academic Programs and Opportunities the semester. The credit hour value of Concord courses is to be found in the academic catalog as a number in parentheses at the end of each course title. A normal course load for fall or spring semester would be four or five courses totaling about fifteen or sixteen hours credit. Sixteen hours taken over eight semesters would complete the total of 128 hours in four academic years without summer study. Completion of 128 hours of coursework, however, does not constitute completion of a Concord University degree unless the total does include all of the specified courses required for the degree being sought. Most degree programs can be completed within 128 semester hours; certain combinations of majors and minors, or teaching fields, may require more than 128 credit hours for satisfactory completion. Students may find it necessary to take courses in one or more summer terms in order to complete degree requirements within four calendar years. Seven credit hours may be taken in each of the two terms offered each summer session. Concord University reserves the right to prescribe not only the courses required for a degree, but the order in which those courses may be scheduled by a student. Definition of Terminology The following terms may be helpful to students in their program planning:

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MAJOR: Under the Bachelor of Arts, Bachelor of Science, or Business Administration degrees, the student’s non-teaching field of primary academic emphasis. The courses may fall within a single department or may overlap several departments for a comprehensive major. MINOR: Under the Bachelor of Arts, Bachelor of Science, or Business Administration degrees, the student’s non-teaching secondary academic emphasis. TEACHING FIELDS: Under the Bachelor of Science in Education degree, the student’s program of courses in a specific field or fields required for teaching in the middle and/or high school. One or two fields may be selected.

SUBJECT SPECIALIZATION: Under the Bachelor of Science in Education degree, the student’s specific specialization taken along with a core program for teaching in the elementary and/or middle school. AREA OF EMPHASIS: In some degree programs, the student selects a non-teaching area of emphasis, along with the required basic courses. Evening Classes Concord University offers a number of its regular campus courses at night both on campus and at various offcampus sites. The schedule of courses for any semester will indicate which courses will meet in the evening. Students successfully completing these

Academic Advising, Special Academic Programs and Opportunities courses are given residence credit, if they are fully admitted to the University. Regular students may take evening classes as part of their full schedule. For those taking less than full course loads, including persons enrolled only for single courses, part-time fees will be assessed, as described on page 275. Workshops Workshops on and off campus may be scheduled, depending on the needs expressed and the availability of Concord faculty for such service. Workshops occasionally are scheduled as courses on campus. Credit is given to those properly enrolled. Workshops usually carry one to three hours of credit and may not be taken for credit in that subject more than once. Non-credit workshops may be arranged for particular purposes in consultation with University officials. All workshops are subject to approval by Concord University, and they must meet the requirements of the West Virginia Higher Education Policy Commission. Public Service Learning Internships Each fall and spring semester, the West Virginia Higher Education Policy Commission sponsors a number of offcampus student internships. The majority of these are in-state government offices in the Charleston metropolitan area. They are normally a full semester in length and are designed to familiarize participants with the activities and responsibilities of West Virginia’s public agencies. Students accepted

into the program receive financial support during their internships and are awarded up to fifteen hours of college credit upon satisfactory completion of the internship requirements. Further information may be obtained through the Registrar’s Office. Honors Program Motto: “The Best Get Better”

The Honors Program provides opportunities for students with records of high achievement to enrich their Concord education. Participants are encouraged to take a more active part in shaping their own education, both in the classroom and outside, by enhancing some of their courses for honors designation. Students are encouraged to make extensive use of the opportunities for independent study and research which the University already provides and to discover the richness of the resources offered by our area and our faculty through extracurricular programs and activities designed especially for honors students. Participants in the Honors Program also have the opportunity to live in specially designated “academic emphasis” areas of the residence halls. Students who have successfully completed the Honors Program will receive the designation “Honors Graduate” on their transcript and diploma and acknowledgement at commencement. Successful completion of the Honors Program entails the following:

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Academic Advising, Special Academic Programs and Opportunities 1. Formal Admission and Retention in the Honors Program. The student must complete an application for admission to the Honors Program, which must be approved by the Honors Coordinator. Ordinarily, incoming students are eligible for admission if they have a minimum score of 26 on the ACT composite or 1170 on the SAT. Transfer students must have a minimum grade point average of 3.5 (on a 4.0 scale). The Honors Committee may refuse applicants it deems unsuitable or it may admit applicants who do not meet the usual requirements. Students already enrolled at Concord are eligible for admission if their cumulative Concord grade point average is 3.5 or higher. No student who has earned more than 78 hours of credit toward graduation from Concord will be admitted to the Honors Program. 2. Academic Requirements. The student must successfully complete 13 hours of Honors credit. This credit must include HON 101, HON 401, and 9 hours of regular courses enhanced for Honors designation through the completion of an Honors Project. HON 101 is an interdisciplinary, one credit course. All students admitted to the Honors Program are required to enroll in this course in the first semester of their participation in the Program, or the next semester if the classes are filled. HON 401 is a three-hour “capstone” course, interdisciplinary in nature, centered around a theme or topic (e.g.

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a contemporary social issue, or the role of technology in society, or art and/ or literature and history), open only to Honors students within one year of graduation. Any student who is in good standing with the Honors Program and who has completed at least one semester at Concord may attempt an Honors Project in any class in which the student is enrolled. The student wishing to attempt an honors project must contact the Honors Coordinator for initial approval and assistance with project development. The student, and, if necessary, the Coordinator will then present the proposal to the faculty member teaching the class for advice and his/ her final approval. The project must be completed by the end of the semester. The faculty member teaching the class will have full responsibility for evaluation of the completed project, but the project will be separate from the calculation of the regular course grade. If the project has been satisfactorily completed, the letter H will be placed on the student’s transcript along with the course grade, and the student will receive Honors credit for that course’s credit hours (e.g. a three credit course will yield three hours of Honors credit), provided that the grade for the course is B or higher. No Honors designation or credit will be awarded for courses in which the course grade is lower than B. 3. Academic Performance. After completing 30 or more hours of Concord course credit, the student must have achieved and must maintain

Academic Advising, Special Academic Programs and Opportunities a cumulative grade point average of 3.0 or higher in all courses taken at Concord. 4. Extracurricular Programs. Each Honors student is expected to participate in a majority of the programs and/ or activities provided for Honors students each semester. The number of such offerings will vary from semester to semester. Independent Study Independent Study courses are designed to allow students to pursue independent research projects in specialized areas other than and beyond the content material of any other specific course listed in the Catalog. The purpose of the independent study is to encourage individual research initiative and independent study habits. No independent study course, therefore, will be used simply to substitute for any other course listed in the Catalog or to satisfy course requirements other than independent study itself. Although each independent study course is tailored differently to suit individual departmental and divisional differences, all individual study courses will meet the following minimal requirements: Before undertaking an independent study, a student must present a written proposal outlining the study project and the anticipated research methods to an appropriate Faculty member. A committee consisting of this Faculty member and at least two persons from the appropriate discipline or disciplines

will evaluate the proposal for this particular independent study project. The committee must approve the study proposal before the student is allowed to register for the course. This same committee will be responsible, upon completion of the independent study, to evaluate the project and assign a final grade for the course. Divisional and/or departmental chairpersons are required to keep a record of the activities of each committee. Beyond these minimal requirements, responsibility for the administration of independent study courses, including the make-up and manner of selection of each committee, will be the prerogative of the appropriate division or department. Applications for Independent Study may be obtained from the divisional chairpersons. Procedures to follow are listed on the applications. Dean’s List The Office of the Vice President/ Academic Dean publishes a list of full-time students who were registered for a minimum of 12 credit hours and have attained a grade point average of 3.5 or above at the end of each regular semester. Off-Campus Program In accordance with the Standards for Off-Campus Instruction, adopted by the West Virginia Higher Education Policy Commission, Concord University delivers a number of its classes

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Academic Advising, Special Academic Programs and Opportunities and programs at off-campus sites throughout its service region. The opening of the Erma Byrd Higher Education Center in Fall 2007 has enabled Concord to increase substantially its delivery of instruction to the Beckley/ Raleigh County area. In partnership with Bluefield State College and regional community colleges, Concord will implement delivery of instruction to additional sites in southern West Virginia – to include Lewisburg, Summersville, Bluefield, and Princeton. Off-campus courses qualify as resident credit for Concord students and satisfy the Standards for Assuring Quality in Off-Campus Credit Instruction, adopted by West Virginia’s Higher Education system in January 1992. These Standards include: a) the same admission, assessment, and placement standards as those which apply oncampus; b) a substantive mix (as close to 50%-50% as possible) between parttime and full-time faculty to ensure standards of academic quality; and c) the same course prerequisites, student assignments, number of instructional hours, degree of library and laboratory use, and other features of improved student performance as are required in Concord’s on-campus classes. Out-of-State Academic Programs

West Virginia provides for its residents who wish to pursue academic programs not available within the State through the Academic Common Market and through contract programs. Both programs provide for West Virginians to enter out-of-state institutions at reduced tuition rates. Contract pro-

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grams have been established for study in veterinary medicine, optometry, architecture, podiatry, and travel industry management. The Academic Common Market provides access to numerous graduate programs. The programs are restricted to West Virginia residents who have been accepted for admission to one of the specific programs at designated out-of-state institutions. Further information may be obtained through the Registrar’s Office.


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The Program of General Studies

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General Studies

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LL STUDENTS must complete a minimum of 128 semester hours to receive a baccalaureate degree, regardless of their field of specialization, and among these must be the minimum 49 semester hours prescribed in the Program of General Studies. General education is an essential element in an educational process designed around student learning expectations and the attainment of the skills, knowledge, and attitudes. At Concord University, the Program of General Studies is a coherent series of courses that emphasize the common learning of a shared body of knowledge, the development of intellectual skills, and an appreciation of the diverse social and cultural values and institutions that make up the modern world. Through studies in these basic liberal arts and sciences, students gain a foundation for specialized studies, are equipped with the tools and skills necessary to pursue further learning, and acquire an understanding of the modes of inquiry and the ways of knowing.

The Program of General Studies Written and Oral Communications (6-12 hours) 1.Depending on placement, he first courses in English for entering freshmen are ENGL 090, Fundamentals of Composition and Grammar, non-graduation credit (3); ENGL 101, Composition and Rhetoric (3); or ENGL 102, Composition and Rhetoric (3). Initial placement in ENGL 090 or 101 is determined by the student’s score on one of the following: • the English section of the Enhanced ACT • the Critical Reading (formerly termed Verbal) section of the SAT • the English section of the ASSET test • and, additionally, in some cases by a writing sample. Initial placement in ENGL 102 is determined by both of the following: (1) the student’s score on one of the test sections indicated above, and (2) demonstration of writing proficiency beyond the ENGL 101 level. (Contact the Chair of the Division of Languages and Literature for further information.)

Although general education continues throughout the full four years, students will take most of the Program of General Studies in their first two years. a. A student who scores below 18 or This makes it possible to explore prowho has no scores at the time of enrollgrams and fields of specialization.. ment will be placed in English 090. The Program of General Studies consists of some courses which are absolute requirements; others allow for some academic choices.

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The Program of General Studies b. A student who scores between 18 and 24 in ACT English will be eligible for initial placement in English 101. However, if a writing sample indicates a need for more basic instruction, the student will be transferred to English 090. c. A student who scores above 24 in ACT English will be eligible for placement in English 102 if, in the judgment of at least two English faculty members, the student’s writing demonstrates adequate mastery of the skills taught in English 101. *In special circumstances, students whose writing ability appears to be inappropriate for the type of freshmanlevel course in which they are enrolled may be transferred to a different course within two weeks after classes begin should two of three faculty members concur with the instructor of the course. NOTE: A minimum grade of C is required in ENGL 090, 101, and 102. An incoming student must enroll in an English class at the appropriate level in the entering semester and continue to do so each semester until this course sequence has been satisfactorily completed. 2.

In oral communication, students will complete CART 101, Fundamentals of Speech (3). Teacher education majors are referred to the section on Admission to Teacher Education (page 94) for additional requirements.

Literature (6 hours) Non-English majors will complete ENGL 203, World Literature I (3) and ENGL 204, World Literature II (3); or they may substitute three Special Topics Mini-courses (1, 1, 1) for either ENGL 203 or ENGL 204 (not both), as indicated below: •

Two or more courses with identical course numbers cannot be used for substitution purposes (example: only one ENGL 203A can be used).

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ENGL 203A courses may be used toward substitution for ENGL 203.

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ENGL 204A courses may be used toward substitution for ENGL 204.

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ENGL 207A courses may be used toward substitution for either ENGL 203 or 204

NOTE: Both ENGL 203 and 204 are required for B.A. English and B.S. Education English/Language Arts majors. The Arts (6 hours) Students must complete two of three courses: ART 101, Introduction to the Visual Arts (3); MUS 101, Introduction to Music (3); or CART 102, Introduction to the Theatre (3). The Social Sciences (12 hours) Students must complete four courses with at least three of the following

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The Program of General Studies disciplines represented. No more than two courses may be taken in the same discipline and be counted toward meeting the general studies requirement. Only one Economics course may be counted toward the general studies requirement. Students pursuing the Bachelor of Science in Education degree must take three hours of history. Students pursuing the Bachelor of Science in Education with the Elementary content specialization must take six hours of history. (These six hours must be HIST 101-102 courses, since they are prerequisite to all other history courses.)

Geography: GEOG 101, Principles of World Cultural Geography (3); GEOG 200, Principles of Physical Geography (3); GEOG 250, Regional Studies Geography (3). History: HIST 101-102, History of Civilization (3). In certain instances, other history courses may be substituted, if the 101-102 prerequisite is waived with the consent of the instructor. Political Science: POSC 101, Introduction to Political Science (3); POSC 104, American Federal Government (3). Philosophy: PHIL 101-102, History of Ideas (3, 3). Psychology: PSY 101, General Psychology (3); PSY 200, Basic

Learning (3).

Sociology: SOC 101, People and Their Social Environment (3); SOC 310, Cultural Anthropology (3). Economics: (3 hours)

ECON 201 or ECON 202, Principles of Macroeconomics (3) or Principles of Microeconomics (3). Natural Sciences and Mathematics (14-15 hours) 1. Students will complete one college level course offered by the Department of Mathematics for at least three semester hours. 2. Students will complete two fourhour laboratory science courses offered by the Department of Physical Sciences (GEOL, CHEM, PHYS, PHSC) or the Department of Biology (BIOL) for eight semester hours. 3. Students will complete an additional four-hour laboratory science course from BIOL, CHEM, GEOL, PHYS, PHSC; or Natural Science 300C-D(3); or MATH 105, Elementary Statistics (3); or MATH 201, Introduction to Computer Programming I (3). Teacher education majors are referred to the section on Admission to Teacher Education (page 94) for additional requirements. NOTE: Biology 201, Ecology and Field Methods, cannot be used to satisfy a General Studies science requirement.

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The Program of General Studies Physical Education (2 hours) Students will complete P ED 101M, Personal Wellness (2). Foreign Languages (6 hours) In certain cases, a two-semester sequence of courses in the same foreign language can be substituted for up to two General Studies courses for exceptions. Both courses in this twocourse sequence must be passed before General Studies credit can be awarded. Foreign language courses can be used to substitute for no more than ONE General Studies course per Academic Division. Students entering Concord with no high school credit in a particular language may substitute the 101-102 sequence of courses in that language for up to two General Studies courses. Students entering Concord with one year of high-school credit in a language may take the 101-level course in that language for credit toward graduation, but not for General-Studies course substitution purposes. A two-course sequence in that language that begins at the 102- or 110-level (or higher) may be substituted for up to two General Studies courses. Students entering Concord with two or more years of high school credit in a particular language may take the 101102 course sequence (or the 110-level course) in that language for credit toward graduation, but not for GeneralStudies course substitution purposes.

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A two-course sequence in that language beginning at the 201-level (or higher) may be substituted for up to two General Studies courses. Students fulfilling foreign language program requirements MAY take 101 and 102 of a language studied in high school to fulfill program requirements, but may NOT substitute for general studies requirements with the same language. Honors Course Any student enrolled in the Honors Program may elect to substitute the 400 level capstone course for any General Studies course not required in his or her program, except that there is no substitute permitted for English 101-102, or the General Studies mathematics requirement. Remedial Courses (0-10 hours) Students admitted provisionally or who do not achieve adequate scores on entrance examinations may be required to complete one or more of the following courses: 1. English 090, Fundamentals of Composition and Grammar (3). (Nongraduation credit) See Written and Oral Communications on page 61 for further details.

The Program of General Studies 2. Math 090 Basic Mathematics (3), Math 091 Basic Algebra (3). (Nongraduation credit) READING: Students scoring 17 or above on the reading section of the Enhanced ACT, 340 or above on the verbal section of the SAT, 36 or above on the reading skills test of the ASSET, or 30 percentile or above on the Nelson-Denny Reading Test will be considered to have met minimal reading skill requirements. It is recommended that students not meeting this standard complete a developmental course in reading Education 090 and/ or 091. NOTE: Grades and credits in courses numbered less than 100 will not be calculated in the student’s academic status, standing or grade point average.

UNIVERSITY 100 (1 hour credit) A required course for freshmen and transfer students with less than 30 credit hours. The course assists students to successfully make the transition from high school to college and includes sessions on Concord’s technology, time management and study skills, critical thinking, money management, wellness and risky behavior, as well as the University’s rules and procedures. UNIVERSITY 400 (1 hour credit) In this course, upperclassmen act as teaching assistants for University 100 sections. Students will assist the University 100 instructor and participate in class discussions. They also assist the University 100 students in the transition to college. This course provides teaching assisting experience.

NOTE: Grades and credits in University 100 and University 400 classes will be calculated in the student’s academic status, standing, and grade point average and are required for graduation.

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Divisions, Departments and Course Listings

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Divisions and Departments HE ACADEMIC PROGRAMS of the University are under the direction of six divisions, the departments in those divisions, and the graduate school. Following introductory comments, the courses offered by each division or department are listed, generally, in numerical sequence. Usually, the 100 and 200 numbered courses are lower division (freshman and sophomore) introductory courses. The courses numbered 300 and 400 are upper division (junior and senior) advanced courses. Graduate courses are listed in the graduate section. Normally, students should progress from lower to upper division work, particularly in their major area of study. Course descriptions represent a brief explanation of the content and are not intended to be all-inclusive statements of course objectives. Courses, competencies, or approvals may be required before a student may enroll in a course. Students must be aware of stated course prerequisites. The semester hour credit value that may be earned by successfully completing a course is listed in parenthesis following the course title. Some academic divisions may provide an optional symbol indicating a term when the course is regularly offered. Courses offered in the Fall Semester are indicated by (F). Courses offered in the Spring Semester are indicated by (S). On occasion, courses are offered every other year, in which case, the

semester indicator is followed by the appropriate odd or even year indication. Concord University reserves the right to modify the frequency of course offerings because of insufficient enrollment, inability to staff the course, or other compelling reasons. Departmental Abbreviations Division of Business ACCT—Accounting BEOA—Business Education, Office Administration BGEN—Business General ECON—Economics FIN—Finance MGT—Management MKT—Marketing Division of Education and Human Performance AT—Athletic Training EDEL–Educational Leadership EDUC—Education E ED—Early Education H ED—Health Education P ED—Physical Education RDNG–Reading S ED—Safety Education SPED—Special Education

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Divisions, Departments and Course Listings Division of Fine Arts ART—Art

Division of Social Sciences APST—Appalachian Studies

CART—Communication Arts

BSC – Behavioral Sciences

MUS—Music

GEOG—Geography HIST—History

Division of Languages and Literature ENGL—English JOUR—Journalism FREN—French GERM—German SPAN—Spanish Division of Natural Sciences BIOL—Biology CHEM—Chemistry GEOL—Geology MATH—Mathematics and

Computer Science

MDTH—Medical Technology N SC—Natural Science PHSC—General Physical Science PHYS—Physics

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LSPL –– Legal Studies and Prelaw Courses PHIL—Philosophy POSC—Political Science PSY—Psychology RTM—Recreation Tourism Management SOC—Sociology SOSC—Social Science SOWK—Social Work Non-Divisional HONR—Honors Courses UNIV–– University 100, 400


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

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Division of Business

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Division of Business Courses

Page

Accounting.......................................75 Business Education, Administrative Systems and Office Supervision....81

The areas of emphases offered are Accounting, Administrative Systems, Finance, Management, and Marketing.

The Division of Business resides Business/General..............................81 within Concord University, a small state-supported institution that serves Economics........................................84 primarily West Virginia residents. It is Finance.............................................84 located in a 90-acre park-like campus, a rural setting in the southern West Management.....................................85 Virginia town of Athens. A large perMarketing.........................................87 centage of the University’s students are first-generation college attendees; most students are from smaller high schools, Degrees and Areas of Emphasis many originating from rural West Virginia. The student population also Bachelor of Science in Busiincludes out-of-state and international ness Administration with emphastudents who bring global perspectives ses in accounting, administrative systems, finance, management, and to the classroom. marketing.........................................75 The Division of Business’s goals include the pursuit of excellence in Bachelor of Science in Education teaching and learning. We nurture (Business 5-Adult)...................... 77 learning and intellectual developAssociate of Arts in Office ment for both students and faculty. Supervision......................................78 All business students are required to demonstrate competency in several disciplines. he Mission of the Division of Business at Concord University The faculty’s primary responsibilities are instruction, advising, and profesis to transform undergraduate sional development activities that students into responsible, informed enhance learning. Faculty goals also leaders, primarily through quality include providing students with group teaching by professionally involved, and individual attention, along with intellectually engaged faculty within the context of Concord’s strong liberal contributions to instructional scholarship. Service activities of our students arts environment. The Division of and faculty include but are not limBusiness prepares students to function ited to contributions to the Division globally as competent professionals of Business, the University, and the across cultures. Students are also regional community. prepared for the pursuit of graduate education.

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Division of Business Vision The Division of Business strives to: 1) be the preferred business program in Southern West Virginia and Western Virginia, characterized by excellent teaching and high levels of student achievement as defined by the faculty, the business community, and national standards. 2) be a leading provider to employers seeking graduates. 3) engage in academic and pedagogic research. 4) develop curricula that includes the values of teamwork, ethics, and diversity in the workforce. 5) create processes that will emphasize continuous improvement. We will continually provide professional development opportunities for faculty to enhance their instructional abilities and offer appropriate intellectual contributions. 6) provide service to the University and the region. 7) be engaged in grant and proposal writing. 8) work with the business community to develop networks for student entrepreneurs. 9) be in a supportive role to enhance student entrepreneurial learning in the University. All of the above will be achieved under the auspices of a future School of Business. Core Values:

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Ten guiding principles inform our goals to achieve the mission and vision. 1) Excellence in teaching and involvement in research and publication. 2) Continuous revision of the program to maintain currency with the changing business environment. 3) Inclusion of the teaching of ethical values in the curriculum. 4) Inclusion of diverse viewpoints and cultural values essential to success in the global economy. 5) Provide a work environment conducive to teaching, research and service. 6) Attract, maintain, and support high quality staff. 7) Apply leading edge technology to the curriculum and research. 8) Interaction with the community, with the goal of improved programs. 9) Provide a broader University experience that includes international travel, business practica, internships, regular symposia and leadership development in student organizations, as well as joint research with faculty. 10) Develop support within the community about the importance of a School of Business format to achieve the aforementioned goals, and cooperate with University administration towards achieving the objective. Students seeking careers in business may seek the Bachelor of Science in Business Administration Degree with

Division of Business areas of emphasis in accounting, administrative systems, finance, management, and marketing; a minor in Business Administration, or the Bachelor of Science in Education. AACSB Membership:

Concord University is a member of AACSB International – the Association to Advance Collegiate Schools of Business. www.aacsb.edu/about/. AACSB International is a membership association of educational institutions, business, not-for-profit and government organizations devoted to the advancement of higher education in business administration and management. Membership does not imply accreditation by the Association. Bachelor of Science in Education The degree of Bachelor of Science in Education, with certification to teach business courses, requires successful completion of 128 semester hours, including (1) the Program of General Studies; (2) the Professional Education Component; and the requirements associated with the Certification for Grades 5-Adult in Business. The Bachelor of Science in Business Administration The Bachelor of Science in Business Administration degree requires successful completion of 128 semester hours, including (1) the Program of General Studies; (2) the Business Administration Core; and (3) one of the five areas of emphasis of study offered.

In order to earn this degree, students are also required to maintain a cumulative grade average of at least 2.25 (C) for all courses in Business. The Business Administration Core The Business Administration Core consists of introductory courses from all major business disciplines taught at Concord University. It is intended to provide a comprehensive understanding of a broad spectrum of fields in business administration and a foundation for specialized study in the student’s chosen area of emphasis. ACCT 207 Principles of Accounting (4) ACCT 322 Cost Management

BEOA 220 Fundamentals of Business

Communication

BGEN 202 Decision Sciences I

BGEN 222 Business Productivity Software BGEN 301 Introduction to the

Legal Environment

BGEN 335 Decision Sciences II (3) BGEN 440 International Business

ECON 201 Principles of Macroeconomics

*ECON 202 Principles of Microeconomics (0 hours) FIN 311 Principles of Managerial Finance MGT 305 Principles of Management

MGT 430 Business Ethics & Social Responsibility MGT 460 Strategic Management

MKT 305 Principles of Marketing

*One of the two required Economics courses will satisfy a 3 hour Social Sciences general studies requirement. Advising Alert: Students who intend to choose

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Division of Business a degree in Business will be required to take MATH 103, as a prerequisite to BGEN 202 (Decision Sciences I), BGEN 335 (Decision Sciences II), and FIN 311, Principles of Managerial Finance.

Business students may use MATH 101 to satisfy a General Studies elective. In addition to the business core, 9-12 hours of designated courses arranged by the student and the academic adviser in a comprehensive program of study are required of all students in each area of emphasis. An approved plan of study must precede actual course work. Course sequence forms should be obtained from one of three sources: (1) the student’s adviser, (2) the Division Office, Nick J. Rahall Techology Building Room 203, or (3) the Internet at http://academics. concord.bus/programs.html. Advising Each student is assigned a Division academic adviser who will be available to answer questions, provide guidance in course selection, assist in setting goals, and help students make knowledgeable career decisions. Students must meet with the faculty academic advisers to plan academic programs, and advisers will sign all registration and change of schedule forms. Students are encouraged to meet with advisers periodically to discuss academic progress, career placement, and special needs.

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In order to register for most* of the upper level courses required for the business administration degree, students must be admitted to the Division of Business or take courses that are open by prior arrangement with other Concord academic programs. Requirements for admission to this status are: (1) the completion of sixty credit hours with a GPA of 2.25 or higher; (2) completion of the following courses with a 2.0 average – ACCT 207, BEOA 220, BGEN 222, ECON 201 and ECON 202; (3) the approval of a proposed program of study by the Division; and (4) the existence of openings in the desired area of emphasis as determined by the availability of faculty and other resources. Program of Study It is important for each student to work with his/her adviser to complete and submit a program of study for approval as early as possible in the student’s academic career at Concord. In no case should this be done any later than the spring semester of the student’s sophomore year, in order to take upper level courses within the Division. *The following courses are available without admission to the Division of Business or prior arrangements: ACCT 207; BEOA 220, 250; BGEN 105, 110, 202, 222, 301, 450; ECON 201, 202; FIN 200, 311; MGT 305, 314; and MKT 305, 306, 316, 320.

Division of Business Transfer Credits The Division of Business accepts courses for credit from other state institutions and from business programs accredited by the Association to Advance Collegiate Schools of Business, (AACSB). However, no transfer credit can be given for any business course that is more than 10 years old; Concord may agree to accept such courses as elective credit. In addition, the Division will accept for business credit no transfer classes with a grade lower than “C.” In rare cases, the student may appeal this rule to the Division, whereby, a committee of three Division faculty members will evaluate the merit of the appeal and forward the results of their decision to the Division Chair, and the Registrar. Areas of Emphasis in Business Administration Accounting The objective of the accounting program is to provide the education to pursue a variety of accounting and business careers. The curriculum includes exposure to descriptive and analytical information useful in the business decision-making process. Requirements:* ACCT 305 Intermediate Accounting I ACCT 306 Intermediate Accounting II ACCT 312 Federal and State Tax (4) ACCT 401 Auditing ACCT 415 Accounting Information Systems BGEN 302 Legal Concepts in Accounting

*Since July 1, 2000, 150 hours of college credit are required to sit for the CPA exam in West Virginia and other states. Administrative Systems The Administrative Systems program provides instruction in the theory and skills needed to function in and successfully manage current office environments, as well as the flexibility to adapt to future office environments as technologies change. An instructional emphasis on business computer applications and office management technology is combined with business courses in the accounting, management and marketing fields. Administrative services managers are employed throughout the economy, and their range of duties is broad. They coordinate and direct support services, which may include: administration, payroll, information and data processing; facilities management; materials scheduling and distribution; conference planning and travel; records management, telecommunications management, and security. Requirements: BEOA 250.Applied Bus Software Topics BEOA 302.Administrative Systems Management BGEN 311.Management Information Systems MGT 308 .Labor Relations/Human Resources......

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Division of Business Finance The objective of the program is to prepare students seeking career opportunities in the areas of corporate finance, investment management, and management of financial institutions. Rigor in course work and quantitative skills is emphasized. Students completing the program receive adequate exposure both in financial theory and policy essential for career growth in a sophisticated and competitive environment within small or large financial organizations. FIN 316. Investments FIN 407. Financial Institutions FIN 411. Corporate Finance Problems FIN 436. International Financial Management

Management The management area of emphasis provides students with a comprehensive understanding of the principles, processes, and practices involved in the management of people and organizations. Students completing this program of study typically secure employment in a wide variety of business careers that range from the management of small businesses to employment in large organizations of all types.

MGT 308.Labor Relations/Human Resources MGT 309. Organizational Theory and Behavior MGT 310. Current Topics in Management

Marketing The marketing area of emphasis is designed to offer the student a general business education with the aim of developing a career in the field of marketing. Marketing consists of numerous activities that link the production of goods and services to the consumer or industrial user. The curriculum emphasis is on professional preparation for developing marketing strategies and management of marketing operations. Wide-ranging opportunities are available for marketing students in all types and sizes of for-profit and not-for-profit organizations including retailing, wholesaling, service agencies, health-care organizations, educational units, and governmental institutions. The marketing area of emphasis provides students with comprehensive exposure for career options within many branches of marketing, including: advertising, sales, marketing management, retailing, marketing research, and product management. Requirements: MKT 316. Advertising and Sales Promotion

Requirements:

MKT 320. Sales

BGEN 311 .Management Information Systems

MKT 445. Marketing Management

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MKT 440. Marketing Research

Division of Business Business Administration Minor The Business Administration minor is designed to accommodate students in other disciplines. The student’s proposed coursework for a minor must be approved by the Division of Business. A Business Administration minor will require at least 22 hours of non-duplicative study, that is, coursework that does not meet specified requirements for the student’s program of study, in addition to the General Studies ECON 201 or 202 requirement. Students with subjects of study outside the Division of Business should follow these guidelines: •complete ECON 201 as part of the General Studies Program; •complete the following required courses (22 credit hours): ACCT 207......Principles of Accounting (4) BEOA 220......Fundamentals of Business Communication BGEN 222......... Business Productivity Software ECON 202........................ Principles of Microeconomics FIN 311..........Principles of Managerial Finance MGT 305........Principles of Management MKT 305.........Principles of Marketing

The Bachelor of Science in Education This program is offered for students planning to enter the teaching profession. In this curriculum, students

combine coursework in the Division of Business with that of the Division of Education. Graduates of this program are qualified to teach business education courses in grades 5-Adult. Students may complete a single content specialization in Business; however, it is highly recommended that this content specialization be combined with at least one other content specialization. This degree requires successful completion of a minimum of 128 semester hours, including: (1) the Program of General Studies; (2) the Professional Education Component, and EDUC 210.Foundations of Education EDUC 301.Educational Technology EDUC 305 .Psychology of Teaching and .Learning (prerequisite: EDUC 210) EDUC 306 .Instructional Processes and .Strategies (prerequisites: EDUC 301, 305 and Admission into the Teacher Education program.) EDUC 310 Assessment and Evaluation .in Instruction (prerequisite: EDUC 305) EDUC 318.Content Area Reading (prerequisite: EDUC 306) SPED 309.Strategies for the Inclusive .Environment (Prerequisite: Admission into the Teacher Education program; EDUC 306) SPED 310.Introduction to Special Education EDUC 456.Supervised Directed Teaching, and,

(3) the requirements for certification in Grades 5-Adult, the comprehensive

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Division of Business field in Business Education, with a 2.75 cumulative grade point average. Business Education Comprehensive Requirements: ACCT 207 P . rinciples of Accounting (4) BEOA 220.Fundamentals of Business Communication BEOA 250.Applied Bus Software Topics BEOA 302 A . dministrative Systems Management BEOA 414. Special Methods in the Teaching of Business Education BGEN 222.Business Productivity Software BGEN 301 Introduction to the Legal Environment BGEN 311.Management Information Systems BGEN 440 International Business ECON 201.Principles of Macroeconomics *ECON 202.Principles of Microeconomics (0) FIN 311 Managerial Finance MGT 305 .Principles of Management MGT 314 Entrepreneurship MKT 305.Principles of Marketing

*One of the Economics courses will satisfy a 3 hour Social Science general studies requirement. Keyboarding Skill Once students have declared they are seeking a Business Education teaching certification, Administrative Systems,

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or Office Supervision degree, they must be able to demonstrate keyboarding proficiency. If students do not demonstrate this proficiency, it is their responsibility to seek proper instruction to meet this minimal skill level. Students must demonstrate this minimal skill requirement before they will be admitted to BEOA 302, Administrative Systems Management, and/ or BEOA 414, Special Methods in the Teaching of Business Education.

Associate Degree in Office Supervision This two-year degree is designed to prepare graduates to meet the challenges of the technology-driven business office. The curriculum provides exposure to office technology, office environments, computer systems and procedures, human relations, and business communication. To increase their competitive stance in the job market, students will gain exposure to a variety of software application programs and office equipment. They will also be required to complete an internship. Graduates will be prepared to improve office productivity by learning to be problem solvers and decision makers, in addition to being productive and successful technology workers. Courses completed in this two-year program may be most compatibly applied toward four-year degrees in administrative systems, business education, or management. Students must complete 64 credit hours to earn the Associate of Arts Degree in

Division of Business Office Supervision. The General Studies core for the degree is listed below.

ENGL 101, 102; CART 101; MATH 101 or 103; PSY 101 or SOC 101; ECON 201.

attendance at a total of 4 symposiums is required for graduation. Information about times and dates can be obtained at the Division Office, from the business division listserv, the Business Division website http://academics. concord.edu/bus, or in local news coverage.

ACCT 207; BEOA 220, 250, 302, BGEN 222, 301, 311, 480; ECON 202; MGT 305, MGT 308; MKT 305; a choice of MGT 309, 310, 314, or 430 and one 3-hour general elective.

Business Courses

General Studies:

Degree Core Courses

Additional Program Enhancements The Division of Business offers options to satisfy the following: Concord’s Honors Program, Independent Studies courses, Interdisciplinary degrees, McNair Scholars research, and distance learning courses. Details of these programs and courses are contained in other sections of this Catalog. Symposiums The Division offers a series of symposiums organized around a variety of current business topics. Attendance at symposiums is a means by which the Division can provide students with an enhanced understanding of business through their interactions with presenters. In order to matriculate with a degree from the Division of Business, students must attend at least 2 symposiums in both their junior and senior years; thus,

If students cannot attend symposiums due to scheduling conflicts, they may access the events on the Business Division website by clicking on the symposium link. Accounting Courses (ACCT) The following courses are available to students college-wide: 207 Principles of Accounting. (4)

The study of fundamental accounting theory and practice, including the accounting cycle and the preparation and use of financial and operating statements for business decision-making. The following courses are restricted to students who have been accepted as business students or are in Concord academic programs that have made prior arrangements to include these courses in their curriculum requirements: 305 Intermediate Accounting I. (3) Prerequisite: ACCT 207 (C or better).

A detailed study of the theoretical and practical aspects of financial accounting, including financial statements and valuation of assets.

306 Intermediate Accounting II. (3) Prerequisite: ACCT 305 (C or better).

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Division of Business The continuation of the study of financial accounting. Topics include: liabilities, stockholders’ equity, pensions, leases and income tax.

systems are explored as well as the presentation and communication of relevant accounting information for internal business uses.

ACCT 307 Intermediate Accounting III. (3)

Prerequisites: ACCT 305 and 306.

Prerequisite: ACCT 306 with a “C” or better.

This elective course develops familiarity with modern accounting research. Student activities include independent online research into various accounting databases and written reports of findings and conclusions. These are skills essential in the accounting profession and specifically tested on the CPA exam. 312 Federal and State Taxation. (4) Prerequisite: ACCT 207.

An analysis of the principles and techniques of federal taxes for individuals and small businesses. An introduction to corporations, partnerships, estates, and trusts. Also an introduction to gift and estate taxation. 3 hours lecture, 1 hour lab.

315 Governmental and Not for Profit Accounting. (3) Prerequisite: ACCT 207.

A study of the preparation and use of accounting information in the financial management of governmental and nonprofit entities. 322 Cost Management. (3) Prerequisite: ACCT 207.

A study in interpretation and analysis of accounting data for management decision-making. Various costing

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401 Auditing. (3)

An introduction to auditing principles, standards, and procedures used in independent and internal auditing. 405 Advanced Accounting. (3) Prerequisite: ACCT 306.

The in-depth study of partnership operations, partnership and corporate liquidations, reorganization and debt restructuring, business combinations and consolidated financial statements. 415 Accounting Information Systems. (3) Prerequisites: ACCT 207 and BGEN 222.

Introduction to accounting systems. Emphasis on design, application, and implementation of accounting systems with attention to internal control and audit trail. Usage of various software packages to complete, manage, and operate a simulated professional accounting environment. 420 Special Topics in Accounting.

Selected topics in the contemporary accounting environment will be explored. 480 Accounting Internship. (1-6 hours credit)

Prerequisites: BGEN 222, BEOA 220, ACCT 306, junior class standing; 2.5 GPA earned at Concord. Available to students whether or not they have had prior work experience, but no credit for prior work. Offered only as pass/fail and contingent upon availability of appropri-

Division of Business ate placement.

A supervised accounting internship, full or part time, in any of the following: accounting firms, companies, governments, or not-for-profits organizations. (1-6 credit hours, total hours earned to be preapproved by the Coordinator upon receipt of Accounting-Related Learning Objectives submitted by the employer). This course provides students with the opportunity to apply theoretical knowledge to practical situations in an organizational setting. Internships must be completed during the semester in which the student has registered, without exception. Business Education & Office Administration (BEOA) The following courses are available to students college-wide:

220 Fundamentals of Business Communication. (3) Prerequisite: keyboarding proficiency, and ENGL 101.

Provides the knowledge and develops the skills that students will need to communicate successfully in an employment environment. Related topics integrated throughout the course through exploration of case study analyses include global communication, business ethics, diversity challenges, and the evolving factors that affect business communication. The course focuses on developing proper communication techniques required for formatting and writing a variety of business documents based on the development of communication strategy.

The preparation of resumes, application letters, and related career development skills are also significant topics explored. 250 Applied Business Software Topics. (3)

Develops skill in the operation of advance features of Microsoft Word and Publisher. Emphasis is on the development of problem solving skills in the document production process utilizing the full range of word processing and publishing applications. Introduction to design and development of web pages will also be explored using Microsoft Expressions. 302 Administrative Systems Management. (3)

Presents administrative responsibilities involved in managing an office systems environment. Attention is given to problem solving in human resources and administrative services. A forum is provided to identify and discuss current issues and trends in office systems. Topics will vary as systems evolve. 414 Special Methods in the Teaching of Business Education. (4)

Prepares students for the initial stage of teaching by developing an understanding of the nature, organization, and administration of business and economics programs in the middle and secondary schools. Develops an understanding of and skill in using instructional materials, methods, and techniques for planning and directing learning activities. Current work, volunteer, and service learning experiences can be used to satisfy school-based field placement

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Division of Business requirements in this course. Business (General) Courses (BGEN) The following courses are available to students college-wide: 105 Introduction to Business. (3)

Provides students with an overview of basic business concepts in accounting, finance, marketing, management, globalization, and human resource management. Other topics introduced include: managing in a rapidly changing business environment, social responsibilities, environmental issues, and ethics. This course is open only to students with less than 30 earned credit hours or non-business majors of any level. 110 Introduction to Computers in Business. (3)

An introduction to business computer application software, specifically. Business related application basics are developed through hands-on usage of business software applications by creating (1) presentations using PowerPoint software; (2) basic numerical spreadsheet applications using Excel software; and (3) simple data file management systems using Access software. Note: This course is not to be counted as a business elective, but may be used as a general elective. 202 Decision Sciences I. (3)

Prerequisite: MATH 103, 105 or equivalent

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proficiency.

Review of probability distribution/ interval estimation and hypotheses testing. Inferences about population variances, tests of goodness of fit and independence, simple and multiple linear regression, time series forecasting, index numbers and statistical quality control. 222 Business Productivity Software. (3)

Prerequisite: Declaration as business major or business minor; BGEN 110 recommended.

Advanced business productivity software, specifically spreadsheet, and database software programs are explored. Business related applications are developed through hands-on usage of business software by creating (1) advanced numerical spreadsheet applications using Excel software; and (2) the development of data file management systems using Access software. In addition, advanced applications such as electronic data transmissions, Internet browsers, and search engines, are explored. 301 Introduction to the Legal Environment. (3)

The nature of law and the judicial system. The relationship of law, government, ethics and the consumer to business enterprise. Includes the study of contracts, law of sales, torts, government regulation of business, environmental and consumer protection.

Division of Business The BGEN courses below are restricted to students who have been accepted into the Division of Business or are in Concord academic programs that have made prior arrangements to include these courses in their curriculum requirements: 302 Legal Concepts in Accounting. (3) Prerequisite: BGEN 301.

An in-depth review of legal concepts with specific emphasis on those areas of Business Law encountered by CPAs. 311 Management Information Systems. (3) Prerequisites: MGT 305

A broad view of information systems used in business. Information systems concepts, principles, technical foundations, as well as their impacts on the organization will be discussed. The emphasis is placed on solving business problems with information systems from a managerial end user perspective. 335 Decision Sciences II. (3) Prerequisite: Math 105, BGEN 202

Quantitative approaches to decision making in business including the study of linear programming, decision theory, inventory control, network models, project management, production management, and related topics. Both manual and computerized solution techniques are included. 440 International Business. (3)

Prerequisites: MGT 305, MKT 305, FIN 311 or permission of instructor.

This course is designed to be taken before Strategic Management. Public Administration majors need permission of instructor to enroll in the course. An overview of the cultural, economic, financial and political forces that shape the current international business environment. Analysis of international business including, but not limited to differences in national culture, political economy, finance, technological development, marketing, and management. Topics include ethical decision-making in a multicultural environment, international operations management, and global human resource development. 450 Special Topics. (3)

Topics germane to the fields taught in the Division of Business will be selected based on anticipated student interest and staff availability. 470 Independent Study. (3)

Prerequisites: Academic GPA of 3.0, upper level standing in business, and Division approval of study documentation.

Students may study a subject not normally treated in-depth in other courses. The subject selection requires mutual agreement of student and instructor. Application must have a clear, substantiated and detailed description of the independent study. The student must secure necessary approval prior to registration. 480 Business Internship.

Prerequisites: ACCT 207, BGEN 222, BEOA 220, and MGT 305, junior class standing; 2.5 GPA earned at Concord. Available to students who have not had professional work experience (no credit for prior work). Offered only on a pass/fail basis and contingent upon the

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Division of Business availability of appropriate placement.

A supervised business internship in organizations in private and public sectors. (1-6 credit hours, total hours earned are to be preapproved/ by the Coordinator upon receipt of BusinessRelated Learning Objectives submitted by the employer.) This course provides students with the opportunity to apply theoretical knowledge to practical situations in an actual organizational setting. The field internship is open to all students; however, no credit is granted for prior work. Internships must be completed during the semester in which the student has registered, there are no exceptions. Students seeking the Associate of Office Supervision degree must complete an approved internship program. Economics Courses (ECON) The following courses are available to students college-wide: 201 Principles of Macroeconomics. (3) Introduction to the capitalistic economic system. Emphasis on national income accounting and macroeconomic theories dealing with employment, inflation, and economic growth. 202 Principles of Microeconomics. (3)

Analysis of microeconomic theories involving the theory of the firm under various market structures, the alloca-

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tion of productive resources, and the distribution of income. Finance Courses (FIN) The following courses are available to students college-wide: 200 Personal Financial Planning. (3)

A comprehensive survey of the financial goals of an individual and steps to achieve these goals. Topics include investment planning, tax planning, estate planning, retirement planning, and consumer credit. 301 Principles of Investing. (3)

A survey course for non-business majors. The course will offer a comprehensive discussion of investment issues with individual investors as the central focus. Quantitative skills required for the course will not exceed familiarity with basic arithmetic operations. 311 Principles of Managerial Finance. (3) Prerequisites: ACCT 207.

Study of the objectives of managerial finance, financial analysis and planning, time value of money and valuation of securities, long term investment decisions, and working capital management. The following courses are restricted to students who have been accepted into the Division of Business or are in Concord academic programs that have made prior arrangements to include these courses in their curriculum re-

Division of Business quirements:

315 Intermediate Financial Management. (3) Prerequisite: FIN 311

Analysis of conceptual issues critical to efficient financial management. Valuation, Cost of Capital, Capital Structure, Dividend Policy, Capital Budgeting, Mergers and Acquisitions are among the topics covered. 316 Investments. (3) Prerequisite: FIN 311.

Analysis of the contractual features of securities; mechanics of investments; tests applied in the selection of securities; financial institutions. 325 Bank Management. (3)

Prerequisite: FIN 311.

The course offers a comprehensive study of the asset and liability management of a commercial bank. Application of various risk management techniques, capital requirements issues, bank performance will be among the issues covered. The course may be taught as a simulation course at the discretion of the instructor. 401 Portfolio Management. (3)

the course. Conceptual understanding will be emphasized. 407 Financial Institutions. (3) Prerequisites: FIN 311.

An introduction to security markets, security analysis including options, and portfolio theory and management. 411 Corporate Finance Problems. (3) Prerequisite: FIN 311.

Theoretical and practical tools in financial decision making are discussed using cases. Major areas of concern are financial analysis and planning, working capital policy, accounts receivable management, capital budgeting, valuation, capital structure, and dividend policy. 436 International Financial Management. (3) Prerequisite: FIN 311.

Issues pertinent to financial decision making within an international context, including financial management of multinational firms, foreign currency markets and exchange rate dynamics, international money and capital markets, and portfolio analysis.

Prerequisite: FIN 311.

The course discusses the tools and techniques available to a portfolio manager. Advance Valuation techniques, Modern Portfolio Theory, Performance Evaluation, Efficient Market Theory, Market Anomalies, Asset Allocation, Active or Passive Investment Strategy, Options and Futures will consist the core areas for

Management Courses (MGT) The following course is available to students college-wide: 305 Principles of Management. (3) A review of the fundamental aspects of the management process, and the

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Division of Business relevance of this process to a variety of environments. The following courses are restricted to students who have been accepted into a business student status or who are in Concord academic programs that have made prior arrangements to include these courses in their curriculum requirements. 308 Labor Relations/Human Resources. (3) A survey of the key areas of human resource management including labor relations, strategic planning, recruitment, selection, training, performance evaluation, wage and salary administration, safety and health administration.

309 Organizational Theory and Behavior. (3) Prerequisite: MGT 305.

A study of the theoretical bases of organizational design and processes, as well as the performance of individuals who populate them.

310 Current Topics in Management. (3) Selected topics in the contemporary management environment will be explored. 312 Introduction to the American Health Care System. (3)

An examination of the major components of the U.S. Health Care System and significant aspects of U.S. health care policy. Particular attention will be

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placed on issues relating to the access to care, health care cost containment, quality of care, and anticipated changes in both policy and the system. 314 Entrepreneurship I. (3)

Prerequisite: MGT 305 or consent of the instructor.

An introductory course presenting the student with an understanding of the major principles and practices necessary to start a business venture. Provides the student with various facets of turning an idea into an enterprise. Students will have the opportunity to develop a business plan. 430 Business Ethics and Social Responsibility. (3) Prerequisite: MGT 305 or consent of the instructor.

An examination of the role of management in promoting ethical performance and social responsibility in the modern organization. 441 Production Management. (3) Prerequisite: MGT 305.

Study of the production process, emphasizing planning, analysis and control. Topics include production planning, plant layout and materials handling, methods analysis, inventory management, scheduling, quality control, and work measurement. 460 Strategic Management. (3)

Prerequisite: Completion of all the Business Core or permission of instructor.

An examination of the managerial decisions and actions that determine the long-term performance of a corpora-

Division of Business tion. Emphasizes the evaluation of environmental opportunities and constraints in light of a corporation’s internal strengths and weaknesses. Emphasis is placed on integrating previous coursework into meaningful corporate, business, and functional strategies. Marketing Courses (MKT) The following courses are available to students college-wide: 305 Principles of Marketing. (3) A survey of the fundamental features of contemporary marketing systems and the planning required to make available satisfying goods and services at a profit. A study of the complex and dynamic activities of marketing functions, explaining the roles of marketing in society and the institutions that compose the marketing system. Focuses on the marketing mix: product development and differentiation, distribution channels, pricing, and promotion. 306 Buyer Behavior. (3)

Prerequisites: MKT 305; PSY 101 or SOC 101, or equivalent.

An in-depth study of the concepts that help marketers understand why organizational buyers and ultimate consumers behave as they do in the marketplace. Topics include: motivation theory, learning theory, perception, attitude theory, and the general role of consumer behavior in marketing management. Present and potential applications for marketing in the public and private sector, particularly in the area of cus-

tomer service, are discussed.

316 Advertising and Sales Promotion. (3) Prerequisite: MKT 305.

A systematic and comprehensive study of the management of the overall advertising effort in modern corporations. Topics include: development and implementation of advertising campaigns; overseeing the placement of advertising of all types in the various media, such as radio, television, newspapers, magazines, direct mail, Internet and outdoor; and the coordination of the advertising effort with the company’s overall marketing program. 320 Sales. (3)

Prerequisite: MKT 305.

A comprehensive study focusing on personal selling. The dynamics involved in business to business marketing of products, services, and ideas are investigated. Topics include: preparation for successful presentations, dyadic interaction, and sales management functions. Students will identify problems and develop solutions through application of appropriate skills and actions in case studies and active participation. The following courses are restricted to students who have been accepted into a business student status or are in Concord academic programs that have made prior arrangements to include these courses in their curriculum requirements:

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Division of Business 322 Retail Management. (3) A comprehensive study of the management of the retailing environment. Problems and alternatives facing retail establishments with respect to marketing functions are examined. Topics include: location, organization, operation, promotion, and merchandising policies.

330 Marketing Channels and Distribution. (3) Prerequisite: MKT 305.

A study of the management of the firm’s distribution system to provide effective, efficient, and reliable delivery of products and services. 410 Product and Price Management. (3) Prerequisite: MKT 305.

Product planning and new product development are discussed. Topics include concept development, test marketing, product positioning, and branding strategies. Conjoint analysis is used for new product development. Economic, financial, legal, and behavioral issues are considered in making pricing decisions. 440 Marketing Research. (3)

Prerequisite: MKT 305 and either BGEN 202 or MATH 105.

Marketing research is the key link between the customers which the organization serves and the strategic decision makers in that organization, whether in the for-profit or not-for-profit sector. Focuses on the gathering and analysis of data. Includes research design, primary and secondary data sources,

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quantitative and qualitative methods of data collection, analysis and interpretation, and the use of statistical software. 444 Marketing Analytics. (3)

Prerequisite: MKT 305 and MKT 440.

Survey of quantitative and analytical skills related to marketing including sales forecasting, demand analysis, financial measurements, and other marketing variables. Involves the use of statistical packages and spreadsheet analyses. 445 Marketing Management. (3)

Prerequisites: MKT 305 and two additional Marketing courses.

The application of fundamentals and theory to the development of marketing strategy in such areas as: product development, pricing, distribution networks, and promotion. Combines qualitative and quantitative analysis. Involves the use of marketing support software.

Division of Business

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Division of Education and Human Performance

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Division of Education and Human Performance The Division of Education and Human Performance includes the Department of Education and the Department of Human Performance. Degrees offered include the Bachelor of Science in Education, Bachelor of Science in Athletic Training, Bachelor of Science in Interdisciplinary Studies-Sports Management, and/or a minor in Health Promotion. For specific programmatic and course listings, see the following pages: Courses

Page

Early Education……………….. 119 Education.................................... 119 Special Education........................ 122 Health Education………………. 125 Physical Education...................... 126 Safety Education......................... 129 Athletic Training......................... 134 Degrees

Bachelor of Science in Education...................................92 Bachelor of Science in Athletic Training………………………129 Bachelor of Science in Interdisciplinary Studies–Sports Management .. ................................................. 139

T

Minor in Health Promotion......... 139 HE DIVISION OF EDUCATION AND HUMAN PERFORMANCE offers a variety of opportunities for students interested in careers in teacher education, athletic training, sports

management, and related fields. Graduates of our program have been recognized as outstanding teachers of the year, earned scholarships and internships with affiliate professional organizations, and admitted to prominent graduate schools around the country. The Division offers a variety of courses from early childhood to secondary education, from foundations to clinical applications. Our programs are accredited and/or approved by the National Council for Accreditation of Teacher Education (NCATE), Association for Childhood Education International (ACEI), National Association for the Education of Young Children (NAEYC), Council for Exceptional Children (CEC), National Association for Sport and Physical Education (NASPE), and the American Association for Health Education (AAHE). The Athletic Training Program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Department of Education The mission of the Department of Education is to prepare beginning professional educators who are informed and thoughtful decision-makers capable of teaching a variety of students and specializations in culturally diverse settings. The Department strives to provide all teacher education candidates with the knowledge and skills necessary to become the best teachers they can be by offering the highest quality instruction and programs utilizing all available resources efficiently

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Division of Education and Human Performance and effectively. The Department collaborates with representatives from public schools, professional groups, government, and other programs within the University to prepare educators and to cooperate in the development of educational policies. The Department also strives for the improvement of education at the local, state, regional, and national levels in that the improvement of schooling results in a more literate and enlightened citizenry. This, in turn, contributes to the proliferation of democratic values and enhances our position in the global economy. Professional Development Schools Concord University is involved in a collaborative with local public schools. This collaboration is known as Professional Development Schools (PDS). The purpose of the collaborative is to improve the quality of future educators and, thus, improve the quality of the educational system at the local, state, regional, and national levels. The PDS, structured as a network that includes University and public school faculty, parents, and community partners, seeks to improve teacher education, and meet professional development needs and goals as identified by public school faculty. The PDS collaborative provides the bridges that connect Concord’s teacher education program to the daily instructional practices that occur in P-12 schools. The PDSs serve as clinical sites for teacher candidates to teach under the

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guidance of “expert” mentor teachers. The clinical experiences allow faculty from Concord and the partnerships to collaborate extensively in providing quality experiences for all teacher candidates involved in the initiative. The public schools benefit from the expertise of the University faculty and the significant contributions the teacher candidates make to the school. The children in these schools benefit from the additional adult attention as well as from the enthusiasm and new learning strategies that teacher candidates often bring to the classroom as they prepare to become teachers. The Bachelor of Science in Education Preparing teacher candidates to enter the teaching profession is the primary responsibility of the Department of Education. Teacher candidates may earn a degree in a variety of content areas and/or endorsements in order to teach in early education, elementary, middle, or secondary classrooms. The Bachelor of Science in Education degree will qualify a teacher candidate for recommendation of initial licensure to the West Virginia Department of Education. This is a requirement, even if the candidate intends to teach in another state. Through reciprocal licensure agreements, graduates may qualify for licensure in other states. Graduates may receive one-year probationary certification while filing to become a citizen of the United States, or when filing a declaration of intent to become a naturalized citizen.

Division of Education and Human Performance As of January 1, 2002, all applicants for initial licensure must be fingerprinted and undergo state and federal background checks. Individuals convicted of a felony may not be eligible for certification to teach. Convicted felons should determine their eligibility for certification with the West Virginia Department of Education prior to entering the teacher education program. Candidates graduating with the Bachelor of Science in Education degree must satisfactorily complete a minimum of 128 semester hours including (1) the Program of General Studies including three hours of History, (2) the requirements for the content specialization(s), and (3) the Professional Education component. Candidates are also required to meet criterion scores on PRAXIS I: Pre-professional Skills Tests (PPST) and PRAXIS II: Subject Assessments (some specializations require more than one subject assessment) and the Principles of Learning and Teaching Test. Candidates must also meet West Virginia certification requirements. Candidates, who enter teacher education and graduate with a Bachelor of Science in Education, may seek certification in the following areas: I. Elementary (Grades K-6) prepares candidates to teach in elementary schools. This program may be combined with additional specializations. See page 99 for specific course requirements. II. Content Specializations (Grades 5-9, 5-Adult, 9-Adult) prepare teacher

candidates to teach at the secondary level. Specialization programs are available in Art, Biology, Business, Chemistry, English/Language Arts, General Science, Health, Mathematics, Physical Education, or Social Studies. Specific course requirements and identification of certification levels (5-9, 5-Adult, 9-Adult) are outlined on pages 98-118 and within the department or division offering the content specialization. III. Content Specializations (Pre KAdult) prepare teacher candidates to teach in early education through adult education. Programs are available in Art, Music, or Physical Education. Specific course requirements are outlined on pages 98-118 and within the division or department offering the specialization. IV. A Special Education Endorsement in Multi-categorical K-6 may be combined with Elementary K-6. Specific course requirements are listed on page 101. V. A Special Education Endorsement in Multi-categorical 5-Adult may be combined with a secondary core content specialization (i.e., Biology, Chemistry, English, General Science, Mathematics, or Social Studies). Specific course requirements are listed on page 118. VI. Early Childhood Special Education (Pre K-K) prepares teacher candidates to teach children from birth through kindergarten, and children with disabling conditions from birth through age eight. Specific course

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Division of Education and Human Performance requirements are listed on page 98.

The Professional Education Component Candidates must earn a 2.75 GPA in the Professional Education component, and complete the following courses with a grade of C or better: EDUC 210—Foundations of Education (2)

*EDUC 301—Educational Technology (3) EDUC 305—Psychology of Teaching and Learning (3) EDUC 306—Instructional Processes and Strategies (3) EDUC 310—Assessment and Evaluation (2) SPED 303 – Introduction to Special Education (3) SPED 309—Strategies for the Inclusive Environment (3) EDUC 456—Supervised Directed Teaching (12) *Not required for Music Education majors. Music Education majors must complete a computer competency test through the Division of Fine Arts. Verification of successful completion of this competency test must be on file in the Division of Education and Human Performance. **Coursework in the Professional Education component that is older than ten years may have to be repeated.

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The Special Methods Component Students in Pre K-Adult, 5-9, 5-Adult, and 9-Adult content specializations must complete the special methods of teaching course(s) with a grade of C or better. These courses are offered through the academic divisions/departments which offer the content specialization. Admission to Teacher Education Candidates for the Bachelor of Science in Education degree must be officially admitted to the Teacher Education Program prior to taking EDUC 306 . Applications should be submitted to the Division Office for processing. All candidates will be notified by letter concerning their admission status. Candidates must complete 100 hours of documented volunteer experience working with children in organized settings prior to admission to the Teacher Education Program. Appropriate volunteer experiences might include: Boy Scouts of America, Girl Scouts, Energy Express, Boys and Girls Clubs of America, tutoring in after-school or summer programs, camp counselors, etc. The 100 hours of experience must be documented through letters from teachers, supervisors or leaders. All documentation must be included in the candidate’s portfolio when he/she applies for admission to the Teacher Education program. The 100 volunteer hours are in addition to any required field practicum hours.

Division of Education and Human Performance Prior to admission to the Teacher Education Program, candidates must also satisfy the following requirements: 1. Successful completion of a minimum of 40 hours, which must include 19 hours from the General Studies Program, with a 2.00 grade point average. The general studies courses must include the following: A. English—6 hours

ENGL 101 & 102, Composition and Rhetoric I & II Grade of C or better is required.

B. Communication Arts—3 hours CART 101, Fundamentals of Speech Grade of C or better is required. C. Mathematics—3 hours (excluding Math 108)

(Note: Candidates in the Elementary K-6 Program must complete MATH 101 with a grade of C or better.

D. Natural Science—4 hours One laboratory science course (Note: Candidates in the Elementary K-6 Program should select from BIOL 101, BIOL 102, PHSC 103 or PHSC 104.) E. Social Science—3 hours (Note: Candidates in the Elementary K-6 Program should select from SOC 101, GEOG 200, or HIST 101.)

F. EDUC 210—2 hours

Foundations of Education

1. Grade of C or better and successful completion of 25 hour schoolbased field experience is required. 2. Attainment of an overall grade point average of 2.75 or better in all work completed (including transfer credit). 3. Successful completion of the PRAXIS I Pre-professional Skills Tests (written verification from the testing service must be received by the Division of Education Office), and a required demonstration of speaking and listening. A waiver may be obtained by providing documentation from the Registrar’s Office, reflecting an ACT composite score of 26 or higher, SAT re-centered score of 1125, or completion of a master’s degree. These waivers are accepted only in the State of West Virginia. 4. Submission of a Professional Portfolio with acceptance by a Teacher Education Admission Committee. Requirements for the portfolio are available in the Division of Education Office. Portfolios will be due in the Division of Education Office the last working day of September during the fall semester, and the last working day of February during the spring semester. Candidates whose portfolios are not approved by the Teacher Education Admission Committee will be given recommendations for improving their portfolios or

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Division of Education and Human Performance will be counseled concerning their admission to the teacher education program. 5. Successful completion of an interview with a Department of Education faculty committee. 6. Ensure that a specific and accurate major and content specialization have been declared through the Division of Education and Human Performance. CAUTION: Candidates not meeting application deadlines or admission criteria will be denied admission to the Teacher Education Program and must reapply.

Retention The Division of Education and Human Performance provides a variety of measures to facilitate candidates’ successful performance including the following: •Assignment of an appropriate adviser; •Special summer advising; •Report of mid-term grades; •Resources and study materials for PRAXIS I testing preparation; •Individual letters to candidates upon application and acceptance to the program; •Individual interviews; •Individual letters to candidates upon application and acceptance to student teaching; •Student teaching placement meetings

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provide for discussion and questions; •Exit interviews with student teachers identify program strengths and recommendations for program improvement. A variety of support services are available through the CASE/Concord Child Development Center, Student Support Services and the Financial Aid Office. Admission to Student Teaching Student teaching (supervised directed teaching) is a semester of professional experiences in a public school setting(s). The teacher candidate must file an application for admission to student teaching by the end of the fourth week of the semester preceding the semester in which the student teaching is planned. Candidates will be notified by letter of their eligibility. Additionally, all candidates must attend a mandatory placement meeting. Due to licensure and accreditation regulations, admission requirements may be revised. Therefore, candidates should check current requirements with the Coordinator of Clinical Experiences. The following criteria must be met in order to be eligible for admission to student teaching: 1. The teacher candidate must be admitted into the Teacher Education Program. 2. All coursework must be completed. Credit for all coursework including transfer courses, correspondence cours-

Division of Education and Human Performance es, individual study courses, etc., must appear on the candidate’s transcript at the time of the eligibility deadline. 3. Music education majors must complete a technology competency exam. 4. All required school-based field experiences must be successfully completed. 5. The following minimum grade point averages must be attained:

A. An overall 2.75 in all course work taken.

B. An overall 2.00 in General Studies.

C. An overall 2.75 in professional education, with no grade less than a C.

D. The required grade point average for the teacher candidate’s content specialization(s).

6. Evidence of a current negative tuberculin test (PPD) that extends throughout the student teaching semester must be presented to the Division of Education Office. The PPD or an X-ray are the only acceptable tests and are valid for two years. 7. Passing scores on PRAXIS II: Subject Assessments (some specializations require more than one subject assessment) and Principles of Learning and Teaching Test (PLT) must be attained. Written verification from the testing service must be received by the Division of Education Office prior to the deadline for eligibility to student teach. The eligibility deadline is the last day of the semester prior to the student

teaching semester. Student teaching is a full time professional experience. Teacher candidates should not enroll in extra coursework, or engage in extra-curricular activities which interfere with student teaching. Exceptions to this must be approved by the Coordinator of Clinical Experiences. Candidates working toward the Bachelor of Science in Education degree are advised that all phases of teacher education require cooperative efforts between Concord University and the public schools or other agencies. The superintendent, or legal representatives of these agencies or schools, and the representative of the University shall have the authority, after consultation, to reject placement or terminate the participation of any candidate who fails to meet the professional standards of the cooperating school, agency, or the University. During student teaching, the reports of the supervising teacher(s) and the recommendation(s) of the University Supervisor are essential components in determining the eligibility for graduation and recommendation for licensure. CAUTION: Candidates not meeting application deadlines, admission criteria, and/or not attending the mandatory placement meeting will be denied student teaching. Candidates may reapply the following semester. Exit Criteria Graduation criteria include the completion of a minimum of 128 hours, the

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Division of Education and Human Performance required GPAs, successful completion of all state-required tests, and the completion of all coursework to meet program certification requirements. Graduation with a Bachelor of Science degree in Education will not be granted unless a teacher candidate also satisfies all West Virginia teacher certification requirements.

Content Specializations I. Early Childhood Special Education (Pre K-K) A 2.75 Grade Point Average Required..

Credit Hours

E ED 265........... Child Development.................................................................. 3 E ED 304........... Early Education Curriculum, Methods, and Materials.......... 3 E ED 305........... Early Education Curriculum, Methods, and Materials Practicum............................................................................................................ 3 E ED 324........... Assessment in Early Childhood Education............................. 3 EDUC 307……….Reading and Language Arts.................................................. 3 EDUC 308.......... Reading in Early Years............................................................ 3 EDUC 320……….Understanding Reading Problems: Assessment and Instruction................................................................................. 3 EDUC 326.......... Development of Communication Systems............................... 3 SPED 303........... Introduction to Special Education........................................... 3 SPED 325........... Family and Communities........................................................ 3 SPED 328........... Classroom and Behavior Management in Early Childhood Settings................................................................................ 3 SPED 402........... Early Identification and Inclusion........................................... 3 SPED 403........... Intervention with Young Children........................................... 3 PSY 228.............. Survey of Drug Use and Abuse............................................... 3 SOWK 1001........ Sign Language I...................................................................... 1 SOWK 1002........ Sign Language II..................................................................... 1

________ 44 hours 98

Division of Education and Human Performance *Students are required to have American Red Cross CPR and First Aid Certification in order to obtain teacher licensure. Students may provide appropriate documentation of such or complete S ED 204 and S ED 205 to fulfill this requirement.

II. Elementary (K-6)

Teacher candidates seeking this certification may choose A. Elementary K-6 only, or B. Elementary K-6 and one or more of the following:

B. 1. Early Education Pre K–K, (page 100),

or

B. 2. Special Education Multi-categorical K-6 (page 101).

or

C. Elementary K-6 and any other 5-9, 5-Adult, 9-Adult, or Pre K-Adult content specialization.

Elementary K-6 A 2.50 Grade Point Average. Credit Hours ART 200.............. Art for the Classroom Teacher..........................................................3 *BIOL 101-102.... General Biology I and II............................................................... 4-4 E ED 304............. Early Education Curriculum, Methods, and Materials.....................3 EDUC 307........... Reading and the Language Arts.......................................................3 EDUC 311........... Elementary Science Methods ...........................................................2 EDUC 312........... Elementary Social Studies Methods..................................................2 EDUC 319........... The Teaching of Reading...................................................................3 EDUC 320........... Understanding Reading Problems: Assessment and Instruction.....3 ENGL 329........... Children’s Literature.........................................................................3 *GEOG 200......... Principles of Physical Geography.....................................................3 *GEOG 101......... World Cultural Geography................................................................3 H ED 208............ School Health....................................................................................2 *HIST 101-102..... History of Civilization................................................................... 3-3 HIST 203-204...... History of the United States.......................................................... 3-3

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Division of Education and Human Performance HIST 307............. West Virginia History, Geography and Government.........................3 +MATH 101......... General Mathematics........................................................................3 +MATH 103......... College Algebra.................................................................................3 +MATH 110......... Mathematics for Elementary School Teachers..................................3 +MATH 305......... Mathematics for the Public Schools..................................................3 MUS 204............. Music Skills and Materials for Classroom Teachers.........................3 P ED 401............. Physical Education for Elementary Teachers...................................3 *PHSC 103-104... Introduction to Physical Science I and II...................................... 4-4 S ED 216............. Principles of Safety Education..........................................................2 *SOC 101............. People and Their Social Environment...............................................3

*Satisfies General Studies Requirements +Requires grade of “C” or better

________ 84 hours

Early Education Pre K-K Must be combined with Elementary K-6 A 2.50 Grade Point Average Credit Hours E ED 265............... Child Development............................................................................3 E ED 304............... Early Education Curriculum, Methods, and Materials.....................3 E ED 305............... Early Education Curriculum, Methods, and Materials Practicum...3 EDUC 308............. Reading in the Early Years................................................................3 SPED 328.............. Classroom and Behavior Management in Early Childhood Settings........................................3 SPED 402.............. Early Identification and Inclusion.....................................................3

________ 18 hours

100

Division of Education and Human Performance Special Education Multi-categorical K-6 Must be combined with Elementary K-6 A 2.50 Grade Point Average is Required

Credit Hours

SPED 303.............. Introduction to Special Education.....................................................3 SPED 350.............. Assessment, Curriculum, and Planning for Students with Mild Disabilities.......................................................................................................................3 SPED 355.............. Characteristics of Mild Disabilities..................................................3 SPED 415.............. Methods for Teaching Students with Mild Disabilities.....................3 SPED 417.............. Reading Strategies for Special Education I......................................3 SPED 419.............. Reading Strategies for Special Education II.....................................3 SPED 425.............. Mathematics Strategies for Special Education.................................3 SPED 444.............. Trends and Issues in Special Education............................................3

III. Content Specializations (Grades 5-9, 5-Adult, 9-Adult)

________ 24 hours

To prepare to teach in a middle school, candidates should have a minimum of two disciplines at the 5-9 level or combine a 5-9 field with another content specialization. A high school teacher must have at least one content specialization at the 5-Adult or 9-Adult level (the only exceptions to this rule are Art 5-Adult and Health 5-Adult which require a second specialization). Teacher candidates must complete Education 318, Content Area Reading, and special methods courses within their content specialization(s). Three hours of history must also be completed as part of the General Studies Program. IV. Content Specializations (Pre K-Adult) These programs allow teacher candidates to teach in specific subject areas. Teacher candidates must complete EDUC 318, Content Area Reading, and special methods courses within their content specializations. Three hours of history must also be completed as part of the General Studies Program. To increase employability, students should consider various combinations of teaching fields. The following pages list specific requirements to teach at various grade levels in the disciplines of Art, Biology, Business, Chemistry, English Language Arts, General Science, Health, Mathematics, Music, Physical Education, Social Studies and Special Education Multi-categorical 5-Adult.

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Art 5-Adult

Not a Stand Alone Field

A 2.50 Grade Point Average Require

Credit Hours

ART 101A.............. Introduction to the Visual Arts...........................................................3 ART 103................ Drawing I..........................................................................................3 ART 104................ Drawing II.........................................................................................3 ART 105................ Design I.............................................................................................3 ART 204................ Painting I...........................................................................................3 ART 224................ Art Education Studio I.......................................................................3 ART 304................ Water Color Painting........................................................................3

ART 321................ Art Education for Adolescent Education...........................................3

ART 324.................Art Education Studio II. ....................................................................... 3 One course from ART 221................ Art History I ART 331................ Art History II.....................................................................................3

One course from ART 205................ Ceramics I ART 206................ Ceramic Sculpture ART 307................ Sculpture I ART 308................ Printmaking I.....................................................................................3 EDUC 318............. Content Area Reading 3....................................................................3

________ 36 hours Art Pre K-Adult A 2.50 Grade Point Average Required

Credit Hours

ART 101A.............. Introduction to the Visual Arts...........................................................3 ART 103................ Drawing I..........................................................................................3 ART 104................ Drawing II.........................................................................................3 ART 105................ Design I.............................................................................................3

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Division of Education and Human Performance ART 204................ Painting I...........................................................................................3 ART 205................ Ceramics I.........................................................................................3 ART 221................ Art History I......................................................................................3 ART 224................ Art Education Studio I.......................................................................3 ART 304................ Watercolor Painting..........................................................................3 ART 307................ Sculpture I.........................................................................................3 ART 308................ Printmaking I.....................................................................................3 ART 318................ Art Education for Early Childhood and Middle Childhood Education.......................................................................................................3 ART 321................ Art Education for Adolescent Education...........................................3

ART 324.................Art Education Studio II. ....................................................................... 3 ART 331................ Art History II.....................................................................................3 Art Electives*...................................................................................................................9 EDUC 318............. Content Area Reading.......................................................................3

________ 57 hours *The student must have a nine-hour concentration from one of the following areas: Ceramics; Drawing; Printmaking; Sculpture; Weaving; Jewelry and/or Photography. NOTE: ART 424 classes taken to fulfill this requirement are deemed requirements of the program of study and thus, not bound by Department of Art elective restrictions. A non-credit Senior Art Show is also required.

Business 5-Adult Business Education Comprehensive A 2.75 Grade Point Average Required

Credit Hours

ACCT 207.............. Principles of Accounting ..................................................................4 BEOA 220............. Fundamentals of Business Communication......................................3 BEOA 250............. Applied Bus Software Topics.............................................................3 BEOA 302............. Administrative Systems Management................................................3 BEOA 414............. Special Methods in the Teaching of Business Education..................4 BGEN 202............. Decision Sciences I............................................................................3

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Division of Education and Human Performance BGEN 222............. Business Productivity Software.........................................................3 BGEN 301............. Introduction to the Legal Environment in Business..........................3 BGEN 311............. Management Information Systems....................................................3 ECON 201*........... Principles of Macroeconomics..........................................................3 ECON 202............. Principles of Microeconomics...........................................................0 EDUC 318............. Content Area Reading.......................................................................3 MGT 305............... Principles of Management................................................................3 MGT 308............... Labor Relations/Human Resources...................................................3 MKT 305............... Principles of Marketing.....................................................................3

__________ 44 hours *One of the Economics courses will satisfy a 3 hour Social Science general studies requirement.

English 5-9

Not a Stand-Alone Field

A 2.50 Grade Point Average required, with a grade of C or better in each of the following:

EDUC 318............. Content Area Reading.......................................................................3 ENGL 203............. World Literature I . ...........................................................................3 ENGL 204............. World Literature II.............................................................................3 ENGL 205............. Writing about Literature....................................................................3 ENGL 300............. English Grammars............................................................................3 ENGL 302............. Study of the English Language..........................................................3 ENGL 308............. Advanced Composition......................................................................3 ENGL 310............. The Teaching of Reading...................................................................3 *ENGL 329A......... Children’s Literature.........................................................................1 ENGL 330............. Young Adult Literature......................................................................3

One of the following literature survey courses 3 ENGL 324............. Survey of British Literature I ENGL 325............. Survey of British Literature II ENGL 326............. Survey of British Literature III ENGL 327............. Survey of American Literature I ENGL 328............. Survey of American Literature II

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Division of Education and Human Performance ENGL 413A........... English Language Arts Professional Seminar . ................................1 ENGL 414............. Special Methods in the Teaching of English Language Arts.............3 ENGL 415............. Practicum in the Teaching of English Language Arts.......................1 **ENGL 431A-440A . . . Three Advanced Mini-Courses ...............................................3

___________

38-39 hours

*ENGL 329A is not required for those who are combining ELA 5-9 certification with a K-6 certification since they are required to take ENGL 329 (3 hours). **The following categories must be represented within these three mini-courses: Shakespeare; women writers; and authors of historically marginalized ethnic groups, such as authors of color.

English 5-Adult

A 2.50 Grade Point Average required, with a grade of C or better In each of the following:

EDUC 318 ........... Content Area Reading ......................................................................3 ENGL 203............. World Literature I..............................................................................3 ENGL 204............. World Literature II.............................................................................3 ENGL 205............. Writing about Literature....................................................................3 ENGL 260............. Creative Writing................................................................................3 ENGL 300............. English Grammars............................................................................3 ENGL 302............. Study of the English Language..........................................................3 ENGL 308............. Advanced Composition......................................................................3 ENGL 310............. The Teaching of Reading...................................................................3 ENGL 324............. Survey of British Literature I.............................................................3 ENGL 325............. Survey of British Literature II...........................................................3 ENGL 326............. Survey of British Literature III..........................................................3 ENGL 327............. Survey of American Literature I........................................................3 ENGL 328............. Survey of American Literature II.......................................................3 ENGL 329A........... Children’s Literature.........................................................................1 ENGL 330............. Young Adult Literature......................................................................3 ENGL 413A .......... English Language Arts Professional Seminar . ................................1 ENGL 414............. Special Methods in the Teaching of English Language Arts.............3 ENGL 415............. Practicum in the Teaching of English Language Arts.......................1

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Division of Education and Human Performance *ENGL 431A - 440A . . . Advanced Mini-Courses...........................................................6 **JOUR 210.......... High School Publications..................................................................3

________ 60 hours *The following categories must be represented within these six mini-courses: Shakespeare; women writers; and authors of historically marginalized ethnic groups, such as authors of color. **Additional journalism courses are recommended as electives.

Health Education 5-Adult*

Not a stand-alone field

A 2.50 Grade Point Average Required

Credit Hours

**H ED 120.......... Personal Health.................................................................................3 H ED 200.............. Foundations of Health Education.....................................................3 H ED 210.............. Organization of School Health Programs.........................................2 H ED 303.............. Principles of Mental and Emotional Health.....................................2 H ED 304.............. Principles of Nutrition and Weight Management..............................2 H ED 305.............. Human Disease and Prevention........................................................2 H ED 400.............. Methods and Materials in Health Education....................................3 H ED 415.............. Community Health and Health Promotion........................................2 P ED 207............... Anatomy and Physiology...................................................................3 P ED 307............... Assessment in Health and Physical Education.................................3 S ED 204............... First Aid.............................................................................................2 S ED 216............... Principles of Safety Education..........................................................2 EDUC 318............. Content Area Reading.......................................................................3 ***BIOL 101-102. General Biology I and II...................................................................8

One course from:................................................................................................. 3 P ED 314............... Applied Physiology PSY 328................. Survey of Drug Use and Abuse PSY 403................. Human Sexuality

________ 43 hours * Health Education is not a stand alone major. Candidates specializing in Health Education must also obtain a certification in another content area. Students typically combine Health Education with Physical

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Division of Education and Human Performance Education, Science Education or another secondary education major. **Will also meet the P ED 101M General Studies requirement if specializing in both Health and Physical Education. ***May also meet General Studies requirements.

Mathematics 5-9

Not a stand-alone field

A 2.50 Grade Point Average Required with a grade of C or better.

Credit Hours

EDUC 318............. Content Area Reading.......................................................................3 MATH 103*,**...... College Algebra.................................................................................3 MATH 104*........... College Trigonometry........................................................................3 MATH 105............. Elementary Statistics.........................................................................3 MATH 110**......... Mathematics for Elementary School Teachers..................................3 MATH 201............. Introduction to Computer Programming I........................................3 MATH 250............. Calculus with Analytic Geometry I...................................................4 MATH 260............. Number Theory..................................................................................3 MATH 290............. History of Mathematics.....................................................................3 MATH 305**......... Mathematics for the Public Schools..................................................3 MATH 307............. Introduction to Abstract Algebra.......................................................3 MATH 414............. Special Methods in the Teaching of Mathematics.............................2

One geometry course from:................................................................................ 3 MATH 200............. Introductory Geometry MATH 309............. College Geometry __________

33-39 hours *Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (see p. 185). **MATH 103, 110, and 305 require a grade of C or better.

Mathematics 5-Adult A 2.50 Grade Point Average Required with a grade of C or better

Credit Hours

EDUC 318............. Content Area Reading.......................................................................3 MATH 103*........... College Algebra.................................................................................3

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Division of Education and Human Performance MATH 104*........... College Trigonometry........................................................................3 MATH 201............. Introduction to Computer Programming I........................................3 MATH 220............. Discrete Mathematics........................................................................3 MATH 250............. Calculus with Analytic Geometry I...................................................4 MATH 251............. Calculus with Analytic Geometry II..................................................4 MATH 252............. Calculus with Analytic Geometry III.................................................4 MATH 260............. Number Theory..................................................................................3 MATH 290............. History of Mathematics.....................................................................3 MATH 303............. Mathematical Probability and Statistics I.........................................3 MATH 305**......... Mathematics for the Public Schools..................................................3 MATH 307............. Introduction to Abstract Algebra.......................................................3 MATH 309............. College Geometry..............................................................................3 MATH 310............. Abstract Algebra................................................................................3 MATH 320............. Linear Algebra..................................................................................3 MATH 340............. Mathematical Explorations........................................................... 1-1 MATH 414............. Special Methods in the Teaching of Mathematics.............................2 __________

49-55 hours *Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (see page 185). **Note: Either MATH 110 or MATH 220 is a prerequisite for MATH 305. Highly Recommended: MATH 451, Advanced Calculus (3 hrs.) and PHYS 101-102 or 201-202 (8 hrs.)

Music Pre K-Adult A 2.50 Grade Point Average Required

MUS 101B............. Introduction to Music........................................................................3

(Music 101A may be substituted for transfer students or students entering in a spring semester.)

MUS 106............... Music Theory I..................................................................................3 MUS 107............... Music Theory II.................................................................................3 MUS 162............... Woodwind Methods...........................................................................1

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Division of Education and Human Performance MUS 163............... Brass Methods...................................................................................1 MUS 206............... Music Theory III................................................................................3 MUS 245............... Methods in Music Technology...........................................................1 MUS 264............... String Methods..................................................................................1 MUS 265............... Percussion Methods..........................................................................1 MUS 300............... Conducting........................................................................................3 MUS 302............... History and Analysis of Music I........................................................3 MUS 303............... Music Education I.............................................................................3 MUS 304............... Music Education II............................................................................3 MUS 306............... History and Analysis of Music II.......................................................3 MUS 307............... History and Analysis of Music II.......................................................3 MUS 330............... Music Theory IV................................................................................2 MUS 407............... Arranging and Scoring......................................................................2 MUS 475............... Senior Recital....................................................................................1 EDUC 318............. Content Area Reading ......................................................................3 __________

43 hours Participation in a major music ensemble (MUS 451-Choir or 453 Band) is required each semester enrolled with seven credit hours applicable toward a degree. Music 453 will be Marching Band in the Fall and Concert Band in the Spring. All Instrumental Majors are required to participate in the Concert Band every Spring. All Instrumental Music Education Majors are required to take Marching Band at least one semester. After completing this requirement they may audition for the concert choir if they choose not to continue in marching band. All of the above courses are required for a teaching field in Music. One of the four following combinations must also be selected according to the applied music area. See Music Department section for additional requirements.

Instrument Major MUS 161 A-B........ Class Piano I and II (1, 1).................................................................2 MUS 261............... Class Piano (1, 1)..............................................................................2 MUS 266............... Voice Methods...................................................................................1 MUS 370............... Band Literature.................................................................................1 MUS 427............... Jazz Improvisation.............................................................................1 Applied Music (one from 310, 312, 317, 320 or 324)......................................................6

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Major Ensemble (MUS 451 Choir or MUS 453 Band)....................................................7 __________ Choir may be substituted once.

20 hours

Voice Major MUS 161A-B......... Class Piano I and II (1, 1).................................................................2 MUS 261............... Class Piano (1, 1)..............................................................................2 MUS 321............... Applied Piano....................................................................................2 MUS 341............... Choral Literature..............................................................................1 Applied Music (MUS 323)...............................................................................................6 Major Ensemble (MUS 451 Choir or MUS 453 Band)....................................................7 __________

20 hours

Band may be substituted once.

Keyboard Major MUS 368............... Keyboard Pedagogy..........................................................................1 MUS 369............... Elements of Accompanying (1, 1)......................................................2 MUS 323............... Applied Voice.....................................................................................2 MUS 341 or 370.... Choral or Band Literature................................................................1 MUS 427............... Jazz Improvisation.............................................................................1 Applied Music (one from MUS 321, 322, 325)................................................................6 Major Ensemble (MUS 451 Choir or MUS 453 Band)....................................................7 __________

20 hours

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Division of Education and Human Performance Composition Major Students will complete a Senior Recital of original compositions.

MUS 161A-B......... Class Piano I and II (1, 1).................................................................2 MUS 261............... Class Piano (1, 1)..............................................................................2 MUS 345............... Composition......................................................................................3 Applied Music (from MUS 310-325)................................................................................6 Major Ensemble (MUS 451 Choir or MUS 453 Band)....................................................7 __________

See Music Student Handbook for additional details.

Physical Education Pre K-Adult

20 hours

A 2.50 Grade Point Average Required

Credit Hours

P ED 101M........... Personal Wellness (health majors exempt)........................................2 P ED 110............... Introduction to Teaching Physical Education...................................1 P ED 117............... Team Sports.......................................................................................3 P ED 118............... Individual Sports and Physical Activities..........................................3 P ED 202............... Foundations of Physical Education..................................................3 P ED 207............... Anatomy and Physiology...................................................................3 P ED 240............... Gymnastics, Rhythms and Aquatics...................................................3 P ED 306............... Administration in Physical Education and Sport..............................2 P ED 307............... Assessment in Health and Physical Education.................................3 P ED 314............... Applied Physiology............................................................................3 P ED 315............... Kinesiology........................................................................................3 P ED 329............... Motor Learning/Development...........................................................2 P ED 400............... Physical Education Pedagogy...........................................................3 P ED 402............... Curriculum and Instruction for Elementary Physical Education.....3 P ED 403............... Curriculum and Instruction for Middle and Adolescent

Physical Education........................................................................... 3

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Division of Education and Human Performance P ED 407............... Adapted Physical Education.............................................................3 S ED 204............... First Aid.............................................................................................2 EDUC 318............. Content Area Reading.......................................................................3 *BIOL 101-102..... General Biology I and II...................................................................8 __________ *Will also meet General Studies requirements.

56 hours

Physical Education 5-Adult A 2.50 Grade Point Average Required

Credit Hours

P ED 101M........... Personal Wellness (health majors exempt)........................................2 P ED 110............... Introduction to Teaching Physical Education...................................1 P ED 117............... Team Sports.......................................................................................3 P ED 118............... Individual Sports and Physical Activities..........................................3 P ED 202............... Foundations of Physical Education..................................................3 P ED 207............... Anatomy and Physiology...................................................................3 P ED 240............... Gymnastics, Rhythms and Aquatics...................................................3 P ED 306............... Administration in Physical Education and Sport..............................2 P ED 307............... Assessment in Health and Physical Education.................................3 P ED 314............... Applied Physiology............................................................................3 P ED 315............... Kinesiology........................................................................................3 P ED 329............... Motor Learning/Development...........................................................2 P ED 400............... Physical Education Pedagogy...........................................................3 P ED 403............... Curriculum and Instruction for Middle and Adolescent

Physical Education............................................................................ 3

P ED 407............... Adapted Physical Education.............................................................3 S ED 204............... First Aid.............................................................................................2 EDUC 318............. Content Area Reading.......................................................................3 *BIOL 101-102..... General Biology I and II...................................................................8 __________

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53 hours

Division of Education and Human Performance *Will also meet General Studies requirements.

General Science 5-9 Not a stand-alone field A 2.50 Grade Point Average Required with a grade of C or better

BIOL 101-102....... General Biology I-II..........................................................................8 CHEM 101............ General Chemistry I..........................................................................3 CHEM 111............. General Chemistry Lab.....................................................................1 EDUC 318............. Content Area Reading.......................................................................3 GEOL 101............. Earth Processes, Resources, and the Environment...........................4 PHSC 103*........... Introduction to Physical Science I.....................................................4 PHYS 105.............. Introductory Astronomy.....................................................................4 N SC 414A............. Special Methods in the Teaching of the Natural Sciences.................2 N SC 414B............. Middle Level Science Education.......................................................1 MATH 103**......... College Algebra.................................................................................3 MATH elective courses numbered above 103 (exclusive of MATH 110; MATH 104** & 105 recommended).......................................................................................................6 __________

33-39 hours

*Note: PHYS 101 or 201 may be substituted for PHSC 103. **Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (see page 185).

General Science 5-Adult* A 2.50 Grade Point Average Required with a grade of C or better

Interdisciplinary Science Core (41 hours): BIOL 101-102....... General Biology I-II..........................................................................8 BIOL 201............... Ecology and Field Methods...............................................................4 CHEM 101-102 . .. General Chemistry I-II......................................................................6

CHEM 111-112… General Chemistry Laboratory I-II...................................................2 CHEM 210.......... Chemical Laboratory Safety.........................................................1 GEOL 101............. Earth Processes, Resources, and the Environment...........................4

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Division of Education and Human Performance GEOL 202............. Evolution of Earth Systems...............................................................4 PHYS 101 or 201.. Introductory Physics (or University Physics I).................................4 PHYS 102 or 202.. Intermediate Physics (or University Physics II)...............................4 PHYS 105.............. Introductory Astronomy.....................................................................4

Research Experience (2-3 hours): One of the following options: (a) BIOL 372......... Introduction to Research, OR............................................................3 (b) CHEM 220....... Laboratory Research Methodology, AND.........................................1

Science Elective (4 hours): 4 hours from any 200+ level course(s) in BIOL, CHEM, GEOL, NSC, or PHYS...........4

Mathematics (9 hours): MATH 103**......... College Algebra.................................................................................3 MATH 104**......... College Trigonometry........................................................................3 MATH 105............. Elementary Statistics.........................................................................3

Science Education Methods (4 hours): N SC 414A............. Special Methods in the Teaching of the Natural Sciences.................2 N SC 414B............. Middle Level Science Education.......................................................1 N SC 414C............ Secondary Level Science Education..................................................1 EDUC 318............. Content Area Reading.......................................................................3 __________

57-64 hours *Students with a 5-Adult teaching field in General Science are encouraged to pursue an additional teaching field in another area. **Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (see p. 185).

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Division of Education and Human Performance Biological Sciences 9-Adult* A 2.50 Grade Point Average Required with a grade of C or better

BIOL 101-102....... General Biology I and II...................................................................8 BIOL 201............... Ecology and Field Methods...............................................................4 BIOL 202............... Animals as Organisms.......................................................................4 BIOL 301............... Plants as Organisms..........................................................................4 BIOL 302............... Cell and Molecular Biology..............................................................4 BIOL 372............... Introduction to Research...................................................................3 BIOL 401............... Genetics.............................................................................................4

One of the following electives (3 or 4 hours):

BIOL 230.............................Ornithology .......................... (4)

BIOL 231.............................Herpetology .......................... (3)

BIOL 260.............................Local Flora............................ (3)

BIOL 451 . ............ Biology Seminar................................................................................1 CHEM 101-102..... General Chemistry I-II.....................................................................6 CHEM 111-112 . ... General Chemistry Laboratories I-II...............................................2 CHEM 210........... Chemical Laboratory Safety..............................................................1 PHYS 101 or 201.. Introductory Physics (or University Physics I).................................4 PHYS 102 or 202.. Intermediate Physics (or University Physics II)...............................4 MATH 103**......... College Algebra.................................................................................3 MATH 104**......... College Trigonometry........................................................................3 GEOL 101............. Earth Processes, Resources, and the Environment...........................4 N SC 414A............. Special Methods in the Teaching of the Natural Sciences.................2 N SC 414C ........... Secondary Level Science Education . ..............................................1 EDUC 318............. Content Area Reading.......................................................................3 __________

62-69 hours *Students with a 9-Adult field in Biology are encouraged to complete an additional teaching field in another area, such as General Science 5-9 or 5-Adult.

**Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (see p. 185).

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Chemistry 9-Adult A 2.50 Grade Point Average Required with a grade of C or better.

Chemistry Core Requirements (26 hours):

CHEM 101-102 . .. General Chemistry I-II......................................................................6 CHEM 111-112...... General Chemistry Laboratories I-II................................................2 CHEM 210............ Chemical Laboratory Safety..............................................................1 CHEM 331-332 . .. Organic Chemistry I-II......................................................................8 CHEM 351............ Analytical Chemistry.........................................................................3 CHEM 352............ Instrumental Analysis........................................................................3

and one course from:

CHEM 401................... Physical Chemistry I, OR...................................... 3

CHEM 413................... Inorganic Chemistry.............................................. 3

Laboratory Research Experiences (6 hours): CHEM 220............ Laboratory Research Methodology...................................................1 CHEM 357............ Analytical Chemistry Laboratory......................................................2 CHEM 358........... Instrumental Analysis Laboratory.....................................................2 CHEM 407 Physical Chemistry Laboratory....................................................................1 Or CHEM 417 Inorganic Chemistry Laboratory..................................................................1

Natural Science and Mathematics Cognate (20 hours): MATH 250............. Calculus with Analytic Geometry I...................................................4 BIOL 101............... General Biology I .............................................................................4 GEOL 101............. Earth Processes, Resources, and the Environment...........................4 PHYS 101 or 201.. Introductory Physics (or University Physics I).................................4 PHYS 102 or 202.. Intermediate Physics (or University Physics II)...............................4

Science Education Methods (3 hours): N SC 414A............. Special Methods in the Teaching of the Natural Sciences.................2

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Division of Education and Human Performance N SC 414C............ Secondary Level Science Education . ...............................................1 EDUC 318............. Content Area Reading.......................................................................3 __________

58 hours Social Studies 5-Adult A 2.75 Average with a grade of “C” or better in every course

EDUC 318............. Content Area Reading.......................................................................3 HIST 101-102........ History of Civilization.......................................................................6 HIST 201............... History of Europe..............................................................................3 HIST 203-204........ History of the United States..............................................................6 HIST 307............... West Virginia History, Geography, & Government...........................3 HIST 318............... Contemporary World History............................................................3 HIST 320............... The Scientific Revolution...................................................................3 GEOG 101............ Principles of World Cultural Geography..........................................3 GEOG 200............ Principles of Physical Geography.....................................................3 GEOG 250............ Regional Studies................................................................................3 SOC 101................ People and Their Social Environment...............................................3 SOC 310................Cultural Anthropology.......................................................................3 POSC 104............. American Federal Government.........................................................3 POSC 202............. State and Local Government.............................................................3 ECON 201............. Principles of Economics I.................................................................3 ECON 202............. Principles of Economics II................................................................3 EDUC 330............. Diversity in Social and Educational Settings....................................3 SOSC 414.............. Special Methods in the Teaching of Social Studies...........................3 PHIL 101 or 102... History of Ideas I or II.......................................................................3 PSY 101................. General Psychology..........................................................................3 __________

66 hours

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Division of Education and Human Performance Special Education Multi-categorical 5-Adult Must be combined with a 5-9, 5-Adult or 9-Adult Core Content Specialization A 2.50 Grade Point Average is Required

Credit Hours

SPED 303.............. Introduction to Special Education.....................................................3 SPED 350.............. Assessment, Curriculum, and Planning for Students with Mild Disabilities.......................................................................................................................3 SPED 355.............. Characteristics of Mild Disabilities..................................................3 SPED 415.............. Methods for Teaching Students with Mild Disabilities.....................3 SPED 417.............. Reading Strategies for Special Education I......................................3 SPED 419.............. Reading Strategies for Special Education II.....................................3 SPED 425.............. Mathematics Strategies for Special Education.................................3 SPED 444.............. Trends and Issues in Special Education............................................3 __________

24 hours

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Education

Education courses are designed to provide teacher candidates with professional knowledge and skills. However, in-service teachers may take education courses to add endorsements or renew teaching certificates. In-service teachers should contact the Director of Teacher Education for academic and professional advising. Early Education Courses (E ED) 265 Child Development. (3) A study of theory and research regarding social-emotional, cognitive, motor and language development in young children. (F) 304 Early Education, Curriculum, Methods and Materials. (3) Prerequisite: EDUC 301, EDUC 305

Investigates relationship between curricular design and how, why, what and where children learn. Explores historical and philosophical foundations and current trends. Content will focus on curricular methods and materials to facilitate development and learning. A 25 hour field experience in a Kindergarten setting is required. 305 Early Education Curriculum, Methods and Materials Practicum. (3)

Prerequisite: E ED 304 or consent of instructor

Examines existing commercial materials for learning and teaching at the early childhood levels. Opportunities are

provided to observe in programs for infants and toddlers and to work with parents. A 26-hour field experience is required. (S)

324 Assessment in Early Childhood Education (3) Prerequisites: E ED 265, E ED 304 or consent of instructor.

Emphasizes the goals, benefits and uses of assessment as well as the use of systemic observations, documentation and other effective assessment strategies in responsible ways that include a partnership with families and other professionals, to positively influence children’s development and learning. (S) Education Courses (EDUC) 091-092 Reading and Study Skills. (1-3) Comprehension skills, vocabulary development, speed reading, sequencing and main idea skills necessary to read on the college level. (Non-graduation credit.) 210 Foundations of Education. (2)

Prerequisites: Enhanced composite ACT score of 18, SAT score of 870, or completion of PLATO tutorial.

Provides early identification of teacher education candidates; information for progressing through the teacher education program; and the cultural/ sociological, historical, political, and philosophical roots of American education. A 25-hour school-based field

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Division of Education and Human Performance experience is required.

301 Educational Technology. (3) This course provides teacher candidates with the theory, knowledge and application of technology to teaching, learning and the curriculum. The course is based on the ISTE standards and the 21st Century Learning Skills. 305 Psychology of Teaching and Learning. (3) Prerequisites: EDUC 210.

The study of various learning theories and their implications for teachers. A 25-hour school-based field experience is required. 306 Instructional Processes and Strategies. (3)

Prerequisite: EDUC 301, EDUC 305, admission into the Teacher Education Program, or consent of the Director of Teacher Education.

The study of planning and preparing for instruction; use of effective teaching behaviors and classroom management techniques; use of instructional media. A 25-hour school-based field experience is required.

307 Reading and the Language Arts. (3)

Prerequisite: EDUC 306 or may be taken concurrently with EDUC 306.

Provides elementary education candidates with the theoretical background and practical ideas for planning and implementing a language arts program in which children are actively involved in thinking and communicating. Focus is on curriculum, varied instructional strategies, speaking, writing and view-

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ing as an integral part of the total curriculum with attention to both creative and functional aspects of language use. 308 Reading in the Early Years. (3)

Prepares the candidate to teach young children to read; to plan and organize a reading program for beginners; to select and use appropriate materials for developing emergent literacy and reading skills; and, to test and evaluate reading growth in young children. A 10-hour field experience is required. (S) 310 Assessment and Evaluation of Instruction. (2)

The study and development of techniques for assessing student progress for the purpose of improving instruction through interpretation of evaluation data. 311 Elementary Science Methods. (2) Prerequisite: EDUC 306.

Provides teacher candidates instructional methods, curriculum concepts and laboratory materials appropriate to the teaching of science in elementary schools. 312 Elementary Social Studies Methods. (2) Prerequisite: EDUC 306.

Provides teacher candidates with subject content materials and methods for teaching the social studies in the elementary schools.

Division of Education and Human Performance 318 Content Area Reading. (3) Prerequisite: EDUC 306, or may be taken concurrently with EDUC 306

and facilitation of language development are studied. A 10-hour schoolbased field experience is required (F).

Reading for the content area teacher, including new developments, techniques, and methods which are related to the secondary curriculum.

330 Diversity in Social and Educational Settings. (3)

Prerequisites: EDUC 306, EDUC 307 recommended but not required, or consent of instructor.

Examines transecting master statuses of race, class, gender, sexual orientation, and disability, and implications of one’s professional attitudes towards “difference” on the teaching-learning process or human services work (F).

319 The Teaching of Reading. (3)

The study of word recognition and comprehension. Basic understandings, techniques, and approaches directly related to developmental programs in elementary and middle schools. Organization and evaluation of reading programs. A clinical experience is required. 320 Understanding Reading Problems: Assessment and Instruction. (3) Prerequisites: EDUC 307, EDUC 319, or consent of instructor.

Introduction to informal evaluation techniques and strategies that assess literacy needs and strengths. Topics include the interactive nature of literacy components and importance of the teacher as a focused classroom observer. A 15-hour school-based field experience is required.

326 Development of Communication Systems. (3) Prerequisite: EDUC 305 or consent of instructor.

Examines the sequence and theories of normal and abnormal communication in children. Methods for assessment

Prerequisites: Twelve hours of Social Science courses and upperclass status, EDUC 305, or consent of instructor (crosslisted with SOWK 302).

456 Supervised Directed Teaching. (4-12) Prerequisites: Admission to the student teaching semester,, verification of successful completion of PRAXIS II: Subject Assessments Test(s) and Principles of Learning and Teaching Test.

Classroom teaching in grades Preschool-Adult under the direct supervision of public school and University personnel. 456A Performance Assessment Internship for Certified Teachers. (3)

Prerequisites: Admission to the student teaching semester, professional teaching licensure.

A partial semester of classroom teaching for certified teachers in grades Preschool-Adult under the direct supervision of public school and University personnel.

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Division of Education and Human Performance Elective Education Courses 400 Special Topics in Education. (13) Prerequisite: Consent of instructor.

An in-depth study of various areas of education which may include classroom management, inclusion, instructional technology or educational research. 470 Independent Study. (1-3) Prerequisites: Consent of instructor.

Investigation of in-depth special topics in education. Application must be made through the Division of Education Office and approved by a committee prior to registration. Special Education Courses (SPED) 303 Introduction to Special Education. (3) This course is required of all teacher candidates. Introduction to current issues and problems related to children and youth who deviate from the average in mental, physical, social and/or emotional characteristics to the extent that the appropriate least restrictive environment is provided. Research on each of the identified exceptionalities in special education is required. Topics of emphasis include: special education legislation, the special education process from referral to placement, response to intervention, developing individualized education plans (IEPs),

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positive behavior support and teaching strategies specific to exceptionalities. (F, S) 309 Strategies for the Inclusive Environment. (3)

Prerequisites: Admission into the Teacher Education Program, SPED 303, EDUC 306, or may be taken concurrently with EDUC 306

This course is required of all teacher candidates. The course provides teacher candidates an overview of special education and the federal requirements that govern the educational process. The course is designed to prepare teacher candidates to meet the diverse needs of all learners in inclusive general education environments. Emphasis is placed on the identification of the individual needs of special education students and the development of effective instructional strategies/teaching techniques to address those needs. Topics will include: parent and community involvement, social and multicultural issues, and classroom management techniques. A 25-hour field placement is required. (F, S) 325 Human Relations in Early Education Settings. (3) Prerequisite or co-requisite: EDUC 305 or consent of instructor.

Included are simulations of interpersonal skills effective with families, professionals, and paraprofessionals involved with the child. The role of external groups and establishment of effective home-school-community interaction are studied. Interviews are required. (F)

Division of Education and Human Performance 328 Classroom and Behavior Management In Early Childhood Settings (3) Prerequisites: E ED 265, E ED 304.

Emphasizes procedures for and uses of effective behavior and classroom management for the Birth-K population. Candidates will study ways to create developmentally and functionally appropriate learning environments that support safe, equitable, positive and supportive learning in which diversities are valued. Candidates will also gain experience in the use of functional behavior assessment and behavior intervention. 350 Assessment, Curriculum and Planning for Students with Mild Disabilities. (3)

Prerequisite: SPED 303 or consent of instructor.

The focal points of this course are educational assessment, evaluation and designing appropriate instruction for students with mild disabilities. Students will use various assessment techniques and plan for instruction based on assessment data. Additionally, the course focuses on the general curricular and program needs of special education students from early childhood through adolescent levels. Topics include formal and informal assessment, curriculum development, and planning instructional strategies, IEP development and implementation, collaborative consultation, and transition services. A 20-hour field experience is required. (F)

355 Characteristics of Mild Disabilities. (3) Prerequisite: SPED 303 or consent of instructor.

This course investigates both the special education teacher’s role as manager and facilitator of the learning environment and the educational characteristics of students with mild disabilities. Topics include theories and applications of cognitive behavior management, methods of data collection and analysis, design and evaluation of both academic and behavioral interventions, and developing an understanding of the characteristics of students with mild disabilities in both self-contained special education classrooms and inclusive general education classrooms. NOTE: Mild disabilities include students with learning disabilities, mild mental impairments and behavior disorders. (F) 402 Early Identification and Inclusion. (3) Prerequisite: EDUC 305.

Methods and materials for identification, intervention, and developmental interaction with young children having mild and moderate conditions are studied.

403 Intervention with Young Children. (3) Prerequisites: Admission to teacher education, EDUC 306, SPED 303 and SPED 402 or consent of instructor.

Alternative curricular approaches for intervention with infants and toddlers, preschoolers and kindergarten children having severe and profound

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Division of Education and Human Performance conditions are examined. Home-based intervention programming is included. A 26-hour field experience is required. (S)

gies, response to intervention, and differentiated instruction as each applies to reading instruction. A 30 hour field placement is required. (S)

Prerequisites: SPED 303, SPED 355, or consent of instructor.

This course will familiarize students with effective principles for working with students with special learning needs who struggle with mathematics. The course will focus on the development of strategies to enhance achievement in developmentally appropriate topics in Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability (the five National Council of Teachers of Mathematics Content Standards). This is a hands-on workshop-oriented experience. Students work with manipulatives and technologies to explore mathematics, solve problems, and learn ways to teach mathematics content to children. A 25 hour field experience is required. (Summer)

415 Methods for Teaching Students with Mild Disabilities. (3)

This course provides an introduction to a variety of methods of teaching academic content, behavior management skills, and social skills to students with mild disabilities. Programmatic levels from early childhood through adult are addressed. Emphasis is placed on practical, research-based teaching strategies that can be implemented to design appropriate instruction. A 25-hour field experience is required. (S) 417 Reading Strategies for Special Education I. (3) Prerequisite: SPED 303 or SPED 355, or consent of instructor.

This course provides opportunities for students to plan programs and make modifications for struggling learners at all grade levels. Emphasis is on the diverse individual reading needs of students with mild disabilities. (F) 419 Reading Strategies for Special Education II. (3)

Prerequisite: SPED 417 or consent of instructor.

This course uses case studies to assist pre-service special education teachers to understand the process of classroom-based support for language and literacy constructions. Emphasis will be placed on teaching/learning strate-

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425 Mathematics Strategies for Special Education. (3)

444 Trends and Issues in Special Education. (3)

This course provides an overview of current issues in special education and related fields. An emphasis is on current legal frameworks for special education and other disability services, current debates within the field of special education (i.e., inclusion, NCLB, highly qualified teachers, etc.), and special education reform issues. Because the field of special education is a dynamic field, the design of this course must be one that changes each semester. In such manner, students are kept

Division of Education and Human Performance current on specific issues that impact the field. (Summer) Department of Human Performance Programs in the Department of Human Performance prepare candidates to teach health and physical education in Pre K-Adult settings and prepare students for a career in Athletic Training. In addition, the minor in Health Promotion accommodates students who desire to move toward advanced degrees associated with health and augments their current non-teaching major (i.e. psychology, biology, etc.) with a health certification. The department also oversees the Sports Management Interdisciplinary Degree for students interested in careers related to sports and business. The goal of Health Education and Physical Education is to prepare competent and dedicated teachers who are able to design, deliver, and assess health and physical education programs that meet the needs of all students in Pre K-Adult schools. Programs of study are outlined on page 125 (Health) and page 126 (Physical Education). Candidates are strongly encouraged to major in both Health and Physical Education. All criteria for Teacher Education as outlined on pages 131-132. must be met by candidates for health and physical education content specializations. All Physical Education (Pre K-Adult and 5-Adult) candidates must successfully complete a Physical Education portfolio which culminates in P ED 402. Health and

Physical Education candidates should give close consideration to the spring/ fall offerings of courses, and should make every attempt to take courses sequentially. Please be advised that Health Education is not a stand-alone program, and must be added to another stand-alone education field, such as Physical Education. Health Education Courses (H ED) 120 Personal Health. (3) The study of personal health as it relates to children through adults.(F)

200 Foundations of Health Education. (3) Prerequisite: H ED 120.

A study of the historical, philosophical, sociological, psychological, and scientific foundations of health education. Consideration is given to individual and societal factors which contribute to and/or influence the elements of physical, social, emotional, spiritual and intellectual health. (F) 208 School Health. (2)

A study of school health education and coordinated school health programs. Note: A requirement for the Elementary K-6 certification. Not a requirement for Health Education certification. (F, S) 210 Organization of School Health Programs. (2) A study of the organization of school health programs, including health re-

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Division of Education and Human Performance lated services, health education and the safe school environment . (F) 303 Principles of Mental and Emotional Health. (2)

A study of mental and emotional health, and the effects of attitudes, emotions and relationships on health and wellbeing. Consideration is given to stress with an emphasis on appropriate management techniques and strategies. (F) 304 Principles of Nutrition and Weight Management. (2)

A management approach to the cause and the nature of health and well being, and health deterioration, emphasizing health maintenance and disease prevention through nutrition and weight control. (S) 305 Human Disease and Prevention. (2)

A study of the causation and prevention of the major chronic and infectious diseases which affect the quality of an individual’s life. Major signs and symptoms of disease as well as treatment will be discussed. (F) 400 Methods and Materials in Health Education. (3)

Prerequisites: H ED 120, EDUC 210, EDUC 305.

Theory and application of health instruction planning and instruction, including materials, curriculum development and a variety of teaching methods appropriate for the 5-Adult setting. A 25-hour school-based field experience is required. (S)

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415 Community Health and Health Promotion. (2) Prerequisite: H ED 120.

A study of community health and the processes involved in the planning, implementing and assessing community health related programming. Special attention is given to cultural health issues. A class service-learning project is required. (S) Physical Education Courses (P ED) 101M Personal Wellness. (2) Provides the student with the knowledge, skills and values to develop a basic personal fitness/wellness program that can be maintained for life. Two hours lecture, one hour laboratory. (General Studies Requirement) (F, S) 110 Introduction to Teaching Physical Education. (1)

Should be taken by majors at the beginning of their physical education coursework. Emphasis on understanding the profession and relevant issues in physical education, introduction to current literature and events, collaborative learning strategies, and the framework for portfolio development in the physical education program. (F, S) 117 Team Sports. (3)

Consideration will be given to acquiring the basic knowledge, skills, strategy, and safety procedures necessary to participate in and teach beginning field hockey, softball, soccer, flag football, basketball, team handball, volleyball,

Division of Education and Human Performance and track and field, as well as others that may be added at the instructor’s discretion. (F, S)

118 Individual Sports and Physical Activities. (3) Consideration will be given to acquiring the basic knowledge, skills, strategy, and safety procedures necessary to participate in and teach beginning golf, archery, bowling, badminton, racquetball, tennis, weight training, skiing, jogging/walking, in-line skating, hiking, biking, and other outdoor athletic pursuits. (F, S) 202 Foundations of Physical Education and Sport. (3) A study of the history and philosophy of physical education and sport and their relationship to current trends in the field, and the psychological and sociological implications of physical education and sport. (S) 207 Anatomy and Physiology. (3) BIOL 101 and 102 recommended.

An introduction to knowledge of the normal development, structure and function of man. (F)

225 Physical Education Workshops. (1-3) Coursework of current interest in the area of physical education, health, and athletic training will be offered occasionally according to University guidelines as the Department of Human Performance so chooses. Topics of study will be indicated on student’s transcript. Repeatable up to three times for a maximum of 9 credits.

240 Gymnastics, Rhythms and Aquatics. (3) Prerequisites: P ED 110, and possess swim skills of prone and supine float with ability to enter deep water comfortably.

This course will explore basic movement as it relates to travel, balance, and rotation in the air, on land, and in water. Emphasis will be placed on safety and appropriate activities for Pre K-Adult students. 303 Sport Finance (3)

Sport Finance will provide concepts of finance and accounting, but they will also understand how those skills are used in the real world of sport. (S)

306 Administration in Physical Education and Sport. (2) Prerequisite: P ED 202

A study of administrative procedures and techniques involved in planning and conducting programs associated with schools, sports facilities, and the athletic training environment. (F)

307 Assessment in Health and Physical Education. (3) Consideration is given to the nature and use of measurements and evaluations in the fields of health and physical education programs. Included is alternative assessment techniques in Pre K-Adult programs as exemplified in the National Standards. (S) 314 Applied Physiology. (3)

Prerequisite: BIOL 101-102, P ED 207.

The study of the effects of physical activity on the human body and its various organic systems. (F)

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Division of Education and Human Performance 315 Kinesiology. (3) Prerequisite: BIOL 101-102, P ED 207

Considers principles of the mechanics of body movement in relation to anatomical structure, body development and muscular efficiency. (S) 320 Coaching Techniques. (1)

Using the American Sports Education Program, participants will receive formal instruction in the areas of sport science, sport first aid, drugs and sports. Provides the individual the opportunity to receive coaching certification by meeting national testing standards required by West Virginia legislation and the West Virginia Secondary Schools Activities Commission, governing body for high school athletics in the state. (S) 329 Motor Learning/Development. (2)

Examines the cognitive and neurophysiological processes underlying motor skill acquisition and performance; emphasis is on the application of this knowledge to the process of teaching motor skills. (F) 400 Physical Education Pedagogy. (3) Prerequisite: EDUC 305.

Emphasis will be on pedagogical teaching skills to be used in the Pre KAdult curricula, emphasizing the teaching process. (F) 401 Physical Education for Elementary Teachers. (3) Prerequisite: EDUC 301, EDUC 305.

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For elementary education majors (not physical education majors). Emphasizes the teaching process of physical education, and the content appropriate for elementary children’s physical education. A school-based field experience of approximately 15 hours is included.

402 Curriculum and Instruction for Elementary Physical Education. (3) Prerequisites: EDUC 305, P ED 400.

For physical education majors. Incorporates the pedagogical skills learned in P ED 400 with content development for a successful physical education program for PreK–5 grade children. Emphasis will also be on incorporating the National Standards and the WV Physical Education Content Standards into the curriculum, and on program planning. Includes a school-based field experience of approximately 15 hours. (S) 403 Curriculum and Instruction for Middle and Adolescent Physical Education. (3) Prerequisites: EDUC 305, P ED 400.

Emphasis is placed upon program planning procedures and teaching strategies for physical education 5-9 and 9-Adult programs. (S) 407 Adapted Physical Education. (3) Prerequisite: EDUC 305, P ED 202.

A study of the prevalent disabilities in children and youth and methods of adapting the physical education program to meet the needs of each individual. Recommended for students

Division of Education and Human Performance enrolled in Special Education and/or Physical Education. (S)

450 Directed Studies in Health and Physical Education. (1-3) Prerequisite: Consent of instructor.

Investigation of in-depth special topics in health and physical education. (F, S) 465 Field Instruction/Internship (3-6)

Prerequisites: Approval of Department Chair, Students must have completed their coursework in their interdisciplinary area. Senior status required.

Provides students with opportunities to develop skills, knowledge, theories, and techniques with procedures from the class work applied to field situations. Must be approved by faculty supervisor. (Limited class size.) Safety Education Courses (S ED) 204 First Aid. (2) Instruction in knowledge and skill of standard first aid and personal safety and medical self-help. One hour lecture, one hour laboratory. After completing the course with an 80% or better, the student is eligible for American Red Cross certification in CPR and First Aid. (F, S) 205 CPR for the Professional Rescuer. (1)

Prepares the professional rescuer with the knowledge and skills necessary to make appropriate decisions about the care to be provided in an emergency to

sustain life, reduce pain, and minimize consequences of respiratory and cardiac emergencies until more advanced medical help can arrive. Required standards of completion will result in American Red Cross course certification. (S) 216 Principles of Safety Education. (2)

Focuses on school safety with an emphasis on the safe school environment, crisis management, basic first aid procedures, legal liability, development of a safe school plan, and a survey of safety instructional materials for the school setting. (F, S) 225 Safety Education Workshops. (1-3)

Mini-courses of current interest in the area of safety education will be offered according to University guidelines as the Department of Human Performance so chooses. Topics of study will be indicated on student’s transcript. The Bachelor of Science in Athletic Training The Athletic Training Education Program (ATEP) at Concord University is currently accredited by the Commission on Accreditation of Athletic Training Education (CAATE). The program utilizes a continuum of didactic and clinical experiences, as set forth in the CAATE Standards for the accreditation of entry level ATEPs, and to appropriately prepare the student as an entrylevel Certified Athletic Trainer. Upon

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Division of Education and Human Performance successful completion of the program, the student will have the knowledge base and clinical skills required for challenging and passing the Board of Certification (BOC) Examination. Students who want to apply for admission to the professional program in Athletic Training may make formal application for admission to the ATEP after successful completion of the admission requirements. Students are expected to formally apply for admission during the spring semester of the freshman year, assuming they will have completed a minimum of 30 credit hours at the end of their first year. Transfer students with 30 or more transferring credit hours (100 level or higher) who meet the admission requirements may apply for admission into the ATEP at the time they are accepted to the University. The number of candidates accepted into the ATEP annually is limited and completion of all admission requirements does not automatically ensure acceptance into the ATEP. Should the number of qualified applicants exceed the number of clinical spaces available, the procedure for determining which students are accepted is described in the ATEP Student Handbook. The professional phase of the Athletic Training Major consists of six semesters (approximately 15-17 hours each semester) of academic course work and clinical practicum courses. Clinical practicum experiences will occur within the University’s NCAA Division II athletics program, area high schools and colleges, sports medicine

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clinics, and other off-campus general medical and clinic rotation sites selected by the ATEP. Transportation to all off campus clinical sites, as well as any specific requirements of the clinical site (e.g. immunizations, uniforms, criminal background check, etc.) is the responsibility of the student. All students accepted into the professional program must show annual proof of current health provider CPR certification, first aid certification, blood borne pathogen training, and professional liability insurance. Students are required to be involved in professional athletic training organizations at the local, state, and national level. All of these requirements are explained further in the Athletic Training Student Handbook, which is provided to all prospective students and reviewed during AT 126 by the program director as part of the course. This handbook is available from the program director upon request. Curriculum requirements, including admissions and clinical education requirements, may change as needed to comply with current accreditation and/or university standards. Students seeking admission or those already admitted to the program are advised to keep themselves adequately informed of changes in order to complete requirements in a timely manner. Information on curricular changes will be announced in advance by the ATEP, and will be published in ATEP documents and/or the ATEP Handbook. These may be obtained from the University website and/or the ATEP website and/or the Director of the ATEP.

Division of Education and Human Performance Admission Requirements and Procedures Admission to the Athletic Training Education Program at Concord University is competitive and should not be confused with admission to the University. Beginning with the fall 2009 semester, students entering the University can apply for admission into the ATEP during the spring semester of their first year, assuming that all admission requirements have been or will have been met by the end of their first year. This means that students complete one semester of coursework, and then apply to the ATEP during the second semester of their first year or before the 30th hour is completed. If accepted into the ATEP, students complete a total of six semesters of courses (96 credit hours) and required clinical experiences. The quota of applicants accepted into the ATEP is limited by faculty and ACI/CI to student ratios recommended by CAATE, the number of affiliated clinical sites utilized by the ATEP, and the highly individualized nature of this program. Admission to the ATEP is based on the following criteria: 1.

Must have earned a minimum of 30 semester hours (100 level or higher) prior to acceptance.

2.

Must have a minimum cumula tive GPA of 2.5 on a 4.0 scale.

3.

Successful completion (minimum grade of “C”) of the pre-athletic training program courses: AT 126, AT 242, AT 243, BIO 101, SED 204, SED

205 and/or have current CPRPR and First Aid certification, and PED 101.

4.

Satisfactory completion of all clinical education requirements included in AT 126, AT 242, and AT 243.

5.

Any developmental course requirements must have been completed at the time of application. For transfer students, any University developmental course requirements determined after admission must have been completed prior to admission into the ATEP.

6.

3 reference evaluation forms from faculty and other designees, in addition to a self -evaluation (total of 4).

7.

1-2 character letters of recommendations.

8.

Interview with members of the ATEP Interview Committee.

9.

Completion of application form.

10.

Submission of letter of application.

11.

Completion of Physical Examination and satisfactory health questionnaire, provide evidence of vaccinations, and signed Hepatitis B informed consent/refusal form.

12.

Evidence of current First Aid and CPR:PR by ARC or Health Care Provider level by AHA Certification (NOTE:

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Division of Education and Human Performance these certifications must be kept current while matriculating through the ATEP).

cum courses) and complete all of the required educational competencies and clinical proficiencies to progress to the subsequent level of the program. 13. Documentation of ability to If evaluations, grades, or the complesuccessfully meet the Technition of competencies or proficiencies cal Standards of the ATEP. are unsatisfactory, the student will 14. Obtaining student membership be placed on academic probation and in the NATA at time of formal given one semester to improve in acceptance into the Concord these areas to a satisfactory level. Two ATEP and maintain the mem- successive unsatisfactory semester bership as they matriculate evaluations, two semesters below a 2.5 through the program. GPA, or two semesters of not completing all the required competencies and proficiencies will result in dismissal of * All Concord University ATEP candidates will be ranked according to the assessment the student from the program. Students form rubric score. Available slots within the must provide evidence of CPR-PR and ATEP major will be filled according to this First Aid Certification, blood borne prioritized listing of candidates starting with the top score downward. If there is a tie score pathogen training, and professional liand there are not enough slots to admit all ability insurance annually while in the the students with a tie into the ATEP, then professional program. a tie breaker will be used. Applicants will be rank ordered from the highest to lowest based upon the documented evidence provided in their application file regarding their directed observation clinical experiences for the available slots. ATEP Applicants who are not accepted may reapply for admission during the next available application period. Specific ATEP application details and forms will be posted online at http://athletictraining.concord.edu/ and will appear in the Appendices of the ATEP Student Handbook.

Progression and Retention in the Athletic Training Program After admission to the ATEP students will be evaluated, both academically and clinically, each semester. Students must have satisfactory academic and clinical practicum evaluations (2.5 cumulative GPA, with a “C” or higher in all major and supporting courses, including a “B” or higher in all practi-

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Exit Criteria Criteria for graduation includes completion of a minimum of 128 credit hours including the Program of General Studies, a grade point average of 2.75 in the required ATEP courses, an overall grade point average of 2.50, completion of a minimum of 1000 clinical hours within the six practicum courses, and completion of all other requirements indicated in the Athletic Training Education Program Student Handbook.

Division of Education and Human Performance Program in Athletic Training A 2.75 Grade Point Average

Credit Hours

AT 126 . ........... Introduction to Athletic Training . ......................................................... 2 AT 200 . ........... Athletic Training Practicum I ................................................................ 2 AT 201 . ........... Athletic Training Practicum II .............................................................. 2 AT 236 . ........... Evaluation of Lower Extremity Injuries ............................................... 4 AT 236L........... Evaluation of Lower Extremity Injuriess Lab........................................ 0 AT 237.............. Evaluation of Upper Extremity Injuries ................................................ 4 AT 237L........... Evaluation of Upper Extremity Injuries Lab . ....................................... 0 AT 242.............. Advanced Athletic Training .................................................................. 3 AT 243.............. Acute Care of Injuries Lab .................................................................... 1 AT 310.............. Athletic Training Practicum III.............................................................. 3 AT 311.............. Athletic Training Practicum IV.............................................................. 3 AT 330.............. Therapeutic Exercise.............................................................................. 4 AT 330L........... Therapeutic Exercise Lab....................................................................... 0 AT 331.............. Therapeutic Modalities........................................................................... 4 AT 331L........... Therapeutic Modalities Lab................................................................... 0 AT 406.............. Organization and Administration in Sports Medicine............................ 2 AT 420.............. Athletic Training Practicum V .............................................................. 3 AT 421.............. Athletic Training Practicum VI ............................................................. 3 AT 428.............. Foundations of Strength Training and Conditioning . ........................... 2 AT 444.............. Pharmacology for Allied Health Sciences . ........................................... 2 AT 450.............. General Medical Conditions ................................................................. 3 AT 464.............. Special Topics in Athletic Training........................................................ 2 *BIOL 101....... General Biology I .................................................................................. 4 BIOL 234......... Anatomy & Physiology I ...................................................................... 4 BIOL 236......... Anatomy & Physiology II..................................................................... 4 H ED 304......... Principles of Nutrition and Weight Management . ................................ 2 *P ED 101M..... Personal Wellness................................................................................... 2 P ED 314 ......... Applied Physiology ............................................................................... 3 P ED 315 ......... Kinesiology............................................................................................ 3

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Division of Education and Human Performance *PSY 101......... General Psychology................................................................................ 3 S ED 204 ......... First Aid.................................................................................................. 2 SED 205........... CPR for the Professional Rescuer ......................................................... 1 *May also be applied toward meeting the General Studies requirements. There is some overlap between Athletic Training courses and General Studies courses, in addition to several minor areas of study. quired to average 10 clinical hours peAthletic Training Courses (AT) week while assigned to an equipment intensive and/or lower extremity clini 126 Introduction to Athletic Traincal rotation, in addition to one hour ing. (2) laboratory each week. (F) The first course for students who 201 Athletic Training Practicum II. will be applying for admission to the (2) Athletic Training Education Program. Prerequisite : AT 236, AT 236L, BIOL 234 Students will receive an introduction to Co-requisite: AT 237, AT 237L, BIOL 236 professional organizations and issues, in addition to instruction and assess This second practicum course pro ment of basic clinical skills necessary vides the student with clinical-based for progress to the next Athletic Trainopportunities within a variety of ath ing course. One hour lecture, two hours letic training settings. Classroom and laboratory.. (F, S) laboratory sessions are designed to introduce the learner to specific edu200 Athletic Training Practicum I. cational competencies and clinical (2) proficiencies. The proficiencies will Prerequisite: AT 126, AT 242, formal admisbe practiced and assessed to given sion to the ATEP. standards of achievement and linked to Co-requisite in AT 236, AT 236L, BIOL 234 courses previously taken. Students will be required to average 10 clinical hours This first practicum course provides per week while assigned to a lower exthe student with clinical-based op tremity and/or upper extremity clinical portunities within a variety of athletic rotation, in addition to one hour laboratraining settings. Classroom and labo tory each week. (S) ratory sessions are designed to intro duce the learner to specific educational 236 Evaluation of Lower Extremity competencies and clinical proficien Injuries. (4) cies. The proficiencies will be prac Prerequisite: AT 126, AT 242, AT 243 ticed and assessed to given standards Co-requisites: AT 200, AT 236L, BIOL 234 of achievement and linked to courses previously taken. Students will be reThis course entails the study of evalua-

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Division of Education and Human Performance 236 Evaluation of Lower Extremity Injuries. (4) Prerequisite: AT 126, AT 242, AT 243 Co-requisites: AT 200, AT 236L, BIOL 234

This course entails the study of evaluation techniques of injuries to the lower extremities and lower back. Review of anatomy, injury recognition, muscle testing, treatment protocols and preventative measures are also examined. Three hours lecture, two hours laboratory. (F)

236L Evaluation of Lower Extremity Injuries Lab. (0) Prerequisites: AT 126, AT 242, AT 243 Co-requisites: AT 200, AT 236L, BIOL 234 This course provides the learner with a practical application of concepts and techniques regarding the evaluation of injuries to the lower extremities and lower back. Specifically, laboratory sessions are designed to introduce the learner to observation, palpation, manual muscle testing, range of motion, and special testing procedures utilized when evaluating injuries of the lower extremities and lower back. Two hours laboratory (in conjunction with AT 236 lecture). (F)

237 Evaluation of Upper Extremity Injuries. (4) Prerequisite: AT 236, AT 236L, BIOL 234 Co-requisites: AT 201, AT 237L, BIOL 236

This course entails the study of evaluation techniques of injuries to the thoracic and cervical spine and upper extremities. Review of anatomy, injury recognition, muscle testing, treatment protocols and preventative measures

are also examined. Three hours lecture, two hours laboratory. (S)

237L Evaluation of Upper Extremity Injuries Lab (0) Prerequisites: AT 236, AT 236L, BIOL 234 Co-requisites: AT 201, AT 237L, BIOL 236 This course provides the learner with a practical application of concepts and techniques regarding the evaluation of injuries to the upper extremities and thoracic and cervical spines. Specifically, laboratory sessions are designed to introduce the learner to observation, palpation, manual muscle testing, range of motion, and special testing procedures utilized when evaluating injuries of the upper extremities and thoracic and cervical spines. Two hours laboratory (in conjunction with AT 237 lecture). (S)

242 Advanced Athletic Training. (3) Prerequisite: AT 126.

Co-requisites: S ED 204, S ED 205, AT 243

This course will describe the mechanism, prevention, management and disposition of common athletic and exercise injuries and conditions. Practical experiences include the application of prophylactic and supportive techniques to the major joints of the body. Two hours lecture, one hour laboratory. (S) 243 Acute Care of Athletic Injuries Lab (1) Prerequisites: AT 126, BIOL 101 Co-requisites: AT 242, S ED 204, S ED 205 This course is a laboratory section to com-

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Division of Education and Human Performance plement AT 126 and 242. Emphasis will be placed on the practical application of the content and concepts presented in these two courses, which is an overview of the mechanism, prevention, management and rehabilitation of injuries to the physically active patient. Two hours laboratory. (S)

310 Athletic Training Practicum III. (1) Prerequisites AT 201 and Formal enrollment in the Athletic Training Education Program. Co-requisite: AT 331.

This course for Athletic Training majors is the fourth sequential assessment course of clinical proficiencies pertaining now, to the first semester Level 2 student. The student will continue their clinical education rotation assignment that pertains to an Upper Extremity Sport. In addition, the student will have their first Equipment Intensive Experience with the off-site clinical experience dealing with preseason football (if schedule permits and it is in August before class begins). This course will continue with the proficiency assessment to the current ATEP level. Students will have additional interaction with the Medical Director/ Team Physician and other allied health professionals through educational and clinical in-services and a required presentation of an athletic injury to the Team Physician. Students will be required to obtain a minimum of 200 hours of clinical education. (F)

311 Athletic Training Practicum IV. (3) Prerequisites AT 310, AT 331, AT 331L, P ED 314 Co-requisite: AT 330, AT 330L, AT 428, AT 444, P ED 315.

This fourth practicum course provides the student with clinical-based opportunities within a variety of athletic training settings. Classroom and laboratory sessions are designed to introduce the learner to specific educational competencies and clinical proficiencies. The proficiencies will be practiced and assessed to given standards of achievement and linked to courses previously taken. Students will be required to average 15 clinical hours per week while assigned to a clinical rotation in which reinforcement is provided on the application of therapeutic modalities, in addition to one hour laboratory each week. (S) 330 Therapeutic Exercise. (4)

Prerequisite: AT 236, AT 237, AT 310, AT 331, AT 331L, formal enrollment in the Athletic Training Education Program. Co-requisite: AT 311

This course explains the use and theory of therapeutic exercise and equipment used in the sports medicine setting for rehabilitation. Students will be required to complete 10 hours of observation at a physical therapy clinic or sports medicine facility. Three hours lecture, one hour laboratory. (S) 330L Therapeutic Exercise Lab. (0) Prerequisite: Enrollment in AT 330.

This course is designed to give the stu-

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Division of Education and Human Performance dent an opportunity to practice the various therapeutic exercise techniques, as learned in the lecture portion—AT 330 Therapeutic Exercise. The student will have the laboratory opportunity to observe, practice and initiate Therapeutic Exercises for different therapeutic purposes in an injured person. This will enable the student to get the hands-on experience to assist in their development and application of previously learned skills. One hour laboratory [in conjunction with AT 330 Lecture]. (S) 331 Therapeutic Modalities. (4)

Prerequisite: AT 201, AT 237, AT 242, formal enrollment in the Athletic Training Education Program.

This course explains the use and theory of therapeutic modalities used for rehabilitation in the sports medicine setting. The course will provide information that will thoroughly explain theory and principle behind therapeutic modality use. Three hours lecture, one hour laboratory. (F) 331L Therapeutic Modalities Lab. (0) Prerequisites: Enrolled in AT 331.

This course is designed to give the student an opportunity to practice the use of therapeutic modalities, as learned in the lecture portion—AT 331 Therapeutic Modalities. The student will have the laboratory opportunity to observe, practice and initiate Therapeutic Modality usage for different therapeutic purposes in an injured person. This will enable the student to get the hands-on experience to assist in their development and application

of previously learned skills. One hour laboratory [in conjunction with AT 331 lecture]. (F) 406 Organization and Administration in Sports Medicine (2) Prerequisites: All AT 100, 200 and 300 level courses Co-requisites: AT 406 and AT 450 This course is a study of the concepts of health care organization and administration relative to athletic training. The course will discuss such topics as legal liability, fiscal management, facilities operation, personnel supervision, public relations and organizational structures. (F)

420 Athletic Training Practicum V. (3) Prerequisite: AT 311, AT 330, AT 330L, AT 428, AT 444, P ED 315 Co-requisite: AT 406, AT 450

This fifth practicum course provides the student with clinical-based opportunities within a variety of athletic training settings. Classroom and laboratory sessions are designed to introduce the learner to specific educational competencies and clinical proficiencies. The proficiencies will be practiced and assessed to given specific standards of achievement and linked to courses previously taken. Students will be required to average 15 clinical hours per week while assigned to a clinical rotation in which reinforcement is provided on the development and implementation of therapeutic exercise and strength and conditioning programs, in addition to one hour laboratory each week.(F)

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Division of Education and Human Performance 421 Athletic Training Practicum VI. (3)

444 Pharmacology for the Allied Health Professional. (2)

Prerequisite: AT 406, AT 420, AT 450

Prerequisite: BIOL 234 Anatomy and Physiology I or consent of the instructor

Co-requisites: AT 464

This sixth practicum course provides the student with clinical-based opportunities while performing a general medical rotation with a family practice physician or physician assistant in a general medical setting. Additionally, this course is designed to develop an appreciation for the importance and need for quality research in the sports medicine/athletic training profession. Included in the course will be an orientation to the methods and procedures utilized in sports medicine/athletic training research, while emphasizing basic principles for conducting research, and for interpreting and critically reviewing articles representative of the sports medicine/athletic training domain. Students will be required to complete a two-week rotation assigned to an MD, DO, or PA (20 hours), in addition to being assigned to various medical and other health care professions. Two hours lecture and one hour laboratory. (S,F) 428 Foundations of Strength Training and Conditioning. (2) Prerequisites: BIOL 234, BIOL 236, P ED 314, P ED 315

This class facilitates an understanding of strength training and conditioning concepts, the adaptation of strength training and conditioning on the human body, and the practical application of this knowledge in designing resistance training programs. (F)

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This course provides an overview of drugs commonly used to treat patients seen by people working in allied health professions. Medical reasons for drug treatment, specific actions of therapeutic agents, and adverse effects are presented. (F) 450 General Medical Conditions (3) Prerequisites: All AT 100, 200 and 300 level courses Co-requisites: AT 406, AT 420 This course focuses on clinical signs and symptoms of pathology, which will allow the practicing athletic trainer to recognize systemic illnesses and injuries. This course introduces the knowledge and skills needed to recognize and differentiate signs and symptoms produced by systemic disease. Organized by the major body systems including: diseases of the cardiovascular, pulmonary, neurological, psychological and immunological. (F)

464 Special Topics in Athletic Training. (2) Prerequisites: AT 406, AT 420, AT 450 Co-requisite: AT 421.

This course examines special topics pertaining to the field of athletic training and sports medicine. Topics may include the female in athletics, sports nutrition, equipment utilization, and/or other advanced topics in athletic training identified by students. This course will also begin preparation for students taking the BOC Examination. (S)

Division of Education and Human Performance The Minor in Health Promotion For students committed to another major at Concord University, the Health Promotion Minor may be an excellent augmentation. This minor program prepares students for all settings of health promotion including worksite, community, clinical, and school (courses lead to teacher certification or CHES certification). The minor also prepares students for advanced degrees in most health related programs. Course Requirements for the Health Promotion Minor HED 120............... Personal Health..... 3 HED 303............... Principles of Mental/ Emotional Health................................. 2 HED 304............... Principles of Nutrition and Weight Management...................... 2 HED 305............... Human Disease and Prevention............................................ 2 HED 415............... Community Health and Health Promotion................................. 2 P ED 207............... Anatomy and Physiology........................................................ 3 P ED 307............... Assessment in Health and Physical Education....................... 3 SED 204................ First Aid................. 2

__________ 19 hours

Sports Management - Interdisciplinary Studies The Sports Management Interdisciplinary Degree prepares students for sport industry careers such as athletic directorships, sport facility management, sport marketing, sport promotion, equipment sales and fitness management. The program of study focuses on physical/health education and business courses. There is a 6-hour internship in the clinical setting associated with the program. The student must apply before completing 80 semester hours, and file an approved plan of study with the Registrar. Sports Management Interdisciplinary Studies Suggested Program Physical Education P ED 202 ......Foundations of Physical . Education and Sport............ 3

.

P ED 207 Anatomy and Physiology... 3 P ED 303…Sport Fnance..................... 3 P ED 240 Gymnastics, Rhythms, and Aquatics ............................................ 3 P ED 306 Administration of Physical Education and Sport............................. 2 P ED 307 Assessment in Health and Physical Education............................... 2 P ED 329 Motor Learning Development ............................................ 2 P ED 314 Applied Physiology............ 3 P ED 315 Kinesiology......................... 3 P ED 407 Adapted Physical ................. Education ............................................ 3 P ED 465 Sport Management Internship ............................................ 6......

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Division of Education and Human Performance Business BGEN 301............. Introduction to the Legal Environment............................... 3 ECON 202............. Principles of Microeconomics.................................................. 3 MGT 305............... Principles of Management...................................................... 3 MKT 305............... Principles of Marketing............................................. 3 MGT 308............... Labor Relations/Human Resource Management......................... 3 Course from Support Discipline ............................................................. 3 CART 340 Public Relations or CART 270 Organizational Communication

Electives P ED 117 Team Sports........................ 3 P ED 118 Individual Sports................. 3 RTM 226Inclusive Services.................. 3 RTM 240

Programs and Operations

in Recreation........................................ 3 RTM 328 Design and Maintenance of Recreational Facilities......................... 3 RTM 348 Ski Area Management....... 3

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The Division of Fine Arts Courses....................................... Page Art..................................................145 Communication Arts......................150 Music.............................................155 Degrees Bachelor of Arts in Studio Art.......144 Bachelor of Arts in Advertising/Graphic Design........................................144 Bachelor of Science in Education– Art................................................145 Bachelor of Science in Education– Music...........................................155 Bachelor of Arts in Communication Arts...............................................149 Bachelor of Arts in Interdisciplinary Studies–Music..............................155 Bachelor of Arts Degree with a Minor in Music.........................................155

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OUSED IN the Alexander Center for the Creative and Performing Arts, the Division of Fine Arts provides academic programs in art, communication arts, and music. An important dimension of the Division’s activities is to stimulate a climate on the campus conducive to the development of artistic expression and creation and to provide satisfaction for these aesthetic needs. Individual exposure and interdisciplinary participation by students in the arts are equally important aspects of training and, as such, are encouraged.

Many of the co-curricular programs provided by the Fine Arts Division meet these demands. In addition, the Artist-Lecture Series, sponsored by the Division of Fine Arts, brings to campus professional musicians, actors, speakers, and artists for performances and workshops. The Division of Fine Arts encourages its students to meet and work with such notables, recognizing this as an integral part of the student’s professional growth and training. Department of Art Based on the conviction that the artist is of essential value to his or her time and culture, the programs of study offered by the Department of Art are designed to provide the creative individual with opportunities to develop his or her talents in an orderly and logical manner. The Department has a program for the student seeking a career as an art teacher, advertising/ graphic design professional, studio artist, or the student wanting to continue art studies in graduate school. Three individual programs and two types of degrees are offered. Students may seek the Bachelor of Arts degree with a major in Studio Art or a major in Advertising/Graphic Design or the Bachelor of Science in Education degree with a Pre K-Adult specialization. Details for the latter are discussed on pages 102 and 103. Studio Art is also available as a minor field.

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The Division of Fine Arts Qualified students may take selected art classes without pursuing a degree program. In addition, art degree students may pursue advanced studies in art by working under the supervision of Concord art faculty, with approved professional artists, crafts-workers, or advertising and related business supervisors. The combined grade point average of all art courses must be at least a 2.5 in order to graduate. Students with grades of C in required art courses may be advised to take additional work. Transfer students wanting to major in art must take a minimum of five art courses (three for a minor) at Concord University, regardless of work transferred, as well as meeting all requirements of the Department and the University. Portfolio and Exhibition Requirements While the Department of Art does not require a portfolio for admission into the program, the following requirements do exist for students enrolled in Studio Art, Graphic Design/Advertising and Art Education: 1. By the end of their sophomore year, students must prepare a portfolio of work for review by the entire full-time art faculty. Students who fail their portfolio review will be asked to take additional courses. Guidelines are listed in the Art Student Handbook.

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2. Participation in a senior exhibition (group or individual) is required. All art students must present to the Art Faculty a portfolio for review of their work which they wish to have considered for inclusion in their senior exhibit. A jury comprised of the entire full-time art faculty will judge the student’s work. If the jury is passed, selected works will be included. Senior exhibition guidelines are listed in the Art Student Handbook. The Bachelor of Arts The degree of Bachelor of Arts requires successful completion of 128 semester hours, including (1) the Program of General Studies (pages 61) which must include six hours of one foreign language; (2) the Core Program below; (3) a major in Studio Art or Advertising/Graphic Design as listed below; and (4) a minor or electives as worked out with the student’s adviser. THE CORE—39 HOURS ART 101A, 103, 104, 105, 202, 204, 216, 221, 304, 307, 308, 331; and ART 205 or 206. MAJOR IN STUDIO ART—18 HOURS Beyond the core program, and in close consultation with his/her adviser, the student will select 18 additional hours of studio courses that will best facilitate his/her specific goals and needs as a future artist and/or graduate student.

The Division of Fine Arts MAJOR IN ADVERTISING/ GRAPHIC DESIGN—40-45 HOURS ART 106, 222, 223, 229, 329, 330, 334, 361, 402, 460; CART 240B; MKT 305 and 316. In addition, all students must demonstrate a competency in typing prior to the second semester of their sophomore year. MINOR IN STUDIO ART—24 HOURS ART 101A, 103, 104, 105, 202; ART 221 or 331; plus six hours from the following: ART 204, 205, 206, 232, 304, 305, 307, 324, 403, 405, or 406. The Bachelor of Science in Education The degree of Bachelor of Science in Education, with certification to teach art, requires successful completion of 128 semester hours, including (1) the Program of General Studies; (2) the Professional Educational Component; and (3) the requirements associated with the Pre K-Adult in Art certification (pages 102-103). Art Courses (ART) 101A Introduction to Visual Arts. (3) (Open to all students.) Study of the visual arts (painting and sculpture, crafts, architecture and design, photography, film and video) and their relationships to other human activities, emphasizing the arts of this century. ( F, S, Sum)

101B Introduction to Visual Arts. (3) (Not open to majors, minors, or any teaching option in art.) Basic studio experiences in art. 103 Drawing I. (3)

Introduction to basic drawing techniques and media. Entering art majors are to enroll their first semester. (F) 104 Drawing II. (3)

Further exploration of drawing techniques and media. (S) 105 Design I. (3)

Design on the two dimensional surface: elements of form related to increasingly complex concepts of space, color, and design. Entering art majors are to enroll their first semester. (F) 106 Basic Computer Graphics. (3)

An introductory computer graphics design course to develop skills in the use of basic computer graphics programs, digital cameras, scanners and printers for the preparation of commercial artwork. (F, S, Sum) 200 Art for the Classroom Teacher. (3) This course is intended to familiarize students with media and techniques pertaining to Art within the public school system. This course is an introduction to Art Education theory. Teaching required. 202 Design II. (3) Prerequisite: Art 105.

Further exploration of the elements of

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The Division of Fine Arts design with emphasis on three-dimensional work. (S) 204 Painting I. (3)

Prerequisites: Grade of C or better in ART 103, 104, 105 and/or consent of instructor.

Introduction to basic painting media with primary concentration in oil and acrylics. (F) 205 Ceramics I. (3)

An introduction to the basic forming methods (hand-building and potter’s wheels), through the design and execution of various functional and sculptural projects; glazing and kiln firing techniques; historical and contemporary trends. (F, S) 206 Ceramic Sculpture. (3)

Sculpture construction in clay, including freestanding and mural sculptures; sculptural clay bodies, glazes, kiln firings and aesthetic considerations. (Sum) 216 Photography I. (3)

An introduction to photographic equipment, techniques and designs; explorations in both digital and film photography. Note: Students are expected to have their own 35mm SLR camera. Not offered on a regular basis. 221 Art History I. (3) Prerequisite: ENGL 101 and ART 101A or 101B or consent of instructor.

The development of art from its early origins to the Fifteenth Century. (F) 222 Basic Production Techniques. (3) Prerequisites: ART 103, 105, 106 and/or

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consent of instructor.

Introduction to production techniques for commercial art along with an introduction to the advertising business. (S) 223 Typography. (3) Prerequisite: ART 106.

The student will become proficient in typography techniques, including lettering and computer graphics. 224 Art Education Studio I. (3)

An intense studio experience using various art media, materials and processes. Intended for prospective art specialists teaching Pre K- Adult. (F) 229 Basic Illustration Techniques. (3)

Prerequisite: ART 103, 104, 105,106, previous or concurrent enrollment in 221 or 331, and/ or consent of instructor.

An advertising/graphic design course emphasizing rendering techniques in various media. (F, S) 232 Weaving I. (3)

Introduction to methods, materials, and tools for hand weaving. Not offered on a regular basis. 302 Weaving II. (3) Prerequisite: ART 232.

Further explorations of methods, materials, and tools. Not offered on a regular basis. 303 Jewelry I. (3)

Introduction to jewelry design and techniques. Not offered on a regular basis.

The Division of Fine Arts 304 Water-Color Painting. (3)

323 Jewelry II. (3)

Prerequisite: ART 103, 104, 105, or consent of instructor.

Prerequisite: ART 303.

A basic course in water-color painting. The student will be introduced to different watercolor techniques and tools. (S) 305 Painting II. (3)

Prerequisite: ART 204 or 304, or consent of instructor.

Further exploration of painting techniques and media. (F) 307 Sculpture I. (3)

An introduction to sculptural design and construction techniques, using a variety of media; discussions of contemporary and historical examples. (F) 308 Printmaking I. (3)

Prerequisites: Grade of C or better in ART 103, 104 and 105, or consent of instructor.

A course in various printmaking media. (F)

318 Art Education for Early Childhood and Middle Childhood Education. (3) Study of contemporary trends in early childhood and elementary art education. Not offered on a regular basis. 321 Art Education for Adolescent Education. (3) Prerequisites: ART 103, 104, 224.

Study of philosophies and theories of art education; curriculum-planning, supervising and teaching of art in the modern secondary school. Not offered on a regular basis.

Creative design and good craftsmanship stressed. Work in varied media. Not offered on a regular basis. 324 Art Education Studio II. (3) Prerequisite: ART 224.

Further experience using various art materials and processes. Intended for prospective art specialists teaching Pre K-Adult. (S) 329 Advanced Illustration. (3)

Prerequisites: ART 105, 106, 222, 304, previous or concurrent enrollment in 331 and 460.

Illustration methods and problems in various media, including computer graphics, as applied to specific aspects of visual communication. (F) 330 Graphic Techniques. (3)

Prerequisites: C or better in ART 103 and 104. ART 105, 106, 222, 223, 229 or consent of instructor.

A studio course to develop computer skills and methods in the preparation and execution of art work for commercial reproduction. (F) 331 Art History II. (3)

Prerequisites: ENGL 101 and ART 101A or 101B.

A study of art from the Sixteenth Century to the present. (S) 334 Advertising Design and Copywriting. (3) Prerequisites: ENGL 101 and ART 222 or consent of instructor.

Planning the advertising message through the use of written words in

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The Division of Fine Arts association with the principles of design. (F)

360 Studies in Computer Graphics. (3) Prerequisites: ART 222 or consent of instructor.

Development of computer techniques in art for students with intermediate computer graphic skills. Students will work on independent projects including professional portfolio developments. There will be lecture and lab experiences. May be repeated for up to 6 hours of credit. (F, S) 361 Web Design. (3)

Prerequisite: ART 330 or consent of instructor.

Development of computer techniques in Art for students with advanced computer skills. There will be lecture and lab experiences. May be taken for up to six hours credit. 402 Advanced Advertising Design. (3) Prerequisite: ART 329, 330, 334, and 460.

Problems in advertising production and design. Various media are explored. The stress is on creative judgment and technical facility, including proficiency in advanced computer graphics. (S) 403 Ceramics II. (3)

Prerequisite: ART 205 or 206.

An intermediate course in ceramics, emphasizing more individualized study of design and techniques; research and discussion of technical and historical subjects. (F, S)

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405 Sculpture II. (3) Prerequisite: ART 307.

Further explorations of sculptural media and design, focusing on individual sculptural styles and attitudes. (F) 406 Printmaking II. (3) Prerequisite: ART 308.

The student will be expected to develop a proficiency in one or more of the relief, intaglio, or planographic processes. (F) 415 Special Topics. (1-3)

Prerequisite: Consent of instructor.

Courses on various topics in art and art history. Specific topics to be announced; these indicated by appropriate title on student’s transcripts. May be repeated for credit. Not offered on a regular basis. 420 Current Issues in Art. (3)

Prerequisite: ART 101 or 221 or 331 or permission of instructor.

Designed to coincide with major museum exhibitions during a given semester. The readings, lectures and discussions will culminate in a field trip to the exhibition(s) being studied. Not offered on a regular basis.

424 Advanced Studies in Visual Arts (1-6; see below) Prerequisites: Permission of the instructor, and overall GPA of at least 2.50, a grade point average of at least 3.00 in Studio Art courses and the completion of 30 or more semester hours.

Under one general heading, a variety of courses are available to meet requirements in the visual arts. Advanced

The Division of Fine Arts Studies in Visual Arts is a continuation of principles introduced in lower division courses with increasing emphasis on independent projects. Each of these courses requires a high degree of commitment and self-discipline on the part of the student due to the rigorous curriculum and the individualized course structure. The student will focus attention on one of the specific areas listed below. Topics of study will be indicated on the student’s transcript. The Emphasis of study may be divided into the following topics or areas of concentration: Art History, Sculpture, Installation, Painting, Advertising/Graphic Design, Art Education, Illustration, Jewelry, Ceramics, Drawing, Weaving, Print-making, Crafts, Portfolio Preparation or Photography. Upon registering for any Advanced Studies course, the student must submit a written proposal outlining the project and anticipated research methods to an appropriate art faculty member. The aforementioned faculty member will be responsible for the evaluation of the project and a grade assignment at the conclusion of the semester. Any 424 class may be taken for up to 18 hours credit, however no 424 class may be taken for more than 6 hours credit in any given semester. 460 Advertising/Graphic Design Internship. (1-6) Prerequisite: Consent of instructor.

A practical on-the-job training experience with the student assigned to advertising or related business. May be

repeated for a maximum of 15 hours; however, only 3 hours may count toward the degree. Normally taken after the junior year during the first summer term. (Sum) 470 Independent Study. (1-12) Prerequisite: Consent of instructor.

An opportunity for the student to enroll in a course of intensified study (mutually agreed upon by the student and the instructor) not normally covered in other courses. Application must be made and approved by a committee before the student can register for the independent study. Department of Communication Arts The Communication Arts (CART) department is a rhetorically-based liberal arts program with emphases in Public Relations, Theatre, and Broadcasting & Journalism. The departmental mission is to train technically-sound, rhetorically-competent, and ethically-minded individuals for careers in communication fields in a variety of arenas. For graduation, majors must achieve a combined grade point average of at least 2.50 in all CART requirements. Minors in either Communication or Theatre are available for those seeking a Bachelor of Arts or Bachelor of Science degree in another discipline.

The Bachelor of Arts in Communication Arts The degree of Bachelor of Arts in Communication Arts requires the successful completion of 128 semester

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The Division of Fine Arts hours, including (1) the Program of General Studies (p. 61) and (2) an area of emphasis in at least one of the three areas listed below. Areas of Emphasis: BROADCASTING AND JOURNALISM (48 HOURS) CART 140, 204, 218, 230, 240A or 240B, 340, 360, 400I, 460, JOUR 220, MKT 305. Six hours from CART 210 workshops. Choose three from 306A, 306B, 306C, 311, 342, 400G (one only), JOUR 221. PUBLIC RELATIONS (48 HOURS) CART 204, 230, 270, 340, 350, 360, 400A, 400B, 440, 460, MKT 305, MKT 316. Six hours from CART 210 workshops. Choose two from CART 209, 400C, 400D, 400G (one only), ART 334. THEATRE (57 HOURS) CART 102B, 316, 317, 321, 415, Thirty-six hours of CART 402G. Six hours of CART 300. *NOTE: Students pursuing a concentration in theatre must demonstrate production competency by undertaking at least one principal role or one major production assignment within the courseof his/her years of study.

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MINOR IN COMMUNICATION— 18 HOURS Students can earn a Minor in Communication by completing 18 hours of CART coursework in consultation with a department faculty member.

MINOR IN THEATRE—21 HOURS 21 hours to be agreed upon by the departmental faculty, including CART 316 and CART 321. Communication Arts Courses (CART) 101 Fundamentals of Speech. (3) Study of the basic dynamics for public speaking, with an emphasis on presentational skills.

140 Introduction to Broadcasting. (3) CART 210A or E must be taken concurrently.

Introduction to audio and video production principles, disciplines and techniques. Students become familiarwith the procedures of studio production and acquire hands-on experiencewith the basic equipment used in producing studio programs such as news, interviews, and commercial announcement. (F) 204 Interpersonal Communication. (3) Prerequisite: CART 101.

Focuses on interpretation, ethics, and relational development between two people. (S)

The Division of Fine Arts 209 Argumentation and Debate. (3) Prerequisite: CART 101.

Helps the student develop and apply skills in logically constructing, defending, and attacking various propositions of fact, value, and policy. (F) 210 Communication Workshop. (1)

A practicum in which students will apply classroom knowledge by activelyworking for one of the following structured campus communications organizations: (A) WMLT – MountainLion Television, (B) The Concordian– the student newspaper (prerequisite: JOUR 220 previous or concurrent), (C) Public Relations Workshop and Box Office, (D) Video Yearbook, (E) WCUR – the student radio station. 218 Writing for Electronic Media. (3) Prerequisite: ENGL 102, JOUR 220

Writing for various radio, televisionand web formats. Students learn how to write in a style appropriate for onlinemedia, in blogs, in online-only stories, and in multi-media news or public relations packages. The focus is on quality reporting, writing and editing, not computer skills. (S) 230 Introduction to Mass Communication. (3) Prerequisite: CART 101

The role of mass communication in our society. Organization and functioning of the various media are explored.(F) 240A Radio Production. (3)

Prerequisites: CART 101, CART 140, with CART 210E taken concurrently.

Designed to prepare students for career opportunities that use sound production, this course teaches students how to use sound to enhance drama, commercials, news and other kinds of radio programming. Students will gain experience with the workflow and specialized tools associated with radio production, including audio equipment, microphone techniques, and digital editing. (S) 240 B Television Commercial Production Prerequisite: CART 101, CART 140 with CART210A taken concurrently.

Explores the many challenges in the process of the commercial productionshoot. Students will learn preproduction, production, and non-linear editing skills that will help them identify and problem-solve common production obstacles such as camera shading, lighting, sound gathering and editing. (S) 270 Organizational Communication. (3) Prerequisite: CART 101 Discovery of the nature of communication in organizations and the skills necessary to communicate effectively in such environments. (F) 306A Electronic News Gathering Prerequisites: CART 140, 218 with CART210A, B, or E taken concurrently.

Examination, preparation and presentation of news for the electronic media. Activities include writing, electronic news gathering, reporting and anchoring. (F or S)

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The Division of Fine Arts 306B Advanced Non-Linear Video Editing. (3)

350 Public Relations Writing. (3)

Prerequisite: CART 240A or B

Principles and practical experience in writing, editing, and producing materials used in public relations communication. (F)

This course is designed for existing non-linear editing users who want to increase their skill level through learning advanced features and workflows. The course is designed for those whoprefer hands-on and interactive instruction to best explore the advanced functionality of appropriate software. (F) 306C Advanced Radio Production. (3) Prerequisite: 240A with CART 210E taken concurrently.

This course develops skill sets associated with the roles of station management. Students develop programmingfor WCUR, assume management positions, including station manager, program director, sales manager, etc. (F) 340 Public Relations. (3)

Prerequisites: ENGL 102 and CART 101.

An introductory survey of the principles and techniques of communication between an organization and its internal and external publics. (S)

342 Advanced Television Production. (3) Prerequisites: CART 240 B with CART

210A taken concurrently.

The application of advanced production skills, including directing, videography, editing, and other productioncomponents. Projects may include, but are not limited to: documentaries, narratives, music, videos, commercials, etc. (F)

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Prerequisite: CART 340.

360 Communication Law. (3)

Prerequisite: CART 230 or permission of the instructor.

The study of mass communication law including print, broadcast, and cable regulations, but First Amendment freedoms studied also apply to interpersonal speech. Current events are examined as well as case histories in fields such as libel, obscenity and indecency, privacy, copyright, and commercial speech.(F)

400 Advanced Studies in Communication. (3) Under this general heading additional subjects are available to the student who wants to gain additional education in the field of communication. The student will focus attention on one of the specific areas of emphasis listed below. In some instances the student may be permitted to select two areas of emphasis during the same semester, and thereby earn six hours of credit. The course may be repeated for a maximum of 21 hours. Areas of Emphasis

(A) Persuasion (prerequisite: CART 101), a study of persuasion theories and strategies as they apply to everyday real-life communication situations (F);

The Division of Fine Arts (B) Advanced Public Speaking

460 Communications Internship. (3)

(prerequisite: CART 101), advanced principles of rhetoric and speech, their practical implementation for effective communication presentations, and their use as a method of analyzing public speech. Emphasis on persuasion messages (F);

Prerequisite: Junior or Senior standing

(C) Rhetorical Criticism (Prerequisite: CART 101) Seminar considering methods and theories used to explain, analyze, and responsibly create rhetorical messages. Emphasis on organizational messages (S); (D) Rhetorical Theory (Prerequisite: CART 101) Advanced study of rhetorical theories (S); (G) Special Projects in Communication (prerequisite: Junior or Senior standing) Directed individual study and work in the field of communication in which the student will work closely with an instructor to acquire new skills, knowledge, or expertise beneficial to their career goals (F,S); (I) Media Criticism (Prerequisite: CART 230) A close examination of the content of the electronic media as communication for the dissemination of ideas, and how they affect the cultures in which they are a part. Students learn media literacy skills through the study of programs and critical literature (S). 440 Public Relations Cases. (3) Prerequisite: CART 340.

Explores a variety of public relations problems using the case study approach.(S)

On the job training and instruction in a communication organization. Student assignments consistent with vocational objectives. Normally taken during the senior year.(S, Summer 1) Theatre Courses (CART) NOTE: All students with a declared concentration in theatre are responsible for meeting the requirements set forth inthe theatre student handbook.

102A Introduction to the Theatre. (3) A survey providing the students a broad knowledge of the many areas of theatre involved in the production of a play.

102B Introduction to the Theatre. (3) A survey course designed for students with some high school or similar interest in theatre. 300 Theatre Workshop. (1)

A practicum focusing on set building, lighting, costume construction and other technical aspects of theatre production. 311 Voice and Interpretation. (3) Prerequisite: CART 101.

A study of the theory and practice of orally communicating printed material. Attention will be given to textural analysis and vocal development. Specific communicative techniques, relevant to both broadcasters and performing artists, will be emphasized.

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The Division of Fine Arts 316 Acting I. (3) Prerequisite: CART 102 or permission of instructor.

Design; (D) Scene Design; (E) Theatre Criticism; (F) Children’s Theatre; (G) Special Projects in Theatre.

Introduction to the art and theory of acting and make-up for the stage.

Prerequisite: CART 321

317 Acting II. (3)

Prerequisite: CART 316

Advanced work in acting theory andpractice, concentration, characterization, and performance. Characters from both the classical and modern repertoires will be analyzed and presented. 321 Stagecraft. (3)

Study and application of the technicalprocedures for constructing and rigging the stage. Participation in the departmental theatre production is required. 325 Modern Drama. (3)

A study of dramatic literature from Ibsen to the present.

402 Advanced Studies in Theatre. (3) Prerequisite: Permission of instructor.

Under the one general heading a number of different courses are available to the student who wants to gain additional knowledge and skills in the field of theatre. The student will focus attention on one of the specific areas of emphasis listed below. In some instances the student may be permitted to select two areas of emphasis during the same semester, and thereby earn six hours of credit. The course may be repeated for a maximum of 21 hours. The areas of emphasis are: (A) History of the Theatre; (B) Costume Design; (C) Lighting

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415 Fundamentals of Directing. (3)

Fundamentals of directing, emphasizing the role of the director in transforming the written script into live performance. Each student will produce and direct a one-act play for public performance. Department of Music

The Department of Music’s objective is to graduate competent, sensitive musicians who are prepared to begin a variety of musical careers. All prospective music students must schedule an audition for placement purposes before enrolling in any applied music course. In addition, students are responsible for all applicable requirements in the Music Student Handbook. As music majors, students can expect to plan individual daily practice sessions of at least two or three hours. The Bachelor of Science in Education The degree of Bachelor of Science in Education, with certification to teach music in the public schools, requires successful completion of 137 semester hours, including: (1) the Program of General Studies; (2) the Professional Education component; and (3) the requirements associated with the following certification for Music grade

The Division of Fine Arts Pre K-Adult in Music (page 108). Students must choose one concentration from instrumental, voice, keyboard, or composition. An overall grade point average of 2.50 (C) must be maintained in all courses in music for graduation. The Bachelor of Arts in Interdisciplinary Studies–Music The Bachelor of Arts in Interdisciplinary Studies–Music requires the successful completion of 128 semester hours including (1) the Program of General Studies; (2) a minimum of 24 hours in music selected in consultation with a music adviser and (3) 1 or 2 other major studies as detailed under the heading of BA/BS Interdisciplinary Studies. Application is required before the completion of 80 hours. Bachelor of Arts Degree with a Minor in Music To obtain a Minor in Music, the student must take 20 hours in music courses, consisting of the following subjects: MUS 106, 107, Applied Music (four semesters, including successful completion of a jury, junior standing), Music Ensembles (four hours from MUS 451 and/or 453), and music electives to be selected by the student and his or her Music adviser. Music Courses (MUS) 90 Music Fundamentals Lab. (1)

A course in the fundamentals of music involving individual tutoring, selfdirected study and computer assisted instruction. Not applicable toward graduation requirements although enrollment may be required for music students after placement tests. 101A Introduction to Music. (3)

A general survey of western music from the Middle Ages to the present for students without a working knowledge of music fundamentals. Listening assignments, including attendance at selected concerts, may be included. 101B Introduction to Music. (3)

A detailed survey of western music from the Middle Ages to the present for students with a working knowledge of music fundamentals. Listening assignments, including attendance at selected concerts, will be included. (F) 106 Music Theory I. (3) Prerequisite: Passing grade on Music Fundamentals Entrance Examination.

Integrated theory course including part-writing, sight-singing and eartraining. (F) 107 Music Theory II. (3)

Prerequisite: Grade of C or better in MUS 106.

A continuation of Music Theory I. (S)

161A-161B Class Piano I and II. (1, 1) Prerequisite: Consent of instructor.

Open to music students only. Designed to develop fundamental keyboard skills

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The Division of Fine Arts in a classroom/laboratory situation. Grade of C or better required for 161B. 162 Woodwind Methods. (1)

The fundamentals of playing and teaching the woodwind instruments with emphasis on teaching procedures. 163 Brass Methods. (1)

A study of the fundamentals of playing and teaching the brass instruments. 204 Music Skills and Materials for the Classroom Teacher. (3)

A course in the fundamentals of music as introduced in the general elementary classroom by the classroom teacher in support of the music specialist. A basic study of the principles of Music Education and a survey of the available materials and appropriate procedures for the classroom teacher. Teaching required. 206 Music Theory III. (3)

Prerequisite: Grade of C or better in MUS 107.

A continuation of Music Theory II. (F)

245 Methods in Music Technology. (1)

An introduction to the concepts and techniques of electronic devices and computer technology in music. 261 Class Piano. (1, 1)


A continuation of Class Piano I and II. Grade of C or better required in 161B. Majors must repeat for two hours of credit.

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264 String Methods. (1) Prerequisites: MUS 106

An introduction to the technical problems involved in the performance of stringed instruments. Instruction is carried on as in the public school. (Every other academic year.) 265 Percussion Methods. (1)

A study of all percussion instruments with emphasis on the snare drum. The goal is a working knowledge of all percussion instruments. 266 Voice Methods. (1)

Open only to students who read music, have a working knowledge of music fundamentals and have consent of instructor. Study and practice of basic principles of singing, including coordination and freedom of the vocal mechanism. (every other S) 300 Conducting. (3)

Prerequisite: Grade of C or better in Music 206.

A course designed to build skills and develop musicianship in instrumental and choral conducting. (every other S) 302 History and Analysis of Music I. (3) Prerequisite: Grade of C or better in Music 107or consent of instructor.

A detailed survey of the historical and theoretical practices of music from the Pre-Christian through Baroque Eras. (every third semester) 303 Music Education I. (3)

Prerequisite: Music 206 or consent of instructor.

The Division of Fine Arts A study of teaching techniques and materials appropriate to the elementary and intermediate grades. Teaching required. Ten hours modeling a master teacher. (F) 304 Music Education II. (3)

Prerequisite: Music 206 or consent of instructor.

Study and evaluation of vocal, instrumental and general music teaching techniques and materials for the secondary schools. Teaching required. Ten hours modeling a master teacher. (every other S) 306 History and Analysis of Music II. (3) Prerequisite: Grade of C or better in MUS 107 or consent of instructor.

A detailed survey of the historical and theoretical practices of music from the Classic through Romantic Eras. (every third semester). 307 History and Analysis of Music III. (3) Prerequisite: Grade of C or better in MUS 107 or consent of instructor.

A detailed survey of the historical and theoretical practices of music from the 20th century to the present and a broad survey of world music. (every third semester).

341 Choral Literature. (1) A survey of appropriate literature for various choral ensembles. (every other S) 345 Composition. (1-3)

Prerequisite: Grade of C or better in MUS 206 and consent of instructor.

A study of the basic craft of composition including individual instruction in creative projects. Course may be repeated. 368 Keyboard Pedagogy. (1)

For keyboard majors. A course designed to acquaint the student with various methods and procedures used in piano pedagogy. The course will cover the instructional objectives as well as business procedures. Not offered on a regular basis. 369 Elements of Accompanying. (1, 1, 1, 1) Prerequisite: Consent of instructor.

A practical application of vocal and instrumental accompanying including literature of a wide diversity of styles. (F,S) 370 Band Literature. (1)

Designed to familiarize Music Education students with school instrumental literature. (every other S)

330 Music Theory IV. (2)

407 Arranging and Scoring. (2)

Prerequisite: Grade of C or better in Music 207.

Prerequisite: Grade of C or better in MUS 206 or consent of instructor.

A continuation of Theory III with additional studies in score reading and analysis. (S)

A practical course in the rudiments of arranging and scoring for small and large instrumental and vocal ensembles. (S)

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The Division of Fine Arts 425 Special Topics: Music. (1-6)

448 Marching Band Techniques. (1)


prerequisite: Consent of Instructor

Courses on various topics in music. Topics of study indicated on student’s transcript. May be taken for credit repeatedly. 426 Special Topics: Music Education. (1-6) Prerequisite: Consent of instructor.

Courses on various topics in music education. Topics of study indicated on student’s transcript. May be taken for credit repeatedly. 427 Jazz Studies. (1-6)


Courses on various topics in jazz studies. Topics of study indicated on student’s transcript. May be taken for credit repeatedly. (every other S) 428 Special Topics: Studio Teaching. (1-6) Prerequisite: Consent of instructor.

Courses on various topics in studio teaching. Topics of study indicated on student’s transcript. May be taken for credit repeatedly. Teaching required. 445 Electronic Music Systems. (3) Prerequisite: Consent of instructor. A sur-

vey of concrete, synthetic and computerized sound production and manipulation techniques including applications in music areas. Students will complete a project appropriate to their interests. Open to music and science students. (Not offered on a regular basis.)

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An elective for music students. Acquaints the student with the techniques of planning and implementing a marching band performance. 470 Independent Study. (1-3)

Prerequisites: Successful completion of 90 or more semester hours and consent of instructor.

An opportunity for the student to enroll in a course of intensified study of a subject (mutually agreed upon by the student and the instructor) not normally covered in other courses. 475 Senior Recital. (1-3)

Prerequisite: For music majors only; GPA of 3.0 in six levels in the student’s applied music area—number 100 and above; and successful completion of the senior recital jury.

This is a recital given for the public in which the student exhibits the musical training received during his/her undergraduate study. Music Ensembles All music majors are required to be credit-bearing members of the appropriate major ensemble (Band for instrumentalists, Choir for vocalists, and either for keyboard majors) for FIVE consecutive Semesters. Students may choose the opposing major ensemble for their sixth or seventh semester, but not both semesters. Students will be credit-bearing members for a total of seven semesters. Students who

The Division of Fine Arts are able and so desire are encouraged to enroll in BOTH major ensembles whenever possible, but enrollment in both ensembles during one semester will not count as a double fulfillment of the ensemble requirement. 451 Collegiate Singers. (1)


A select choral ensemble devoted to the artistic performance of choral music. 453A Marching Band. (1)


A wind and percussion ensemble which performs for college functions. (F) 453B Concert Band. (1)


A large wind and percussion ensemble which performs transcriptions and original works. (S) 454A-B Concord Commanders. (1, 1) Prerequisite: Consent of instructor.

Membership limited. An organization under faculty supervision which studies and performs literature from all styles of jazz and popular music. 455 Brass Ensemble. (1)


A small ensemble for the study and performance of literature for various combinations of brass instruments. 456 Percussion Ensemble. (1) Prerequisite: Audition.

A select group of percussionists studying and performing literature appropriate to this family of instruments. 457 Woodwind Ensemble. (1) Prerequisite: Audition.

A small ensemble for the study and performance of literature for various combinations of woodwind instruments. 458 Pep Band. (1)


Ensemble designed to perform at various athletic events. 460 Chamber Music. (1-6)


Various regularly scheduled small ensemble rehearsals in preparation for a performance. These groups will prepare music under the direction of a faculty member and will receive instruction in rehearsal techniques. 461 ConChords. (1)


A small, select vocal ensemble which performs music in a wide variety of styles. Applied Music

The Department of Music offers the courses listed below in applied music (private lessons). Prerequisite: Consent of instructor. Concurrent enrollment in the appropriate ensemble (MUS 451 or MUS 453) is required in order to receive applied 159


music lessons.

Each semester of applied music carries from one to three hours credit, according to the individual recommendation of the applied instructor. Performance standards and specific requirements for each semester of study have been established and are available from the individual instructor. All music majors are required to give a senior recital prior to graduation. See MUS 475 for further details. Successful completion (grade of A or B) of six semesters of applied music study on the same instrument or voice is a graduation requirement and a prerequisite to MUS 475, Senior Recital. The specific instrument of study may be indicated on the transcript when needed. High Brass: MUS 310 Low Brass: MUS 312 Woodwinds: MUS 317 Percussion: MUS 320 Piano: MUS 321 Organ: MUS 322

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Voice: MUS 323 Fretted Instruments: MUS 324 Carillon: MUS 325


• • • • • • • • • • • • • • • • • • • • • • • • • • • • 161

Division of Languages and Literature

• • • •

Courses....................................... Page English...........................................165 Journalism......................................170 French............................................172 German...........................................173 Spanish...........................................173 Degrees The Bachelor of Arts: English...........................................163 The Bachelor of Science in Education: English Grades 5-Adult and 5-9....164

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Division of Languages and Literature The Minor in English.....................165

English

T

he English degree programs are designed to increase understanding of and appreciation for language and literature, to expand critical thinking, reading, and writing skills, to foster multicultural awareness, and to prepare students to participate more effectively within a democratic society. By doing so, these programs not only enrich students’ lives, but can also prepare them for graduate work and careers in English, education, journalism, and a variety of other fields. The English minor programs are designed to enhance any degree program by strengthening crucial critical-thinking and communication skills. Students who major or minor in English or select a teaching content specialization in English must earn a grade average of at least 2.50 in all work attempted in English and, when applicable, in journalism at Concord. In addition, the student must earn a grade of C or better in each required English course and, when applicable, in each required journalism course. Formal admission into any English degree program is contingent upon the following: (1) completion of ENGL 205 with a grade of C or better, and (2) satisfactory completion of program entrance-level assessment requirements. Graduation from any English degree program is contingent upon

fulfillment of program exit-level assessment requirements. The Bachelor of Arts in English Students may choose one or more of the following areas of emphasis for the Bachelor of Arts degree in English: Literature, Writing, and/or Journalism. Both the Literature Emphasis and the Writing Emphasis degree programs serve to prepare students for graduate work in fields such as literature, composition, English education, communication, journalism, and linguistics. Either of these degree programs further serves as an appropriate pre-professional major for a student who plans to seek a higher degree in a field such as law, medicine, ministry, or mental health, especially when combined with a second major or minor pertinent to that field (for example, history, political science, business, biology, philosophy, psychology, etc.). The Journalism Emphasis degree program is designed to prepare students who plan to (1) seek employment with small weekly or daily newspapers; (2) enter other fields of work involving the production of in-house publications and/or company communications; (3) transfer to other colleges or universities to pursue the Bachelor of Arts degree in Journalism; or (4) undertake graduate study in journalism or communication.

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Division of Languages and Literature The degree of Bachelor of Arts with a major in English requires the successful completion of 128 semester hours, which must include all the following components:

ENGL 205, 300, 302, 308, 324, 325, 326, 327, 328; JOUR 220, 221, 330, 334, 350.

1. the Program of General Studies, including ENGL 203 and ENGL 204.

Recommended electives in other disciplines: ART 222; MKT 305, 316; CART 218; and additional coursework in foreign language(s).

2. at least six hours of one foreign language. (See page 64)

Note: Foreign language course may be used to fulfill certain General Studies requirements. (See page 61.)

3. a program of electives or a minor a worked out with the student’s adviser and one of the three English major programs listed below. MAJOR IN ENGLISH: LITERATURE EMPHASIS—36 HOURS ENGL 205, 300, 302, 308, 324, 325, 326, 327, 328; nine hours from 431A 440A, including at least one course in Shakespeare. Recommended: PHIL 101, 102; HIST 314; and additional coursework in foreign language(s).

MAJOR IN ENGLISH: WRITING EMPHASIS—39 HOURS ENGL 205, 250, 260, 300, 302, 308, 324, 325, 326, 327, 328; JOUR 220, 334. Recommended: PHIL 101, 102; HIST 314; and additional coursework in foreign language(s).

MAJOR IN ENGLISH: JOURNALISM EMPHASIS—40 HOURS

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Recommended electives in journalism: JOUR 332 and 340.

The Bachelor of Science in Education English Grades 5-Adult and 5-9 The degree of Bachelor of Science in Education with certification to teach English requires successful completion of at least 128 semester hours, including (1) the Program of General Studies, page 61; (2) the Professional Education component, page 94 and (3) the requirements associated with one of the following certifications: Certification for Grades 5-Adult (see page 105 for specific course requirements): This certification qualifies graduates for teaching English at both the middle-school and high-school level. To increase job opportunities, an additional teaching content specialization is recommended (for example, Special Education Multi-categorical 5-Adult). See Content Specializations, pages 101-118. Certification for Grades 5-9 (see page 104 for specific course requirements): Students have two options: (1) combine English L5-9 as a Middle School Program with an additional approved specialization for grades 5-9, 5-Adult, 9-Adult, or Pre-K-Adult; or

Division of Languages and Literature (2) combine English 5-9 with the Elementary (K-6) Program. The Minor in English

Additional coursework in English will enrich any degree program. It represents a particular asset for students who plan to pursue graduate study and/ or careers in which critical thinking, reading, and writing skills are crucial (for example, law, communications, social services, government, etc.). Depending on the student’s chosen degree program, fulfillment of the course requirements for an English minor will be recorded on the graduate’s transcript either as a Minor in English (as a component of a B.A. degree and certain B.S. degrees) or as a Non-degree Minor in English. (Consult the Registrar for further information.) Two minors are available: MINOR IN ENGLISH: LITERATURE EMPHASIS—21 HOURS

ENGL 205, 324, 325, 326, 327, 328; three hours from 300, 302, 308, 431A -440A. MINOR IN ENGLISH: JOURNALISM EMPHASIS—15 HOURS

ENGL 260 or JOUR 334; and ENGL 308, JOUR 220, 221, 330.

Note: Students who minor in English must fulfill the General Studies literature requirement by completing ENGL 203 and 204 (see p. 61). English Courses (ENGL)

090 Fundamentals of Composition and Grammar. (3) Provides students with an opportunity to acquire skills necessary for successful performance in English 101. Grade of C or better required to pass. (F, S) (Non-graduation credit) 099 Fundamentals of Reading. (3)

Techniques of word attack, vocabulary building, sentence and paragraph analysis. Grade of C or better required to pass. (Non-graduation credit)

101 Composition and Rhetoric I. (3) Prerequisite: ENGL 90 or equivalent proficiency.

Exploration of the writing process, with emphasis on development of expository writing skills. Grade of C or better required to pass. (F, S) 102 Composition and Rhetoric II. (3)

Prerequisite: A grade of C or higher in ENGL 101 or equivalent proficiency.

Further exploration of the writing process and refinement of skills developed in English 101. Emphasis on the more specialized forms of writing, including argumentative and research-based writing and writing about literature. Grade of C or better required to pass. (F, S) 203 World Literature I. (3)

Prerequisite: C or higher in ENGL 102 or equivalent proficiency.

Literary masterpieces of western and non-western civilizations up to approximately1650 (through European Renaissance), with emphasis on critical analysis, discussion, and writing

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Division of Languages and Literature about various genres, including drama, poetry, and narrative. Selective use of non-print media complements primary focus on close reading of printed texts. (F, S) 204 World Literature II. (3)

Prerequisite: C or higher in ENGL 102 or equivalent proficiency.

A sampling of works representing western and non-western civilizations from approximately 1650 (European Neoclassical period) to the present, with emphasis on critical analysis, discussion, and writing about various genres, including drama, poetry, and narrative. Selected authors include women writers and writers representing historically marginalized ethnic groups including authors of color. Selective use of non-print media complements primary focus on close reading of printed texts. (F, S) 205 Writing About Literature. (3) Prerequisite: C or higher in ENGL 102 or demonstration of equivalent proficiency.

A writing course for English majors that incorporates modern literature of various genres. Grade of C or better required for English program admission. ENGL 205 or demonstrated equivalent proficiency is the prerequisite for all courses for the English major, minor, or teaching content specialization(except for ENGL 250, 329A, 330; and journalism courses). (F, S) Note: An asterisk (*) following a course title listed below indicates that ENGL 205 or instructor consent is the prerequisite for that course. Obtaining consent to enroll in any course prior to completion of ENGL 205 does not mean that the ENGL 205 re-

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quirement has been waived for students pursuing a major, minor, or teaching content specialization in English.

250 Technical Writing. (3) Prerequisites: ENGL 102; and junior or senior status or consent of instructor.

The study and application of the special techniques involved in the composition of professional letters, proposals, and reports. Course includes word processing. (F) 260 Creative Writing.*(3)

An introduction to writing poetry, drama, and fiction. 300 English Grammars.* (3)

Prerequisite: ENGL 302 or consent of instructor.

Introduction to structural, transformational, and traditional grammars of English. (S) 302 Study of the English Language.* (3)

Introduction to the study of phonology, morphology, and syntax of English and the forces, past and present, affecting the language. Promotes awareness of historical and cultural roots of various language patterns. (F) 308 Advanced Composition.* (3)

This course should be taken prior to the senior year. Advanced study and practice of the techniques of expository, argumentative, descriptive, and narrative writing. (S)

310 The Teaching of Reading.* (3) Study of the techniques of beginning

Division of Languages and Literature and developmental reading in grades 5-Adult. Emphasis on adopting a teacher/researcher model of teaching; on developing instructional strategies to enhance reading comprehension by integrating reading, writing, speaking, and listening skills; and on learning effective ways to communicate respect for learners from all backgrounds and at all developmental levels. (S) 324-325-326-327, 328* (See titles below)

These five survey courses are the literary core for students taking a major, minor (except Writing-Journalism Emphasis), or a 5-Adult teaching field in English. 324 Survey of British Literature I.* (3) The Anglo-Saxon Period to Restoration . (F)

325 Survey of British Literature II.* (3) From Restoration Through Romantic. (F) 326 Survey of British Literature III.* (3) From Victorian to Present. (S) 327 Survey of American erature I.* (3)

Lit-

From Beginning to Civil War. (F)

328 Survey of American Literature II.* (3) From Civil War to Present. (S)

329 Children’s Literature. (3) Prerequisite: ENGL 203 or consent of in-

structor.

A survey of both traditional and modern juvenile literature. Satisfies requirement for the K-6 certification. Selected authors include women writers and writers representing historically underrepresented ethnic groups including authors of color. Selective use of non-print media complements primary focus on printed texts, illustrations, and elements of book design. (F, S) 329A Children’s Literature. (1)

Prerequisite: ENGL 203 or consent of instructor.

A study of folktales and myths especially appropriate for grades 5-Adult. Selections represent a variety of western and non-western cultural traditions, including those of historically marginalized ethnic groups including authors of color. Selective use of non-print media complements primary focus on printed texts, illustrations, and elements of book design. Satisfies requirement for the 5-Adult certification or for the 5-9 certification with a secondary field. (F, S) 330 Young Adult Literature. (3) Prerequisite: ENGL 203 or 204, or consent of instructor.

A survey of literature that appeals to adolescents with emphasis on effective teaching applications. Selected authors include women writers and writers representing historically marginalized ethnic traditions, including authors of color. Selective use of non-print media complements primary focus on printed texts, illustrations, and elements of

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Division of Languages and Literature book design. (F)

413A English Language Arts Professional Seminar. (1) Prerequisites: •Admission to Professional Education program; admission to B.S. English Language Arts program; EDUC 306; SPED 309, 310; ENGL 203, 204, 205 (with a grade of C or better), 300, 302, 310, 330. Or instructor consent. •Highly recommended: ENGL 329A; Advanced Mini-Courses (ENGL 431A-440A) representing the following categories:

•female authors

•authors of historically marginalized ethnic groups, such as authors of color.

Advanced educational research course for B.S. Education English Language Arts 5-9 and 5-Adult degree candidates. Teaching applications include multicultural approaches and mediaenriched, technology-supported ELA instruction and assessment that incorporates differentiation and adaptation strategies to meet a wide variety of learner needs. Self-critique of media site presentations focuses on modeling effective communication skills. Teacher candidates explore avenues for ongoing professional growth as teacher-researchers, including active membership in ELA professional organizations and subscribing to academic journals. A prerequisite for ENGL 414/415. (S)

414 Special Methods in the Teaching of English Language Arts. (3) Prerequisite: Consent of instructor.

Study of methods and materials for teaching English language arts in grades 5-Adult. Emphasis on adopt-

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ing a teacher/researcher model of teaching, on developing instructional strategies for facilitating integration of the language arts, and on learning effective ways to communicate respect for learners from all backgrounds and at all developmental levels. Students who anticipate student teaching in the Fall should take 414 the preceding Fall. Grade of C or better required to pass. (F) 415 Practicum in the Teaching of English Language Arts. (1) Prerequisite: Consent of instructor

Supervised experience teaching fundamentals of reading, composition, and effective language usage. Emphasis on implementing a teacher/researcher model of teaching, on facilitating integration of the language arts, and on effectively communicating respect for learners from all backgrounds and at all developmental levels. (F) 470 Independent Study. (1, 2, 3)

Prerequisites: A 2.5 average; ENGL 203, 204, or 205; consent of the instructor.

Typically, the course will be an indepth study of a subject (mutually agreed upon by the student and the instructor) not normally treated in other courses. Applications may be picked up from the Division Chairperson. (F, S) 480-481 Honors Courses. (3, 3)

Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of Faculty. This is specialized study apart from conventional class-

Division of Languages and Literature room work. Interested students should contact the Division Chairperson for further information. (F, S) Mini-Courses 203A; 204A; 207A Special Topics. (1, 1, 1) Prerequisite: C or higher in ENGL 102 or equivalent proficiency. Individual one-hour courses open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Studies requirements (see page 61).

260A: Creative Writing: Poetry. (1) 260B: Creative Writing: Drama. (1) 260C: Creative Writing: Fiction. (1) Prerequisite: ENGL 260 or consent of instructor

Intermediate-level, genre-specific creative writing courses offered as needed to accommodate students who have demonstrated strong creative writing skills in ENGL 260 or through submission of a promising creative-writing portfolio. 431A — 440A Advanced MiniCourses.

Prerequisites for ENGL 431A through ENGL 439A: • ENGL 205 with a grade of C or better; and • one of the following: ENGL 324, 325, 326, 327, or 328; or • consent of the instructor Prerequisites for ENGL 440A: • ENGL 205 with a grade of C or better (or

demonstration of comparable writing skills); and • one of the following: ENGL 324, 325, 326, 327, or 328 (or demonstration of comparable reading skills); and • junior or senior status; and • consent of the instructor

Individual one-hour courses designed primarily for students pursuing a major, minor, or teaching content specialization in English, but may be appropriate for upper-level students in other disciplines as well. These mini-courses typically focus on major authors, genres, themes, or literary movements, or other selected aspects of the following categories:

431A British Literature prior to the Restoration. (1) 432A British Literature from the Restoration through the Romantics. (1) 433A British Literature from Victorian to the Present. (1) 434A American Literature from the Beginnings to the Civil War. (1) 435A American Literature from the Civil War to the Present. (1) 436A Anglophone Literature. (1) 437A Literature in English Translation. (1) 438A Advanced Special Topics. (1) 439A Linguistics; Literary Theory and Criticism; Research Methods. (1) 440A Advanced Individual Research

169

Division of Languages and Literature Project. (1)

sent of instructor.

Journalism Courses (JOUR)

The preparation of copy and illustrations for mass reproduction with special attention to typography, layout, design, and desktop publishing. Specific techniques of copy preparation for brochures, newsletters, and other means of printed communication. (S)

210 High School Publications. (3)

Prerequisites: ENGL 102, JOUR 220-221 or consent of instructor.

Journalism Note: ENGL 102 is the prerequisite for all Journalism courses.

Prerequisite: ENGL 102.

Instruction in all phases of the management and production of high school publications. (F) 220 News Reporting I. (3) Prerequisite: ENGL 102.

An introductory survey of journalism with application in a classroomlaboratory of the techniques of news gathering, news writing and editing, and the ethics and responsibilities of a reporter. (F) 221 News Reporting II. (3)

Prerequisite: ENGL 102, JOUR 220.

A continuation of news writing with an emphasis on advanced stories. (S) 330 Copy Editing and Design. (3)

Prerequisites: ENGL 102, JOUR 220-221 or consent of instructor.

The principles and techniques of editing and improving copy, writing headlines, and producing attractive page makeup and display of copy. (F)

332 Graphics and Visual Communication. (3) Prerequisite: ENGL 102, JOUR 330 or con-

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334 Feature Writing. (3)

Principles and techniques of feature writing with extensive study in interpretive reporting, critical analysis. (S) 340 Public Relations. (3)

Prerequisites: ENGL 102 and CART 101.

An introductory survey of the principles and techniques of communication between an organization and its internal and external publics. 350A-D Journalism Practicum. (1-4)

Prerequisites: ENGL 102, JOUR 220- 221, and consent of instructor.

May be repeated for a maximum of four hours. Provides on-campus and/ or off-campus experience in handling communication assignments. Supervised by a journalism instructor. Portfolio requirement. Contracts to be drawn up at outset of course. Credit will be on a pass/fail basis. (F, S) Foreign Languages Courses in foreign languages are designed to meet the needs of three kinds of students.

Division of Languages and Literature As options to fulfill certain General Studies requirements (see page 61), the foreign language courses give students an opportunity to examine “from the inside” a culture which is different from their own, and also enable them to view their native language from a broader perspective by comparing it with another. In those academic fields which require the study of a foreign language, these courses help students to attain a very basic reading and speaking knowledge of the language most useful in their fields. Foreign language courses also are offered to meet the demands of students who have a personal interest in or professional need for an acquaintance with a specific language. With the increasing internationalization of our population, and a growing appreciation of our cultural and ethnic diversity, we recognize that languages other than English are not really “foreign” to the United States. In addition to many Native American and immigrant languages, Spanish is spoken as a first or second language by an estimated 35 million people in the U.S., and by over 350 million people in 20 countries in the world. In certain states and in most U.S. cities, a practical knowledge of Spanish has become essential to practice careers such as medicine, law and law enforcement, social work, nursing, and teaching. Spanish on the transcript can be a deciding factor in hiring decisions. French is still an international language, favored in diplomacy and business, and is spoken

by an estimated 130 million people in 37 countries and territories. Given our own national demographic needs and constant evidence of the global and interdependent nature of environmental and economic problems in our world, the acquisition of foreign language skills is assuming ever greater urgency, in order to foster clearer communication and better understanding in diplomacy, ecology, business and economics. A second year of college-level language study is extremely valuable, for it includes review, reinforcement, and enhancement of skills all too often forgotten after only one year of study. And it is usually only at this level that one begins to get a “feel” for the language and the culture it embodies, and to be able to use the language as a tool for further learning. Since language learning is far more efficient if continuous between high school and college courses, or between the semesters or years in college, it is wise not to postpone language courses. In certain cases, a two-semester sequence of courses in the same foreign language can be substituted for up to two General Studies courses. Both courses in this two-course sequence must be passed before General Studies credit can be awarded. Foreign language courses can be used to substitute for no more than one General Studies course per Academic Division. Students entering Concord with no high school credit in a particular language may substitute the 101-102

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Division of Languages and Literature sequence of courses in that language for up to two General Studies courses. Students entering Concord with one year of high-school credit in a language may take the 101-level course in that language for credit toward graduation, but not for General-Studies course substitution purposes. A two-course sequence in that language that begins at the 102- or 110-level (or higher) may be substituted for up to two General Studies courses. Students entering Concord with two or more years of high school credit in a particular language may take the 101-102 course sequence (or the 110-level course) in that language for credit toward graduation, but not for General-Studies course substitution purposes. A two-course sequence in that language beginning at the 201-level (or higher) may be substituted for up to two General Studies courses. Students fulfilling foreign language program requirements MAY take 101 and 102 of a language studied in high school to fulfill program requirements, but may NOT substitute for general studies requirements with the same language. French Courses (FREN) 101 Elementary French I. (3) The most basic patterns of French grammar. Basic vocabulary and development of beginning skills in reading, writing, speaking, and comprehending the French language. Emphasis on the present tense. (F)

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102 Elementary French II. (3) Prerequisite: FREN 101 or one year of high school French or consent of instructor.

Further development of elementary skills in reading, writing, speaking, and comprehending. Expansion of tenses, moods, and sentence complexity. (S) 201 Intermediate French I. (3)

Prerequisite: FREN 101-102 or equivalent, or two years of high school French, or consent of instructor.

Readings in Francophone cultures and literature; review and expansion of French grammar and vocabulary; practice in writing, speaking, and comprehending the language. (F) 202 Intermediate French II. (3) Prerequisite: FREN 101-102 and 201 or equivalent, or three years of high school French, or consent of instructor.

Further readings in Francophone cultures and literature; review and enhancement of French grammar and vocabulary; practice in writing, speaking, and comprehending the language. (S)

German Courses (GER) The following German courses are not always offered. Check current schedule of courses for availability of these courses. 101 Elementary German I. (3)

The basic patterns of German grammar. Emphasis on basic vocabulary and on developing skills in reading, writing, speaking, and comprehending the German language. (F)

Division of Languages and Literature

102 Elementary German II. (3) Prerequisite: GER 101 or one year of high school German or consent of instructor.

Further development of skills in reading, writing, speaking, and comprehending. (S) Spanish Courses (SPAN) 101 Elementary Spanish I. (3) The most basic patterns of Spanish grammar. Emphasis on basic vocabulary and on developing skills in reading, writing, speaking, and comprehending the Spanish language within an Hispanic cultural framework. Emphasis on the present tense. (F) 102 Elementary Spanish II. (3)

Prerequisite: SPAN 101; or demonstrated equivalent proficiency; or consent of instructor.

Further development of skills in reading, writing, speaking, and comprehending Spanish within a context of Hispanic cultural practices and perspectives. Expansion of vocabulary and verb-tense usage in sentences of increasing complexity. (S) 110 Accelerated Elementary Spanish. (4)

This intensive course is designed for students who have acquired a basic proficiency in Spanish in high school but who are not yet sufficiently prepared for SPAN 102. Instruction begins at a more advanced level than for SPAN 101 and proceeds at a more rapid pace. The course cover-

age includes that of SPAN 102 so that students completing it will be prepared to enter SPAN 201. (S) 201 Intermediate Spanish I. (3)

Prerequisite: SPAN 102 or SPAN 110; or demonstrated equivalent proficiency; or consent of instructor.

Readings in Hispanic cultures and literature; expansion and application of Spanish grammar and vocabulary skills; practice in writing, speaking, and comprehending the language. (F) 202 Intermediate Spanish II. (3)

Prerequisite: SPAN 201; or demonstrated equivalent proficiency; or consent of instructor.

Further readings in Hispanic cultures and literature; enhancement and application of Spanish grammar and vocabulary skills; further practice in writing, speaking, and comprehending the language. (S)

301 Advanced Spanish Grammar, Composition, and Conversation. (3) Prerequisite: SPAN 202; or demonstrated equivalent proficiency; or consent of instructor.

Further study of Spanish grammar. Development of increasing competency in communication, both oral and written. Course is conducted in Spanish. (F) 302 Advanced Spanish Grammar and Communication. (3) Prerequisite: SPAN 301.

Advanced analysis of Spanish syntax, with practice in close reading, and in various modes of written and oral communication. Course is conducted in

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Division of Languages and Literature Spanish. (S)

321 Culture and Civilization of Spain. (3) Prerequisite: SPAN 301. Study of the history, civilization, and culture of Spain. Course is conducted in Spanish. (S) [odd numbered years]

(3) Prerequisite: SPAN 302.

Theories and methods of language instruction, as well as practice in the development of lesson plans, use of technology, and conduct of classes. (F)

325 Culture and Civilization of Latin America.

411 Practicum in the Teaching of Spanish.

Prerequisite: SPAN 301. (3) Study of the history, civilization, and culture of Latin America. Course is conducted in Spanish. (S) [even numbered years]

(1) Prerequisite: SPAN 302.

331 Spanish Peninsular Literature. (3) Prerequisite: SPAN 302.

Survey of Spanish literature from the medieval period through the present. Traces the major literary movements in Spain from the Middle Ages to the present, including the major genres (poetry, essay, narrative, and theater). All materials and discussions are in Spanish. (F) [even numbered years]

335 Latin American Literature. (3) Prerequisite: SPAN 302.

Survey of Western Hemisphere Hispanic literature, from the Colonial period through the Present. Traces the major movements in Latin American literatures from Pre-Colombian times until the present in the major genres (poetry, essay, narrative, and theater). All materials and discussions are in Spanish. (F) [odd numbered years] 410 Methods of Teaching Spanish.

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Supervised experience teaching beginning Spanish. Must be taken concurrently with SPAN 410. (F) 421 Seminar in Spanish Literature and Culture. (3)

Prerequisite: at least three 300-level Spanish courses. Students pursue their own research projects, leading to the writing of a term paper and public presentation of research. (S)

450 Spanish Immersion Experience. (3-6) Prerequisite: SPAN 302. A minimum of four weeks of study either in an Hispanic country, or in a summer intensive Spanish language program in this country. Programs offered by other institutions may satisfy this requirement, but prior approval of the program is required. Number of credit hours determined by nature of program. 470 Independent Study. (1, 2, 3)

Division of Languages and Literature Prerequisites: SPAN 301; G.P.A. of 2.5 or above in Spanish courses; and consent of the instructor.

Typically, the course will be an indepth study of a subject (mutually agreed upon by the student and the instructor) not normally treated in other courses. Applications may be picked up from the Division Chair. (F,S)

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Division of Natural Sciences

Minors, Emphases, and Other

Programs

Biology...........................................152 Chemistry.......................................167 Computer Science..........................158 Geology..........................................170 Mathematics...................................158 Physics...........................................173 Pre-medicine and Pre-dentistry......150

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Division of Natural Sciences Pre-actuarial Science......................158

Certification for Grades 5-Adult.

Statistics.........................................158

Students may complete a single specialization in General Science 5-Adult; however, it is highly recommended that this specialization be combined with at least one of the specializations described under the Bachelor of Science in Education, section III (page 101).

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HE DIVISION OF NATURAL SCIENCES includes the Department of Biology, the Department of Mathematics (mathematics and computer science), the Department of Physical Sciences (chemistry, geology and environmental science, physics, and physical science), and courses in the Natural Sciences. In addition to the Bachelor of Science degree, the Division offers a Bachelor of Science in Environmental Geosciences, a Bachelor of Science in Education, a Bachelor of Science in Computer Information Systems, and 3+1 programs affiliated with health science institutions leading to degrees in chemistry with an emphasis in pharmacy or clinical laboratory science/medical technology. Pre-professional studies in medicine and dentistry (page 178) may be combined with any of the Bachelor of Science programs. The Bachelor of Science in Education – General Science 5-9 and 5-Adult

The degree of Bachelor of Science in Education, with certification to teach General Science, requires successful completion of 128 semester hours including (1) the Program of General Studies (page 61); (2) the Professional Education Component (page 94); and (3) the requirements associated with the following certifications:

The University residence requirement (page 275) can be satisfied by completing 9 hours of science course work for the certification at the 200 level or higher at Concord. Certification for Grades 5-9.

Students may combine a subject specialization in General Science 5-9 with either (1) the Elementary K-6 program; (2) a specialization for grades 9-Adult; or (3) a specialization for grades 5-Adult. The University residency requirement may be satisfied by completing NSC 414 A, B (3 hrs) and 5 hours of lower-division coursework in the general science 5-9 certification. Natural Sciences Courses (NSC) 300C Biogeography. (3) Prerequisites: BIOL 102 and either BIOL 101 or GEOL 101 or consent of instructor.

Geologic and geographic development of the Appalachian Mountains and their floral and faunal communities. May be used as a Biology elective. (S odd years) 300D Science and Religion. (3)

Prerequisites: Two laboratory science courses

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Division of Natural Sciences or consent of instructor.

Science in relation to diverse world views. A comparative study in the history and philosophy of science and religion. May be used as a Biology elective. (F) 300E Human Genetics. (3)

Prerequisites: BIOL 101 and BIOL 102.

Examines contemporary human genetics relevant to families and society, including genetic counseling and prenatal diagnosis, genetic engineering, and genetics and the law. Three hours lecture. May be used as a biology elective. (S – even years) 325 Teaching Assistantship. (1) Prerequisites: Permission of instructor.

Teaching practicum for science and math students. Repeatable for credit. (F, S)

414A Special Methods in the Teaching of the Natural Sciences. (2) Prerequisites: EDUC 306 or permission of instructor; EDUC 310 recommended.

Observation, discussion, and participation are utilized in order to provide prospective teachers a working knowledge of appropriate methods and media for teaching concepts and laboratory techniques and phenomena of the various areas of the natural sciences. (F) 414B Middle Level Science Education. (1)

Prerequisites: Concurrent or prior registration in Natural Sciences 414A.

Practical field experience and instruction in the teaching of science at the

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middle level. (F)

414C Secondary Level Science Education. (1) Prerequisites: Concurrent or prior registration in Natural Sciences 414A.

Practical field experience and instruction in the teaching of science at the secondary level. (F) Pre-medicine and Pre-dentistry Students who plan to study medicine or dentistry should complete the Bachelor of Science degree, with a major in biology, chemistry, or mathematics, and they should complete the following courses in order to enhance their chances for acceptance into medical school: BIOL 101, 102, 202, 302, 330, 401; CHEM 101and 111, 102 and 112 331, 332, 341; PHYS 101 or 201, 102 or 202; MATH 103, 104, 250. Department of Biology Programs in the Department of Biology are designed to help prepare students for graduate school and careers in biology education, health care, and biotechnology. For each of these careers there is a need to understand the explanatory principles of biology and basic methods of biological investigation. The combination of core and elective courses facilitates the preparation of students entering postbaccalaureate degree programs or the job market. Students choosing their work in biology may pursue (1) the Bachelor of Science degree with a biology (pre-

Division of Natural Sciences professional) major, (2) the Bachelor of Science degree with a biology (liberal arts) major, (3) the Bachelor of Science degree with a biology (recombinant gene technology) major or (4) the Bachelor of Science in Education degree. The pre-professional major is designed for students planning on going to medical school or pursuing a career in another health related area and for students interested in graduate school or other pre-professional programs. The liberal arts major is intended for students who are interested in fieldoriented biology, such as natural history, fish and game, national and state parks and refuges, etc., or in other areas with more emphasis on organismal biology. The area of emphasis in recombinant gene technology (RGT) will allow students to gain experience and knowledge in the rapidly growing fields of molecular biology, biotechnology, bioinformatics, and genetics. Students successfully completing the program will be prepared for graduate studies in molecular biology and genetics, forensic science, or employment as a research technician. A minor field in biology is available for students who are majoring in other disciplines. A student must earn a grade point average of 2.00 (C) in all courses required for the major or minor. Other courses taken in the Department will be included in the average. The teaching certification in biology requires a 2.50 grade point average.

The Bachelor of Science The degree of Bachelor of Science, with a major in biology, requires successful completion of 128 semester hours including (1) the Program of General Studies (six hours of foreign language is recommended); (2) one of the biology programs listed below; and (3) a program of electives or a minor as worked out with the student’s adviser; recommended minors include chemistry, geology, physics, psychology, mathematics, computer science, or statistics. MAJOR IN BIOLOGY (LIBERAL ARTS) —71-77 HOURS •32 hours in biology—BIOL 101, 102, 201, 202, 301, 302, 372, 401, 451, •12 hours in chemistry—CHEM 101 and 111, 102 and 112, 331, is 332 recommended; •8 hours in physics—PHYS 101 or 201, 102 or 202; •3-9 hours in mathematics—MATH 103*, 104*, and 105, (250 is recommended); •16 hours of science electives (at least 8 hours in Biology; NSC 300 may be substituted for three of these hours). MAJOR IN BIOLOGY (PREPROFESSIONAL) — 69-78 HOURS •36 hours in biology—BIOL 101, 102, 201, 202, 301, 302, 372, 401,451; and one of the following •19 hours in chemistry—CHEM 101and 111, 102 and 112, 331, 332,

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Division of Natural Sciences 341; •8 hours in physics—PHYS 101 or 201, 102 or 202; •7-13 hours in mathematics—MATH 103*, 104*, 105, and 250; •10 hours of science electives (at least 6 hours in biology; NSC 300 may be substituted for three of these hours). MAJOR IN BIOLOGY(RECOMBINANT GENE TECHNOLOGY) —84-94 HOURS •40 hours in biology– BIOL 101, 102, 201, 202, 301, 302, 330, 372, 401, 420 (recommended), 430, 451; •19 hours in chemistry– CHEM 101 and 111, 102 and 112, 331, 332, 341; •8 hours in physics– PHYS 101 or 201, 102 or 202; •7-13 hours in mathematics– MATH 103*, 104*, 105, and 250; •10 hours in science electives (at least 6 hours in biology; NSC 300 may be substituted for three of these hours). •RGT students should begin the sequence of courses in biology (BIOL 101) and chemistry (CHEM 101 and CHEM 111) their first semester in order to complete prerequisites and avoid later conflicts in scheduling and completion of the program in four years. •Science electives for each program may come from courses listed under Biology, Chemistry, Physics, Geology, Mathematics (course numbers 200 and higher), Natural Science Geography

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300, or Psychology 370 and/or 402. NSC 325 may be used only once to fulfill science elective credit. *Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see page 186). Minor in Biology 20 hours in biology – BIOL 101, 102, and twelve additional hours in Biology. Geography 300, Psychology 370, Psychology 402, Natural Science 300 may be substituted for three of these hours. The Bachelor of Science in Education The degree of Bachelor of Science in Education, with certification to teach biology, requires successful completion of 128 semester hours, including (1) the Program of General Studies; (2) the Professional Education Component; and (3) the requirements associated with the Biological Sciences 9-Adult content specialization. Students completing this certification are encouraged to complete an additional teaching field in General Science. Biology Courses (BIOL)

101 General Biology I. (4) Introduction to scientific methodology and critical thinking in science; cellular structure, function, and metabolic pathways; plant anatomy and physiology; human anatomy and physiology. Three

Division of Natural Sciences hours lecture, two hours laboratory. (F, S) 102 General Biology II. (4)

Prerequisite: BIOL 101 recommended but not required.

Cell division; Mendelian inheritance patterns; human genetics; information flow (replication, transcription, translation) within cells; biotechnology with legal and ethical implications; evolution; taxonomy of organisms; ecology. Three hours lecture, two hours laboratory. (F, S) 201 Ecology and Field Methods. (4) Prerequisites: BIOL 101, 102; Math 103 (or equivalent proficiency).

Taxonomy, ecological principles, major terrestrial and aquatic ecosystems, fundamentals of human ecology, quantitative field study techniques. Three hours lecture, two hours laboratory. This course cannot be used to fulfill a General Studies requirement. (F) 202 Animals as Organisms. (4)

Prerequisites: BIOL 101, BIOL 102, BIOL 201 or permission of instructor; CHEM 101.

Form, function, behavior, development, and classification in the major animal groups. Three hours lecture, three hours laboratory. (S) 215 Medicinal Plants and Ethnobotany. (4)

Prerequisites: BIOL 101, 102, or consent of instructor.

The use of plants as medicines, poisons, and hallucinogens that provide the basis for modern medicine and pharmacology. Examines the interac-

tions of plants and traditional peoples. Three hours lecture, two hours laboratory. (S–odd years) 225 Special Topics. (1-5)

Prerequisites: Specified by instructor.

Courses in diverse areas of biology. Specific topics to be announced and indicated by appropriate title on transcript. May be taken for credit repeatedly. 230 Ornithology. (4)


Anatomy, taxonomy, evolution, biogeography, flight, migration, behavior, reproduction, and field identification of birds. Three hours lecture, two hours laboratory. (S – odd years) 231 Herpetology. (3)

Prerequisite: BIOL 101, 102, or consent of instructor.

Anatomy, taxonomy, evolution, life history, biogeography, physiology, and identification of amphibians and reptiles. Two hours lecture, two hours laboratory. (F - odd years) 234 Human Anatomy and Physiology I. (4)

Prerequisites: BIOL 101 . Not open to biology majors; cannot be used to satisfy requirements in biology program.

Chemistry of biomolecules. Structure and function of cells and tissues. Anatomy and physiology of the human integumentary, skeletal, muscular, and nervous systems. Relationship of homeostasis to health. Laboratory

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Division of Natural Sciences includes detailed study of macroscopic and microscopic anatomy. Three hours lecture, two hours laboratory. (F) 235 Human Anatomy and Physiology I. (4) Prerequisites: BIOL 101. Open to biology majors only.

Chemistry of biomolecules. Structure and function of cells and tissues. Anatomy and physiology of the human integumentary, skeletal, and nervous systems. Relationship of homeostasis to health. Laboratory includes detailed study of macroscopic and microscopic anatomy Three hours lecture, two hours laboratory. (F) 236 Human Anatomy and Physiology II. (4)

Prerequisites: BIOL 101 and 102. BIOL 234 recommended but not required. Not open to biology majors; cannot be used to satisfy requirements in biology program.

Anatomy and physiology of the human endocrine, lymphatic, immune, cardiovascular, digestive, urinary, and reproductive systems. Relationship of homeostasis to health. Laboratory includes applied physiology exercises and a physiology based multi-week student generated research project. Three hours lecture, two hours laboratory. (S) 237 Human Anatomy and Physiology II. (4)

Prerequisites: BIOL 101 and 102. BIOL 235 recommended but not required. Open to biology majors only.

Anatomy and physiology of the human endocrine, lymphatic, immune, cardiovascular, digestive, urinary, and

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reproductive systems. Relationship of homeostasis to health. Laboratory includes detailed study of macroscopic and microscopic anatomy as well and a physiology based multi-week student generated research project. Three hours lecture, two hours laboratory. (S) 240 Parasitology. (4)

Prerequisite: BIOL 101 and 102.

General principles of parasitology, including morphology and life histories of animal parasites. Three hours lecture, two hours laboratory.

250 Medical Terminology for the Sciences. (3) Prerequisites: BIOL 101, BIOL 102

Analysis of the prefixes, suffixes and root words associated with science and the medical field. Three hours online lecture. 260 Local Flora. (3)


Principles of identifying, classifying, naming, and preserving plants, with emphasis on the local flora. Two hours lecture, three hours laboratory. (S– even years) 270 Aquatic Biology. (4)

Prerequisites: BIOL 102 and 102; BIOL 201 and CHEM 101 and 111 recommended.

Ecology, chemistry, and hydrology of lakes, streams, and wetlands. Issues such as eutrophication, acid mine drainage, and fisheries management are discussed. Laboratory focuses on providing practical experience in methods

Division of Natural Sciences and equipment used by aquatic biologists. Three hours lecture, three hours laboratory. (S–even years) 301 Plants as Organisms. (4)

Prerequisites: BIOL 101, 102, 201, 202 or permission of Instructor; CHEM 101, 111, 102, 112; Junior standing or higher.

Form and function in the major plant groups, with emphasis on evolutionary trends. Three hours lecture, three hours laboratory. (F)

302 Cell and Molecular Biology. (4) Prerequisites: BIOL 101, 102, 201, 202; BIOL 301 or permission of instructor; CHEM 101, 111, 102, 112; Junior standing or higher.

Biology, chemistry, and physics of living systems at the cellular and molecular levels. Emphasis is placed on eukaryotic cellular biology. Three hours lecture, three hours laboratory. (S) 330 Microbiology. (4)

Prerequisites: BIOL 101, 102; CHEM 331 previously or concurrently.

The biology of micro-organisms and of the immune system, applied microbiology, and basic laboratory procedures. Three hours lecture, three hours laboratory. (F) 360 Comparative Vertebrate Anatomy. (4)

Prerequisite: BIOL 202 or consent of instructor.

Anatomy of the chordates as related to evolution and function. Two hours lecture, three hours laboratory. 370 Evolution. (3)

Prerequisites: BIOL 101, 102, and Math 103 (or equivalent proficiency) required; BIOL 201

recommended.

Evolutionary biology, with an emphasis on current areas of research in the field. Systematics, population genetics, speciation, adaptation, and related topics. History of life on Earth and evolutionary trends through time. (F) 372 Introduction to Research. (3) Prerequisites: BIOL 201, 301 and Junior standing.

The nature of science and scientific research, research design, analysis of research reports, philosophy and ethics of scientific investigations. (S) 373 Research. (3)

Prerequisite: BIOL 372 or permission of instructor.

Part I of a two-semester research project consisting of literature review, preparation of a research proposal, completion of original research, and presentation of oral and written research reports, the latter subject to rigorous editing. Publication of the results of outstanding projects is encouraged. A grade for this course is not given until completion of BIOL 374. (F, S) 374 Research. (3) Completion of work begun in BIOL 373. (F, S) 401 Genetics. (4)

Prerequisites: BIOL 101, 102, 302; CHEM 331; MATH 105 (250 recommended)

Mendelian, cytological, microbial, molecular, and population genetics. Includes the human genome project,

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Division of Natural Sciences bioinformatics, and the legal and ethical considerations of public genetic information. Three hours lecture, three hours laboratory. (F) 420 Immunology. (4)

Prerequisites: BIOL 101, 302 (or concurrent); CHEM 331, or consent of instructor.

Immunochemistry of antigens and antibodies, serological reactions, chemistry of complement, control of immunity, and the host immune response. Lab will consist of serological and immunobiological techniques. Three hours lecture, three hours laboratory. (S odd years) 425 Special Topics. (1-5)

Prerequisites: To be specified by instructor.

Courses in diverse areas of biology. Specific topics to be announced and indicated by appropriate title on transcript. May be taken for credit repeatedly.

430 Recombinant Gene Technology. (4) Prerequisites: BIOL 302, CHEM 331, 332, PHYS 101 or 201, 102 or 202

Emphasis on the experimental approach to techniques in molecular biology. Techniques include: DNA isolation, cloning, sequencing, nucleic acid and protein hybridizations, polymerase chain reaction (PCR), and expression and detection of recombinant proteins. Application of these techniques in genetics, cell biology, medicine, and biochemistry will be discussed. A fiveweek independent research project is required. Two hours lecture, six hours laboratory. (S)

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451 Biology Seminar. (1) Prerequisite: BIOL 302; BIOL 401 (or concurrently); Senior standing.

A seminar emphasizing design of a scientific talk for presentation in a public forum. Each student presents a current primary scientific paper and answers oral questions related to the topic. Class participation is mandatory. Some seminars are presented by outside speakers; visitors are welcome. At the end of the course, a biology field test is administered. (F) 480-481 Honors Courses. (3, 3)

Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact biology faculty for further information. (F, S) Department of Mathematics

Programs offered by the Department of Mathematics are designed to prepare students for mathematics and computer science related vocations—including the teaching of mathematics and computer science. The programs also prepare the student for graduate study in these subject areas. The Department of Mathematics offers the following options: (I) the Bachelor of Science degree program with (a) a Comprehensive Mathematics major, (b) a Computer Science major, and (c) a Mathematics major with a minor; (II) the Computer Information Systems degree program; and (III) the Bach-

Division of Natural Sciences elor of Science in Education degree program with certification specializations for (a) grades 5-9 and (b) grades 5-Adult. Student programs are planned in consultation with an adviser from the Department of Mathematics. Minors for non-education degree programs are offered in Mathematics, Statistics, and Computer Science. Formal recognition is given to students who successfully supplement a degree program with an emphasis in Pre-actuarial Science or Biometrics. Students electing one of the programs of this Department must have at least one unit in high school geometry. A deficiency in high school geometry may be removed by successful completion of MATH 200, Introductory Geometry. An overall grade point average of 2.00 (C) or higher in all required courses is needed for successful completion of any of the programs, including minors. For non-educational programs, grades obtained in MATH 101, 110, 305, and 414 cannot be used to meet this minimal 2.00 grade point average requirement. The math education certifications require a 2.50 grade point average. Majors are required to take an assessment test during the senior year. Mathematics Placement Students may not enroll in a mathematics course for credit towards graduation unless a minimum score of 19 is earned on the mathematics section of the Enhanced ACT test, or a minimum

score of 460 on the quantitative portion of the Re-centered SAT. Students not meeting these minimal requirements must successfully complete the developmental program consisting of MATH 090 and/or 091 with a C or higher. Students will be allowed to register for mathematics courses based on ACT/ SAT mathematics scores. The cutoffs are the following:

Course: ACT* SAT*

Math 101 General Mathematics 19 460 Math 103 College Algebra (with 1 hour/ week required recitation)

19 460

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Division of Natural Sciences Math 103 College Algebra

23

540

Math 104 College Trigonometry

25

580

Math 105 Elementary Statistics

25

580

Math 200 Introductory Geometry

23

540

Math 201 Intro to Computer Programming

19

460

Math 250 Calculus I

28

630

*Minimum test score required for placement

COMPASS Test:

Equivalent Proficiency for MATH 103 and 104

Students wishing to enroll in Math 103 Students who achieved a mathematics (without a required recitation section) ACT score of 25 or higher may have or Math 200 with a mathematics ACT MATH 103 waived as a course prereqscore of 22 or less have the option of uisite and as a program requirement for taking the COMPASS test administered by the Department of Mathemat- degrees in science and mathematics. Students who achieved a mathematics ics. A minimum scaled score of 63 on ACT score of 28 or higher may also the pre-algebra test and a minimum have MATH 104 waived as a course scaled score of 38 on the algebra test prerequisite and program requirement are both required. A student may also for degrees in science and mathematchallenge an ACT math score of 18 or ics. below in order to be admitted to Math 101 or higher; a minimum scaled score The Bachelor of Science of 59 on the pre-algebra test and a 36 The degree of Bachelor of Science on the algebra test qualify for placewith a major in mathematics requires ment in Math 101, Math 103 (with recitation), and Math 201. Students are successful completion of 128 semester hours, including (1) the Program allowed to take this test once during a of General Studies (pages 61) which 4-year period. must include six hours of one foreign language; (2) one of the mathematics programs listed below; (3) a minor (where required); and (4) a program of Majors in Mathematics electives. COMPREHENSIVE MATHEMATICS—52-58 HOURS* MATH 103, 104, 201, 220, 250, 251, 252, 303, 307, 309, 310, 320, 451; six other

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Division of Natural Sciences hours from 202 and above excluding 305, 414, 490 and 491; nine other hours selected from 403, 404, 452, 460, 470, and, with consent of chairman, 420. *Recommended: eight hours of physics; six other hours of computer programming. COMPUTER SCIENCE/MATHEMATICS—60-66 HOURS* MATH 103, 104, 201, 202, 215, 220, 240, 250, 251, 252, 271, 307, 320, 355, 356, 361, 362, 410, 445, 460; PHYS 319. *Recommended: six hours of statistics. (Note: PHYS 101 or 201, and 102 or 202, or consent of instructor is required for PHYS 319.) MATHEMATICS—37-43 HOURS* MATH 103, 104, 201, 250, 251, 252, 303, 307, 309, 310, 320, 451; three hours from 403, 404, 452, 460, 470, and, with consent of chairman, 420.

Recommended: eight hours of physics and three additional hours of computer programming. (Note: a minor is required—computer science and statistics are acceptable options.) Minors and Areas of Emphasis in Mathematics MINOR IN COMPUTER SCIENCE—18 HOURS MATH 201, 202, 212, 215, 355; three additional hours of mathematics above 104, excluding 305, 414, 490 and 491

Not available for Computer Information Systems or Computer Science. Mathematics Minors MINOR IN MATHEMATICS—22-28 HOURS* MATH 103, 104, 201, 250, 251, 252, 307; three hours from 290 and above, excluding 305, 414, 490 and 491. Not available for Mathematics or Comprehensive Mathematics majors. MINOR IN STATISTICS—18 HOURS MATH 105, 303, 320, 404, either 451 or 452, and three hours of computer programming. AREA OF EMPHASIS IN PREACTUARIAL SCIENCE—25-31 HOURS* MATH 103, 104, 105, 250, 251, 252, 303, 320, 404.

Note: The student is prepared for preliminary actuarial examinations. (This concentration is included within a mathematics major–statistics minor program.) *Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see page 186). The Bachelor of Science in Computer Information Systems The Bachelor of Science in Computer Information Systems requires the successful completion of 128 semes-

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Division of Natural Sciences ter hours, including the Program of General Studies and the following courses: ACCT 207; BGEN 222, 311; MGT 305; MKT 305; MATH 103, 104, 105, 201, 202, 212, 215, 220, 240, 356, 361, 410, 490. Recommended: MATH 355, 445. The Bachelor of Science in Education The degree of Bachelor of Science in Education, with certification to teach mathematics, requires successful completion of 128 semester hours, including (1) the Program of General Studies, page 61; (2) the Professional Education Component, page 94; and (3) the requirements associated with one of the following certifications: Certification for Grades 5-9 Students may combine a middle school program in Mathematics 5-9 with (1) the Elementary Education Program; or (2) a specialization for grades 5-9; or (3) a specialization for grades 5-Adult. Certification for Grades 5-Adult (page 90)

Students may complete a single field in Mathematics 5-Adult; however, it is highly recommended that this field be combined with at least one other field. **Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see page 186).

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Mathematics Courses (MATH) 090 Basic Mathematics. (3) A beginning course in mathematics focusing on operations with whole numbers, fractions, decimals, proportions, percents, and the real number system; solving equations and problems; basic geometry; and graphing linear equations by the slope-intercept, pointslope, and x and y intercept methods. Grade of C or better required. (Nongraduation credit) (F, S) 091 Basic Algebra. (3)

Prerequisite: MATH 090, if indicated by diagnostic testing.

An introduction to basic algebra skills, including solving equations, systems of equations, and equalities; fractional expressions; exponents, powers, and roots; quadratic equations and functions; and geometry skills, including formulas for distance, slope, and midpoint. This course serves as a prerequisite for Math 101, 103, and 201 for students with math ACT scores less than 19. Students with math ACT scores of 19-22, or those who have not had high-school mathematics for several years may wish to consider taking this course as an algebra refresher prior to taking Math 103. Grade of C or better required. (Non-graduation credit) (F, S) 101 General Mathematics. (3)

Prerequisite: MATH 091, or Math ACT 19+, or qualifying COMPASS score.

A survey course including selected topics from problem solving, set theory,

Division of Natural Sciences consumer math, and algebra. (F, S) 103 College Algebra. (3)

Prerequisite: MATH 091, or Math ACT 19+, or qualifying COMPASS score. Students with Math ACT 19-22 and non-qualifying COMPASS score must enroll for a 2 hour/ week noncredit recitation section (103R) or complete MATH 091 as a prerequisite.

Polynomial, rational, exponential, and logarithmic functions. Graphing functions, operations with matrices, sequences, series, permutations and combinations included. Enrollment in a recitation section (103R) is optional for students with ACT scores 23 or higher and those who have completed Math 091. 3 hours lecture, 2 hours recitation. (F, S) 104 College Trigonometry. (3)

Prerequisite: MATH 103 or Math ACT 25+.

Circular functions, trigonometric identities, applications to triangles, complex numbers. (F, S)

early and middle childhood teachers and includes the study of sets, relations, numeration systems, elementary theory, and the structure of the real number system. This course will include 10 or more hours of classroom observation. A grade of C or better is necessary for teacher certification programs requiring this course. (F, S) 200 Introductory Geometry. (3)

Prerequisite: MATH 101 or 103, or Math ACT 23+, or qualifying COMPASS score.

Includes fundamental concepts of elementary geometry, points, lines, space, separation, simple closed curves. (S) 201 Introduction to Computer Programming I. (3) Prerequisite: MATH 091, or Math ACT of 19+, or qualifying COMPASS score; MATH 103 recommended.

Prerequisite: MATH 103 or Math ACT 25+.

Fundamental characteristics and properties of computer languages, algorithmic methods of solving problems on the computer. C programming language is taught and used. (F, S)

Descriptive statistics, introduction to sampling statistics, hypothesis testing, correlation and regression, analysis of variance, and related topics. (F, S)

Prerequisite: MATH 201 with a grade of C or better.

110 Mathematics for Elementary School Teachers. (3)

212 Cobol. (3)

105 Elementary Statistics. (3)

Prerequisite: MATH 101 and 103 with a grade of C or better.

This course is designed for prospective

202 Introduction to Computer Programming II. (3)

Continuation of MATH 201. Grade of C or better required. ( S)

Prerequisite: MATH 201.

Basic characteristics and properties of computers and applications to busi-

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Division of Natural Sciences ness. (F)

215 Assembly Language Programming. (3) Prerequisite: MATH 201 with a grade of C or better.

An introduction to machine language and assembly language. Symbolic coding, addressing techniques, and operation of assemblers are included. (F) 220 Discrete Mathematics. (3) Prerequisite: MATH 103 and 201.

Topics include the study of functions and relations, graphs and trees, combinatorics, sets, analysis of algorithms, and formal logic. (S) 240 Programming in C++. (3) Prerequisite: MATH 202.

Advanced programming techniques using C++ object-oriented programming language. Topics include the underlying C language, the use of objects (abstract and concrete classes, class interfaces, and class templates), dynamic storage structures, and an introduction to software engineering frameworks using the C++ language. (S) 250 Calculus with Analytic Geometry I. (4)

Prerequisites: MATH 103 and 104, or Math ACT of 28 or higher.

An introduction to differential calculus, including the necessary techniques of inequalities, sets, relations, and analytic geometry. Limits, continuity, and differentiation of algebraic functions. Some applications of differentiation. (F, S)

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251 Calculus with Analytic Geometry II. (4) Prerequisite: MATH 250.

A study of the definite and indefinite integrals, elements of analytic geometry to include: conic sections, polar coordinates, and vectors in two and three dimensions. (F, S)

252 Calculus with Analytic Geometry III. (4) Prerequisite: MATH 251.

Techniques and applications of integration, vectors in three-dimensional analytic geometry. Elements of infinite series and multiple integration. Introduction to differential equations. (F, S) 260 Number Theory. (3)

Prerequisite: MATH 103 or consent of instructor.

Includes numeration systems, primes, divisibility, factorization, indeterminate problems, diophantine equations, and analysis of congruences. (Fall-odd years) 271 Computer Organization and Hardware. (3) Prerequisite: MATH 215 and 240.

Organization of computers in terms of input-output, memory, control and processing units. Representation of data, machine arithmetic instruction formats, basic mechanical and electronic characteristics of computers included, as well as storage devices, control and processing units and computer networks. (S) 275 Special Topics in Computer Sci-

Division of Natural Sciences ence. (1-2) A series of 1-credit, 5-week or 2-credit 10 week mini-courses in topics related to computer science. 290 History of Mathematics. (3)

Prerequisite: MATH 103 or consent of instructor.

A survey of the development of mathematics from prehistoric times to the present, with emphasis on the mathematical theories and techniques of each period, with their historical evolution. (Fall-even years) 303 Mathematical Probability and Statistics I. (3) Prerequisite: MATH 105 (or consent of instructor), and MATH 252.

Includes distributions of random variables, conditional probability, correlation coefficient, selected distributions, and interval estimation. (S) 305 Mathematics for the Public Schools. (3)

Prerequisite: MATH 110 or 220 and 60 semester hours previously earned.

A study of techniques appropriate for the teaching of mathematics. Student projects and 10 or more hours of classroom observation may be required. Grade of C (or better) necessary for teacher certification program when course is required. (F, S) 307 Introduction to Abstract Algebra. (3) Prerequisite: MATH 103.

Includes symbolic logic, sets, structure of number systems, introduction to

group theory, survey of algebra and proofs of theorems. (F) 309 College Geometry. (3) Prerequisite: MATH 250.

A careful treatment of Euclidean and non-Euclidean geometries with emphasis on a transformational point of view. (S) 310 Abstract Algebra. (3) Prerequisite: MATH 307.

A reasonably careful treatment of the structure of algebra, sets, relations, functions, with primary emphasis on group theory, rings, integral domains, and fields. (S) 320 Linear Algebra. (3) Prerequisite: MATH 307.

Techniques in solving systems of linear equations employing the concepts of linear transformations, matrices and determinants. Other topics covered include vector spaces and eigenvalue theory. (S) 340 Mathematical Explorations. (1) Prerequisite: MATH 250 or consent of instructor.

Interesting but non-routine problems will be considered, especially those solvable with simple methods. May be repeated up to four times. (F, S) 355 Data Structures. (3) Prerequisite: MATH 240.

Implementation of abstract data types, stacks, linear and circular lists, queues,

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Division of Natural Sciences trees, hashing functions, memory management, sorting, and searching algorithms. (F) 356 Data Base Management. (3) Prerequisite: MATH 240.

Design, evaluation, and use of data base systems. Topics include file organization and maintenance, information retrieval, query languages, security and the relational, hierarchical, and network approaches to data base management. (S) 361 Operating Systems. (3) Prerequisites: MATH 240.

Introduction to software organization for program, storage, and process management. Topics include concurrent processes, virtual memory, placement, and scheduling algorithms. (F) 362 Programming Languages and Translators. (3) Prerequisites: MATH 220, 307, and 355.

Formal definitions of programming languages, including specifics of syntax and semantics. Includes introduction to design, structure, and use of translators for programming languages, and related automata theory topics. (S) 403 Applied Mathematics. (3) Prerequisites: MATH 252 and 320.

Topics include solving linear and nonlinear differential equations, systems of linear differential equations, fundamental existence theorems, numerical solutions, and the use of Laplace transforms. (Fall of even years)

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404 Mathematical Probability and Statistics II. (3) Prerequisite: MATH 303.

Continuation of MATH 303. Includes introduction to limiting distributions, hypothesis testing, sufficient statistics, analysis of variance and non-parametric statistics. (F) 410 Software Engineering using Java. (3) Prerequisite: MATH 240.

An introduction to rigorous frameworks for the engineering of software systems. Several engineering frameworks are examined, with discussion on the offerings and limitations of each approach. A relatively modern and futuristic view of software engineering serves as the basis for developmental projects in the course. The Java Language is taught and used. (S)

414 Special Methods in the Teaching of Mathematics. (2) Prerequisites: MATH 305 and consent of instructor.

Observation (10 or more hours), methods, and media appropriate to the teaching of mathematics. (F) 420 Special Topics. (3)


Extended study beyond introductory courses in number theory, abstract algebra, geometry, topology, complex variables, or other topics of interest.

430 Microcomputer System Design. (3) Prerequisites: MATH 356. Co-requisite:

Division of Natural Sciences Math 361

Information and systems concepts, and management of information processing. (F)

445 Distributed Processing and Networks. (3) Prerequisite: MATH 361.

(F)

460 Numerical Analysis. (3) Prerequisites: MATH 201, 252, and 320.

Solutions of problems by numerical methods. Includes error analysis, polynomial approximations, numerical integration, and differentiation. (F)

Introduction to distributed processes, its advantages and disadvantages relative to microcomputerization of information processing. (S)

470 Independent Study. (1-6)

Prerequisite: MATH 252 and 320.

Students work on mathematical problems outside the scope of normal courses under minimal supervision. Student must give an oral presentation and a written summary of project. (F, S)

451 Advanced Calculus. (3)

Utilizes the concepts of limit points and cluster points in the study of functions of one variable. Properties of continuous and differential functions. Riemann and Darboux integration, and sequences and series of functions are discussed. (F) 452 Real Analysis. (3)

Prerequisite: MATH 252 and 320.

The study of metric and Banach spaces; integration theory including Riemann, Lebesgue, and Stieltjes integrals; and functional analysis. (Spring of odd years) 455 Image Processing. (3)

Prerequisites: Math 202, 303, 320; Phys 317

Development of the standard topics of image processing including image enhancement in spatial and frequency domains, filtering, wavelets and multiresolution processing, image compression and segmentation with an emphasis on their mathematical foundations.

Prerequisites: More than 11 hours in mathematics courses numbered 300 or above. Application must be made and approved by a committee before the student can register for independent study.

480 & 481 Honors Courses. (3, 3)

Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Application must be made and approved by a committee before the student can register for the honors course. (F, S) 490 & 491 Practicum I & II. (3, 3)

Prerequisites: Mathematics or Computer Information Systems major with junior or senior standing and consent of instructor.

Field experience in data processing environments. Provides opportunity to relate principles to practical applications in the computer and/or computer information-processing fields. Student

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Division of Natural Sciences must submit a written report. (F, S) Department of Physical Sciences The Department offers degree programs in chemistry and environmental geosciences, as well as coursework in chemistry, geology, physical science, and physics. Minor programs are available in chemistry, geology, and physics. 3+1 agreements exist for programs in pharmacy and clinical laboratory science, which allow the student to attend Concord for three years and an off-campus School of Pharmacy or Medical Technology for the fourth year. The mission of the Department is to provide course work and degree programs that enable the student to understand the fundamental principles of disciplines in the physical sciences, to develop an attitude of scientific objectivity and inquiry, and to acquire quantitative laboratory and field skills appropriate to scientific investigation. The Department operates the Concord University observatory for optical astronomy, maintains numerous laboratories for teaching and research, and provides an opportunity to study geology in the field using the ideal setting of southern West Virginia and researchgrade geophysical instrumentation. The student must earn a GPA of 2.00 (C) or higher in all courses required for most majors and all minors in the Department. Science education programs in Chemistry 9-Adult and General Science 5-9 and 5-Adult are administered by the Department and require a

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GPA of 2.50 or higher, with no grades in required courses less than a C. The Major in Chemistry (Pharmacy Option) 3+1 program expects a GPA of 3.25 with no grades in required courses less than a C. Chemistry

Students choosing a major in chemistry may pursue either: (I) the Bachelor of Science degree with a chemistry (comprehensive option) major, a program designed for the preparation of professional chemists; (II) the Bachelor of Science degree with a chemistry (preprofessional option) major, a program designed for those who wish to pursue a health-related profession such as medicine, pharmacy, or dentistry; (III) the Bachelor of Science degree with a chemistry (pharmacy option) major, a 3+1 program joint with the University of Charleston Pharmacy School; (IV) the Bachelor of Science degree with a chemistry (clinical laboratory science option) major, a 3+1 program joint with a hospital-based School of Medical Technology; or (V) the Bachelor of Science in Education degree. The Bachelor of Science – Chemistry The degree of Bachelor of Science with a major in chemistry requires successful completion of 128 semester hours, including (1) the Program of General Studies which must include six hours of one foreign language, and (2) one of four chemistry programs: (I) The chemistry comprehensive option, (II) the pre-professional option, (III) the clinical laboratory science

Division of Natural Sciences option, or (IV) the pharmacy option. In addition to the requirements above, the 3+1 programs in allied health sciences (clinical laboratory science and pharmacy) require completion of a fourth-year, off-campus residency with passing grades as described below. I. MAJOR IN CHEMISTRY (COMPREHENSIVE OPTION) 39 hours in chemistry—CHEM 101, 111, 102, ,112, 210, 220, 331, 332, 351, 352, 357, 358, 401, 402, 413; two hours of 347, 407, 417; 18-24 hours in mathematics—MATH 103*, 104*, 201, 250, 251, 252, and three hours from MATH 202, 215, 303, 320, or PHYS 317***; 10 hours in physics— PHYS 101 or 201**, 102 or 202**, and two or more hours of 300-level or above physics electives.

II. MAJOR IN CHEMISTRY (PREPROFESSIONAL OPTION) 30 hours in chemistry—CHEM 101, 111, 102, 112, 210, 220, 331, 332, 351, 352, 357, 358 two hours of 347, 407, 417; 7-13 hours in mathematics— MATH 103*, 104*, 201, 250; 10 hours in physics—PHYS 101 or 201**, 102 or 202**, and two or more hours of 300-level or above physics electives. *Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see p. 186). **Calculus-based physics recommended if possible ***If PHYS 317 is used as a math

elective, it cannot be used as a 300-level physics elective.

3+1 Programs in Allied Health Sciences: Pre-pharmacy and Medical Technology/Clinical Laboratory Science Concord University has affiliation arrangements with the University of Charleston School of Pharmacy and the Carilion Medical Center in Roanoke, VA, by which Concord offers a Bachelor of Science degree with majors in: (I) Chemistry (Pharmacy Option), and (II) Chemistry (Clinical Laboratory Science Option). The Pharmacy Option requires completion of 3 years of coursework at Concord followed by the first year of the 4-year Doctor of Pharmacy program on the campus of the University of Charleston (WV). The Clinical Laboratory Science Option requires completion of 3 years of coursework at Concord followed by a one-year residency at a fully accredited hospital School of Medical Technology (Carilion Medical Center, Roanoke, VA or another accredited and approved program). Additional details on both programs are provided below and students should remain in close contact with a Concord chemistry faculty adviser to assure that all program requirements are met, including any possible unpublished changes to both programs that may be required by the external institutions. Admission to both the University of Charleston Pharmacy School and accredited Medical Technology programs is highly competitive; students who fail to be admitted will

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Division of Natural Sciences not be eligible for the pre-pharmacy or Clinical Laboratory Science degree options at Concord. Students should begin the sequence of courses in biology (BIOL 101), chemistry (CHEM 101), and math (MATH 103) their first semester in order to avoid later schedule conflicts and to be ready for their off-campus residency after three years of college. III. Medical Technology/Clinical Laboratory Science Option The Bachelor of Science degree with a major in Chemistry (Clinical Laboratory Science Option) allows graduates the opportunity to become nationally certified Medical Technologists (MT) by the Board of Registry of the American Society for Clinical Pathology. The program requires off-campus study at an accredited teaching hospital during the fourth year. Career information can be found at www.ascp.org/ bor/medlab/careers. This degree is not for aspiring Medical Lab Technicians (MLT), who will usually attend programs at 2-year colleges. Students interested in clinical laboratory science will take three years (98 semester hours) of academic work at Concord and apply for competitive admission to a twelve-month internship in residence (the fourth year) at a hospital-based School of Medical Technology. Applicants are selected by the hospital for admission to the professional curriculum based upon the student’s academic record, an interview with the hospital personnel, and

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letters of reference. Registration for courses taken during the professional clinical year will occur at the hospital. Concord University does not charge tuition or fees during this clinical year; however, students usually pay a fee and/or tuition to the hospital for these hospital-based courses. Students are not required to complete their fourth-year internship at Roanoke, but may instead apply to any other fully accredited hospital School of Medical Technology. If accepted, arrangements can be made to accept that hospital’s course credits at Concord University. The Bachelor of Science with a Major in Chemistry (Clinical Laboratory Science Option) This degree program requires successful completion of 128 semester hours, including: (1) the Program of General Studies; (2) the 48-49-hour program of courses listed below; and (3) a fourth year, off-campus medical technology internship (MDTH 450; 30 hours in two semesters). MEDICAL TECHNOLOGY/CLINICAL LABORATORY SCIENCE PROGRAM 42-43 hours in chemistry and biology – CHEM 101, 102, 111, 112, 210, 220 331, 332 or 341, 351, 357; BIOL 101; BIOL/CHEM 302; BIOL 330, 401, 420; 3-9 hours in mathematics – MATH 103*, 104*, 105. Useful but not required electives could be chosen

Division of Natural Sciences from BIOL 234 or 235, BIOL 240, PHYS 101, 102 or 201, 202, CHEM 352 and 358. IV. Pharmacy Option The Bachelor of Science degree with a major in Chemistry (Pharmacy Option) allows graduates the opportunity to receive a B.S. degree from Concord after completing the first year of the 4-year Doctor of Pharmacy (Pharm.D.) program at the University of Charleston. Students interested in this option will take three years (98 semester hours) of academic work at Concord and then apply for competitive admission to the Pharm.D. program at the University of Charleston. Students interested in this program are encouraged to have ACT or SAT scores of 24 or 1100, a high school GPA of 3.0/4.0, and a high school class rank in the top 25%. In order to maximize potential for acceptance into the UC program, students should attain at least a 3.25 GPA in all college-level courses required for the program with no grade less than a C. Students are further encouraged to show evidence of scholarly and extracurricular activities, community and campus activism, and a desire to become a pharmacist. Registration and tuition for courses taken during the fourth year, off-campus residency in Pharmacy School will occur at the University of Charleston; Concord University does not charge tuition or fees during the fourth year. Pharmacy Option students should begin the sequence of courses in biol-

ogy (BIOL 101), chemistry (CHEM 101), and math (MATH 103) their first semester in order to avoid later schedule conflicts and to be ready for their hospital training after three years of college. The Bachelor of Science with a Major in Chemistry (Pharmacy Option) This degree requires successful completion of 128 semester hours, including: (1) the Program of General Studies; (2) the Phase I Pre-pharmacy program listed below; and (3) the first year of phase II at the University of Charleston (Students will enroll in CHEM 450 at Concord; 30 hours in two semesters). PHARMACY OPTION (PHASE I)

25 hours in chemistry—CHEM 101, 111, 102, 112, 331, 332, 351, 357 341 or 352 or 401, 347, 358, 407; 20 hours in biology – BIOL 101, 102, 235, 237, 330; 7-13 hours in mathematics – MATH 103*, 104*, 105, 250; 8 hours of physics – PHYS 101 or 201**, 102 or 202**; 3 hours in ethics – PHIL 212 or LSPL 301.

*Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see p. 186). **Calculus-based physics recommended if possible. MINOR IN CHEMISTRY 24 hours in chemistry—CHEM 101, 111, 102, 112, 331, 351, 357; seven

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Division of Natural Sciences hours of chemistry electives; 8 hours of physics—PHYS 101 or 201, 102 or 202. The Bachelor of Science in Education – Chemistry 9-Adult The degree of Bachelor of Science in Education, with certification to teach chemistry, requires successful completion of 128 semester hours, including (1) the Program of General Studies, (2) the Professional Educational Component (page 94), and (3) the requirements associated with certification in Chemistry 9-Adult. Students may complete a single field in Chemistry 9-Adult; however, it is recommended that this field be combined with another field such as General Science 5-Adult. Students may also combine the education degree with a dual major in one of the four chemistry programs above, such as pre-professional chemistry (recommended). Chemistry Courses (CHEM) 100 Fundamentals of Chemistry. (3) Prerequisites: MATH 091 previously or concurrently (or equivalent proficiency)

An introduction to basic chemistry concepts and calculations. Three hours lecture. Cannot be used as a general studies elective. (F) 101 General Chemistry I. (3)

Prerequisites: MATH 103 (or equivalent proficiency) and ENGL 101 (previously or concurrently for both). Co-requisite: CHEM 111.

An introductory course designed to

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give a general knowledge of the principles of chemistry. Must be taken concurrently with CHEM 111. Three hours lecture. (F) 102 General Chemistry II. (3)

Prerequisite: CHEM 101, MATH 103 (or equivalent proficiency). Co-requisite: CHEM 112.

A continuation of Chemistry 101. Must be taken concurrently with CHEM 112. Three hours lecture. (S)

111 General Chemistry Laboratory I. (1) Co-requisite: CHEM 101

A laboratory course designed to accompany the concepts presented in Chemistry 101. Two hours laboratory. Must be taken concurrently with Chemistry 101. (F)

112 General Chemistry Laboratory II. (1) Prerequisites CHEM 101 and CHEM 111, corequisite: CHEM 102

A laboratory course designed to accompany the concepts presented in Chemistry 102. Three hours laboratory. Must be taken concurrently with Chemistry 102. (S) 210 Chemical Laboratory Safety. (1) Prerequisites: CHEM 102 and 112

The basics of safety in the chemical laboratory are studied, including legal, ethical, and policy issues appropriate to the workplace. One hour lecture. (F) 220 Laboratory Research Methodology. (1)

Division of Natural Sciences Prerequisites: CHEM 102 and 112

site: CHEM 357.

An introduction to research design and experimental methods in chemistry. Includes techniques of literature search and the use of statistics and computers in data analysis. Three hours lab. (S – even years).

Methods of measuring and quantifying the chemical composition of natural and artificial materials. Must be taken concurrently with CHEM 357. Three hours lecture. (F)

302 Cell and Molecular Biology. (4) See BIOL 302.

331 Organic Chemistry I. (4) Prerequisites: CHEM 102 and CHEM 112

Introduction to the chemistry of carbon compounds. Laboratory consists of fundamental techniques and preparations. Three hours lecture, three hours laboratory. (F) 332 Organic Chemistry II. (4) Prerequisite: CHEM 331.

A continuation of CHEM 331. Three hours lecture, three hours laboratory. (S) 341 Biochemistry I. (3) Prerequisite: CHEM 331.

Study of the structure and function of proteins, carbohydrates and lipids, as well as eukaryotic metabolic pathways. Three hours lecture. (F) 347 Biochemistry Laboratory. (1)

Prerequisites CHEM 331; Pre or Co-requisite: CHEM 341.

A laboratory course designed to accompany the concepts presented in CHEM 341. Three hours laboratory. (F) 351 Analytical Chemistry. (3)

Prerequisites: CHEM 102, and 112. Corequi-

352 Instrumental Analysis. (3)

Prerequisites: CHEM 351; PHYS 102 or 202 previously or concurrently. Co-requisite: CHEM 358.

Spectroscopic, chromatographic, and electrometric methods of analysis are studied. Must be taken concurrently with CHEM 358. Three hours lecture. (S) 357 Analytical Chemistry Laboratory. (2)

Prerequisites: CHEM 102 and CHEM 112, Corequisite: CHEM 351. A laboratory course designed to accompany the concepts presented in CHEM 351. Six hours laboratory. Must be taken concurrently with CHEM 351. (F)

358 Instrumental Analysis Laboratory. (2) Prerequisites: CHEM 351 and CHEM 357, PHYS 102 or 202 previously or concurrently. Corequisite: CHEM 352.

A laboratory course designed to accompany the concepts presented in CHEM 352. Six hours laboratory. Must be taken concurrently with CHEM 352. (S) 401 Physical Chemistry I. (3)

Prerequisites: CHEM 102, PHYS 102 or 202, MATH 251. Corequisite: CHEM 407. Must be taken concurrrently with CHEM 407.

A calculus-based study of thermodynamics, phase equilibria, and electrochemistry. Must be taken concurrently

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Division of Natural Sciences with CHEM 407. Three hours lecture. (F – even years) 402 Physical Chemistry II. (3) Prerequisites: CHEM 401.

A study of chemical kinetics, quantum mechanics, and spectroscopy. Three hours lecture. (S – odd years)

407 Physical Chemistry Laboratory. (1) Prerequisites CHEM 102 and 112, PHYS 102 or 202, MATH 251. Corequisite CHEM 401.

A laboratory course designed to accompany the concepts presented in CHEM 401. Three hours laboratory. Must be taken concurrently with CHEM 401. (F-even years) 413 Inorganic Chemistry. (3)

Prerequisite: CHEM 102 Coorequisite CHEM 417.

Examination of the structure of atoms and the bonding in inorganic compounds, including coordination compounds. Includes molecular symmetry and crystallography. Must be taken concurrently with CHEM 417. Three hours lecture. (F – odd years) 417 Inorganic Chemistry Laboratory. (1) Prerequisites CHEM 102 and 112. Corequisite CHEM 413

A laboratory course designed to accompany the concepts presented in CHEM 413. Three hours laboratory. Must be taken concurrently with CHEM 413. (F-odd years) 420 Special Topics. (1-5)

Prerequisites: Specified by the instructor.

Courses in selected areas of chemistry.

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Specific topics to be announced and indicated by title on transcript. May be taken for credit repeatedly. 451-452 Independent Laboratory Research. (1-3, 1-3) Prerequisite: Permission of the instructor.

Independent research in chemistry. Original investigative projects will be developed and completed by the student under the direction of a chemistry faculty advisor. May be repeated for up to six hours credit. (F, S) 480-481 Honors Courses. (3, 3)

Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the chemistry faculty for further information. (F, S) Geology Courses in geology focus on the scientific study of the Earth, its resources, and the analysis of environmental problems and natural hazards. Geology is a field-based, interdisciplinary science. The geological diversity of southern West Virginia provides an ideal natural laboratory for geoscience education. Many courses incorporate field trips and field research projects that uniquely enhance classroom learning. The geology program offers general studies courses, a minor, and a major.

Division of Natural Sciences The Bachelor of Science in Environmental Geosciences This degree program is designed to prepare students for scientific careers or graduate study in geology and/or environmental science. The degree requires successful completion of 128 semester hours, including: (1) the Program of General Studies (a foreign language is recommended but not required); (2) the multidisciplinary Core Requirements in geology, geography, chemistry, and mathematics listed below (50-56 hours); and (3) one of the three elective concentrations listed below (16 hours). Students interested in graduate study in geology should complete the Physical Sciences option since most graduate programs will require one year of chemistry, one year of physics, and one year of calculus; many will also require a foreign language. Students interested in the major should begin and complete coursework in mathematics and chemistry as soon as possible. MAJOR IN ENVIRONMENTAL GEOSCIENCES Core Requirements (50-56 hours):

GEOLOGY —(32 HRS.) GEOL 101, 202, 205, 370, 371, 380, 385, and 404. GEOGRAPHY—(3 HRS.) GEOG 311.

CHEMISTRY—(8 HRS.) CHEM 101, 111, and 102, 112.

MATHEMATICS —(7-13 HRS.) MATH 103*, 104*, and 7 or more hours (2 or 3 courses) selected from the following: MATH 105, 201, 202,

220, 240, 250, 251**. Elective Concentration (16 hours; choose one of three options below): (1) Geography and Geographic Information Systems (16 hrs.) – GEOG 411 and 13 hours from any of the following (including at least 6 hours in GEOG): GEOG 300, 312, 340, 412, 360, or any electives in GEOL beyond those used to satisfy Core Requirements. (2) Ecology and Life Sciences (16 hrs.) – BIOL 101, 102, 201, and 4 hours electives from any other course(s) in BIOL (BIOL 270 Aquatic Biology recommended). (3) Physical Sciences (16 hrs.)*** – PHYS 101 or 201, 102 or 202, and 8 hours electives from CHEM, GEOL, or PHYS beyond those used to satisfy the Core Requirements. Notes: *Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28. **MATH 250 and 251 recommended for geology graduate school applicants. *** MATH 250 must be selected for the mathematics Core Requirement to satisfy this elective concentration. MINOR IN GEOLOGY 18 hours in Geology—GEOL 101, 202, and 10 hours of geology electives, including at least 3 hours of 300-level or higher course work. Recommended: Inclusion of one or more courses from GEOL 370, 380, or 385.

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Division of Natural Sciences Geology and Environmental Science Courses (GEOL) Note: All four hour geology courses may be taken for General Studies Lab Science credit; 100-200 level courses are specifically designed for a broad audience. Students with math ACT scores of 18 or below are strongly encouraged to complete MATH 090 before taking any lab science courses.

101 Earth Processes, Resources, and the Environment. (4) Study of Earth systems and the connection between people, resources, and the environment. Topics include minerals, rocks, plate tectonics, geologic hazards, water, pollution, and global environmental change. A General Studies lab science. Three hours lecture, two hours lab or field. (F, S) 150 Oceanography. (4)

Interaction of geological, biological, chemical, and physical processes in the oceans, and the relationship between people and the marine environment. A General Studies lab science. Three hours lecture, two hours lab. 202 Evolution of Earth Systems. (4) Prerequisite: GEOL 101.

Study of changes in the Earth’s crust, global climate, oceans, and life through 4.6 billion years of geological time. Topics include fossils, mass extinctions, and the geologic development of the Appalachians. Lab emphasizes field study of southern West Virginia geology. A General Studies lab science. Three hours lecture, three hours lab or field. (S)

202

205 Environmental Geology. (4) Prerequisite: GEOL 101.

Application of geologic principles focusing on the interactions between people and the environment. Includes study of groundwater, natural hazards, and human-induced environmental problems. A General Studies lab science. Three hours lecture, two hours lab or field. (F – even years) 220 Special Topics. (1-5)


Courses in selected areas of geology or environmental science. Specific topics to be announced and indicated by title on transcript. Examples include Environmental Remote Sensing, Resource Geology, Oceanography. May be taken for credit repeatedly. 341 Process Geomorphology. (4) Prerequisite: GEOL 101.

Study of processes operating on Earth’s surface and the evolution and distribution of landforms. Introduction to watershed hydrology and other environmental applications. Three hours lecture, two hours lab. (S- odd years) 370 Earth Materials and Minerals. (4) Prerequisite: GEOL 101, CHEM 100 or CHEM 101.

Study of the identification, classification, geochemistry, and origin of minerals and rock bodies, with emphasis on igneous and metamorphic processes in continental crust. Introduction to environmental issues related to minerals and mining. Three hours lecture,

Division of Natural Sciences two hours lab. (S)

371 Optical Mineralogy. (2) Prerequisite: GEOL 370 or concurrently.

Identification and optical properties of minerals using petrographic and metallurgical microscopes. One hour lecture, two hours lab. (S) 375 Igneous, Metamorphic, and Sedimentary Petrology. (4) Prerequisites: GEOL 370 and 371.

Description and classification of rocks in hand sample and thin section. Includes study of the origin of rock bodies within various tectonic environments. Three hours lecture, two hours lab. 380 Sedimentary Geology. (4) Prerequisites: GEOL 101 and 202.

Principles of stratigraphy and sedimentology, including the origin and interpretation of sedimentary environments and rocks. Lab emphasizes field techniques, analysis, and interpretation. Three hours lecture, three hours lab or field. (F-odd years) 385 Structural Geology. (4)

Prerequisites: GEOL 101 and MATH 103 (or equivalent proficiency); MATH 104 and PHYS 101 (or concurrently) recommended.

Study of the mechanics and physics of rock deformation, the origin of geologic structures, and global mountainbuilding processes. Lab emphasizes geometric problem solving and Appalachian field studies. Three hours lecture, three hours lab or field. (F-even years) 404 Field Geology. (6)

Prerequisites: GEOL 202, 370, and permission of instructor.

Techniques and practice of geologic field mapping in diverse settings. Includes map and cross-section preparation, structural analysis, and written interpretive reports. Taught on location in the Rocky Mountains of central Colorado, northern New Mexico, and Utah. Additional fee for summer travel required. (Summer – odd years) 420 Special Topics in Geology or Environmental Science. (1-5) Prerequisites: Specified by instructor.

Courses in selected topics to be announced. Topics indicated by title on transcript; recent examples include Ground Penetrating Radar, Groundwater Hydrology. May be taken for credit repeatedly. 450-451 Geology Research I, II. (3, 3) Prerequisites: Junior or senior standing and consent of instructor.

Independent research in geology. Projects will be developed and completed by the student under direction of a faculty advisor. (F, S) 452-453 Environmental Science Research I, II. (3, 3) Prerequisites: Junior or senior standing and consent of instructor.

Independent research in environmental science. Projects will be developed and completed by the student under direction of a faculty advisor. (F, S) Geology Mini-Course

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Division of Natural Sciences 1011 Introduction to Cave Geology. (1) Study of the development of caves, the factors that influence cave diversity, and cave features. Safety in caving is stressed, and students will be required to obtain limited personal caving equipment.

MINOR IN PHYSICS—23 HOURS PHYS 101 or 201, 102 or 202, and 15 hours of physics electives. Recommended electives: PHYS 105, 301, 313, 317, 318, 319, 420. MATH 455 may be substituted for 3 hours of physics. Physics Courses (PHYS)

Physical Science

101 Introductory Physics. (4)

General Physical Science Courses (PHSC)

Prerequisite: MATH 103 and 104, or equivalent proficiency.

Note: PHSC courses may be taken in any order and one or both may be used for General Studies Lab Science credit.

103 Introduction to Physical Science I. (4) Prerequisites: MATH 101 (or higher); ENGL 101 previously or concurrently.

Development of conceptual models in astronomy and physics. Intended for elementary through middle level (K-9) education majors. Three hours lecture, two hours lab. (F, S)

104 Introduction to Physical Science II. (4) Prerequisites: MATH 101 (or higher); ENGL 101 previously or concurrently.

Development of conceptual models in chemistry, Earth, and atmospheric sciences. Intended for elementary (K-6) education majors; not open to science majors. Three hours lecture, two hours lab. (F, S) Physics

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An algebra/trigonometry-based introduction to mechanics, wave motion, and thermodynamics. Three hours lecture, two hours lab. (F) 102 Intermediate Physics. (4) Prerequisite: PHYS 101.

A continuation of PHYS 101, including an introduction to electricity and magnetism, optics, and modern physics. Three hours lecture, two hours lab. (S) 105 Introductory Astronomy. (4)

Prerequisite: MATH 101 or higher, previously or concurrently.

An introduction to the fundamentals of astronomy. Topics include: the history and philosophy of astronomy, earthsun-moon phenomena, the life cycle of stars, properties of galaxies, the current cosmological model, and the solar system. Labs incorporate the use of telescopes at the Concord University observatory. A General Studies Lab Science course that emphasizes critical thinking and the use of writing and basic mathematics. Three hours lecture, two hours lab. (F)

Division of Natural Sciences 201 University Physics with Calculus, Part 1. (4) Prerequisite: MATH 250 or concurrently.

A calculus-based introduction to mechanics, wave motion, and thermodynamics. Three hours lecture, two hours lab. (S) 202 University Physics with Calculus, Part 2. (4) Prerequisite: PHYS 201, MATH 250.

A continuation of PHYS 201, including an introduction to electricity and magnetism, optics, and modern physics. Three hours lecture, two hours lab. (F) 220 Special Topics. (1-5)


Courses in selected areas of physics. Specific topics to be announced and indicated by title on transcript. May be taken for credit repeatedly. 301 Optics and Wave Phenomena. (3)

Prerequisites: PHYS 102 or 202, MATH 104.

Geometrical and physical optics. Two hours lecture, two hours lab. 314 Modern Physics. (3)

Prerequisite: PHYS 102 or 202, MATH 250 previously or concurrently.

Atomic physics, special theory of relativity, nuclear physics, elementary particles, and special topics. Three hours lecture. (S-odd years)

315 Thermodynamics and Statistical Mechanics. (4) Prerequisites: PHYS 102 or 202, MATH 252.

Fundamental principles of thermody-

namics, kinetic theory of gases, and classical and quantum statistical mechanics. Four hours lecture.

317 Mathematics for Physical Sciences I. (3) Prerequisites: PHYS 102 or 202, MATH 252.

Mathematical techniques useful in the physical sciences, including infinite series, matrices, multiple integrals, vector analysis, Fourier series, calculus of variations, and special functions. Three hours lecture. (F) 318 Mathematics for Physical Sciences II. (3) Prerequisite: PHYS 317.

A continuation of PHYS 317, including a study of tensor analysis, Legendre polynomials, Bessel functions, functions of a complex variable, Laplace transforms, and partial differential equations. Three hours lecture. (S) 319 Digital Electronics. (2) Prerequisite: PHYS 102 or 202.

A laboratory study of digital electronics with emphasis on microprocessors. Four hours laboratory. (F, S) 401 Intermediate Electricity and Magnetism. (3)

Prerequisites: PHYS 102 or 202, MATH 252.

Electrostatics, magnetostatics, network analysis, electrodynamics, and an introduction to Maxwell’s equations. Three hours lecture. 402 Electricity and Magnetism. (3) Prerequisite: PHYS 401.

Maxwell’s equations, solutions of Laplace’s equation, and special topics.

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Division of Natural Sciences Three hours lecture.

403 Intermediate Mechanics. (3) Prerequisites: PHYS 102 or 202, MATH 252.

The basic principles of mechanics, including study of statics, kinematics and dynamics. Three hours lecture. 404 Theoretical Mechanics. (3) Prerequisite: PHYS 403.

The study of angular momentum, rotational and orbital motion, and the Lagrange and Hamilton equations. Three hours lecture. 420 Special Topics (1-5)


Courses in selected areas of physics. Specified topics to be announced and indicated by title on transcript. A recent example is Topics in Astrophysics. May be taken for credit repeatedly. 451-452 Independent Research. (3, 3) Prerequisite: Consent of instructor.

Introduction to physics research through individual supervised problems.

480-481 Honors Courses. (3, 3) Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional class-

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room work. Interested students should contact physics faculty for further information.

Division of Natural Sciences

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

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Division of Social Sciences

............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. .Course Page Appalachian Studies .....................210 Civic Engagement..........................212 Geography......................................213

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Division of Social Sciences History...........................................216 Legal Studies and Prelaw...............222 Philosophy.....................................225 Political Science.............................229 Psychology.....................................234 Public and Non-Profit Administration............................237 Recreation and Tourism Management................................237 Social Science................................242 Social Work....................................243 Sociology.......................................248 Degrees The Bachelor of Arts......................209 The Bachelor of Science in Education................................210 The Bachelor of Science in Recreation and Tourism Management...........238 The Bachelor of Social Work.........243

S

OCIAL SCIENCE DISCIPLINES examine the development, the structure, the conditions, and the implications of human association. The skills and techniques necessary for this examination are developed within the context of the theoretical bases for the organization of such knowledge. From different perspectives of study, courses in the Division are designed to further the student’s understanding of human

society, to increase the student’s ability to function effectively within that society, and to broaden the student’s understanding of the means toward acquiring a meaningful, just, and wellordered society. Four degrees are available for students studying in the social sciences. The student must earn a cumulative grade point average of 2.00 or better (except where stated otherwise) in all courses. Bachelor of Arts

Majors within this degree may be established in geography, history, political science, psychology, and sociology; see descriptions beginning on the next page. A minor but no major are available in the following: Appalachian Studies, Civic Engagement, Legal Studies and Prelaw, Philosophy, and Public and Non-Profit Administration. An interdisciplinary area of emphasis in International Studies is offered by the Political Science program. The International Studies area of emphasis is a joint program with Bluefield State College and is available to students of any major. An area of emphasis in philosophy with a major in history is available; see page 217. In addition, the major and minor requirements are discussed with each discipline. Bachelor of Science in Education

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Division of Social Sciences The degree of Bachelor of Science in Education, with certification to teach social studies, requires successful completion of 128 semester hours, including (1) the Program of General Studies (page 61 ); (2) the Professional Education component for the certification chosen (page 94); and (3) the requirements associated with the following certification. Certification for Grades 5-Adult in Social Studies. Bachelor of Science in Recreation and Tourism Management. See page 237 for details. Bachelor of Social Work. See page 242 for details. MINOR IN APPALACHIAN STUDIES—21 HOURS APST 101; HIST 307; GEOG 250 (Geography of Appalachia); SOC 201; nine hours of Appalachian Studies. (Appalachian Biogeography may be substituted for any one of the above courses.) Appalachian Studies at Concord University is an interdisciplinary program under the direction of the Geography staff. It is designed to provide students with an understanding of the physical and cultural characteristics of the historical and contemporary region. Although the courses are offered pri-

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marily as a means by which students may enrich their educational experiences, students may also minor in Appalachian Studies. The courses in the program will be supplemented by learning opportunities outside the classroom, including lectures, exhibits, and field trips. Appalachian Studies Courses (APST) 101 Introduction to Appalachian Studies. (3) Explores the historical and contemporary regional identity of Appalachia and its place in American society. 102 Appalachian Literature. (1) Also listed as ENGL 204A.

200 Special Topics in Appalachian Studies. (3) Provides concentrated study on a specific topic relating to the Appalachians. It may be repeated for credit, and the title of the special topic will be indicated on the student’s transcript. Example of special studies include Introduction to Appalachian Folk Arts and Crafts, The Black Experience in Appalachia, Appalachian Culture, Economic Problems of the Appalachians, Local Flora (also listed as BIOL 260), Human Diversity (also listed as SOWK 302), and West Virginia History, Geography, and Government (also listed as HIST 307 and POSC 307). 250 Regional Studies: The Appalachians. (3)

Division of Social Sciences See GEOG 250.

300 Appalachian Biogeography. (3) Please see the course description for NSC 300C. Also cross-listed with Biology 230, Ornithology. Appalachian Studies Mini-Courses The mini-courses in Appalachian Studies provide a flexible approach to educational needs and interests that may not be met by the traditional three-hour courses. Each mini-course represents one-third of a semester’s work, is approximately five weeks in length, and carries one hour of credit. Other courses will be developed to meet future student interests and needs. 1020 Introduction to the Folk Music of Appalachia. (1) An examination of the importance, form, structure, and instruments of Appalachian Folk Music. Both recorded music and live performances are used to illustrate the elements of the music.

pose and location of the Appalachian Trail, as well as trail hiking in general. Preparation, equipment and supplies for hiking and backpacking will be discussed. Participation in an overnight hike on the Appalachian Trail is required. 3503 Appalachian Writers. (1)

See Languages and Literature minicourses.

4601 Special Studies in Appalachia. (1) Provides concentrated study on a specific Appalachian Studies topic. May be repeated for credit and the title of the special study will be included on the student’s transcript. Courses include: Rock Climbing, Appalachian Archeology, Planning, Ultimate Frisbee, Latin for Beginners, Handgun Safety, and Appalachian Horsemanship. Independent Honors and Study

470-471 Independent Study. (3, 3)

1023 Appalachian Traditional Dances. (1)

See SOSC 470-471. (F, S) (Page 242).

An introduction to country dances and group dances other than square.

Juniors and seniors who qualify for Honors Courses are offered the opportunity to study apart from conventional classroom work. Interested students should contact the Division Chairperson for further information.

2010 Introduction to the Collection of Oral History. (1)

An introduction to the objectives and techniques of collecting oral history. Students will be required to participate in collection activities. 3302 Appalachian Trails. (1)

Includes a review of the history, pur-

480-481 Honors Courses. (3)

MINOR IN CIVIC ENGAGEMENT—19-31 HOURS

The Civic Engagement minor builds upon aspects of service learning and community based research, is an-

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Division of Social Sciences chored by an academic foundation, is reinforced through an internship, and exists within a culture that is critical in examination and reciprocally reinforcing as a learning community at local, national, and international levels. The Civic Engagement minor includes the following components and totals 19 hours (without internship credit) and up to 31 hours (with internship credit): 1) Lead Course (3 credit hours)

Social Work 350, Introduction to Community Service

2) Domestic Poverty (Select one: 3 credit hours) Social Work 161, Introduction to Social Work Social Work 301, Policy History Sociology 201, Contemporary Social Issues Social Work 303, Policy Analysis Co-Curricular Five (5) hours of continuing education focused on domestic poverty. Membership in organizations focused on domestic or international issues of social and economic oppression.

3) International Exposure (Select one: 3 credit hours) Political Science 304, Comparative Government Geography 300, Sustainable Development

Geography 301, Economic Geography

Political Science 230, Politics and Ecology

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Social Work 302, Human Diversity

-AND- Co-Curricular

Five (5) hours of continuing education focused on social and economic oppression at local, national, or international venues. Membership in organizations focusing on domestic and international issues of social and economic oppression is required. 4) Service Learning (7 credit hours)

Social Work 230, Group Dynamics and Interview ing Skills -AND- Social Work 305, Social Work Research Methods -OR Sociology 399, Introduction to Sociological Research -AND-

A service learning module added to a class in the student’s major (assistance provided by the Bonner Scholars Director as requested by the faculty member).

5) Full Time Service Internship (May be completed as non-credit hours or may receive up to 12 credit hours)

Division of Social Sciences •

This internship is to be completed in one semester. Written learning goals and objectives will be developed and implemented with the faculty member and the student. This community service experience will be an extension of the student’s research project.

6) Senior Capstone (3 credit hours) •

Social Work 404, Advanced Community Based Research. This class will serve as the student’s capstone course. It may be taken concurrently with the full-time service internship. Students will review their academic and experiential learning and generate a project to reflect that integrated knowledge.

Geography

The objective of the geography program is to provide an understanding of the interrelationships between people and their cultural and physical environments. Factual information is combined with geographic theories to identify, through critical thinking, the spatial relationships found on the Earth’s surface. Attention is also given to the geographic tools and techniques used to analyze the natural and human patterns found on the Earth’s surface. Students seeking the Bachelor of Arts degree may earn a major or a minor in geography as outlined below. Note required grade average on page 209.

The Bachelor of Arts The degree of Bachelor of Arts, with a major in geography, requires success-

ful completion of 128 semester hours, including (1) the Program of General Studies; (2) the geography program listed below; and (3) a program of electives or a minor as worked out with the student’s adviser. Students are encouraged to enroll in foreign language courses. Junior/Senior students may also complete a 3-to-6-hour internship subject to the approval of the geography faculty. MAJOR IN GEOGRAPHY—36 HOURS GEOG 101, 200, 300, 311, 465; nine hours of regional studies courses and twelve hours of systematic geography courses. *One of the following courses may be taken in lieu of a systematic geography course: APST 300; ECON 201 or 202; MATH 105, 201; SOC 310, 399. Two of the following geology courses may be taken in lieu of the corresponding number of systematic geography courses: GEOL 101, 202, 205, 341. MINOR IN GEOGRAPHY—15 HOURS GEOG 101, 200, and nine hours of geography electives with consultation from student’s adviser.

MAJOR IN GEOGRAPHY WITH AN AREA OF EMPHASIS IN CARTOGRAPHY AND GEOGRAPHIC INFORMATION SYSTEMS—45 HOURS GEOG 101, 200, 300, 311, 411, 465; one course from the following: GEOG 312, 412; nine hours of regional studies courses; MATH 103, 105, 201; two

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Division of Social Sciences courses from the following: GEOG 360, GEOG 450, 460 (Geomorphology), GEOL 101, 205, 341, 385, 420 (Environmental Remote Sensing), PHYS 105, CIET 110 (offered at Bluefield State College). This concentration will prepare students for careers and graduate work in Cartography and Geographic Information Systems.

AREA OF EMPHASIS IN PREENVIRONMENTAL LAW—33 HOURS POSC 104, 202, 225, 401; GEOG 200, 300, 320; BIOL 101, 102, 201. This area of emphasis will prepare students for graduate work in public policy, public affairs, or environmental law. It can be used to supplement any major. Introductory Geography Courses Note: GEOG 101 and 200 are the recommended prerequisites for all other courses in geography. All Geography prerequisites may be waived with the consent of the geography faculty. 101 Principles of World Cultural Geography. (3)

A survey course covering the culture regions of the world. Emphasis is placed on the geographic themes of place, location, movement, regions, human/environment interaction and landscape. (F, S)

200 Principles of Physical Geogra-

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phy. (3) An introductory course that studies the Earth as the environment of man. It emphasizes the physical pattern of climates, landforms, soils, vegetations, and natural resources. (F, S) Regional Geography Courses 250 Regional Studies. (3) Regional studies focus on selected portions of the Earth’s surface and the interdependency of nations. Regional geography courses prepare students to be aware of and understand people culturally different from themselves. Courses include the following: Europe, North Africa and the Middle East, Russia, Southeast Asia, The Appalachians, Latin America, the U.S.Mexico Borderlands, and North America. Regional courses may be taken repeatedly for credit, so long as there is no duplication of the area studied. Region of study will be reported on the student’s transcript. (F, S) Systematic Geography Courses

300 Sustainable Development. (3) A study of the need for conservation, its practice and philosophy. Emphasis on the interaction of people and the environment they inhabit. 301 Economic Geography. (3)

A study of the nature, distribution, and spatial dynamics of economic activities. 311 Computer Cartography. (3)

Division of Social Sciences The construction, interpretation, and analysis of maps and aerial photography. Students will use cartographic computer software and peripheral equipment to accomplish these course objectives.

312 Advanced Computer Cartography. (3) Prerequisite: GEOG 311.

Advanced issues and techniques in the construction, interpretation, and analysis of maps. Students will master an expanded variety of cartographic computer software and peripheral equipment to accomplish these course objectives. 320 Political Geography. (3)

A study of the role of geographic conditions and considerations in local, national, and international politics. Special attention is given to political problems and topics of current interest. 321 Advanced Cultural Geography. (3) A systematic survey of culture through the topics of human origins, demographics, agriculture, politics, language, religion, folk societies, ethnicity, and urban life. There is an emphasis on popular culture. Advanced Cultural Geography is also listed as SOC 320.

330 Geography of Tourism and Outdoor Recreation. (3) A study of the patterns of pleasure travel and processes of recreation, with emphasis on the geographic factors which influence demand, usage, and

development of recreation areas and facilities. (Also listed as RTM 340.)

340 Geography of Soils and Agricultural Land Use. (4) A study of the soil physical and chemical properties that influence a soil’s agricultural suitability. Field analysis and soil sampling, land capability assessment, water infiltration and retention studies, and soil texture and nutrient status analysis are done in the field and laboratory. Three hours lecture, two hours laboratory. 360 Meteorology and Climatology. (4) Prerequisite: GEOG 200 or permission of instructor.

A study of the earth-atmosphere system’s energy flows, dynamic climatology, the principles that produce the climate patterns of the past and the present, and of the climate change forcing mechanisms that will generate the climates of the future. Three hours lecture, two hours laboratory. 410 Urban Geography. (3)

Examines the historical, social, economic, and political processes shaping the urban landscape. Studies geographical models of urban land use. The course also covers contemporary issues facing North American cities. 411 Geographic Information Systems. (3) Prerequisite: GEOG 311.

The construction, maintenance, analysis, and display of computerized geographic databases.

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Division of Social Sciences 412 Advanced Geographic Information Systems. (3) Prerequisites: GEOG 311, 411; MATH 105.

Advanced issues in the use and design of Geographic Information Systems.

450 Field Methods, Internships, and Research in Geography. (3-6) Prerequisites: Upper-class standing and consent of instructor.

Classroom, field, and library experience in the tools and methodology of geographic research. A faculty approved internship may be substituted in lieu of the above. Students will develop a topic and present a formal paper based on their research. 460 Special Topics in Geography. (3)

Advanced study in specific geographic topics. May be taken repeatedly for credit. Topic of study will be included on student’s transcript. Examples of topics include Native American Geography, and Historical Geography. 465 Geography Capstone. (3)

Prerequisites: GEOG 101, GEOG 200

The course is intended to provide students with an integrated overview of the discipline of geography and to prepare students for careers in geography. 4601 Special Studies in Geography. (1)

Provides concentrated study on a specific topic. It may be repeated for credit, and the title of the special study will be included on the student’s transcript. Examples of special studies include: Introduction to Geographic Thought, GPS Applications in GIS,

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and Readings in Geography. History Understanding the development of civilizations in various times and places allows us to appreciate the modern milieu and its future courses. The study of history encompasses politics, economics, science and technology, culture and social relationships, ideas, values, and attitudes. A degree in the discipline will prepare a person for a broad range of careers and graduate training in education, preservation, law, the social sciences, business, and other professions. Students seeking the Bachelor of Arts degree may earn a major or minor in history. Be aware that the required grade point average for work in the program conforms to the standards of the Division of Social Sciences. The Bachelor of Arts The degree of Bachelor of Arts with a major in history requires successful completion of 128 semester hours, including (1) the Program of General Studies which must include six hours of one foreign language; (2) the history program listed below; and (3) a program of electives OR a minor as worked out with the student’s adviser. Television Courses: The Department of History, in general, will not grant credit hours for the major or minor by educational television programming. Exceptions may be made with departmental consent.

Division of Social Sciences MAJOR IN HISTORY—33 HOURS HIST 101, 102, 203, 204, and either 412, 414, 415, 418 or 450 taken as a capstone thesis course by arrangement with the instructor; eighteen hours of upper level history electives, three hours of which must be in American history, three hours of which must be in European history, and three hours of which must be in non-Western history. MAJOR IN HISTORY WITH AN AREA OF EMPHASIS IN PHILOSOPHY —33 HOURS HIST 101, 102, PHIL 101, 102, 210, 450; six hours (two courses) selected from the following cross-listed courses: PHIL 320, 322, 375, 390, or 399; nine hours of upper level philosophy electives.

MINOR IN HISTORY—18 HOURS HIST 101, 102; twelve hours of history electives. History Courses (HIST)

Students pursuing the Bachelor of Science in Education degree must take at least three hours from History 101-102. Students pursuing the Bachelor of Science in Elementary Education must take six hours from History 101-102. 101-102 History of Civilization. (3, 3) A survey of civilizations from their origins to modern times. HIST 101 concludes around 1600. HIST 102 concludes in the present day. (101 in Fall, 102 in Spring)

Note: HIST 101, 102 are recommended for all other courses in his-

tory. 201 History of Europe. (3) A survey of modern European civilization from the Renaissance to 1914. (F) 203-204 History of the United States. (3, 3)

A survey of the growth of the American people from the founding of the English colonies in North America to the present. HIST 203 concludes in 1877. (203 in Fall; 204 in Spring)

Note: HIST 203-204 or permission of the instructor are prerequisites for all advanced courses in United States history. 300 History of the U.S. South. (3) Prerequisites: HIST 203, 204 or permission of instructor.

A study of the American South from colonial times to the present. Topics include the development of Southern identity, slavery, the Civil War and Reconstruction, the New South, Jim Crowism, the African-American experience, and the “Southernization” of American culture since the 1970s. 303 The Middle Ages. (3) Prerequisite: HIST 101.

Major political, social, religious, and cultural developments of Medieval Europe, Byzantium, and the Islamic States from the time of the Emperor Constantine until the capture of Constantinople by the Ottoman Turks in 1453.

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Division of Social Sciences 305 American Colonies. (3) This course focuses on the diverse experience of colonies in North and South America and the Caribbean during the fifteenth, sixteenth, and seventeenth centuries. It considers the global interaction that shaped these colonies, and the interaction of colonists and native peoples, and the social and political consequences of the drive to exploit the colonies’ natural resources. 307 West Virginia History, Geography, and Government. (3)

A study of the geography, history, and government of West Virginia from the days of early settlement to the present. Special attention is given to current problems. Also listed as POSC 307. (F, S) 309 Ancient History. (3)

Examination of the major political, social, intellectual, and cultural developments of the western ancient world, focusing on the Hebrews, Greeks, and Romans. 310 The United States Since 1933. (3)

An examination of historical events and cultural processes in the United States, beginning with the New Deal. Emphasis is placed on the evolution of popular culture and ideas, the rise and fall of a “consensus society” in the fifties and sixties, the American global agenda after 1945, and economic and technological growth and management. 312 Era of the American Civil War. (3)

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Prerequisites: HIST 203, 204 or permission of instructor.

A study of the turbulent history of the United States from the rise of the abolitionist movement and Nat Turner’s raid in 1831 to the end of Reconstruction in 1877. Prominent themes include the role of slavery in the war’s origin, the wartime experience of civilians and soldiers, and the postwar struggle for power among various segments of American society. 314 History of England. (3)

A survey of British history from 1485 to the present, concentrating on the influence of Great Britain on the political and cultural development of the western world. 316 History of the Russias. (3)

This course covers Russian history and culture from Ivan the 3rd through postSoviet Russia. Topics will include: the development of the Russian state, important movements in Russian culture, the causes and consequences of the revolutionary movement, and postrevolutionary Russia. 318 Contemporary World History. (3)

A survey of world history since 1914. The emphasis is on the world since 1945. (S) 320 History and Philosophy of Science. (3) Prerequisites: HIST 101 or PHIL 102 or consent of the instructor.

A critical examination of the history and philosophy of the sciences and

Division of Social Sciences their methods. Topics include scientific revolutions, the unity of the sciences, and the nature of experimentation, explanation, and evidence. Also listed as PHIL 320.

322 The Enlightenment and Revolution. (3) The course covers the European revolutions—intellectual, social, political, economic, and military—arising from the ferment of change during the Enlightenment, the French, Russian and American Revolutions, the Napoleonic Era, and the Industrial Revolution. Also listed as PHIL 322. 326 Era of the American Revolution. (3)

Examines the origins of America’s war for independence, its legacy, and its social, political, and military aspects, from 1763 to 1830. Emphasizes the social and cultural transformation of American life, the political ideology of the revolutionaries, and the creation of the American republic. All of these themes will be explored from the perspective of soldiers, civilians, women, loyalists, African-Americans, and Indians. 328 America’s Era of Reform. (3)

The history of the United States from 1876 to 1932. This course will cover the development of a new social and political order in response to industrialization, urbanization, and the integration of national and international economic systems. Emphasis is placed on changing demographics, alternative political ideologies such as progressivism and socialism, the rise of profes-

sionalism and consumerism, America as a world power, and challenges to the prevailing view of modernism and progress. 329 American Foreign Relations. (3)

Prerequisites: HIST 101, 102, or 203, 204; or permission of the instructor.

A survey of the basic themes of American foreign policy. Emphasis is placed on the cultural perspectives and behavioral dynamics in foreign policy, and how these characteristics helped to shape contact and conflict with other nations or cultures. A secondary emphasis is placed on the influence of international events on domestic conditions in the United States. Also listed as POSC 329. 331 Asian Philosophy. (3)

A historical and critical examination of the philosophical traditions of India, China, Japan, and other Asian cultures. The course will focus on the development of the classical systems of Asian philosophy and their interaction with the philosophies of other cultures. Also listed as PHIL 331.

333 The African-American Freedom Struggle. (3) Prerequisites: HIST 203, 204; or permission of the instructor.

Places the Civil Rights movement of the 1960’s into the broader context of the African-American struggle to achieve freedom from the conclusion of the Civil War to the present, and considers the struggle in the broader context of other libertarian movements

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Division of Social Sciences and global events.

335 The Vietnam Conflict, 1859-Present. (3) Prerequisites: HIST 101, 102, or 203, 204; or permission of the instructor.

An examination of culture, intervention, and conflict in Southeast Asia, including the French colonial occupation, the First and Second Indochina Wars, and events since 1975. Includes the context of Southeast Asian cultures, and contact and conflict with the West in the nineteenth and twentieth centuries. Also listed as POSC 335. 341 Special Topics in Military History. (3)

Prerequisites: HIST 101, 102; or permission of instructor.

An upper division seminar in issues related to American, western, and world military history, from ancient civilizations like the Han and Roman Empires, to the present day. 350 Renaissance, Reformation, and the Modern State. (3)

Against the backdrop of religious wars, the creation of the nation-state, the development of colonial empires, and social and economic crises, this course examines Early Modern Europe as a period of transition between medieval and modern Europe. 360 The American West. (3)

The frontier experience in U. S. history, with particular emphasis on the nineteenth and twentieth centuries. The course will explore the images of the American West in literature, film, and commentary, and compare

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the frontier with those of Canada and Mexico. The role of the West in the evolution of nationalist ideologies and cultural attitudes will be examined. Emphasis will be placed on Native American and Hispanic borderland cultures.

375 History of World Religions. (3) Prerequisites: HIST 101 or permission of instructor.

This courses explores the historical development of the world’s religious traditions with particular attention to their philosophical, theological, and ritual dimensions, as well as their relationship with one another. May be taken to fulfill program requirements for the history track, or the history with an emphasis in philosophy track. Also listed as PHIL 375. 390 Feminism and Gender in Modern History. (3)

This course examines the history of feminist thought and philosophy within the historical experience of women utilizing a critical framework for the analysis of the creation and enforcement of the concepts of gender. May be taken to fulfill program requirements for the history track, or the history with an emphasis in philosophy track. Also listed as PHIL 390. 399 Utopian Studies. (3)

Prerequisites: HIST 101, 102 or PHIL 101, 102; or permission of instructor.

This course examines attempts in East Asia and the West to imagine and create “more perfect” societies based on various philosophical, religious, social,

Division of Social Sciences and political paradigms, from the ancient world to the present day. Studies are not limited to utopian ideals; dystopian concepts and societies are also examined. May be taken to fulfill program requirements for the history track, or the history with an emphasis in philosophy track. Also listed as PHIL 399. 412 Slavery in the Atlantic World. (3)

This course considers the various manifestations of slavery in the Western hemisphere during the 17th, 18th, and 19th century. Focuses on the nature of slavery, forms of resistance, cultural exchange, and the process of emancipation. May be taken to fulfill program requirements for the history track, including the capstone thesis requirement. Students taking this course for the capstone must be a junior or senior, must have completed at least two upper level courses in history, and must inform the instructor of their decision at the beginning of the course.

including the capstone thesis requirement. Students taking this course for the capstone must be a junior or senior, must have completed at least two upper level courses in history, and must inform the instructor of their decision at the beginning of the course. 415 European Social History, 1400-1900. (3)

Prerequisite: HIST 101, 102 or permission of instructor.

414 American Cultures. (3)

This course begins with the Renaissance, examining changes in social definitions and structures in Europe brought about by intellectual and political revolutions, major changes in economic systems, and growing contact with the non-western world. May be taken to fulfill program requirements for the history track, including the capstone thesis requirements. Students taking this course for the capstone must be a junior or senior, must have completed at least two upper level courses in history, and must inform the instructor of their decision at the beginning of the course.

An advanced survey of the cultural matrices of the United States through its history, as defined by gender, race, ethnicity, religion, creed, socio-economic class, condition, and other factors. Among the issues covered will be identity, assimilation and autonomy, pluralism, the effects of cultural diversity on the American global perspective, institutional elasticity and tolerance, and the creation of national ideologies. May be taken to fulfill program requirements for the history track,

The modern transformation of East Asian societies over the last several centuries, with a focus on China, Japan, and Southeast Asia. The course will cover the features of traditional civilization, the impact of Western imperialism, attempts to modernize and create industrial economies, the formation of commercial and professional classes, and the rise of nationalism. Comparative characteristics of East Asian and Western societies will

418 Modern East Asia. (3)

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Division of Social Sciences be discussed. May be taken to fulfill program requirements for the history track, including the capstone thesis requirement. Students taking this course for the capstone must be a junior or senior, must have completed at least two upper level courses in history, and must inform the instructor of their decision at the beginning of the course.

school. Moreover, membership in the prelaw fraternity, Phi Alpha Delta, is available to all prelaw students. Most law schools also require students to submit scores from the Law School Admission Test (LSAT). Prelaw students may receive assistance in applying for the LSAT through their prelaw advisor.

This course will emphasize various topics and independent research schemas as defined by the instructor. Requires research projects and/or written papers. May be taken with permission of the instructor to fulfill the senior capstone thesis requirement. Students taking this course for the capstone must be a junior or senior, must have completed at least two upper level courses in history, and must inform the instructor of their decision at the beginning of the course.

MINOR IN LEGAL STUDIES AND PRELAW—18 HOURS LSPL 101 or BGEN 301, LSPL 201, LSPL 301, LSPL 405, and two (2) courses from an Area of Emphasis or from general LSPL courses, unless otherwise noted.

See SOSC 470-471. (Page 242).

Genetics (BIOL 401)

450 Seminar in History. (3)

470-471 Independent Study. (3, 3)

Legal Studies and Prelaw Law schools generally require an applicant to be the holder of a bachelor’s degree. A curriculum plan is developed by the prelaw student in consultation with the prelaw advisor. This will include an introductory law class, a legal research and writing class, a legal ethics class, a capstone class, and specific electives. Additionally, a student may apply for a clerkship. Classes and activities are tailored to meet the goals of students desiring to attend law

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Areas of Emphasis: GENETICS Cell and Molecular Biology (BIOL 302) Evolution (BIOL 370) Genetics Apprenticeship (assist with Summer Institute) ENVIRONMENTAL (all of the following classes are required): General Biology I (BIOL 101) General Biology II (BIOL 102) Ecology and Field Methods (BIOL 201) Principles of Physical Geography (GEOG 200)

Division of Social Sciences Sustainable Development (GEOG 300) Political Geography (GEOG 320) American Federal Government (POSC 104) State and Local Government (POSC 202) Special Topics in POSC (POSC 225) Constitutional Law (POSC 401) RESEARCH AND WRITING Technical Writing (ENGL 250) Study of the English Language (ENGL 302) English Grammar (ENGL 300) Introduction to Academic Research (SOSC 2851) CHILD LAW Human Behavior and Social Environment Theories (SOWK 236) Child and Adolescent Development (PSY 205)

Human Services in Corrections (SOWK 336) Criminology (SOC 303) BUSINESS Introduction to the Legal Environment (BGEN 301) Legal Concepts in Accounting (BGEN 302) COMMUNICATIONS Fundamentals of Speech (CART 101) Communications Law (CART 360) Popular Culture (SOC 320/GEOG 321) RECREATION & SPORTS Programs and Operations in Recreation (RTM 240) Legal Aspects (of Recreation) (RTM 360) General LSPL Courses BGEN 301—Intro to the Legal

Working with Children and Adolescents (SOWK 320)

Environment

HUMAN RIGHTS Feminism and Gender in Modern History (HIST 390)

CART 101—Fundamentals of Speech

American Foreign Relations (POSC 329) Constitutional Law (POSC 401) Human Diversity (SOWK 302)

CRIMINAL BEHAVIOR Abnormal Psychology (PSY 422)

BGEN 302—Legal Concepts in Accounting CART 209—Argumentation and Debate CART 360—Communication Law ENGL 250—Technical Writing ENGL 300—English Grammar PHIL 210--Logic PHIL 316—Ethics

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Division of Social Sciences POSC 340—Modern Political Ideologies

legal memoranda, and a motion and brief to a court.

POSC 405/6—Political Theory I/II

250 Special Topics in LSPL. (1-3)

POSC 101 or 104—Intro to Political Science or American Federal Government

Spans courses on specialized areas in Legal Studies and Prelaw related to current issues or areas assessed as needed by the faculty, community, students, and graduates.

POSC 370—The Legislative Process POSC 401—Constitutional Law SOC 303—Criminology SOC 350—Sociology of Law

270 Mock Trial. (2) Prerequisite: LSPL 101.

Legal Studies and Prelaw Courses (LSPL)

Students are presented with the theoretical knowledge and practical skills relative to civil and criminal trials and advocacy.

101 Introduction to Legal Systems. (3)

301 Legal Ethics. (3)

The nature of law and the judicial system. The relationship of law, governments, ethics, and the consumer to business enterprise. Includes the study of contracts, law of sales, torts, governmental regulations of business, environmental and consumer protection. Provides students an opportunity to examine the general framework of the legal system, thus informing students of the content as well as process of a career in law. (Also listed as BGEN 301. To be taken in the 1st year of the Legal Studies Program or the 3rd year of Business program.)

Prerequisite: LSPL 101 and 201.

A study of the ethical foundation of the U.S. legal system with special emphasis on the Code of Professional Responsibility and the Canons of Judicial Ethics. Differential analysis with other professional ethical paradigms will be examined and applied through case simulations. 350 Special Topics in LSPL. (1-3)

Spans advanced courses on specialized areas in Legal Studies and Prelaw related to current issues or areas assessed as needed by the faculty, community, students, and graduates.

201 Legal Research and Writing. (3)

401 Clerkship. (1-12)

Prerequisite: LSPL 101.

Provides students with opportunities to develop skills, knowledge, and techniques with content from the classroom being applied to the field. Mentorship and supervision is provided by both

This course is intended to introduce the students to the fundamentals of legal research and writing to develop the skills necessary to prepare case briefs,

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Prerequisites: LSPL 101, 201, and 301

Division of Social Sciences faculty and professionals in the field.

Philosophy Courses (PHIL)

Prerequisites: LSPL 101, 201, and 301

101-102 History of Ideas I-II. (3, 3)

405 Legal Studies Capstone. (3)

Students are given opportunities to integrate and synthesize content from classes, and from experiences such as clerkship and mock trial. Philosophy

The philosophy program provides students with a critical framework of ideas to integrate the basic conceptions of the natural sciences, the humanities, and the fine arts. The program includes the analytical study of the problems of logic, knowledge, the nature of reality, ethical conduct, and aesthetic phenomenon. Students may pursue a Major in History with an Area of Emphasis in Philosophy. Students seeking either the Bachelor of Arts or the Bachelor of Science in another discipline may pursue a minor in philosophy. MAJOR IN HISTORY WITH AN AREA OF EMPHASIS IN PHILOSOPHY—33 HOURS HIST 101, 102; PHIL 101, 102, 210, 450; Six hours (two courses) selected from the following cross-listed courses: PHIL 320, 322, 331, 375, 390 or 399; and nine hours of upper level Philosophy electives. MINOR IN PHILOSOPHY—18 HOURS PHIL 101, 102, 210; nine hours of philosophy electives.

Examines the history of philosophical thought, and emphasizes developments in ethics, epistemology, metaphysics, aesthetics, political philosophy, and religion. 210 Logic. (3)

Prerequisites: MATH 101 or a Math ACT score of 23 or higher or a Math SAT score of 540 or higher.

Examines the conditions for proper, clear, and effective reasoning. While the focus will be on identifying and evaluating arguments in everyday and academic discourse, the course will also include the study of formal philosophical logic. 225 Special Topics in Philosophy (3) Pre-requisites: as determined by the instructor. A specialized study of various topics and problems in the field of philosophy. Each offering of the course will explore a different topic or problem. Examples include: Plato, Aristotle, Materialism, Idealism, or the Philosophy of Religion.

310 Epistemology. (3) A critical examination of the nature of knowledge, that is, the nature of our right to the beliefs which we possess, as well as the possibility, the basis, and the scope of knowledge. 312 Metaphysics. (3)

A critical examination of the nature of reality and existence, including the

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Division of Social Sciences nature of time, space, being, and other fundamental categories, as well as the existence and nature of God and the problem of evil. 314 Aesthetics. (3)

Explores the traditional and contemporary approaches to the study of the arts and their relationship with particular values, including truth, goodness, and beauty. 316 Ethics (3)

A systematic analysis of the principles that guide human conduct. Topics include: nature and purpose of ethics; relativism and objectivism; the nature of values; utilitarian, deontological, and virtue ethics; the relationship between ethics and religion; and current discussions within the field today.

320 History and Philosophy of Science. (3) A critical examination of the history and philosophy of the sciences and their methods. Topics include scientific revolutions, the unity of the sciences, and the nature of experimentation, explanation, and evidence. May be taken to fulfill program requirements for the history track, or the history with an emphasis in philosophy track. Also listed as HIST 320. 322 The Enlightenment and Revolution. (3) The course covers the European revolutions—intellectual, social, political, economic, and military—arising from the ferment of change during the Enlightenment, the French, Russian and American Revolutions, the Napoleonic

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Era, and the Industrial Revolution. Also listed as HIST 322. 331 Asian Philosophy. (3)

A historical and critical examination of the philosophical traditions of India, China, Japan, and other Asian cultures. The course will focus on the development of the classical systems of Asian philosophy and their interaction with the philosophies of other cultures. Also listed as HIST 331. 350 Contemporary Philosophy. (3)

Focuses on trends in twentieth and twenty-first century philosophy, including existentialism, post-modernism, and feminism. 360 Biomedical Ethics

This course explores debates on current issues in the field of biomedical ethics including abortion, assisted reproduction, genetic engineering, euthanasia, resource allocation, human and non-human animal experimentation, confidentiality, consent, and public policy. Students will read a series of articles on a particular issue each week of the semester, summarize the arguments in the debate, and then formulate their own conclusions

375 History of World Religions. (3) Prerequisites: HIST 101 or permission of instructor.

This course explores the historical development of the world’s religious traditions with particular attention to their philosophical, theological, and ritual dimensions, as well as their relationship with one another. May be taken to fulfill program requirements for the history track, or the history with an emphasis in philosophy track. Also

Division of Social Sciences listed as HIST 375.

390 Feminism and Gender in Modern History. (3) This course examines the history of feminist thought and philosophy within the historical experience of women utilizing a critical framework for the analysis of the creation and enforcement of the concepts of gender. May be taken to fulfill program requirements for the history track, or the history with an emphasis in philosophy track. Also listed as HIST 390. 399 Utopian Studies. (3)

Prerequisites: HIST 101, 102 or PHIL 101, 102; or permission of instructor.

This course examines attempts in East Asia and the West to imagine and create “more perfect” societies based on various philosophical, religious, social, and political paradigms, from the ancient world to the present day. Studies are not limited to utopian ideals; dystopian concepts and societies are also examined. May be taken to fulfill program requirements for the history track, or the history with an emphasis in philosophy track. Also listed as HIST 399. 450 Seminar in Philosophy. (3)

The Seminar in Philosophy is the capstone course for the Major in History with an Emphasis in Philosophy. The course will run concurrently with an upper level course in Epistemology, Metaphysics, Aesthetics, Asian Philosophy, or Contemporary Philosophy. Students will attend lectures and discussions with those taking the up-

per level course and, in addition, will meet for further lectures and discussion. Students will also write a major research paper in order to meet the requirements for the major in history with an emphasis in philosophy. 470-471 Independent Study. (1-6)

See SOSC 470-471. (F, S) (Page 209). Political Science Courses in Political Science are designed to stimulate in students a greater awareness and understanding of political institutions, processes, relationships, and their underlying principles. One goal of these courses is to generate the requisite interest and skilled civic participation that are so crucial to the maintenance of a just, responsible and democratic society. In addition, the program is designed to prepare students for graduate study and law school. Students seeking the Bachelor of Arts degree may earn a major or a minor in political science. Note the required grade average on page 228. The Bachelor of Arts

The degree of Bachelor of Arts, with a major in political science, requires successful completion of 128 semester hours, including (1) the Program of General Studies, which must include six hours of one foreign language; (2) the political science program listed below. including successful completion of a comprehensive exam (part of the required capstone course, POSC 450);

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Division of Social Sciences and (3) a program of electives OR a minor as worked out with the student’s advisor. MAJOR IN POLITICAL SCIENCE—33 HOURS POSC 101, 104, 450, 472; POSC 303 or 304; three hours from either POSC 340, 405, 406; twelve hours of political science electives; and MATH 105. MINOR IN POLITICAL SCIENCE—15 HOURS POSC 101; 12 hours of political science electives.

Area of Emphasis in International Studies – 18 hours The International Studies Area of Emphasis will help prepare students for the challenges of the global future by giving them greater knowledge of the diverse social, cultural, political and economic issues affecting our increasingly interdependent world. The International Studies Area of Emphasis can be used to supplement any major. The requirements for this emphasis are outlined below and are the same as the IDS program in international studies. Interdisciplinary Degree in International Studies – 18 hours The Interdisciplinary Bachelor of Arts Degree in International Studies is a program that will help prepare students for the challenges of the global future by giving them greater knowledge of the diverse social, cultural, political and economic issues affecting our increasingly interdependent world. With

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the approval of the student’s academic advisor, the appropriate Division Chair and the Academic Dean, this international studies discipline can be used to supplement any other discipline in the IDS program. Application for the interdisciplinary program must be made before completion of the 80th hour of study. Applications can be obtained in the Academic Dean’s office. More detailed information about the interdisplinary degree program is found on page 21. Required: POSC 456 and 15 hours selected from the following: BGEN 440 CART 361 ENGL 204A FIN 436 GEOG 101 GEOG 250 GEOG 320 HIST 102 HIST 309 HIST 306 HIST 314 HIST 318 HIST 329 HIST 335 HIST 375

HIST 415 HIST 418 MUS 307 NSC 300 PHIL 331 POSC 101 POSC 303 POSC 304 RTM 340 RTM 345 RTM 346 SOC 3414 SOWK 302

The area of emphasisSOWK is a cooperative 350 program administered jointly with SPAN 321

Division of Social Sciences Bluefield State College (BSC). The list above does not include similar and complementary courses from BSC that may help fulfill the requirements of the international studies discipline.

206 Contemporary Political Issues. (3)

Political Science Courses (POSC)

225 Special Topics in Political Science. (1-3)

101 Introduction to Political Science. (3) A survey of political science, including an examination of various political systems, institutions and ideologies found in the contemporary world. (F, S) 104 American Federal Government. (3) A study of the underlying principles, organizational structure, processes and problems of the American federal system of government. Emphasis will be placed on the national government. (F, S) 202 State and Local Government. (3) Recommended: POSC 101 or 104.

A study of the underlying principles, organizational structure, processes, and problems of state and local governments in the U.S. 204 Public Administration. (3) Recommended: POSC 101 or 104.

Introduction to modern theories of administration; the relation of administration to the political system and process; and analysis of administrative organizations and functions.

An analytical introduction to current political issues and conflicts and how they are studied by the political scientist.

A specialized study of various topics and problems in the field of political science. Each offering of the course will be planned around a separate and different topic, chosen and designed by the individual instructor. 230 Politics and Ecology. (3)

Examines a variety of perspectives from which environmental problems can be addressed. These various perspectives or analytical frameworks offer explanations of the underlying causes of environmental problems and also generate political and economic responses to them. Broadens understanding of the environmental dilemmas that face modern political systems, and provides the skills to critically evaluate different perspectives on these issues. 303 International Relations. (3) Recommended: POSC 101.

An analysis of the current international system and its origins. Special emphasis is placed on current international problems and the role of the United States in world affairs. 304 Comparative Government. (3) Recommended: POSC 101 and 104.

A comparative analysis of the political

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Division of Social Sciences processes of state systems outside the United States.

305 The Politics of Organized Interests. (3) Recommended: POSC 101 and 104.

A study of the roles, motivations, and operations of organized interests in the U.S. and the political context in which they operate, with an emphasis on the study of power in American society through the pluralist and elite paradigms. 306 Political Parties and the Election Process. (3) Recommended: POSC 101 and 104.

A study of the nature, functions, organizations, and activities of political parties and the process of nomination, campaigns, and elections in the American political system. 307 West Virginia History, Geography, and Government. (3) See HIST 307.

320 Political Geography. (3) See GEOG 320.

325A, B, C Miller Center Seminar. (1) Students view forums from the Miller Center at the University of Virginia featuring leaders in government, academia, media, etc. The course includes a field trip to attend a forum in Charlottesville, Va.. 329 American Foreign Relations. (3) Prerequisites: HIST 101, 102, 203, 204; or permission of the instructor.

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A survey of the basic themes of American foreign policy. Emphasis is placed on the cultural perspectives and behavioral dynamics in foreign policy, and how these characteristics helped to shape contact and conflict with other nations or cultures. A secondary emphasis is placed on the influence of international events on domestic conditions in the United States. Also listed as HIST 329. 335 The Vietnam Conflict, 1859-Present. (3)

Prerequisites: HIST 101, 102, 203, 204; or permission of the instructor.

An examination of culture, intervention, and conflict in Southeast Asia, including the French colonial occupation, the First and Second Indochina Wars, and events since 1975. Includes the context of Southeast Asian cultures, and contact and conflict with the West in the nineteenth and twentieth centuries. Also listed as HIST 335. 340 Modern Political Ideologies. (3) Recommended: POSC 101.

A problems course examining the major ideological systems that have shaped contemporary politics. The course will examine the history as well as current relevance of these ideologies. Each particular offering of the course will vary in specific content. 341 The Military and Society. (3)

A problems course examining the relation between the military and society, and the impact of military institutions on the development of western civilization. Each particular offering of the

Division of Social Sciences course will focus on a specific time period that will vary with each offering. Can be used for credit in History, and is also listed as HIST 341. 351 American Political Philosophy. (3) Recommended: POSC 104 and PHIL 102.

The study of American political thought that examines the writings of major figures in American intellectual history. 370 Legislative Process. (3)

Recommended: POSC 101 and 104.

A study of the structure and behavior of the U.S. Congress and state legislatures with emphasis placed on representation, institutional arrangements, the lawmaking process, and problems and trends in legislative governance. 380 The Executive Process. (3) Recommended: POSC 101 and 104.

A study of the structure and behavior of the U.S. Presidency and state governorships with emphasis placed on the powers and limitations, institutional arrangements, involvement in the policymaking process, and problems and trends in executive governance. 390 Judicial Politics. (3)

A study of the structure and behavior of the American judicial system with emphasis placed on the structure of the American judicial system, the roles played by various individuals and groups in the system, and the prospects for future changes in the system.

401 Constitutional Law. (3) Recommended: POSC 101 and 104.

A study of leading constitutional decisions of the United States Supreme Court and their effects upon the American system of government, as well as an examination of the origin and development of civil rights and liberties in the United States as contained in the Constitution and as interpreted through Supreme Court and lower Federal Court cases. 405 Political Theory I. (3)


A selective history of political theory from the ancient Greeks to the Middle Ages 406 Political Theory II. (3)


A selective history of political theory from Machiavelli to the 20th Century.

450 Seminar in Political Science. (3) A capstone course with variable emphasis, intended for POSC majors and minors in their junior or senior year. Political Science majors must take and pass a comprehensive examination as part of the course requirements. 456 International Studies Capstone Students will propose, complete and present a research project integrating material from multiple disciplines in their course of study. This course is intended for students in the Interdisciplinary degree International Studies program.

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Division of Social Sciences 470-471 Independent Study. (3, 3)

The Bachelor of Arts

See SOSC 470-471. (F, S) (Page 241)

The degree of Bachelor of Arts, with a major in psychology, requires successful completion of 128 semester hours, including (1) the Program of General Studies; (2) three (3) hours of Spanish or two (2) hours of Sign Language; (3) the psychology program listed below; and (4) a program of electives or a minor as worked out with the student’s advisor.

472 Political Science Internship. (3, 6) This internship will afford students academic and professional experience in a suitable private or non-profit setting. 480-481 Honors Courses. (3, 3)

Juniors and seniors who qualify for Honors Courses are offered the opportunity to study apart from conventional classroom work. Interested students should contact the Division Chairperson for further information. Psychology The general objective of the psychology program is to prepare students for professional training in the field of psychology by providing an overview of the essential methods and findings of experimental, clinical, and theoretical psychology. The primary theoretical orientation of the program is behavioral although the students will be exposed to multiple theoretical orientations. The scientist-practitioner model is emphasized in applied courses. Opportunities are provided for both human and non-human experimentation through environmental manipulation. Students seeking the Bachelor of Arts degree may earn a major or a minor in psychology. Note required grade average on page 209.

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Television Courses: The Department of Psychology, in general, will not grant credit hours for the major or minor by educational television programming. Exceptions may be made with departmental consent. MAJOR IN PSYCHOLOGY— 45 hours PSY 101, 2002, 210, 215, 310, 322, 370, 412, 431, 12 hours of psychology electives (see below); BIOL 102; MATH 105. MINOR IN PSYCHOLOGY—15 hours PSY 101, 200 or 210; nine hours of psychology electives (see below). Electives for Minors and Majors Psychology majors and minors may select only 3 hours of electives from Group I and must select at least 3 hours of electives from Group III.

Division of Social Sciences GROUP I

GROUP II GROUP III

PSY 203

PSY 270

PSY 407 PSY 415

PSY 205

PSY 330

PSY 422 PSY 420

PSY 228

PSY 340

PSY 430 PSY 455

PSY 229

PSY 350

PSY 450

PSY 365

PSY 470-1

Psychology Courses (PSY) 101 General Psychology. (3) An introductory study of the basic concepts and principles of psychology. (F, S) *Note: PSY 101 is the prerequisite for all courses in psychology except 200. 200 Basic Learning. (3) Designed to develop basic knowledge of principles of operant conditioning and behavior modification applicable to teaching, family living, and social relationships. Note: No credit for Psychology major. (Cross-listed as PSY 2061 Behavior Analysis for psychology majors.) (F, S) 203 Human Sexuality. (3)

The exploration of physiological, psychological, and sociological factors in human sexual behavior. 205 Child and Adolescent Development. (3)

This course will provide an overview of research and theory on development during the years from infancy through the transition to adulthood. Issues re-

lated to physical, cognitive, social, and emotional development will be considered, along with the social and cultural contexts of development. 210 Behavior Analysis. (3)

Designed to develop basic knowledge and skills in the application of operant learning and behavior modification principles. (Cross-listed as PSY 200, Basic Learning, for non-majors.) (F,S)

215 Experimental Psychology. (3) The basic principles of scientific experimentation with an introduction to research design, methodology, and professional reporting of research results. (F, S) 228 Survey of Drug Use and Abuse. (3) An introductory survey of the historical and sociological perspectives on drug use and abuse, the physiological and psychological effects of drugs, the identification and pharmacological characteristics of drugs, the legal implications of drug abuse, and the prevention, control, and treatment of drug abuse.

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Division of Social Sciences 229 Health Psychology. (3) An introduction to psychological factors in health, disease and illness (including health maintenance and disease prevention). Discussion of personality types, psychophysiological disease, effects of stress, and coping with illness. 270 Psychology Research. (1) Consent of the psychology faculty.

This seminar course involves supervised conduction of scientific experiments. Includes review and discussion of the relevant literature, development of a specific research question, and hands-on implementation of the research. 310 Introduction to Learning. (4) Prerequisites: PSY 215, PSY 2061.

A survey of significant concepts, methods, and principles of learning. The course will focus on classical conditioning, instrumental and operant conditioning, and verbal learning. (F) 322 Personality. (3)

The formation, structure, and function of personality are examined in light of the major theoretical positions. (F, S) 330 Evolutionary Psychology. (3)

This course focuses on the ways in which human behavior and mental abilities evolved over millions of years, and so adapted to specific environmental conditions. 340 Industrial/Organizational Psychology. (3)

An introduction to theory and research on the application of psychological

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principles to business and industry. Topics will include issues such as work motivation, occupational stress, leadership, group processes and engineering psychology. Personnel management will also be considered, including job analysis, recruitment, selection, training, development and evaluation of employees. 350 Special Topics in Psychology. (1-3)

Prerequisites: To be specified by instructor.

Advanced study in specific topics in specialized areas of Psychology. May be taken repeatedly for credit. Course titles will be included on students’ transcript. 365 Sensation and Perception. (3)

An overview of research and theory on human sensory systems and perception. Examines not only the physiological system required for each sense, but also the factors that can influence our perception. Especially examines the visual, auditory, and olfactory systems. 370 Physiological Psychology. (3) Prerequisite: BIOL 102.

An overview of the physiological correlates of behavior, such as learning, memory, emotion, hunger, thirst, etc. (Satisfies elective credit for Biology major or minor.) (F) 402 Animal Behavior. (3)

The analysis of unlearned and learned behavior, integrating the contributions of ethological and behavioristic research. (Satisfies elective credit for Biology major or minor.)

Division of Social Sciences 407 Introduction to Counseling Techniques. (3)

422 Abnormal Psychology. (3)

Prerequisite: PSY 322.

An experimental and theoretical study of the phenomena of psychopathology, as well as a survey of the methods of clinical diagnosis and therapy.

An introduction to the major theoretical approaches to counseling with emphasis on psychoanalytic, behavioristic, phenomenological, and rational approaches. 412 Cognitive Psychology. (3) Prerequisite: PSY 310.

An introduction to the prominent research methods, findings, and theories, of cognitive psychology. The course will cover such topics as memory, attention, categorization, concept formation, problem solving, and language. (S) 415 Advanced Experimental Psychology. (3) Prerequisites: MATH 105, PSY 215.

This course will provide an in-depth and active involvement in all aspects of the experimental process as it applies to psychological research. Included in this process are such topics as conducting a literature review, writing a research proposal, ethics, designing and conducting research, analyzing the data on the computer, and presenting research results in a professional manner. (S) 420 Introduction to Psychological Testing. (3) Prerequisite: MATH 105.

An introduction to the principles underlying the construction and validation of the major varieties of psychological tests. (S)

Prerequisite: PSY 322.

430 Behavior Disorders of Childhood. (3) Prerequisite: PSY 205.

This course is a survey of childhood psychopathology, assessment and treatment. A primary focus of the class is the developmental psychopathology model. 431 History and Systems of Psychology. (3) Prerequisite: Senior standing.

A study of the evolution of psychology with emphasis on the general issues and major theories in relation to the principal schools of psychology. (F) 450 Seminar in Contemporary Psychology. (3) Prerequisite: Consent of the instructor.

Advanced study in specific areas of psychology. Can be taken for credit repeatedly. Course titles will be included on students’ transcript. 455 Psychology Practicum. (3-15)

(To be determined by the psychology faculty.) Prerequisites: Junior or senior standing, consent of the psychology faculty.

Supervised practice of psychological techniques in a clinical or institutional setting. 470-471 Independent Study. (1-6)

(To be determined by the psychology faculty

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Division of Social Sciences and Divisional Chairperson.) Prerequisites: Consent of the psychology faculty and junior or senior standing; background courses to be specified by the project advisor.

May be taken as a single course, as two separate independent projects, (that is, reading course, teaching practicum, or research), or as a two-semester plan which must be scheduled consecutively. Final grades will not be given until end of second semester. 480-481 Honors Courses. (3, 3)

Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Division Chairperson for further information. Psychology Mini-Courses 2002 Professional Issues. The goal of this course is to prepare students to better use their bachelor’s degree in psychology. The course will assist students in selecting an appropriate career in psychology, help them prepare and build a competitive résumé, help guide them in selecting an appropriate graduate program, and examine professional ethics. (F) Public and Non-Profit Administration The general objective of the public and non-profit administration program

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consists of acquainting students with the specific and unique challenges of administering public and not-for-profit organizations and programs. This curriculum is interdisciplinary, including courses in government, management, methodology, public administration, and statistics, with optional courses in accounting, finance, information services, personnel, and planning. The program is designed to encourage greater and more skilled civic participation and to provide preparation for professional employment and/or further graduate study. Students seeking either a Bachelor of Arts or a Bachelor of Science degree in another discipline may pursue a minor in public and nonprofit administration.

MINOR IN PUBLIC AND NONPROFIT ADMINISTRATION—18 HOURS POSC 104, 204; MATH 105, or BGEN 202 or 335; SOC 399 or SOWK 305; MGT 305 or 308, SOWK 308, or RTM 222 or 309; and ACCT 315, BGEN 222, MGT 308, PSY 340, or RTM 325 . Recreation and Tourism Management

The program in Recreation and Tourism Management is designed for students seeking professional careers in tourism, recreation, hospitality and leisure fields. The degree offers three areas of emphasis from which students may choose: Park and Recreation Management, Tourism Planning and Promotion, and Hospitality Management. This program prepares students for careers in state and local parks, re-

Division of Social Sciences sorts and recreation service companies, lodging and hospitality, restaurants and food service, and public or private organizations that develop and promote the tourism industry. The program also offers a minor in Ski Area Management for students who want in-depth experience in this aspect of the resort industry. Bachelor of Science in Recreation and Tourism Management The degree of Bachelor of Science in Recreation and Tourism Management requires successful completion of 128 semester hours, including (1) the Program of General Studies, including the following required courses: MATH 105 and ECON 201 or 202; (2) the Recreation and Tourism Management Core classes (see below); (3) at least one RTM area of emphasis; and (4) an internship experience. Two foreign language courses are strongly recommended. RECREATION AND TOURISM MANAGEMENT CORE—33 HOURS RTM 100, 222, 224, 226, 240, 311, 456, and 460 (for 12 semester hours of credit). Areas of Emphasis PARK & RECREATION MANAGEMENT (33 HOURS): RTM 328, 331; Each student will select two courses from the following block: MGT 305, 308, 314; MKT 305, 440; POSC 204. Students will also

select four courses from the following block: RTM 325, 345, 346, 347, 360*; GEOG 250, 300, 311, 411; BIOL 201; POSC 230; NSC 300C. Each student will earn 9 credit hours from the following: SED 204, 205; PED 101A-J*, 118, 229; APST 3302, 4601*; GEOL 1011; RTM 2101*, 3101*, 4101*. * indicates course may be repeated with permission of advisor. TOURISM PLANNING & PROMOTION— 33 HOURS: RTM 325, 340, 355, 356, 415, MKT 305. All students in tourism planning & promotion will also select two courses from the following: RTM 345, 346, 347, one of the following: MGT 314 or POSC 204, two of the following: SOC 310; POSC, 230, 303; RTM 360. HOSPITALITY MANAGEMENT— 33 HOURS: RTM 309, 315, 328, 356, 415; ACCT 207; MGT 305, 308. Each student will select three of the following courses: FIN 311, 315, 322, MKT 305, 320, 440, MGT 314, 430, RTM 355, 358, 360*, 460; MKT 305, to be selected in consultation with program faculty. *indicates may be retaken for credit with permission of instructor. MINOR IN RECREATION AND TOURISM MANAGEMENT—21 HOURS: RTM 100; eighteen hours of Recreation and Tourism Management electives. MINOR IN SKI AREA MANAGEMENT—21 HOURS: RTM 348, 358, and 15 hours from the

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Division of Social Sciences following; RTM 355, 358, 360*, 460, ACCT 207, MKT 305, to be selected in consultation with program faculty. * indicates may be retaken for credit with permission of instructor. Recreation and Tourism Management Courses (RTM) 100 Introduction to Recreation and Tourism Management. (3) An introduction to the broad field of recreation and tourism. Emphases are placed on the economic role of tourism and potential careers in the industry. Classroom activities and field trips may be required. (F,S) 222 Managing Tourism Resources. (3)

An introduction to the management and operation of the parks and natural areas. Areas of study will include general administration of outdoor recreation facilities and resources. (F)

224 Tourism Motivation and Behavior. (3) An examination of the factors that affect and influence travel-related decisions and behavior. (S)

226 Inclusive Services in Recreation and Tourism. (3) Introduction to the concepts and attitudes underlying inclusive recreation and adapted tourism services, including barriers to participation and the Americans with Disabilities Act. Examines the design, implementation,

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and evaluation of accessible environments and programs as well as future trends in adapted recreation services. (F,S) 240 Programs and Operations in Recreation. (3) Prerequisite: RTM 100.

Provides students with a theoretical overview and practical experience in the development, management, supervision and evaluation of recreation programs for public or private agencies. Off-campus activities will be required. (F) 309 Lodging Management. (3)

Examines the organization and management of various types of lodging facilities. Students will become familiar with all of the functional areas of hotels and other lodging establishments. 311 Measuring Tourism Impacts. (3) Prerequisite: RTM 224.

Course introduces research protocols necessary to measure the benefits and impacts of the tourism industry with a special emphasis on survey research. Topics also include qualitative research, sampling methods, interpretation of statistics and the use of statistical programs such as SPSS. Production of a research report will be a major requirement of the class. (F) 315 Management of Service Organizations. (3) Prerequisites: MKT 305 and MGT 305, or consent of instructor.

Division of Social Sciences An overview of the service industry. Explores the history, current status, and future trends of various service organizations, with emphasis on the hospitality, tourism, and recreation industries. Stresses the unique characteristics and operations of service organizations.

the attractions, cultures, facilities, resources and issues encountered at these destinations.

This course combines theory and field experience in the study of the principles and practices for planning, developing, expanding or refining tourism in new or existing tourist areas.

346 Cultural Tourism. (3)

325 Tourism Planning and Development. (3)

328 Design and Maintenance of Recreation Facilities. (3) Prerequisite: RTM 222.

Explores current principles and practices for planning, designing, and maintaining a wide variety of recreational facilities. The public planning process, needs assessment and economic feasibility assessment will be major topics. Students will be required to visit and evaluate local recreational facilities. (F) 331 Administration of Outdoor Recreation. (3) Prerequisite: RTM 222.

Examines the many factors related to administration of outdoor recreation programs with emphasis on risk management, safety, and planning. (S)

340 Geography for Tourism Professionals. (3) A study of domestic and international tourism destinations designed to familiarize tourism professionals with

345 Ecotourism. (3)

A study of regional and worldwide natural resource based tourism with emphases on sustainable development, nature interpretation, and adventure recreation. A study of cultural based tourism including historical interpretation, crosscultural tourism, and heritage preservation. 347 Resource-based Tourism Management. (3)

An in-depth field of study to explore and evaluate the use tourism resources and to identify current and future resource use problems and successful management strategies. 348 Ski Area Management. (3) Prerequisite: RTM 100.

This course examines the design and operation of commercial downhill ski facilities. Topics will include site design, equipment, snow production, staff training, guest services, safety management and liability issues. Visits to facilities will be planned as a part of the course.

350 Directed Readings in Recreation and Tourism Management. (1-3) Permits students to do supervised, advanced study in subject areas not fully covered in the classroom. May be repeated for credit with consent of the adviser.

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Division of Social Sciences 355 Tourism Promotion. (3) Prerequisite: MKT 305 or consent of instructor.

Provides an overview of tourism promotion. Examines the agencies and organizations currently engaged in such promotion and the methods employed by them to attract customers to their tourism destinations. 356 Hospitality and Tourism Marketing Management. (3)

Prerequisite: MKT 305 or consent of instructor.

Provides students with basic knowledge and practical experience that will enable them to develop strategic marketing plans for hospitality organizations and tourism destinations. 358 Ski Management Practicum. (3) Prerequisite: RTM 348.

This course provides a supervised educational experience in ski area operations management. A variety of practical projects and training opportunities will be developed based on student’s professional objectives. May be repeated for credit with consent of instructor. 360 Special Topics in Recreation and Tourism. (1-6)

Courses on various topics in recreation and tourism management. Specific topics to be announced and indicated by appropriate title in student transcripts. May be repeated for credit with consent of instructor.

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415 Meetings, Conventions and Special Events Management. (3) Prerequisite: RTM 240.

Course examines the process of planning, marketing, publicizing and operation of conferences, conventions, trade shows and special events. Emphasis will also be placed on facility requirements of these events. (S) 456 Seminar in Recreation and Tourism Management. (3) Prerequisite: Senior Standing

Course examines professional issues and professional development in the recreation and tourism field. Students will plan, implement, and present an appropriate independent study project as a major component of this course. (S) 460 Recreation and Tourism Management Internship. (12)

Prerequisites: 2.0 overall GPA, 2.5 GPA in the major, senior standing and permission of instructor.

On-the-job training and instruction in the concentration that the student has chosen. The student must work at least 600 clock hours during the semester. (F,S, Sum) 470-471 Independent Study. (3, 3)

Prerequisite: Junior or senior standing with fifteen hours or more of previous class work in the discipline.

Consists of advanced study, reading, or research in the student’s area of interest.

Division of Social Sciences 480-481 Honors Courses. (3, 3) Prerequisite: Senior standing.

Seniors who qualify for honors courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Director of the Recreation and Tourism Management Program.

in academic research. Special attention will be given to search techniques and sources, literature review and abstract, citation conventions, and academic integrity. Adaptations and applications to the student’s field of study will be explored. 325A, 325B, 325C Miller Center Seminar. (1)

See POSC 325A, 325B, 325C. See page 230.

Recreation and Tourism Management Mini-Courses

414 Special Methods in the Teaching of Social Studies. (3)

2101-3101-4101 Seminar in Recreation and Tourism Management. (1-1-1)

The study and evaluation of personal and professional qualities, skills, and instructional strategies and materials that result in good teaching. A 30 hour school-based field placement is required. Students must achieve a grade of C or better. (F, S)

RTM 3101 and 4101 require permission of instructor.

Short-term seminars on various topics in tourism and recreation. May be repeated for elective credit with the consent of the instructor. Social Science Courses (SOSC) 100 Summer Academy. (1) Course for the Summer Academy students who successfully complete all of the Academy requirements. A comprehensive final exam is required and each student is expected to submit an autobiographical essay. 2851 Introduction to Academic Research. (1) Designed to develop basic skills used

Prerequisite: EDUC 306.

450 Interdisciplinary Seminar. (1-3) Prerequisite: Consent of instructor.

The central theme of the problem investigated will be analyzed through the “eyes” of the various disciplines; with staffing for the seminar coming from the various disciplines of the division. (F, S) 470-471 Independent Study. (3, 3)

Prerequisites: Minimum of 15 hours of course work completed in the discipline and consent of instructor and division chairperson.

Application must be made and approved by a committee before the student can register for the independent study. Applications may be picked up from the division chairperson.

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Division of Social Sciences 472A-472B Public Service Internship. (6,9) The internship is a semester long work-study program in a public service agency. The Public Service Internship Program is open to juniors and seniors and offered both semesters of the academic year. Students interested in applying for the program should contact the office of the Division of Social Sciences. Social Work The mission of the Social Work Program is to prepare students for beginning professional generalist social work practice in a wide range of settings, and with diverse population through education, research, and service with special appreciation for the peoples and institutions of West Virginia, Appalachia, and other rural areas. The program has been accredited by the Council on Social Work Education since 1974. The accreditation applies to beginning level generalist social work practice. Upon completion of the requirements for the Bachelor of Social Work degree, the National Association of Social Workers will accept graduates as regular members of the Association. Additionally, graduates will be allowed to sit for the Social Work Licensure Exam. Graduates of the four-year program will be prepared for: •Beginning level professional generalist social work practice; •Graduate social work education.

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A basic arts and sciences education is essential to professional social work education. There is no foreign language requirement. All courses require letter grades except SOWK 420, Field Instruction, which is a pass-fail evaluation due to the nature of field experience. There are no provisions for awarding academic credit for life experience, or previous work experience, in lieu of the field placement requirement or to fulfill any of the foundation course requirements. Beginning with the introductory class, there are opportunities for field experience in many of the required social work courses. The Bachelor of Social Work The degree of Bachelor of Social Work requires the successful completion of 128 semester hours, including (1) the Program of General Studies, which includes the designated liberal arts content; (2) the social work program listed below; and (3) a program of electives worked out with the student’s adviser. Students must also attain a grade point average (GPA) of 2.50 or better on all courses listed below under Social Work Program. Students are formally accepted as social work majors after having been admitted by the Social Work Admissions and Retention Committee. Detailed admissions requirements and procedures are presented in the Social Work Student Handbook.

Division of Social Sciences SOCIAL WORK COURSES REQUIRED—55 HOURS SOWK 161, 230, 236, 237, 301, 302, 303, 305, 307, 308, 309, 420A-B, 451; six hours of Social Work electives; Required Liberal Arts Courses-BIOL 101, 102; MATH 105; PSY 101; SOSC 2851; SOC 101. Additionally students must complete one (3) hour credit course in each of the following cognate areas (for a total of 9 credit hours): Human Behavior and the Social Environment Cognate (3 credit hours/ one course): PSY 322; SOC 201; SOC 307; PHIL 316; PHIL 360. Policy Cognate (3 credit hours/one course): POSC 202; POSC 204; POSC 320, GEOG 320 Diversity Cognate (3 credit hours/one course): SOC 310; GEOG 321: APST 101, RTM 226 MINOR IN SOCIAL WORK—15 HOURS SOWK 161, 230; nine hours of Social Work electives. Social Work Courses (SOWK) 161 Introduction to Social Work. (3) Explores the multifaceted career opportunities of the social work profession, with an emphasis on human behavior, human rights, social and economic justice, and human diversity. Social work practice, values, and ethics

are examined.

230 Group Dynamics and Interviewing Skills. (3) Critically examines and integrates theoretical-conceptual perspectives about group communications and interviewing skills, applying this information to practical problems and situations in context, focusing on behavior of individuals and groups with an emphasis on effective individual and group skills for both intrapersonal and interpersonal growth and development. 236 Human Behavior and the Social Environment Theories. (3) Prerequisite: SOWK 161. Pre or co-requisites: PSY 101; SOC 101; BIO 102.

Methodological and theoretical study of the bio-psycho-social elements of human behavior across multiple contexts. Students will develop a theoretical and conceptual knowledge of human behavior applicable to competent social work practice. 237 Human Behavior and the Social Environment Across the Lifespan. (3) Prerequisite: SOWK 161. Pre or co-requisites: PSY 101; SOC 101; BIOL 102.

Orientation to the understanding of human behavior across the lifespan with individuals, groups, and communities. Formal and informal processes, norms, values, ethics, strengths, and diverse cultures will be examined across multiple contexts.

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Division of Social Sciences 301 Social Policy and Services History. (3) Prerequisite: SOWK 161.

The primary focus of the course is on the history of social work and social policy. The forces driving policy decisions are examined within a historical framework. The differential impact of social policy on diverse and oppressed groups is developed. 302 Human Diversity. (3)

An overview of racial, ethnic, gender, age, religion, disability, and sexual orientation issues. The course will focus on helping students develop a conceptual understanding about complex and emotionally-charged issues of diversity, human rights, and social and economic justice. Students are challenged by using research, guided readings, and class discussion in understanding the societal implications of diversity. 303 Social Policy and Services Analysis. (3) Prerequisite: SOWK 161.

Provides students with a framework to analyze current social policy, taking into consideration both historical influences and current factors shaping these policies. A framework for policy analysis, incorporating the principles of human rights and social and economic justice, is also included. Content is provided on policy formulation, incorporating the processes influencing policy decisions. 305 Social Work Research Methods. (4) Prerequisites: SOWK 161, SOSC 2851

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MATH 105 (may be taken concurrently).

Familiarizes the student with the quantitative and qualitative research methods, the research process, and the role of research in professional practice. Students develop a research proposal. Emphasis is placed on evaluation of all levels of practice. (3 hour lecture, 1 hour lab) 307 Practice with Individuals and Families. (3)

Prerequisites: Social Work major; formal admission to the Social Work Program; SOWK 161, 230, 236, 237; SOWK 305 ; PSY 101; SOC 101; ENGL 101, 102; SOSC 2851.

Methods of intervention appropriate for working with individuals and families are emphasized. Focuses on the basic knowledge, values, and skills appropriate for a generalist social work practitioner at the beginning professional level of social work practice. The practice components of engagement, assessment, planning, implementation, evaluation, termination, and follow-up with individuals and families are utilized. A grade of “C” (2.0) or better is required in this course to enter SOWK 420 and SOWK 451. 308 Practice with Groups. (3)

Prerequisites: Social Work major; formal admission to the Social Work Program; SOWK 161, 230, 236, 237; SOWK 305; PSY 101; SOC 101; ENGL 101, 102; SOSC 2851.

Methods of intervention appropriate for working with small groups are emphasized. Focuses on values, knowledge, and skills appropriate for the generalist social work practitioner at the beginning professional level of social work practice. The practice com-

Division of Social Sciences ponents of engagement, assessment, planning, implementation, evaluation, termination, and follow-up with groups are utilized. A grade of “C” (2.0) or better is required in this course to enter SOWK 420 and SOWK 451.

322 School Social Services. (3)

Prerequisites: Social Work major; formal admission to the Social Work Program; SOWK 161, 230, 236, 237; SOWK 305; PSY 101; SOC 101; ENGL 101, 102; SOSC 2851.

324 Gerontology and the Field of Aging. (3)

309 Practice with Communities and Organizations. (3)

Methods of intervention with organizations and communities are emphasized. Focuses on values, knowledge and skills appropriate for the generalist social work practitioner at the beginning professional level of social work practice. The practice components of engagement, assessment, planning, implementation, evaluation, termination, and follow-up with communities and organizations are utilized. A grade of “C” (2.0) or better is required in this course to enter SOWK 420 and SOWK 451. 318 Health and Human Resources Administration. (3)

An elective focusing on organizations and service delivery systems with an emphasis on leadership and management principles. 320 Working with Children and Adolescents. (3)

Reflects current issues and trends in working with children and adolescents. Behaviors, therapy, and programs related to children and adolescents are discussed.

Teaches basic knowledge, approaches, and skills involved in school social services. Examined are the basic concepts of children’s developmental needs, which require preventive services in the school, family, and community systems.

Beginning with aging as a developmental process, implications are generated which relate to possible services for the aged. Included is a focus on the development of primary intervention, protective, and institutional services. 327 Health Care. (3)

Deals with the relationship between physical well-being and social functioning; the definition of a state of health and the health continuum; concepts of multiple causation and the role of stress; the social and psychological impact of chronic illness; planning, organizing, and delivering of health services. 336 Corrections. (3)

Examines social work and other professions in the area of forensics, courts, institutions, police, probation, and parole services. Attention is given to prevention and aftercare dynamics. 350 Special Topics in Social Work. (1-3) Prerequisite: Approval by the Social Work Department.

Courses on specialized areas of social work practice (such as Addictions,

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Division of Social Sciences Family Therapy, and Introduction to Community Service) 404 Advanced Community-Based Research. (3)

Prerequisites: Completion of a basic research course or consent of the instructor.

This course seeks to deepen the student’s understanding of communitybased research. Focusing on the substantial research opportunities in the professional arena this course is appropriate for any discipline in which academic and community partnerships are important. This is the capstone course for those pursuing the Civic Engagement minor. 420A-B Field Instruction. (6, 6)

Prerequisites: Completion of all required Social Work Courses. Students must have a better than 2.00 overall grade point average with a 2.50 average in those courses listed under Social Work Courses Required and a 2.0 or better in SOWK 307, SOWK 308, and SOWK 309. Students must have senior status.

Provides students with opportunities to develop skills, knowledge, theories, and techniques with procedures from the classroom being applied to field situations. Emphasis is on individualized instruction with supervision by faculty. Application to be made through Field Instruction Coordinator three months before placement begins. (Class size limited.) 451 Social Work Issues Seminar. (3) Prerequisite: Social Work majors only. Note: This course must be taken concurrently with SOWK 420A-B.

Gives students opportunities to explore, synthesize, critically examine,

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and integrate varied content and skills learned during previous social work courses and during Field Instruction. Issues across contexts related to diversity, ethical practice, regulation of practice, rural practice, and workplace safety are explored. 470-471 Independent Study. (1-6)

Prerequisites: B average for majors or consent of social work faculty.

Advanced field study, readings, or research in student’s area of interest. 480-481 Honors Courses. (3) Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Division Chair for further information.

Social Work Mini-Courses 1001 Sign Language I. (1) No prerequisite.

An introductory skill development course in the art of manual communication. 1002 Sign Language II. (1) No prerequisite.

An intermediate skill development course in the art of manual communication.

Division of Social Sciences Sociology The goal of sociology is to provide an understanding of the scientific study of human behavior in social groups. Sociology is concerned with the growth of the individual within the wider context of society. In the study of sociology, the student is encouraged to develop a theoretical framework and technique of investigation useful for analysis and insight into group behavior. The student interested in a Bachelor of Arts degree may major in sociology with a minor in another discipline. Note required grade average on page 209. The Bachelor of Arts The degree of Bachelor of Arts, with a major in sociology, requires successful completion of 128 semester hours, including (1) the Program of General Studies which must include six hours of one foreign language; (2) the sociology program listed below; and (3) a program of electives or a minor as worked out with the student’s adviser. Television Courses: The Department of Sociology, in general, will not grant credit hours for the major or minor by educational television programming. Exceptions may be made with departmental consent. MAJOR IN SOCIOLOGY—37 HOURS SOC 101, 201, 399, 406, 450; MATH 105 and PHIL 210; fifteen hours of

sociology electives including at least one course from each content area indicated below Social Justice/Stratification: SOC 220, 330, 350 Gerontology Culture: SOC 310, 320 Social Behavior: SOC 210, 303, 307

Social Institutions: SOC 301, 350 Sociology of Law, 350 Sport and Society MINOR IN SOCIOLOGY—15 HOURS SOC 101, 201, 406; six hours of sociology electives.

AREA OF EMPHASIS IN CORRECTIONAL REHABILITATION—45 HOURS Same requirements for the major in sociology plus the following courses: POSC 104, 202, 401; LSPL 101; PSY 101; SOWK 161, 230, 236, 302, 336; SOC 201, 303, 307, 350 Deviant Behavior, and 350 Sociology of Law. Note that SOC 201, 303, 307, and 350 Deviant Behavior, and 350 Sociology of Law may be taken to meet the fifteen hours of electives required in the sociology major. No other minor course of study is required with the area of emphasis in Correctional Rehabilitation. Note: Many of the courses required in the area of emphasis should be taken as General Studies courses. Sociology Courses (SOC) 101 Introduction to Sociology. (3) A course reflecting the basic concerns of sociology and designed to fulfill the

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Division of Social Sciences General Studies requirements for nonmajors and for teacher certification. (F, S) *Note: SOC 101 is a prerequisite for all other courses in sociology. May be waived as a prerequisite with the permission of the sociology faculty. 201 Social Problems. (3) An examination of issues of timely importance to Americans generally, and to West Virginians in particular, emphasizing sociological explanations of underlying social factors. (F) 210 Deviant Behavior. (3)

A study of deviance as social process. Considers historical and cross-cultural variation in definitions of deviance; the process of labeling deviant behavior; and the development and management of deviant identities. (S)

220 Sociology of Gender. (3) An examination of gender as a cultural construction and an organizing principle of social structure. Topics covered include representations of gender in popular culture; gender socialization and the development of gender identity; and the gendered organization of various social institutions. (S) 301 Marriage and the Family. (3)

A study of the forms of marriage and the family; processes of courtship and marital interaction; prediction of marital success and failure; parenthood; family crisis; family in transition; disorganization, and reorganization. (F)

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303 Criminology. (3) A study of the nature and formation of criminal behavior, societal values and structure, personality and community factors in crime; types of criminality; criminal law and procedure. (S) 307 Social Psychology. (3)

An examination of the dynamics of people interacting with one another in American culture. Emphasis is on everyday occurrences and the interrelationship of individuals, groups, and society as a whole. 310 Cultural Anthropology. (3)

A systematic survey of the customs, organizations and modes of life of humankind based on a scientific explanation of the way of culture. 320 Popular Culture. (3)

Examines elements of American life, such as icons, heroes, myths, and rituals, which reflect the ideas, beliefs, and values of the culture. Particular emphasis will be placed on the role of movies in both shaping and reflecting who we are and what we value. Crosslisted with GEOG 460, Special Topics in Geography: The Geography of Popular Culture. Sociology students may also fulfill this requirement through GEOG 321, Advanced Cultural Geography. 330 Minority Group Relations. (3)

A study of the nature and dynamics of social groups focusing on the sociohistorical factors contributing to the existence and maintenance of minorities. The interlocking nature of oppression due to the manifestation of prejudice

Division of Social Sciences and discrimination based on ethnicity, race, age, gender, religion, and sexual orientation are stressed throughout the course.

350 Special Topics in Sociology. (3) Prerequisites: To be specified by instructor.

tunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Division Chairperson for further information. (F, S)

Courses on various topics in sociology. Topics of study will be indicated on student’s transcript. May be taken for credit repeatedly. 399 Introduction to Sociological Research. (4) Prerequisite: MATH 105.

Examines methods of investigation and research in the social sciences: how to organize a project; use of documentary materials and participant observations; interview, survey, and polling techniques; analysis, organization, and presentation of findings. Three hours lecture, one hour laboratory. (F) 406 Sociological Theory. (3)

Prerequisite: Consent of the instructor.

An analysis of contributions to sociological theory dating from the late 1800’s; special emphasis given to major school and theorists. (S) 450 Seminar in Sociology. (3)

Practical experience in applied sociology. 470-471 Independent Study. (3, 3) See SOSC 470-471. (F, S) (This can be found on page 257). 480-481 Honors Courses. (3, 3)

Juniors and seniors who qualify for Honors Courses are offered the oppor-

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Facilities

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The J. Frank Marsh Library he library has a seating capacity of 200, a total of 156,000 volumes and approximately 200 current paper or microform subscriptions. The collection provides primary support for the academic programs of the University, but public use is permitted. The Marsh Library is open 77.25 hours per week, Monday through Sunday. Its catalog and Internet resources are available online in the building and 24 hours per day, 7 days per week on the Internet at library.concord.edu.

A partial depository for United States government documents, the Marsh Library maintains a West Virginia Collection, the Fred D. Lucas Music Media Collection, the Concord University archival collection, and the Wells Goodykoontz Collection of autographed portraits and photographs of presidents and well-known personalities. A word processing lab, laser printers, networked computers, wireless computing capability, computer-compatible study carrels, loaner audio CD players, loaner headsets, and pay-per-use copiers are available on site. Interlibrary loan and other document delivery services are available for patrons who locate materials they need but which are not physically housed or owned by the Marsh Library.

Facilities The Center for Academic Technologies The Center for Academic Technologies provides a multitude of services to the Concord community including hosting of student and faculty web pages, network/web hosting and maintenance, computer lab maintenance, server administration, audio/video streaming, videoconferencing, equipment loans, tech support, and on-line courses and distance education. The Center also houses a multimedia broadcast classroom, and a production studio. Current workshops and other pertinent information are posted at: cat.concord.edu The Alexander Center for the Creative and Performing Arts

The Alexander Center for the Creative and Performing Arts is the Preeminent academic fine arts facility in southern West Virginia. The Butcher Art Gallery provides exhibition space for the studio arts such as painting, sculpture and photography. A cutting edge Graphic Arts Design Lab is a wonderful proving ground for aspiring graphic artists. The Alexander Center features the Main Theater, with 700 seats in the floor and balcony area, a stage pipe organ, and articulated front stage and a spacious back stage area. The more experimental H.C. Paul Theater seats about 150 for more intimate or unusual performances.

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Facilities The Music Department computer lab is equipped with technology that addresses the needs of arranging, scoring and recording. The Leslie R. and Ruby Webb Carter Center The Carter Center is the proud home of the Concord University Mountain Lions. With two gymnasiums, an indoor heated pool, an athletic training clinic, wellness and fitness rooms, a swimming pool, handball and racquetball courts, a dance studio, classrooms and offices, this is the center of intercollegiate and intramural on-campus athletic activity. Other Athletic Facilities Callaghan Stadium and the June O. Shott Field provides lighted facilities for the football, track and field, softball and tennis programs. Nearby is Anderson Field for the baseball and soccer programs. The Jerry L. Beasley Student Center The Student Center serves as the University’s student union. The main floor houses the the Student Center Information Office, the Libby Alvis Dining Hall, the office of the Director of Student Activities, a television lounge, the Office of Financial Aid, Student Support Services, and the State Room. The ground floor includes the Bookstore, campus post office, Student Government Association, the Game

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Room, the Office of Multi-Cultural Affairs, the Office of Disability Services, and the Career Services Office. Here also are on-campus restaurants such as Subway, Starbucks, GrillWorks and South of Sicily. On the top floor are the Grand Ballroom and meeting areas, the Alumni Office and Lounge, Upward Bound, Concord University Foundation Offices, the Intramurals Office, and the Office of Public Relations/ Marketing. The M.N. “Mike” Pashion Bookstore The M.N. “Mike” Pashion Bookstore is located on the ground floor of the Student Center. CU Students can purchase all of their textbooks and course materials, school supplies, and art supplies needed for courses taught at the University. The bookstore also provides free Notary Public services to Concord students, faculty, and staff. TEXTBOOK PURCHASES AND RETURNS POLICY The Bookstore sells both new and used textbooks and will special order textbooks and trade books at no additional charge. Students can return textbooks with a valid receipt and an official drop slip from the first day of classes until the last official day to add or drop classes without penalty. Absolutely no books will be accepted for return for full refund without an official CU Book-

Facilities store receipt and drop slip. All books must be returned in the same condition as purchased. Books purchased as new must be in new condition with no writing and all pages intact in order to receive any refund. Books that were packaged in shrink-wrap must be returned with the shrink-wrap intact. All textbook returns are left to the discretion of the Textbook Manager. TEXTBOOK BUYBACK: The CU Bookstore provides textbook buyback during the week of final exams at the end of each term or at other times as determined appropriate by the Bookstore Manager.

alternative sources will be accepted. Decisions concerning damaged books for buyback are left to the discretion of the Textbook Manager. All pertinent Bookstore information including Bookstore Return Policies, Buyback Information, Textbook Information, and Merchandise Information can be accessed at: http://bookstore. concord.edu. Contact the bookstore for more detailed information: bookstore@ concord.edu.

The Bookstore is not responsible for any last minute textbook changes made by Professors. Students who purchase the wrong textbooks from the Bookstore will be allowed to exchange their purchase for the correct title needed as long as they provide an official Bookstore receipt. Students will be refunded or will be required to pay the difference in price upon the exchange. Students can exchange textbooks up to the last date to drop or add a course without penalty. Absolutely no exchanges will be allowed without an official Bookstore receipt. Books purchased from alternative sources without the required extra materials will be purchased at a significantly lower price or may not be accepted at all. No water damaged books will be accepted. No international editions, instructor’s copies, or custom editions purchased from

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Support Services

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ONCORD’S ORIENTATION Program offers students the opportunity to consult faculty advisors for course planning, to take necessary tests during Summer Advising, to meet other entering students and upper-class leaders and University officials. Further, students will become acquainted with various campus programs, policies, and regulations during the Orientation Program immediately before the beginning of fall semester. These early planning sessions permit a smooth transition from high school to college. The programs are planned and carried out by Concord students, advised by Student Center Office professional staff. For these reasons, the University believes that Orientation is the first step in a continuous process that helps assure a successful college career. Thus, all new students are urged to attend and participate in Orientation. Counseling Center University Counseling Center services are provided to all currently enrolled students. Trained professionals are available to discuss personal concerns. Referrals to community agencies will be made upon request or if deemed necessary by the counselor(s). Prior appointments are strongly encouraged and may be made in person at the Counseling Center (second floor of the Bonner House) or by telephoning (3845290).

Support Services Health Services The Athens Family Practice serves as the University Medical Center and is conveniently located adjacent to campus. The Medical Center provides out-patient medical treatment with nurses, a physician’s assistant, and physician coverage. The posted daytime office hours are 8:30 a.m. to 4:30 p.m., Monday through Friday. Patients are strongly encouraged to make an appointment when possible for prompt service. Students are expected to submit physical examinations and immunization reports prior to Fall registration. All students must present a current validated Concord University ID and medical card prior to receiving medical treatment at the Health Center. Students will be expected to provide satisfactory evidence of health insurance at the time of treatment, otherwise a nominal co-pay may be required by the clinic. Accidents or serious illnesses that occur during hours when the Athens Medical Center is closed are referred to the emergency room at Princeton Community Hospital (approximately eight miles from campus), which provides 24-hour emergency services. All students receiving medical care from local providers must assume the responsibility of payment directly to the physician or hospital from personal funds or through their hospitalization programs.

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Support Services Other Health Information Students with computer access can find reliable, confidential information regarding reproductive health issues by visiting a 24-hour, fully confidential Web site sponsored by Planned Parenthood, http://plannedparenthood.org/. Office of Public Safety Public Safety Officers patrol all campus areas and buildings daily. Uniformed foot and vehicle patrols are utilized, and the University police vehicle is well marked for easy identification by all persons. The Concord University Office of Public Safety exists to help maintain the safety and welfare of all members of the University community. English Language Training Program (ESL) The English Language Training Program (ESL) offers programs and services that enable students to meet personal, academic, and professional goals through English language study at Concord University. Sessions begin in January and August of each year and are seventeen weeks long. A ten-week session is offered which begins in June. Most current students are preparing to enter Concord University or another university. Concord requires minimum TOEFL scores of 61 on the internetbased test, 173 on the computer- based test or 500 on the paper-based test. The English Language Training Program prepares students who have not met this requirement, offering classes

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in reading and writing, listening and conversation, grammar, and TOEFL preparation. Students attend class eighteen hours per week. Advanced students with scores above 45/ 133/450 on the TOEFL may take one class in the regular degree program at Concord while enrolled in eighteen hours of class in the English Language Training Program. Career Services Students undecided about career objectives may utilize Career Services resources for further career exploration. Graduating students who desire assistance with their job search or admission to graduate or professional school may utilize the services of the Career Services Office. Services are available for individual job search plans, resume writing, interviewing, assistantships/fellowships, internships and graduate/professional schools. Representatives from public school systems, business and industry, and graduate/professional schools are on campus during the school year to discuss employment and graduate/ professional school study. Job opportunities are also provided through local, regional, state and interstate job fair participation. Freshmen through seniors, and alumni, are encouraged to take advantage of Concord’s services, programs, and resources. Credential files for education graduates are maintained in Career Services for ten years following the date of graduation. Graduates should request in

Support Services writing to have the credential files sent to prospective school systems. The Career Services website can be accessed through the main Concord website, www.concord.edu. The Career Services site contains full- and part-time employment opportunities, internships, summer jobs, on-campus jobs and a calendar of career related programs offered throughout the school year. Child Development Center Concord University, in partnership with Community Action of South Eastern West Virginia (CASE), operates a licensed day care program, conveniently located on campus for children aged 12 months through 13 years. The CASE/Concord Child Development Center offers a developmental curriculum in a safe, nurturing, and fun environment. Teachers and caregivers have years of experience and many hours of training, including yearly certification in first aid and CPR. The Center is open from 6:30 a.m. to 6:00 p.m. Monday through Friday. Children can be enrolled at any time during the semester. The philosophy of the Center is one that includes the teaching of tolerance and appreciation of differences. This is enhanced through regular programs provided by faculty and community members. The Center also serves as a practicum site for various University programs that require experience with young children. These students, in addition to work-study students, covenant

and Bonner Scholars supplement the regular staff. For enrollment or other information contact 304 384-5386. TRIO Programs MCNAIR SCHOLARS PROGRAM The Ronald E. McNair Post-Baccalaureate Achievement Program is a federal TRIO (program designed to prepare students to pursue a Ph.D. The program provides enriching experiences to prepare undergraduates for graduate school including a research internship, seminars and workshops, interactions with faculty and the opportunity to attend and present their research at national and regional meetings. A major component of the program is a graduate level research project the student conducts with a faculty mentor. In addition, the McNair Program guides students through the graduate school application process and helps prepare students for the social climate of graduate school. There are many benefits to being a McNair Scholar including receiving academic credit, access to fee waivers, office support, computers, a $2,800 research stipend, and travel to graduate schools and conferences. The McNair Program recruits sophomores and juniors from any academic field. To qualify for this program, you must either be a first-generation college student and in financial need, or a member of an underrepresented population (currently defined by the federal government as a member of one of the following ethnic groups: Hispanic, Black, American

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Support Services Indian/Alaskan Native, Native Hawaiian, and other Pacific Islanders with an affiliation to the United States). Additionally, you must be a U.S. citizen or permanent resident. For more information visit the McNair website at www.concord.edu/McNair, or contact the McNair Office located in Room 111 of the Jerry L. Beasley Student Center or call 1-304-384-6019. The McNair Program is a federal TRIO program, fully funded by an allocation from the U.S. Department of Education. STUDENT SUPPORT SERVICES Concord University’s office of Student Support Services is a federally-funded TRIO program that offers free academic support to low-income, first generation , or disabled students. This is a federal program designed to help students succeed in college and beyond; SSS offers a broad range of services to meet the goal of degree completion. Services include individual and group tutoring; counseling; college reading, writing and study skills; a freshman year success program; mentoring; computer lab, basic technology instruction, a laptop loan program, and cultural activities. Tutoring is provided each semester by peer-tutors who have a 3.0 or better grade point average and faculty recommendation. Drop-in, individual, or group tutoring is available for most courses offered at Concord. To facilitate student success, a professional counselor is available to pro-

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vide personal, academic, career, and financial aid counseling, and referral assistance. Peer mentors are assigned to all SSS freshman to ease the transition to college life. Students may explore their career interests through discussion, written information, vocational testing, and arranged visits to community workplaces. Assistance with graduate school exploration, application, and financial aid processes is available. EDUC 091 is a college level reading course offered by SSS through Concord’s Division of Education. The class is a non-graduation credit class which focuses on comprehension skills, vocabulary development, reading speed, effective study techniques, effective writing, critical thinking, and the skills necessary to read on the college level. Participation in cultural events is an integral part of the Student Support Services Program. Free trips are offered to SSS students for enrichment in fun, educational settings. Application forms for participation in Student Support Services are available by telephoning, writing, e-mailing [email protected], or stopping by the Student Support Services office located in the Student Center. More information on Concord’s SSS program is available on the program’s website http://students.concord.edu/support. CLASSIC UPWARD BOUND Upward Bound is a federally-funded TRIO program offered to 95 students from the local area in grades 9 through 12 who show academic potential to

Support Services succeed in education beyond high school. These students come from a population that is statistically unlikely to attempt higher education. Twothirds of the students are from low-income and first-generation homes. The other one third of students must come from low-income homes or be potentially the first ones in their family to earn a college degree. Upward Bound helps prepare these students academically for college and broadens their horizons so that they can see college as a desirable and attainable goal. Students receive tutoring during the regular school year; personal, career, and academic counseling; assistance with college admissions and financial aid applications; trips for cultural and career exploration; ACT/SAT preparation; and numerous enrichment activities such as tours of colleges and universities, zoos, concerts, and plays. Enrolled students also participate in a six-week summer residential program at Concord University, providing an opportunity to experience a college setting and receive instruction in appropriate academic courses. Graduating seniors participate in a Bridge Program that consists of earning six college credit hours the summer following high school graduation. Studies have shown that Upward Bound students are four times more likely to earn an undergraduate degree than students from similar backgrounds who did not participate in TRIO. For more information call 1-304 384-6036, e-mail [email protected], or stop by the Upward Bound office in the

Student Center Room 303A. Applications are also available in the Guidance Offices at local high schools. Academic Success Center The Academic Success Center (ASC) assists the university community with services to promote student success at Concord. Advising; tutoring; the Parents Club; Univ 100 (required of all freshmen and some transfer students); reading and study skills; academic advising for undecided majors; workshops; trainings; and intervention services are but a few of the comprehensive services offered by the ASC. Additionally, the ASC generates, analyzes, and shares institutional retention and graduation data. Committees and activities designed to assist with students remaining at Concord and graduating from the university are part of the ASC’s goals. The ASC serves as a “one-stop” location for students needing assistance and as a referral source for faculty/staff/parents. The ASC is located in A332 (Marsh Hall Administration Building). Email: [email protected] Concord University Research and Development Corporation The Concord University Research and Development Corporation was established under authorization from Article 12, Section 18B of the West Virginia State Code, and operates as a 501(c)(3) non-profit, charitable organization authorized by the U.S. Internal Revenue Service. The Board of Directors of

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Support Services the Research and Development Corporation are appointed by the President of the University who serves as the Corporation chairperson. The Corporation’s primary functions are to serve as a fiscal agent and administrative mechanism with which to receive and manage federal, state, and foundation grant funds for research projects and initiatives, creative activities, and public service functions. Currently, the Corporation serves as administrator for several research and service projects involving both faculty and students.

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Student Enrichment

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Student Enrichment

TUDENT LIFE at Concord University includes many different aspects, from purely academic concerns to clubs and social events, to emotional and physical health. A student’s campus life can be enriched by his or her application of talent, energy, and classroom knowledge in co-curricular activities. The Office of Student Affairs has the major responsibility for student life at Concord. Facilities, programs, and services within the Office are designed to extend and enhance the academic curriculum. Student Affairs works to facilitate the personal development, maturity, and interpersonal effectiveness of an increasingly diversified student body. Additionally, this office attempts to help each student become involved in the process of his or her own education, development, and personal growth. Achievement of this goal comes about through counseling in the areas of personal, financial, educational, vocational, and college transfer problems. The Office of Student Affairs provides services in the areas of housing, orientation, testing, career development, placement, counseling, athletics (intercollegiate and intramurals), health services, multi-cultural affairs, international student advising, disability services, English language training program (ESL), and Student Center activities. The staff also assists in creating and furthering special developmental programs prepared to meet the needs of students. The staff serves

as consultants to other professional members of the community in discussing the needs, capabilities, and potentialities of students. Office of Student Activities The purpose of the Office of Student Activities is to complement the academic program and to enhance the overall educational experience of students through development of, exposure to, and participation in social, recreational, entertainment, and student governance programs. The Student Activities Director provides assistance to the Student Government Association, the Student Activities Committee and student organizations. The office is located in the Student Center and the phone extension is 5311. Directory Information Certain personal student information is considered directory information. Name, address, phone numbers, major, level of education, age, and degrees earned are all considered part of directory information. Students wishing to restrict information given to third parties may do so effective for a maximum of one year and may renew this option upon written request. The contract can be rescinded by contacting the Registrar’s Office in writing. Concord University retains the right to withhold this information from third parties for the purposes of marketing to students, alumni andgraduates.

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Student Enrichment Campus Organizations

Artist/Lecture Series

Concord has over 55 student organizations, including the Student Government Association, the Student Activities Committee and various fraternities, sororities, honors societies, professional societies, service organizations, art and music organizations, and religious groups. These organizations provide a vibrancy and diversity to student life at Concord. A complete list and description of all campus organizations are located in the Concord Student Handbook, starting at page 62. Additionally, the list of these organizations with their officers’ and advisor’s contact information may be found on Concord’s web page by accessing the “Directory” link in the upper right portion of the University’s web home page. All organizations that are active on campus must submit a current Officers and Faculty Sponsors Form to the Student Center Office at the beginning of the Fall Semester.

Through student assessed fees, outstanding performers and speakers are brought to campus each year. Series guests have included comedian/activist Dick Gregory, author Nat Hentoff, environmentalist Adam Werbach, the West Virginia Symphony, The Vienna Boys Choir, and The Reduced Shakespeare Company. The balance of the season is filled with the plays, exhibits and concerts of the University’s Fine and Performing Arts Programs.

Student Productions Concord theatre productions offer all students the opportunity to participate in plays in both on-stage and backstage capacities. Performances in recent years have ranged from “Guys and Dolls” to Shakespeare’s “Twelfth Night.” Organizations in the Department of Music provide students with the opportunity to participate in vocal and instrumental groups which give public performances.

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Student Government Student Government reflects the interest of students in the activities and operation of the campus. This is a student organization which supervises many activities and interests. Students train themselves for further leadership by joining in these efforts. The sense of responsibility expressed in such activities can determine the atmosphere of campus living. Concord’s Student Government Association (SGA) is the authorized representative body of the students. It seeks to maintain open communication between the administration, faculty and the student body, including through a seat on the University’s Board of Governors. The SGA also coordinates and financially supports activities of various campus organizations and promotes improvement in all areas of campus life. In addition to the Student Government Association and its elected representatives, students can become a governing force in the University through the

Student Enrichment Student Judicial System, Student Activities Committee, Interfraternity and Pan-Hellenic Councils, and residence hall councils. Student Activities Committee

The Student Activities Committee is an award winning committee composed of students who plan, and sponsor campus activities and events that energize and enrich Concord’s community. These students provide educational and entertaining programs, bringing to campus throughout the semester, comedians, magicians, hypnotists and special events during Homecoming and the Spring Fling event. If you are interested in becoming involved, contact the Office of Student Activities at 384-5311. Intercollegiate Athletic Program The Mountain Lion Athletic Program is a broad based complement to the educational mission of the institution, and serves as an original and significant piece of the mosaic that is today Concord University. By supplementing the knowledge and skill acquired in the more traditional academic areas, intercollegiate athletics promote discipline, competitiveness, persistence, and a cooperative spirit, all of which prepare a more rounded graduate for success. Athletics can be a focal point for dynamic interpersonal interaction that advances the general good of the University. The Intercollegiate Athletic Program is conducted according to the regulations and standards of the National Col-

legiate Athletic Association (NCAA) and the West Virginia Intercollegiate Athletic Conference (WVIAC). The Director of Athletics is responsible for the proper functioning of the athletic program in accordance with institutional, WVIAC, and NCAA practices and policies. Students may participate in athletics only if they are regularly enrolled and meet all eligibility requirements as set by the institution, the WVIAC, and the NCAA. Concord University maintains varsity schedules in baseball, men’s and women’s basketball, men’s and women’s cross country, football, golf, men’s and women’s soccer, softball, men’s and women’s tennis, men’s and women’s track and volleyball. Competitive cheerleading is sponsored by Concord University as well. Intramural Recreational Program Concord University Intramural Recreation is a program of on-campus sports and recreational activities for the entire student body, faculty, and staff. The program offers a wide variety of activities suitable for the diverse interests of our students. Many activities are available for men or women, while additional activities are co-recreational. The goal of the program is to have maximum participation from our student body, faculty, and staff. Available facilities for intramurals and the informal recreation program include the Towers Fitness Center, tennis courts, racquetball courts, dance studio, gyms, the Carter Center weight room, swim

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Student Enrichment ming pool, the Student Center Game Room and various outdoor fields. In the intramural recreation program, units of competition include fraternities, sororities, clubs, organizations, and independent teams. League play and play-offs highlight the team sports activities while tournaments and meets are the basis of the individual sports program. Individual awards are presented to the players on first place teams and the individual winners of our tournaments and meet events. An over-all champion point system is used to determine the group or organization that has the highest rate of participation and best over-all record in all activities. Concord University intramural recreation welcomes the participation of new students. The growth of the program and its overall success can only be attributed to the intense interest of the student body and their enthusiastic support.

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Recreation Program Concord University offers recreational opportunities for students, faculty and staff of the institution. These programs and facilities help promote wellness and encourage active participation by the entire campus community. There are daily hours for recreational swimming and use of the gymnasium for recreational sports. Intramurals provide organized opportunities in lifetime sport activities.

Student Enrichment

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Residential Life

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Residential Life

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Housing ONCORD UNIVERSITY has five residence halls with a capacity of approximately1100 students. In keeping with Concord’s residential nature, student housing is operated as a close adjunct to its academic purposes. All unmarried students of traditional age who do not reside with a parent/ guardian in that parent/guardian’s primary residence, and commute to classes are required to reside on campus in the University’s residence halls as long as space is available. Commuters are defined as either nontraditional or married students who live in the immediate area and drive to classes, or traditional age students who reside with their parent(s) or guardian(s) in their local primary place of residence not to exceed one-hour travel time from the University. All other students must reside on campus. In addition, all residential students are required to purchase one of three University provided board plans. Exceptions to the on-campus housing policy stated above may be approved upon the presentation of justifiable reasons in accordance with the guidelines and procedures established by the Housing Committee. Requests for exceptions should be presented in writing to the Office of Housing and Residence Life no later than May 1 for both summer terms, no later than March 15 for the following fall semester, and no later than November 15 for the following spring semester. Submission of last minute off-campus housing

requests should be avoided since registration will be delayed until consideration of the request is completed. In the event that all space in the residence halls becomes filled, residence hall assignments will go to the students who possess the fewest credits. Housing arrangements for all unmarried students, except those who commute from their parent’s home, must be approved by the Office of Housing and Residence Life prior to registration. Providing false information (verbal or written) related to all off-campus housing requests, will subject the student to moving into the residence hall, and being held financially responsible for room and board payments for any period of enrollment for which false information was provided. Admission to the University does not assure a room reservation. Likewise, an application for a room does not constitute a successful admissions application. A room assignment is not a guarantee that the admission process is final. Students applying for University housing for the first time or reapplying after previously withdrawing from University housing must submit a completed housing application (Room Reservation Form) and a $50.00 reservation fee to the Office of Housing and Residence Life. This housing application may be canceled, and the reservation fee refunded, if notification of the cancellation reaches the Office of Housing and Residence Life before June 30 for the fall semester, before December 21 for the spring semester, and at least ten days prior to the opening of summer

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Residential Life session. Failure to notify by these dates will result in forfeiture of the fee under all circumstances. Applications submitted after these deadlines are automatically subject to forfeiture upon cancellation. Continuing students who want to maintain housing for the next academic year are required to reserve housing by renewing their application at room sign-up held every April. The reservation fee will carry over to the next year as long as the balance of the fee after deduction of unpaid charges for items such as damages is more than one cent. If the balance of the fee becomes less than one cent, the student must submit a supplementary payment to return the balance of the fee to $50.00. The balance of the reservation fee, if any, will be refunded whenever the student withdraws from university housing after becoming a registered/paid student. The student will also be entitled to a partial refund of room and board fees. The balance of the fee will also be refunded when the student withdraws from University housing at the end of the spring semester without having renewed a housing application for the next year; subsequent submission of an application will necessitate payment of a new $50.00 reservation fee. All questions concerning housing should be addressed directly to the Office of Housing and Residence Life.

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Residential Life

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Scholarships, Prizes, and Awards

Scholarships

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CHOLARSHIPS AVAILABLE to assist Concord University students are derived from endowments exceeding $16 million, within the Concord University Foundation, Inc. plus varied other sources of private, corporate, philanthropic, and governmental assistance. Institutional scholarships funded by the University are available through Concord University’s Office of Admission and are offered competitively. Applicants for scholarships must be granted admission to Concord University, meet the required criteria for scholarship, and complete a separate scholarship application form. Concord University awards institutional scholarship to students including academic, performing arts, community service, student activities, athletic, and academic division scholarships. Concord University’s success in attracting and retaining good academic students is based on assisting those students with earned merit financial scholarship. The application forms are available from the Office of Admissions or the Office of Financial Aid.

Scholarships, Prizes, and Awards

Other institutional scholarships are awarded based on merit and participation. The Legacy, Book Award, Student’s of Excellence Summer Academy, Boy State, Girls State, Entrepreneurial, Advance Placement, Hugh O’Brian, Governors Academy, and Student Activity. Contact the Admissions or Financial Aid Offices for complete information and application procedures for the numerous scholarships offered by Concord University.

The Bonner Scholars Program “Changing the World through Service,” Bonner Scholars receive up to $3,600 per year in return for a significant commitment to perform public or community service work while they are enrolled. This unique program was founded by the Corella and Bertram F. Bonner Foundation of Princeton, N.J. Further criteria and applications are available by contacting the Bonner Scholar Director at 304-384-6009 or email [email protected].

Concord University offers highly talented scholars the opportunity to compete for Concord University’s elite scholarships. The “Scholar’s of Distinction” program is highly competitive and students are awarded on the basis of high merit and include an interview appointment.

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Fees, Expenses, and Financial Aid

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F

Tuition and Fees

EES MUST BE PAID prior to the start of classes.* To these should be added some allowance for the incidental cost of travel, books, lab fees, technology fees, parking decals, and miscellaneous expenses. Costs are subject to change. The required distribution of tuition and fees as outlined in H.B. 101 is as follows:

Payments should be made for the fall semester during the months of July through October . Payments should be made for the spring semester during the months of December through March. A non-refundable one time service fee of $50 will be added to the initial payment. The election of the installment method of payment does not alter in any way the student’s financial obligation.

On-or-Off Campus Courses In-State UNDERGRADUATE Spring Semester 2009

Tuition & Required E&G Fees Auxiliary & Auxiliary Capital Fees Educational & General Capital Fees Full-time Bluefield State College students may cross-register to attend classes for credit at Concord University without paying additional fees. These students must submit a paid receipt from Bluefield State College to the Concord Business Office during the regular registration period. *Note: With special permission from the Business Office and a signed agreement, charges for tuition and fees, room and board may be paid in four monthly installments. The initial installment payment must be equal to or greater than 25% of the outstanding balance after application of all financial aid.

Semester Tuition Total with Hours and Fees Board and

Total with Board and

Double Room Single Room

1

207.00

3,590.00

4,149.00

2

414.00

3,797.00

4,356.00

3

621.00

4,004.00

4,563.00

4

828.00

4,211.00

4,770.00

5

1,035.00

4,418.00

4,977.00

6

1,242.00

4,625.00

5,184.00

7

1,449.00

4,832.00

5,391.00

8

1,656.00

5,039.00

5,598.00

9

1,863.00

5,246.00

5,805.00

10

2,070.00

5,453.00

6,012.00

11

2,277.00

5,660.00

6,219.00

12+

2,487.00

5,870.00

6,429.00

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Out-of-state UNDERGRADUATE Spring Semester 2009

Semester Tuition Total with Total with Hours and Fees Board and Board and Double Room Single Room 1

460.00

3,843.00

4,402.00

2

920.00

4,303.00

4,862.00

3

1,380.00

4,763.00

5,322.00

4

1,840.00

5,223.00

5,782.00

5

2,300.00

5,683.00

6,242.00

6

2,760.00

6,143.00

6,702.00

7

3,220.00

6,603.00

7,162.00

8

3,680.00

7,063.00

7,622.00

9

4,140.00

7,523.00

8,082.00

10

4,600.00

7,983.00

8,542.00

11

5,060.00

8,443.00

9.002.00

12+

5,525.00

8,908.00

9,467.00

Out-of-state UNDERGRADUATE First Summer Term 2009 Semester Tuition Total with Total with Hours and Fees Board and Board and Double Room Single Room 1

460.00

1,517.00

1,692.00

2

920.00

1,977.00

2,152.00

3

1,380.00

2,437.00

2,612.00

4

1,840.00

2,897.00

3,072.00

5

2,300.00

3,357.00

3,532.00

6

2,760.00

3,817.00

3,992.00

7

3,220.00

4,277.00

4,452.00

8

3,680.00

4,737.00

4,912.00

9

4,140.00

5,197.00

5,372.00

10

4,600.00

5,657.00

5,832.00

11

5,060.00

6,117.00

6,292.00

12+

5,525.00

6,582.00

6,757.00

All pricing is subject to change.

In-state UNDERGRADUATE First Summer Term 2009 Semester Tuition Total with Total with Hours and Fees Board and Board and Double Room Single Room 1

207.00

1,264.00

1,439.00

2

414.00

1,471.00

1,646.00

3

621.00

1,678.00

1,853.00

4

828.00

1,885.00

2,060.00

5

1,035.00

2,092.00

2,267.00

6

1,242.00

2,299.00

2,474.00

7

1,449.00

2,506.00

2,681.00

8

1,656.00

2,713.00

2,888.00

9

1,863.00

2,920.00

3,095.00

10

2,070.00

3,127.00

3,302.00

11

2,277.00

3,334.00

3,509.00

12+

2,487.00

3,544.00

3,719.00

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Out-of-State Tuition Reduction Programs. Concord University offers three programs for eligible out-of-state fulltime students at a cost of $3,338 per semester. Tuition Options Program Scholars (TOPS). Student must be a first-time full-time freshman, reside on-campus, maintain a 2.0 GPA, and be in good standing with the University’s judicial system. To qualify for TOPS, student must declare one of the selected programs of study. For the complete list of selected programs please contact the Office of Admissions.

Fees, Expenses, and Financial Aid •Border Counties Program (BCP). Student must be first-time full-time freshman, reside on-campus, maintain a 2.0 GPA, and be in good standing with the University’s judicial system. Parents or guardians must have a permanent residence in one of the border counties to qualify. For the complete list of border counties please contact the Office of Admissions.**

•Children of Educator Tuition Reduction Program (CETR). Student must be first-time full-time freshman, reside on campus, maintain a 2.0 GPA, and be in good standing with the University’s judicial system. Parent(s) or guardian(s) must be employed as a public or private elementary or secondary educator in one of the 49 states. ** Permanent residence in a county bordering West Virginia is required. Residence Status Determination of residence status for the purpose of collecting fees will be made in keeping with the Series 25 of the Higher Education Policy Commission (Residency Classification for Determining Tuition and Fees). This statement of the Board, as revised, will be forwarded upon request. The complete document represents the legal basis for residence classification. The following extracts from Series 25 may serve as adequate guidelines. Students enrolling in a West Virginia public institution of higher education shall be classified as resident or nonresident for admission, tuition, and fee purposes by the institutional officer

designated by the President. The decision shall be based upon information furnished by the student and all other relevant information. The designated officer is authorized to require such written documents, affidavits, verifications, or other evidence as are deemed necessary to establish the domicile of a student. The burden of establishing residency for admission, tuition, and fee purposes is upon the student. If there is a question as to residence, the matter must be brought to the attention of the designated officer at least two weeks prior to the deadline for the payment of tuition and fees. Any student found to have made a false or misleading statement concerning residence shall be subject to institutional disciplinary action and will be charged the non-resident fees for each academic term theretofore attended. Domicile within the State means adoption of the State as the fixed permanent home and involves the personal residence within the State with no intent on the part of the applicant or, in the case of the dependent student, the applicant’s parent(s) to return to another state or country. Residing with relatives (other than parent(s)/legal guardian) does not, in and of itself, cause the student to attain residence in the State for admission or fee payment purposes. West Virginia domicile may be established upon the completion of at least twelve months of continued residence within the State prior to the date of registration, provided that such twelve months’ residency is not primarily for the purpose of attendance

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Fees, Expenses, and Financial Aid at any institution of higher education in West Virginia. Establishment of West Virginia domicile with less than twelve months’ residence prior to the date of registration must be supported by evidence of positive and unequivocal action. Priority consideration should normally be given to such evidence as the purchase of a West Virginia home, full-time employment within the State, paying West Virginia property tax, filing West Virginia income tax returns, registering of motor vehicles in West Virginia, and marriage to a West Virginia resident. Items of lesser importance which might be considered as support factors include registering to vote in West Virginia and the actual exercise of such right, possessing a valid West Virginia driver’s license, transferring or establishing local church membership, involvement in local community activities, and various other acts which may give evidence of intent to remain indefinitely within the State. Proof of a number of these actions shall be considered only as evidence which may be used in determining whether or not a domicile has been established. Factors militating against the establishment of West Virginia residence might include such considerations as the student not being self-supporting, being claimed as a dependent on federal or state income tax returns or the parent’s health insurance policy if the parents reside out of state, receiving financial assistance from state student aid programs in other states, and leaving the State when school is not in session.

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A dependent student is one who is listed as a dependent on the federal or state tax return of his/her parents or legal guardian or who receives major financial support from that person. Such a student maintains the same residence as that of the parents or legal guardian. In the event the parents are divorced or legally separated, the dependent student takes the residence of the parent with whom he/she lives or to whom he/she has been assigned by court order. However, a dependent student who enrolls and is properly classified as a resident student maintains that classification as long as the enrollment is continuous and that student does not attain independence and establish domicile in another state. A nonresident student who becomes independent while a student at an institution of higher education in West Virginia does not, by reason of such independence alone, attain residence in this State for admission or fee payment purposes. A student who had been classified as an out-of-state resident and who seeks resident status in West Virginia must assume the burden of providing conclusive evidence that he/she has established domicile in West Virginia with the intention of making the permanent home in this State. The intent to remain indefinitely in West Virginia is evidenced not only by a person’s statements but also by that person’s actions. In making a determination regarding a request for change in residence status, the designated institutional officer shall consider those

Fees, Expenses, and Financial Aid actions referenced in the section above. An individual who is on full-time active military service in another state or a foreign country or an employee of the federal government shall be classified as a resident for the purpose of payment of tuition and fees, provided that the person established a domicile in West Virginia prior to entrance into federal service, entered the federal service from West Virginia, and has at no time while in federal service claimed or established a domicile in another state. Sworn statements attesting to these conditions may be required. The spouse and dependent children of such individuals shall also be classified as residents of the State of West Virginia for tuition and fee purposes. Persons assigned to full-time active military service in West Virginia and residing in the State shall be classified as in-state residents for tuition and fee purposes. The spouse and dependent children of such individuals shall also be classified as residents of the State of West Virginia for tuition and fee purposes. Concord University is a Yellow Ribbon participant. The Yellow Ribbon GI Education Enhancement Program is a provision of the Post-9/11 Veterans Educational Assistance Act of 2008. The institution can contribute up to 50% of tuition and fees and VA will match the same amount as the institution. An alien who is in the United States on a resident visa or who has filed a petition for naturalization in the naturalization court, and who has established a bona fide domicile in West Virginia

as defined above, may be eligible for resident classification, provided that person is in the state for purposes other than to attempt to qualify for residency status as a student. The decisions of the designated institutional officer charged with the determination of residence classification may be appealed to the President of the institution. The President may establish such committees and procedures as are determined to be appropriate for the processing of appeals. The decision of the residency committee may be appealed in writing with supporting documentation to the President of the institution. Room and Board Costs The costs for rooms and board are as follows: Regular Semester in a Residence Hall: 2009 Board................................................ $1,660 Double Room................................... $1,723 Single Room..................................... $2,282 Triple Occupancy, each person........ $1,731

Summer Term (5 Weeks) in a Residence Hall: 2009 Board.................................................. $ 519 Double Room..................................... $ 538 Single Room....................................... $ 713

Each occupant of a residence hall room must rent for the academic semester, such rental to be evidenced by a rental agreement signed by the student, and by the parent or guardian if the student is less than 18 years old.

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Fees, Expenses, and Financial Aid Board is contracted for the academic semester, but no written agreement is required. Campus residents must participate in one of the board plans in the University Cafeteria; non-residencehall students may purchase meals there at any time. All residence halls and the Cafeteria are closed during vacation periods, and such periods are not included in charges made to students; therefore, the University may use the facilities for other purposes during these times. The University will notify the students in advance if their rooms are to be vacated. Special Charges Freshman Orientation Fee International Orientation Fee Technology Fee (per credit hour)

$85 $130 $6

Lab Fee (as applicable)

$25

Art Lab Fee

$25

Late Registration Charge begins the second day of classes $25 Late Registration Charge for off-campus classes begins with the second class meeting $25 Advanced Standing Exam Fee

$55

RBA Degree Evaluation Fee-Per hour posting fee $10 Auditing charges are the same as for part-time students. Graduation Fee

$50

Second Degree Fee

$10

Late Graduation Fee (in addition to Graduation Fee) $20 Diploma Replacement Fee Transcript Fee (first transcript free)

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$25 $5

Priority Transcript Fee

$10

Returned Check Fee

$25

Residence Hall Damage Deposit

$50

Security Deposit on Rental Properties $225 Rental Property Late Fee

$20

Directed Student Teaching Fee

$100

Tutorial Fee

$125

Post Office Box Rental

$7.50

Parking Permit Decal

$15

Graduate Application Fee

$25

Business Accreditation Fee

$50

Athletic Training Fee

$100

Note: No charge is made for transcripts requested by and sent directly to high schools, state departments of education, military, and professional associations for their official files.

Failure to meet all monetary

obligations encumbers the student’s records; registration for subse-

quent semesters will not be permitted and transcripts and semester

grades will not be issued until all obligations are paid.

Refunds Refunds will be given ONLY upon withdrawal from the institution. A student withdrawing under disciplinary action forfeits all rights to a return of any portion of tuition, fees, room and board paid. Fees are subject to change. Such changes may take effect at once and may apply to students already enrolled, unless otherwise specified. Dishonored checks may result in exclusion

Fees, Expenses, and Financial Aid from classes until payment, including a $25 returned check assessment, is made. All refunds of tuition and fees are calculated from the day scheduled as the first day of class. Students receiving financial aid from the University may be required to repay any monies not earned based on Federal Regulations. First time enrollees receiving Title IV aid will have refunds released based on federal guidelines. Refunds on tuition, fees, room, and board will be made as follows: Refunds in the Regular Academic Semester During the first and second weeks.......... 90% During the third and fourth weeks.......... 70% During the fifth and sixth weeks.............. 50% No refund thereafter.

Refunds in Summer terms and nontraditional periods During the first 13% of the term............. 90% From 14% to 25% of the term................. 70% From 26% to 38% of the term................. 50% After 38% of the term is completed.................................... No refund

Procedure for refund upon withdrawal When a student withdraws from the University, a withdrawal form is completed. The student visits all appropriate offices and obtains the signature of

a representative of each office. Title IV recipients are noted on the form so the Financial Aid Office will be notified of the refund. The Registrar’s Office generates and routes the refund form to the Business Office. The amount and type of refund is determined and the refund form is routed to the Financial Aid Office. A title IV refund calculation is run using the FAA access to CPS on line Department of Education. Refunds are applied to the Federal Programs as described by the Department of Education. 34 CFR 668.22. For students whose withdrawal date is on or after July 1, 2006, schools should only include funds from the following programs in the return calculations: Pell Grant, ACG, National SMART Grant, TEACH Grant, FSEOG, FFEL, Direct Loan and Perkins Loan. The Return of Title IV funds do not apply to funds from GEAR UP, SSS, LEAP programs. If the student receives more Federal Student Aid than the amount earned, the school, the student, or both must return the unearned funds in a specified order. The amount of Federal Student Aid to be returned is determined by subtracting the amount of earned Title IV and from the amount of Title IV aid that was actually disbursed to the student. RETURN OF FUNDS BY CONCORD UNIVERSITY Concord University must return Title IV funds to the programs from which the student received aid.

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Fees, Expenses, and Financial Aid •

Unsubsidized Federal Stafford loans.

•

Subsidized Federal Stafford loans.

•

Federal Perkins loans.

•

Federal PLUS loans.

•

Federal Pell Grants for which a return of funds is required.

•

Academic Competetivesness Grants for which a return of funds is required.

•

National Smart Grants for which a return of funds is required.

•

Federal Supplemental Educational Opportunity Grants (FSEOG) for which a return of funds is required.

Concord returns unearned funds as soon as possible but no later than 45 days from the determination of a student’s withdrawal. In the event the University is closed, or normal operations are suspended, or certain services (including housing and dining) are suspended, or reduced by the President of the University or other duly constituted authority because of an emergency or other circumstances that may make such action appropriate, tuition and fees (including board and room) will not be refunded unless so directed by the West Virginia Policy Commission or the Concord University Board of Governors, nor can the University assume any responsibility for any extra expenses which students or others may incur because of such action.

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Financial Aid Grants, loans, part-time employment and scholarships are available for eligible students at Concord. Students should complete the Free Application for Federal Student Aid (FAFSA) as soon as possible after January 1 to assure consideration for available funds since the earlier applications are packaged first. Apply online with FAFSA on the web at www.fafsa.com. April 15 is the deadline for priority consideration of campus-based aid; however, applications processed after April 15 will be considered based on the availability of funds. Awards are normally based on full-time enrollment. However, some programs are available for part-time enrollment. The major portion of financial aid is awarded to students who have a demonstrated financial need based on the results of the FAFSA. Financial aid is normally awarded to students for the regular academic year of two semesters. An academic year is defined as two semesters, 32 weeks or 24 semester hours usually beginning in August and ending in May. Renewal of Federal and State aid is contingent upon reapplying each year, having a demonstrated financial need, and maintaining satisfactory academic progress toward a degree objective. Many communities and local organizations offer scholarships to deserving high school graduates. These possibilities should be explored with your high school principal or guidance counselor.

Fees, Expenses, and Financial Aid Institutional scholarships available through Concord University are competitive. Applicants for scholarships must complete a separate scholarship application form which includes recommendations by appropriate University or secondary school officials. These forms are available from the Office of Admissions or the Financial Aid Office.

Federal student aid programs, amounts, and policies are subject to change based on Federal legislative action. Questions concerning financial aid should be directed to the Financial Aid Office.

tion process is mailed to the student at this time with a 21 day deadline date. The verification information must be received in the Financial Aid Office within the 21 days to be considered as an on-time applicant. If the verification information is not received in the office by the deadline date a reminder letter is mailed to each student reminding of him/her of the information still needed. If the verification documentation is not received within the deadline period the student will be considered a late applicant and will not be eligible for campus-based monies. When verification is complete, if there is any type of change by the institution, the student is notified by mail and instruction is given to investigate the changes that were made on the FAFSA web site as well. The student will receive an award letter via mail and on the Ellie System at Concord University. This information is updated and immediately ready for review. (No award is made prior to verification). If and when an overpayment happens, the student is notified immediately and a letter stating the request for repayment is sent at that time.

VERIFICATION POLICY

Grants

General Financial Aid Information Students who receive financial aid at Concord University must use this money solely for educational expenses related to attendance at Concord. Any student who receives financial aid from sources in addition to programs offered by Concord must report this income to the Financial Aid Office. Additional aid may reduce or cancel the student’s original award.

When a student lists Concord University on the Free Application for Federal Student Aid (FAFSA), each individual application is reviewed. When a student is selected for verification either by the Department of Education or Concord University: A request letter listiing all information needed to complete the verifica-

You must complete and submit a Free Application for Federal Student Aid (FAFSA) to apply for federal student aid and to apply for most state and college aid. Applying online with FAFSA on the Web at www.fafsa.gov is faster and easier than using a paper FAFSA. Submit your FAFSA early, but not before January 1 of the academic

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Fees, Expenses, and Financial Aid year applyied for. FEDERAL PELL GRANT/ FEDERAL SUPPLEMENTAL EDUCATION OPPORTUNITY GRANT (SEOG) WEST VIRGINIA HIGHER EDUCATION GRANT 1. Residents of West Virginia with academic potential and financial need are considered provided the FAFSA is received by the processor by March 1. 2. Selection is made by the West Virginia Higher Education Grant Program in Charleston.

STATE GRANTS (OTHER THAN WEST VIRGINIA) Check with your home state grant office, if one exists, to determine if state residents attending out-of-state schools are eligible for grants. If so, process the paperwork for Concord, and we will disburse your state grant. Loans THE FEDERAL PERKINS LOAN An applicant may borrow a maximum of $20,000 as an undergraduate student, not to exceed $8,000 in the first two years of school (based upon availability of funds). The first repayment is due nine months after graduation or separation from college. The loan has a five percent interest rate which begins to accrue the tenth month after graduation or separation from college.

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There are provisions for the repayment of this loan to be partially or wholly canceled for certain areas of teaching, military service, volunteer service, NOAA, and certain disabilities. In addition, deferment options exist. Check with the Perkins Loan Office prior to leaving school about these options. FEDERAL STAFFORD LOAN (SUBSIDIZED AND UNSUBSIDIZED) (a) Applications may be obtained from a bank, credit union, or from WWW.ELMSELECT.COM. (b) The student completes the student portion of the application form and submits it to the lender. The financial aid officer will submit certification of the application to the student’s bank or state lending agency. An undergraduate student may borrow $3,500 at the freshman level, $4,500 at the sophomore level, and $5,500 at the junior and senior level, with an aggregate loan limit of $31,500. The interest will be paid by the Federal government for subsidized loans only and will not begin to accrue until the seventh month after graduation or separation from college. Interest rate for loans made before July 1, 2006: For Stafford and Unsubsidized Stafford, in-school rate is 91-day T-Bill + 1.7%; in-repayment rate is 91-day T-Bill + 2.3%; both rates are capped at 8.25%.

Fees, Expenses, and Financial Aid FEDERAL PARENTS LOAN FOR UNDERGRADUATE DEPENDENT STUDENTS (FPLUS) (a) Applications are available from a bank or from www.elmselect.com. (b) The parent completes the parent portion of the application form, the student completes the student portion, and submits it to the lender. Parents may borrow an annual amount equal to cost of attendance minus other aid. PLUS, in-repayment rate is 91day T-Bill + 3.1% and is capped at 9%. INSTITUTIONAL LOANS Concord University has very limited institutional loans that may be used as restricted sources of funds. Federal Work-Study Program Students in the Federal Work-Study Program may secure jobs in various offices on campus, as well as other agencies. The work hours for this program will be adjusted to the student’s schedule but may not exceed 20 hours per week. Paychecks are issued monthly. The rate of pay is the Federal minimum wage. State Student Assistant Program This is a State-funded work program and students may be hired by various departments. Financial need is not a prerequisite.

Satisfactory Academic Progress Policy for Financial Aid Recipients The following components constitute academic satisfactory progress necessary for receipt of financial aid. 1. Quantitative. While enrolled as a full-time student (12 hours or more) you must progress at the following rate. (Include semesters during which you received no financial aid.) Semester

Cumulative Hours Earned

1 .................................................... 9 2 .................................................. 18 3 .................................................. 30 4 .................................................. 42 5 .................................................. 54 6 .................................................. 69 7 .................................................. 84 8 .................................................. 99 9 ................................................ 114 10.........................................GRAD Part-time attendance will be prorated at the same rate as above and determined by the number of hours attempted at registration. 2. Qualitative. Maintain the following cumulative grade point average:

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Fees, Expenses and Financial Aid Hours Earned

GPA

0-14......................................... 1.357 15-29....................................... 1.690 30-44....................................... 1.795 45-59....................................... 1.847 60-74....................................... 1.919 75-89....................................... 1.933 90-112..................................... 1.973 113+........................................ 2.000 Hours Earned

Quality Point Deficit

0-59...............................................9 60-89.............................................6 90-112...........................................3 118+.............................................. 0 You will be notified in writing and furnished with a copy of this policy if you are not making satisfactory academic progress prior to the next enrollment period for which you would normally be eligible for financial aid. Students who withdraw within the University’s and Federal Government’s prescribed refund periods may be responsible for repayment of a portion of aid received. If you withdraw during the semester without having earned credit, you will be considered to have made unsatisfactory progress, unless you present acceptable reasons for withdrawal. (This is providing you were making satisfactory progress at the time of withdrawal

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or during the previous enrollment period.) Data to implement this policy will come from the Registrar’s Office. Withdrawals and incompletes will be counted in the determination of GPA and hours attempted in accordance with the policies of the Registrar’s Office. Federal, state and some institutional financial aid administered by this office may be affected. If you are denied aid for failure to maintain satisfactory academic progress, you may not receive further payments until you attain satisfactory academic progress. To do this, you must attain the cumulative GPA and earn the hours required as previously stated. You have the right to appeal by writing a letter of appeal to the director of financial aid and submitting a copy of your academic transcript. Probation If you are not making satisfactory progress as defined above, you will be placed on probation from financial aid. If it is your first unsatisfactory semester, you will be awarded financial aid during the next probationary semester. If it is your second semester, you will be placed on financial aid suspension, and you will not be awarded aid during the next semester. During your third semester of unsatisfactory progress you will be placed on financial aid ineligible status, and you will lose all eligibility for future financial aid. The Financial Aid Office can only

Fees, Expenses and Financial Aid ensure that Federal Pell Grants and Federal Stafford Loans will be reinstated after the probationary period, if you are eligible. Campus based aid (FSEOG, FWS, and Federal Perkins Loans) will be reinstated only if funds are still available. You may appeal financial aid suspension and/or ineligibility by submitting in writing to the Director of Financial Aid the basis for your appeal, stating the reasons for not making satisfactory academic progress. In addition, request from the Registrar’s Office a copy of your academic transcript. It will be sent directly to the Financial Aid Office.

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Master of Education

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Master of Education Master of Education THE MASTER OF EDUCATION PROGRAM strives to further develop and enhance the knowledge base of the practicing professional. As individuals progress though the curriculum, improvement and refinement of professional knowledge bases, reflective analysis of practice, and judgment making capabilities are enhanced and refined.

The Master of Education is a 36 credit hour program specifically designed for licensed or license eligible teachers.* The program consists of a 15 credit hour Professional Education core and a 21 credit hour Content Specialization. Courses are offered at convenient times with some courses offered in alternative formats such as video-conferencing and Blackboard. Additionally, candidates may choose to enroll in coursework for re-certification, to provide greater specialization within one’s field, or for professional advancement. A maximum of six hours of transfer graduate credit may be applied to a candidates’ program of study with the consent of the Director of Graduate Studies. All courses must have been taken within the past five years. At the graduate level, a full course load is nine credit hours. Any candidate planning to register for more than nine credit hours must receive

approval from the Director of Graduate Studies. *The Director of Graduate Studies may grant permission for prospective students other than licensed teachers to enroll in the program. However, enrolling in graduate courses without an Education degree will not lead to initial or advanced certification. Content Specialization Course Requirements Professional Education Core The Professional Education Core is required for all graduate students.

EDUC 510............. Models of Curriculum and Instruction..................................... 3 EDUC 520............. Educational Research ............................................................. 3 EDUC 530............. Integrating Technology in the Teaching/Learning Process........ 3 EDUC 540............. Assessment & Evaluation in Education.................................. 3 EDUC 560............. Action Research in Education*........................................... 3

or EDEL 560............. Action Research Internship in School Administration*.(only those enrolled in the Educational Leadership/Supervision program)

or RDNG 560............. Action Research in Reading Education*

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Master of Education (only those enrolled in the Reading Specialist program)

or HLTH 560............. Action Research in Health Promotion*

(only those enrolled in the Health Promotion program)

___________ 15 hours

*Note: Prerequisites for EDUC 560, EDEL 560, and RDNG 560, and credit-hours including EDUC 520 with a grade of “C” or better.

HLTH 560 are the completion of 24

Behavioral Science Required classes: B SC 500............... Applied Behavioral Analysis.............................................................3 B SC 515............... Behavioral Science Research............................................................3 Choose three courses from B SC 502............... Sociology of Education.....................................................................3 B SC 503............... Juvenile Delinquency........................................................................3 B SC 504............... Minority Group Relations.................................................................3 B SC 505............... Child & Adolescent Psychology.......................................................3 Choose two courses from: EDUC 515............. Supervisory Skills & Practices..........................................................3 EDUC 525............. Educational Trends & Issues.............................................................3 EDUC 535............. Theories of Educational Leadership..................................................3 EDUC 550............. Seminar & Special Topics in Education............................................3

___________ Educational Leadership and Supervision (Pre K – Adult)

21 hours

EDUC 515............. Supervisory Skills & Practices..........................................................3 EDUC 525............. Educational Trends and Issues..........................................................3 EDUC 535............. Theories of Educational Leadership..................................................3 EDEL 500............. Public School Administration............................................................3

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Master of Education EDEL 560............. Action Research Internship in School Administration* EDEL 570............. Organization and Management for Public Schools...........................3 EDEL 580............. Public School Law............................................................................3 EDEL 590............. School and Community Relations.....................................................3

_________ 21 hours *Note: EDEL 560 is required for candidates seeking a certification in Educational Leadership and is the equivalent to EDUC 560, which is a professional education core requirement. Candidates must have completed a minimum of 24 credit hours of coursework including EDUC 520 to be eligible to take EDEL 560. All candidates seeking an endorsement from WVBOE in Educational Leadership are required to pass PRAXIS II: Educational Leadership: Administration and Supervision subject assessment test.

Geography Required classes: GEOG 514............ Physical Geography...........................................................................3 GEOG 517............ Learning with Maps..........................................................................3 GEOG 522............ North America...................................................................................3 GEOG 550............ World Cultural Geography................................................................3 Choose nine (9) credit hours from: GEOG 502............ Political Geography...........................................................................3 GEOG 510............ Urban Geography..............................................................................3 GEOG 518............ Cartography.......................................................................................3 GEOG 519............ Advanced Cartography......................................................................3 GEOG 520............ Introduction to Geographic Information Systems (GIS)...................3 GEOG 521............ Advanced Geographic Information Systems (GIS)..........................3 GEOG 523............ Southeast Asia...................................................................................3 GEOG 524............ Latin America....................................................................................3 GEOG 525............ Geography of the US-Mexico Borderlands.......................................3 GEOG 526............ North Africa and the Middle East.....................................................3 GEOG 551............ Advanced Cultural Geography..........................................................3 GEOG 552............ American Indians..............................................................................3 GEOG 553............ Geomorphology.................................................................................4 GEOG 554............ Geography Alliance Summer Institute.......................................... 3-6

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Master of Education GEOG 555............ Special Topics/National Geographic Workshop . .............................3

_________ 21 hours *Note: Candidates who enroll in GEOG 553 will complete a 37 credit hour program.

Health Promotion HLTH 500 .......... Foundations of Health Education & Health Promotion....................3 HLTH 510............. Physical Activity, Nutrition and Obesity...........................................3 HLTH 515............. Advanced Content in Health Promotion...........................................3 HLTH 520............. Program Planning and Evaluation.....................................................3 HLTH 530............. Health Interventions for School-aged Children................................3 HLTH 540............. Epidemiology....................................................................................3 HLTH 550............. Health Trends and Issues...................................................................3 HLTH 560............. Action Research in Health Promotion* __________

21 hours

*Note: Candidates enrolled in Health Promotion may choose between HLTH 560 or EDUC 560, which is a professional education core requirement. Candidates must have completed a minimum of 24 credit hours of coursework including EDUC 520 to be eligible to take HLTH 560.

The M.Ed. in Health Promotion does not lead to teacher certification. Masters candidates eligible for this program are those who meet the health needs of our society in a variety of work settings, including, community and public health agencies, worksite and health promotion programs, schools (for those currently holding a license in another field), and other health organizations such as government agencies, state departments, and nonprofit organizations. Reading Specialist (Pre K – Adult) RDNG 510............ Foundations of Reading....................................................................3 RDNG 520............ Reading & Writing in Content Areas................................................3 RDNG 530............ Reading Assessment..........................................................................3 RDNG 540............ Research in Reading & Literacy Education......................................3 RDNG 550............ Methods for Teaching Reading & Language Arts.............................3 RDNG 560............ Action Research in Reading Education*

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Master of Education RDNG 570............ Reading Practicum ...........................................................................6 Prerequisites for RDNG 570 are RDNG 530 & RDNG 550

_________ 21 hours

*Note: RDNG 560 is required for candidates seeking certification as a Reading Specialist and is the equivalent of EDUC 560, which is a professional education core requirement. Candidates must have completed a minimum of 24 credit hours of coursework including EDUC 520 to be eligible to take RDNG 560. All candidates seeking an endorsement from WVBOE as a Reading Specialist are required to pass PRAXIS II: Reading Specialist subject assessment test.

Social Studies GEOG 514............ Physical Geography...........................................................................3 GEOG 517............ Learning with Maps..........................................................................3 HIST 512............... The Civil War & Reconstruction.......................................................3 HIST 529............... American Foreign Affairs..................................................................3 POSC 502............. American Government......................................................................3 POSC 504............. Public Administration........................................................................3 HIST 520............... The Enlightenment: Reason and Revolution....................................3

or

PHIL 560............... The Scientific Revolution..................................................................3

_________ 21 hours Two certification programs are offered for students who possess a Masters degree in an education-related field:

Educational Leadership & Supervision Certification Program (Pre K – Adult) (18 hours) *Masters Required EDUC 515 ........... Supervisory Skills & Practices..........................................................3

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Master of Education EDEL 500............. Public School Administration............................................................3 EDEL 560............. Action Research Internship in School Administration......................3 EDEL 570............. Organization and Management of Public Schools............................3 EDEL 580............. Public School Law............................................................................3 EDEL 590............. School and Community Relations.....................................................3

_________ 18 hours All candidates seeking an endorsement from WVBOE in Educational Leadership are required to pass PRAXIS II: Educational Leadership: Administration and Supervision subject assessment test. Reading Specialist Certification Program (Pre K – Adult) (24 hours) *Masters Required RDNG 510............ Foundations of Reading....................................................................3 RDNG 520............ Reading & Writing in Content Areas................................................3 RDNG 530............ Reading Assessment..........................................................................3 RDNG 540............ Research in Reading & Literacy Education......................................3 RDNG 550............ Methods for Teaching Reading & Language Arts.............................3 RDNG 560............ Action Research in Reading Education.............................................3 RDNG 570............ Reading Practicum............................................................................6

_________ 24 hours All candidates seeking an endorsement from WVBOE as a Reading Specialist are required to pass PRAXIS II: Reading Specialist subject assessment test.

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Master of Education Graduate Fee In-State Graduate Program Academic Year 2008-2009 Per Semester Semester Hours Tuition and Fees 1 $297.00 2 $594.00 3 $891.00 4 $1,188.00 5 $1,485.00 6 $1,782.00 7 $2,079.00 8 $2,376.00 9 $2,674.00

Graduate Fee Out-of-State Graduate Program Academic Year 2008-2009 Per Semester

Semester Hours 1 2 3 4 5 6 7 8 9

Tuition and Fees $522.00 $1,044.00 $1,566.00 $2,088.00 $2,610.00 $3,132.00 $3,654.00 $4,176.00 $4,697.00

Please check with the Business Office for upto-date costs.

ate students requesting this fee must provide proof of full-time employment to the Director of Graduate Studies. Financial Aid is available for students who carry a full course load of nine credit hours. Inquiries may be directed to the Financial Aid Office.

Admission to the M.Ed. Program

Prospective students applying for admission to the program must meet the following requirements: •

Hold a baccalaureate degree in an education field with a minimum 2.50 GPA from a regionally accredited institution.

•

Be licensed or license eligible to teach;*A copy of professional licensure must be attached to the application.

•

Complete the Application for Admission and submit it with a $25.00 fee.

•

Provide official transcripts for all undergraduate and graduate classes (with the exception of Concord University).

•

Provide 2 letters recommending admission into the program. One letter must be submitted by an individual who has supervised, evaluated, or observed the candidate in the classroom setting.

•

Return the completed Dispositions Assessment.

Graduate Tuition Reduction Program Concord University offers a discounted rate to eligible teachers employed in sleect counties at a cost of $2,409.00. Full-time teachers in Fayette, Greenbrier, Mercer, McDowell, Monroe, Raleigh, Summers, Wyoming Counties in West Virginia, and Bland, Giles and Tazewell Counties in Virginia. Gradu-

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Master of Education •

Provide official Graduate Record Examination (GRE) General Test scores or Miller Analogies Test (MAT) scores at the 50th percentile or above.

•

Candidates may receive conditional acceptance and complete a maximum of nine (9) credit hours prior to satisfying all admission requirements. However, a copy of professional licensure and official transcripts must be on file prior to enrolling in coursework. Candidates are encouraged to complete all requirements for admission prior to beginning coursework.

*Note: Licensure is not required for candidates enrolling in the Health Promotion specialization. Please review the section on Health Promotion for information on eligibility.

Course Descriptions Behavioral Science Courses (B SC) 500 Applied Behavioral Analysis. (3) This course is designed to develop basic knowledge of the principles of operant and classical conditioning. The course includes developing competency in identifying, collecting, analyzing and altering operant behaviors in various applied settings. (S) 502 Sociology of Education. (3)

This course will explore the following questions: Why do Americans attend school? Why do some students learn

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more than others? How do schools perpetuate social inequality? How does the “culture” of a school shape the learning environment and how does that culture differ from one school to the next? How is the educational experience of students shaped by the “hidden curriculum”? How do other societies structure their schools and approach education differently than the United States? (S) 503 Juvenile Delinquency. (3)

This course will serve as a broad overview of the basic issues, concepts and problems relating to juvenile delinquency. Other topics will include the legal processing of delinquents by police, courts, and correctional agencies, including diversion from the courts and alternatives to incarceration. Students should note that this course is not intended to deal with practical issues of counseling and guidance of juvenile delinquents, but rather is intended to be a sociological examination of society’s response to the perception of adolescent misconduct. (S) 504 Minority Group Relations. (3)

This course is designed to explore the nature and dynamics of minority group relations. Students will become familiar with basic concepts and theories related to minority groups. In addition, students will focus on the socio-historical factors contributing to the existence and maintenance of minorities, and how these factors translate into interpersonal relations. The interlocking nature of oppression due to the manifestation of prejudice and discrimi-

Master of Education nation based on ethnicity, race, age, gender, religion, and sexual orientation will be stressed throughout the course. To meet these objectives, the format of the course will incorporate lectures, class discussions, and videos. (F) 505 Child & Adolescent Psychology. (3)

This course is designed to provide students with an understanding of child & adolescent development, which will include: 1) An understanding of major theories and the strengths and shortcomings of each; 2) Knowledge of both the sequence of development and the processes that underlie it; 3) An appreciation of the impact of context and culture on development; 4) An understanding of the joint contributions of biology and environment to development; 5) A sense of the interdependency of all aspects of development – physical, cognitive, emotional, and social; and, 6) An appreciation of the interrelatedness of theory, research, and applications. (F) 515 Behavioral Science Research. (3)

This course provides students an opportunity to gain knowledge or refine their existing knowledge in regard to conducting research. Topics covered include experimental design, survey research, the co-relational approach, and single subject designs. Classic research findings are examined including ethics of the research, the findings, and the theoretical implications of the findings. (F)

Educational Leadership Courses (EDEL) 500 Public School Administration. (3) This course is designed to introduce the student to public school administration. Effective and successful schools research will be examined along with their practical applications to the field of education. A variety of topics relevant to the field of public school administration will be discussed. Twenty (20) clock hours in an elementary setting is required. (F, S, SUM) 560 Action Research Internship in School Administration (Elementary, Middle, Secondary). (3)

Prerequisites: Completion of 24 credit hours including EDUC 520 with a grade of “C” or better.

This course is designed to provide a “hands-on” learning experience for students which bridges the gap between pedagogy and practice. Students will complete a variety of tasks and experiences that will lead to conceptual understanding of the roles and responsibilities of school administrators. Two hundred-fifteen (215) clock hours is required (must be completed within six months). (F, S) 570 Organization and Management of Public Schools. (3) This course represents a comprehensive study of the managerial duties and responsibilities of a school administrator in the Pre K-Adult setting. This course also examines the organizational structure of the public

295

Master of Education school system as well as the individual schools. Twenty (20) clock hours in a high school setting is required. (S) 580 Public School Law. (3)

This course explores public school law as it relates to the theory and practical application of federal, state, and local laws and regulations governing public schools. Emphasis on Constitutional law and the judicial rulings of the Supreme Court, federal district courts, and state appellate courts. Laws and regulations in West Virginia are examined. Twenty (20) clock hours in a Pre K – 12 setting is required. (S) 590 School and Community Relations. (3)

This course examines the role of school policy in the modern community, community power structure and resources, the social and political context, and the principles of schoolcommunity relations in the context of social change, including group processes, multicultural and multiethnic understanding, the needs of exceptional children, interagency cooperation, funding and evaluation. Students are provided opportunities to develop materials for use in their local schools or districts. Twenty (20) clock hours in a middle school setting is required. (S) Education Courses (EDUC) 510 Models of Curriculum and Instruction. (3) This course considers current research regarding the teaching and learning

296

processes and explores a variety of instructional models and strategies. Practical application of models to instructional planning and delivery in Pre K-Adult classrooms will be emphasized. (F, S, SUM) 515 Supervisory Skills and Practices. (3)

This course is designed to assist cooperating teachers in developing effective supervisory skills. To meet this general objective it is first necessary to develop the ability to analyze instruction, to become familiar with the research on effective teaching, and to relate the research findings to current supervisory procedures. Once this has been accomplished, students will examine techniques through which they can communicate and work with student teachers. (SUM) 520 Educational Research. (3)

This course introduces a student to the various types of quantitative and qualitative research. Course content will focus on the research process including evaluations of existing educational research as well as analysis and application of the findings. (F, S, SUM) 525 Educational Trends and Issues. (3)

This course explores the trends and issues in society that affect education and lifelong learning. The course will approach trends and issues that are both external and internal to education, but continue to influence the institution of education. The course of study will include a focus on (1) social trends and their potential impact on education,

Master of Education (2) educational trends and their impact on the classroom, and (3) planning for the future. Key concepts explored and how these affect education include inclusion, professional development schools, legal policies and procedures, social-demographic changes and factors, socio-economics status, and technology. This course will also include planning for the future, forecasting, theories of change, and change agentry. (F) 530 Integrating Technology in the Teaching and Learning Process. (3)

This course aligns content-specific standards with ISTE’s National Educational Technology Standards and state technology standards to assist teachers in integrating technology in Pre KAdult classrooms through participation in and development of project-based learning activities. Learning activities focus on the use of technology as a tool to foster higher level outcomes in content-specific curricula. Teachers will have a better understanding of how technology enhances instruction and student learning. (F, S, SUM) 535 Theories of Educational Leadership. (3)

This course explores administrative theory and its practical application including the purposes and nature of theory in educational administration and the application of organizational theory to education. The content is drawn from many areas of scholarly concern, and generic concepts applicable in a variety of organizational settings will be discussed. Examples drawn from

a number of fields will be considered. Theories of decision-making, communication, leadership, climate, power, conflict, change, morale, and motivation will be included. (F) 540 Assessment & Evaluation. (3)

This course explores the application of measurement principles in the assessment of learning in educational environments. Topics include formative, summative and diagnostic testing, instructional objectives and classroom tests, judging complex performance, and social and political issues with the administration and interpretation of evaluation instruments. (F, S, SUM) 550 Seminar and Special Topics in Education. (3)

This course provides an opportunity to examine and discuss current educational practices and issues in depth. Emphasis will be placed on analysis and synthesis of primary/current research as well as classroom application and practice. Possible courses might include preparing for National Board Certification, Grants and Grant Writing, and Electronic Resources for the Classroom. Course topics may vary each semester. 560 Action Research in Education. (3)


This course provides a foundation for qualitative inquiry with a focus on case study research, ethnographic description, designing and conducting quali-

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Master of Education tative research. The course includes collecting and analyzing data and reporting qualitative analysis. (F, S) Geography Courses (GEOG) 502 Political Geography. (3) This course examines the role of geographic conditions and considerations in local, national, and international politics. Special attention is given to political problems and topics of current interest. 510 Urban Geography. (3)

The class examines social and environmental issues facing America’s cities. The class culminates with a trip to Washington, DC for a week of seminars with experts from government, academia, the media, and community organizations. 514 Physical Geography. (3)

This course explores the nature of how earth’s environments have affected human land use and occupancy patterns; and how human activity has impacted and altered earth’s natural environments. 517 Learning with Maps. (3)

This course is designed to prepare teachers to introduce PreK-12 students to maps and mapmaking. The course develops an understanding of gradeappropriate cartographic material and cartographic teaching techniques. The course also focuses on implementing methods for teaching the construction of maps. A third emphasis of the course involves exploring methods of

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using maps to communicate a variety of central environmental and social topics. Finally, in addition to cartographic techniques, students will learn principles of Geographic Information Systems (GIS) and GIS teaching methods. 518 Cartography. (3)

Cartography is the study of maps and mapmaking. Students will learn how to read and make various kinds of maps. Cartography has become a computer oriented field. This orientation will be represented in this class and students will use computers to make maps. 519 Advanced Cartography. (3)

Advanced Cartography is a continuation and amplification of GEOG 518. Advanced cartographic techniques including transformation between raster and vector image formats, warping, and three-dimensional mapping. The course also examines advanced thematic mapping methods and design. 520 Introduction to Geographic Information Systems. (3)

This course will enable students to develop the necessary skills related to geographic information. Students will develop skills to analyze and manipulate geographic data by demonstrating the use of GIS functions and cartographic proficiency. Students will use the National Center for Geographic Information and Analysis (NCGIA) Core Curriculum.

Master of Education 521 Advanced Geographic Information Systems. (3) This course challenges students to think critically about GIS in various terms other than the technical. Course topics include determining which GIS to use, to explore various projects using GIS, societal issues of GIS, managing a GIS, Meta-Data and the future of GIS. 522 North America. (3)

This course examines people and cultures of North America by sub-regions. Course topics include the physical environments, agriculture, religion, language, popular culture, city life, geopolitics, perceptions and the economic geography of North America. 523 Southeast Asia. (3)

This course provides students with an in depth study of SE Asia and surrounding countries. It approaches SE Asia from the perspective of environments, culture and geo-politics. 524 Geography of Latin America. (3)

This course will be a systematic introduction to the human geography of Latin America. 525 Geography of the US-Mexico Borderlands. (3)

The course is a systematic introduction to the geography of the US-Mexico borderlands. 526 North Africa and the Middle East. (3)

This course analyzes the physical pro-

cesses and the cultural elements of this region. 550 World Cultural Geography. (3) This course systematically surveys people and their environments by regions. It is an introduction to the concept of culture and the themes of geography. It introduces the idea of cultural connections between people and places across the globe. Course topics include human origins, human/ environment interaction, population, agriculture, language, religion, political patterns, urban life, and economic systems.

551 Advanced Cultural Geography. (3) This course is thematic in nature. It offers an in depth study of human geography and culture through the topics of human origins, population, agriculture, political patterns, language religion, folk societies, ethnicity, landscape, and urban life. There will be an emphasis placed on popular culture. 552 American Indians. (3)

This course focuses on the American Indian from prehistoric to contemporary times. Topics include the peopling of the Americas, Indians and the environment, Indian movement (s), Indian culture and government relation. A goal of this course is “demystify” the American Indian. Students should come to see Indians as a minority people. 553 Geomorphology. (4)

This course examines basic environmental concepts and the processes

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Master of Education behind our physical landscapes. Students will develop an understanding of environmental philosophies and the importance of human/environmental interaction. 554 Geographic Alliance Summer Institute. (3-6)

This course is an intensive 14-day course that meets for 90 plus hours. It includes lecture and field trips as it introduces students to geography as a discipline in which critical thinking application and contemporary technological skills play a significant role. The basic focus is the study of spatial patterns in human and natural phenomena. The expected outcome is that students will appreciate and think critically about the relationship of people and the environment. The Alliance Summer Geography Institute schedule follows the educational outcomes outlined by the West Virginia DOE. 555 Special Topics/ National Geographic Workshop. (3)

This course provides students with an opportunity to do advanced study in geographic topics. May be taken more than once for credit. Possible topics might include any of the National Geographic Workshops. Health Promotion Courses (HLTH) 500 Foundations of Health Education & Health Promotion. (3) To provide the graduate student with an overview of general principles and concepts of health education and promotion applicable to traditional work settings.

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Theoretical models used to explain why people adopt or fail to adopt health promoting behaviors will also be addressed.

510 Physical Activity, Nutrition. (3) Obesity is now ranked as one of the most critical public health threats of the 21st Century. Physical activity and nutrition play primary roles in weight management. This course will examine the nature, extent, and consequences of obesity in the US, and how social, environmental, genetic, cultural, and other factors influence its increased prevalence. The direct relationship with physical activity and dietary intake will be examined, and lifestyle changes necessary to reverse the trend identified.

515 Advanced Content in Health Promotion. (3) A content driven course that will allow the practitioner to better understand the framing of most health related programming. Topical overviews will include; ATOD use, misuse, and abuse, stress management, social interactions, concepts related to holistic health, and human sexuality.

520 Program Planning and Evaluation. (3) In this course, students will develop knowledge and skills required to effectively plan, implement, and evaluate programs that address public health problems for defined populations in a variety of settings.

530 Health Interventions for Schoolaged Children. (3) Prerequisites: HLTH 520

This course will examine health promotion strategies and programs that are effective with children in the school setting, including before and after school, as well as community-based settings. The critical

Master of Education issue of the involvement of parents, school faculty, and others in the community will be discussed. Selected interventional strategies for various age groups of children will be reviewed and evaluated, and new interventions will be developed for implementation.

540 Epidemiology. (3) Introduction and overview of principals related to epidemiology. To include major study designs, statistical gathering techniques, epidemiology of infectious and chronic diseases, data interpretation, and measures of mortality and morbidity.

550 Health Trends and Issues. (3) This course will focus on current trends including advocacy strategies, national initiatives, current empirical research, grant writing, and public policy.

555 Graduate Seminar. (1) Selected topics in the health education and promotion, including curriculum development, instructional processes, supervision, research, and evaluation. This course may be repeated up to three times.

560 Action Research in Health Promotion. (3) Prerequisites: Completion of 24 credit hours including EDUC 520 with a grade of “C” or better.

This course will focus much attention on utilizing action research to identify a problem or issue within your work setting and systematically collecting and analyzing data, and most importantly utilizing the data to inform decision making, policy, and/or pedagogical processes. In addition students will be asked to identify the leading professional organizations in their field and to explore presentation and publication options available to professionals in the field.

History Courses (HIST) 512 The Civil War and Reconstruction. (3) This course will enable students to identify and analyze the causes of the Civil War; the election of 1860 and the initiation of the secession crisis; the political, economic and social structures and the dynamic changes to them in the course of the war both for the Federal Union and the Confederate States; the military effect of the war on leadership, strategy, tactics, logistics, battles, and home front conditions; and the post war Reconstruction period including the success and failures of Reconstruction. 520 The Enlightenment: Reason and Revolution. (3)

This course examines the Enlightenment Period and its thought from several angles: considering the historical and philosophical background to this “revolution,” the varieties of thought on issues such as the possibility of knowledge, religion, value theory, the state and society, and the effects of these ideas on Enlightenment and contemporary society. At the same time thinking, discussing and writing, and in the analysis of primary and secondary source documents. 529 American Foreign Affairs. (3)

This course serves as: (a) an intensive survey, (b) an analysis of concepts, and (c) a study of policy-making in the foreign affairs of the United States from the colonial period to the present. As an additional component students will examine the often-synergistic interac-

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Master of Education tion between American foreign affairs and domestic conditions and cultural concepts. Philosophy Courses (PHIL) 560 The Scientific Revolution. (3) Examines the emergence and growth of modern science from the late Middle Ages to the early eighteenth century, particularly in light of contemporary cultural developments. Attention will focus on the shifting place of science in Western culture and the emergence of new scientific ideas. Incidents in Early Modern science will also be used as test cases in the examination of theories on the nature of the scientific endeavor and scientific change. Political Science Courses (POSC) 502 American Government. (3) This course explores the roles, functions, structures, and activities of American governing and linkage institutions at the federal, state, and local levels. This course builds on a thorough understanding of the theory and practice of American government. Through detailed examination of many historically influential political theorists, this course will seek to facilitate independent and critical analysis of informed participation in the American political system.

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504 Public Administration. (3) This course explores the young and changing discipline of public administration and provides a solid foundation for further study of and/or employment as public administrators. This course will examine the theory and practice of public administration, with particular focus on the distinct approaches recommended by managerial, political, and legal perspectives. Historical readings and contemporary cases will be used to explore enduring debates regarding the appropriate roles, responsibilities, and goals of public administrators. Reading Courses (RDNG) 510 Foundations of Reading. (3) This course is designed to be an advanced study on the theoretical foundations of reading and the basis for reading instruction. The course focuses on the theories and beliefs that underpin literacy instruction and the moral virtue in being sensitive to learner differences.(S) 520 Reading and Writing in Content Areas. (3) Theories of the reading process and of reading and writing to learn in content areas are explored. Emphasis is upon practical strategies and techniques for acquiring knowledge through literacy in a variety of content areas. (F)

Master of Education 530 Reading Assessment. (3)

570 Reading Practicum. (6)

This course is designed to be an advanced study for the diagnostic assessing of readers to provide information that will enable appropriate instructional plans to be developed especially for non-proficient readers. (F)

Prerequisites: Reading 530, Reading 550.

540 Research in Reading and Literacy Education. (3)

The Reading Practicum is the culminating experience of the Master’s in Reading. The focus of the course is intensive diagnosis, assessment, and instruction of real learners in a clinical setting. (SUM)

Study of research in reading and literacy learning, emphasizing interpretation, critical analysis and application of research for the improvement of instruction. (S) 550 Methods for Teaching Reading and the Language Arts. (3)

This course is designed to be an advanced study of instructional methods and strategies for teaching reading and language arts. The course provides prospective teachers with opportunities to develop and broaden their knowledge of language arts, to become informed in the strategies used to teach language arts, and methods used in the implementation of those strategies. (S) 560 Action Research in Reading Education. (3)


The course provides a foundation for qualitative inquiry in reading with a focus on case study research, ethnographic description, designing and conducting qualitative research. The course includes collecting and analyzing data and reporting qualitative analysis. (F, S)

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Departmental Directory

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Departmental Directory While every effort is made to ensure the accuracy of this information, we encourage you to log on to the University’s web site (www.concord.edu/ directory) for the most up-to-date information. Concord University Board of Governors Wilma Anderson, Business Owner, Hinton, West Virginia

Lane Bailey, VICE CHAIR OF THE BOARD OF GOVERNORS, Managing Director/Southeast Region of Golin Harris, Fairfax Station, Virginia Frank Blackwell, CHAIR OF THE BOARD OF GOVERNORS, Superintendent, Wyoming County Board of Education, Mullens, West Virginia

Hugh Campbell, FACULTY REPRESENTATIVE, Professor of Education, Princeton, Virginia Steven Collins, Princeton, West Virginia

General Robert “Doc” Foglesong, Red Lodge, Montana

Elliot G. Hicks, Attorney with Spilman Thomas & Battle, PLLC, Charleston, West Virginia Curtis A. Kearns, STUDENT REPRESENTATIVE, Athens, Ohio John Mendez, President and Chief Executive Officer of First Community Bancshares, Inc., Princeton, West Virginia

Brace Mullett, SECRETARY OF THE BOARD OF GOVERNORS, Partner, Dinsmore & Shohl LLP, Charleston, West Virginia

Amy Pitzer, CLASSIFIED EMPLOYEE REPRESENTATIVE, Matoaka, West Virginia

Stephanie Stafford, Community Leader, Princeton, West Virginia The Principals and Presidents of Concord College/University Principals: Captain James Harvey French, LL.B., 1875-1891 John D. Sweeney, B.S., M.S., 1891-1897

Captain George Michael Ford, A.B., LL.B., 1897-1900 Elmer F. Goodwin, 1900-1901

Arthur S. Thorn, A.B., 1901-1906 Frances Isabel Davenport, B.S., 1906-1907

Charles L. Bemis, B.S., 1907-1913

Lawrence Benjamin Hill, A.B., A.M., Ph.D., 1913-1918 Presidents: Christopher Columbus Rossey, B.Ped., Litt.B., M.A., Ed.D., 1918-1924 (Principal in 1918-1919) George West Diehl, A.B., B.D., M.A., D.D., LL.D., 1924-1929 Joseph Franklin Marsh, Sr., B.Ped., A.P., A.M., Ped.D., 1929-1945 Virgil Harvey Stewart, A.B., A.M., LL.D., 1945-1959 Joseph Franklin Marsh, Jr., A.B., M.P.A., LL.D., 1959-1973

Billy Lee Coffindaffer, B.S., M.S.,

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Departmental Directory Ph.D., 1973-1975

James Walton Rowley (Acting President), A.B., M.A., Ed.D., 1975-1976 Meredith N. Freeman, B.S., M.Ed., Ed.D., 1976-1985

Jerry L. Beasley, A.B., Ed.M., Ph.D., 1985-2008 Gregory F. Aloia, B.A., Ph.D., 2008-Present Academic Dean Linda C. Austin, Executive Secretary to the Associate Dean

Kendra S. Boggess, INTERIM ASSOCIATE DEAN, Professor of Business; Ph.D., Virginia Polytechnic Institute and State University John David Smith, Professor of Social Work; INTERIM VICE PRESIDENT & ACADEMIC DEAN, J.D., University of Toledo; LL.M., DePaul University George W. Towers, INTERIM ASSOCIATE DEAN, Professor of Geography, Ph.D., University of Arizona Anne C. Whittaker, Executive Secretary to the Vice President and Academic Dean Academic Success Center Katrena A. Bolin, Senior Accountant; B.S., Concord College

Marjie Flanigan, Interim Director of Retention, Ed.D., Virginia Polytechnic Institute and State University Zornitsa Georgieva, Program Coordinator, B.S., Concord University

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Admissions Office Jennie Cordle, Admissions Assistant II Kent J. Gamble, Director of Enrollment; B.A., West Virginia Wesleyan College

Shirley Hylton, Admissions Assistant III Christi Lamb, Program Coordinator; B.S., Bluefield State College Debra Moore, Administrative Secretary; B.A., Concord University

Jasmine Rose, Admissions Counselor; B.A., Concord University Jessica Schueler, Admissions Counselor; B.A., Concord University Allen M. Smith, Admissions Counselor; B.S., Concord University

Andrew Sulgit, Admission Counselor; M.A., Mountain State University Lisa Swaney, Admissions Assistant II

Andrea Tabor, Associate Director of Admissions; B.S., Concord University John Thackston, Admissions Counselor; J.D., West Virginia University Advancement Office Sarah Dalton, Project Coordinator, B.S., West Virginia University

Tammy Monk, Director of Career Services, M.A.E., University of Northern Iowa Amy M. Pitzer, Editorial Assistant

Greg Quick, INTERIM VICE PRESIDENT FOR ADVANCEMENT, M.S., Emporia State University

Departmental Directory Megan Sanders, Financial Accountant

Academy

Kati Whittaker, Director of Alumni Relations; B.A., Concord College

Tracy Gravely, Athletic Facilities Manager; R.B.A., Concord College

Athletics

Will Johnson, Head Men’s Golf, Assistant Men’s Basketball Coach, R.B.A., Concord College

Lora L. Woolwine, Executive Secretary, B.S.W., Concord College Steve Barrett, Head Men’s Soccer Coach; M.S., Virginia Polytechnic and State University

Joe Blankenship, Head Coach Men’s & Women’s Tennis; Academic Coordinator; B.S., Concord College Lisa Blankenship, Cheerleading Advisor; B.S., Concord College Carol Bones, Head Women’s Soccer Coach; BA. Concord University Chris Bowers, Assistant Coach, Defense

Anita Conner, Administrative Secretary Mike Cox, Head Men’s & Women’s Track Coach and Head Men’s & Women’s Cross Country Coach, M.S., Virginia Polytechnic Institute and State University Steve Cox, Head Men’s Basketball Coach, Compliance Officer; M.A., West Virginia University

Kevin Garrett, Interim Athletic Director, Head Baseball Coach, B.S., Bluefield State College Brian Hill, Assistant Coach, Defense Mike Kellar, Head Football Coach

Sabrinia McCullough; Softball Coach; B.S., West Virginia University

Kenny Osborne, Head Women’s Basketball Coach; M.S., Radford College Kathryn T. Southrott, Head Women’s Volleyball Coach, M.A., George Mason University

James White, Faculty Athletic Representative; Ph.D., American University Jason Woodman, Assistant Football Coach Beckley Center William A. O’Brien, Director of the Beckley Center; Ph.D., University of Wisconsin-Madison

Tara B. Taylor, Office Manager; B.A., Concord College Margaret Ramsey, Program Assistant Bonner Scholars Program Kathy Ball, Program Director of the Bonner Scholars Program; M.A., West Virginia University

Ryan Krzyzanowicz, Instructor, Athletic Training

Bookstore

Tracy McCallaster-Gill, Head Athletic Trainer; M.S.S., United States Sports

Steven B. Jarvis, Textbook Manager B.A., Concord University

Garin Justice, Assistant Coach, Offense

Wayne L. Gunter, Bookstore Supervisor

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Departmental Directory Christopher L. Smallwood, Bookstore Manager; B.S., Virginia Polytechnic Institute and State University Business Affairs Charles P. Becker, INTERIM VICE PRESIDENT FOR BUSINESS AND FINANCE, D.B.A. Nova Southeastern University

Victoria L. Blankenship, Interim Business Manager I; B.S., Concord University Tammy W. Brown, Accounting Assistant II; A.S., International Correspondence School

Elizabeth J. Cahill, Financial Systems/ Reporting Officer/Controller; B.S., Concord College Erin M. Clark, Program Assistant II; B.S., Concord University

Gary W. Hylton, Interim Purchasing Agent, B.S., West Virginia Institute of Technology

College

Andrea D. Webb, Interim Payroll Clerk; B.S., Concord University

Elizabeth “Libby” Webb, Financial Reporting Manager; B.S., B.A., Concord College Business, Division of Charles P. Becker, Assistant Professor of Accounting, D.B.A., Nova Southeastern University

Kendra S. Boggess, Professor of Business; Ph.D., Virginia Polytechnic Institute and State University Bonnie F. Brown, Academic Program Associate Fredrick Davidson, Associate Professor of Business, Ph.D., University of Pittsburg

Bill W. Deck, Jr., Associate Professor of Business; Ph.D., Virginia Polytechnic Institute and State University

Loran F. Morgan, Purchasing Assistant II

John J. Fazio, Temporary Instructor of Business; M.B.A., West Virginia University

Terry Rotenberry, Manager of Physical Plant; RBA, Concord University

He-Boong Kwon, Associate Professor of Business, Ph.D., Florida Institute of Technology

Jimmy Owens, Assistant Director Plant Maintenance; B.S., Bluefield State College

Muhammad M. Islam, Professor of Finance; Ph.D., Wayne State University

Jeff Shumaker, Director of Physical Plant; B.S., West Virginia Institute of Technology

Johnnie B. Linn III, Assistant Professor of Economics; Ph.D., Texas A&M University

Marites “Tess” Vaught, Executive Secretary to the Vice President for Business and Finance; A.S., Concord

Tammy D. Reed, Secretary, B.S., Concord University

Angela D. Taylor, Accounting Assistant II; B.S., Concord College

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Nicholas S. Miceli, Associate Professor of Management, Ph.D., University of Oklahoma

Departmental Directory Susan B. Robinett, INTERIM DIVISION CHAIR, Associate Professor of Business; Ph.D., Virginia Polytechnic Institute and State University

Dianna Ross, Associate Professor of Accounting; Ph.D., Virginia Polytechnic Institute & State University; C.P.A.

reach Counselor; M.S., Marshall University

Computer Services and Institutional Research Sid M. Hatfield, Data Network Specialist III; B.S., Concord College

Thomas C. Shelton, Temporary Instructor of Accounting; A.B.D., Virginia Polytechnic Institute and State University; C.P.A., C.M.A.

Kathy L. Mills, Institutional Research Analyst; B.S., Concord University

Center for Academic Technologies

John R. Spencer, Jr., Director of Computer Center, B.S., Bluefield State College

William C. Bailey, III, Videographer; A.S., The Art Institute of Pittsburgh

John K. Simmerman, Information Systems Specialist, B.A., Gallaudet University

Justin Buckland, Computer Technician, B.S., Mountain State University

Delano Sweeney, Database Administrator; B.S., Concord University

Steve Meadows, Network Manager, B.S., Concord College

Paul ‘Chip’ D. Lambert IV, Application Systems Analytical Programmer III

Robin Clevers, Administrative Associate, Th.B., Appalachian Bible College

Jamie Boggs, Web Developer, B.S., Concord University

John W. Ward, Computer Technician, B.S., Concord University

Tabatha Pack, Application Systems Analytical Programmer III; B.S., Bluefield State College

Alvin White, Jr., Media Specialist Classic Upward Bound

Michael Craighead, Educational Outreach Counselor; M.S., Mountain State University Nora High, Program Assistant; A.S., National College of Business and Technology Pamela D. McPeak, Director; M.A., B.S., LSW, Marshall University

Melissa R. Richmond, Grants Research Associate; B.S., Concord University Barbara W. Rush, Educational Out-

Education and Human Performance, Division of Steve Barrett, Assistant Professor of Physical Education, Head Coach of Men’s Soccer, Head Coach of Women’s Soccer; M.S., Virginia Polytechnic Institute and State University Joseph A. Beckett, Associate Professor, Director of Athletic Training; Ed. D., West Virginia University Nancy G. Burton, Assistant Professor of Education: Ed. D., West Virginia University

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Departmental Directory Andrea E. Campbell, Assistant Professor of Education; M. Ed., East Carolina University H. David Campbell, Assistant Professor of Health Education; Ph. D., Virginia Polytechnic Institute and State University

Hugh A. Campbell, Professor of Education; Ed. D., University of Tennessee Anita Conner, Academic Program Associate Michael Cox, Instructor of Health Education, Head Coach of Men’s and Women’s Track and Cross Country, M.S., Virginia Polytechnic Institute and State University

Richard Druggish, Associate Professor of Education, Coordinator of Clinical Experiences; Ph. D., Virginia Polytechnic Institute and State University Angelique Edwards, Associate Professor; Ed. D., United States Sports Academy Eloise Elliott, Professor of Education, Ph. D. Virginia Polytechnic Institute and State University

Paula Elliott, Assistant Professor of Education; M.A., Marshall University

Teresa Frey, Academic Program Associate; B.S., Concord College

Charles Grindstaff, Assistant Professor of Education; Ed. D., Nova University Diane Smith Grych, Assistant Professor of Education; Ed. S., George Peabody College for Teachers

Patricia Harris, Academic Program Associate Rebecca Harvey, Instructor, Assistant Athletic Trainer; B. S., Concord Col-

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lege

Kathy Hawks, Associate Professor of Education; Ed. D., Nova Southeastern University D. Craig Huddy, Associate Professor of Health Education; Ph. D., Purdue University

Ryan Krzyzanowicz, Instructor, Athletic Training, Athletic Trainer, Old Dominion University Kathryn L. Liptak, DIVISION CHAIR; Director of Teacher Education Ed. D., Virginia Polytechnic Institute and State University Tracy McCallister-Gill, Assistant Professor, Head Athletic Trainer; M. S., Indiana State University

William M. Miller, Assistant Professor, Physical Educationn, M.Ed., Concord University Terry W. Mullins, Associate Professor of Education; Ed. D., Virginia Polytechnic Institute and State University

Kenneth Osborne, Assistant Professor, Head Coach of Women’s Basketball; M.S., Radford University

Anita Reynolds, Assistant Professor of Education; Ed. D., University of Virginia Kyle R. Schneider, Instructor, Athletic Training, Athletic Trainer, M.S,. Old Dominion University Lethea Smith, Temporary Assistant Professor of Education; M.A., Marshall University Graduate College

Kathryn T. Southrott, Instructor, Health and Physical Education, Head Volleyball Coach, M.A., George Mason University

Departmental Directory Santina St. John, Assistant Professor of Education; Ed. S., Marshall University Graduate College Cheryl Trull, Associate Professor of Education, Interim Director of Graduate Studies; Ph. D., Virginia Polytechnic Institute and State University

William P. Williams, Assistant Professor of Education; M.A., Virginia Polytechnic Institute and State University Emeriti Gerald C. Arrington, B.S., M.F.A., Professor of Art, Emeritus 1967-2002 Frederick Bailey, A.B., M.A., Ph.D., Professor of English, Emeritus 1961-1999

David R. Bard, B.A., M.A., Ph.D., Professor of History, Emeritus 1966-1971, 1974-2005 Virginia Dolan Barnett, A.B., M.A., Associate Professor of Social Sciences, Emerita 1964-1977 Jerry L. Beasley, A.B., M.S., Ph.D., President, Emeritus 1985-2008 C. Allen Beatty, B.S., M.A., Ph.D., Professor of Sociology, Emeritus 1972-2000 Mary Edna Beckett, B.S., M.A., Professor of Mathematics, Emerita 1959-2004

Arthur J. Benson, B.S., M.Ed., Ed.D., Professor of Education, Emeritus 1964-1985

W. Thomas Bone, III, B.S., M.A., Director of Public Relations, Emeritus 1979-1999

Thomas M. Brown, B.A., M.S., Direc-

tor of Library and Media Services, Associate Professor of Library Science, Emeritus 1985-1996 Ronald L. Burgher, B.S., M.A., Ph.D., Professor of Communication Arts, Emeritus 1972-1975, 1978-2003 Sonja C. Carter, B.S., M.A., Associate Professor of Business and Business Education, Emerita 1956-1992 Carl J. Chapman, B.S., Ph.D., Professor of Biology, Emeritus 1967-1998 Donald P. Christie, B.A., M.A., Athletic Director and Assistant Professor of Mathematics Emeritus 1977-1998 Jean B. Christie, B.S., M.A., Assistant Professor of English, Emerita 1977-1994

M. R. “Jim” Coiner, B.S., M.F.A., Professor of Art, Emeritus 1969-2000 Tony J. Colobro, B.S., M.S., Associate Professor of Physical Education, Emeritus 1974-1989

Winton G. Covey, Jr., A.B., M.S., Ph.D., Professor of Natural Sciences, Emeritus 1968-1994

Augustus L. Cyphers, B.S., M.A., Ed.D., Professor of Education, Emeritus 1966-2005 L. Dale Dickens, B.F.A., Director of Admissions, Emeritus 1972-1994

Margaret “Peggy” Edmunds, B.S., M.A., Associate Professor of Business, Emerita 1956-1992 John R. Elkins, B.S., Ph.D., Professor of Chemistry, Emeritus 1975-2001

Karl D. Fezer, B.S., M.A., Ph.D., Professor of Biology, Emeritus 1966-1998

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Departmental Directory Arthur (Gene) Fields, Manager, Physical Plant, Emeritus 1984-2004

Health and Physical Education, Emeritus 1948-1972

James R. Fleming, B.M.E., M.M.E., Ph.D., Professor of Music, Emeritus 1969-1992

J. Douglas Machesney, B.S., M.S., Ed.D., Vice President for Development, Emeritus 1986-2002

Harry Finkelman, B.B.A., M.A., C.P.A., Professor of Business, Emeritus 1948-1981

Meredith N. Freeman, B.S., M.Ed., Ed.D., President, Emeritus 1976-1985 Dale E. Geiger, B.A., M.A., Director of Student Residential Life, Emeritus 1964-1998

Kenneth V. Gleason, B.S., M.A., Professor of Music, Emeritus 1955-1990

Willis D. Hill, B.A., M.S., Professor of Physics, Emeritus 1958-2007

James M. Huffman, B.S., M.A., Director of Admissions, Emeritus 1990-2002 Edward K. Jones, B.S., M.S., Associate Professor of Business, Emeritus 1973-1979

Wilber C. Jones, B.S., Ph.D., Professor of Chemistry, Emeritus 1966-2004 Paul J. Kane, A.B., A.M., M.Div., Ph.D., Professor of English, Emeritus 1999-2008

Daniel D. Kereth, B.A., M.L.S., Cataloguing Librarian and Assistant Professor of Library Science, Emeritus 1971-1983

Bernard P. Kiernan, B.A., M.A., Ph.D., Professor of Political Science, Emeritus 1960-1998 Jan W. Krell, B.S., M.A., Ed.D., Professor of Psychology, Emerita 1969-2003

Robert Kyle, B.S., M.A., Professor of

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Edward C. Lowe, B.S., M.S., Director of Career Development and Placement, Emeritus 1963-1998

Joseph F. Marsh, A.B., M.P.A., LL.D., L.H.D., President, Emeritus 1959-1973 James P. McCabe, R.B.A., Director of Public Safety, Emeritus 1978-2003 J. Otto McKinney, B.S., M.S., Business Manager, Assistant Professor of Business Emeritus 1950-1975

Nancy Meade, R.B.A., Administrative Assistant to the President, Emerita 1969-2005

Kevin O’Sullivan, B.S., M.Ed., Director of Student Affairs, Assistant Professor of Education, Emeritus 1966-1998 Nelrose R. Price, B.S., Registrar, Emerita 1946-1987

April V. Puzzuoli, B.S., M.S., Ed.D., Professor of Early Childhood Education, Emerita 1982-2006

J. Bill Ryan, B.A., M.A., Ph.D., Professor of Travel Industry Management, Emeritus 1972-1998 Beryle C. Santon, B.S., M.A., Ed.D., Professor of Education, Emerita 1959-1969, 1976-1998

Margaret Ann Scott, B.S., M.A., Associate Professor of English, Emerita 1962-1994 John D. Seago, B.S., M.S., Ph.D., Professor of Psychology, Emeritus 1971-1998

Departmental Directory Roger F. Sheppard, B.S., M.S., Ph.D., Professor of Biology, Emeritus 1976-2006 Martha B. Shrewsbury, A.B., M.Ed., Ed.D., Professor of English, Emerita 1988-2007

William R. Skeat, B.S., M.Ed., Student Center Director, Emeritus 1985-2007 Dean W. Turner, B.M.E., M.M., Ph.D., Vice President and Academic Dean, Professor of Music, Emeritus 1970-2007

Smiley W. Weatherford, B.B.A., M.H.A., Ph.D., Associate Professor of Business, Emeritus 1989-2002 Bill C. Wells, B.S., M.S., Associate Professor of Travel Industry Management, Emeritus 1981-1998

Robert C. Whittinghill, B.S., M.Ed., Professor of Physical Education, Emeritus 1971-2006 Henry N. Worrest, B.S., M.E.d., M.Nat.S., Ed.D., Professor of Education, Emeritus 1990-1995 Buford E. Young, B.A., M.S.W., Professor of Social Work, Emeritus 1976-2000

English Language Training Program Nancy C. Ellison, Director of the Office of Multi-Cultural Affairs and Director of Disability Services; M.A., Marshall University

Sharon Rowe, Instructor, B.S., Louisiana State University Faculty Officers Jonathan Berkey, Assistant Profes-

sor of History, Parliamentarian of the Faculty Charles Brichford, Professor of English, President of the Faculty

Darrell Crick, Assistant Professor of Chemistry, Vice President of the Faculty

Susan Williams, Assistant Professor of Recreation and Tourism Management, Secretary of the Faculty Financial Aid, Office of Patricia Harmon, Director of Financial Aid, R.B.A., Concord College Sherry L. Brogan, Administrative Assistant Lisa Spencer, Administrative Secretary; A.A., 1990, National Business College Fine Arts, Division of Kevin Bennington, Temporary Instructor of Art, B.A., Concord College James Biggs, Instructor in Art; M.F.A., Indiana State University Jenni R. Canterbury, Instructor in Communication Arts; M.A., Emerson College

Thomas Gambill, Director of the College Theatre, Associate Professor of Communication Arts; Ph.D., Kent State University

Karen D. Hays, Administrative Secretary, Senior to the Division Chair and Faculty

Timothy L. Mainland, Director of Alexander Fine Arts Center; Professor of

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Departmental Directory Music; D.M.A., University of Cincinnati College-Conservatory of Music Joshua Miller, Assistant Professor of Music; Director of Choral Activities and Vocal Studies; M.M., Ohio State University

Fernando A. Porras, Assistant Professor of Art; M.F.A., Radford University Lauri Reidmiller, Assistant Professor of Art; PH. D. in Art Education from The Ohio State University Jack Sheffler, DIVISION CHAIR, Assistant Professor of Art; M.F.A., Northwestern University Jane W. Smith, Professor of Music; D.M.A., West Virginia University

Cory Williams, Assistant Professor of Communication Arts; Ph.D., Duquesne University Laura Zamzow, Assistant Professor of Music, Band Director; D.A. ABD in Conducting, The University of Northern Colorado. J. Frank Marsh Library Charles A. Lilly, Jr., Staff Librarian, M.Ed. American Intercontinental University

Douglas M. Moore, II, Library Information Systems Specialist; B.S., Concord College

Donna F. Musick, Staff Librarian; B.S., Concord University Rookstool, Crystal, Library Technical Assistant I Stephen D. Rowe, Library Director, Professor of English; Ph.D., Indiana University of Pennsylvania

314

C. Kay White, Library Associate

Languages and Literature, Division of John C. Baker, Professor of English; Ed.D., Virginia Polytechnic Institute and State University

Charles H. Brichford, DIVISION CHAIR, Professor of English; Ph.D., Indiana University, Bloomington

Carmen Durrani, Associate Professor of Foreign Languages; M.A., University of Georgia

Matthew Edwards, Assistant Professor of Spanish, M.A. University of Ottawa Michelle L. Gompf, Assistant Professor of English; Ph.D., University of North Carolina - Greensboro Barbara Hazelwood, Administrative Secretary to the Division

Mitzi Litton, Temporary Instructor in English; M.S., Radford University

Amberyl Malkovich, Assistant Professor of English; Ph.D., Illinois State University Cheryl Mays, Temporary Instructor in English; M.A., Tennessee State University William J. Ofsa, Professor of English; Ph.D., University of Illinois

Delilah F. O’Haynes, Professor of English; Ed.D., University of Tennessee, Knoxville Rosalie S. Peck, Temporary Instructor in English; M.S., West Virginia University Gabriel A. Rieger, Assistant Professor of English, Ph.D., Case Western Reserve University

Departmental Directory Elizabeth H. Roth, Assistant Professor of English; Ph.D., Virginia Polytechnic Institute and State University Maintenance James R. Bowles, Trades Specialist

John “Gene” E. Buckland, Trades Specialist Lead Robert L. Curry, Trades Specialist Randy Gum, Trades Specialist

Stuart W. Hitt, Trades Specialist

Sam Kenneth Holdren, Landscape Worker

Danny L. Honaker, Trades Specialist Gary Keaton, Trades Specialist

Charles Lynch, Trades Specialist

Bonnie Matherly, Campus Service Worker Larry W. Mann, Trades Specialist Stanley Metz, Landscape Worker Billie Nance, Painter

Jimmy Owens, Assistant Director, Plant Maintenance, B.S. MIET, Bluefield State College

Bradley C. Poling, Trades Specialist II; A.S. James “Grady” P. Richardson, Trades Specialist II

Carl L. Rose, Campus Service Worker

Terry Rottenberry, Physical Plant Manager, B. S., Concord University Dana Shorter, Painter

Roy A. Shorter, Landscape Worker

Jeff Shumaker, Director of Physical Plant, B.S.M.E., West Virginia Institute of Technology

Michael E. Shumate, Trades Specialist Donald Ward, Jr., Landscape Worker Stephen Wood, Landscape Worker McNair Scholars Program Vickie L. Hart, Administrative Secretary Lisa M. Karnes, Administrative Assistant; M.S., Marshall University Rodney L. Klein, Director, Associate Professor of Psychology; Ph.D., University of New Mexico Doug W. Snuffer, Research Assistant II; M.A., Marshall University Natural Sciences, Division of Joseph L. Allen, DIVISION CHAIR; Professor of Geology; Ph.D., University of Kentucky

Dana M. Alloway, Assistant Professor of Chemistry; Ph.D., University of Arizona

Douglas L. Becker, Assistant Professor of Developmental Mathematics; M.A., Virginia Polytechnic Institute and State University

Glen M. Blankenship, Instructor of Developmental Mathematics, Head Coach of Tennis; B.S., Concord College David N. Chambers, Assistant Professor of Biology; Ph.D., Cornell University Douglas Creer, Assistant Professor of Biology; Ph.D., Washington University, St. Louis Darrell W. Crick, Assistant Professor

315

Departmental Directory of Chemistry; Ph.D., University of Tennessee

Lisa M. Darlington, Assistant Professor of Mathematics; Ph.D., Virginia Polytechnic Institute and State University Cecilia A. Fizer, Assistant Professor of Mathematics; M.S., West Virginia University

Thomas B. Ford, Assistant Professor of Biology; Ph.D., Indiana University Franz A. Frye, Assistant Professor of Chemistry/Physical Science; Ph.D., University of Florida

Lawrence J. Griffith, Associate Professor of Mathematics; M.S., West Virginia University Alice M. Hawthorne-Allen, Assistant Professor of Physics; Ph.D., Indiana University

Janet F. Heaton, Administrative Secretary Senior to the Division David D. Hill, Associate Professor of Mathematics; Ph.D., Virginia Polytechnic Institute and State University James D. Johnston, Associate Professor of Computer Science; M.A., State University of New York at Binghamton Daniel W. Krider, Professor of Mathematics; Ph.D., North Carolina State University David L. Matchen, Assistant Professor of Geology; Ph.D., West Virginia University

Tonya C. McKinley, Associate Professor of Biology; Ph.D., Clemson University

Alan Smothers, Associate Professor of Computer Science; M.S., West Virginia

316

University

W. R. Winfrey, Professor of Mathematics; Ph.D., Virginia Polytechnic Institute and State University Darla J. Wise, Associate Professor of Biology; Ph.D., Virginia Polytechnic Institute and State University Office of Public Safety Jefferson “Jeff” K. Buckland, Trade Specialist

Randy Cordle, Campus Police Officer Roy Gum, Campus Police Officer

Connie Michael, Administrative Secretary, Sr. Terry Moulder, Law Enforcement Training Officer

William G. Sigman, Public Safety Dispatcher; A.S.

Mark W. Stella, Director of Security; B.S., Bluefield State College Tim Wolfe, Campus Police Officer President’s Office Gregory F. Aloia, PRESIDENT OF THE UNIVERSITY, Ph.D., University of California, Riverside Sharon Manzo, Administrative Assistant to the President; M.A., West Virginia College of Graduate Studies Lora L. Woolwine, Executive Secretary to the President, B.S.W., Concord College Registrar’s Office Carolyn Fluharty Cox, Registrar; M.A.,

Departmental Directory West Virginia Graduate College

Marcheta Gunter, Records Officer III Diana S. Kirk, Records Assistant III

Betty Sue Lusk, Associate Registrar; B.A., Concord College Social Science, Division of Jessica E. Duke Alexander, Assistant Professor of Psychology, Ph.D, Emory University Jonathan M. Berkey, Assistant Professor of History, Ph.D., The Pennsylvania State University

Sally H. Campbell, Assistant Professor of Political Science, Ph.D., University of Houston Linwood B. Clayton, Assistant Professor of Recreation and Tourism Management, Ph.D., Clemson University Ellen Darden, Professor of Social Work, Ph.D., Virginia Polytechnic Institute and State University

Bonnie Dorsey, Associate Professor of Social Work, Ph.D., Virginia Polytechnic Institute and State University Karen Griffee, Associate Professor of Psychology, Ph.D., University of New Mexico

Rodney L. Klein, Associate Professor of Psychology and Director, McNair Scholars Program, Ph.D., University of New Mexico Patricia D. Light, Associate Professor of Sociology and Director of Assessment, Ph.D., Virginia Polytechnic Institute and State University

Tracy Luff, Assistant Professor of Sociology, Ph.D., Virginia Polytechnic

Institute and State University

Carol K. Manzione, Associate Professor of History, Ph.D., State University of New York at Buffalo

Joseph Manzione, Professor of History, Ph.D., University of Michigan

Joseph T. Manzo, Professor of Geography and Co-coordinator, West Virginia Geographic Alliance; Ph.D., University of Kansas Thomas J. McKenna, Assistant Professor of Philosophy and History, Ph.D., Yale University Joan M. Pendergast, Assistant Professor of Social Work, Ph.D., University of South Carolina

Roy Ramthun, DIVISION CHAIR; and Professor of Recreation and Tourism Management, Ph.D., University of Utah

Donna L. Roberts, Administrative Secretary Senior John David Smith, Professor of Social Work; Vice President Of Student Affairs And Dean Of Students, J.D., University of Toledo; LL.M., DePaul University

George W. Towers, Professor of Geography, Ph.D., University of Arizona Jan Westerik, Assistant Professor of Geography, M.A., University of North Carolina at Chapel Hill

James A. White, Associate Professor of Political Science and NCAA Faculty Athletic Representative, Ph.D., American University Sarah Whittaker, Director of Social Work Program; Associate Professor of Social Work, Ph.D., Virginia Polytech-

317

Departmental Directory nic Institute and State University

Sherrie McMillan, Telephone Operator

Student Affairs

Greg Quick, Athletic Director, Head Football Coach, M.S., Emporia State University

Susan Williams, Assistant Professor of Recreation and Tourism Management, Ph.D., West Virginia University

Sonya Baldwin, Administrative Secretary Senior to Housing and Residence Life,

Anna Mills-Hardy, Interim Director of Student Center/Coordinator of Student Activities

Rick Dillon, Director of Housing and Residence Life, M.Ed., Salisbury State University Nancy C. Ellison, Director of the Office of Multi-Cultural Affairs, Director of Disability Services, M.A., Marshall University

Marjie Flanigan, INTERIM VICE PRESIDENT FOR STUDENT AFFAIRS, Director of Retention, Academic Success Center, Ed.D.Virginia Polytechnic Institute and State University William Fraley, Director of Intramurals ,B.S., Concord College

Zornitsa Gerogieva, Program Coordinator, Academic Success Center, B.S., Concord University Bill Gravely, Resident Director, B.S., Concord University Debbie Griffith, Postal Clerk

Anna Mills-Hardy, Resident Director, M.S.W., West Virginia University

Lynnis J. Hill, Special Events Assistant to the Director of the Student Center/ Coordinator of Student Activities

318

Tammy Monk, Director, Career Services, M.A.E., University of Northern Iowa

Debra Weiss, Academic Program Associate, Office of Student Affairs, Office of Multi-Cultural Affairs, Disability Services Khalilah Workfield, Resident Director B.S., Mountain State University Student Support Services

Judy C. Sanders, Academic Coordinator, B.S., Bluefield State College Terri Philpott, Interim Director, M.S.W., West Virginia University

Carolyn Worley, Program Assistant Darrick M. Scott, Educational Outreach Counselor, M.S., Mountain State University

Alphabetical Directory Alphabetical Directory Allen, Joseph L., Professor of Geology, Chair, Division of Natural Sciences

Aloia, Gregory F, President, Concord University

Alloway, Dana, Assistant Professor of Chemistry Alexander, Jessica, Assistant Professor of Psychology

Austin, Linda C., Executive Secretary to the Associate Dean

Bailey, William C. III, Manager, Instructional Video Baker, John, Professor of English

Baldwin, Sonja, Administrative Secretary, Housing

Ball, Kathy, Director, Bonner Scholars Program

Barrett, Steve, Assistant Professor of Physical Education/Head Women’s Soccer Coach Becker, Charles P. , Assistant Professor of Accounting

Becker, Douglas L, Coordinator of Developmental Mathematics/Instructor in Mathematics Beckett, Joseph A., Associate Professor of Athletic Training

Bennington, Kevin C., Temporary Instructor of Art

Berkey, Jonathan, Assistant Professor of History Biggs, James E., Assistant Professor of Art

Blankenship, Glen, Tennis Coach, Instructor in Mathematics Blankenship, Victoria, Interim Business Manager I

Boggess, Kendra, Professor of Business; Interim Associate Dean

Boggs, Jamie L., Web Developer Bolin Katrena, Senior Accountant

Bowles, James R., Trades Specialist

Bowers, Christopher, Assistant Football Coach

Brichford, Charles, Division Chair, Languages and Literature; Professor of English, Brogan, Sherry, Administrative Associate

Brown, Bonnie F., Academic Program Associate

Brown, Tammy W., Accounting Assistant II

Browning, Matthew, Instructor of Communication Arts Buchanan, Patricia R., Catering Manager Buckland, Jefferson K., Trades Specialist

Buckland, John E. (Gene), Trade Specialist Lead Burton, Nancy, Associate Professor of Education

Cahill, Elizabeth J., Financial Reporting Officer/Controller Campbell, Andrea, Assistant Professor of Education

Campbell, H. David, Associate Professor of Health and Physical Education Campbell, Hugh A., Professor of Education Campbell, Sally, Associate Professor of Political Science

Campbell, Marshall, Interim Director of Human Resources

Canterbury, Jenni, Instructor in Communication Arts Chambers, David N., Assistant Professor in Biology Clark, Erin, Program Assistant II

Clayton, Lynwood, Assistant Professor of Recreating and Tourism Management Clevers, Robin, Administrative Associate

319

Alphabetical Directory Cline, India (Mitzi), Human Resources Representative Conner, Anita, Academic Program Associate Cordle, Jennie, Admissions Assistant II Cordle, Randy, Campus Police Officer Cox, Carolyn, Registrar

Cox, Michael, Instructor in Health/PE, Head Track Coach Cox, Steven, Head Coach, Men’s Basketball Craighead, Michael, Educational Outreach Counselor

Creer, Douglas, Assistant Professor in Biology

Crick, Darrell, Assistant Professor in Chemistry

Curry, Robert L., Trades Specialist, Physical Plant Dalton, Sarah, Development Assistant Darden, Ellen, Professor of Social Work

Darlington, Lisa M., Assistant Professor of Mathematics

Davidson, Frederick, Associate Professor of Business

Deck, D. William Jr., Associate Professor of Business

Dillon, Richard (Rick), Director, Housing and Residence Life, Interim Dean of Students Dorsey, Bonnie Carol, Associate Professor of Social Work Druggish, Richard, Associate Professor of Education; Coordinator of Clinical Experiences

tion

Ellison, Nancy, Director of Multicultural Affairs and Coordinator of Disability Services Fazio, John, Instructor in Business

Fizer, Cecilia, Assistant Professor in Mathematics

Flanigan, Marjie M., Interim Director of Retention, Interim Vice President of Student Affairs

Ford, Thomas, Assistant Professor of Biology Fraley, William T., Director, Intramural Program

Frey, Franz, Assistant Professor of Chemistry Frey, Teresa, Associate Program Assistant Gambill, Thomas, Associate Professor of Communication Arts, Theatre Director Gamble, Kent, Director of Enrollment

Garrett, Kevin, Interim Athletic Director, Head Baseball Coach

Georgieva, Zornitsa, Administrative Assistant, Academic Success Center Gompf. Michelle, Assistant Professor of English

Gravely, Tracy, Athletic Facilities Manager Gravely, William, Resident Hall Director

Greenway, Maribeth (adjunct instructor)

Program Director, School of Clinical Laboratory Science, Carilon Medical Center, Roanoke, VA

Griffee, Karen, Associate Professor of Psychology Griffith, Deborah, Postal Clerk

Durrani, Carmen, Associate Professor of Foreign Languages

Griffith, Lawrence, Associate Professor of Mathematics

Elliott, Eloise, Professor of Physical Education

Grych, Diane, Assistant Professor of Education

Edwards, Angelique, Professor of Physical Education

Grindstaff, Charles, Assistant Professor of Education

Elliott, Paula, Assistant Professor of Educa-

Gum, Randy A., Trades Specialist

320

Alphabetical Directory Gum, Roy C., Campus Police Officer

Gunter, Marcheta, Records Assistant III Gunter, Wayne, Bookstore Supervisor

Hardy, Anna M., Interim Director of Student Center/Coordinator of Student Activities

Jarvis, Steven, Buyer Johnson, William, Head Golf Coach

Johnston, James, Associate Professor of Computer Science Justice, Brandon, Assistant Football Coach

Harman, Angela, Program Assistant II

Karnes, Lisa, Administrative Assistant

Harmon, Patricia, Director of Financial Aid

Keaton, Gary M., Trades Specialist

Harris, Patricia, Academic Program Associate Hart, Vickie, Administrative Secretary

Harvey, Rebecca N., Assistant Athletic Trainer; Instructor in Athletic Training Hatfield, Sid, Data Network Specialist III

Hawks, Kathy, Associate Professor of Education Hawthorne-Allen, Alice M., Assistant Professor of Physics Hays, Karen D., Administrative Secretary

Hazelwood, Barbara, Administrative Secretary

Kirk, Diana, Records Assistant III

Klein, Rodney, Associate Professor of Psychology; Director, McNair Scholars Program Krider, Daniel, Professor of Mathematics Krzyzanowicz, Ryan, Instructor, Athletic Traiiner

Kwon, He-Byong, Associate Professor of Business Lamb, Christi, Project Coordinator

Light, Patricia D., Associate Professor of Sociology, Director of Assessment Lilly Jr., Charles, Housing Specialist

Heaton, Janet F., Administrative Secretary Senior

Lilly, Jessica, PBS Bureau Chief

Hill, Brian, Assistant Football Coach

Liptak, Katherine, Director of Graduate Studies, Chair, Division of Education and Human Performance, Professor of Education

High, Nora, Program Assistant

Hill, David, Associate Professor of Mathematics Hill, Lynnis, Special Events Assistant Hitt, Stuart W., Trades Specialist Holdren, Samuel K., Landscape Worker Honaker, Danny L., Trades Specialist

Huddy, Craig, Associate Professor of Health Education Humphries, Jennifer L., Instructional Technologist Hylton, Gary, Payroll Accountant Hylton, Shirley, Program Assistant I Islam, Muhammad, Professor of Finance

Linn, Johnnie B. III, Assistant Professor of Economics

Litton, Mitzi, Instructor in English Luff, Tracy, Assistant Professor of Sociology Lusk, Betty S., Associate Registrar

Mainland, Tim, Professor of Music, Chair, Division of Fine Arts

Malkovich, Amberyl, Associate Professor of English Mann, Larry W., Trades Specialist

Manzione, Carol, Associate Professor of History Manzione, Joseph, Professor of History Manzo, Joseph, Professor of Geography

321

Alphabetical Directory Manzo, Sharon, Administrative Assistant to the President Matchen, David Lee, Assistant Professor of Geology Matherly, Bonnie, Campus Service Worker Mays, Cheryl, Temporary Instructor in English McCullough, Sabrina A., Head Softball Coach

McGraw, Matthew, Admissions Counselor

McKenna, Thomas J., Assistant Professor of Philosophy and History McKinley, Tonya, Associate Professor of Biology McMillian, Sherrie, Telephone Operator McPeak, Pamela D., Director, Upward Bound

Meadows, Steven M., Network Manager

Meador, William, Computer Network Support Metz, Stanley, Landscape Worker

Miceli, Nicholas, Associate Professor of Business

Michael, Connie L., Administrative Secretary Senior Miller, Joshua, Director of Choral Activities and Assistant Professor of Music Miller, Michael, Assistant Professor of Health and Physical Education

Mills, Kathy, Institutional Research Analyst Monk, Tamara, Director, Career Services

Moore, Debra, Administrative Secretary Senior Moore, Douglas, Information Systems Specialist

Morgan, Loran F., Purchasing Assistant II Morgan, Loran, Purchasing Assistant II

Moulder, Terry, Law Enforcement Training

322

Officer, Public Safety

Mullins, Lindsey A. , Instructor of Communication Arts Mullins, Terry W., Associate Professor of Education Musick, Donna F., Staff Librarian Nance, Billie, Painter

Nichols, Kimberly B. Academic Program Associate

O’Brien, William A., Director, Beckley Center Ofsa, William, Professor of English,

O’Haynes, Delilah, Associate Professor of English

Osborne, Kenneth, Assistant Professor of Human Performance, Head Women’s Basketball Coach Owens, Jimmy L., Assistant Director of Plant Maintenance Pack, Tabitha M., Application Systems Analytic Programmer Peck, Rosalie, Instructor in English

Pendergast, Joan M. , Assistant Professor of Social Work Pettry, Sheila K., Stock Room Clerk

Philpott, Terri H., Interim Director, Student Support Services Pitzer, Amy M., Editorial Assistant Poling, Bradley, Trades Specialist II Porras, Fernando, Assistant Professor of Art

Quick, Phillip (Greg), Interim Vice President for Institutional Advancement Ramsey, Margaret A., Administrative Assistant

Ramthum, Roy, Associate Professor of Recreation and Tourism Management, Chair, Division of Social Sciences Reed, Tammy Diane, Secretary

Alphabetical Directory Reidmiller, Lauri A., Assistant Professor of Art Reiger, Gabriel, Assistant Professor of English

Reynolds, Anita, Assistant Professor of Education Richardson, James, Trades Specialist II

Richmond, Melissa, Grants Resources Associate

Roberts, Donna L., Administrative Secretary Sr.

Robinett, Susan, Associate Professor of Business; Interim Chair, Division of Business Rookstool, Crystal, Library Technical Assistant I

Rookstool, William, Instructor of Sociology Rose, Carl L., Campus Service Worker Rose, Jasmine, Admissions Counselor Ross, Dianna, Professor of Accounting

Rotenberry, Terry A., Manager of Physical Plant I

Roth, Elizabeth, Assistant Professor of English Rowe, Sharon C., Instructor in English as a Second Language

Rowe, Stephen D., Library Director, Professor of English Rush, Barbara, Educational Outreach Counselor Sanders, Judy C., Academic Coordinator Sanders, Megan D., Funds Accounting

Scott, Darrick M., Interim Education Counselor Schueler, Jessica, Admissions Counselor

Sheffler, Jack D, Chair, Division of Fine Arts, Assistant Professor of Art Shelton, Thomas, Assistant Professor of Accounting Shook, Katherine, Academic Web Designer

Shorter, Dana, Painter Shorter, Roy A., Landscape Worker Shumaker, Jeff, Director, Physical Plant Shumate, Michael E., Trades Specialist Sigman, Greg, Public Safety Dispatcher

Simmerman, John, Information Systems Specialist Smallwood, Christopher, Bookstore Manager Smith, Allen, Admissions Counselor Smith, Jane, Professor of Music

Smith, John David, Interim Vice President and Academic Dean; Professor of Social Work Smith, Lethea, Temporary Assistant Professor of Education

Smothers, Alan, Associate Professor of Mathematics

Snuffer, Douglas W. II, Research Assistant II Southcott, Kathryn, Instructor, Head Volleyball Coach Spencer, John R. Jr., Director Computer Services and Institutional Research Spencer, Lisa, Program Assistant I

St. John, Santina, Assistant Professor of Education Stella, Mark, Director of Public Safety Stovall, Trena L., Administrative Secretary Sulgit, Andrew, Admissions Counselor Swaney, Lisa, Admissions Assistant II

Sweeney, Delano, Application Systems Analytic Programmer III Tabor, Andrea, Associate Director.of Admissions Taylor, Angela D., Program Assistant II Taylor, Tara, Administrative Assistant

Thaxton, John B., Admissions Counselor

Towers, George, Interim Associate Dean,

323

Alphabetical Directory Professor of Geography

Trull, Cheryl, Associate Professor of Education, Graduate Program Director Vaught, Marites, Accounting Assistant II Ward, John, Computer Technician

Webb, Andrea, Interim Accountant

Webb, Elizabeth, Financial Reporting Manager

Weiss, Debra L., Academic Program Associate Westerik, Jan, Assistant Professor of Geography White, Alvin Jr., Media Specialist White, C. Kay, Library Technical Assistant II White, James, Associate Professor of Political Science White, Kay, Library Associate

Whittaker, Anne C., Executive Secretary to the Vice President and Academic Dean

Whittaker, Frances, (Kati), Director of Alumni Affairs II Whittaker, Sarah, Associate Professor of Social Work, Director, Social Work Program Williams, Cory D., Assistant Professor of Communication Arts

Williams, Susan E., Assistant Professor of Recreation and Tourism Management Winfrey, William, Professor of Mathematics Wise, Darla, Associate Professor of Biology Wolfe, Tim, Campus Police Officer

Wood, Steven, Interim Trades Worker I

Woodman, Jason, Assistant Football Coach Woolwine, Lora, Executive Assistant to the President Workfield, Khalilah, Resident Hall Director Worley, Carolyn, Program Assistant I, Student Support Services

Zamzow, Laura, Assistant Professor of Music

324

Alphabetical Listing

325

Alphabetical Listing

C

ONCORD’S 19-building campus stretches across 123 acres in the scenic Appalachian Mountains, 2,600 feet above sea level. The University is located in the town of Athens, a community of 1,000. Pipestem and Bluestone State Parks and WinterPlace ski resort, among the region’s finest resort and recreational facilities, are nearby. A four-lane Appalachian Corridor highway (U.S. 460) and the West Virginia Turnpike (Interstate 77) intersect just five miles from the University campus, near the city of Princeton. Regional population centers such as Charleston, West Virginia, and Roanoke, Virginia, are within easy driving distance. A) Twin Towers Residence Halls B) Athens Medical Center C) The Bonner House

326

D) Capt. James French Memorial E) Sarvay Residence Hall F) Wilson Residence Hall G) Student Center H) J. Frank Marsh Library I) Marsh Hall (Administration Building) J) Science Hall K) Alexander Fine Arts Center L) Leslie R. and Ruby Webb Carter Center (health, physical education and athletics) M) Tennis Courts N) Callaghan Stadium (football) O) The Observatory P) Anderson Field (softball, baseball, and intramurals) Q) Maintenance Building R) Parking S) Wooddell Residence Hall (men) T) Nick Rahall Technology Center U) University Point

Campus Map

327

Index

328

Index Academic Advising............................................................................................................................ 53 Academic Common Market............................................................................................................... 50 Academic Honesty............................................................................................................................. 39 Academic Exceptions........................................................................................................................ 45 Academic Probation.......................................................................................................................... 44 Academic Responsibilities................................................................................................................ 31 Academic Success Center......................................................................................................... 53, 259 Academic Suspension........................................................................................................................ 45 Accounting........................................................................................................................................ 75 Accounting Courses.......................................................................................................................... 79 Accreditation....................................................................................................................................... 4 ACT Testing (National and Residual)............................................................................................... 47 Adding and Dropping Courses......................................................................................................... 36 Administrative Systems..................................................................................................................... 75 Admission to Student Teaching......................................................................................................... 96 Admission to Teacher Education....................................................................................................... 94 Admission to the Athletic Training Education Program................................................................. 131 Admission to the M.Ed. Program.................................................................................................... 293 Admission, Advanced........................................................................................................................ 16 Admission, Advanced Placement...................................................................................................... 13 Admission, High School Students..................................................................................................... 15 Admission, Home School Students.................................................................................................... 16 Admission, International Students.................................................................................................... 14 Admission, Regents Bachelor of Arts................................................................................................ 17 Admission, Regular............................................................................................................................11 Admission, Transient Students.......................................................................................................... 17 Affirmative Action and Non-Discrimination Policies....................................................................... 48 Alexander Center for the Creative and Performing Arts................................................................ 251 Amending Information.................................................................................................................. 4, 31 Appalachian Studies Courses (APST)............................................................................................. 210 Appalachian Studies Mini-Courses..................................................................................................211 Applicable Catalog........................................................................................................................... 35 Applied Music................................................................................................................................. 160 Art Courses..................................................................................................................................... 145 Artist/Lecture Series........................................................................................................................ 262 Assessment.......................................................................................................................................... 8 ASSET Testing................................................................................................................................... 47 Associate Degree in Office Supervision............................................................................................ 78 Athletic Facilities............................................................................................................................ 252 Athletic Training Courses............................................................................................................... 134 Auditing Classes............................................................................................................................... 37 BA/BS Degree in Interdisciplinary Studies....................................................................................... 21

329

Index Bachelor of Arts.............................................................................................................................. 144 Bachelor of Arts Degree with a Minor in Music............................................................................. 155 Bachelor of Arts in Communication Arts........................................................................................ 149 Bachelor of Arts in English............................................................................................................. 163 Bachelor of Arts in Interdisciplinary Studies - Music..................................................................... 155 Bachelor of Science......................................................................................................................... 151 Bachelor of Science - Chemistry..................................................................................................... 194 Bachelor of Science in Athletic Training........................................................................................ 129 Bachelor of Science in Education..................................................................................................... 92 Bachelor of Science in Environmental Sciences............................................................................. 201 Biology Courses.............................................................................................................................. 181 Bonner Scholars Program.............................................................................................................. 271 Business Administration Minor......................................................................................................... 77 Business Courses.............................................................................................................................. 79 Campus Map............................................................................................................................326-327 Campus Organizations.................................................................................................................... 262 Career Services............................................................................................................................... 256 Center for Academic Technologies................................................................................................. 251 Certification and Degree Requirements in Education...................................................................... 27 Chemistry Courses.......................................................................................................................... 198 Child Development Center.............................................................................................................. 257 Class Attendance............................................................................................................................... 32 Classic Upward Bound................................................................................................................... 258 Classification of Students.................................................................................................................. 35 College Level Examination Program (CLEP).................................................................................. 46 Communication Arts Courses (CART)............................................................................................ 150 COMPASS Test................................................................................................................................ 186 Concord University Research and Development Corporation....................................................... 259 Content Specializations.............................................................................................................. 98-118 Core of General Education General Studies.................................................................................... 61 Counseling Center.......................................................................................................................... 255 Credit by Examination...................................................................................................................... 46 D and F Forgiveness Rule................................................................................................................ 40 Dean’s List........................................................................................................................................ 57 Degrees Offered................................................................................................................................ 19 Department of Art........................................................................................................................... 143 Department of Biology.................................................................................................................... 178 Department of Communication Arts............................................................................................... 149 Department of Education.................................................................................................................. 91 Department of Human Performance............................................................................................... 125 Department of Mathematics............................................................................................................ 184 Department of Music....................................................................................................................... 154

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Index Department of Physcial Sciences.................................................................................................... 194 Departmental Abbreviations............................................................................................................. 67 Directory, Alphabetical .................................................................................................................. 318 Directory, Departmental................................................................................................................. 304 Directory Information..................................................................................................................... 261 Division of Business.......................................................................................................................... 70 Division of Education and Human Performance.............................................................................. 90 Division of Fine Arts....................................................................................................................... 142 Division of Languages and Literature............................................................................................ 162 Division of Natural Sciences........................................................................................................... 176 Division of Social Sciences............................................................................................................. 208 Divisions and Departments............................................................................................................... 67 Early Education Courses.................................................................................................................119 Economics Courses........................................................................................................................... 84 Education Courses...........................................................................................................................119 Educational Goals.............................................................................................................................. 5 Educational Leadership Courses (EDEL)...................................................................................... 295 Elective Education Courses............................................................................................................ 122 English Courses.............................................................................................................................. 165 English Language Arts.................................................................................................................... 168 English Language Training Program............................................................................................. 256 English Mini Courses...................................................................................................................... 169 Evening Classes................................................................................................................................ 54 Exit Criteria.............................................................................................................................. 97, 132 Faculty and Staff Directory - Alphabetical..................................................................................... 319 Faculty and Staff Directory - By Department................................................................................. 305 Federal Parents Loan for Undergraduate Dependent Students (FPLUS)...................................... 283 Federal Pell Grant.......................................................................................................................... 281 Federal Perkins Loan..................................................................................................................... 282 Federal Stafford Loan . .................................................................................................................. 282 Federal Supplemental Education Opportunity Grant (SEOG)....................................................... 282 Federal Work-Study Program......................................................................................................... 283 FERPA............................................................................................................................................... 48 Final Grades..................................................................................................................................... 41 Finance Courses............................................................................................................................... 84 Financial Aid.................................................................................................................................. 280 Foreign Languages................................................................................................................... 64, 171 Foundations of Education................................................................................................................. 95 Geography....................................................................................................................................... 213 Geology........................................................................................................................................... 200 German Courses (GER).................................................................................................................. 173 Grade Change Procedure (Academic).............................................................................................. 41

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Index Grade Change Procedure (Non-Academic)...................................................................................... 42 Graduate Fees................................................................................................................................. 293 Graduate Tuition Reduction Program............................................................................................ 293 Graduation Requirements................................................................................................................. 27 Graduation with Honors................................................................................................................... 28 Graduation/Procedure...................................................................................................................... 28 Grants............................................................................................................................................. 281 GRE Testing...................................................................................................................................... 47 Health Education Courses (H ED)................................................................................................. 125 Health Promotion Courses (HLTH)................................................................................................ 300 Health Services............................................................................................................................... 255 History........................................................................................................................................... 216 History Courses.............................................................................................................................. 217 Honors Course.................................................................................................................................. 64 Honors Program............................................................................................................................... 55 Housing........................................................................................................................................... 267 Inadequate Proficiency in English.................................................................................................... 47 Inclement Weather Schedule............................................................................................................. 34 Independent Study............................................................................................................................. 57 Intercollegiate Athletic Program.................................................................................................... 263 Intrdisciplinary Degree in International Studies............................................................................ 228 Intramural Recreational Program.................................................................................................. 263 Jerry L. Beasley Student Center...................................................................................................... 252 J. Frank Marsh Library.................................................................................................................. 251 Keyboarding Skill.............................................................................................................................. 78 Legal Studies and PreLaw.............................................................................................................. 222 Legal Studies and PreLaw Courses................................................................................................ 224 Leslie R. and Ruby Webb Carter Center......................................................................................... 252 Letter of Accommodation Process.................................................................................................... 50 M.N. “Mike” Pashion Bookstore.................................................................................................... 252 Majors in Biology........................................................................................................................... 180 Major in English............................................................................................................................. 164 Majors and Minors........................................................................................................................... 19 Management...................................................................................................................................... 76 Management Courses........................................................................................................................ 85 Marketing.......................................................................................................................................... 76 Marketing Courses (MKT)................................................................................................................ 87 Master of Education........................................................................................................................ 287 Master of Education - Content Specialization Course Requirements......................................287-292 Master of Education Course Descriptions...................................................................................... 294 Master of Education, Education Courses....................................................................................... 296 Master of Education, Health Promotion......................................................................................... 300

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Index Master of Education, History Courses............................................................................................ 301 Master of Education, Philosophy Courses...................................................................................... 302 Master of Education, Political Science Courses ........................................................................... 302 Master of Education, Reading Courses.......................................................................................... 302 Master of Education, Geography Courses...................................................................................... 298 Mathematics Courses (MATH)....................................................................................................... 188 Mathematics Minors....................................................................................................................... 187 Mathematics Placement.................................................................................................................. 185 McNair Scholars Program.............................................................................................................. 257 Medical Technology/Clinical Laboratory Science Option.............................................................. 196 Minor in English............................................................................................................................. 165 Minor in Geology............................................................................................................................ 201 Minor in Health Promotion............................................................................................................. 139 Mission................................................................................................................................................ 5 M.N. “Mike” Pashion Bookstore.................................................................................................... 252 Music Courses................................................................................................................................. 155 Music Ensembles............................................................................................................................. 159 Natural Science Courses................................................................................................................. 178 Non-Degree Students........................................................................................................................ 12 Off-Campus Program.................................................................................................................. 17, 57 Office of Disability Services.............................................................................................................. 49 Office of Public Safety..................................................................................................................... 256 Office of Student Activities.............................................................................................................. 261 Orientation...................................................................................................................................... 257 Out-of-State Academic Programs..................................................................................................... 58 Pharmacy Option............................................................................................................................ 197 Philosophy....................................................................................................................................... 225 Philosophy Courses........................................................................................................................ 225 Physical Education Courses (P ED)............................................................................................... 126 Physical Science Courses (PHSC).................................................................................................. 204 Physics Courses.............................................................................................................................. 204 Planning a Course of Study.............................................................................................................. 53 Political Science.............................................................................................................................. 227 Political Science Courses............................................................................................................... 229 Portfolio and Exhibition Requirements........................................................................................... 144 PRAXIS............................................................................................................................................. 46 PreMedicine and PreDentistry....................................................................................................... 178 Probation........................................................................................................................................ 284 Professional Development Schools................................................................................................... 92 Professional Education Component.................................................................................................. 94 Proficiency Tests................................................................................................................................ 46 Program in Athletic Training.......................................................................................................... 133

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Index Programs in Allied Health Sciences (3+1)..................................................................................... 195 Psychology...................................................................................................................................... 232 Psychology Courses........................................................................................................................ 233 Psychology Mini-Courses............................................................................................................... 236 Public and Non-Profit Administration............................................................................................ 236 Public Service Learning Internships................................................................................................. 55 Quality Points................................................................................................................................... 43 Recreation and Tourism Management............................................................................................ 236 Recreation and Tourism Management Courses.............................................................................. 238 Recreation and Tourism Management Mini-Courses..................................................................... 241 Recreation Program........................................................................................................................ 264 Refunds............................................................................................................................................ 278 Refunds in Summer Terms and Non-traditional periods................................................................. 279 Refunds in the Regular Academic Semester.................................................................................... 278 Regents Bachelor of Arts Degree................................................................................................. 17,22 Regents Bachelor of Arts Degree, Area of Emphasis........................................................................ 24 Regional Geography Courses......................................................................................................... 214 Remedial Courses............................................................................................................................. 64 Residence Credit............................................................................................................................... 38 Residence Status.............................................................................................................................. 275 Residency Status and Out-of-State Academic Programs.................................................................. 50 Retention of Education Candidates.................................................................................................. 96 Return of Funds by Concord University......................................................................................... 279 Room and Board Costs................................................................................................................... 277 Safety Education Courses (S ED)................................................................................................... 129 Satisfactory Academic Progress Policy for Financial Aid Recipients............................................ 283 Scholarships.................................................................................................................................... 271 Semester Hour Load......................................................................................................................... 36 Sexual Harassment............................................................................................................................ 48 Social Science Courses................................................................................................................... 241 Social Work..................................................................................................................................... 242 Social Work Courses....................................................................................................................... 243 Social Work Mini-Courses.............................................................................................................. 246 Sociology......................................................................................................................................... 247 Spanish Courses (SPAN)................................................................................................................. 173 Special Charges.............................................................................................................................. 278 Special Methods Component............................................................................................................. 94 Sports Management - Interdisciplinary Studies.............................................................................. 139 Sports Management - Interdisciplinary Studies Suggested Program............................................. 139 State Grants (other than W.Va.)...................................................................................................... 282 State Student Assistant Program..................................................................................................... 283 Student Activities Committee.......................................................................................................... 265

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Index Student Center................................................................................................................................. 254 Student Enrichment......................................................................................................................... 261 Student Government........................................................................................................................ 262 Student Productions........................................................................................................................ 262 Student Responsibilities (disability services)................................................................................... 49 Student Support Services................................................................................................................. 260 Symposiums (Business).................................................................................................................... 79 Systematic Geography Courses...................................................................................................... 214 Table of Contents................................................................................................................................ 3 Testing............................................................................................................................................... 46 Textbook Buyback........................................................................................................................... 253 Textbook Purchases and Returns.................................................................................................... 252 The Grading System.......................................................................................................................... 39 Theatre Courses (CART)................................................................................................................. 153 Transfer Credit.................................................................................................................................. 38 Transfer Credits (Business).............................................................................................................. 75 Transfer Students.............................................................................................................................. 12 Transient Credit................................................................................................................................ 37 Trio Programs................................................................................................................................. 257 Tuition and Fees.............................................................................................................................. 273 Tuition Options Program Scholars (TOPS).................................................................................... 274 Tuition Reduction Programs........................................................................................................... 274 University 100, University 400......................................................................................................... 65 Verification Policy........................................................................................................................... 281 Veterans............................................................................................................................................. 13 Weather Policy.............................................................................................................................33-34 West Virginia Higher Education Grant . ........................................................................................ 282 Withdrawal from the University........................................................................................................ 39 Workshops......................................................................................................................................... 55 Written and Oral Communications................................................................................................... 61

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Trade Marks, Register Marks, and Service Marks Information relating to trade marks, register marks, and service marks for accreditation organizations, associations, councils, testing services, or educational services referenced in the Concord University Catalog may be found on the following web sites: AACSB (Association to Advance Collegiate Schools of Business), www.aacsb. edu; AAHE (American Association for Health Education), www.aahperd.org; ACEI (Association for Childhood Education International), www.acei.org; ACT (American College Testing Program), www.act.org; AP (Advanced Placement), www.collegeboard.com; CAATE (Commission on Accreditation of Athletic Training Education), www. caate.net; CEC (Council for Exceptional Children), www.cec.sped.org; CLEP (College-Level Examination Program), www.collegeboard.com; CPA (Certified Public Accountant), www.cpa-exam.org; GMAT (Graduate Management Admission Test), www.mba.com; GRE (Graduate Record Examination), www.ets.org; LSAT (Law School Admission Test), www.lsac.org; MCAT (Medical College Admission Test), www.aamc.org; NAEYC (National Association for the Education of Young Children), www. naeyc.org; NASPE (National Association for Sport and Physical Education), www.aahperd. org; NCA-HLC (North Central Association-The Higher Learning Commission), www. ncahlc.org; NCATE (National Council for Accreditation of Teacher Education), www.ncate. org; PRAXIS (The Praxis Series Assessments provide tests and other services that states use as part of their teaching licensing certification process.), www.ets.org; PSAT (Preliminary Scholastic Aptitude Test), www.collegeboard.com; SAT (Scholastic Aptitude Test), www.collegeboard.com; and TOEFL (Test of English as a Foreign Language), www.ets.org.

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