Radford University Graduate Catalog, 2009-2010

Radford University Graduate Catalog 2009-2010, Volume 96, Fall 2009. Published by the Office of University Relations, Radford University, 704-B Fairfax St., Radford, Virginia, 24142, once a year. Students who matriculate at Radford University at the beginning of the 2009-2010 academic year will use the 2009-2010 Radford University Graduate Catalog for the official description of policies they must follow and requirements they must satisfy in order to graduate. Students may, however, elect to meet all the degree requirements of a Radford University Graduate Catalog published subsequent to the year of their matriculation subject to the limitations detailed in “Graduation Policy” on p. 62. Radford University reserves for itself and its departments the right to withdraw or change the announcements made in this catalog.

Visit us online at: www.radford.edu Contents Academic Calendar ...... 3 Degrees Offered ...... 4 Graduate Study ...... 5 General Information ...... 8 Admission ...... 14 Application Requirements . . . . . 21 Fees and Financial Aid ...... 25 Campus Life ...... 38 Academic Policies ...... 48 Academic Colleges ...... 65 Academic Programs ...... 68 Courses of Study ...... 69 Art ...... 69 Business Administration ...... 69 Communication Sciences and Disorders ...... 71 Corporate and Professional Communication ...... 73 Counseling and Human Development ...... 76 Counseling Psychology ...... 96 Criminal Justice ...... 80 English ...... 82 Music ...... 86 Nursing ...... 89 Nursing Practice ...... 92 Occupational Therapy ...... 93 Physical Therapy ...... 95 Psychology ...... 97 School Psychology ...... 102 Social Work ...... 106 Teacher Education and Leadership Education ...... 108 Educational Leadership . . . . . 112 Literacy Education ...... 113 Special Education ...... 114 Courses ...... 132 Board and Administration . . . . .210 Graduate Faculty ...... 211 Index ...... 226

2 Calendar Fall Semester 2009 2010 2011 2012 Classes begin (8 a.m.) Aug. 31 Aug. 30 Aug. 29 Aug. 27 Thanksgiving break Nov. 21-29 Nov. 20-28 Nov. 19-27 Nov. 17-25 (no classes)* Last day of classes Dec. 11 Dec. 10 Dec. 9 Dec. 7 Final Exams Dec. 14-17 Dec. 13-16 Dec. 12-15 Dec. 10-13

Spring Semester 2010 2011 2012 2013 Classes begin (8 a.m.) Jan. 19 Jan. 18 Jan. 17 Jan. 22 Spring break (no classes) Mar. 6-14 Mar. 5-13 Mar. 3-11 Mar. 9-17 Last day of classes April 30 April 29 April 27 May 3 Final Exams May 3-6 May 2-5 April 30- May 6-9 May 3 Commencement May 8 May 7 May 5 May 11

Maymester 2010 2011 2012 2013 Classes Begin May 17 May 16 May 14 May 20 Memorial Day (no classes) May 31 May 30 May 28 May 27 Last day of classes June 4 June 3 June 1 June 7 Final Exams June 5 June 4 June 2 June 8

Summer Session I 2010 2011 2012 2013 Classes begin May 17 May 16 May 14 May 20 Memorial Day (no classes) May 31 May 30 May 28 May 27 Last day of classes June 17 June 16 June 14 June 20 Exams June 18-19 June 17-18 June 15-16 June 21-22

Summer Session II 2010 2011 2012 2013 Classes begin June 28 June 27 June 25 July 1 Independence Day July 5 July 4 July 4 July 4 Observed (no classes) Last day of classes July 29 July 28 July 26 Aug. 1 Exams July 30-31 July 29-30 July 27-28 Aug. 2-3

Summer Session may include both a Maymester and Summer Session III term. Mayme- ster is a three-week term beginning on the same day as Summer Session I. Summer Ses- sion III is an 11-week long term spanning both Summer Session I and Summer Session II. The dates are tentative and subject to change.

*Thanksgiving Break begins after classes end on the Saturday before Thanksgiving and includes the Sunday after Thanksgiving Day. Residence halls will close at noon on the Saturday before Thanksgiving Day. However, those students who have Saturday classes have until 5 p.m. to vacate the residence halls.

3 Graduate Degrees

Art (M.F.A.) Literacy Education (M.S.)

Business Administration (M.B.A.) Music (M.A., M.S.) Music Communication Sciences and Disorders Music Therapy (M.A., M.S.) Speech and Language Pathology Nursing (M.S.N.) Family Nurse Practitioner Corporate and Professional Adult Clinical Nurse Specialist Communication (M.S.) Gerontology Clinical Nurse Specialist Nurse Midwifery (with Shenandoah Counseling Psychology (Psy.D.) University)

Counseling and Human Development Nursing Practice (D.N.P.) (M.S.) School Counseling Occupational Therapy (M.O.T.) Student Affairs Administration Physical Therapy (D.P.T.) Counseling Community Counseling Psychology (M.A., M.S.) Clinical Criminal Justice (M.A., M.S.) Experimental (M.A.) Industrial/Organizational Education (M.S.) Curriculum and Instruction School Psychology (Ed.S.) With licensure Without licensure Social Work (M.S.W.) Content Area Studies Mathematics Education Special Education (M.S.) Early Childhood Education (5-year program)

Educational Leadership (M.S.)

English (M.A., M.S.)

4 Graduate College

Dr. Dennis Grady, Dean and for students who have already earned a College of Graduate and bachelor’s degree but who are not seeking a Professional Studies further degree. Lucas Hall Graduate studies at Radford University are (540) 831-7163 designed to give the student advanced knowl- e-mail: [email protected] edge in a special field of study, higher levels of professional competence, an understanding of and respect for scholarly research and a In the world of the 21st century, the demand sophisticated knowledge of the techniques of for highly trained professionals in every field continued, lifelong intellectual growth. These increases. More and more students are choosing goals are achieved through coherent orderly to pursue a master’s level degree. This degree, programs of study, investigation and supervised once considered primarily a stepping stone practical experiences that are carefully planned toward a doctorate, is becoming, for many, a by each individual student in consultation with terminal degree. a graduate faculty adviser and a graduate advi- Radford is small enough to allow each grad- sory committee. Each student’s progress through uate student opportunities for interaction with the program is monitored by the graduate fac- fellow students and faculty members, yet large ulty adviser and by the Graduate College office enough to provide challenging and diverse areas through the various stages of admission to the of study. To better serve graduate students, the Graduate College, progression through a pro- university schedules classes at times designed to gram of study, formulation and completion of meet the scheduling needs of part-time as well a thesis (if one is to be written) administration as full-time students. of the comprehensive examination and, finally, Many fields that once employed graduates application for graduation. with bachelor’s degrees now prefer to hire those The Graduate College functions as the with master’s degrees. Radford University is admissions office for graduate students, consult- meeting the challenge of educating men and ing with each department or program office on women in a wide variety of fields including each application for admission before making business administration, nursing, music, art, final decisions. English, criminal justice, communication, social The Graduate College consists of the Dean work, psychology, occupational and physical of the College, the staff of the Graduate College therapy, communication disorders and a variety and the Office of Sponsored Programs and of areas within the field of professional educa- Grants Management, and the graduate fac- tion. The College of Graduate and Professional ulty in various departments of the university. A Studies is responsible for administering all post- Graduate Affairs Council, made up of representa- baccalaureate programs at Radford University tives from the graduate departments and student leading to Educational Specialist, Master of Fine representatives chosen by the Graduate Student Arts, Master of Business Administration, Master Council, advises the dean on the administration of Arts, Master of Occupational Therapy, Master of graduate studies and makes recommendations of Science in Nursing, Master of Social Work, to the Provost concerning graduate courses, cur- Master of Science, Doctor of Nursing Practice, ricula, academic standards and policies. Doctor of Physical Therapy, and Doctor of Psychology degrees. The College also offers graduate-level courses and post-baccalaureate certificates for teachers seeking recertification

5 GRADUATE COLLEGE MISSION GRADUATE COLLEGE OBJECTIVES Within the mission of the university, the Graduate College mission is to provide high quality 1. To serve as the admissions office for all gradu- graduate programs in selected areas of study in order ate programs, maintaining admission standards to meet the needs of the Commonwealth and the and procedures designed to admit applicants nation for citizens with education beyond the level who have a high likelihood of a) profiting of the baccalaureate. from the experience of graduate study at Radford University and b) successfully completing their programs of study and achieving GRADUATE COLLEGE GOALS their graduate educational goals; 2. To recruit qualified graduate students to all 1. To provide high quality graduate degree pro- graduate programs, with particular attention to grams in fields in which a) there are needs for under-represented groups; people with such qualifications, b) prospective 3. To seek, generate and, when appropriate, students seeking such advanced qualifications; administer programs of financial and other and c) the university can devote the requisite types of assistance for graduate students; human and material resources; 4. To provide effective advising systems both 2. To provide advanced educational opportunities through individual faculty advisers assigned beyond the baccalaureate for a) professionals by the departments and through a series of and others who are not seeking a graduate Graduate College checkpoints: admission, degree; b) already have a graduate degree, establishment of regular admission status, but who need to develop new knowledge and approval of program requirements, approval skills to meet changing conditions; c) seek of written proposals for directed studies and to continue to keep current with advancing theses; knowledge in their specialties; 5. To maintain established standards of quality 3. To enhance the academic environment of the by the checkpoints listed above, as well as by university by a) attracting qualified students to monitoring of academic status, enforcement of the campus; b) by giving faculty the opportu- probation and suspension rules, final approval nity to teach their specialties at an advanced of theses, eligibility to take comprehensive level; and c) fostering research and creative examinations and final degree checkouts (in activity among graduate students and faculty; collaboration with the Registrar’s Office); 4. To assure that the graduate student’s experi- 6. To maintain established standards through ence in Radford’s programs is a coherent monitoring membership of the Graduate experience of intellectual growth, enabling Faculty in order to assure that faculty involved each student to meet reasonable academic, in graduate activities have the appropriate intellectual and professional goals. qualifications, achievements and experience required for each level of membership; 7. To work closely with the individual departments and the other colleges a) to see that graduate programs continue to meet current needs, b) to cancel or revise those that do not, and c) develop new programs as the need is perceived and the resources are available; 8. To work closely with the Graduate Affairs Council to assure that the Council is well informed of opportunities and problems at the graduate level as it establishes academic

6 policies and procedures and approves cur- 12. To promote and coordinate the solicitation ricular changes; and administration of grants, contracts, and 9. To work with the staff in the Office of cooperative agreements to the university Academic Outreach at the Roanoke Higher through the Office of Sponsored Programs Education Center, the Southwestern Virginia by assisting faculty and staff in identifying Higher Education Center, and other entities potential sponsors, providing faculty/staff to make high quality graduate education development services, negotiating awards, available, particularly in western Virginia, and developing policies and procedures for students who cannot readily study on relating to such efforts. campus; 10. To work with the Graduate Student Council, Student Affairs and other offices and groups to be aware of and, whenever possible, responsive to graduate students’ needs and concerns; 11. To work with the Office of Academic Assessment and individual departments to evaluate how graduate programs utilize information related to student outcomes and student/alumni satisfaction in order to improve graduate curricula, facilities and services; and

The College of Graduate and Professional Studies is located in Lucas Hall.

7 General Information

Radford University offers a diverse MISSION curriculum of more than 140 undergraduate and graduate degree programs or areas of Radford University serves the concentration focused on student achieve- Commonwealth and the nation through a ment and career preparation. A student body wide range of academic, cultural, human of approximately 9,100 studies in seven col- service and research programs. First and leges: Business and Economics, Education foremost, the university emphasizes teach- and Human Development, Humanities ing and learning and the process of learning and Behavioral Sciences, Science and in its commitment to the development of Technology, Visual and Performing Arts, mature, responsible, well-educated citizens. Waldron College of Health and Human Radford University develops students’ cre- Services, and the College of Graduate and ative and critical thinking skills, teaches Professional Studies. students to analyze problems and imple- The Graduate College offers programs ment solutions, helps students discover of study that lead to master’s, educational their leadership styles and fosters their specialist and doctoral degrees. These pro- growth as leaders. Toward this end, the grams provide advanced and specialized university is student-focused and promotes courses of study, supervised practicum a sense of caring and meaningful interac- experiences and opportunities for research. tion among all members of the university The university has an outstanding, nation- community. Research is viewed as a vital ally recruited faculty, 83 percent of whom corollary to the teaching and learning trans- hold doctorates or other terminal degrees action as it sustains and enhances the abil- in their teaching fields. While their pri- ity to teach effectively. Radford University mary focus is on the teaching and learning believes in the dynamics of change and has process, the faculty also are engaged in a strong commitment to continuous review, significant scholarly, creative and public evaluation and improvement in the curricu- service activities. lum and all aspects of the university, so as Radford University is located in the to meet the changing needs of society. small, historic city of Radford, Virginia (population 15,859) in the New River Valley, 36 miles southwest of Roanoke, HISTORY on Route 11 and I-81, close to the beauti- Radford University was established ful Blue Ridge Mountains. The university by the General Assembly as the State atmosphere is residential. Most graduate Normal and Industrial School for Women students live in private accommodations in 1910 and has been in continuous ses- within walking distance of the campus. The sion since its 1913 opening. The university university grounds and facilities are con- became Radford State Teachers College veniently arranged, beautifully maintained in 1924 and was authorized to award and effectively designed to meet the aca- the Bachelor of Arts degree in 1935. In demic, personal and extracurricular needs 1944, the university was consolidated with and interests of the students. the Virginia Polytechnic Institute as its

8 Women’s Division and renamed Radford CAMPUS College. The General Assembly severed the formal affiliation of Radford College Radford University’s main campus is with Virginia Tech in 1964 and an autono- located on 177 acres. Most of the uni- mous administration was established for versity’s 26 administrative and academic Radford College. The college also was buildings, 15 student service buildings and authorized to grant the Master of Science 20 residence halls are located on two large degree. In 1972, after almost 60 years as quadrangles in a 76-acre area. an all-women’s college, Radford became A new student services and activities coeducational and in 1979 was granted uni- building, Bonnie Hurlburt Student Center, versity status by the General Assembly. opened in 2006 and is named in honor of Today, Radford University is a coedu- former Dean of Students Bonnie Hurlburt. cational, comprehensive institution with RU Foundation, Inc., owns Selu undergraduate and graduate programs. Conservancy, a 376-acre tract of land bor- In the last 20 years, the enrollment has dering Little River in Montgomery County. increased dramatically and the number of The conservancy, located approximately graduate degrees awarded since 1996 has five miles southeast of the campus, was increased by 32 percent. During fall 2008, received in two separate donations. John student enrollment in on- and off-campus H. Bowles donated the original 185 acres programs was 9,157, of whom 1,002 were in the fall of 1989; four additional members graduate students. of the Bowles family donated 191 acres of adjacent land in the spring of 1991. University Presidents Through various campus departments, stu- John Preston McConnell 1911-1937 dents are able to use this continuous tract David Wilbur Peters 1938-1951 in studies of ecology and botany, mapping Charles Knox Martin, Jr. 1952-1972 geological features, as a model in resource Chancellor 1972-1973 management and maintenance formation President Emeritus 1973-1987 on actual building techniques as well as Donald Newton Dedmon 1972-1994 cultural and oral histories. In addition to its Douglas Covington 1995-2005 educational opportunities, the conservancy President Emeritus 2005- offers a glimpse of Southwest Virginia’s Penelope Ward Kyle 2005- distinctive landscape and resources. The

v v v v Radford University is celebrating its centennial year in 2010. We are proud of Radford College and Radford University's heritage and our legacy of learning that has an international reputation. To take a photographic journey with us through the years, please see pages 121 - 131.

9 Selu Conservancy Retreat Center opened and doctoral degrees. Contact the Commission in the fall of 1997. The Farmhouse at Selu on Colleges at 1866 Southern Lane, Decatur, depicts daily life on a 1930’s farm. Georgia 30033-4097 or call (404) 679- Natural forest growth, unusual rock for- 4500 for questions about the accreditation of mations, the surrounding hills and the New Radford University. Accrediting agencies for River provide a scenic setting for the univer- specific programs follow. sity. Radford is not completely immune to the • Business Administration: Association extremes of summer and winter weather, but to Advance Collegiate Schools of the climate is basically temperate, with hot Business days and cool nights in the summer and cool • Counseling and Human Development: to cold weather in the winter. Fall and spring Council for Accreditation of Counseling months in the Appalachian Highlands bring and Related Educational Programs some of the most enjoyable weather to be (CACREP) for community counseling, found anywhere on the East Coast. Points of school counseling and student affairs interest to the visitor of Radford and the sur- practice (counseling emphasis) rounding areas include Claytor Lake, the his- • Teacher and other Professional toric New River and the scenic Appalachian Education (all programs): National Trail, Blue Ridge Parkway, which is 45 min- Council for Accreditation of Teacher utes from the campus. Claytor Lake, located Education off Interstate 81 in Pulaski County, offers pic- • Nursing: Collegiate Commission on nicking, camping, boating, swimming, hiking Nursing Education and horseback riding areas. • Occupational Therapy: granted developing program status by the Accreditation Council for Occupational HIGHLANDER THEME Therapy Education of the American Occupational Therapy Association The influence of the Scottish immigrants • Social Work: Council of Social Work who settled Southwestern Virginia more than Education at the graduate and under- 300 years ago is visible today in many areas graduate level of the university. These people were charac- • Music: National Association of Schools terized by “firmness of decision, resourceful- of Music ness, ardor in friendship, love of country and • School Psychology: National Asso- a generous enthusiasm.” Radford’s athletic ciation of School Psychologists teams celebrate that heritage by proudly car- • Speech-Language Pathology: Council rying the Highlander name into competition. on Academic Accreditation of the The Radford Highlanders Festival, held American Speech-Language-Hearing every October, is a day-long celebration of Association. the region’s Scots-Irish history. • Criminal Justice: Academy of Criminal

Justice Sciences ACCREDITATION AND • Counseling Psychology: granted MEMBERSHIPS developing program status by the Radford University is accredited by the American Psychological Association Commission on Colleges of the Southern Association of Colleges and Schools to award baccalaureate, masters, educational specialist

10 Radford University holds membership in Roanoke Higher Education Center the American Association of State Colleges and Universities, the Virginia Association The Roanoke region has developed an of Colleges, the American Association imaginative and collaborative project to of Colleges for Teacher Education, the meet present and future needs for degree American Association of Colleges of programs, workforce training and lifelong Nursing, the National Commission on learning opportunities. The center, located Accrediting, Inc., the Southern Regional in downtown Roanoke, is designed to Education Board Council of Collegiate be a unique facility to offer a continuum Education for Nursing, the National League of training and education for all citizens for Nursing Council of Baccalaureate and who desire to achieve their potential and Higher Degree Programs, the Conference of enhance their contribution to society. Southern Graduate Schools, the Council of The center hosts multiple member Graduate Schools, the Council of Graduate institutions and agencies, all of which excel Programs in Communication Sciences and in their teaching and training methods. Disorders, the Association for Continuing Radford University currently offers several Higher Education, and the American degree programs, certificates and profes- Association of Collegiate Registrars and sional development at this location. Admissions Officers. For more information about current programs and activities sponsored by Radford University at the Roanoke center, ACADEMIC OUTREACH contact the university office at (540) 767- 6190. To learn more about the Roanoke Based on the belief that learning is Higher Education Center, refer to the web- a lifelong process, Radford University’s site at: www.education.edu. College of Graduate and Professional Studies actively promotes and enhances the The Southwest Virginia Higher university’s mission of teaching and learn- Education Center ing, research and community service. The office staff responds to constituency needs Located in Abingdon, the Southwest by developing, managing and assisting Virginia Higher Education Center was with a diverse array of academic programs established by the General Assembly in and services. 1991 to strengthen the economy of the The college supports off-campus region through education and training of degree programs, credit courses and non- the future workforce. Six institutions of credit professional development pro- higher education provide undergraduate grams and the partnership projects with and graduate courses and programs and Virginia Western Community College and are recognized as partners in the center. the Southwest Virginia Higher Education Currently, Radford University offers sev- Center. Additional information may eral degree programs, certificates and pro- be obtained by contacting the Office of fessional development at this location. Academic Outreach at (540) 831-5845. For more information about current programs and activities sponsored by Radford University at the Abingdon center, contact the university office at (276) 469-4014. To

11 learn more about the Southwest Virginia affiliation in the administration of its edu- Higher Education Center, refer to the web- cational programs, activities, admission or site at www.swcenter.edu. employment practices. The university has adopted policies to provide for prompt and equitable reso- ACADEMIC YEAR lution of discrimination complaints. The Discrimination Complaint Procedures The university year is divided into two describe the grievance procedure for stu- semesters, August to December (fall semes- dents who have experienced discrimina- ter) and January to May (spring semester); tion. The Sexual Harassment Policy further and four summer sessions. Students may defines sex discrimination by including enter the university at the opening of examples of sexual harassment and a state- either semester or summer session, pending ment concerning consensual relationships approval of the department to which the between university employees and students. student is applying. The Accommodation Grievance Procedure for Students with Disabilities confirms ACADEMIC ORGANIZATION the university’s commitment to providing accessibility to its programs, services and The university is composed of seven col- activities for individuals with disabilities leges: College of Graduate and Professional who are otherwise qualified and entitled to Studies, College of Humanities and a reasonable accommodation. Behavioral Sciences, College of Business Individuals who believe they may have and Economics, College of Education and experienced discrimination, but are uncer- Human Development, Waldron College of tain as to whether a complaint is justified Health and Human Services, College of or whether they wish to initiate a formal Visual and Performing Arts and College of complaint, may discuss their concerns con- Science and Technology. The chief admin- fidentially and informally with the Executive istrative officer of each college is its dean, Director of Human Resources. Students who reports to the Provost. may also consult a staff member at the Each academic department within a Center for Experiential Learning and Career given college is responsible for the content Development or the Office of the Dean of and prerequisites of courses offered by the Students. department and specifies the requirements for Only acts of discrimination committed by the department’s degree and certification pro- university employees in connection with their grams. The chairperson is the chief adminis- university employment may be reviewed trative officer at the department level. through these policies and procedures. The term “employee” refers to any faculty, staff or student with a contractual employment UNIVERSITY NON- agreement. In all cases of alleged discrimina- DISCRIMINATION POLICIES tion in which the violation is committed by a student, status as a student is adjudicated by Radford University does not discrimi- the university’s student judicial system. nate with regard to race, color, sex, sexual Copies of the complete policy state- orientation, disability, age, veteran sta- ments, including procedures for resolving tus, national origin, religion or political

12 complaints are available in the Office of the Radford University does not discriminate Dean of Students, Center for Experiential with regard to race, color, sex, sexual Learning and Career Development and the orientation, disability, age, veteran status, Department of Human Resources. national origin, religion or political affilia- Inquiries may be directed to the Executive tion in the administration of its educational Director of Human Resources at 704 Clement programs, activities, admission or employ- Street. Telephone: (voice) (540) 831-5421; ment practices. Inquiries may be directed (hearing impaired) (540) 831-5128. to the Director of Human Resources at 704 It is the policy of Radford University Clement Street. Telephone: voice, (540) to admit students whose ability, prepara- 831-5421; hearing impaired, (540) 831- tion and character indicate potential for 5128. success in the programs of study offered.

Radford University President Penelope Ward Kyle

13 Admission

Admission to Radford is selective and to graduate school, admission will be based on a review of each applicant’s academic rescinded. qualifications. Spaces are limited and appli- 3. Official test scores (GRE, MAT, GMAT, cants are encouraged to apply well in advance TOEFL, etc.) if required. of the term in which they wish to attend. 4. At least two letters of recommendation. For full-time students and/or students 5. Individual department requirements, seeking graduate assistantships or other forms beginning on p. 21. of financial aid, the priority deadline is March 6. The receipt of applications and all other 1 (for fall admission) or October 1 (for spring supporting materials no later than pro- admission). All other applications are accepted gram deadlines. Refer to pages 21 - 24. throughout the year. 7. Application for financial aid, if needed As the number of applicants who meet the (see p. 25). essential requirements for admission exceeds 8. Documentation of plans to correct under- the number that can be admitted, the university graduate, graduate deficiencies, if needed, selects those students who present the strongest in consultation with the adviser. qualifications in scholastic achievement, character, personality and performance in extracur- Students should check departmental infor- ricular activities and evidence of aptitude for mation for additional requirements. achievement in the professional or specific field Admission to a graduate program is grant- of study for which the applicant seeks training. ed by the Dean of the Graduate College on recommendation from the faculty of the specific program. The decision is made, in the ADMISSIONS PROCEDURES best professional judgment of the educators involved, on the basis of evidence that the A student desiring to enter Radford applicant can benefit from graduate study at University should apply online at www.rad- Radford University and is likely to complete ford.edu/gradcollege or request an application the proposed program successfully. As noted from the Graduate Admissions Office, Box below, specific grade point averages have been 6928, Radford University, Radford, VA 24142. established for admission. For those programs Students will be notified of action taken on requiring standardized test scores, the score their application after it is complete. A com- will be considered in conjunction with other plete application includes: indicators of academic aptitude (grades, experience, recommendations). A high test score, for 1. An official application completed and example, may offset weaker grades and vice returned with a non-refundable applica- versa. tion fee. Students may be enrolled in only one pro- 2. Official transcriptsfrom all undergraduate gram. However, if a student wishes to apply for and graduate institutions. If the degree has admission to more than one program, a com- not been conferred at the time of applica- plete separate application must be submitted tion, a final transcript must be sent within for each program. If recommended for admis- 30 days of the first semester of enrollment. sion to more than one program, students must If the degree has not been conferred prior decide which program to enter. to the beginning of the term of admission

14 Applicants should arrange to have sent applicant who has had experience in the public to the Graduate Admissions Office a score schools and who plans to continue working in report for an admission test if the depart- the area of professional education is encouraged ment of the student’s major requires test to have one of the recommendations submitted scores as part of its admission evaluation. by the immediate supervisor in the school sys- Consult the department admission policy tem or, if not currently employed by a school beginning on p. 14 to determine which of system, by a supervisor in the last school sys- the following test scores to submit: GRE - tem in which the applicant worked. Graduate Record Exam, GMAT- Graduate In some graduate programs, the number Management Admissions Test and/or of applicants who meet minimum admission MAT– Miller Analogies Test. English requirements may exceed the number of new language proficiency is demonstrated by (1) students who can be accommodated in the pro- a TOEFL score of 550 or higher on the writ- grams. In these instances, departmental admis- ten test, 79-80 on the internet-based test or sion committees will have to select the stron- (2) possession of a degree from an accredited gest applicants and, regrettably, deny admission institution where English is the language of to others who meet requirements. instruction. Acceptance into the Graduate College is For applicants who are graduates of Radford effective for one semester. If an accepted stu- University, only transcripts for course work dent does not enroll for the first time within one taken at other institutions after graduation need academic semester after the initial acceptance, to be sent. If the Radford transcripts do not it will be necessary to reapply. Degree-seeking include the student’s entire undergraduate pro- students who have not enrolled in a course gram, copies of all transcripts also must be sent for two years or more, but are still within the to the Graduate Admissions Office. Students, time limit of completing their programs, must excluding Radford University graduates, must contact the program coordinator/director to be have official final transcripts, including the reinstated. award of the bachelor’s degree, sent to the Graduate Admissions Office. The Graduate College must receive the NOTIFICATION OF ADMISSION application, transcripts and letters of recom- The Graduate Admissions Office will send mendation or forms supplied with the applica- the completed application materials to the tion and the $50 application fee, no later than chairperson or director/program coordinator of the date specified on pages 21-24. the department in which the student plans to Non-degree applications may be submitted major. at any time during the year along with an appli- The department recommends admission. cation fee of $50. The chairperson or director/program coordina- At least two letters of recommendation are tor will identify any deficiencies in the student’s required in support of each application except undergraduate program. After this information in the case of applicants seeking admission for has been returned to the Graduate Admissions Initial Teaching Licensure, for which three let- Office and a decision is made by the Dean, the ters are required. Non-degree seeking and post- applicant will receive written notification of the baccalaureate certificate student applicants are College’s admission decision. A letter of admis- not required to submit recommendations, test sion will indicate the student’s admission status, scores and post-baccalaureate certificate. program requirements and the name and phone Recommendation letters should be written number of the student’s adviser. It also will by persons familiar with the applicant’s aca- indicate any special conditions to be met. demic background and/or work experience. An

15 For further information, contact: on the Graduate College website for Graduate Office Admissions complete instructions. P.O. Box 6928 4. Request an approval form for your Radford University final comprehensive examination Radford, VA 24142 and/or thesis defense at least five e-mail: [email protected] days in advance of the examination date and return the signed form to the Graduate College office no later than GRADUATE INFORMATION the last day of classes. CHECKLIST First Semester of Enrollment CATEGORIES OF GRADUATE 1. If you applied to the Graduate College STUDY before your undergraduate degree was 1. Degree Program: Any program that conferred, it is your responsibility to is designed to culminate in a student ask your undergraduate institution to obtaining a master’s degree, educa- send a final transcript verifying degree tional specialist degree or doctorate. conferred to the Graduate College 2. Professional Licensure: Any program within 30 days of enrollment. that is designed to culminate in the 2. If you were admitted conditionally, student obtaining initial teaching request change to regular status if licensure. nine hours of graduate work have 3. Non-degree Seeking: For students been taken at Radford University with wishing to take a course for reasons at least a B average, all deficiency/ other than degree or initial licensure supporting courses have been taken purposes. and application is complete including final transcript with undergraduate Minimal admission requirements to all degree. categories of graduate study are the same. Some degree programs have higher admis- Last Semester of Enrollment sion standards. 1. Make application to graduate no later than the second week of the semester in which the student expects to gradu- CLASSIFICATIONS OF ate. Information about commence- ADMISSION STATUS ment will be sent after the completed application has been received by the DEGREE PROGRAM Graduate College. 2. Check that all necessary program Regular changes have been approved. Regular status may be granted to stu- 3. Submit two copies of the completed dents who have met all entrance require- thesis or graduate recital program ments for the Graduate College, the depart- notes to the Graduate College office ment and program in which they wish to no later than the last day of classes. study. See “Thesis Manual” and deadlines

16 In addition to all other Graduate nine hours without a 3.0, students will be College and department requirements, blocked from further registration and will minimal requirements for regular status no longer continue in the program or enroll include: in another graduate program unless a peti- • The graduate application process tion to continue is approved. completed A student’s status may be changed to • Official scores on required tests regular after completion of nine graduate • At least two letters of recommenda- semester hours with a 3.0 grade point aver- tion age and completion of all deficiencies. • Final transcript, showing bachelor’s Programs, schools, and/or departments degree conferred from regionally may have more stringent requirements or accredited institution rules than those listed above regarding • Minimum 2.75 grade point average retention. • All supporting course work completed Departments, with the approval of the Graduate Dean, may establish and main- PROFESSIONAL LICENSURE tain additional requirements for admission AND CERTIFICATION and regular status. A student who holds a bachelor’s degree from a regionally accredited insti- Conditional tution and who wishes to take graduate Students may be admitted on condi- courses to meet initial teaching licensure tional status only if they are missing a final requirements may be admitted as a profes- transcript (showing degree conferred); an sional licensure student upon submission official test score; one or more letters of of an official transcript showing that the recommendation; a grade point average bachelor’s degree has been awarded with below 2.75 or a test score below the mini- a grade point average of at least 2.75 (on a mum required by the department. scale of 4.0). Specific areas may have addi- Students must remedy all admission tional admission requirements. For these, deficiencies by the end of the first semester please see the respective courses of study or term in which they are enrolled or as sections of this catalog. required by department policy. Students Three letters of reference are required who are unable to remedy a deficiency in the from at least three of the following: time frame established will be blocked from 1. The director of the teacher education further registration in graduate courses. program at the undergraduate college Students who are admitted condition- if the applicant was enrolled in a bac- ally due to an exception for undergradu- calaureate teacher education program. ate grade point average must maintain a 2. The chair of the department or a 3.0 grade point average in all support- faculty member who served as advising coursework completed at Radford er for the applicant from the major University. Additionally, students enrolled department if the applicant was not conditionally must maintain a 3.0 grade enrolled in an undergraduate teacher point average, with no grade lower than a education program. C, during their first nine graduate hours of 3. The clinical faculty member (coop- coursework at Radford University. After erating teacher) who supervised the

17 applicant if the applicant participated ments will be required to submit additional in any field experiences or practica application materials. Applicants who have associated with teacher preparation. been denied admission to a graduate degree 4. The chair of the department or a faculty seeking program at RU are not eligible to member who served as adviser for the take courses in that program. applicant from the major department Normally, courses taken under this if the applicant has been enrolled in a admission category may not be count- graduate program following graduation. ed toward a degree; however, a graduate 5. An employer to whom the applicant student in this status who subsequently reported if the applicant has been decides to pursue a degree may petition the employed since receiving the bacca- Graduate College through the appropriate laureate degree. department to have two courses, not to exceed Normally, courses taken under this a maximum of six graduate hours, evaluated admission category may not be counted for acceptance toward a graduate degree. toward a degree; however, a professional Non-degree students seeking admission to a licensure student in this status who sub- graduate program must provide evidence that sequently decides to pursue a degree may he/she has met all the requirements of the petition the Graduate College through the Graduate College and the specific program in appropriate department to have a maxi- which he/she seeks enrollment. mum of six graduate hours evaluated for Not all graduate courses may be acceptance toward a graduate degree. taken by non-degree seeking students. It would be to the advantage of profes- Students are advised to check with the sional licensure students to enroll formally specific program director as well as cata- in a degree program as soon as possible log requirements prior to enrolling in after registration in order to protect the any graduate class. Non-degree students potential future value of courses toward a must adhere to all established policies of graduate degree. probation and suspension. It would be to the advantage of non- degree seeking graduate students to enroll NON-DEGREE STUDENTS formally in a degree program as soon as possible after registration in order to pro- An applicant who does not plan to pur- tect the potential future value of courses sue a degree or initial teaching licensure but toward a graduate degree. wishes to take one or more courses may be admitted to this category upon application and submission of all official transcripts POST-BACCALAUREATE showing that a bachelor’s degree has been CERTIFICATE STUDENTS awarded from a regionally accredited institution with a minimum grade point average The Post-baccalaureate Certificate is of 2.75. Exceptions to the GPA require- generally a series of 18 hours of gradu- ment should be directed to the Graduate ate level coursework related to a focused College. Applicants may be required to academic topic or competency area. A submit transcripts from all colleges/uni- post-baccalaureate certificate may enhance versities attended. In addition, applicants the education of matriculated (degree seek- wishing to take courses from certain depart- ing) students as well as provide continuing

18 education to non-matriculated (non-degree as well as to the United States smooth and seeking) students, generally in a special- pleasant. ized or emerging field. The certificate indicates to a prospective employer that the office of diversity university validates the particular collec- and inclusion tion of courses as a coherent substantial Director area of study. While the award of a cer- Heth Hall 226 tificate means the holder has completed (540) 831-5765 the required courses and related work at The Office of Diversity and Inclusion an acceptable level of academic accom- assists students with their transition to plishment, it does not constitute a degree Radford University and/or the United program and it neither certifies nor licenses States. The office provides information, the student. services and programs to assist students An applicant who is currently a matric- with being successful at RU. Some ser- ulated graduate degree seeking student at vices include international student orien- Radford University may apply for a certifi- tation programs. Health Insurance and cate by submitting an approved “Petition Social Security assistance for international for Program Change” to the College of students. Graduate and Professional Studies. Annual programs are designed to pro- Applicants who are not in a degree provide students with the opportunity to share gram and are seeking only the certifi- their culture with others. They include cate, should apply as “Certificate Students” but are not limited to: Diversity Week, and must meet the established criteria for the International Friendship/Host Program, admissions, as well as other requirements Dr. Martin Luther King, Jr. Celebration, indicated by the specific certificate. A cur- Hispanic Heritage Month events, Black rent list of post-baccalaureate certificates History Month events, and International being offered, along with specific entry Week/Dinner. It also cosponsors many requirements, is available on the CGPS other awareness and appreciation events website at http://gradcollege.asp.radford. throughout the year. edu/index.html. The highly qualified staff understands the needs and concerns of the university’s INTERNATIONAL STUDENT minority and international student popu- INFORMATION lation. The staff encourages students to utilize the office’s resources. You may visit Radford University is committed to our website at www.radford.edu/diverse educating students to take their place in for more detailed information. We can today’s highly competitive global society. be reached by phone at (540) 831-5765. The university is home to a growing num- Office hours are 8 a.m. - 5 p.m. (Eastern ber of students and faculty members from Time), Monday - Friday. around the world. International students are welcome at Radford. The university offers a number of services to make the transition to campus

19 INTERNATIONAL EDUCATION Applicants must have each college or CENTER university attended send official records to the Graduate College. All records must be Dr. Jon W. Stauff, Director certified and translated into English. Teresa Dalton King, Assistant Director/ An I-20 Form, used to obtain an F1 stu- Immigration Counselor dent visa, will be prepared after the appli- 302 Cook Hall cation and all necessary information have (540) 831-6200 been received and the Graduate College In addition to overseeing study abroad has made a decision to accept the applicant and international programming on cam- as a Radford student. The I-20 Form can- pus, the Immigration Counselor is on the not be prepared before an application is staff of the International Education Center. officially reviewed and the applicant has Located in Cook Hall, the office works been accepted. closely with students, faculty and staff both All international students are required before their arrival and during their stay at to present proof of adequate health insur- Radford University with any immigration ance coverage prior to enrollment. Students concerns. should contact the Office of Multicultural and International Student Services if they have questions or need more information concern- ADMISSION FOR ing various health insurance policies. INTERNATIONAL STUDENTS An international student who plans to enter Radford in fall semester must apply by December 1. A student entering spring OTHER SERVICES FOR semester must apply by July 1. INTERNATIONAL STUDENTS An applicant who has not already Tutors trained in teaching English as earned a degree at an institution at which a second language are available to help English is the language of instruction international students through the LARC. must take the TOEFL. The results must To make an appointment or for more infor- be mailed directly from the Educational mation, call (540) 831-7704. Testing Service, Princeton, NJ 08541, to The International Student Affairs the Graduate College office. Council (ISAC), a branch of the Student A TOEFL minimum score of 550 on Government Association, was founded the written test, or 79-80 on the Internet- to address international student concerns based test is required for admission. and issues. ISAC plans and coordinates A notarized letter of sponsorship and international-related activities sponsored an original and certified bank statement by various on-campus organizations and from a sponsor or parent certifying that the clubs. It also seeks to help the entire cam- student has enough money for the first year pus community understand and appreciate of attendance at Radford is required. The the rich variety of cultures represented by estimate for 2009-2010 is $26,726. our international student body. For more information regarding university tuition and fees, see p. 25.

20 APPLICATION REQUIREMENTS

Each program requires official transcripts from each college and university attended. Transcripts from your undergraduate institution showing degree conferred are required. If you were an undergraduate student at Radford University, the Graduate Admissions Office will request your transcript. A minimum undergraduate grade point average of 2.75 is required; however some programs have more stringent requirements noted below. Official test scores are required for most programs (see specific program). All applicants should submit a resume.

Application Deadline: Unless otherwise specified applications are accepted throughout the year.

Financial Aid Deadline: For full-time students applying for graduate assistantships or other forms of financial aid, the deadline is March 1 (for fall admission) or October 1 (spring).

ART (M.F.A.) Minimum grade point average of 2.75 overall and in the major; 2 letters of reference; statement of philosophy, overall goals, synopsis of work; B.F.A. or commensurate collegiate course work; 20 slides or CD of recent art work. Application Dates: March 15 for fall; October 1 for spring.

BUSINESS ADMINISTRATION (M.B.A.) Minimum grade point average of 2.75; 2 letters of reference; letter of intent; official GMAT score, if applicable.

COMMUNICATION SCIENCES AND DISORDERS (M.A., M.S.) A minimum grade point average of 3.0 overall and 3.0 in all major core courses. If undergraduate degree is not in Communication Sciences and Disorders (COSD), a minimum of 28 hours in supporting undergraduate COSD courses is required for regular status; three letters of reference; GRE; personal essay, resume. Application Date: February 1.

CORPORATE AND PROFESSIONAL COMMUNICATION (M.S.) Minimum grade point average of 2.75; short essay (see catalog); GRE; 3 personal letters of reference.

COUNSELING AND HUMAN DEVELOPMENT (M.S.) Minimum grade point average of 2.75; GRE or MAT; 3 letters of reference; essay. Application Dates: Priority admission - materials due February 1 for Summer and Fall admission. Space-available admissions - materials due by April 15 for Summer and Fall admission.

COUNSELING PSYCHOLOGY (PSY.D.) Minimum graduate school grade point average of 3.50; GRE General Test; a letter of interest describing the applicant’s professional and/or research experience and career goals; curriculum vita; official transcripts of all undergraduate and graduate work; writing sample; 3 letters of recommendation, including at least one from a professor who can comment on the applicant’s academic skills and one from a supervisor who can speak to the applicant’s counseling skills. International applicants also need to submit TOEFL scores. Application Date: January 15.

21 CRIMINAL JUSTICE (M.A., M.S.) Minimum grade point average of 2.90; 2 letters of reference, only one of which may come from a Radford University criminal justice professor; original writing sample (see catalog).

EDUCATION (M.S.) Minimum 3.0 GPA on all undergraduate coursework; GRE scores (Verbal, Quantitative, and Analytical Writing); 2 letters of professional recommendation; personal letter of application. Compensatory application materials or interview required to assess applicants who do not meet all entrance requirements. For those seeking initial teacher licensure, admission to Teacher Education Program is required prior to field experiences, including passing scores on required teacher exams.

EDUCATIONAL LEADERSHIP (M.S.) Minimum grade point average of 2.75; 3 letters of reference (including one from school superintendent or designee, one from most recent principal); three years of K-12 classroom teaching experience; GRE or MAT; writing sample.

ENGLISH (M.A., M.S.) Minimum grade point average of 2.75; 2 letters of reference; sample of expository writing; GRE.

LITERACY EDUCATION (M.S.) Minimum grade point average of 2.75; 2 letters of reference; essay (see catalog); copy of teaching license.

MUSIC (M.A., M.S.) Minimum grade point average of 2.75; GRE, Major Field Test in Music or Praxis II (Content Knowledge); 3 letters of reference; written diagnostic exams in music; history and theory before the end of the first semester and prior to admission to regular status.

NURSING (M.S.N.) Minimum grade point average of 3.0 on a scale of 4.0 in the nursing major; GRE; 3 letters of reference from professional contacts that address the applicant's potential for advanced practice nursing (at least one should come from a former faculty member); letter of intent; resume; graduation from a nationally accredited baccalaureate program in nursing; meet undergraduate course prerequisites, statistics, health, assessment and nursing research. Application Date: February 1.

22 OCCUPATIONAL THERAPY (M.O.T.) Bachelor’s degree, minimum undergraduate cumulative grade point average of 3.25; GRE; grades of C or better in prerequisite courses (see M.O.T. section); 2 letters of recommendation; professional resume; Statement of Purpose; 40 hours of observation; completion of a college or community course to learn a new occupation. Application Date: May 15.

PSYCHOLOGY (M.A., M.S.) Minimum grade point average of 3.0; GRE; 3 letters of reference (one from major department; if applicant is not a psychology major then a letter of reference from a psychology faculty member is needed); short statement approximately two pages stating why you are interested in psychology and future plans. Application Date: February 15 for fall.

SCHOOL PSYCHOLOGY (ED.S.) Minimum grade point average of 3.0; GRE; 2 letters of reference (one from major department; if applicant is not a psychology major then a letter of reference from a psychology faculty member is needed); short statement approximately two pages stating why you are interested in psychology and future plans. Application Date: February 15 for fall.

SOCIAL WORK (M.S.W.) Minimum grade point average of 2.75 overall; minimum grade point average of 3.0 in all undergraduate social work courses (for Advanced Standing applicants) or in the last 60 hours of upper division coursework (for Standard applicants); 3 letters of reference (at least one from a professor who can speak to academic potential and one from a supervisor in human services who can speak to practice skills; Applicants for Advanced Standing are encouraged to provide a reference from their senior field instructor); previous experience in the field of human services as an employee, student and/or volunteer; personal essay; official transcripts from all undergraduate (including community college) and graduate work; please refer to the School of Social Work’s website for further requirements. Advanced Standing students begin in summer, Standard students begin in fall. For fullest consideration, applications for Advanced Standing status should be received by March 1 and applications for Standard status by April 1. Applications received after those dates will be considered on a space-available basis.

SPECIAL EDUCATION (M.S.) Minimum GPA 2.75 in undergraduate coursework and 3.0 in graduate work; GRE Verbal, Quantitative and Analytical Writing Required; three letters of professional recommendation; letter of application; resume. Compensatory application materials and interview required to assess applicants who do not meet all entrance requirements. Rolling admission but applications must be received November 1, April 1 and July 1 for the following semester. For those seeking initial teacher licensure, admission to Teacher Education Program is required prior to field experiences, including passing scores on VCLA and Praxis I (and VRA for certain programs).

23 INITIAL TEACHING LICENSURE Minimum grade point average of 2.75; Submit official transcripts showing baccalaureate degree conferred; 3 letters of reference. Rolling admission.

NON-DEGREE Minimum grade point average of 2.75; official transcripts showing all degrees conferred. Rolling admission.

POST-BACCALAUREATE CERTIFICATE Minimum grade point average of 2.75; official transcripts showing all degrees conferred. Rolling admission.

24 Fees and Financial Information

Graduate Student Tuition and Fees basis. 2009-2010 In-State Student Per Semester Graduate students are also eligible to 1-11 hours purchase optional meal plans. For $316 for each credit hour up to more information contact the RU $3,476 Express Office at (540) 831-5054 or 12-14 hours 831-6449. $3,797 regardless of enrollment in Every effort is made not to change 12, 13 or 14 hours fees after they have been published; 15-18 hours* $3,797 however, if this should become necessary, public notice will be given prior Occupational Therapy Program to the semester in which the increase (MOT) goes into effect. Refer to the RU Web 1-11 hours page for the most up-to-date informa- $395 for each credit hour up to $4,345 tion: www.radford.edu 12 hours – $4,734 13-18 hours* - $4,734 plus $290/credit IN-STATE TUITION ELIGIBILITY Out-of-State student per semester 1-11 hours All students who wish to apply $630 for each credit hour up to $6,930 for in-state tuition rates must submit 12-14 hours the appropriate application form prior $7,558 regardless of enrollment in to the first day of classes for the term 12, 13 or 14 hours they are seeking in-state status. The 15-18 hours* $7,558 form is available online or in the Graduate Admissions office in Lucas Occupational Therapy Program Hall. Copies of Section 23-7.4 of the (MOT) Code of Virginia, the law govern- 1-11 hours ing eligibility for in-state tuition, are $905 for each credit hour up to available in the Reserved section of $9,955 McConnell Library. Additional infor- 12 hours – $10,854 mation is available from the Graduate 13-18 hours* - $10,854 plus $800/ College office. It is the responsibility credit of the student to apply for a change in domiciliary status *Enrollment in 15 or more hours requires permission of the Graduate Dean. Enrollment in more than 18 hours is charged on a per credit hour

25 VIRGINIA EDUCATORS REDUCED For more information or to receive TUITION RATE application forms, please call the Graduate Full-time Virginia educators (K-12) College at (540) 831-5431. are eligible to apply for a reduced tuition rate for Radford University courses offered OVERLOAD FEE on and off campus. Educators (teachers, administrators, supervisors, etc.) can be An overload fee will be charged for enrolled for a graduate degree, additional each additional hour over the full-time aca- endorsements or for re-licensure. Radford demic load. A full-class load at Radford, University has implemented this policy as for purposes of tuition payment, is no more recognition of the importance for Virginia than 18 hours per semester. The overload educators to enhance their professional fee is based on the semester-hour charges knowledge and skills. The reduced rate for part-time students. in 2009-2010 is $268 per semester hour. An application for the Virginia Educator’s APPLICATION FEE Reduced Tuition rate needs to be completed only once annually and is effective for A non-refundable application fee of both the academic year and the following $50 must accompany each application to summer session. the Graduate College. The application fee for non-degree students is $50. All applica- The following eligibility guidelines tion fees must be paid in U.S. currency. No apply: application fees are waived. 1. A baccalaureate degree is required for Kindergarten through grade 12 public SUMMER SESSION FEES and private school teachers, counselors, administrators, supervisors, librar- The cost for summer sessions will be ians and coaches. Admission to the based on the semester-hour charges for Radford University Graduate College part-time students. as a matriculated or non-degree student is required. APPLIED MUSIC FEE 2. Eligible personnel must be full-time contractual employees of a public An applied music instruction fee is school division or private school with- charged at the rate of $250 per credit in the Commonwealth of Virginia. per semester. Applied music fees may be 3. Individuals on official leave from their waived for level system applied lessons assignments are eligible for reduced with the approval of the Dean of the tuition. College of Visual and Performing Arts for 4. There is no restriction on the number students majoring in music and students of hours that can be taken. registered for Department of Music ensem- 5. Courses for which educators request bles and studying in a performance medi- reduced tuition must be for profes- um relevant to their ensemble participation. sional development, not for planned Fee waivers do not apply for MUSC 107, career changes outside of education. MUSC 169, MUSC 170, MUSC 470 and MUSC 670.

26 PARKING FEE responsibility of the student. Late registration for a course by academic petition will Students may park motor vehicles and not be recognized on the transcript until motorcycles in university parking lots if the payment for the course is received in they have obtained a parking decal from student accounts. Billing statements will the Parking Services Office located in be mailed to the student at the permanent Walker Hall. See “Parking” on p. 40 for address on file with the university. If a stu- more details. dent wishes to designate a billing address he/she may do so with the Registrar’s THESIS/DISSERTATION Office. BINDING FEE Failure to pay tuition, fees and other Students may request the library to charges owed to Radford University could bind personal copies of theses at a nomi- result in administrative withdrawal from nal charge by using the "Personal Thesis/ the university. The Code of Virginia allows Dissertation Binding Request" form avail- the university to recover all reasonable able in the library. Each copy should be administrative costs, late fees, collection presented in its own envelope or box. fees and attorney’s fees incurred in the The university pays for binding the collection of funds that are due Radford two Graduate College originals which will University. The university reports past due be maintained in McConnell Library. For accounts to a credit reporting bureau. more information call 831-6926 or 831- 5694. UNPAID FEES OR FINES COMMENCEMENT COSTS The university will hold transcripts and block registration for future semesters for All students participating in the hood- students who fail to pay tuition fees, fines ing and commencement exercises must or damages. Collection agencies also may wear appropriate academic regalia, which be used by the university to collect unpaid is available through the campus bookstore. fees or fines. There is a charge for a cap, gown, tassle and hood. For more information contact the campus bookstore at 831-5144 or 831- TUITION PAYMENT PLANS 5498. In a continuing effort to assist with the payment of educational expenses, Radford CONTINUOUS ENROLLMENT University offers the Highlander Choice Monthly Payment Plan as an alternative to For more information regarding standard payment arrangements. Continuous Enrollment see p. 54. If you would like further information concerning the plans available: RESPONSIBILITY FOR PAYMENT • Call the Highlander Choice customers’ OF TUITION AND FEES service number at (540) 831-6698; • e-mail [email protected]; Payment of tuition, fees and other • Write Highlander Choice, c/o Student charges owed to Radford University is the

27 Accounts, Box 6922, Radford, VA first be the responsibility of the student. 24142. The difference between the student con- • Highlander Choice is also available tribution and the cost of attending the on-line at: http://radford.edu/stuacct, university determines the financial need of then follow the link to the Highlander the student. Choice home page. The criteria used for selecting student aid recipients involve both the computed REFUND OF CHARGES need and the academic grade standing of Withdrawal from one or more the individual student. Top consideration but not all courses for awarding financial aid dollars will be given to those who demonstrate the great- A student who withdraws from a class est need and who apply by the deadline. by the census date will be refunded the dif- To be eligible for federal financial aid, ference in tuition and fees for the reduced students must be enrolled at least half-time number of credit hours, if any. After the (five credit hours per term). census date, there will be no refund. After a student has been admitted to Radford and has demonstrated financial Withdrawal from the University need, the university tries to meet that need (all courses) by offering a financial aid package which A graduate student who officially with- may consist of a grant, loan and/or on- draws from the university on or before the campus job. census date will be refunded (1) all tuition In addition to awards based on demon- and fees; and (2) all board charges (meal strated financial need, scholarships based plan) less a $200 administrative fee. on leadership, character and academ- After the census date through the last ic achievements are offered at Radford. day to withdraw from a course with a grade Sources of financial aid include loans and of “W,” a student will be refunded the grants from the federal and state govern- unused portion of board (meal plan) or the ments, as well as a number of private funds board (meal plan) amount paid less a $200 established through the Radford University administrative fee, whichever is less. Foundation. Students can find more infor- After the last day to withdraw from a mation about programs by visiting the RU course with a grade of “W,” there will be Financial Aid Web Site at: no refund. http://finaid.asp.radford.edu A number of graduate assistantships are available to graduate students. For STUDENT FINANCIAL AID more information, please see pages 33-35.

Helping qualified students who would APPLYING FOR FINANCIAL AID be unable to attend the university because of a lack of funds is the aim of Radford’s The priority deadline for all students financial aid program. During the 2008- (new and returning) seeking financial aid 2009 academic year, Radford provided by Free Application for Federal Student some form of aid for more than 67 percent Aid (FAFSA) is March 1. The FAFSA is of its students. Funds for education must available online at www.fafsa.ed.gov

28 Radford awards financial aid separate- RETURN OF TITLE IV FEDERAL ly for the academic year and the summer FINANCIAL AID terms. Students who plan to be enrolled during the summer must submit the Summer The Return of Title IV Federal Financial Student Financial Aid Application. The Aid law requires that some students who Free Application for Federal Student Aid, withdraw from all classes have to repay however, needs to be completed only once federal money that they have received. annually and is effective for both the academic year and the following summer In general, this law assumes that a sessions. student “earns” approved (verified) federal Students can find out the status of their financial aid awards in proportion to the application, documents that are missing number of days in the term prior to the from their application and awards that have student’s complete withdrawal. If a student been offered to them by using the Radford completely withdraws from school during University Student Information System. a term, the school must calculate, according to a specific formula, the portion of the total scheduled financial assistance DISBURSEMENT OF that the student has earned and is therefore FINANCIAL AID entitled to retain, until the time that the All types of financial aid are credited student withdrew. If a student receives (or to the student’s account at the beginning of the University receives on the student’s each term with the exception of graduate behalf) more assistance than he/she earns, assistantships, work study and some loans. the unearned funds must be returned to the These financial aid funds first must be Department of Education or to the Federal used to pay the required university charges Stafford or to the parent’s Federal PLUS outstanding at that time. Except in rare loan lenders. If a student’s charges are cases, all awards will be disbursed equally less than the amount earned and a refund over the course of the two academic semes- is due, the student may be able to receive ters. Financial assistance awarded for the those additional funds. Students who have summer terms will be divided equally not completed the verification process are between the terms. ineligible to receive any financial aid. Federal Stafford loans and some The portion of the federal grants and Alternative loans received by Electronic loans that the student is entitled to receive Funds Transfer (EFT) will be credited is calculated on a percentage basis by to the student's account after enrollment comparing the total number of days in the requirements are met. Any additional semester to the number of days that the stu- Stafford loan and Alternative loan funds dent completed before he/she withdrew. For remaining in the students account after example, if a student completes 30 percent all charges are satisfied may be deposited of the semester, he/she earns 30 percent of directly to the students personal checking the approved federal aid that he/she was or savings account at any bank through the originally scheduled to receive. This means University’s RU Direct Deposit program. that 70 percent of the student’s scheduled or disbursed aid remains unearned and must be returned to the Federal Programs. In the past, the previous Federal and Pro

29 Rata Withdrawal Policy determined the SATISFACTORY ACADEMIC amount of federal funds that must be PROGRESS returned and the university was required to reduce the student’s charges by the Federal regulations require that finan- same amount. The new policy governs the cial aid recipients must be making progress earned and unearned portions of the stu- toward a degree in addition to meeting the dent’s Federal Title IV Financial Aid only. minimum cumulative grade point aver- It determines how much, if any, the student age. Financial aid affected by this policy and/or the school may need to return. This includes grants, loans and Federal Work policy does not affect the student’s charges. Study. Graduate assistantships, Foundation The University’s Withdrawal Policy (stated scholarships and the Work Scholarship above) will be used to determine the reduc- programs are exempt from the yearly quan- tion, if any, in the student’s tuition and fee titative progress measure, but not the mini- or room and board charges. The student mum grade point average requirement. is responsible for paying any outstanding Some alternative loans are exempt from charges to the University. this policy based on the lenders’ require- The student’s official withdrawal date ment of meeting academic progress. will be determined by the University as (1) Students who enroll for a semester, the date the student began the University’s receive financial aid covered by this policy withdrawal process (the date that the gradu- and withdraw from all classes before the ate student officially notified the Registrar’s end of schedule adjustment will be ineligi- Office of his/her intent to withdraw); (2) ble to receive financial aid. Summer classes the midpoint of the semester if the student will be considered in relation to all summer withdraws without notifying the university; terms. or (3) the student’s last date of attendance Satisfactory Academic Progress means at an academically-related activity as docu- that the student has to meet three mea- mented by the university. sures: If it is determined that a portion of 1. Maximum time frame — cumula- the financial aid received on the student’s tive hours attempted may not exceed 150 behalf is unearned, the University shares percent of the program requirement. with the student the responsibility of return- 2. Qualitative progress — meeting a ing those funds. 3.0 cumulative grade point average. Any grant funds that the student is 3. Quantitative progress — 75 percent required to return to the Federal Programs of the yearly hours attempted must be are considered an overpayment. The stu- completed. All course work is included dent must either repay the amount in full or in cumulative hours attempted, including make satisfactory payment arrangements transfer hours. with the Department of Education to repay A student has a right to appeal the the amount. If the student fails to repay or termination of his/her financial aid due to make payment arrangements, to repay an unsatisfactory academic progress. Please overpayment the student will lose his/her check the Financial Aid Office website eligibility to receive future federal financial http://finaid.asp.radford.edu for more aid at any institution. details on how to appeal and to download the appeal form.

30 RIGHTS AND RESPONSIBILITIES • reporting a change to less than full-time OF STUDENT RECIPIENTS enrollment during the award period; • promptly reporting to the Financial As a recipient of state or federal aid, Aid Office the receipt of scholarships, each student has certain rights and respon- grants or loans awarded by organiza- sibilities. Knowing what they are will place tions or agencies other than Radford the student in a better position to make University; decisions about educational goals and how • becoming familiar with the deadlines they best can be achieved. If at any time for application, the terms of the finan- there are questions about financial aid, cial aid received and refund policies students should come to the Financial Aid for students who withdraw; Office where there is additional informa- • signing a statement of educational tion available concerning their legal rights purpose and registration compliance and responsibilities. stating that student assistance will be used solely for expenses related to The student has a right to know: attendance at Radford University; • the cost of attending Radford University • repayment of any over-awarded grant, for an academic year, including tuition scholarship or loan monies; and fees and estimated costs of personal • knowing the loan, repayment responsi- expenses, books and transportation; bilities and abiding by the terms of the • the due dates for mandatory fees and the promissory note; payment procedures for those receiving • performing any student employment in financial assistance; a satisfactory manner. An unsatisfacto- • the deadline for submitting applica- ry performance may result in removal tions; from the work program; and • how the financial need was determined; • reporting a change in dependency and/ • how much of the estimated financial or marital status. need has been met; • the types of financial aid offered by Radford University and the terms of LOANS those types of aid which were received; Federal Perkins Loan • how satisfactory academic progress is The Perkins Loan is funded by the measured; and federal government but is administered • the university refund policy for students directly by Radford University. Graduate who withdraw. students may borrow a total of $30,000 which includes any amount borrowed The student is responsible for: under NDSL or Perkins for undergraduate • submitting honest and accurate infor- study. Students begin paying back these mation concerning enrollment and loans nine months after they either com- family financial circumstance. Full- plete their education or leave school. No time status is assumed (nine semester interest is charged until repayment begins hours) unless indicated otherwise; and then a five percent charge is applied to • adhering to all agreements signed in the unpaid balance. the course of applying for and receiving financial assistance;

3131 Federal Stafford Student Loan Stafford funds electronically. Students will be notified regarding fund delivery. Generally, The Federal Stafford Loan enables half of the proceeds of the loan will be avail- graduate students to borrow as much as able in the fall and the remaining amount $65,000 in subsidized Stafford not to available in January for the payment of exceed $138,500 in both subsidized and Spring semester fees. unsubsidized Stafford cumulative for both undergraduate and graduate work. Graduate Federal Graduate PLUS Loan students may borrow up to $8,500 per year subsidized in Stafford with a maximum of PLUS loans are available for graduate $20,500 in subsidized and unsubsidized students. In order to be eligible for this Stafford loan. All students may be required loan, graduate students must complete the to pay up to a 3 percent origination fee and Free Application for Federal Student Aid a 1% default prevention fee as required (FAFSA) and apply for their entire Stafford by the specific guarantee agency for each loan eligibility before borrowing from this loan. The interest rate for new borrowers program. In addition, the Graduate PLUS is a fixed rate of 6.8 percent. The interest loan requires that students must not have an rate for Subsidized Federal Stafford Loans adverse credit history which is determined is subsidized by the federal government by a credit check conducted by the lender. until six months after the student graduates The repayment period for this begins or leaves school, when repayment begins. after the date the loan is fully disbursed. For Unsubsidized Federal Stafford Loans, Loan repayment deferments may be pos- the borrower makes interest payments or sible when you are enrolled in at least capitalizes interest. six credit hours. Contact your lender for Information on these loans is available more information regarding deferments. from State Guarantee Agencies, local banks, Students can borrow up to their cost of edu- savings and loan associations, credit unions cation minus any other financial aid (includ- and other lending institutions and at the ing Federal Stafford loan eligibility). The Office of Financial Aid. Federal Stafford interest rate is fixed at 8.25 percent. All Loans require a family or student to estab- students will be required to pay a 3 percent lish financial need for Subsidized Federal one-time origination fee plus a default fee Stafford Loans. Those students not eligible of 1 percent for each loan. Please contact for Subsidized Federal Stafford Loans or par- the Stafford Loan Coordinator or Graduate tial Subsidized Federal Stafford Loans will Financial Aid Counselor about applying for be eligible for Unsubsidized Federal Stafford this loan. Loans. Therefore, all students applying for Federal Stafford Loans must complete the Radford University Graduate Grant Free Application for Federal Student Aid, (RUGG) to establish eligibility. Please note that Out- of-State Federal Stafford Loans, as well as This program is a graduate grant pro- loans guaranteed by any other agency must gram. Students must be enrolled for at least follow procedures as outlined in this publica- nine credit hours to be eligible. Awards tion. Federal Stafford Loan checks are made average $750 per academic year. Priority copayable to both Radford University and is given to those students with the highest the student. Some lenders deliver Federal need and applications must be submitted

32 by March 1. Students may receive other GRADUATE ASSISTANTSHIPS aid in addition to the Radford University FOR MASTERS AND SPECIALIST Graduate Grant, if eligible, with the excep- DEGREE STUDENTS tion of other grant/scholarship recipients. Graduate Assistantships provide the Applicants for this program must submit University with a means of recruiting and the FAFSA by the March 1 deadline. retaining highly talented students in graduate programs. Assistantships enhance WORK PROGRAMS graduate study by providing professional experience and financial support. Graduate Federal Work-Study Program coordinators recommend students from their programs for an assistantship. To be This is a federal program that pro- considered for an assistantship, students vides part-time jobs for undergraduate and must submit an on-line assistantship appli- graduate students with financial need as cation available on the Graduate College determined by the Free Application for webpage. Federal Student Aid (FAFSA). A student is assigned to work a specified number of Types of Assistantships hours per week in a campus location. Students awarded work may use the There are three types of assistant- university website to locate positions on ships. First- or second-year students who campus http://finaid.radford.edu.work/ assist professors with research and spo- html. Students must contact supervisors radic instructional duties or who work listed on the Radford University Financial in an administrative/departmental office Aid website to secure a work position. for 10, 15 or 20 hours per week are referred to as Graduate Assistants (GAs). Residence Hall Assistantships Students – typically in their first year of study – who work 10 or 20 hours per week The Residence Director (R.D.) posi- assisting a faculty member with instruction is a graduate assistantship with a two- tional duties are called Graduate Teaching year commitment. The R.D. is responsible Assistants (GTAs). Second-year graduate for the total operation of a residence hall students who work 20 hours per week as housing 130-300 students. Qualifications sole instructors of record for a course are for the position include effective interper- called Graduate Teaching Fellows (GTFs). sonal and communication skills, a strong Detailed descriptions of the requirements commitment to working with a diverse associated with these positions appear student population and relevant experi- below. ence. Compensation includes tuition and Assignments are based on credit hour fees, furnished one bedroom apartment considerations. A full time student is con- (can accommodate R.D.s who are single or sidered someone who takes 9 - 14 credit married), full meal plan and a monthly sti- hours per term. A GTF may be enrolled pend for nine months. Additional informa- for 9 credit hours only. A GTA may only tion and application materials are available be enrolled for 9-12 credit hours. Students through the Office of Residential Life or at in violation of the overload policy of more http://www.radford.edu/res-life. than 14 hours will not be eligible for an assistantship. All types of graduate assistants will be evaluated each term. Based upon performance in the assistantship and/ 33 or budgetary considerations, students in 0.25 10 Hours/Week their first year cannot be guaranteed receipt One Semester of an award in their second year. Failure $2,000 to renew an award based upon performance issues may be appealed. Students A limited number of GA positions who resign from any type of assistantship are available in the summer for students without notice and without providing writ- enrolled in at least 6 graduate credit hours. ten justification approved by the Graduate A separate on-line application is required Dean within five days of the resignation for these positions. Details appear on the will not be eligible for an assistantship in Graduate College website. the future. Graduate Teaching Assistants Graduate Assistants GTAs receive a stipend of $8,000 per GAs receive an annual stipend of year plus half in-state tuition (i.e., for 4.5 $4,000, $6,000 or $8,000 per year, depend- credit hours). It is expected that GTAs will ing on whether they are assigned to work directly and regularly assist the instructor 10, 15 or 20 hours per week, respectively, with teaching responsibilities for 20 hours each semester. Stipends for GAs who work per week each semester. Though some for one term only may also be available. teaching may and should be required, a It is expected that most GAs will assist GTA is not responsible for the conduct faculty members with scholarly/creative of a course. GTAs must be allowed the activities or instruction, although some are flexibility to first attend to their own aca- assigned to administrative duties. A GA demics while fulfilling the expectations of must have no regular teaching responsibil- their assignments. A GTA’s supervising ity. GAs must be allowed the flexibility instructor is expected to provide regular to first attend to academics while fulfilling formal mentoring. GTAs are expected to the expectations of their assignments. be available for training during the week before classes start in the Fall. The spe- GA Unit Hours Allocated cific scheduling and content of this train- Stipend ing vary by degree program. 1.0 20 Hours/Week • One GTA unit requires 20 hours or Fall and Spring work per week for the academic year. $8,000 A GTA will receive an $8,000 sti- 0.75 15 Hours/Week pend plus one-half in-state tuition. Fall and Spring Typically, the student is expected to $6,000 be in training to become a GTF and 0.5 10 Hours/Week will assist a faculty member with two Fall and Spring sections of a course, two courses per $4,000 term, or equivalent. 0.5 20 Hours Week/ • 0.5 GTA unit requires 20 hours of One Semester work per week for one semester or 10 $4,000 hours per week for the academic year. 0.375 15 Hours Week/ A 0.5 GTA will receive a $4,000 sti- One Semester pend plus one-quarter in-state tuition. $3,000

34 This assignment should be used for Pending satisfactory performance in special circumstances, such as when a the GTA and/or academic course work, course with two labs, discussion sec- the graduate coordinator may allow tions or clinical sessions meets for one the student to retain (a) the full GTA term only OR when a GTA is assisting stipend and work as a GA, (b) a partial with only one section of a course for GA stipend and work as a GA, or (c) two semesters. The 0.5 GTA must both the full GTA stipend and half- assist a faculty member. tuition scholarship and work again as a GTA. Graduate Teaching Fellows • A Graduate Assistant or a graduate GTFs receive a stipend of $8,700 per student who was not previously sup- academic year plus in-state tuition (i.e., for ported may become a GTF if the 9 credit hours). It is expected that GTFs student is trained to teach and her/his will teach two sections of a 100-level (or, academic performance, presentation with prior approval from the Graduate skills, interpersonal skills and organi- College, a 200-level) course each semester zation warrant the assignment. as Professor of Record. A GTF must have successfully completed at least 18 graduate credit hours in her/his degree program, be FINANCIAL SUPPORT FOR enrolled full-time, and have successfully PSY.D. STUDENTS undergone pedagogical training with men- Pending budgetary availability, the toring. While the GTF will have primary University offers stipends for the academic responsibility for the course being taught, year plus tuition scholarships to students formal mentoring by a full-time faculty enrolled full-time in Psy.D. courses on member is required. GTFs should only be campus. Twenty hours of assistantship selected if they clearly have the ability to work per week are required during the balance their own academic responsibili- academic year. ties with those of their assignment. GTFs are expected to be available for training NON-SERVICE AWARDS during the week before classes begin in the A limited number of non-service (merit- Fall. The specific scheduling and content based partial tuition scholarship) awards may of this training vary by degree program. be available to Graduate Assistants pending budgetary availability. There is no applica- • One GTF unit requires 20 hours of tion process for these awards, which are work per week for the AY in order to made exclusively on the recommendation of receive an $8,700 stipend plus an in- programs based on each program’s allocation state tuition scholarship. The student from the Graduate College. will teach two sections of a course per term or equivalent and is listed as the Professor of Record. SENIOR CITIZENS HIGHER • If, at the discretion of the program EDUCATION ACT OF 1974 coordinator or the student, a GTA does The Commonwealth of Virginia allows not become a GTF in his or her second senior citizens who meet certain require- year of study, there are three options. ments to take courses at state colleges or

35 universities free of charge. VIRGINIA WAR/PUBLIC SERVICE To be eligible, persons must have reached ORPHANS EDUCATION PROGRAM 60 years of age before the beginning of the semester in which they wish to enroll and must Section 23-7.1, Code of Virginia, pro- have had legal domicile in Virginia for one year vides for tuition-free educational benefits prior to the semester in which they plan to enroll. at any state-supported college or university for children of permanently and totally disabled veterans or for children orphaned by an act of war. Both tuition and fees are A senior citizen may take courses with- covered by this program. out paying tuition or required fees, except Eligibility is determined by the Director for course materials, under certain condi- of the Division of War Veterans Claims tions. If the senior citizen has taxable upon submission of an application. To be income of not more than $15,800 in the eligible for assistance, the applicant’s par- preceding year, the individual may take a ent must have been a resident of Virginia course for academic credit free of tuition upon entry into the service; the applicant’s and fees, except for fees established for parent must have been a resident of Virginia the purpose of paying for course materials, for at least 10 consecutive years prior to the such as laboratory fees. A senior citizen, date of the application; the applicant must regardless of income level, may audit a be between 16-25 years of age; and the course that is given for academic credit or applicant must verify admission to a state take a noncredit course free of tuition and college or university. Eligible applicants fees, except for fees established for the pur- are entitled to a maximum of 48 months of pose of paying for course materials such as tuition assistance and must be progressing laboratory fees. toward a clearly defined educational objec- Those eligible senior citizens enrolled in tive. the undergraduate or graduate-level courses In addition, an amendment to Section can attend the university free of tuition 23-7.1 now allows for tuition-free educa- (with the exception of possible mandatory tional benefits for orphans and spouses of lab fees, books, materials, etc.) to complete certain law enforcement officers, correction- a bachelor's or master's degree program. al and jail personnel, sheriffs, deputy sher- These students must meet admissions guide- iffs, firefighters, members of rescue squads lines and take courses as they are available and alcoholic beverage control agents who on university schedules. Applications are have been killed in the line of duty while available in the Graduate College. serving or living in the Commonwealth.

36 The Graduate College Hooding Ceremony is a honored tradition at the university. Graduate students ask those who had a special influence on their college experience to take part in the hooding.

37 Campus Life

Life outside and inside the classroom Outdoor facilities at the center include a is considered to be equally important in jogging trail; 12 tennis courts and the Patrick the total educational process at Radford D. Cupp Memorial Stadium. The stadium University. The university makes an effort houses an eight-lane track and field surface, to provide both the freedom and oppor- a soccer field, locker rooms, a press box, tunity for students to engage in a variety coach’s offices, and a concession area. of activities and programs. Students are The Dedmon Center complex also has encouraged to develop social, cultural and areas for other field sports including base- creative interests and awareness by actively ball, lacrosse, softball and intramural foot- participating in all aspects of campus life. ball and rugby, a club sport. Other outside Numerous cultural and educational activities include field hockey, cross-coun- activities are offered each year. Music, try, golf and basketball. dance and theatre department presenta- Peters Hall, located in the heart of the tions enable students to attend, as well as main campus provides students the oppor- participate in, numerous productions dur- tunities to take part in aerobics classes, ing the year. A full schedule of art exhibits intramurals, a climbing wall, fitness center is arranged and presented by the Radford and open gym times. University Art Museum. A series of activi- Hurlburt Hall is named in honor of ties is planned each year by the Black former Dean of Students Bonnie Hurlburt. Awareness Programming Board to expose The 45,000 square-foot building includes students to black history and culture. a welcome and information center, student Students are encouraged to form and lounges, a game room with bowling and participate in organizations; organizations billiards, a food court, meeting rooms, a are democratic and contribute to their 250-seat auditorium, student organization personal, social and professional devel- offices and more. opment. A variety of co-curricular clubs provides channels for speakers and discus- Intercollegiate sion groups. Activities include politics, karate, skiing, community service and Radford University, an NCAA Division much more. I member, currently participates in 19 varsity sports, 11 for women and eight for men. The sports include: men’s base- RECREATIONAL ACTIVITIES ball, men’s and women’s basketball, men’s The Dedmon Center, an athletic and and women’s cross country, women’s field convocation complex located across U.S. hockey, men’s and women’s golf, men’s Route 11 (East Main Street) from the main and women’s soccer, men’s and women’s campus, is available to student athletes for outdoor track, men’s and women’s indoor training and exercise. It is used as the event track, women’s softball, men’s and wom- facility for swimming competitions, bas- en’s tennis, and women’s volleyball. The ketball and volleyball games. The Dedmon university offers athletic scholarship aid in Center is also used for the intramural pro- all 19 sports. grams and club sports.

38 Campus Recreation STUDENT SERVICES Campus Recreation takes great pride in providing a variety of quality recreational Graduate Student Lounge activities and programs for the students, There is a lounge available for gradu- staff and faculty of Radford University. All ate students on the fifth floor of McConnell members of the RU community are invited Library, Room 562. This lounge provides to take advantage of the varied recreational computers and printers in a quiet, comfort- opportunities offered throughout the school able work area to support graduate students' year. Campus Recreation strives to get research and scholarship. every member of the university community active in at least one set of recreational Minority Student Services programs. These programs include Intra- murals, Sports Club, RU Outdoors and the Various services and programs for Hurlburt Hall Games Room. minority students at Radford University are coordinated by the director of the Office CODES AND POLICIES of Diversity and Inclusion, in conjunction with other departments. During a reception each semester, new students are introduced Student Conduct to other students, faculty and staff and are All students are expected to become encouraged to get involved in campus life. familiar with the contents of the Standards The Black Student Affairs Council, of Student Conduct and are responsible which is affiliated with the Student for acting in accordance with the policies Government Association, addresses black contained therein. Students who do not student concerns and interests, helps coor- receive a copy of the Standards of Student dinate activities sponsored by black student Conduct at orientation, registration or in organizations and seeks to unite all students the residence hall may obtain a copy at the at the university. Dean of Students Office or view the docu- The African-American Heritage ment online at: http://www.radford.edu/ Association is designed to promote African- dos-web/. American history, heritage and achievements through programming and other Registration of Criminal Record activities. The Hispanic and Asian Student Association and the Native American It is prohibited to fail to report federal Heritage Association are also active on or state probation or felony criminal charg- campus. Eight historically black Greek es taken under advisement or conviction letter organizations complement social and of a felony to the Dean of Students with- service opportunities on campus. The fra- in 15 university business days following ternities are Alpha Phi Alpha, Kappa Alpha registration or the date the action was Psi, Phi Beta Sigma and Omega Psi Phi. taken. Please contact the Dean of Students The sororities are Alpha Kappa Alpha, Office if clarification is necessary. Delta Sigma Theta, Sigma Gamma Rho and Zeta Phi Beta.

39 Social, cultural and educational activi- Student Council, a branch of the Student ties designed to broaden all students’ knowl- Government Association. Lounges are pro- edge of different people and their contribu- vided for commuters/off-campus students tions to society are presented annually by in several campus buildings. the Black Awareness Programming Board Announcements of interest to commut- and the Diversity Promotions Council. For ing/off-campus students are posted on the further information, contact the director Off-Campus Student Council’s web page of the Office of Diversity and Inclusion at at: http://www.radford.edu/ocsc. (540) 831-5765. Parking

Disability Resource Office Students may park motor vehicles, motorcycles and motor bikes in university Assistance for students who have a parking lots if they have obtained a parking documented disability is offered through permit from the Parking Services Office the Disability Resource Office (DRO). located in Walker Hall. To purchase a park- Services may include providing reasonable ing permit, students must submit proof of academic accommodations, career coun- ownership (by the student or a member of seling, study skill assistance and personal the student’s immediate family), person- counseling. al identification and verification of hours Radford University’s approach focuses earned. The registration of a vehicle does on the coordination of existing resourc- not assure the registrant of a parking space. es and services to assist students. The Overflow parking is available for all stu- University does not have a structured dents at the Dedmon Center. Time-limited program for students with disabilities in parking (two or four hours) is permitted terms of designated courses and class sec- on city streets adjacent to the campus. tions specifically related to their individual Detailed information regarding parking needs. and traffic regulations may be obtained at For more information, students can the Parking Services Office in Heth Hall or check out the DRO website at: at the University Police Department in the www.radford.edu.edu/dro-web, Allen Building. e-mail at [email protected], or phone 540-831-6350 (Voice/TTY). Off-Campus Housing

International Student Services A substantial number of rooms and apartments for rent are available in the For information about international immediate vicinity of the campus. A list of student services, see p. 20. off-campus apartments is available at the Dean of Students Office. Students living Commuting and Off-Campus off campus may purchase meal tickets and Student Services eat in the university dining halls. Several meal plans are available to off-camps stu- Commuting and off-campus student dents (see Dining Services, p. 42). services are coordinated by the Office of the Dean of Students and the Off-Campus

40 Center for Experiential Learning and PHYSICAL AND MENTAL Career Development HEALTH SERVICES The center is located in the lower level Health Center of Tyler Hall and provides walk-in assistance daily from 8 a.m. to 5 p.m., Monday The Student Health Center is located on through Friday. the ground floor of east Moffett Hall. The Services include career counseling and center is equipped to provide diagnosis and the administration of career assessments treatment for most of the common health including the Strong-Campbell Interest problems encountered by students. Serious Inventory, the Self Directed Search, the medical situations are referred to a network Myers-Briggs Type Indicator, Sigi Plus of local specialists. Over-the-counter medi- and Virginia View. Students interested in cations and a limited number of pharma- selecting a major, changing their major or ceuticals are provided. Emergency medical understanding how the academic major care is available at the Carilion New River translates into a career will find this invalu- Valley Medical Center. able. Typical sessions include an assess- Students are encouraged to contact the ment of skills and abilities, values and the Health Center regarding any special health interaction between career and personal concerns they bring to the university. Health goals. information is confidential. Students must Other services include help with the complete the Radford University Health location and application process for intern- Record Form prior to enrollment. Please ship placements, service learning or volun- note that two MMR injections are manda- teer experiences. tory and must be included in the immuniza- Students are encouraged to develop a tion record. strong portfolio of skills and accomplish- The Student Health Center is accred- ments that support their academic program ited by the Accreditation Association for of studies. Individual and group assistance Ambulatory Health Care, Inc. (AAAHC). is provided with career planning, the loca- Consult the Student Health Center bro- tion of career information, job search pro- chure for hours of operation. cess, resume development and interview preparation. Programs include the Success Seminars Center for Counseling and for Interns, New Student Service Month, Student Development Alternative Spring Break programs, an extensive database of internship and The Center for Counseling and Student employment opportunities, an on-campus Development, located in Tyler Hall, is a recruitment program and career fairs. place where students can talk privately and confidentially about issues which are of concern to them. Among the issues for which students frequently seek assistance area adjustment to college, depression and anxiety and relationship concerns. Counseling at the CCSD is provided by professional counselors, psychologists,

41 social workers and by graduate students dents. Appointments may be made by in counseling programs. Services at calling (540) 831-7660 (V/TDD). the CCSD are free to both undergraduate and graduate students at Radford University, and confidentiality is strictly WRITING CENTER maintained for all information shared The Writing Center, located in Muse in counseling. Specific services at the Hall, assists students with written com- CCSD include: munication. Graduate and undergradu- • Individual personal counseling is offered ate English majors who have experience for whatever concerns students may as peer leaders work with students on have. Typical topics include stress, personal writing or on specific writing anxiety, depression, sexuality, motiva- assignments. Tutors trained in teaching tion, home, relationships and adjust- English as a second language are avail- ment. Personality testing is adminis- able to help international students. To tered as appropriate. make an appointment or for more infor- • Workshops and groups include com- mation, call (540) 831-6035 or see the munications, study skills, sexuality, website at: www.radford.edu/write. career, grief, and support groups for minorities, students with disabilities and students with other concerns. DINING SERVICES For an appointment or information, stop by the lower level of Tyler Hall Dalton Dining Hall and Terrace or call (540) 831-5226 for Center for Shops feature a variety of shops includ- Counseling and Student Development ing Au Bon Pain and Sbarro’s Pizza or (540) 831-6350 (V/TDD) for the and Pasta and Freshens. Au Bon Pain Disability Resource Office. features gourmet coffee, pastries and six varieties of soup to compliment Speech and Hearing Clinic sandwich selections. The Terrace Shops accept cash, debit and credit cards, food The Speech and Hearing Clinic, dollars, flex dollars and RU Express. located in Waldron Hall, provides ser- Menutainment! and The Fresh Grille vices for students, faculty and staff. in Dalton Dining Hall offers cooked-to- Graduate students majoring in commu- order entrees. Terra Ve, offering veg- nication sciences and disorders provide etarian selections, Market Carvery and the services under the direct supervision Trattoria are new approaches to campus of faculty members. Hearing evalua- dining. This is an all-you-can-eat facil- tions and hearing aid evaluations are ity. The Hurlburt Student Center, nick- available, as are rehabilitation services named “The Bonnie,” has Chick-fil-A, for the hearing-impaired person. Speech The Max at RU, Wendy's, Salsaritas and and language evaluations and therapy Starbucks. are provided for persons with articula- Stack’s Café, located in McConnell tion, stuttering, voice or language prob- Library, has gourmet coffee, espresso, lems. The services are free for Radford cappuccino, Au Bon Pain soups and University students, faculty and depen- a wide selection of sandwiches and

42 salads. Stack’s Café accepts cash, food Students, faculty and staff have access dollars, flex dollars, debit and credit cards to a wide variety of computer, network and and RU Express. Internet resources. Muse Marketplace features Traditions for homestyle meals, including rotisserie WALKER TECHNOLOGY CENTER chicken. Sub Central features deli sandwiches; Baja Flats has a rotating assortment http://www.radford.edu/walkertc of specialty items; Pazzelli’s offers signa- The Walker Technology Center is a ture pizza and pasta; and Menutainment! general purpose computer lab facility avail- has the fresh cooked entrée of the day. able for use by all students, faculty and Muse Marketplace is also an all-you-can- staff upon presentation of a valid RU ID eat facility. card. This center is located on the second Residence hall students participate in floor of Walker Hall and offers access to a choice of meal plans. For more informa- computers, hardware and software. Hours tion, call dining services at (540) 831-5351, for the fall and spring terms are as fol- the RU Express office at (540) 831-5054 or lows: visit www.radford.edu/~dining and www. radford.edu/ru-exprs. Monday – Thursday 7 a.m. – 2 a.m. Friday 7 a.m. – 8 p.m. Saturday 10 a.m. – 8 p.m. MEAL PLANS FOR OFF- Sunday 10 a.m. – 2 a.m. CAMPUS STUDENTS The Walker Technology Center has Meal plans available to the off-campus over 100 Windows and Macintosh work- student include any 90 or 65 meals per stations offering a wide variety of hardware semester or 5, 7, 12, 15 or 20 meals per and software. The center offers Internet week. Each plan entitles you to a number access, laserjet printers, flatbed and 35MM of meals per week plus Food Dollars, scanners and CD-ROM burners. All work- which can be used in any cash operation stations are equipped with Zip, 3.5 floppy in the Dalton Hall Terrace Shops. Payment and CD-ROM drives. Users are required plan options are available for all off-cam- to bring their own floppies or 100MB Zip pus meal plans through the RU Express disks to save their work. Users of the cen- Office in Heth Hall. ter must abide by the Radford University Computing Policies and appropriate copy- TECHNOLOGY SERVICES right laws. The Walker Technology Center offers Information Technology Resources two teaching computer labs and a multime- (ITR) http://www.radford.edu/itr con- dia classroom with ceiling-mounted data sists of Academic Computing, Adminis- projectors that can be reserved for teaching trative Information Systems, Systems and presentations. Administration and Operations and Technology Assistance Center. ITR provides comprehensive computer and information technology support for the University.

43 ACADEMIC DEPARTMENT The geology, chemistry and physics COMPUTING RESOURCES computer lab is in Curie 147 with Windows Many academic departments use com- computers. Software includes MoluCad, puters in their curricula and maintain soft- Sigma Plot, Visual Groundwater, Visual ware specific to their needs. Hours of oper- Mudflow, Rockworks, Red Shift and ation are posted and vary. Each department Voyages through the Solar System. determines access to the labs. A complete Music, located in Powell Hall, features list of academic departments with location several special labs for music instruction and software can be found at http://www. with Macintosh G4 computers. Powell 106 radford.edu/acadcomp/. has synthesizers to create MIDI compositions connected to computers. Department Computer Speech communications provides Art Macintosh interactive multimedia instruction on vid- Biology Macintosh eodisc in the areas of Critical Thinking, Business/Economics Windows Constructing and Using Speaking Outlines, Chemistry/Physics Windows Mission Possible: Listening, Effective Computer Science Windows, UNIX Introductions and Conclusions, Developing Education Windows Key Ideas and Coping with Speech Fright. Interior Design Windows These programs are available in the Walker Foreign Language Windows Technology Center. See the lab proctor to Geography Windows view these programs. Geology Windows The College of Education and Human Mathematics/Statistics Windows Development has two computer labs. Russell Media Studies Macintosh 211 has Windows computers. Software Music Macintosh includes Crossword Plus and Learning Plus. Physical Education Windows The Teaching Resource Center in Walker has Teaching Resource Center Macintosh, Macintosh and Windows computers with Windows word processing and multimedia develop- Theater Macintosh ment software. The center is available to students and faculty in the College of Education. A few of the academic labs are high- The TRC is also a Virginia Regional Teaching lighted below: Resource Center for the public schools. The Art computer lab in Powell 206 Campus and Internet e-mail accounts offers Power Macintosh G4 computers. are available to all Radford University Software includes image processing and students at no charge while enrolled at the graphic design. This lab is available to stu- University. The Internet account provides dents taking Art courses. access to e-mail, individual web pages, the Geography maintains a computer lab World Wide Web and RU Network and is in Cook Hall with Windows and UNIX required for online registration. workstations to teach geographic concepts Dial-in modems are available to RU and research techniques using geographic accounts through a phone connection. The information systems and image process- modem pool supports 56K (v.90) PPP connec- ing. Software includes AutoCad, AtlasGIS, tions. RU modem pool access numbers are: ERDAS and Arc/Info.

44 Local 633-1894 taken. If a university I.D. card is lost or sto- Dublin 643-2550 len after 5 p.m. or during the weekend, the Roanoke 857-8923 student must contact Campus Police (540- Long Distance (charge) 540-633-1894 831-5500) to invalidate the I.D. card. Only Technology Training classes are non- the ID/RU Express Office may revalidate a credit and free to enrolled students. Visit university I.D. card. the RU Technology Training web page at http://www.radford.edu/tektrain for an RU Express Card overall list of training classes offered at RU. Students may use their university I.D. card as a debit card (the RU Express card) by making an initial deposit of at least $25 OTHER STUDENT SUPPORT to their card’s account. Purchases made SERVICES with the card are limited to the card’s current balance, which can be increased by Hurlburt Student Information Center additional deposits and which declines Hurlburt Student Center Information with each purchase made with the card. Office is the central information office The current balance is displayed after each for the Department of Student Activities transaction. and the campus. Staffed by a manager and The RU Express card offers three types student assistants, the office provides infor- of accounts: the Food Dollars account, the mation on campus events and assists with Food Dollars Plus account and the RU planning, scheduling organized activities, Express account. The latter enables stu- and placing events on the university calen- dents to make purchases at a wide variety dar. The office serves as a ticket outlet for of campus locations, including the book- visual and performing arts and events spon- store, food court and vending and laundry sored by all-campus programming groups. machines and at a number of off-campus Also, the office has a lost and found, key businesses. check-out for student organizations' offices More information is available by con- and conference rooms in Hurlburt, and a tacting the I.D./RU Express Office in Heth laptop check-out system. The information Hall (Box 6992). office is responsible for the operation of the building’s sound system and also a Vending Services broadcast system where advertisements for approved events are created and broadcast Soft drink and snack machine refunds on multiple televisions on campus. are available at the Office of Residential Life in the basement of Tyler Hall and the I.D. Cards Dedmon Center main entrance. To report a malfunctioning machine, call (540) 831- Students must present I.D. cards to use 6267 with the machine location and the certain campus facilities and services. I.D. nature of the problem. card photographs are taken in Heth Hall. If a university I.D. card is lost or stolen, Lost and Found the student must contact the ID/RU Express Card Office (540-831-5054) in Heth Hall A lost and found service is provided at for a replacement. The replacement fee of the information office in Hurlburt Hall. For $15 is payable at the time the photograph is additional assistance, call 831-5420.

45 Post Office items, including DVDs, CDs, videotapes, and microform materials, as well as public playback A U.S. Post Office is located in Dalton Hall. and viewing equipment, are located on Level 4. Materials not owned by the library can be McConnell Library borrowed, free of charge, through Interlibrary McConnell Library Loan. Requests can be submitted through the http://library.radford.edu/ ILLiad system at http://illiad.radford.edu; many articles are delivered electronically via e-mail. John Preston McConnell Library is named for the first president of Radford University. Lending The library supports and enhances the univer- Library materials can be checked out at sity’s academic programs by providing access the Front Desk, which is on Level 3 near the to collections and instructional services for stu- entrance to the building. The Radford University dents and faculty. The library's professional fac- I.D. card serves as the library card and must be ulty and staff serve as a link between users and presented in order to check out library materials. library resources, and work to anticipate needs, For more information on borrowing policies, provide state-of-the-art technologies, and solicit see http://library.radford.edu/about/Borrowing. feedback, which is integrated into McConnell's asp or call the Front Desk at 540-831-5364 or user-centered services. email [email protected].

Collections Reference & Research Assistance McConnell Library contains a growing col- The Reference/Instruction Services depart- lection of more than 500,000 print and electronic ment, located on Level 3, offers a wide range of resources, including books, periodicals, news- resources and services, including individualized papers, online databases, CD-ROMs, DVDs, research assistance, library tours, and course- microforms, videotapes, and other media. related instruction. Reference works and other Seventeen librarians and 19 staff provide a vari- general and specialized research tools are avail- ety of services, including reference assistance, able for use. instruction, outreach, and access to and lending In addition, there are computer workstations of materials. for accessing a continuously expanding variety University Archives and Special Collections of electronic information resources. Two mul- are located on the 5th level and hold historical timedia classrooms, A and B, are available for University records, including Board of Visitors’ group library instruction. Anyone needing help documents and University-sponsored publica- in using the library is encouraged to ask for tions. Special collections include Virginia Iron assistance at the Reference Desk, send an e-mail Coal and Coke Company records, the personal message to [email protected], call 540-831- library of U.S. Supreme Court Justice Arthur 5696, or send an IM via http://library.radford. J. Goldberg, and the Keystone Glass Slide edu/information/IMchat.asp. Collection, which is also available online at http://library.radford.edu/keystone/index.html. Computers, Printing and Photocopying The library’s website at http://library.radford.edu is the gateway to a wide variety of There are 95 public computers available in online databases, full-text journals, e-books, the library; most are located in the Reference poetry, music, and other materials, including area on Level 3 with additional workstations the resources provided by the Virtual Library on every level. The two classrooms, A and B, of Virginia (VIVA). The website links to the serve as open computer labs when no library library catalog of books, media, and electronic instruction classes are scheduled. Public scan- resources. ners are located in the Reference area. Radford Equipment, such as cameras and camcord- students, faculty, and staff are provided a printers, is available at the Front Desk. Non-print ing allotment for printing each semester. Public

46 users must pay for printing. Contact the Library Administrative Office (540-831- Reference Desk for more information. 5471). A Graduate Study Lounge, equipped Photocopiers are located on Levels 2 and 3 with computers and a printer, is located on and operate with coins or an RU I.D. card. Level 5. Six group study rooms for student use are located on Level 2. Level 5 is main- Special Services tained as a quiet study space. Au Bon Pain Café, on Level 3, features gourmet coffee, The online catalog allows users to man- sweets, soups, and sandwiches. age their accounts, renew and request materials, and view electronic course reserves. For more information McConnell Library is wheelchair accessi- ble and offers services to students with dis- Students should visit the website http:// abilities, including reading machines, text library.radford.edu/information/students. enlargers, and personal assistance in locat- asp to familiarize themselves with the ing and retrieving library materials. Contact information resources, facilities, and ser- the Front Desk for assistance. Locking vices available. carrels are available for use by graduate and honors students engaged in research projects and may be reserved through the

47 Academic Policies

RESPONSIBILITIES OF THE instructor and should allow for a reasonable GRADUATE STUDENT number of absences which are required due to documented official university-spon- The student must become familiar with sored activities, health problems and other the academic policies outlined in this sec- emergencies. It is the student’s responsi- tion of the catalog. The academic adviser bility to make arrangements, which are will advise the student on all matters relat- acceptable to the instructor, to complete ed to the program of study and the Dean of work missed during the student’s absence the Graduate College will aid the student from class. in the interpretation of policies whenever Official university-sponsored activities necessary. The ultimate responsibility include, but are not limited to, those events for meeting all stated requirements for which students attend as official delegates graduate degrees awarded by the uni- funded by the university or in which they versity rests with the student. represent a university-funded, all-campus An admission procedures checklist of organization, intercollegiate athletic team matters which must be attended to during or performing group and academic course- the graduate program appears on p. 14 of related field trips in which participation is this catalog and is included in the student’s mandatory as approved by the appropriate letter of admission. academic dean.

Class Attendance ADVISING All students are expected to attend classes on a regular basis. No absences Faculty Advisers of any nature will be construed as reliev- ing the student from responsibility for the Academic advising is recognized at completion of all work assigned by the the university as important to the educa- instructor. tional development of its students and as A student registering late for a class both a natural extension of teaching and will be responsible for all work assigned an important professional obligation on the and material covered during the class ses- part of its faculty. Sound academic advice sions that were missed due to the late reg- helps the student address not simply course istration. selection and scheduling but also what a The first class meeting of an evening well-educated person should be and know. class, which meets one night per week for 15 weeks, represents about seven percent Student’s Graduate Thesis of the total class time; this first meeting is Committee a regular class. During the first week of each course, The major adviser will serve as thesis the instructor shall inform students of the adviser of the student’s graduate committee, attendance policies for the course. Class which will consist of at least two additional attendance policies are determined by the faculty members. The adviser must be a full

48 member of the graduate faculty. The other W indicates that a student withdrew, two committee members must have graduate without penalty, from the course after faculty status. Adjunct graduate faculty and schedule adjustment but before the end graduate faculty associates may not chair of the 8th week and that no credit was but may serve on a thesis committee with obtained the permission of the Dean of the College of To graduate in a graduate degree pro- Graduate and Professional Studies. gram, the student must have a minimum If the student’s graduate program includes 3.0 grade point average overall and in a minor, one member of the graduate commit- the program of study. Grades in transfer tee must be from the minor field. This member courses are not used in calculating grade must approve the four courses (minimum of point averages. Only courses graded B or 12 semester hours) that constitute the minor. higher can be transferred. Courses graded For further information about the composi- B- or lower will not be accepted for trans- tion and functions of the student’s graduate fer credit. In addition, every course on the committee, see “Thesis or Graduate Recital” program of study must be completed with on p. 59 and “Comprehensive Examination” at least a grade of C. on p. 60. Doctoral programs may have a Note: Some departments have more different procedure and students should refer stringent requirements; please refer to to their doctoral program handbook. See your program or departmental hand- Psy.D. website for more information on dis- book. sertations. The quality of work completed is recognized by the assignment of grade points Grading System for Fall 2009 to various letter grades. The student’s aca- A is given for excellent work demic standing depends upon the number B is given for work that meets Graduate of semester hours of work successfully College expectations completed and upon the number of grade C indicates work below Graduate College points accumulated. Radford University expectations uses a four point system in which grade D is given for work of significantly points are assigned to grades as follows: below average quality and indicates A = 4 points the course must be retaken B = 3 points F indicates failure and means the class C = 2 points must be taken again with a passing D = 1 point grade before credit is allowed F = 0 points AU indicates the student audited the course Grading System After Fall 2009 I indicates work is incomplete. See “Incomplete Grades,” on p. 50. A = 4.0 points IP indicates the course is in progress A-= 3.7 points NG indicates non-graded B+= 3.3 points NR indicates no grade was recorded by B = 3.0 points instructor B-= 2.7 points P indicates passed with satisfactory work C = 2.0 points of “B” or better F = 0 points

49 AU indicates the student audited the which a grade of "P" is obtained, will be course used in calculation of the grade point aver- I indicates work is incomplete. See age. The total number of hours attempted, “Incomplete Grades,” on p. 50. excluding those in courses graded on a IP indicates the course is in progress Pass/Fail basis, is divided into the number NG indicates non-graded of grade points obtained in order to arrive NR indicates no grade was recorded by at the grade point average. Any Pass/Fail instructor course in which an "F" is assigned will P indicates passed with satisfactory work be calculated in the student’s overall of “B” or better grade point average. W indicates that a student withdrew, A minimum of 80 percent of the without penalty, from the course after required courses on a student’s program of schedule adjustment but before the end study must be taken for a grade and a maxi- of the 8th week and that no credit was mum of 20 percent can be taken as Pass/ obtained Fail. Practica experience and internships are exceptions to this rule. If a combina- To graduate in a graduate degree pro- tion of thesis, dissertation, practica and/or gram, the student must have a minimum internship exceeds 20 percent of the stu- 3.0 grade point average overall and in dent’s program of study, the student must the program of study. Grades in transfer take the rest of his or her course work for a courses are not used in calculating grade grade. No course taken Pass/Fail for which point averages. Only courses graded B or a letter grade can be assigned is acceptable higher can be transferred. Courses graded unless recommended by a faculty member B- or lower will not be accepted for trans- and supported by the department chair and fer credit. In addition, every course on the approved by the Graduate Dean. program of study must be completed with at least a grade of C. Note: Some departments have more REPETITION OF COURSES stringent requirements; please refer to If a student repeats for credit a course your program or departmental hand- in which a C, D or an F was obtained, both book. the original grade and hours attempted and The quality of work completed is rec- the subsequent grade and hours attempted ognized by the assignment of grade points will be used in the calculation of a grade to various letter grades. The student’s aca- point average. No more than six credits of demic standing depends upon the number coursework may be repeated in this way. of semester hours of work successfully Courses taken in which a “B” or “A” was completed and upon the number of grade obtained may not be taken a second time points accumulated. Radford University for credit. uses a four point system in which grade points are assigned to grades as follows: INCOMPLETE GRADES At the faculty member’s discretion, the PASS-FAIL COURSES letter “I” may be entered on the student’s All courses taken at Radford while clas- transcript for a course whenever some sified as a graduate student, except those in portion of the required work has not been

50 completed by the end of the semester. A dissertation, a student cannot re-enroll for written statement of the requirements for a course for which an “I” or “IP” is record- removal of the grade of “I” must be signed ed on the transcript. A degree cannot be by the faculty member and student and awarded to students with Incompletes on filed in the office of the chairperson of the their records. department in which the course is taught, See p. 54 for information regarding with a copy submitted to the Registrar Continuous Enrollment. along with the faculty member’s grade sheet. The grade of “I” will automatically revert FULL-TIME STATUS to a grade of F if not satisfactorily removed according to the following schedule: The normal full-time load for a graduate student is nine hours per semester, with a maximum of 14. A graduate student who Latest date for removal is employed full time or part time must realize that an excessive course load might Fall well result in substandard performance in End of the last day of classes for the academics and on the job. spring semester Spring SUMMER SESSIONS End of the last day of classes for the fall semester Any graduate student who enrolls in Summer nine or more semester hours of credit dur- End of the last day of classes for the fall ing Summer Session III or a combination semester totaling nine semester hours of enrollment in the Maymester, Summer Session A grade of “IP” (In Progress) will be I, Summer Session II and Summer Session used for a thesis, graduate recital, practi- III, will be considered a full-time student. cum, internship or dissertation in which A graduate student may enroll for a case the supervising professor determines maximum of 14 semester hours of credit whether an exception is warranted and using any combination of enrollments in has the option of specifying the length of the Summer Sessions. time (maximum of two years from time of registration) the student has to complete GRADE CHANGES/CORRECTIONS the work. Once the grade of “I” and/or “IP” is Students who feel they received a placed on the transcript, it remains on the grade in error should contact the appropri- transcript until it is replaced by the appro- ate faculty member. If the faculty confirms priate grade when all course requirements that an error has indeed been made, then are completed or when the deadline for the faculty member must process a grade completion has passed. change form and submit it to the Office of Except for a thesis, directed study, the Registrar no later than one year after the graduate recital, practicum, internship or submission of the original grade (excluding Incompletes).

51 GRADE APPEALS in the experience, make those con- Students wishing to appeal grades cerns known to the student and make received in courses should refer to the appropriate recommendations to the Graduate Grade Appeal Procedures and student. associated forms posted on the Graduate 3. Provide the following: a) written cri- College website: http://gradcollege.asp. teria for entry into a practical experi- radford.edu/Forms_Student.html. ence and procedures for implementation of those criteria; b) performance standards during the experience; c) circumstances under which the student GRIEVANCE PROCEDURE may be withdrawn from or denied For concerns other than grade appeals, entry to, the experience; and d) pro- students wishing to initiate the griev- cesses, including appeals, which regu- ance process should refer to the Graduate late such withdrawals. Grievance Procedures and associated forms Individual programs may set their own posted on the Graduate College website: standards for ethical or professional behav- http://gradcollege.asp.radford.edu/Forms_ ior based upon state, professional organi- Student.html. zation, College or accreditation criteria. These standards must be communicated to PRACTICum/INTERNSHIP students upon entry into the program. APPLICATIONS Policies specific to each program will be on file in the Office of the Provost for Students preparing to complete a field Academic Affairs, the Graduate College component of their program should apply and in each department office. Students to the department and/or program in which planning to take such courses should obtain they are enrolled. Departments and/or pro- a copy of the relevant departmental policies grams will monitor and regulate admission and procedures before registration in the into all programmatic field experiences. course. Students must have prior written approval of the department chair or graduate coordinator before they are permitted to register for any field experience. DEGREE REQUIREMENTS Graduate programs, in which students are required to participate in a practical experience, including internships, practica, Doctoral Degree Requirements clinical courses, student teaching and fieldwork shall: See Psy.D. courses on page 96. 1. Provide written information to potential students about the qualities of Minimum Degree Requirements character and interpersonal skills that (Master’s and Ed.S.) are normally expected in order to com- For all graduate degrees, at least 80 plete the program successfully. percent of the credit hours in the major 2. Identify (when feasible) potential and 80 percent of the hours in the over- problems the student may have in a all program must be in 600- or 700-level practical experience prior to engaging courses.

52 All degree programs require that the Program Requirements student complete a minimum of 30 or more semester hours of graduate-level work with All students enrolled in a degree pro- at least a B average in the major, in the gram will, at the time of admission, receive overall program and in all courses taken a program requirements sheet which lists since admission. all courses, including deficiencies, which At least 24 credits must consist of the student must complete in order to meet Radford University courses. Some pro- degree requirements. Please check with grams may have additional credit hour your department for any variation on this requirements. A six-hour thesis, graduate form. recital or creative project is required for The program requirements sheet will all Master of Arts and Master of Fine Arts be the responsibility of the department in programs. which the student is enrolled and must ful- Specific requirements for each program fill all the requirements of the appropriate are listed in the departmental sections. degree program as published in the catalog. The professional education training The year of the catalog being followed programs are those with either a major or must be indicated on this form. a minor in education. If education courses Once a course in the program has been are to be used in the minor, the entire minor attempted, it cannot be deleted from the must be in education. program. Every course on the program requirements sheet must be completed with at least a grade of C and the average must Undergraduate Deficiencies be at least a B. Students enrolled in a Master of Changes in the program must receive Science in Education or Special Education the same approvals as the original program. degree program and who are also pursu- The Petition for Program Change is avail- ing licensure to teach must meet aca- able online at www.radford.edu/gradcol- demic requirements (content area courses lege/ or in the Graduate College Office among others) for the licensure endorse- in Lucas Hall and in most departmental ment area. This might require that they offices. complete courses at the undergraduate level which would not count toward the CHANGE OF PROGRAM master’s degree. Applicants must meet with the Program Coordinator to obtain a Students who wish to change degree transcript analysis which outlines program programs and students previously admitted and licensure requirements and lists course as non-degree seeking who wish to enroll deficiencies. Students must complete all in a degree program must apply to the new deficiencies prior to being admitted to the program and pay the application fee. Teacher Education Program and to clinical Current degree seeking students who field experiences. wish to request a change in specialty area All work taken to satisfy deficiencies within a degree program or add a post- will appear on the official transcript and baccalaureate to a current degree shall not will be calculated in the overall grade point have to pay an additional fee. average.

53 SUPPORTING COURSES CONTINUOUS ENROLLMENT The student should list on the program All graduate students are required to be requirement sheet all courses taken in sup- registered during the semester they receive port of the master’s program but not used their degree from Radford University. as part of the degree program. Registration and tuition payment are These supporting courses can be courses required of all graduate students when needed to make up undergraduate deficien- using University facilities and/or faculty cies or graduate-level courses which the time. The minimum number of hours for student and adviser feel may be beneficial registration is one. Registration allows use but are not absolutely necessary as part of the of services such as library checkout, labo- approved program. An average of at least a B ratories, recreation facilities not open to the is required in supporting courses, as it is in all public, and the graduate commencement other courses taken by a graduate student. ceremony. All work taken as supporting courses Students who are not currently regis- will appear on the official transcript and will tered for any course work and who have be calculated in the overall grade point aver- completed all course work but have other age. outstanding degree requirements (e.g., comprehensive examination, thesis, removal of TRANSFER OF CREDIT; OFF- an I or IP grade), are required to register for CAMPUS CREDIT a continuous enrollment course each semester, including summer, until they have met A maximum of one third of the total the outstanding requirement(s). This course graduate hours in a program of study may carries no credit hour production and does be transferred from another RU program or not count toward degree requirements. This an outside institution. Some programs may course option is also available to those have more stringent requirements. Only admitted students who are not enrolled credit for A and B grades from a regionally in a given semester but who wish to use accredited institution or university transfer. University facilities and services during (Credit for grades of B- will not transfer). that time. This form is available online or Credits applied previously toward another in the Graduate College office in Lucas degree cannot be transferred. All transfer Hall. Approval of the professor of record credit must be approved by the student’s and the Dean of the College of Graduate adviser after consultation with graduate and Professional Studies is required prior faculty in the discipline involved and by to registration. the dean of the Graduate College. Any student enrolled in a degree program at Radford University who wishes CORRESPONDENCE CREDIT to take transferable graduate work as a No correspondence credit, wherever transient student at another institution must earned, can be applied toward any graduate secure approval from his or her adviser degree awarded at Radford University. and from the dean of the Graduate College before such work is taken. Courses which 500-LEVEL COURSES will not be accepted for graduate credit by the institutions offering the courses will not Faculty teaching graduate students in be accepted by Radford University. 500-level courses must require additional

54 work of these students if the course is being MSN accelerated program may count up to taken for graduate credit. This work can be in 15 graduate credits toward both the BSN the form of readings, papers or a limited research and MSN degrees. To be eligible for par- project. The student is responsible for informing ticipation in an accelerated degree program, the instructor if the course is being taken for students must have completed at least 60 graduate credit. For a student to receive graduate undergraduate credits and have a cumulative credit for a class, the instructor of that class must GPA of at least 3.00. Individual departments hold graduate faculty status. may impose stricter admission requirements. Admission and completion requirements for specific accelerated degree programs are GRADUATE CREDIT FOR described in the catalog. RADFORD UNIVERSITY SENIORS The objective of accelerated Bachelor’s/ Seniors at Radford University with an Master’s degree programs is to provide a overall grade point average at Radford of means by which exceptional undergraduate 3.00 or better may be permitted to take up students at Radford University may complete to six credit hours of graduate-level courses the requirements for both the Baccalaureate during their final year of undergraduate work. and Master’s degrees at an accelerated pace. Students have the option of counting the Eligibility: Students must have com- course(s) toward their undergraduate degree pleted a minimum of 60 undergraduate credit or toward a graduate degree, if all admission hours and have at least 24 credits remaining requirements are met. Graduate courses taken in their undergraduate programs. Transfer to meet baccalaureate requirements may not students must have completed a minimum be used toward a graduate degree, except of two semesters as a full-time student at in approved accelerated bachelor’s/master’s Radford University, a minimum of 24 hours. programs (see below). Students must have a minimum accumulated Undergraduate students who wish to grade point average (GPA) of 3.00. (See the take courses for graduate credit must receive RN/BSN/MSN program details for excep- specific approval from the instructor and the tions to the eligibility criteria). dean of the Graduate College. Request forms are available in the Graduate College office in Application to an Accelerated Bachelor’s/ Lucas Hall. Master’s Degree Program: If a graduate course taken as an RU undergraduate is transferred from the under- A prospective student should set graduate to the graduate transcript, the student up a meeting with the Graduate Program will be charged for the differential between Coordinator to review the requirements for an the undergraduate and graduate tuition rates. accelerated Bachelor’s and Master’s degree program. Students applying to an accelerated program must submit the following: ACCELERATED BACHELOR’S/ • "Application for Accelerated Bachelor’s/ MASTER'S PROGRAMS Master’s Programs" form; Students accepted for approved bach- • Transcripts of any courses taken at a col- elor’s/master’s accelerated programs may lege or university other than Radford take up to 12 graduate credits and these University; may count toward both the bachelor’s and • Application for Graduate Admission master’s degrees. Students in the RN/BSN/ form;

55 • $50.00 non-refundable application fee; Withdrawal/Ineligibility: A stu- • Appropriate test scores, if required by dent may at any time withdraw from an the graduate degree program to which approved accelerated program by inform- the prospective student is applying. If ing the Graduate Program Coordinator in scores are required, they must be sub- writing. A copy of this should be sent to mitted no later than the second week the Graduate College. If a student com- of the term in which conferral of the pletes the Baccalaureate degree require- Bachelor’s degree is anticipated; ments with an accumulated GPA of less • Any other materials required for admis- than 3.0, then he/she is no longer eligible to sion to the graduate program to which pursue the accelerated program. Individual the applicant is seeking admission. departments may have higher requirements and a failure to meet these requirements Upon review of the materials submit- will make a student ineligible to participate ted, a letter of acceptance (or denial) to the in the accelerated program. A student who master’s program, contingent on meeting does not follow the approved Accelerated the accelerated requirements and complet- Degree requirements may become ineli- ing the bachelor’s degree, will be sent to gible to participate in the accelerated pro- the student. gram. A student who is ineligible to partici- Participation and Graduation: Stu- pate in (or withdraws from) the accelerated dents must complete the bachelor’s degree program, cannot double-count any courses prior to entering the master’s program. for both Bachelor’s and Master’s degrees. Students in an accelerated program may not elect to bypass the baccalaureate degree. Students must receive a grade of B or better in the double counted graduate level WITHDRAWAL PROCEDURES courses. Courses with a grade of C or below cannot be double-counted between the two degrees. No more than 12 hours of Withdrawal from One or More graduate work may be counted toward the But Not All Courses requirements of both degrees (15 hours The student may complete a within the RN/BSN/MSN program). Students drawal form in the Registrar’s Office or must complete the master’s degree within notify the Registrar’s Office in writing or six (6) years of the start of their first gradu- via e-mail that he or she wishes to with- ate course. If the master’s program is not draw from one or more (but not all) classes. completed within these time limits, none of The withdrawal is not complete until the the graduate courses taken as an undergrad- Registrar’s Office has been notified. uate will be counted toward the master’s Students must contact the Student degree. Permission to pursue an accelerated Accounts Office in Heth Hall to initiate a degree program does not guarantee admis- request for a refund of tuition if they drop a sion to the Graduate College. Admission is class or classes prior to the census date and contingent on meeting eligibility require- if the reduced class load qualifies them for ments at the time of entering the graduate a tuition refund. program. A student who drops a class prior to the conclusion of schedule adjustment will receive no grade. A student who withdraws

56 from class after schedule adjustment but Withdrawal from Continuance in a before the end of the eighth week of the Degree Program semester (or 60 percent of the total class Graduate students who wish to with- meetings of a summer session or any other draw from continuance in a degree program non-traditional course, whichever comes at Radford University should submit a let- first) will receive a grade of W. Students ter in writing to the Graduate Admissions may not withdraw from individual classes Coordinator, Box 6928, Radford University, following the end of the eighth week of the Radford, VA 24142. semester. A student may not withdraw from more than three graduate classes. EXCEPTIONS TO WITHDRAWAL Anything beyond the third withdrawal PROCEDURES results in an automatic F. Exceptions to the withdrawal procedures may be granted upon recommenda- Withdrawal from the tion of the Office of the Vice President for University (All Courses) Students Affairs in cases of documented medical or other non-academic reasons. Students withdrawing from all courses during a given semester must contact the Registrar’s Office in Heth Hall in writing Withdrawal from Off-campus Course or via e-mail. This process must be fol- Students who register for off-campus lowed to ensure the student will receive courses must adhere to withdrawal poli- any eligible refunds and the appropriate cies and procedures published as outlined grades for the semester. above. Students who withdraw from the university before the end of the tenth day of classes (Census Date) will receive no RETENTION POLICIES grade. A student who withdraws from the university (all classes) after the Census Good Standing Date but prior to the end of the eighth Any student who maintains a minimum week of the semester (60 percent of sum- grade point average of 3.00 in graduate mer session) will receive W's in all classes. courses will be in good standing. However, Withdrawals from the university after the programs may have more stringent rules eighth week will result in automatic Fs. for remaining in degree programs. A graduate student may withdraw from the university only once during his or her Probation and Dismissal RU academic career. (Cancelling enrollment to the university prior to the Census If at any point a student earns a cumu- Date or receiving a medical withdrawal lative grade point average below 2.00, does not count as a withdrawal from the the student will be dismissed from the university.) Exceptions will be granted by Graduate College. If a student is dismissed the Graduate College Dean or by the Vice from a program she or he may not enroll President for Student Affairs. again in the graduate college until two academic years have passed. She/he must pay

57 the application fee and be accepted. A pro- must be communicated in the program's gram may be more but not less stringent or department's student handbook along than the Graduate College in its application with the appeals process. If a program policies and it may choose the option of no chooses to dismiss a student, the Graduate reinstatement. If a program's readmission College, upon receipt of notification from policies are more stringent than those of the program, shall issue a formal letter of the Graduate College, they must be docu- dismissal if the student does not appeal mented in the program's or department's within the prescribed time frame or if the student handbook. appeal is unsuccessful. If at any point a graduate student's cumulative grade point average in graduate courses falls between 2.00 and 3.00, DIRECTED STUDY the student will be on probation. Some The directed study is a course designed programs have more stringent requirements by the student after thorough consultation for remaining in degree programs. A student with the professor who will supervise the who is on probation may take no more than study. Before registering for a directed nine semester hours of coursework in a given study, the student must submit a written term. proposal for approval by the supervising To return to good standing, a student professor, adviser, department chairperson must earn a minimum cumulative grade and the graduate college. point average of 3.00 within the first nine It is required that students have earned graduate credit hours attempted after being at least 12 semester hours, be on regular placed on probation. A student who does status and have an approved program of not meet the minimum cumulative grade study prior to enrolling in directed study point average in that time period will be courses. dismissed from the Graduate College. A A directed study cannot be used to student who has been on probation and replace a required course in a graduate then reinstated may again be on probation program of study. if the student’s grade point average again The directed study will be graded on falls below 3.00. an A/F basis. A student who receives more than two A single directed study can carry from grades of C or lower in any graduate work one to four semester hours of credit. A atempted at Radford University shall be maximum of six semester hours of credit in dismissed from the program. Programs directed studies can be used toward gradu- may be more but not less stringent than this ation in a degree program; departmental criterion. All program specific dismissal requirements may limit the student to fewer policies must be reviewed and approved than six hours of directed study. by the graduate Dean before adoption by Students electing to do a thesis as part a program. of their degree requirements may take up to Dismissal from a program based on four hours of directed study as part of the non-grade related reasons not covered degree program, as long as the content of under the Radford University Code of the directed study is not directly related to Student Conduct shall be program spe- the thesis topic. cific. Each program's criteria for dismissal

58 The proposal should be submitted to the College of Graduate and Professional the Graduate College at least two weeks Studies. Students must be on regular status prior to registration. and have an approved program of study on file. DISSERTATION, MASTER’S THESIS It is recommended that the student establish the thesis topic and begin work OR GRADUATE RECITAL on the proposal as early as possible. The A thesis or graduate recital is required Thesis Proposal Defense form is an agree- in all Master of Arts programs. It can be ment with the student and signifies that if an elective or a requirement in a Master the work described within an approved proof Science program, at the option of the posal is accomplished to a quality accept- department. For dissertations students able to the Committee, the Committee will should see their program handbook. honor it as a satisfactory thesis. When a thesis topic has been estab- The particular style used in writing a lished, the student should submit a Request thesis is determined by the thesis director, for Thesis Advisory Committee form to but general rules about style can be speci- the Graduate College in order to register fied by the graduate faculty in the depart- for thesis credit. Standards and criteria for ment involved. Basic guidelines for all approval of the Request are established by theses can be obtained online at: www.rad- the student’s Thesis Advisor. Departments ford.edu/gradcollege or from the Graduate and/or Thesis Advisors may require a College Office in Lucas Hall. written proposal prior to signing the Students who plan to do a thesis or Request for Convening of Thesis Advisory graduate recital are advised to begin seri- Committee form. Students should check ous planning of this work during the first with their individual departments for spe- semester of enrollment as a graduate stu- cific prerequisites. dent. Past experiences have shown that it is A student cannot register for thesis very difficult for a student to do a respect- hours until the Request for Convening able job on the thesis or recital if all work of Thesis Advisory Committee form has is concentrated in the last semester before been reviewed and approved by 1) the graduation. thesis adviser who is in the student’s major It is important that the student doing and has full graduate faculty status, 2) a a thesis or recital choose the committee minimum of two additional committee before beginning work on the thesis or members with graduate faculty status, 3) recital and that the committee members be the Department Chair or Graduate Program kept informed of the student’s progress in Director and 4) the College of Graduate the preparation of the thesis or recital. and Professional Studies. A copy of this The thesis grade will be recorded as form may be downloaded online at “Pass” or “Fail.” Conventional letter grades http://www.radford.edu/gradcollege. are given for the graduate recital. All members of the committee must A graduate student may take only two have graduate faculty status. Adjunct grad- years to complete or withdraw from a the- uate faculty and graduate faculty associates sis grade of “I” or “IP” starting from the may not chair, but may serve on the com- first semester in which the student regis- mittee with the permission of the Dean of tered for thesis credit. After two years this

59 grade will revert to an F. All requirements FINAL COMPREHENSIVE for the degree must be completed within EXAMINATION AND/OR THESIS six academic years. DEFENSE

A final, comprehensive examina- AWARDS tion and/or thesis dissertation defense is Three graduate awards; one each for required of all graduate degree candidates. the outstanding research thesis, the out- This examination can be written or oral as standing creative project and for exemplary deemed appropriate by the department. It performance, are given each year at the should be taken during the last semester of spring hooding ceremony to students who the student’s graduate program and should completed their graduate degrees during be scheduled by the student and the adviser the past academic year. A faculty com- at least two weeks before graduation. The mittee designates the recipients of these student must have at least a B average in awards from nominees selected by each the major area and in the overall program college. A cash award and a plaque are at the time of application for the examina- given to each student and a commemora- tion. The necessary examination form is tive plaque to the faculty adviser of each available in the Graduate College Office in award-winning thesis or project. Lucas Hall. It is recommended that forms be requested five days in advance of the examination date. PRELIMINARY MASTER’S For a Master of Science degree candi- COMPREHENSIVE date, the committee conducting the exami- EXAMINATION nation must consist of three graduate faculty members, including the student’s advis- In addition to the final comprehensive er, at least one additional faculty member examination given during the last semester from the student’s major department and at of enrollment, the graduate faculty in each least one faculty member familiar with the department have the option of requiring student’s area of study. a preliminary comprehensive examina- For a Master of Arts or Master of tion to be administered sometime before Fine Arts candidate, the committee must completion of three-fourths of the master’s consist of the student’s adviser and at degree program. This preliminary exami- least two additional faculty from the major nation would be designed to measure the department, including the thesis or gradu- student’s competence in the major area. If ate recital director if this person is not also a particular program requires such a pre- the adviser. liminary examination, this information is The student, in consultation with the given in the description of the program in adviser, can suggest the names of faculty the departmental sections of this catalog. to serve on the committee. All members of the committee must have graduate faculty status. Adjunct graduate faculty and graduate faculty associates may not chair, but may serve on the committee with the permission of the Dean of the College of

60 Graduate and Professional Studies and must credits already applied toward an earlier sign the Report of Final Comprehensive degree, but must meet all requirements for Examination. A majority of the committee the appropriate degree. must recommend “satisfactory” in order for the student to pass. A candidate who fails the examination AUDITING COURSES may request re-examination no earlier than Students may audit classes on a space the following semester. A student who fails available basis with written permission of to pass the examination or thesis defense the class instructor and the department chair- on the second attempt will be dropped from person. Students who audit a course may the degree program. not transfer to regular status in the course Students should note specific depart- after the census date. Auditing students are mental requirements for the final com- expected to attend class on the same basis as prehensive examination or thesis defense a regular student. The instructor may delete in the course descriptions section of this from the roster any auditing student who does catalog. Doctoral examinations may vary not meet course requirements. so students should see their program handbook. RECORDS AND REPORTS OF TIME LIMIT STUDENTS Grades as filed with the office of the All requirements for the master’s Registrar are final, except where an error degree or Educational Specialist (Ed.S.) of judgment has occurred or an error has degree must be completed within six aca- been made in computation or transcription. demic years. Neither Radford University Students may electronically access grades courses nor transfer courses more than six at the end of the semester. academic years old at the time of gradu- A transcript is the official record, com- ation will be allowed as part of the hours piled by the Registrar, of a student’s aca- for graduation. All requirements for a demic career. For each semester or summer doctoral degree must be completed within term, the transcript shows the courses, eight years. Neither Radford University credits and grades; semester or summer courses nor transfer courses more than term grade point average; and notice of eight academic years old at the time of academic probation, suspension or with- graduation will be allowed as part of the drawal. Transfer credit also is recorded, but hours of graduation. without grades. The completed transcript records the SECOND MASTER’S DEGREE degree and major, concentration as appropriate, final graduation grade point average Students will not be allowed to enroll and the date the degree was conferred. in a graduate program leading to a master’s Transcripts are issued upon the receipt degree in a field in which they already of a signed, written request. There is no hold a graduate degree. A student pursuing charge for this service. There is a limit of a second master’s degree in a new field 10 transcripts issued per request, unless may not count toward the new degree any otherwise approved by the Registrar.

61 FAMILY EDUCATION RIGHTS Students should report any change of AND PRIVACY ACT name, address or marital status to the Registrar’s Office so their university Radford University student record pol- records can be corrected. icies and practices are in full compliance with state and federal laws. Upon request, the university will grant HONOR SYSTEM students who are or have been in attendance access to their educational records, except Radford University’s Honor System those excluded by law and will provide an provides the foundation for a university opportunity for a hearing to challenge such community in which freedom, trust and records. respect can prevail. In accepting admis- The university will not release informa- sion to Radford University, each student tion about a student from records, except makes a commitment to support and uphold directory information, to other than a speci- the Honor System without compromise fied list of exceptions without obtaining the or exception. The students of Radford written consent of the student. University believe that individuals have A full statement of the Family the right to compete fairly, to keep what Educational Rights and Privacy Act they have earned and to have others accept (FERPA) and information as to how stu- their word without question. Individuals dents may exercise the rights accorded have the responsibility to be honorable in them by this policy are available from the their own conduct and to insist that other office of the University Registrar or from students act honorably. the Dean of Students Office. Lying, cheating and stealing are con- University and federal laws permit the sidered to be acts of dishonor and will, university to routinely release information therefore, cause a student to be subject to in the following categories: temporary or permanent suspension from • Student’s name, local and home address, the university community. Students who phone listing commit an honor violation or any members • E-mail address of the Radford University community who • Degree program have knowledge that a student has com- • Participation in officially recognized mitted an honor violation are expected to activities and sports comply with the reporting procedures. • Weight and height of members of athletic teams GRADUATION POLICY • Photograph • Dates of attendance A currently enrolled full-time student • Degrees and awards received may meet the graduation requirements This information is released with listed in the Radford University Graduate respect to each student unless the stu- Catalog in effect at the time of the student informs the university that any and dent’s initial enrollment at Radford. Or, the all information designated should not be individual may elect to meet the require- released without the student’s prior con- ments in any subsequent catalog published sent. Requests for the restricted release of between enrollment and graduation as long directory information should be filed at the as the catalog is no more than six years old. Registrar’s Office. A student may not follow requirements for

62 graduation listed in a catalog in effect prior the official colors of the university. Thus, to the student’s enrollment at Radford. you should be able to identify the institu- Doctoral students must have completed tion from which the wearer received the all degree requirements prior to participa- degree and the level of the degree, by look- tion in commencement ceremonies. ing at the hood. The presentation of the hood is a symbolic recognition of admission to a higher scholarly status within the APPLICATION FOR DEGREE academic community. Awarding a graduate degree is not Each candidate for the advanced something to be taken lightly. The act of degrees must apply for the degree through attaching your hood as part of your aca- the Graduate College by the census date of demic regalia carries with it some signifi- the expected term of graduation according cant recognitions, including: to deadlines specified online. Unless the • acknowledgement of your achieve- necessary forms are filled out by the stu- ments dent before the stated deadline, graduation • recognition of the University’s expec- may be delayed. tations of your future leadership roles and COMMENCEMENT EXERCISES • acknowledgement of the University’s bond with you. Commencement exercises are conduct- Those who receive a Graduate Degree, ed at the end of the fall and spring semesters as well as the graduate faculty support- and are open to degree-seeking students ing the awarding of this degree, have only. Students completing degree require- formed a life-long partnership. The hood ments are urged to attend these ceremonies you receive will forever link you with unless extenuating circumstances justify Radford University and link the faculty of their absence. Diplomas will be mailed to Radford University with you. The colors students completing degree requirements you are awarded are both Radford’s colors after confirmation that their degree require- and yours. ments have been completed. The hooding is done by a Radford University graduate faculty member, traditionally a professor under whom the candi- HOODING CEREMONY date has studied. Earning an advanced degree is a distinctive achievement that deserves special PARTICIPATION IN recognition in addition to the customary COMMENCEMENT commencement ceremony. The practice of hooding degree recipients grows out Radford University restricts partici- of the traditions of academic regalia. The pation in graduation exercises to those academic cap, hood and gown originated degree-seeking students who will complete in medieval universities in Europe around their degree requirements by the time of the 12th century. commencement or (for Spring ceremonies) Hoods are traditionally black on the those who can complete all coursework in outside, trimmed with the color represent- no more than two courses or six semester ing the degree and lined on the inside with

63 hours, which will be available during the EXCEPTION TO ACADEMIC immediately following summer session(s). POLICIES Graduation applications and petitions to participate in commencement must be The Radford University Graduate approved by the department following Catalog is the basic authority for academic the guidelines established by departments requirements at Radford University. All and submitted to the Graduate College by students are expected to follow the catalog the census date of the expected term of in the pursuit of their degrees. On rare graduation. occasions, extraordinary circumstances Participation in commencement does may, however, justify minor departures not guarantee that the diploma will be from the catalog requirements. A graduate awarded. student who needs to petition for an exception to academic policy must complete the Graduate Student Academic Petition form in consultation with his/her adviser, available in the Graduate College office and submit to the Graduate College.

The Covington Center for Visual and Performing Arts opened in Fall 2008. This state-of-the- art facility houses the Galley at the Covington Center, rehearsal rooms and a 300-seat performance hall.

64 Academic Colleges

Radford University is organized into COLLEGE OF BUSINESS AND seven colleges – the College of Graduate and ECONOMICS Professional Studies and six academic colleges. Students enrolled in graduate programs apply Faye Gilbert, Dean to the Graduate College and are advised by J. Duncan Herrington, Associate Dean graduate faculty members. However, they still Whitt 135, (540) 831-5187 maintain close ties with the other academic col- The College of Business and Economics leges in which their majors are located. A stu- offers the Master of Business Administration dent majoring in music is considered a member (MBA) degree, an interdisciplinary program of the College of Visual and Performing Arts as that involves course work in the College’s three well as the Graduate College. academic departments: Accounting, Finance and Information Systems; Economics; and Management and Marketing. COLLEGE OF HUMANITIES AND BEHAVIORAL SCIENCES Accreditation Dr. Brian Conniff, Dean The graduate and undergraduate programs in William Kennan, Interim Associate Dean business administration offered by the College of Russell 133, (540) 831-5149 Business and Economics at Radford University The College of Humanities and Behavioral are accredited by the International Association Sciences offers a Doctor of Psychology in for Management Education. (AACSB). The Counseling Psychology, the master’s degree in AACSB is recognized by the Council on four areas and the Educational Specialist degree Postsecondary Accreditation and by the Office of in School Psychology. Degrees are listed on p. Postsecondary Accreditation, U.S. Department 114. of Education, as the sole accrediting agency for Graduate degrees are offered through the baccalaureate and master’s degree programs in departments of Communication, Criminal business administration and accounting. Justice, English and Psychology. Other areas or departments do not offer a Enrollment Restrictions graduate degree but offer selected courses for graduate credit. Students in graduate programs outside of The College of Humanities and Behavioral business may not take more than 50 percent Sciences consists of English, foreign languages of their coursework in business or economics and literatures, history, philosophy and religious courses. studies, anthropology, criminal justice, geography, political science, psychology, the School of Center for Economic Education Communication and sociology. 145 Davis Hall, (540) 831-5100 Both graduate and undergraduate programs The Center for Economic Education pro- within the College provide close student-faculty vides in-service programs for local teachers relationships designed to meet the needs of of economics or economics-related subjects. individual students. The center also prepares educational materials, conducts research, assembles economic education libraries and engages in a variety of community programs. The Center for Economic Education is a member of the Virginia Council on Economic Education and the U.S. Joint Council on Economic Education.

65 COLLEGE OF EDUCATION AND Center for Professional HUMAN DEVELOPMENT Development Patricia Shoemaker, Dean Robert McCracken Bill Zuti, Associate Dean Peters Hall, A044 Peters Hall A121, (540) 831-5439 (540) 831-5682 The College of Education and Human The Center for Professional Development Development provides programs designed to was established in the College of Education and prepare students for areas of specialization that Human Development and reports directly to include teaching and administration in elemen- the dean of the college. Working with regional tary, middle and secondary schools; reading; directors of professional development, the cen- curriculum and instruction; school and commu- ter serves school divisions by providing cur- nity counseling; and special education. Students rent, relevant staff development programs that may select from a wide range of program enhance the professional growth of classroom options at both the undergraduate and graduate teachers, school administrators and other school levels. Many of these options lead to profession- personnel. More information can be obtained as al licensure. Through programs emphasizing follows: e-mail: [email protected]; web: academic excellence, the College is committed www.radford.edu/pdcenter. to the development of knowledgeable, thoughtful, skillful and caring professionals who think WALDRON COLLEGE OF HEALTH critically and synthesize experience as effective practitioners, leaders and innovators. AND HUMAN SERVICES Students in the College of Education and Raymond Linville, Dean Human Development work closely with highly Kenneth Cox, Associate Dean competent faculty dedicated to teaching, provid- 345 Waldron Hall, (540) 831-5102 ing service and promoting academic excellence The Waldron College of Health and Human at Radford University. Services provides students with programs of The College of Education and Human study for entry into and advancement within Development includes the Department of health-related and human services professions. Counseling and Human Development, the The programs combine a strong liberal arts and Department of Exercise, Sport and Health sciences base with discipline-specific study to Education, the Department of Recreation, develop graduates who contribute to the health Parks, and Tourism, and the School of Teacher and well-being of society. Programs are char- Education and Leadership. acterized by an emphasis on integrating theory with practice in the classroom and in on- and Licensure off-campus practicum experiences. The faculty Individuals who are seeking to become is committed to teaching and promoting student a licensed teacher must apply to the Teacher development, to advancing scholarship within Education Program through the Field Experience the disciplines and to providing professional Office in the College (Peters Hall A104, 831- service. 5277). The Waldron College of Health and Human Services is composed of six academic departments. Graduate students may pursue a Accreditation Master of Arts or Master of Science degree in Programs which prepare individuals to Communication Sciences and Disorders with work in school settings are approved by the a concentration in speech-language patholo- Virginia Board of Education and are accredited gy; a Master of Science in Nursing with a by the National Council for the Accreditation of specialty in Adult Clinical Nurse Specialist, Teacher Education. Gerontology Clinical Nurse Specialist, Family Nurse Practitioner, Nurse Midwifery and a post baccalaureate gerontology certificate; a Master

66 of Occupational Therapy degree; or a Master of COLLEGE OF SCIENCE AND Social Work degree. TECHNOLOGY Orion Rogers, Dean COLLEGE OF VISUAL AND Arthur Carter, Associate Dean PERFORMING ARTS 127 Davis Hall, (540) 831-5958 The College of Science and Technology Joseph P. Scartelli, Dean includes the disciplines of information technol- 242 Porterfield Hall, (540) 831-5265 ogy, mathematics, statistics, geology, biology, The College of Visual and Performing Arts chemistry and physics. The college collaborates seeks to provide comprehensive preprofessional with the College of Education and Human and liberal arts education for students in the Development in preparing future math, science disciplines of dance, fashion, interior design, and technology K-12 teachers and Community music, theatre and the visual arts; to serve College and higher education instructors. the educational needs of all Radford students The college prepares students with skills by providing comprehensive opportunities and and expertise essential to the Commonwealth experiences in the arts; to enrich the artistic and and the nation as each moves from an indus- cultural environment of the university, western trial-based economy to an information-based Virginia, the Commonwealth and beyond; and economy. to make significant artistic contributions in the Most important, the learning experiences, disciplines of dance, fashion, interior design, programs of study and faculty mentoring are music, theatre and the visual arts. all designed to teach students to be comfortable The faculty of the college maintain active with the dynamics of change. Faculty work as professional lives as performers, artists, design- partners with students in research and build ers and research scholars. Frequent visits by strong alliances with government and industry guest artists provide a special dimension to the leaders to develop cooperative research pro- educational experience of the arts. Students have grams and educational opportunities for their many opportunities to learn from the arts profes- majors. sionals who appear on the campus annually. Internship programs are an integral part of many College of Visual and Performing Arts degree requirements. The College’s Community Arts School employs qualified students as teachers in dance, music, theatre and the visual arts.

67 Academic Programs

ACADEMIC TERMINOLOGY Concentration: A concentration or specialization is a field of study within a Degree: A degree represents the academic discipline. An example is Curriculum and level of a program and the general category Instruction within Education. The number into which it falls. For example: Master of of semester hours for a concentration var- Arts, Master of Science, etc. At Radford ies, but are always included within the University, the term “Arts” in a graduate semester hours for the degree. This distin- degree generally implies a language and guishes concentrations and specializations thesis requirement. The minimum number from options. of semester hours for a Radford University Option: An option is a set of related graduate degree is 30. courses and/or experiences that comple- Discipline: A major represents a stu- ments the discipline (as distinguished from dent’s principal field of study, for example, being a field within the major). Another Psychology, Music, etc. definition of option is a choice, e.g., thesis, Program: The term “program” defies non-thesis, with a degree program. unique definition. One use of the term involves a combination of a discipline and a degree, e.g., Master of Science in Criminal Justice. Occasionally, a program may consist only of a degree and not have a specific discipline, as in the Master of Business Administration. “Program” may also be used in a more generic sense to modify degree combinations, as in “School Psychology Program.”

The Radford University Honor Code I do hereby resolve to uphold the Honor Code of Radford University by refraining from lying, from the stealing or unauthorized possession of property and from violating the Standards of Student Academic Integrity.

68 Courses of Study

FART Areas of Concentration (2-D or 3-D) 30 Art History 9 Andrew S. Arbury, Chairperson Art Electives 12 Halide Salam, Program Coordinator Art 702. Studio Management 3 Graduate Faculty Art 699. Research and Thesis 6 See Graduate Faculty list at: http://gradcollege.asp.radford.edu/faculty.html Final Comprehensive Examination A final, comprehensive oral examination is Graduate Art Students work with faculty to required of all Master of Fine Arts students. design their course of study. Because of the The examination should be taken during the comfortable size and flexibility of the M.F.A. last semester of the student’s graduate program program, students benefit from close association and should be scheduled by the student and with professional faculty and fellow students. adviser at least two weeks before graduation. The graduate program draws students from many The student should present the “Report of Final parts of the United States as well as well as other Comprehensive Examination” form to the com- countries, promoting a global perspective. The mittee at the time of the examination. Forms are M.F.A. (Master of Fine Arts) requires 60 gradu- available in the Graduate College Office. Please ate hours and allows students to seek a terminal refer to “Final Comprehensive Examination” on degree in studio art. Students elect an area of p. 60. specialization within their concentration. FBUSINESS ADMINISTRATION (MBA) DEGREE ADMISSION REQUIREMENTS Elizabeth Jamison, Program Director MBA Program M.F.A. G704 Fairfax St., (540) 831-6712 • Minimum grade point average of 2.75 overall and in the major Accounting, Finance and Business Law • Two letters of reference Dan Davidson, Chairperson • Statement of philosophy, overall goals and Economics synopsis of work George Santopietro, Chairperson • B.F.A. or commensurate collegiate course work Management • Evidence of artistic competence is required, K. Vernard Harrington, Chairperson as demonstrated by submission of 20 slides or Marketing CD of recent work James Lollar, Chairperson Acceptance in the program is competitive. Graduate Faculty See Graduate Faculty list at: http://gradcollege.asp.radford.edu/faculty.html MASTER OF FINE ARTS DEGREE Art Major 60 hrs. Graduate business students work directly with the MBA office to design their program of The degree consists of 60 semester hours within study to best accommodate their academic and five areas, a M.F.A. thesis, a final comprehen- personal goals. Our international concentration sive examination and an M.F.A. exhibition. can be modified to allow our full-time students Required Courses 60 hrs. to elect a study abroad while our part-time students may consider other work-life friendly

69 scheduling. The RU MBA is accredited by the knowledge through work experience. A student Association to Advance Collegiate Schools of may submit a request for prerequisite review to Business (AACSB) and requires 36 credit hours; meet these prerequisite requirements. 24 of these credit hours are core business courses Prior to enrolling in MBA classes, all appli- required for all students. cants are expected to have achieved, by experience and/or education, basic skills in written and oral communication and computer usage. ADMISSION REQUIREMENTS Applications for admission may be made for PROGRAM REQUIREMENTS the fall, spring or summer semesters. Please see p. 21 for specific deadlines. Applicants must: All students in the MBA program are subject • meet all requirements of the Graduate to academic regulations for graduate students, College; which are described in detail beginning on p. • provide official university and college tran- 48. scripts to the Graduate College; After admission, MBA students are required • provide official scores from the Graduate to complete 36 semester hours of graduate course Management Admission Test (GMAT) or evi- work consisting of the following: dence of significant and relevant work experience; Program Requirements 36 hrs. • provide two letters of reference from professors in the major area of study and/or employ- Required Courses 27 hrs. ers; ACTG 611. Accounting for Decision Making • meet major undergraduate foundation knowl- and Control. 3 edge. MGMT 621. Organizational Behavior and Applicants should also provide additional Management Skills. 3 information such as a resume of prior experi- ITEC 623. Management Information ence/work history, evidence of creativity and Systems. 3 leadership and a written statement on why he/she MGMT 624. Operations Management. 3 is interested in obtaining an MBA. Admission is competitive and is granted only FINC 631. Financial Management. 3 to those who show high ability and likely suc- MKTG 641. Marketing Management. 3 cess in graduate business study. Criteria used for ECON 651. Managerial Economics. 3 admission include the candidate’s score on the GMAT, undergraduate grade averages and the MGMT 685. Strategic Management 3 trend of the grades during undergraduate work, International Elective 3 letters of reference, a goals statement and work Electives 9 hrs. experience. Prerequisites: Applicants must demonstrate All electives must be a course with an inter- evidence (or proof) of knowledge in the follow- national focus unless otherwise approved by the ing foundation areas (or equivalents): MBA Director. Electives outside the College of • Accounting (3) Business and Economics must be approved by • Economics (3) the director of the MBA program. • Finance (3) • Statistics (3) MBA Comprehensive Examination Policy The Radford University MBA Comprehensive These prerequisites may be met through equiv- Exam is integrated with MGMT 685, Strategic alent coursework from an accredited university, Management. MGMT 685 is the capstone course successful completion of pre-approved prepara- of the MBA core curriculum. tion courses, and/or sufficient demonstration of

70 Each MBA student must have a 3.0 or higher sional credential is issued to individuals who grade point average (GPA) and be near comple- present evidence of their ability to provide inde- tion of the MBA Program of Study (last semester pendent clinical services to persons who have of enrollment or permission of the instructor) disorders of communication. The program’s cur- in order to enroll in MGMT 685, Strategic ricula also provide students the opportunity to 1) Management. MGMT 685 utilizes an integrated meet the requirements of the Virginia Board of business analysis project which must be present- Audiology and Speech-Language Pathology for ed by students and a final exam which includes licensure in speech-language pathology and 2) the business management core competencies. meet requirements for teacher licensure offered Each MBA student must make a grade of through the Virginia Department of Education for "B" or better in this capstone course in order those graduates who seek employment through to satisfy the comprehensive exam requirement. the Virginia Department of Education. A student who makes less than the grade of "B" The program offers either a Master of Science must repeat the course and make a grade of "B" or Master of Arts degree in Communication or higher to satisfy the comprehensive exam Sciences and Disorders, with a concentration in requirement. The course may be repeated only speech-language pathology. A thesis is required once and must be successfully completed within for the Master of Arts degree. A final, compre- a 12-month period. A student who fails to earn a hensive examination is required of all Master grade of "B" or higher on the second attempt will of Arts and Master of Science candidates.For be dropped from the program. Master of Arts candidates, the final comprehensive examination will be an oral defense of the master’s thesis. Master of Science candidates FCOMMUNICATION SCIENCES are required to pass a final written comprehen- AND DISORDERS sive examination. COSD graduate students are responsible for becoming familiar with and for Claire Waldron, Chairperson meeting all stated Academic Policies outlined in Diane Miller, Graduate Program this catalog. Coordinator Graduate Faculty ADMISSION REQUIREMENTS See Graduate Faculty list at: http://gradcollege.asp.radford.edu/faculty.html Prospective students should complete procedures for graduate student admission as indicated in this catalog, noting the following department GRADUATE PROGRAM specific requirements for the COSD program: • A minimum grade point average of 3.0 overall The mission of the Department of and 3.0 in all major core courses Communication Sciences and Disorders (COSD) • Submission of a one to two page essay which is to develop speech-language pathologists who outlines the student’s personal and profession- are ethical, thoughtful, knowledgeable, skillful al goals and reasons for pursuing a master’s and capable of working independently and in degree at Radford University collaboration with clients, families and other • Submission of a resume professionals. • Submission of three letters of reference from The department’s graduate program in Speech- faculty members, a faculty adviser, or clinical Language Pathology is accredited by the Council supervisors who are familiar with the stu- on Academic Accreditation of the American dent’s performance in major coursework Speech-Language-Hearing Association (ASHA). • Submission of Graduate Record Examination The program offers academic and clinical cur- score ricula that provide students with the knowledge Students who have not earned an under- and skills required for the Certificate of Clinical graduate degree in Communication Sciences and Competence in Speech-Language Pathology Disorders must complete the following 28 credit (CCC-SLP). This nationally recognized profes- hours of supporting coursework in addition to the

71 Required Graduate Core Courses. Students have two In addition to the standards printed in this options for completing supporting courses. The first catalog, COSD graduate students are required option is to complete supporting courses as a non-de- to meet the following academic standards in gree seeking student before applying to the Graduate order to graduate with a master's degree in Program. The second option is to complete supporting Communication Sciences and Disorders: courses after admission to the Graduate Program; in • Earn at least a “C” or better in all COSD this case, all supporting courses will appear on the courses. official transcript and will be calculated in the overall • Earn a minimum grade of B in all COSD 640 graduate grade point average. credits in the program of study. For the Master of Science degree at least 12 COSD 301. Anatomy and Physiology of the credit hours of COSD 640 with a grade of B Speech, Language and Hearing Mechanism. 4 or better are required. For the Master of Arts degree at least 9 credit hours of COSD 640 COSD 315. Language Science and with a grade of B or better are required. Any Technology. 3 COSD 640 credits in which less than a B is COSD 316. Hearing Science. 3 earned must be repeated. COSD 330. Introduction to Audiology. 3 • If a student earns a grade of “F” in any section of COSD 640 for behavior that is not COSD 421. Language Development: Birth to consistent with professional service delivery Five Years. 3 and/or any violation of the code of ethics COSD 425. Later Language Development. 3 of the American Speech-Language-Hearing COSD 438. Phonetics. 3 Association, the result will be automatic termination from the COSD graduate program. COSD 454. Speech-Language Disorders: Prevention and Assessment. 3 COSD 455. Speech-Language Disorders: SPEECH-LANGUAGE Intervention Methods and Application. 3 PATHOLOGY CONCENTRATION

The deadline for applications is February 1. MASTER OF SCIENCE DEGREE Admission to the program is competitive. Final admission decisions will be made by April 1 Program Requirements 51 hrs. for Fall enrollment. The sequence of graduate Required Core Courses 51 hrs. studies begins in the Fall semester, although students may elect to complete academic course- COSD 512. Audiologic Rehabilitation. 3 work required for teacher certification the sum- COSD 601. Research in Communication mer before beginning the graduate sequence of Sciences and Disorders. 3 courses. COSD 602. Language Disorders: Birth to ACADEMIC AND CLINICAL Five Years. 3 REQUIREMENTS COSD 604. Advanced Studies in Articulatory and Phonologic Disorders. 3 COSD students are required to complete course work and clinical practica that meet COSD 606. Fluency Disorders. 2 ASHA’s 2005 Standards for the Certificate of COSD 607. Language Disorders in School- Clinical Competence (CCC-SLP) in Speech- Age Children and Adolescents. 3 Language Pathology, including demonstration of COSD 608. Motor Speech Disorders. 3 prerequisite knowledge of biological sciences, physical sciences, mathematics, and the social/ COSD 609. Aphasia. 3 behavioral sciences through transcript credit COSD 610. Pediatric and Adult Dysphagia. 3 (which could include course work, advanced COSD 611. Autism Spectrum Disorders. 2 placement, CLEP, or examination of equivalency). COSD 615. Voice Science and Disorders. 4 72 COSD 616. Augmentative and Alternative degree, the course must be taken for Virginia Communication. 3 teacher licensure in Speech-Language Pathology. COSD 630. Professional Development I. 1 Students should also consult with their advisers regarding other licensure requirements. COSD 631 Special Topics in Communication Disorders. 2 COSD 640. Advanced Practicum in Speech- FCORPORATE AND Language-Hearing. 12 PROFESSIONAL COSD 650. Professional Development II. 1 COMMUNICATION

MASTER OF ARTS DEGREE Lynn Zoch, Director School of Communication A thesis is a requirement for the Master of Arts Kristin Froemling, Program Coordinator degree. An oral defense of the thesis is required Graduate Faculty during the last semester of enrollment. See Graduate Faculty list at: http://gradcollege.asp.radford.edu/faculty.html Program Requirements 54 hrs. Required Core Courses 54 hrs. GRADUATE PROGRAM COSD 512. Audiologic Rehabilitation. 3 The Master of Science degree in Corporate COSD 601. Research in Communication and Professional Communication is an applied Sciences and Disorders. 3 degree designed to prepare students for a vari- COSD 602. Language Disorders: Birth to ety of careers in the public and private sector. Five Years. 3 Students will be prepared to seek careers as communication professionals in human services COSD 604. Advanced Studies in Articulatory and in management positions, as public relations and Phonologic Disorders. 3 specialists and as training/development coordi- COSD 606. Fluency Disorders. 2 nators. COSD 607. Language Disorders in School- Graduates of the program demonstrate a broad Age Children and Adolescents. 3 range of career possibilities. For example, our graduates currently hold positions in fields as COSD 608. Motor Speech Disorders. 3 diverse as health care, public relations, computer COSD 609. Aphasia. 3 software, media, higher education, non-profit COSD 610. Pediatric and Adult Dysphagia. 3 services and government. Additionally, students are prepared to pursue doctoral degrees. The COSD 611.Autism Spectrum Disorders. 2 degree provides a foundation of course work in COSD 615. Voice Science and Disorders. 4 both internal and external organizational com- COSD 616. Augmentative and Alternative munication and also allows students to focus Communication. 3 their studies in their specific areas of interest. COSD 630. Professional Development I. 1 ADMISSION INFORMATION COSD 631 Special Topics in Communication The basic requirements for graduate study Disorders. 2 at Radford University are given in this catalog. COSD 640. Advanced Practicum in Speech- General requirements and procedures for the Language-Hearing. 9 Master of Science in Corporate and Professional COSD 650. Professional Development II. 1 Communication follow. Detailed requirements and procedures for the degree may be found in COSD 699. Research and Thesis. 6 the Corporate and Professional Communication COSD 511. Public School Methods in a Diverse Graduate Student Handbook. Society. While not required for a graduate (www.radford.edu/gradcomm)

73 In those cases where program requirements • Write a short essay (typed, double-spaced and and procedures are more stringent than those limited to three pages in length) addressing of the College of Graduate and Professional the following issues: Studies, the requirements and procedures of the a. Upon what past experiences and interests program take precedence. It will be assumed do you base your present decision to apply to that students are thoroughly familiar with the this graduate program? requirements and procedures stated in the above b. How does study for the M.S. in this documents. The ultimate responsibility for meet- program fit in with your short- and long-term ing all stated degree requirements rests with the goals and career aspirations? student. The dean and staff of the College of c. Is there any other information, not covered Graduate and Professional Studies, the Graduate elsewhere in your application, that you would Program Coordinator and the graduate faculty like to share with the program’s graduate are all available to guide, advise, help interpret admissions committee? policies and otherwise assist the student in meet- • Applicants whose native language is not ing degree requirements. English must also take the Test of English Application materials provide a variety of as a Foreign Language (TOEFL) and submit information about an applicant’s skills, talents, scores as part of their application materials. background, experiences, career goals, motiva- All of the above application materials should tion, commitment and potential for successful be sent to: completion of the program. The Corporate and Professional Communication admissions com- College of Graduate and Professional Studies mittee will view each applicant’s admission Radford University file as an integrated package. No single item Box 6928 of information will be used to reject any appli- Radford, VA 24142 cant. The application information enables the Applicants to the graduate program are nor- committee to select a class of entering graduate mally admitted for the fall semester; however, students who individually and collectively have admission may be granted for the spring semes- the potential to make substantial contributions to ter. An applicant who is applying for admission the professional and intellectual environment of for the fall semester should have his or her appli- the program, university and field. Admission is cation file completed by March 1. An applicant competitive. who is applying for admission for the spring In addition to meeting the minimum require- semester should have his or her application file ments for the Graduate College, the following completed by October 1. application procedures are required: • Complete and submit the Application for GRADUATE ASSISTANTSHIP Graduate Admission form, including official INFORMATION copies of all undergraduate and graduate transcripts. This requirement applies even if Graduate assistantships are available for an applicant has not yet completed an under- the program in Corporate and Professional graduate degree. Communication. Because the degree focuses • Take the Graduate Record Examination (GRE) on the education and training of communication Aptitude Test and include exam scores with professionals and because those communication the application. Test scores more than five professionals may well be called upon to educate years old will not be accepted. Subject tests and train others in the workplace or the class- offered by the Educational Testing Service are room, the primary duties of graduate assistants not required. No other exams or tests may be involve teaching. substituted for the GRE Aptitude Test. • Provide at least three recent letters of reference.

74 The Corporate and Professional Com- COMM 600. Communication Theory. 3 munication faculty believe that all graduate COMM 605. Applied Communication assistants who teach should be provided with Research. 3 the best preparation possible for educating others. Thus, all teaching assistants are provided COMM 610. Seminar in Organizational with a semester of training and practice under Communication. 3 a designated mentor before those assistants are COMM 615. Seminar in Public Relations. 3 assigned teaching responsibilities. Typically, COMM 620. Training and Development. 3 graduate assistants who complete their semester of training are assigned to work with the men- Non-Thesis Option 15 hrs. tor in teaching communication courses. Before Electives, approved by Graduate assuming any teaching duties, however, students Coordinator. 15 must be approved for teaching assignments by Thesis Option 15 hrs. the graduate faculty and the teaching mentor. Applicants for admission who also wish to be COMM 699. Research and Thesis. 6 considered for a Graduate Assistantship should Electives, approved by Graduate write a letter to that effect addressed to: Coordinator. 9 Graduate Program Coordinator Because some students may not have com- Corporate and Professional Communication pleted an undergraduate degree in communica- Radford University tion, other factors may be taken into consider- Box 6932 ation when assessing potential. For example, Radford, VA 24142 sufficient experience in a communication-related Letters requesting consideration for a profession will be taken into consideration when Graduate Assistantship for the fall semester must assessing a student’s potential. Students lacking be received by March 1. Letters requesting con- a sufficient background in communication (as sideration for a Graduate Assistantship for the judged by the admissions committee) may be spring semester must be received by October 1. required, prior to enrollment in graduate courses, All Graduate Assistantships are competitive. to take one or more undergraduate courses to provide the necessary foundation for graduate OPTIONS study in communication. These courses may not be counted as a portion of the 30 hours required There are two options in the degree program: to complete the degree. a non-thesis option and a thesis option. Students graduating under the non-thesis option must successfully complete 30 hours of course work and ACCELERATED BACHELOR’S/ a comprehensive examination. Students graduat- MASTER’S DEGREE CORPORATE AND ing under the thesis option must successfully PROFESSIONAL COMMUNICATION complete 24 hours of course work, apply for and complete a thesis for six hours of credit and suc- The objective of the accelerated Bachelor’s/ cessfully complete an oral defense of the thesis. Master’s degree program in Corporate and (See “Final Comprehensive Examination” on p. Professional Communication is to provide a 60). means by which exceptional undergraduate students at Radford University may complete the requirements for both the Baccalaureate and Program Requirements 30 hrs. Master’s degrees at an accelerated pace. Required Courses 15 hrs. For information on accelerated programs, see p. 55. For more information contact the All students must successfully complete the Department of Communication, the graduate following core courses: admissions office or consult the web at http:// gradcollege.asp.radford.edu/index.html.

75 FCOUNSELING AND HUMAN of required courses are: COED 641: Practicum: DEVELOPMENT Individual Counseling Techniques and COED 642: Practicum: Group Counseling Techniques. Alan Forrest, Chairperson and Graduate COED 641 and COED 642 must be completed Program Coordinator in the Department prior to enrolling in any Graduate Faculty counseling internship offered in the department. See Graduate Faculty list at: Other courses offered by the department can be http://gradcollege.asp.radford.edu/faculty.html taken for the purpose of professional endorsement certification or licensure with approval of The Counseling and Human Development the Chair. program offers graduate education leading to the Master of Science (M.S.) degree for students interested in becoming professional counselors SPECIALIZED ENDORSEMENTS AND and working in elementary, middle and secondary LICENSURE FEATURES schools, colleges or universities and community School Counseling (K-12): counseling centers, hospitals, agencies or clin- Graduates of the school counseling program ics. The program also trains students in student are eligible to obtain licensure by the state at affairs and college counseling who are employed the kindergarten through grade 12 (K-12) level. in college or university administration. Licensure as a Virginia school counselor requires Three programs in the department were nation- the candidate have a master’s degree from a state ally accredited in 1996 and reaccredited in 2004 approved program in counseling. by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Licensed Professional Counselors (LPC): Accredited programs include Community Radford University’s Counselor Education Counseling, School Counseling and College Department provides academic course work that Counseling. The program is also accredited meets degree requirements established by the by the National Council for the Accreditation Virginia Board of Counseling for licensure as a of Teacher Education (2004) and the Virginia Licensed Professional Counselor. Department of Education (2004). These certification and accreditation achievements certify that Licensure for Professional Counselor in the department offers the highest quality profes- Virginia sional education available in the counseling and The Commonwealth of Virginia, Department student affairs professions. of Health Professions, Board of Counseling is the state agency that determines licensure for PROFESSIONAL ENDORSEMENTS AND professional counselors in Virginia. The state of LICENSURE Virginia requires that the applicant for licensure shall have completed 60 semester hours or 90 Courses in the department are often used for quarter hours of graduate study in the following educational endorsements and for state licen- core areas, with a minimum of 3 semester hours sure by professional regulatory boards such as or 4.5 quarter hours in each of the areas identified the Commonwealth of Virginia Department of as follows: Health Professions Board of Counseling and • Professional identity, function and ethics; other licensing agencies. Students with mas- • Theories of counseling and psychotherapy; ter’s degrees seeking endorsements in School • Counseling and psychotherapy techniques; Counseling, needing specialized courses or seek- • Human growth and development; ing to enroll in supervised clinical practica or • Group counseling and psychotherapy, theories internships in community counseling leading to and techniques; licensure as a Licensed Professional Counselor, • Career counseling and development theories must complete the following advanced level and techniques; course sequence prior to enrolling in any of the • Appraisal, evaluation and diagnostic proce- department’s clinical internships. The sequence dures;

76 • Abnormal behavior and psychopathology; COED 680. Couples and Family Counseling: • Multicultural counseling, theories and tech- Theory and Methods. niques; COED 681. Couples and Family Counseling: • Research; Strategies and Techniques. • Diagnosis and treatment of addictive disorders; COED 685. Foundations of Play Therapy. • Marriage and family systems theory; and COED 686. Overview of Substance Abuse • Supervised internship of 600 hours to include and Addictive Disorders. 240 hours of face-to-face client contact. COED 688. Crisis Intervention and Trauma The Department of Counselor Education has Counseling. identified courses which may be taken to satisfy the core areas listed above. Students wishing to COED 690. Internship in Community Mental pursue licensure in Virginia should consult with Health Counseling. their adviser in planning their program of study. COED 699. Research and Thesis Courses identified in the Department of Only those students who already have a mas- Counselor Education: ter's degree or are seeking licensure will be per- EDEF 606. Educational Research. mitted to enroll in Counselor Education (COED) COED 610. Human Growth and courses. Special permission for students seeking Development. a master's degree in another department can request permission to enroll in classes from the COED 611. Introduction to Counseling department chair. Theories and Techniques. COED 612. Professional, Ethical, and Legal NATIONAL CERTIFICATION: Issues in Counseling. Counselors in all three concentrations – Student COED 613. Career Counseling. Affairs, Community and School Counseling – COED 614. Group Counseling Theories and can earn the national certification from the Techniques. National Board of Certified Counselor (NBCC) COED 615. Assessment and Appraisal by successfully passing the National Counselors Techniques in Counseling. Examination (NCE) offered upon completion of the program. COED 616. Cultural and Diversity Counseling. ADMISSION REQUIREMENTS COED 620. Psychopathology, Diagnosis, and Treatment Planning. Admission to the program is competitive and the department values diversity in its student COED 633. Gender Issues in Counseling. population. Prospective students are selected for COED 635. Human Sexuality Issues in the program based on their ability to complete Counseling. academic requirements of the program, personal COED 637. Death, Loss and Grief qualifications necessary for success in the coun- Counseling. seling and student affairs profession and appropriateness of professional goals. COED 641. Practicum: Individual Counseling The Admissions Committee of the department Techniques. will evaluate academic qualifications and poten- COED 642. Practicum: Group Counseling tial for success in the program based on an admis- Techniques. sions application portfolio. Applicant admissions COED 650. Introduction to Community portfolios are evaluated throughout the year, but Mental Health Counseling. matriculation as a student into the Counselor Education program is restricted to summer and COED 670. Counseling Children and fall terms only. Priority admission deadline is Adolescents. February 1 for summer and fall admissions. The

77 space-available admission deadline is April 15 of all students who do not elect to write a thesis. for summer and fall admissions. Students are eligible to take the examination as of Admissions decisions are made based on an the semester in which they complete all required overall evaluation of all stated criteria. Failure core coursework. Additionally, all students who to meet a minimum criterion in one area will not register to take the comprehensive examination necessarily be cause for rejection of admission. must have an approved letter of candidacy and have a signed copy of their program of study The admissions portfolio shall include: on file with the Graduate College. A student • Minimum undergraduate GPA of 2.75 or must complete the examination no later than higher two weeks prior to graduation. The comprehen- • Official transcripts of all prior undergraduate sive examination is a written examination and and graduate work; typically includes essay and objective exami- • A maximum of 9 credit hours may be trans- nation questions. (See “Final Comprehensive ferred into the Counselor Education program Examination” on p. 60.) with the exclusion of the following clinical courses: COED 611, COED 641, COED 642 Thesis Option and COED 690-694; • Graduate Record Examination (GRE) or Miller Students may elect to write a master’s thesis Analogies Test (MAT) scores are required; instead of taking the comprehensive examina- • Three personal reference letters submitted to tion. The master’s thesis is directed by graduate the Graduate College; and faculty in the department. Students who plan to • Admissions Essay, limited to three pages, write a master’s thesis should begin designing including experiences, interests and other fac- their research and planning the thesis during tors central to your decision to apply to the their first year in the program. A thesis grade is program and short- and long-term goals and recorded “Pass” or “Fail.” career aspirations related to the program. PROGRAMS OF STUDY Admission is competitive. Approximately 40 School Counseling (K-12) new students are admitted for fall matriculation The school counseling program consists of each year. 48 credit hours of courses in the Counselor Education Department, including three hours ACADEMIC QUALITY STANDARDS of elective approved by the faculty adviser. The The following courses must be completed school counseling program educates and trains with a "B" or better: COED 610. Human students to become knowledgeable, thoughtful Growth and Development, COED 611. and skillful counselors at K-12 levels. Introduction to Theories and Techniques, COED The curriculum includes core courses which 612. Professional, Ethical, and Legal Issues introduce the student to human growth and devel- in Counseling, COED 614. Group Counseling opment, counseling theory, professional issues Theories and Techniques, COED 641. Practicum: in counseling and consulting skills. A blend Individual Counseling Techniques and COED of other courses are more specifically directed 642. Practicum: Group Counseling Techniques. toward continued development of school coun- Furthermore, any student receiving more than seling knowledge and thoughtful application of two C’s or lower in graduate courses attempted this knowledge in self development and clinical at Radford University will be dismissed from the practice. Finally, the curriculum focuses on the Counselor Education program. integration of knowledge, skills and abilities into a skillful counselor. Licensure as a Virginia school counselor COMPREHENSIVE EXAMINATIONS requires that the candidate have a master’s degree A written comprehensive examination, sched- from a state approved program in counseling. uled in the fall and spring semester, is required The school counseling concentration requires 48

78 semester hours of course work and is CACREP Practice Counselor, Community Mental Health accredited. It prepares students for state license Counselor, Clinic or Hospital Psychotherapist, as school counselors in Virginia and similar Career Counselor, Employee Assistance states. Graduates of the program are prepared to Counselor, Gerontology Counselor, Marriage be licensed by the state at the K-12 grade levels. and Family Counselor and Substance Abuse Counselor. Student Affairs The Student Affairs program educates future student affairs administrators, student develop- MASTER OF SCIENCE IN COUNSELING AND HUMAN DEVELOPMENT ment educators and counselors who are skilled in assessing and promoting student growth and The following core courses are required of development in the context of higher education. students in all concentrations. Additional course The program leads to a Master of Science Degree requirements for each of the concentrations are through integrating academic course work with listed below: practicum and internship experience. The program has student development, counseling and administrative emphases. Student Program Requirements 48 hrs. development theory permeates the program and Required Courses 30 hrs. provides an essential knowledge base upon which EDEF 606. Educational Research. 3 counseling, student development education and student affairs administration are built. Students COED 610. Human Growth and decide between two options of study: Student Development. 3 Affairs or College Counseling. Both programs COED 611. Introduction to Counseling require 48 semester credit hours. Theories and Techniques. 3 The administrative track addresses knowledge COED 612. Professional, Ethical, and Legal and skill development in the administration and Issues in Counseling. 3 management within an academic community. The counseling track includes knowledge and COED 613. Career Counseling and skill development in areas of assessing, diagnos- Development. 3 ing, developing and implementing counseling COED 614. Group Counseling Theories interventions, services and programs in an aca- and Techniques. 3 demic community. This specialization in College Counseling is CACREP accredited. COED 615. Assessment and Appraisal Techniques in Counseling. 3 Community Counseling COED 616. Cultural and Diversity The community counseling program is a Counseling. 3 CACREP accredited program designed to COED 641. Practicum: Individual provide knowledge, skills and abilities neces- Counseling Techniques. 3 sary for counselors to work in a variety of community settings, including mental health COED 642. Practicum: Group Counseling centers, substance abuse programs, marriage Techniques. 3 and family clinics, career counseling agencies, social service agencies and employee assistance SCHOOL COUNSELING (K-12) programs in business and industry. Students CONCENTRATION enrolled in the community counseling option are required to take 48 hours within the College of Required Courses 18 hrs. Education and Human Development. Through COED 620. Psychopathology, Diagnosis, course work, practica and clinical internship and Treatment Planning. 3 placements, students may prepare to practice as a Licensed Professional Counselor, Private

79 COED 670. Counseling Children and STUDENT AFFAIRS Adolescents. 3 CONCENTRATION - ADMINISTRATION COED 671. Secondary School Counseling. 3 Required Courses 18 COED 691. Internship in Elementary School COED 660. Introduction to Student Affairs in Counseling. 3* Higher Education. 3 COED 692. Internship in Middle School COED 661. The College Student Counseling OR 3 Developmental Theories. 3 COED 693. Internship in High School COED 662. Student Affairs Administration. 3 Counseling. 3 COED 663. Leadership and Organizational Elective approved by faculty adviser 3 Behavior. 3 *Internships: Students must enroll in an intern- COED 694. Internship Student Affairs. 3, 3 ship in elementary school counseling for three credit hours with the distribution of an additional three credit hours selected between middle or high school internships. FCRIMINAL JUSTICE Mary Atwell, Chairperson

COMMUNITY COUNSELING Graduate Faculty CONCENTRATION See Graduate Faculty list at: http://gradcollege.asp.radford.edu/faculty.html Required Courses 18 COED 620. Psychopathology, Diagnosis, GRADUATE PROGRAM and Treatment Planning. 3 The graduate program in criminal jus- COED 650. Introduction to Community tice allows students to prepare for leadership, Mental Health Counseling. 3 advanced careers, and/or doctoral education in COED 680. Couples and Family criminal justice and related fields. The program Counseling: Theory and Methods. 3 is designed both to enhance students’ existing capabilities and to develop unique competen- COED 686. Overview of Substance Abuse cies and skills for future academic/career goals. and Addictive Disorders. 3 Students are required to complete a minimum of COED 690: Internship in Community 36 semester hours for either the Master of Arts or Agency Counseling. 3, 3 the Master of Science degree in criminal justice. Further program information, including mission, learning outcomes, and student handbook, is STUDENT AFFAIRS available online (http://crju-web.asp.radford.edu/ CONCENTRATION – COUNSELING crjugrad.htm). Required Courses 18 COED 620. Psychopathology, ADMISSION REQUIREMENTS Diagnosis, and Treatment Planning. 3 • Submission of an Application for Graduate Admission, including official transcripts for all COED 660. Introduction to Student prior undergraduate and graduate coursework Affairs in Higher Education. 3 • A maximum of six credit hours may be trans- COED 661. The College Student and ferred into the program Developmental Theories. 3 • Two letters of reference from persons able to COED 662. Student Affairs Administration. 3 evaluate the student’s academic ability/potential (at least one letter must come from a per- COED 694. Internship in Student Affairs. 3, 3 son outside the Radford University Criminal Justice faculty)

80 • An original writing sample by the applicant CRJU 650. Criminal Justice Ethics. 3 consisting of five typed pages with appropri- CRJU 660. Issues in Criminal Justice. 3 ate references on "the most important current problem in criminal justice." CRJU 672. Applications in Crime Analysis. 3 Applications will not be reviewed until all CRJU 673. Crime Mapping. 3 materials (including references, writing sample CRJU 676. Environmental Criminology. 3 and transcripts) are complete. Please refer to p. 21 for application deadlines. CRJU 684. Criminal Justice Graduate Internship. 3 CRJU 690. Topical Seminar. 3 MASTER OF SCIENCE IN CRIMINAL JUSTICE CRJU 698. Directed Study. 3 Free Electives 6 hrs. Students pursuing the Master of Science degree in criminal justice must complete a mini- Any approved graduate class may be used for mum of 36 semester hours from among the fol- completion of the Master of Science degree, lowing areas: Required core courses (18 credits), including those electives listed above. CRJU electives (12 credits), free electives (6 credits). Criminal Justice Minor 12 hrs. A minor in criminal justice at the graduate Program Requirements 36 hrs. level will consist of a minimum of 12 semester Required Core Courses 18 hrs. hours (four courses). A criminal justice graduate CRJU 600. Survey of Criminal Justice. 3 faculty member must, in consultation with other graduate faculty members, approve the four CRJU 655. Constitutional Law and the courses that will constitute the minor. Criminal Justice System. 3 CRJU 670. Criminal Justice Research Comprehensive Written and Oral Methods. 3 Examination CRJU 671. Quantitative Methods in Criminal Students completing the Master of Science Justice Research. 3 degree must complete comprehensive written and oral examinations as a requirement for grad- CRJU 675. Studies in Criminological uation. Students should present the “Report of Theory. 3 Comprehensive Examination” to the committee CRJU 691. Public Policy and Criminal at the time of the oral examination. Justice. 3 MASTER OF ARTS IN CRIMINAL JUSTICE Criminal Justice Electives 12 hrs. Students pursuing the Master of Arts degree in CRJU 590. Seminar. 3 Criminal Justice must complete a minimum of 36 semester hours from among the following areas: CRJU 610. Historical Perspectives in Required core courses (18 credits), CRJU electives Criminal Justice. 3 (12 credits) and research and thesis (6 credits). CRJU 620. Judicial Behavior. 3 CRJU 630. Organizational Theory. 3 Program Requirements 36 hrs. CRJU 635. Foundations of Law Required Courses 18 hrs. Enforcement. 3 CRJU 600. Survey of Criminal Justice. 3 CRJU 638. Foundations of Corrections. 3 CRJU 655. Seminar in Civil Liberties and CRJU 643. Social Awareness. 3 Criminal Law. 3 81 CRJU 670. Criminal Justice Research ACCELERATED BACHELOR’S/ MASTER’S Methods. 3 DEGREE IN CRIMINAL JUSTICE CRJU 671. Quantitative Methods in Exceptional undergraduate students at Radford Criminal Justice Research. 3 University may complete requirements for bac- CRJU 675. Studies in Criminological calaureate and master’s degrees in five rather Theory. 3 than six years. For information on accelerated programs see p. CRJU 691. Public Policy and Criminal 55. For more information contact the Department Justice. 3 of Criminal Justice, the Graduate Admissions Criminal Justice Electives 12 hrs. office or consult the web at: http://gradcollege. CRJU 590. Seminar. 3 asp.radford.edu/index.html. CRJU 610. Historical Perspectives in Criminal Justice. 3 CERTIFICATE IN CRIME ANALYSIS CRJU 620. Judicial Behavior. 3 The Department of Criminal Justice also offers CRJU 630 Organizational Theory. 3 a post baccalaureate certificate in crime analysis. CRJU 635. Foundations of Law The PBC is a 15-credit hour program designed Enforcement. 3 to develop the knowledge, skills, and abilities for an entry level position as a crime analyst CRJU 638. Foundations of Corrections. 3 or to enhance the skills of a working analyst. It CRJU 643 Social Awareness. 3 includes coursework in environmental criminol- CRJU 650. Criminal Justice Ethics. 3 ogy, research methods, statistics, crime analysis and crime mapping. For more information, con- CRJU 660. Issues in Criminal Justice. 3 tact the Department of Criminal Justice. CRJU 672. Applications in Crime Analysis. 3 CRJU 673. Crime Mapping. 3 FENGLISH CRJU 676. Environmental Criminology. 3 Rosemary Guruswamy, Chairperson CRJU 684. Criminal Justice Graduate Paul Witkowsky, Program Coordinator Internship. 3 Graduate Faculty See Graduate Faculty list at: CRJU 690. Topical Seminar. 3 http://gradcollege.asp.radford.edu/faculty.html CRJU 698. Directed Study. 3 Research and Thesis 6 hrs. GRADUATE PROGRAM CRJU 699. Research and Thesis. 6 The graduate program in English, which leads to a Master of Arts or Master of Science degree, Comprehensive Written and Oral prepares students for teaching at the secondary Examination and college levels; for further graduate study in Students completing the Master of Arts degree pursuit of the doctoral degree; and for entry into are exempt from the comprehensive written various professions – e.g., technical writing and examination. The student is required to success- editing – where critical thinking, communica- fully complete the oral defense/oral examination tion skills and writing are valued and employed. as a requirement for graduation. Students may elect either the literature option or the English Education option. Student who choose the literature option have the opportunity to develop skills in literary scholarship and criticism through an intensive study of British and American literature. The

82 program in literature emphasizes independent available from the Coordinator, and on the grad- research – using both print and electronic sources uate program's web site. – and the writing of scholarly papers based on a Please refer to pages 21-24 for application critical understanding of literature’s aesthetic and deadlines. humanistic values and of its social, historical and cultural significance. The program also offers General Requirements students the opportunity to take courses and to The student must maintain a GPA of 3.0 on a pursue interests in contemporary critical theory, 4-point scale. creative writing, technical writing, linguistics, No more than 20 percent of the total credit and composition rhetoric. hours taken for graduate credit may be in 500- Students who choose English Education as an level courses. area of study may receive the M.S. degree with Graduate students pursuing initial teacher initial teacher licensure or add a master’s degree licensure must also (1) submit passing scores for endorsement to an existing license. Initial teacher Virginia on the appropriate Praxis I and Praxis II licensure is not available with the M.A. degree. tests before completion of 12 semester hours; (2) Completion of the Master of Arts or Master of meet qualifications for acceptance and retention Science degree normally requires three or four in the Secondary Education Licensure Program semesters for full-time students. in English.

ADMISSION REQUIREMENTS MASTER OF ARTS IN ENGLISH • Graduate Record Examinations scores typically of 500 or above on the verbal section and Program Requirements 30 hrs. 4.5 or above on the analytical section. Required Core Courses 9 hrs. • A minimum of 21 semester hours of credit in ENGL 600. Introduction to Literary English at the undergraduate level with a 2.75 Scholarship. 3 GPA. ENGL 621. Principles of Literary NOTE: Candidates for licensure must have Criticism.* 3 completed 27 semester hours of English at the ENGL 663. Linguistics.* 3 undergraduate level with a 2.75 GPA. In addi- Required M.A. Course tion, students who choose the M.S. option with initial licensure may be required to take prereq- ENGL 699. Research and Thesis. 6 uisite undergraduate courses in addition to their Other Required Courses (Students choose graduate program. an area of study in one of the following: • Two letters of recommendation. British Literature, American Literature, English • A sample of expository writing, which may be Education) a previously graded undergraduate paper. This sample should be sent to: British Literature Graduate Program Coordinator at least 9 hours chosen from the following Department of English courses: Box 6935 ENGL 631. Studies in Middle English Radford University Literature. Radford, VA 24142 ENGL 633. Studies in English Renaissance. • Applicants for Graduate Teaching ENGL 635. Studies in Restoration and 18th Assistantships/Fellowships must submit an addi- Century British Literature. tional recommendation (in addition to the two ENGL 637. Studies in 19th Century British required for graduate admission) and a statement Literature. of teaching philosophy to the Graduate Program Coordinator. Guidelines for this statement are 83 ENGL 639. Studies in 20th Century ENGL 621. Principles of Literary Literature. Criticism.* 3 ENGL 653. Studies in Women’s Literature. ENGL 663. Linguistics.* 3 Appropriate ENGL 680. Special Topics in Other Required Courses English. American Literature (Students choose an area of study in one at least 9 hours chosen from the following of the following: British Literature, American courses: Literature, English Education—non-licensure or English Education with initial teacher licen- ENGL 546. Appalachian Folklore. sure) ENGL 639. Studies in 20th Century Literature. British Literature ENGL 644. Studies in American Literature I at least 9 hours chosen from the following (to 1861). courses: ENGL 645. Studies in American Literature II ENGL 631. Studies in Middle English (since 1861). Literature. ENGL 648. Studies in Oral and Written ENGL 633. Studies in English Renaissance. Literature of Appalachia. ENGL 635. Studies in Restoration and 18th ENGL 653. Studies in Women’s Literature. Century British Literature. Appropriate ENGL 680. Special Topics in ENGL 637. Studies in 19th Century British English. Literature. ENGL 639. Studies in 20th Century English Education, Non-licensure Literature. (12 hours listed below) ENGL 653. Studies in Women’s Literature ENGL 502. Teaching Writing.* 3 Appropriate ENGL 680. Special Topics in English. ENGL 629. Critical Approaches to Teaching Literature. 3 American Literature ENGL 563. Grammar and Language for Teachers.* 3 at least 9 hours chosen from the following EDEF 606. Educational Research. 3 courses: ENGL 546. Appalachian Folklore. Electives ENGL 639. Studies in 20th Century *ENGL 621, ENGL 663, ENGL 502, ENGL Literature. 563 may be replaced by an elective if an under- ENGL 644. Studies in American Literature I graduate equivalent was completed with a grade (to 1861). of B or higher. ENGL 645. Studies in American Literature II (since 1861). MASTER OF SCIENCE IN ENGLISH ENGL 648. Studies in Oral and Written Literature of Appalachia. Program Requirements 33 hrs.* ENGL 653. Studies in Women’s Literature. Required Core Courses 9 hrs. Appropriate ENGL 680. Special Topics in English. ENGL 600. Introduction to Literary Scholarship. 3

84 English Education, Non-licensure 3 hours of coursework in technology chosen ENGL 502. Teaching Writing.* 3 from the following 3 courses: EDET 445. Integration of Technology in ENGL 563. Grammar and Language for Teaching and Training. 3 Teachers.* 3 EDET 620 Educational Technology. 3 ENGL 629. Critical Approaches to Teaching Literature. 3 EDSP/EDET 554 Educational Technology for Diverse Populations. 3 EDEF 606. Educational Research. 3 EDRD 630. Teaching Reading in the Content Areas, Student teaching supporting course: or ENGL 428. Planning and Teaching Seminar. 1 EDRD 688 Advanced Study in Reading Skills. 3 Also required for licensure: Passing scores for Virginia on the appropriate English Education with initial secondary VCLA, Praxis I and Praxis II tests upon or before teacher licensure (grades 6-12): completion of 12 semester hours (SAT scores of Required courses that count toward the 33 hours 1100 or higher, with scores of at least 530 on required for the Master of Science Degree: both the critical reading and mathematics sec- ENGL 502. Teaching Writing.* 3 tions may be submitted in lieu of passing Praxis EDSP 504. Introduction to Special Education I scores); students must also meet qualifications for Secondary Educators. 3 for acceptance and retention in the Secondary Education Licensure Program in English. ENGL 629. Critical Approaches to Teaching Literature. 3 Electives EDEF 607 Foundations of Education. 3 *ENGL 621, ENGL 663, ENGL 502, ENGL EDEF 600 Child and Adolescent 563, ENGL 525, EDSP 504 may be replaced by Development. 3 an elective if an undergraduate equivalent was completed with a grade of B or higher. EDEF 606. Educational Research. 3 EDUC 640 Internship in Teaching, Secondary Written Examination Required Education (Grades 6 – 12). 6 of Both Degrees The written examination will be administered by the director of the candidate’s thesis/examina- Supporting Courses: tion committee. For Master of Arts candidates, The following courses do not count toward the members of the examination committee the 33 hours required for the Master of Science may be different from the members of the thesis Degree, but are required for initial teacher licen- committee, with the exception of the thesis direc- sure: tor. The examination areas will be determined in consultation between the candidate and the Blocking semester supporting courses: examination committee members, drawing upon ENGL 426. Teaching English in the High the candidate’s program of study. The examina- School. 2 tion will consist of three essay questions, one EDUC 440. Teaching Grades 6-12. 3 submitted by each member of the candidate’s EDUC 441. Field Experience for Grades committee. The candidate will choose the for- 6-12. 3 mat of the examination (closed-book, with two hours for each question or open-book, with 48 hours for the entire examination). The examination must be completed at least two weeks prior

85 to graduation. It is recommended that approval ORAL THESIS EXAMINATION forms be requested at least five days in advance After the thesis has been completed but prior of the examination date. to its submission to the office of the dean of the Graduate College, the committee will meet with the candidate for an oral examination of one hour ADDITIONAL REQUIREMENTS FOR on the topic of the thesis. The examination must THE MASTER OF ARTS DEGREE occur at least two weeks prior to graduation. Language Proficiency The candidate must meet a foreign language reading proficiency requirement. This may be ADDITIONAL REQUIREMENTS FOR accomplished in one of three ways: (1) comple- THE MASTER OF SCIENCE DEGREE tion, with a grade of B or above, of 12 semester Oral Examination hours in a foreign language no earlier than five An oral examination of not more than two years before admission to graduate studies; (2) hours, based primarily on the candidate’s pro- completion, with a grade of B or above, of gram of study, will be administered in the final French 210, German 210 or Spanish 202 or semester of study and at least two weeks prior to the equivalent course no earlier than five years graduation. The questions for this examination before admission to graduate studies; or (3) can both complement and vary from those posed passing a reading proficiency exam administered for the written examination. The oral examina- by the Department of Foreign Languages and tion will follow the written examination and can- Literatures, on material chosen by the foreign not be taken prior to the candidate’s satisfactory language examiner in consultation with the can- completion of the written examination. The two didate’s thesis director. The requirement must be examinations can be scheduled either in consecu- completed at least two weeks prior to gradua- tive semesters or in the same semester. If the oral tion. Forms are located in the Graduate College examination is not completed satisfactorily, the office. candidate must retake the examination during a subsequent semester. THESIS PROPOSAL EXAMINATION The candidate will submit a Thesis Proposal Defense form, including a narrative statement, to FMUSIC his or her committee before registering for thesis Allen Wojtera, Chairperson hours. The committee will meet with the candi- Bruce Mahin, Program Coordinator date to review the proposal and to suggest chang- Graduate Faculty es; the proposal, including any revisions, must be See Graduate Faculty list at: approved by the committee before submission http://gradcollege.asp.radford.edu/faculty.html of the Request for Thesis Advisory Committee form to the Graduate College. The thesis proposal must be approved, and the Request for GRADUATE PROGRAM Thesis Advisory Committee form signed by the The graduate program in music offers courses committee, no later than the end of the first week leading to a Master of Arts or Master of Science of the semester in which the candidate intends to degree. The Master of Arts program provides register for thesis hours. advanced study for musicians, music scholars in

preparation for professional careers or doctoral study. The Master of Science program provides THESIS advanced study and opportunities for music thera- The thesis will be written under the supervi- pists to refine existing competencies and to attain sion of the candidate’s committee. The commit- new ones. tee must approve the thesis.

86 Graduate standing is a prerequisite to all 500- Entrance Requirements in Music History and and 600-level courses. Music Theory At least 80 percent of hours in the program 1. Students admitted to the graduate music must be in 600-level courses. An exception to program are required to take the Radford the 80 percent minimum in 600-level courses University diagnostic exams in music history is applicable to graduate degree programs in and music theory on the first day of classes in music for specific purpose of providing for an the first semester of graduate study. additional one to six credit hours of 500-level 2. Students will be informed of specific deficien- performing ensembles in the program of study. cies identified through the diagnostic exams The 500-level courses listed in this section may and they will have the choice of two options: be taken for graduate credit provided the student a. Students may take (a) prescribed course(s) has the necessary prerequisites and if the same to remedy the deficiencies. A grade of at least course or a comparable course was not taken "B" must be earned in the course(s) in order as part of the student's undergraduate program to remove the deficiency from the student’s (MUSC 531, 535, 536, 537, 553, 555, 557 and record. If a grade of at least "B" is achieved, 558 excepted). the student will have satisfied the entrance requirements in music history and music the- ADMISSION REQUIREMENTS ory for master’s degree programs in music. b. Students may choose to study on their own Minimum overall grade point average required is in areas of deficiency. Following individual 2.75. Minimum major grade point average required study the student must retake the diagnostic is 2.75. All applicants must submit an official under- examination(s) prior to completing 18 hours graduate transcript prior to admission. of study. Failure to retake the exam prior to the All students applying for admission to a gradu- completion of 18 hours in the degree program ate music program are required to take one of the will require the student to utilize option "a." following ETS standardized tests: the Graduate If upon retaking the exam(s) a satisfactory Record Examination (GRE), the Major Field score on the exam(s) is achieved, the student Test in Music or the Praxis II Subject Assessment will have satisfied the entrance requirements (Music: Content Knowledge) Examination. in music history and music theory for master’s Three letters of reference are to be submitted degree programs in music. The student will from professional sources. All students pursu- be permitted to retake the diagnostic exam(s) ing a master’s degree in music must have, at the only one time, after which the option "a" must undergraduate level, music courses equivalent be utilized. to those required in an appropriate undergraduate degree program at Radford University. All students entering the M.A. (Music) program THE PRELIMINARY (which requires at least two semester hours of COMPREHENSIVE graduate level applied study) must also present EXAMINATION IN MUSIC an entrance audition in their applied performing area for placement purpose. Students enter- The Preliminary Comprehensive Examination ing the M.S. (Music Therapy) program (which is a discussion among the student and a fac- does not require graduate level applied study) ulty committee regarding the progress of the without a bachelor's degree in music from an student in the degree program. It is not an assess- NASM member institution must also present an ment of the student’s knowledge in any specific entrance audition in their undergraduate applied content area. The Preliminary Comprehensive major and minor performing areas for diagnostic Examination occurs prior to the completion of purposes. the first semester (or 9 hours) of graduate study. Please refer to pages 21 - 24 for application deadlines.

87 1. The committee will consist of the student’s music therapy concentration are required to take adviser and two other graduate music faculty the final comprehensive oral exam concurrently appropriate to the student’s degree program with their project defense. selected by the student in conjunction with the adviser. This committee may or may not be the same as the committee for the student’s MASTER OF ARTS DEGREE eventual final project, thesis, recital and/or Final Comprehensive Examination. MUSIC CONCENTRATION 2. At least one week prior to the exam, the student will submit a report containing the fol- Program Requirements 30 hrs. lowing information to each committee mem- Music Core Courses 9 hrs. ber: (1) A summary of the student’s progress MUSC 601. Bibliography and Research. 3 in the degree program, including progress toward the remediation of any deficiencies. Music History Period Course. 3 (2) A statement of professional objectives and MUSC 633. Analytical Techniques. 3 a plan for realizing these objectives which Required Music Courses 11 hrs. includes a proposed program of study. (3) If appropriate to the student’s degree program, Music History Period Course. 3 an outline of possible areas/topics of interest MUSC 571. Fourth Year Applied Music for the final project, thesis or recital. or 3. During the exam, the committee and student will discuss the three areas outlined in the MUSC 572. Fourth Year Applied Music student’s report. As part of this discussion, or the committee will offer suggestions to the MUSC 671. Advanced Applied Music student on courses and procedures that may be beneficial in working towards the attainment or of the student’s goals. MUSC 672. Advanced Applied Music. 2 4. The student will be provided with a written MUSC 697. Graduate Recital assessment by the committee following the examination. or MUSC 699. Research and Thesis. 6 THE FINAL COMPREHENSIVE ORAL Supporting Courses 10 hrs. EXAMINATION IN MUSIC The final comprehensive oral examination is An additional 10 semester hours in supporting designed to measure the ability of students to elective studies are to be determined in consulta- synthesize course work taken in their degree pro- tion between student and adviser. Students elect- gram and apply the content of these courses to ing the graduate recital must complete a mini- their major area of concentration. The student’s mum of four semester hours of credit beyond ability to verbally express ideas and facts coher- level eight in applied music. Students who elect ently and concisely is an important focus of the to present a graduate recital in voice are expected oral examination. All Master of Arts candidates to be proficient in French, German and Italian and those Master of Science candidates in the diction. A language examination in at least one “recital” or “thesis” option within the music modern foreign language is required for those education concentration are required to take the who elect to write a thesis. final comprehensive oral exam concurrently with their recital hearing or thesis defense. Master of Science candidates in the “cognate” option within the music education concentration are required to take only the final comprehensive oral exam. Master of Science candidates in the

88 MASTER OF SCIENCE DEGREE Research Option 24 hrs. Required Courses 20 hrs. MUSIC THERAPY CONCENTRATION EDEF 606. Educational Research. 3

Program Requirements 33-42 hrs. MUSC 620. Advanced Methods and Materials in Music Therapy. 3 Music Core Courses 9 hrs. MUSC 641. Practicum in Music Therapy. 2 MUSC 601. Bibliography and Research. 3 MUSC 650. Seminar in Music Therapy. 6 Music History Period Course. 3 MUSC 699. Research and Thesis. 6 MUSC 517. Form and Analysis. Supporting Music Courses* 1 hr. or Includes courses such as performance, theory, MUSC 633. Analytical Techniques. 3 analysis, history and literature. Clinical Option 33 hrs. Behavioral Science Electives* 3 hrs. Required Music Therapy *Courses are to be determined in consultation Courses 17 hrs. between student and adviser. MUSC 620. Advanced Methods and Materials in Music Therapy. 3 FNURSING MUSC 641:642. Practicum in Music Kimberly Carter, Director Therapy. 4 Lisa Onega, Graduate Coordinator MUSC 651. Special Applications in Music Graduate Faculty Therapy I. 3 See Graduate Faculty list at: http://gradcollege.asp.radford.edu/faculty.html MUSC 652. Special Applications in Music Therapy II. 3 GRADUATE PROGRAM MUSC 696. Music Therapy Project. 4 The graduate program in Nursing offers cours- Supporting Music Course 1 hr. es leading to the Master of Science in Nursing Includes courses such as performance, theory, (MSN) and/or preparation to sit for professional analysis, history and literature. certification in selected areas. The program is designed to provide advanced knowledge in Supporting Counselor Education nursing theory, research and practice. Four clini- Courses 15 hrs. cal concentrations are available: Adult Clinical Nurse Specialist, Gerontology Clinical Nurse COED 610. Human Growth and Specialist, Family Nurse Practitioner and, in col- Development. 3 laboration with Shenandoah University, Nurse COED 611. Introduction to the Counseling Midwifery. Two certificates are available: post- Theories and Techniques. 3 master’s Family Nurse Practitioner Certificate COED 612. Professional, Ethical, and Legal and Certificate in Gerontological Nursing. Issues in Counseling. 3 Both the Adult CNS and Gerontology CNS concentrations emphasize development of spe- COED 614. Group Counseling Theories and cialized advanced nursing practice competencies Techniques. 3 in the holistic management of clients and fami- Behavioral Science Elective* 3 lies with complex health promotion, protection *To be determined in consultation between and restoration needs. Students will participate in student and adviser. practica in a variety of acute and chronic health care settings designed to meet program outcomes and the individual learning needs of the students. Graduates are prepared to seek national certifica-

89 tion as a clinical nurse specialist. the Graduate College and also report these The FNP concentration educates nurses who, scores in your application materials. upon completion, are qualified to provide prima- 4. Arrange to have official transcripts sent from ry health care in a variety of settings. Graduates previous academic institutions. Applicants are prepared to seek national nurse practitioner must have a cumulative minimum grade point certification and to practice collaboratively or average (GPA) of 3.0 on a scale of 4.0 in the independently in rural and urban underserved undergraduate nursing major. areas. 5. Meet major undergraduate course prerequi- The NM concentration prepares advanced sites (undergraduate statistics, health assess- practice nurses to seek certification as a NM and ment, nursing research, and either a course or to provide obstetric services in a variety of set- continuing education in gerontological nurs- tings. ing). Students may be accepted into graduate study 6. Provide a letter describing career goals and as full-time or part-time students. The MSN in how a graduate credential will assist in meet- either CNS concentration or the FNP can be ing those goals. Ideally, the potential for prac- completed in four semesters plus one summer tice in a rural area should be addressed. of full-time study. The Nurse Midwifery can be Provide a resume that includes prior educa- completed within two calendar years, includ- tion and professional practice (must document a ing two semesters plus one summer of full-time minimum of one year of full-time, or the equiva- Radford University coursework and two semes- lent, of 12 months of nursing practice within ters plus one summer of midwifery courses the last three years).The application and related through Shenandoah University. information can be found online at the College Students seeking the MSN in all concentra- of Graduate and Professional Studies website tions must complete a comprehensive examina- (http://gradcollege.asp.radford.edu/). tion. For students completing a thesis, the oral Prior to enrollment in the program, applicants defense serves as the comprehensive exam and are expected to have achieved, by experience and for students completing a master’s capstone education, basic skills in written and oral com- intervention project, the accompanying paper munication and computer usage. serves as the comprehensive exam (for additional The application, letters of reference, GRE information, please refer to the section Final scores, letter of intent, and resume should be Comprehensive Examination, on p. 60 of this combined in one packet and sent to the Graduate catalog). College. Financial aid for tuition and/or fees may be Additional information from the Graduate available to qualified students in the form of Nursing Program will be requested after the above scholarships, traineeships, stipends and graduate materials are received. These will include: assistantships. • A current license to practice as a registered nurse in Virginia ADMISSION REQUIREMENTS • Current certification in BLS or ACLS Qualified applicants will be interviewed by Completed application packets for admission Graduate Faculty in Nursing. into the Graduate Program, must be received by February 1. Applicants must: MASTER OF SCIENCE DEGREE 1. Complete the Graduate College application. 2. Provide three letters of reference from profes- Program Requirements 41-54 hrs. sional contacts that address the applicant’s Required Courses for all potential for advanced practice nursing. At Concentrations 21 hrs. least one should come from a former faculty NURS 620. Theoretical Foundations in member. Nursing. 3 3. Arrange to have official GRE scores sent to NURS 628. Advanced Pathophysiology. 3

90 NURS 629. Advanced Health Assessment NURS 699. Thesis. 3,3 Across the Lifespan. 3 NURS 631. Pharmacotherapeutics. 3 Nurse Midwifery NURS 633. Advanced Nursing Practice in The 43-credit Nurse Midwifery option provid- Rural Communities. 3 ed in collaboration with Shenandoah University prepares nurses for advanced practice in the care NURS 650. Advanced Nursing Research. 3 of women across the lifespan with an emphasis NURS 651. Role Preparation in Nursing. 3 on the child-bearing phase of the life cycle. The Nurse Midwifery component is taught by the Division of Nursing at Shenandoah University, Adult Clinical Nurse Specialist 20-24 hrs. the only Graduate Program in the Commonwealth NURS 630. Advanced Adult Nursing I. 7 of Virginia with a Nurse Midwifery specialty NURS 632. Advanced Adult Nursing II. 8 that is accredited by the American College of Nurse Midwives. The Nurse Midwifery courses NURS 640. Nursing Administration. 3 offered by Shenandoah University will qualify NURS 696. Master’s Capstone Project. 1,1 students to sit for the nurse-midwifery certifica- OR tion examination of the American College of Nurse-Midwives Certification Council. NURS 699. Thesis. (3,3)

Gerontology Clinical Nurse POST-MASTER’S FAMILY NURSE Specialist 22-26 hrs. PRACTITIONER NURS 622. Gerontological Nursing. 3 This three-semester, 33-credit certificate NURS 630. Advanced Adult Nursing I. 5 track is designed for nurses who have previously earned a master’s in nursing from an accred- NURS 632. Advanced Adult Nursing II. 6 ited program. An applicant for this certificate NURS 640. Nursing Administration. 3 must have completed a three credit graduate NURS 642. Practicum in Gerontological level pathophysiology course and a minimum Nursing. 3 of a three credit hour graduate level health assessment course within five years previous to NURS 696. Master’s Capstone Project. 1,1 application. In addition, the applicant must have OR completed courses comparable to NURS 620: NURS 699. Thesis. (3,3) Theoretical Foundations in Nursing, NURS 651: Role Preparation in Nursing and NURS 650: Advanced Nursing Research. A minimum total Family Nurse Practitioner 29-33 hrs. of 24 credit hours must be completed at Radford NURS 634. Advanced Family Nursing I: University in order to earn the certificate from Women’s Health. 5 this institution. Application follows the same procedures as application into the FNP concen- NURS 635. Advanced Family Nursing II: tration. Children’s Health. 5 NURS 631. Pharmacotherapeutics for NURS 636. Advanced Family Nursing III: Primary Care Providers. 3 Acute Illness Across the Lifespan. 5 NURS 633. Advanced Nursing Practice in NURS 637. Advanced Family Nursing IV: Rural Families and Communities. 3 Chronic Illness Across the Lifespan. 5 NURS 634. Advanced Family Nursing I: NURS 638. FNP Preceptorship. 7 Women’s Health. 5 NURS 696. Master’s Capstone Project. 1,1 NURS 635. Advanced Family Nursing II: OR Children’s Health. 5

91 NURS 636. Advanced Family Nursing III: NURS 629. Advanced Health Assessment Acute Illness. 5 Across the Lifespan. 3 NURS 637. Advanced Family Nursing IV; NURS 640. Nursing Administration. 3 Chronic Illness. 5 NURS 642. Practicum in Gerontological NURS 638. Preceptorship. 7 Nursing. 3 Note: Currently enrolled masters students CERTIFICATE IN take the courses as outlined above in addition GERONTOLOGICAL NURSING to the other required courses for the Masters in Nursing. Post-masters students take courses The School of Nursing also offers a certificate based upon evaluation of previous graduate in Gerontological Nursing designed to prepare course work related to the required courses out- nurses who have graduated from a baccalaure- lined above. All students must take NURS 642: ate or master's nursing program for leadership Practicum in Gerontological Nursing, regardless roles in gerontological nursing practice. Students of previous course work. completing Level I course work with a 3.0 GPA or above may be eligible for admission to the master's program in Nursing. All certification WITHDRAWAL course work may be applied to the master's program of study. A graduate nursing student may not withdraw from more than three different graduate courses. Any withdrawal beyond the third withdrawal ADMISSION REQUIREMENTS: will result in an automatic "F." In addition, a student may not withdraw from the same course Admissions requirements for Level I include: more than once. A second withdrawal from a a. B.S. in nursing and active R.N. licensure in course will result in an automatic "F." Virginia. b. History of work experience for minimum of two years in agencies that provide health FNURSING PRACTICE (D.N.P.) care for a majority of persons (51 percent or greater) who are 65 years of age or older. GRADUATE PROGRAM c. Undergraduate GPA of 2.75 or above. Radford University will offer a Doctor of Admissions requirements for Level II include: Nursing Practice (DNP) with four clinical con- a. Master's in Nursing or currently enrolled in centrations, adult clinical nurse specialist, geron- master's in nursing program. tological clinical nurse specialist, family nurse b. Active R.N. licensure in Virginia. practitioner, and nurse midwife. Students in c. History of work experience for minimum of each concentration will take cognate courses two years in agencies that provide health- in selected areas. The School of Nursing will care for a majority of persons (51 percent or offer two cognate areas, education and gerontol- greater) who are 65 years of age or older. ogy. The program is expected to begin in the d. Undergraduate GPA of 3.0 or above. fall of 2010. Application procedures, admission criteria, course descriptions, faculty information, and degree requirements will be published Required Courses 15 hrs. in the 2010-2011 Graduate Catalog. Current Students pursuing the certificate program in information about the DNP program will be Gerontological Nursing must complete a mini- available on the Radford University website as mum of 15 semester hours. it becomes available (http://wchs-web.asp.rad- NURS 622. Gerontological Nursing. 3 ford.edu). For additional information, contact NURS 628. Advanced Pathophysiology. 3 Lisa Onega, Graduate Coordinator, School of

92 Nursing, Waldron College of Health Sciences. Bethesda, Maryland 20824-1220 or by telephone at (301) 652-AOTA. Graduates of an accredited M.O.T. program FOCCUPATIONAL THERAPY are eligible to sit for the Certification Examination (M.O.T.) for the Occupational Therapist, administered Douglas M. Mitchell, Founding Chair by the National Board for Certification in Cynthia L. Creighton, Director of Clinical Occupational Therapy. Upon successful comple- Education tion of the national certification examination, Graduate Faculty graduates who wish to practice occupational See Graduate Faculty list at: therapy in Virginia are required to apply for a http://gradcollege.asp.radford.edu/faculty.html license from the state Board of Medicine. Students should be aware that applicants for GRADUATE PROGRAM certification and licensure are required to answer questions about legal history, including any The Master of Occupational Therapy program felony charges. prepares students for professional careers as occupational therapists. Occupational therapy ADMISSION REQUIREMENTS enables people with special needs to participate in the occupations of daily life; that is to care Prerequisite requirements for admission to for themselves and their families and homes, to the M.O.T. program area as follows. work or study, and to enjoy rest and play activi- • Minimum cumulative undergraduate grade- ties. Occupational therapists are employed in point average of 3.25 hospitals, schools, nursing homes and commu- • Grades of C or better in the following cours- nity settings, to assist clients of all ages whose es: developmental or medical conditions affect English Composition (3 credits) their independence and productivity. Because Health and Wellness (3 credits) there is a shortage of occupational therapists Ethics (3 credits) in Southwestern Virginia, Radford University’s Analytical Thinking (3 credits) program emphasizes rural health care. Cultural Anthropology (3 credits) Students are admitted to the M.O.T. program Introductory Statistics (3 credits) once each year, and begin their course work Human Biology (3 credits) in the fall. Completion of the degree normal- Human Anatomy and ly requires seven consecutive terms (including Physiology (4-6 credits) Summer Session III) of full-time didactic and Introductory Sociology (3 credits) clinical study. Introductory Psychology (3 credits) Life Span Growth and ACCREDITATION, CERTIFICATION Development (3 credits) AND LICENSURE Abnormal Psychology (3 credits) • Evidence of completion of a college or com- The M.O.T. program was approved in 2008 munity course to learn a new occupation by the State Council of Higher Education for Virginia. The university is currently seeking pro- Application materials and information about gram accreditation by the Accreditation Council tuition and fees can be obtained by contacting for Occupational Therapy Education (ACOTE) of the College of Graduate and Professional Studies the American Occupational Therapy Association. at http://gradcollege.asp.radford.edu/index.html. This process is timed so that a new program may Specific program requirements and instructions achieve full accreditation before its first class for application are described in the Department graduates. A schedule of accreditation activities of Occupational Therapy website. Individuals is posted on the Department of Occupational interested in application to the M.O.T program Therapy website, and ACOTE can be contacted should ensure that the following materials are by mail at 4720 Montgomery Lane, Suite 200,

93 received by the deadline date of May 15: OCTH 612. Occupation in Human Life. 3 • Radford University Application for Graduate OCTH 614. The Occupational Therapy Admission Process. 4 • Official transcripts of all undergraduate course work OCTH 616. Fundamental Clinical Skills. 3 • Official scores from the GRE General Test • A professional resume describing past and OT Term 2 14 hrs. current educational and employment experiences OCTH 620. Development and • A two-page Statement of Purpose Performance. 3 • Two letters of recommendation from instruc- OCTH 622. Contexts of Service Delivery. 3 tors or employers OCTH 624. Clinical Inquiry. 3 • A letter from a supervisor documenting a minimum of 40 hours of observation, volunteer OCTH 626. Psychosocial Occupational work or employment with people with special Therapy. 3 needs OCTH 628. Practicum in Community-Based Applications for admission to the M.O.T. pro- Services. 2 gram are reviewed by the Admissions Committee of the department. Candidates who have submitted a complete application and meet prerequisite OT Term 3 9 hrs. requirements are scheduled for an interview on OCTH 630. Level I Fieldwork in Behavioral campus. When there are more qualified appli- Health/Intellectual Disabilities. 4 cants than seats in a class, those with higher OCTH 632. Tools for Practice. 3 cumulative G.P.A.s are admitted first. Admission decisions are announced by June 15. OCTH 634. Professional Seminar I. 2

DEGREE REQUIREMENTS OT Term 4 14 hrs. To qualify for the Master of Occupational OCTH 640. Research in Occupational Therapy, students must complete 83 credit- Therapy. 3 hours of required course work, in the sequence OCTH 642. Neuroscience for Occupational described below. In order to progress through Therapy. 3 the program, students must earn a grade of C or better in each required course and remain in OCTH 644. Occupational Therapy with good academic standing. A graduate student is in Children. 6 good academic standing when his or her cumula- OCTH 646. Practicum in Children’s tive GPA is 3.0 or above. Occupational therapy Services. 2 students are placed on academic probation for one term if their GPA falls below 3.0. Students on probation must achieve a cumulative GPA of OT Term 5 14 hrs. at least 3.0 the following term, to continue in the OCTH 650. Occupational Therapy program. Students who receive a grade below a Leadership and Management. 4 C in any class are withdrawn from the program. OCTH 652. Physical Dysfunction Practice: Students may petition the Chair to repeat a failed Musculoskeletal. 3 course the following year. OCTH 654. Physical Dysfunction Practice: Neurological. 3 OT Term 1 14 hrs. OCTH 656. Special Topics in Adult Rehabilitation. 2 OCTH 610. Clinical Anatomy and Biomechanics for Occupational Therapy. 4 OCTH 658. Working with Older Adults. 2

94 Preliminary Comprehensive Examination basis. All Level II Fieldwork must be successfully completed within 24 months after required course work has been completed. OT Term 6 9 hrs. OCTH 661. Level II Fieldwork A. 7 COMPREHENSIVE EXAMINATIONS OCTH 662. Professional Seminar II. 2 A preliminary comprehensive examination is required of all M.O.T. students in the fifth term of OT Term 7 9 hrs. the program, and must be successfully completed before the student begins Level II Fieldwork. OCTH 670. Level II Fieldwork B. 7 A final comprehensive examination is required OCTH 672. Graduate Project. 2 in the seventh term, and must be successfully Final Comprehensive Examination 9 completed at least two weeks before graduation. Comprehensive examinations include a written component and a demonstration of clinical FIELDWORK skills, and are scored by a committee of three Level I and Level II Fieldwork are integral occupational therapists. A candidate who fails an to the program’s curriculum, and successful examination may request re-examination, within completion of fieldwork courses is a requirement the timelines specified above. for graduation. OCTH 630: Level I Fieldwork is a part-time (16 hours per week) summer place- ADDITIONAL INFORMATION ment in a facility that serves clients with psycho- ABOUT POLICIES AND social and/or intellectual disabilities. Its goals are PROCEDURES to introduce students to clinical routines, help students understand the needs of clients, and Students should refer to the other sections provide opportunities for applying knowledge to of this catalog and to the Occupational Therapy practice. Student Handbook posted on the Department M.O.T. students also complete two terms of of Occupational Therapy website, to become Level II Fieldwork (a total of 24 weeks full- familiar with university and department policies time or the equivalent) under the supervision of about student support services, advising, tuition a credentialed occupational therapist. Level II and fees, withdrawal and refunds, grievances fieldwork placements are typically in hospital, and complaints, human subject research, student nursing home and school settings. They provide conduct and health and safety issues. in-depth experience in delivering occupational therapy services to children, adults and elders. F Fieldwork assignments are arranged by the PHYSICAL THERAPY (D.P.T.) Director of Clinical Education for the Department Edward Swanson, Program Director of Occupational Therapy, in collaboration with the Renee Huth, Director of Clinical Education student. Students are placed in facilities through- Graduate Faculty out Southwestern Virginia, and are responsible See Graduate Faculty list at for providing their own transportation and hous- http://gradcollege.asp.radford.edu/faculty.html ing. Health and safety requirements, including a physical examination, proof of health and DOCTORAL PROGRAM liability insurance, drug screening and a criminal Radford University will offer a Doctor of background check, must be met before a student Physical Therapy (D.P.T) with an emphasis in may begin a practicum or fieldwork assignment rural and geriatric applications. The D.P.T is with clients. designed for those interested in the provision No letter grades are issued for Level I or II of clinical services that restore function, regain Fieldwork, because fieldwork performance is movement, alleviate pain, and prevent injury. evaluated using national criteria on a Pass/Fail The program is in developmental stages and is

95 expected to begin in 2010. Application proce- is expected: dures, admission criteria, course descriptions, faculty information, and degree requirements, • Radford University Graduate Application will be published in the 2010-2011 Graduate • A letter of interest describing the applicant's Catalog. Current information about the DPT pro- professional and/or research experience and gram will be available on the Radford University career goals website as it becomes available (http://wchs-web. • Curriculum vita asp.radford.edu). Contact Dr. Raymond Linville • Official transcripts of all undergraduate ([email protected]), Dean, Waldron College (including community college) and graduate of Health and Human Services for further infor- work mation. • Three letters of recommendation, including at least one from a professor who can comment on the applicant’s academic skills and FPSYCHOLOGY (PSY.D.) one from a supervisor who can speak to the Hilary M. Lips, Chairperson applicant’s counseling skills James L. Werth, Jr., Program Director • A writing sample Graduate Faculty • Official scores from the GRE General Test See Graduate Faculty list at: • International applicants must also submit http://gradcollege.asp.radford.edu/faculty.html TOEFL scores Final candidates will be invited to interview DOCTORAL PROGRAM with program faculty. Updated information about the Psy.D. pro- Radford University offers a Doctor of gram will be available on the Radford University Psychology (Psy.D.) in counseling psychology Psychology department website as it becomes with a focus on rural mental health beginning available (http://www.radford.edu/psyc-web). fall 2008. The Psy.D. degree in counseling psychology is designed for persons interested Counseling Psychology Psy.D. Courses in careers as psychologists in mental health settings and institutions where clinical supervision Recommended Plan of Study and the direct application of counseling, therapy, Fall 1 - 12 credits and psychological assessment are required. The PSYC 800. Introduction to Counseling program follows the practitioner-scholar model Psychology. with an emphasis on clinical training and the PSYC 801. Multicultural Counseling. application of research to practice. The recom- PSYC 802. Ethical, Legal, and Professional mended course sequence includes three years of Issues in Psychology. post-Master's coursework, practica, and disserta- PSYC 803. Vocational Psychology. tion, in addition to a capstone 1800-2000 hour PSYC 840. Counseling Psychology internship approved by the program faculty. The Practicum I. (a) program is not yet accredited by the American Psychological Association; however, the plan is Spring 1 - 12 credits to apply as soon as possible, which will be dur- PSYC 612. Psychometric Theory, Assessment, ing the 2011-2012 academic year (when the first Appraisal and Application. students go on internship). PSYC 628. Biological Foundations of Behavior. Applicants must have completed a master’s PSYC 802. Ethical, Legal, and Professional degree in a human services area awarded by a Issues in Psychology. regionally accredited institution of higher edu- PSYC 840. Counseling Psychology Practicum cation. Interested applicants should submit the I. (b) following by January 15, and ensure that all of Summer 1 - 12 credits the following are received by that date. Please PSYC 660. Human Growth and Lifespan see the Psy.D. website for more details on what Development.

96 PSYC 805. Advanced Cognitive and Intellectual Fall 4 - 1 credit Assessment Techniques. PSYC 870. Doctoral Internship. (a) PSYC 811. Health Psychology n Rural Areas. PSYC 843. Summer Practicum. Spring 4 - 1 credit PSYC 870. Doctoral Internship. (b) Fall 2 - 12 credits PSYC 774. Introduction to Summer 4 - 1 credit Psychopharmacological Medications. PSYC 870. Doctoral Internship. (c) PSYC 777. Multivariate Analyses of Behavioral Data. Interested students need to be aware that one of PSYC 806. Advanced Personality Assessment. the courses in the Spring of Year 1 (Psychometrics) PSYC 841. Counseling Psychology Practicum has a prerequisite of Radford's PSYC 611 or its II. (a) equivalent (the final determination of whether a student's research course was sufficient will be Spring 2 - 12 credits in the hands of the Psychometrics instructor). PSYC 772. Couples and Family Systems Further, the Multivariate statistics course that is Therapy. taken in the Fall of Year 2 requires substantive PSYC 785. Neuropsychological Assessment. background in basic statistics (the equivalent of PSYC 808. Qualitative Research Methods. Radford's PSYC 610) or students will have dif- PSYC 841. Counseling Psychology Practicum ficulty with the course. II. (b)

Summer 2 - 9 credits FPSYCHOLOGY (M.A./M.S.) PSYC 809. Supervision. Hilary M. Lips, Chairperson PSYC 810. Rural Consultation and Program Ann Elliott Program Coordinator (Clinical) Evaluation. Sean Robson, Program Coordinator (I.O.) PSYC 843. Summer Practicum. Jenessa Steele, Program Coordinator (Experimental) Fall 3 - 13 credits Graduate Faculty PSYC 623. Advanced Social Psychology. See Graduate Faculty list at: PSYC 630. Cognitive and Affective Aspects of http://gradcollege.asp.radford.edu/faculty.html Behavior. PSYC 812. Rural Cultural Issues. PSYC 842. Counseling Psychology Practicum ADMISSION REQUIREMENTS III. (a) PSYC 899. Dissertation. In accepting applicants for admission, the department considers an applicant’s grade Spring 3 - 10 credits point average, scores on the Graduate Record PSYC 622. Historical Foundations of a Examination (GRE), letters of recommenda- Scientific Psychology. tion and the applicant’s work, life and aca- PSYC 773. Assessment and Treatment of demic accomplishments. Although there is not Addictive Disorders in Rural Settings. a required minimum GRE score, the majority PSYC 842. Counseling Psychology Practicum of students admitted to the psychology gradu- III. (b) ate program has a GRE score of at least 1,000 PSYC 899. Dissertation. (Verbal + Quantitative) and a GPA above 3.0. To be admitted on Regular Status, applicants must have completed a minimum of 18 semester hours Summer 3 - 3 credit of undergraduate psychology coursework. PSYC 843. Summer Practicum. Applicants are required to submit: • GRE scores (the subject portion is not

97 required). submitting the Program of Study. This should be • Official transcripts from all colleges attended. done on a “Petition for Program Changes” form • Three letters of reference, with at least one available in the Graduate College office. from a faculty member in a psychology depart- Students who, for personal or programmatic ment (two preferred). reasons, decide not to continue in a concentra- • Short statement (approximately two pages) tion in which they were originally admitted, regarding why she/he is interested in psychol- may request admission to the General option. ogy and future plans. Students will not be admitted to this option upon admittance to the Graduate College. A mini- Deadline for completed application is March mum of 36 hours is required for completion of 1. Late applications will be considered on a space this option. All core requirements must be met. available basis. Admission is competitive. Selection of courses to meet the 36 hour minimum requirement must be made in consultation with the Department Chair. CENTER FOR GENDER STUDIES Hilary M. Lips, Director ADDITIONAL ADMISSIONS The objective of the Center is to create a REQUIREMENT resource for and a model of excellence in gender-related teaching and research. The research In addition to general requirements for admis- activities of the Center provide an important sion to the Graduate College, the department resource for teaching students about gender and requires that all graduate students have a basic training them to do research on gender-related understanding and knowledge of psychology. issues. Through the activities of the Center, grad- Applications must be accompanied by at least uate students become involved in seminars and one letter of recommendation from a faculty opportunities for research experience are pro- member from the applicant’s major department. vided to undergraduate and graduate students. If the applicant’s major is not psychology, then The Center also provides a resource for infor- at least one letter should be from a psychology mation about gender research to other depart- faculty member. ments in the university and to the extra university Applicants without GRE scores on file community. (Verbal+Quantitative) will be subject to deferral pending receipt of such. GRADUATE PROGRAM The Psychology GRE is not required for admission. However, it is recommended that stu- The Psychology Department offers graduate dents take this examination and submit the score courses designed primarily for those students along with their application. For students who who wish to concentrate their studies in experi- may wish to enhance their chances of acceptance mental, clinical, counseling, industrial-organiza- into a competitive program, the Psychology GRE tional or school psychology. Graduate standing is score may be helpful for the committee’s consid- a prerequisite to all 600-level courses. eration of their credentials. Because of the sequencing and/or infrequent For graduate students in psychology, a mini- offering of certain psychology courses, students mum grade point average of 3.0 is required in making up undergraduate deficiencies or students graduate-level psychology courses. Failure to beginning graduate work during a semester other maintain this requirement after completion of than fall semester might experience scheduling 15 semester hours in graduate course work will problems which can delay completion of the result in termination from any/all programs required program of studies. leading to any graduate degree in psychology. Students receiving more than two grades of Upon admission to the Graduate College, each "C" or lower in any graduate work attempted at student is assigned a temporary adviser. The Radford University will be dismissed from the student must select a permanent adviser prior to

98 psychology graduate program. Students pursuing the Master of Arts degree must have earned a minimum of 18 semester hours of credit in psychology at the undergradu- CORE REQUIREMENTS ate level. The degree requires a six-semester- All Master of Arts and Master of Science stu- hour thesis, with the remaining hours usually dents in psychology, regardless of specialization, taken in psychology courses appropriate to the are required to take a common core consisting of student’s area of specialization. the following courses:

PSYC 610. Analysis of Behavioral Data. CLINICAL PSYCHOLOGY SPECIALIZATION PSYC 611. Methodology and Program The applied clinical master's program offers Evaluation in Psychology. students core courses providing basic founda- PSYC 612. Psychometric Theory, tions in research methodology and statistical Assessment, Appraisal and Application. analysis; normal and abnormal development; and diagnostic and therapeutic interventions with or mental health populations. Job opportunities for PSYC 631. Cognitive Intellectual Assessment graduates include community mental health cen- Techniques. ters, correctional facilities and hospitals. PSYC 798. Professional Internship Students are encouraged to take electives both in and outside of the clinical area and to engage or in independent research culminating in comple- PSYC 781. School Psychology Practicum I tion of a master’s thesis. The thesis is particularly and recommended for those students who plan to pursue further graduate training. PSYC 782. School Psychology Practicum II. Students in the Clinical Specialization will be expected to maintain professional behavior MASTER OF SCIENCE DEGREE and judgment and to follow the ethical principles established by the American Psychological Students pursuing the Master of Science Association while in the program. Failure to do degree must have earned a minimum of 18 so will result in immediate dismissal. After com- semester hours of credit in psychology at the pletion of the core course requirements, students undergraduate level. The specializations con- will be evaluated through their performance on sist of a minimum of 36 hours in Clinical, 36 the pre-practicum interview to determine their hours in Industrial/Organizational, or 33 hours in suitability for practicum. Successful completion Experimental. With permission of the student’s of the practicum is required for the degree. adviser, a maximum of six semester hours of Students in the Clinical Specialization are credit can be earned in an academic area outside required to pass a comprehensive oral exam of the Psychology Department related to psy- which tests the student’s grasp and ability to chology. Only students enrolled in the Ed.S. pro- communicate knowledge in major areas within gram in School Psychology may take PSYC 781 the field, including the ability to synthesize and and PSYC 782 toward completion of the core apply this knowledge. The comprehensive oral requirements for the Master of Science degree in exam committee must include a minimum of Psychology (see page 104). two faculty from the clinical area. The oral thesis defense does not fulfill the comprehensive oral exam requirement. Coursework in the clinical concentration may or may not meet individual state requirements for the coursework required for licensure at the master’s level. In Virginia, coursework in the MASTER OF ARTS DEGREE clinical track may not meet current licensure

99 requirements for the primary master’s degree Clinical Specialization Leading to the M.S. license, the Licensed Professional Counselor. Program Requirements 36 hrs. It is recommended that students check with the state in which they will reside for specific licen- PSYC 610. Analysis of Behavioral Data. 3 sure requirements. PSYC 611. Methodology and Program Evaluation in Psychology. 3 PSYC 631. Cognitive Intellectual Clinical Specialization Leading to the M.A. Assessment Techniques. 3 Program Requirements 39 hrs. PSYC 637. Personality Assessment. PSYC 610. Analysis of Behavioral Data. 3 or PSYC 611. Methodology and Program PSYC 612. Psychometric Theory, Assessment Evaluation in Psychology. 3 and Appraisal. PSYC 631. Cognitive Intellectual or Assessment Techniques. 3 PSYC 636. Child Personality Assessment. 3 PSYC 637. Personality Assessment. PSYC 640. Professional Orientation and or Function in Mental Health Counseling. 3 PSYC 612. Psychometric Theory, Assessment PSYC 641. Theories of Counseling and and Appraisal. Psychotherapy. 3 or PSYC 642. Techniques in Counseling and PSYC 636. Child Personality Assessment. 3 Psychotherapy. 3 PSYC 640. Professional Orientation and PSYC 685. Clinical Psychopathology. 3 Function in Mental Health Counseling. 3 PSYC 643. Mental Health Practicum. 3 PSYC 641. Theories of Counseling and PSYC 798. Professional Internship. 3 Psychotherapy. 3 PSYC 660. Human Growth and PSYC 642.Techniques in Counseling and Development. Psychotherapy. 3 or PSYC 685. Clinical Psychopathology. 3 PSYC 663. Child Psychopathology. PSYC 699. Research and Thesis. 6 or PSYC 798. Professional Internship. 3 PSYC 686. Child and Adult Sexual PSYC 660. Human Growth and Assault. 3 Development. PSYC 628. Biological Foundations of or Behavior. PSYC 663. Child Psychopathology. or or PSYC 774. Introduction to PSYC 686. Child and Adult Sexual Psychopharmacological Medications. 3 Assault. 3 FINAL COMPREHENSIVE PSYC 628. Biological Foundations of EXAMINATION – CLINICAL Behavior The final comprehensive examination com- or mittee of three faculty members must include PSYC 774. Introduction to two faculty members from the clinical option. Psychopharmacological Medications 3 This examination is intended to examine the student’s comprehensive grasp of the field and 100 is not limited to a defense of a thesis if one is Experimental Specialization Leading to the submitted. M.A. If a thesis is submitted it must be successfully Program Requirements 33 hrs. defended prior to attempting the final comprehensive examination. These may or may not be PSYC 628. Biological Foundations of concomitant. The thesis is taken for credit and Behavior. 3 the defense represents one part of the grading PSYC 610. Analysis of Behavioral Data. 3 process and does not represent a grade for the PSYC 611. Methodology and Program student’s comprehensive grasp of the field. (See Evaluation in Psychology. 3 “Final Comprehensive Examination” on p. 60.) PSYC 612. Psychometric Theory, Assessment, Appraisal and Application. 3 EXPERIMENTAL PSYCHOLOGY PSYC 622. Historical Foundations of a SPECIALIZATION Scientific Psychology. 3 The goal of the Experimental Psychology PSYC 623. Advanced Social Psychology. 3 specialization is to provide students with a solid foundation in the core principles of psychology, PSYC 699. Research and Thesis. 6 as well as with supervised experience in labo- PSYC 798. Professional Internship. 3 ratory research. The program allows students to apply their degree as a terminal master’s Recommended Electives 6 hrs. qualifying them to (a) serve as an instructor at the community or junior college level or to (b) PSYC 630. Cognitive and Affective Bases of conduct research in applied settings. The pro- Behavior. 3 gram also provides students with an opportunity PSYC 660. Human Growth and Lifespan to strengthen applications to doctoral programs Development. 3 in any subfield of psychology. PSYC 690. Seminar in Psychology. 3 Experimental Psychology students are expected to develop a breadth of knowledge in psychol- PSYC 698. Directed Study. 1-4 ogy, as well as to acquire research experience PSYC 774. Introduction to within at least two content areas. Students take Psychopharmacological Medications. 3 area core courses, as well as additional coursework designed to meet individual needs. Each student is expected to be actively involved INDUSTRIAL-ORGANIZATIONAL in research or some other scholarly endeavor PSYCHOLOGY SPECIALIZATION under the supervision of a faculty member after The I/O specialization is designed for those completion of the first semester and until the students who want to apply psychological prin- degree is awarded. Each student must also under- ciples directly to the study of work behavior. take a thesis project based on empirical research The student will learn how to conduct a job and successfully defend the thesis project in an analysis, construct and validate selection tests oral defense. The Experimental Psychology fac- and evaluate job performance. In addition, he/ ulty promote interdisciplinary and collaborative she will examine what motivates people to work, approaches to the study of psychology. what techniques are available for training skills and changing attitudes and the reciprocal social influence between the individual and the organization. The program is designed to provide a major for master’s degree students in psychology or a minor in an area such as business. There is considerable emphasis on applied projects, group work and computer skills.

101 Students in this specialty may elect either PSYC 654. Performance Appraisal. 3 the Master of Arts (thesis option) or Master of PSYC 655. Organizational Psychology II. 3 Science (non-thesis option) . All students must pass a comprehensive oral exam in the I/O PSYC 656. Employee Selection. 3 specialty area. The student working toward the PSYC 798. Professional Internship. 3 M.A. will also be required to complete a thesis, Elective 3 hrs. which offers six semester hours of credit (PSYC 699) and complete an additional oral examina- The remaining course in the Industrial- tion on that thesis. (See “Final Comprehensive Organizational program will be selected by the Examination” on p. 60.) Therefore, the M.A. student in consultation with his/her adviser. graduate would need to complete a total of 39 The internship carries up to six hours credit, semester hours. only three of which may be applied toward degree requirements and involves on-site experience in business, industrial or institutional set- Industrial-Organizational Specialization tings. Leading to the M.A. Program Requirements 39 hrs. FSCHOOL PSYCHOLOGY PSYC 610. Analysis of Behavioral Data. 3 Hilary M. Lips, Chair PSYC 611. Methodology and Program Jayne Bucy, Program Coordinator Evaluation in Psychology. 3 Graduate Faculty PSYC 612. Psychometric Theory. 3 See Graduate Faculty list at: http://gradcollege.asp.radford.edu/faculty.html PSYC 623. Advanced Social Psychology. 3 PSYC 650. Organizational Psychology I. 3 The Department of Psychology offers a PSYC 651. Foundations in I/O Psychology. 3 NASP-accredited Educational Specialist Degree Program in School Psychology. The academ- PSYC 652. Training and Development. 3 ic and training requirements for the School PSYC 654. Performance Appraisal. 3 Psychology Training Program are founded on PSYC 655. Organizational Psychology II. 3 both a philosophical and practical understanding of the role and function which the psychologist PSYC 656. Employee Selection. 3 expects (and is expected) to occupy within the PSYC 699. Research and Thesis. 6 educational setting. PSYC 798. Professional Internship. 3 ADMISSION REQUIREMENTS

Industrial-Organizational Specialization • Minimum grade point average of 3.0 Leading to the M.S. • At least two letters of reference (one from major department) Program Requirements 36 hrs. • GRE PSYC 610. Analysis of Behavioral Data. 3 • Final transcript showing degree conferred • Essay PSYC 611. Methodology and Program The deadline for applications is February 15. Evaluation in Psychology. 3 PSYC 612. Psychometric Theory. 3 ROLE AND FUNCTION OF THE PSYC 623. Advanced Social Psychology. 3 SCHOOL PSYCHOLOGIST PSYC 650. Organizational Psychology I. 3 The school psychologist is a professional, PSYC 651. Foundations in I/O Psychology. 3 operating as a specialist, within the framework of the school system. An interpreter of the behav- PSYC 652. Training and Development. 3 ioral sciences in educational settings, the school

102 psychologist functions cooperatively with pro- knowledge of research methodology is crucial. fessional educators, as well as other concerned To a lesser extent, school psychologists also persons in the community, in an effort to improve might desire to undertake their own research the psychological climate of the school environ- projects to contribute to the knowledge base of ment. Toward this end, there are three major the field. Functioning within this scientist-practi- roles or responsibilities (shown below) that the tioner framework requires that school psycholo- school psychologist must assume. gists possess competencies in research methodology, statistical inference and measurement ASSESSMENT ROLE theory and practice.

The school psychologist’s function within this SCHOOL PSYCHOLOGY TRAINING role is to determine the nature and extent of the PROGRAM problems for which students have been identified and any contributing factors that might be appar- The requirements of the School Psychology ent. In fulfilling this role, school psychologists Training Program at Radford University are rely on a variety of psychological instruments designed to enable students to fulfill the three designed to evaluate a broad spectrum of human basic roles (as well as others) with a reasonable characteristics and behaviors, both psychological level of competence and confidence. The pro- and academic, as well as the educational environ- gram operates under the philosophy that practic- ment itself. The primary purpose of assessment is ing school psychologists should be knowledge- to determine intervention strategies that can be able in the theoretical and applied skills of both used to remediate identified problems. education and psychology. Entering students are expected to commit INTERVENTION ROLE three years to the program. The first year is devoted to developing a more advanced back- In this role, school psychologists attempt ground in psychological foundations and theory to determine and implement the best interven- and also includes several basic skill courses tions for students with problems, based on the in psychological assessment, observational and results of the assessment process. Within this interviewing techniques. The second year is a role, school psychologists may intervene either combination of theory and skill practice, with an directly or indirectly. Direct interventions would increasing emphasis on the application of skills often involve individual and group counseling. as the year progresses. By the end of the second Indirect interventions would generally involve year, the student should have the entry level consultation with the teacher and other profes- skills of a school psychology intern and the third sionals concerning behavioral and academic year is devoted to a full-time, 1,200 clock hour programs that can be managed most effectively internship, with at least half of that internship in the classroom. being in the public school setting. The Ed.S. degree will be awarded follow- RESEARCH/PROGRAM ing the successful completion of the year-long EVALUATION ROLE internship, successful completion of a final com- To the greatest extent possible, the practice of prehensive oral and portfolio examination and school psychology should be governed by empiri- upon completion of a minimum of 71 semester cal evidence derived from scientific research. hours of graduate coursework with a GPA of 3.0 School psychologists must understand research or better and no more than two grades of C or methodology, be able to critically review research lower in any graduate work attempted at Radford reports and translate research results into practice. University. Also, school psychologists often are called upon The School Psychology Training Program by the systems for which they work to collect is fully accredited by the National Association data needed to make educational and administra- of School Psychologists and by the National tive decisions. In undertaking such assignments, Council for Accreditation of Teacher Education.

103 Upon completion of the program, graduates PSYC 782. School Psychology Practicum II. 4 are fully certifiable as school psychologists in EDSP 672. Introduction to High Incidence Virginia and, upon successfully completing the Disabilities. 3 examination requirements, also are nationally certifiable, making them eligible for certification in most other states. Third Year Courses 12 hrs. PSYC 795, 796. School Psychology Program Requirements 71 hrs. Internship. 6, 6 Required First Year Courses 30 hrs. Courses may occasionally be taken in a different Students are required to take the following sequence if circumstances permit or if course courses during their first year in the program. offerings are modified. PSYC 610. Analysis of Behavioral Data. 3 In addition to the courses listed, students may be expected or required to take addi- PSYC 611. Methodology and Program tional courses in Pupil-Personnel Services, Evaluation in Psychology. 3 Foundations of Education or School Organization/ PSYC 631. Cognitive and Intellectual Administration. Assessment Techniques. 3 Students with a master’s degree from an insti- PSYC 632. Child Behavioral Assessment and tution other than Radford University who apply Intervention. 3 for the Ed.S. degree must submit an application to the Graduate College for admission to gradu- PSYC 636. Child Personality Assessment. 3 ate study. PSYC 660. Human Growth and Lifespan The application will not be considered com- Development. 3 plete until it contains the following: PSYC 663. Child Psychopathology. 3 • Completed application form • Graduate Record Examination PSYC 665. School Psychological Services. 3 • At least two letters of reference. If an appli- PSYC 633. Academic Assessment and cant has been employed by a school system Intervention. 3 since completing his or her master’s degree, EDSP 651. Current Trends in Programs and at least one letter must be from a supervisor in Services for Exceptional Individuals. 3 the school system • A letter stating the applicant’s reasons for applying for admission to graduate study in Second Year Courses 29 hrs. school psychology PSYC 638. Early Childhood Assessment • Current resume´ and Intervention. 3 • Graduate transcript PSYC 678. Child Neuropsychological The Educational Specialist degree in School Assessment and Intervention. 3 Psychology requires a minimum of 71 hours or a PSYC 698. Directed Study. 2 minimum of 41 hours past the master’s degree. A PSYC 687. Pre-internship Seminar. 1 student, who enters the program with a master’s degree in psychology or a closely related field will PSYC 688. Consultation and Collaboration have a program of study that designates the 41 in Schools, Home and Community. 3 required hours and any other courses needed for PSYC 692. Mental Health Intervention and the Ed.S. degree subject to transcript review and Prevention in Schools I. 3 approval by the School Psychology Committee. PSYC 693. Mental Health Intervention and Students entering the program without a master’s Prevention in Schools II. 3 degree in psychology or closely related field may earn a Master’s of Science degree in psychol- PSYC 781. School Psychology Practicum I. 4 ogy from Radford University by completing all

104 requirements for the Ed.S. degree, completing a involves weekly on-site experience in local pub- total of 77 hours (36 hours applied to the mas- lic school settings under the direct supervision of ter’s degree and 41 hours applied to the Ed.S. a qualified school psychologist. An application degree) and passing the comprehensive exami- for practicum must be made in the spring of the nations for the Ed.S. degree. For these students, first year. the master’s degree and Ed.S. degree will be One academic year of full-time internship (or awarded simultaneously. Students are required similar supervised work experience) is required to complete two consecutive semesters of full by the Virginia State Department of Education time (9 hours/semesters) graduate study prior to for permanent certification in school psychol- their internship year. ogy. (In some states, a provisional certificate Students with a master’s degree from Radford may be issued when all requirements other than University who have not registered for gradu- the internship have been completed. ate courses at Radford during the three years The School Psychology Training Program preceding application for admission to the Ed.S. at Radford University requires two successive Degree program in School Psychology must semesters of full-time internship under the direct reapply to the Graduate College for admission. and continuous supervision of a fully certi- The application will not be complete until it fied, experienced school psychologist, who is contains all of the items specified above. approved by the School Psychology Committee If an applicant completed the last course to be qualified to render supervision. The School in his or her master’s degree program within Psychology Program requires a minimum of seven years of completion of the Ed.S. degree, 1,200 clock hours internship experience (600 hours earned toward the master’s degree (to a hours per semester for two semesters) before the maximum of 30 hours approved by the School intern will be recommended for certification. Psychology Committee) will apply toward the Prerequisites for the school psychology Ed.S. degree. If the last course in an applicant’s internship include: Approved application for the master’s degree program was completed more internship (forms available in the department than seven years before completion of the Ed.S. office) proposed site, supervisor’s name and degree, none of these hours will apply toward when the internship will begin; completion of all the Ed.S. degree, unless the applicant has been coursework, including practicum courses with at substantially employed as a school psychologist least B average overall with no more than two or the equivalent during the interval between grades of “C” or lower in attempted graduate completion of the master’s degree and admission work and Pass in the practicum courses; and per- to the Ed.S. degree program. mission of the School Psychology Coordinator Students who have been admitted to the at least four weeks prior to registration. The Educational Specialist program will receive a list cooperating school system generally pays the of program requirements with their admission intern for services during this period. letter which specifies all requirements, includ- The Radford University School Psychology ing deficiencies, necessary for completion of the Program adheres to the standards for internship degree. Of the 71 semester hours (or 41 hours recommended by the National Association of past the master’s) required for the Ed.S. degree, School Psychologists. no more than 12 hours may be outside psychol- The internship is a full-time experience, ogy. Students entering the Ed.S. program with- closely approximating the on-the-job charac- out a master’s and desiring to simultaneously be teristics of the certified school psychologist. A awarded the M.S. degree in Psychology and the written plan of internship goals and objectives is Ed.S. in School Psychology should consult their prepared prior to the internship and agreed to by advisers for assistance in choosing the six addi- representatives of the local educational agency, tional hours required to earn both degrees. the intern supervisors, Radford University facul- The practicum sequence is integrated with ty supervisor and the intern. Such plans present other coursework during the second year of internship objectives and approximate experi- the student’s program. Each practicum course ences for the achievement of and evaluation of

105 each objective. Sample plans may be obtained on a part-time basis. The goal of the degree pro- from the School Psychology Coordinator. gram is to prepare advanced, autonomous social The Virginia State Department of Education work practitioners with expertise in community- requires that all public school personnel have based social work practice with families. The certain courses at the undergraduate or gradu- Radford campus offers full and part-time pro- ate level before certification can be obtained. grams and the Abingdon campus offers a part- Two specific required courses which students time program. An Advanced Standing option often have not had at the undergraduate level are is available and allows students with a BSW American History and Personal Health. School degree to complete their MSW in less time. The psychology students should examine their under- Advanced Standing Program is available to stu- graduate and graduate course work carefully dents who meet grade point and other standards with certification requirements in mind and and who are graduates of CSWE-accredited BSW should work closely with their advisers in the program. The MSW program is fully accredited development of a program that will meet all of by the Council on Social Work Education. This the certification requirements. is a year-round program, including summers. At the completion of the year’s internship, The Standard program can be completed in two when all required courses (graduate and under- years (full-time) or in three or four years (part- graduate) have been successfully completed and time). The Advanced Standing program can be at least 71 semester hours of graduate credit (or completed in one year (full-time) or two years 41 hours past the master’s) have been passed, (part-time). A weekend-only option is available provided that the student has a B average or better for some students. and no more than two grades of C or lower in any graduate work attempted at Radford University, ADMISSION REQUIREMENTS the student will be awarded the Educational Specialist degree in School Psychology (Ed.S.). Applicants must meet the following criteria The student will also be endorsed by the State for admission to the master’s degree in Social Department of Education in Virginia with full Work Program at Radford University: certification as a school psychologist. 1) a) Hold a bachelor’s degree from an institution Each candidate for the Educational Specialist accredited by a recognized regional accredit- degree must apply for the degree within the first ing agency in the United States (degrees from two weeks of his/her final semester. Unless the institutions outside the United States will be necessary forms are filled out by the student evaluated on an equivalency basis); and before the stated deadline, graduation will be b) Indicate that such bachelor’s degree pro- delayed. Graduate standing is a prerequisite to all vided an adequate liberal arts background. 600-level courses. Liberal arts coursework must include the following: 1) the humanities (9 hours); FSOCIAL WORK 2) human biology content (3 hours); and Elise Fullmer, Director 3) the social sciences (15 hours). Lynne Taylor, Graduate Program It is expected that an applicant’s academic Coordinator background will indicate broad-based expo- Graduate Faculty sure to liberal studies. Coursework in intro- See Graduate Faculty list at: ductory statistics is recommended. http://gradcollege.asp.radford.edu/faculty.html 2) Have at least a 2.75 grade point average (on a 4.0 scale) for all undergraduate coursework MASTER OF SOCIAL WORK and a 3.0 for the last 60 hours of upper divi- DEGREE sion coursework. Advanced Standing applicants must have a GPA of at least 2.75 overall This degree is structured to meet the needs and 3.0 for all undergraduate social work of full-time students and those who wish to study coursework.

106 3) Demonstrate motivation and potential for a CONCENTRATION career in social work, including suitability for the profession. Curriculum 34 hrs. 4) Demonstrate interest and ability to participate SOWK 682. Biopsychosocial Assessment. 3 in the field of human services, preferably SOWK 761. Social Welfare Policy II: Family through previous professional, volunteer, or Policies and Advocacy. 3 field placement experience. Conditional Admission may be granted with SOWK 772. Research II: Advanced Research the requirement that the student make up any Methodology. 3 deficiencies with a grade of 3.0 or better within SOWK 783. Social Work Practice III: the first semester of enrollment. Community Practice to Strengthen Families. 3 For fullest consideration, applications for SOWK 784. Social Work Practice IV: Family Advanced Standing should be received by March Practica in a Community Context. 3 1 and applications for Standard by April 1. Applications received after those dates will be SOWK 785. Integrative Seminar. 3 considered on a space-available basis. SOWK 791:792. Concentration Practicum The School of Social Work follows the Council and Seminar I and II. 5:5 on Social Work Education’s guideline that no Electives 6 academic credit is given for life experience or previous work experience. Elective Emphasis Areas Standard Program Requirements 61 hrs. Students select elective courses according to their interests and abilities. All electives must Foundation Curriculum 27 hrs. be approved by the student’s adviser and the SOWK 601. Human Behavior in the Social MSW Coordinator. Students may select one of Environment I. 3 the elective emphasis areas described below, or SOWK 602. Human Behavior in the Social they may individualize their program of study Environment II. 3 through their choice of electives. The following elective emphasis areas represent cohesive pro- SOWK 611. Social Welfare Policy I: Policy is grams in one of three areas of practice: child wel- Practice. 3 fare, mental health, and school social work. The SOWK 621. Research I: Basic Research elective emphasis areas available to Standard Methodology. 3 students include: SOWK 631. Social Work Practice I: • Child Welfare (public social services empha- Foundations. 3 sis, attractive to students receiving Title IV-E stipends and others): SOWK 615, SOWK SOWK 632. Social Work Practice II: 625, open elective; Families, Groups and Community-Based • Mental Health (emphasis in mental health, Practice. 3 preparation for licensure): SOWK 615, SOWK SOWK 641:642. Foundation Practicum and 710, open elective. Seminar I and II. 3:3 • School Social Work Certification: SOWK Elective 3 720, EDSP 651, one elective selected from the following: SOWK 680, SOWK 615, SOWK ADVANCED STANDING 613, SOWK 625. Requires at least one field SOWK 679. Advanced Standing Bridge placement in a primary or secondary school. Course. 3 If a field placement is not completed in the schools, also take EDSP 622.

107 Advanced Standing Status meeting specified requirements. Students devel- Students who are admitted with Advanced op plans for their field placement in consultation Standing status begin the program in the sum- with the Field Coordinators and must receive mer, when SOWK 679, the Advanced Standing permission from a Field Coordinator before Bridge Course, is required. The course acts as contacting any agencies about field placement the bridge between the student’s undergraduate arrangements. More information is available social work curriculum and Radford University’s from the Field Coordinators. special conceptual emphasis, preparatory to entering the Concentration year. Following TEACHER EDUCATION AND successful completion of SOWK 679, Advanced LEADERSHIP, SCHOOL OF Standing students follow the same curriculum as offered to all concentration-level students in the GRADUATE PROGRAM full-time or part-time program. The School of Teacher Education and Retention in the Program Leadership offers four distinct Master of Science A graduate student shall be terminated from degrees. the MSW program if any of the following M.S. in Education occurs: M.S. in Educational Leadership 1) Receipt of a grade of C in any two graduate M.S. in Literacy Education courses; M.S. in Special Education 2) Receipt of a grade below a C in any single Graduate studies in the School of Teacher graduate course; Education and Leadership are designed to prepare 3) Failure to adhere to the Radford University graduate students for administrative, supervisory Honor Code, the Radford University Standards and related instructional and non-instructional of Student Conduct, or the Waldron College positions in Virginia’s educational system. Each Standards for Professional Practice Education; of the four separate degrees requires a series of or courses unique to that discipline. Careful selec- 4) Failure to adhere to the Code of Ethics of the tion of electives (if applicable) and supporting National Association of Social Workers. courses permits a graduate student to develop an individualized program of study with an Field Practicum emphasis on one or more of the following areas: Standard students must complete a two-se- evidence-based teaching skills and knowledge mester foundation field placement with a total of (pre-school through adult education); prepara- 480 clock hours. Both Standard and Advanced tion for various professional areas within educa- Standing students must complete a concentration tion; initial licensure for those not yet holding field placement, consisting of two consecutive a Virginia license to teach; additional endorse- semesters of 300 clock hours each. Students ments for teachers already licensed; preparation wishing to seek licensure in Virginia must com- for doctoral studies. plete at least 600 hours in a clinical field placement; licensure requirements may vary in other F states. Field practicum is an integral part of the EDUCATION educational program and field placements are Sandra Moore, Director, School of Teacher expected to be completed concurrently with Education and Leadership classroom courses. Requirements for field place- Debora Bays, Assistant Director ment include: approved field application (avail- Kristan Morrison, Program Coordinator able on the School of Social Work's website), Graduate Faculty interview with Field Coordinator and proposed See Graduate Faculty list at field site; student is in good academic standing; http://gradcollege.asp.radford.edu/faculty.html and student obtains individual liability insurance

108 ADMISSION REQUIREMENTS of successful teaching experience; and/or professional work or life experiences that attest to per- • Submission of an application for Graduate sonal growth and potential in graduate studies, Admission along with application fee. beyond that represented by test scores or GPA). • Official transcripts for all prior undergraduate and graduate coursework. Comprehensive Examination • Minimum 3.0 GPA on all undergraduate and Oral Examination coursework. Students completing the M.S. in Education • Official Graduate Record Examination (GRE) degree must complete comprehensive written scores (General test –Verbal, Quantitative, and and oral examinations as requirements for gradu- Analytical Writing) ation. The written examination may take various • Two letters of professional recommendation forms (to be explained upon admission/matricu- speaking to the applicant’s success and/or lation). The oral examination will consist of a potential as a professional teacher of students defense/presentation of this written product to in grades PreK-12 and potential for success as a committee of three faculty (minimum). It is a graduate student. the student’s responsibility to schedule the exam • Personal letter of application to the M.S. in in compliance with the procedures, forms, and Education responding to the following (typed, timeline outlined by the College of Graduate and double-spaced, not to exceed two pages in Professional Studies length): • Which of the following concentrations/pro- MASTER OF SCIENCE DEGREE IN grams are you seeking? EDUCATION i. Content Area Studies specialization in Math Common Core Education All students enrolled in the Master of Science ii. Curriculum and Instruction (with initial in Education degree are required to complete 12 licensure) semester hours of course work that comprise iii. Curriculum and Instruction (without initial a common core or common knowledge base. licensure) To the extent possible, students are encouraged iv. 5-year program in Early Childhood/Early to complete the common core courses early in Childhood Special Education their program of study, particularly the research • What are your short and long-term goals course. Courses required in the common core in seeking this degree? In your response, are: speak about your past experiences (particularly teaching experiences, if applicable) and how they have led you to this program. EDET 620. Educational Technology: • If also applying for initial licensure, please tell Applications, Applied Research and Integration. 3 us the certification area you are interested in EDEF 606. Educational Research. 3 (choose from list below): EDUC 670. Basic Principles and Practices of i. Elementary (PreK-6) Multicultural Education. 3 ii. Middle (grades 6-8)- specify what TWO subject areas (pick from English, Social EDEF 607. Educational Foundations. 3 Studies, Math, and Science) iii. Secondary (grades 6-12) – specify what Programs of Study ONE subject area (pick from English, Social In developing a program of study, students Studies, Math, Biology, Chemistry, or Earth select one of two concentrations within the Science or an add-on endorsement in physics). M.S. degree in Education or the five year Early Applicants who do not meet all the above Childhood Education program: admission criteria may still apply, but evaluation • Content Area Studies - Specialization in Math Education of such applicants may require additional com- • Curriculum and Instruction pensatory application materials (e.g. an interview - With licensure with program area faculty; and/or documentation - Without licensure 109 • Early Childhood Education with Licensure Math Courses – 18 hours in PreK-3 and Early Childhood Special Education • MATH 600. Foundations of the Number System (3 credits) CONTENT AREA STUDIES • MATH 641. Mathematical Analysis and CONCENTRATION Modeling (3 credits) Program Requirements 36 hrs. • MATH 623. Algebraic Reasoning and Mathematical Structures (3 credits) The concentration in Content Area Studies • MATH 635. Euclidean and Non-Euclidean requires a minimum of 36 semester hours of Geometry (3 credits) graduate coursework, including: • STAT 644. Applied Statistics for Teachers (3 • Common core courses (12 credits). credits) • A minimum of 18 semester hours of approved • MATH 621. History of Mathematics (3 credits) graduate course work in a content area (18 credits). Math Education Courses – 6 hours • Other required or elective coursework (6 cred- • MATH/EDUC 620 Issues of Equity and Diversity its). in Mathematics Education. (3 credits) At the present time, only one area of spe- • MATH/EDUC 650 Graduate Seminar: Theory cialization is available for students under this and Practice in Mathematics Education. (3 concentration: credits) Math Education.

Specialization in Math Education Math Education Certificate Applicants who are already licensed math- The Math Education specialization in the ematics educators and who are not interested Content Area Studies concentration is a 36-hour in pursuing a full Masters degree may be inter- program for licensed secondary Mathematics ested in the Math Education Certificate. This is teachers, or students with an undergraduate designed for individuals who wish to gain more degree in a mathematics education licensure content knowledge in mathematics. Completion program, or prospective college/university math- of this 18-credit hour certificate program makes ematics instructors. This program enhances sec- the applicant eligible to teach at community ondary mathematics teachers’ knowledge for colleges or as dual enrollment (high school/ teaching while providing the mathematical con- community college) teachers. The courses for tent preparation required for teaching at a two-or the certificate are those six courses listed above four-year college. under the “Math Courses” designation.

Required Courses 12 hrs. CURRICULUM AND INSTRUCTION All M.S. in Education students are required CONCENTRATION to complete 12 semester hours of course work that comprise a common core or common knowl- Program Requirements 30 hrs. edge base. Students are encouraged to complete This concentration allows professional edu- the required common core courses early in their cators opportunities to expand their professional program of study, particularly the research course development and enhance skills in teaching and (EDEF 606), which is required within the first 9 content knowledge. There are two options in this hours. The common core courses are: concentration: Masters only and Masters with • EDET 620. Educational Technology: Appli- licensure. cations, Applied Research and Integration (3 credits) Required Courses 12 hrs. • EDEF 606. Educational Research (3 credits) All M.S. in Education students are required • EDUC 670. Basic Principles and Practices of to complete 12 semester hours of course work Multicultural Education (3 credits) that comprise a common core or common knowl- • EDEF 607. Educational Foundations. (3 credits) edge base. Students are encouraged to complete the required common core courses early in their 110 program of study, particularly the research course beyond the 30 semester hours for the Masters. (EDEF 606), which is required within the first 9 Please contact the M.S. in Education Graduate hours. The common core courses are: Program Coordinator for specific coursework requirements. • EDET 620. Educational Technology: Appli- cations, Applied Research and Integration (3 FIVE YEAR M.S. IN EDUCATION PROGRAM credits) WITH LICENSURE IN PREK-3 AND EARLY • EDEF 606. Educational Research (3 credits) CHILDHOOD SPECIAL EDUCATION • EDUC 670. Basic Principles and Practices of Multicultural Education (3 credits) Program Requirements 36 hrs. • EDEF 607. Educational Foundations. (3 credits) This program is designed solely for students who have completed the non-licensure B.S. Categorical Electives – 12 hours program at RU in Interdisciplinary Studies with The student, in consultation with his/her adviser, concentrations in Early Childhood Education will select 12 additional hours of coursework, with and Early Childhood Special Education (IDEC). at least 3 hours in each of the following areas: Undergraduate students in the pre-professional • Teaching and Curriculum Development portion of the program must meet all require- • Reading ments for admission to the College of Graduate • Assessment and Evaluation and Professional Studies before being enrolled • Special Education in the master’s degree portion of the program. Students must meet with their faculty advisers Students are expected to complete the graduate to get listings of which courses will count for admissions process during the spring of their each of the categories above. senior year. Graduate admissions requirements for students in the 5-year program are the same Open Electives – 6 hours as for other concentrations within the M.S. in The student, in consultation with his/her Education degree. Students complete the admis- adviser, will select 6 additional hours of course- sion process to the teacher education program in work in any education-related category. the spring of their senior year. The following courses are required for the MASTERS WITH LICENSURE OPTION fifth year Master’s Degree in Education with dual licensure in early childhood education (PreK-3) Applicants who do not currently hold a license and early childhood special education (birth to to teach in elementary, middle, or secondary edu- five). cation may work on such licensure concurrently while working toward the M.S. in Education, Required Courses 12 hrs. Curriculum and Instruction concentration. All M.S. in Education students are required to Students choosing the M.S. in Education, complete 12 semester hours of course work that Curriculum and Instruction Concentration with comprise a common core or common knowledge Licensure Option will also be required to apply base. Students are encouraged to complete the and be admitted to the College of Education required common core courses early in their pro- and Human Development’s Teacher Education gram of study, particularly the research course Program prior to the blocking/student teaching (EDEF 606), which is required within the first 9 year. The admission requirements for this pro- hours. The common core courses are: gram include tests and content area coursework as well as additional documentation of prepared- • EDET 620. Educational Technology: Appli- ness for working with PreK-12th grade children. cations, Applied Research and Integration (3 If a student is combining initial licensure in credits) elementary, middle, or secondary education with • EDEF 606. Educational Research (3 credits) the Curriculum and Instruction concentration, • EDUC 670. Basic Principles and Practices of then additional coursework will be required Multicultural Education (3 credits)

111 • EDEF 607. Educational Foundations. (3 credits) typed, double-spaced, 12 pt. font, with one- inch margins). Other required courses – 24 credits • EDRD 688. Advanced Study in Reading Skills Please refer to pages 21 - 24 for application (3) deadlines. • EDSP 670. Proactive Classroom Management The Educational Leadership Program offers and Advanced Positive Behavior Support (3) two MS degree options; a 36-hour MS in • EDSP 750 Internship in Early Childhood Education degree (Option 1), and a 30-hour MS Special Education (9) in Education degree (Option 2) • EDEC 750 Internship in Early Childhood Education (9) OPTION 1 -MASTER OF SCIENCE EDUCATIONAL LEADERSHIP W/ LICENSURE FEDUCATIONAL LEADERSHIP Sandra Moore, Director, School for Teacher Option 1 (36 hours) is designed to culminate Education and Leadership in a master’s degree with a recommendation of Debora Bays, Assistant Director endorsement for full preK-12 administration William Flora, Program Coordinator and supervision. This option is for students who Graduate Faculty DO NOT hold a prior master's degree from an See Graduate Faculty list at accredited program. http://gradcollege.asp.radford.edu/faculty.html Required Courses 36 hrs. The Master of Science Degree in Educational EDEL 612. Introduction to School Leadership is designed to prepare professional Administration. 3 personnel to fill positions as preK-12 school prin- EDEL 614. Supervision and Evaluation of cipals or instructional supervisors in Virginia. Instruction. 3 Endorsement in administration in Virginia requires a minimum of three years of successful K-12 EDUC 615. Principles of Curriculum teaching experience prior to beginning a graduate Development. 3 program in this area. Successful completion of this EDEF 606. Educational Research. 3 program of study would lead to a license in preK- EDUC 617. Models of Teaching. 3 12 school administration and supervision. EDEL 621. Organization and Management of ADMISSION REQUIREMENTS: Public Schools. 3 EDEL 624. Technology for School • Undergraduate GPA of 2.75 or better. Administrators. 3 • Official test scores from either the Graduate Record Examination (GRE) or the Miller EDEL 626. The School and Community Analogies Test (MAT) factored in with under- Relations. 3 graduate or graduate grade point average EDEL 630. Legal and Ethical Dimensions of (GPA) to derive acceptable cutoffs. School Administration. 3 • Minimum of three years K-12 classroom EDEL 690. Internship. 6 teaching experience. • Three references, one of which is from most Elective 3 recent principal, one from current superintendent or designee. OPTION 2 - MASTER OF SCIENCE • Writing sample to be completed which details EDUCATIONAL LEADERSHIP W/ LICENSURE applicant’s philosophy of teaching, learning and administration garnered over the years Option 2 (30 hours) is designed to culminate of classroom teaching experience (two pages in a Master's degree with a recommendation

112 of endorsement in pre-K-12 administration and opportunity to prepare for the role of school prin- supervision. This option is for students who cipal and/or central office supervisor licensure at hold a prior master's degree from an accredited the preK-12 level. program. All program requirements are to be completed before registering for the SLLA. Required Courses 30 hrs. EDEL 612. Introduction to School FLITERACY EDUCATION Administration. 3 Sandra Moore, Director, School of Teacher EDEL 614. Supervision and Evaluation of Education and Leadership Instruction. 3 Debora Bays, Assistant Director EDUC 615. Principles of Curriculum Donald Langrehr, Program Coordinator Development. 3 Graduate Faculty See Graduate Faculty list at: EDUC 617. Models of Teaching. 3 http://gradcollege.asp.radford.edu/faculty.html EDEL 621. Organization and Management of Public Schools. 3 The Literacy Education (K-12) Program EDEL 624. Technology for School leads to a Master of Science degree with a poten- Administrators. 3 tial licensure endorsement as a Reading Specialist and requires 33 semester hours of graduate work. EDEL 626. The School and Community The Reading Specialist Endorsement requires at Relations. 3 least three years of successful classroom teach- EDEL 630. Legal and Ethical Dimensions of ing experience in which the teaching of reading School Administration. 3 was an important responsibility. EDEL 690. Internship. 6 ADMISSION REQUIREMENTS FIELD EXPERIENCE AND • Minimum undergraduate grade point average LICENSURE of 2.75 overall. In order to be fully licensed, a student must • Send official transcripts for all undergraduate complete an internship. An internship consists and graduate coursework including degrees of a total of 360 hours of administration experi- conferred. ence in local schools and/or in a division office • Submit an essay (typed, double spaced, three setting. Students may begin the field placement pages in length), that includes the following: after six hours in the program at a time (in 2 hour a. What past work experiences and interests increments). Each 2.0 hour unit of the intern- influenced your decision to apply for the read- ship consists of 120 clock hours working with ing education program? a mentor principal/central office supervisor. The b. Describe your short- and long-term goals administrative internship is required for licensure and career aspirations as they relate to the as a preK-12 supervisor. reading program.

LICENSURE REQUIREMENTS Essays will be evaluated by the admissions The School Licensure Leadership Assessment committee as part of the application. (SLLA) by ETS is required by the Commonwealth • References should be from two individuals of Virginia, prior to receiving the pre K-12 who can address your history of successful Administration and Supervision license. teaching experiences with students and your Radford University’s Master of Science in potential for academic and professional suc- Educational Leadership provides students the cess in the field of literacy education.

113 • Submit a copy of your teaching license. FSPECIAL EDUCATION Sandra Moore, Director, School of Teacher Please refer to pages 21 - 24 for application Education and Leadership deadlines. Debora Bays, Assistant Director Liz Altieri, Program Coordinator Program Requirements 33 hrs. Graduate Faculty See Graduate Faculty list at: Required Courses 30 hrs. http://gradcollege.asp.radford.edu/faculty.html EDEF 606. Educational Research. 3

EDRD 624. Leadership in Literacy: MASTER OF SCIENCE DEGREE IN Administration, Supervision, Coaching. 3 SPECIAL EDUCATION EDRD 630. Teaching Reading in the Content The Master of Science Degree Program in Areas. 3 Special Education is a single degree program EDRD/EDSP 641. Assessment and offering practicing educators and those intend- Intervention for Language Development. 3 ing to enter the teaching profession the oppor- EDRD 688. Foundation of Literacy tunity to design a program of study to meet Education. 3 their interests and teacher licensure needs in the area of special education. The program empha- EDRD 692. Reading Diagnosis: Assessment sizes knowledge and skills in characteristics, to Inform Instruction. 3 assessment and evaluation, understanding and EDRD/EDSP 695. Alternative Approaches to application of service delivery, curriculum and Reading. 3 instruction, IEP/IFSP development and monitor- EDRD 697. Practicum: Diagnosis and ing, transition, proactive classroom management Intervention in Literacy. 6 and positive behavior support, and collaboration and teamwork. The goal of the program is to EDSP 669. Diagnostic Educational develop professionals who can work effectively Procedures for Exceptional Individuals. 3 with infants, children and youth with disabili- Elective 3 hrs. ties, ensure their academic and personal success through collaboration with families, general edu- In consultation with their adviser, students may cators and other team members, and advocate for choose one elective in areas such as Educational children, families and the profession to improve Technology, English, Special Education and the quality of life for all children. Communication Sciences and Disorders. In addi- In close consultation with an adviser, students tion, special topics courses (EDRD 660) will be plan a program of study that includes a common offered periodically on topics pertinent to read- core of 12 credit hours and an additional 18 credit ing education such as Children’s Literature and hours selected from a menu of courses. Programs Strategies for Classroom Writing. can be designed with licensure and non-licensure For successful completion of the Graduate options. Those seeking initial teacher licensure Reading program all candidates are required to may have 9 or more additional hours of support- attain a benchmark score of 245 or higher on the ing coursework. Internship experiences of 6-12 Virginia Reading Assessment (VRA). Candidates hours will also be required to obtain postgraduate will be allowed two opportunities to successfully professional licensure or to complete require- pass the VRA. A Master’s Degree will not be ments for provisional licensure in one or more of awarded if a candidate fails to achieve the score the following areas: Special Education: General of 245 or higher after taking the VRA a second Curriculum, K-12; Special Education – Adapted time. http://www.va.nesinc.com/ Curriculum, K-12; Hearing Impairments, preK- 12; Vision Impairments, preK-12; and Early Childhood Special Education, birth through age 5. The Masters only, non-licensure option is

114 intended for graduate students who already have EDUC, EDRD, COED, COSD, EDEC, EDET, initial teacher licensure in an area of special EDSP or PSYC. education or those who desire to enhance their knowledge and skills in diverse areas of special education. II. Licensure Options

DEGREE REQUIREMENTS A. Special Education, General Curriculum [GSPE/gcse] MS in Special Education (30 hrs.) This option is for those who will work with MS in Special Education with licensure students with disabilities who learn within K-12 (36-51 hrs.) general education curriculum primarily within Required 600-Level Core Courses for All general education settings, and who will collabo- Programs of Study (12 hrs.) rate with a wide range of professionals to provide appropriate services. EDSP 651. Students with Diverse Learning Needs and the Special Education Process (3) Required Program Courses (18 hrs.) [must be taken first; prerequisite for all courses in special education] EDSP/EDRD 641 Assessment and Intervention for Language Development. (3) EDEF 606. Educational Research. (3) [must be taken in the first nine hours of the EDSP 672. Characteristics of Learners program] with Disabilities who Access the General Curriculum, K-12. (3) EDSP 622. Collaboration to Teach and Support Diverse Learners. (3) EDSP 669. Diagnostic and Assessment Procedures for Individuals with EDSP 670. Proactive Classroom Management Disabilities. (3) and Advanced Positive Behavior Support. (3) EDSP 675 Teaching Students with Exceptional Learning Needs in the OPTIONS (choose one) Elementary General Curriculum. (3) I. Masters only, Non-licensure option EDSP 676. Teaching Students with [GSPE] Exceptional Learning Needs in the Secondary This option is for those seeking advanced pro- General Curriculum. (3) fessional development in special education and EDSP/EDRD 695. Alternative Approaches to who do not need to work toward licensure. An Reading Instruction. (3) additional 18 hours of coursework beyond the core is selected with an adviser, and 12 of those To obtain VDOE licensure in Special hours must be at the 600 level or above. Education, General Curriculum K-12, an additional 6-12 semester hours of internship experi- Special Education Electives – 15 hours ences are required. At least 3 hours must be taken in each of the following areas: • Characteristics EDSP 791. Teaching Internship in Special • Curriculum and Methods Education – General Curriculum, Elementary (2-6) • Reading, Writing, Communication, Language EDSP 792. Teaching Internship in Special Development Education –General Curriculum, Secondary • Assessment and Evaluation (2-6)

Open Elective - 3 hours B. Special Education, Adapted Curriculum To be selected from course offerings in EDEL, [GSPE/acse]

115 This option is for those who will work with EDSP/PSYC 638. Early Childhood students with complex disabilities who require Assessment and Intervention (3) an individualized, adapted curriculum and spe- COSD 602. Language Disorders: Birth to cialized supports to gain access to the general Five Years (3) education curriculum and learn within K-12 general education settings, and who will collaborate EDSP 677. Medical Aspects of Teaching with a wide range of related and/or medical ser- Young Children with Disabilities (3) vice professionals. EDSP, EDRD, or EDET 600-level Elective (3) Required Program Courses 18 hrs. To obtain VDOE licensure in Early Childhood EDSP 663. Characteristics of Students with Special Education, Birth to Five, an additional Severe Disabilities. (3) 6-12 semester hours of internship experiences are required. EDSP 664. Curriculum and Assessment in EDSP 740. Teaching Internship in Early Severe Disabilities. (3) Childhood Special Education: Home- and EDSP 566. Teaching Students with Community-based Services (3-6 hours; repeat- Individualized Adapted Curriculum. (3) able up to 6 hours). EDSP 665. Positioning and Handling. (3) EDSP 741. Teaching Internship in Early Childhood Special Education: School-based EDSP 667. Communication and Severe Services (3-6 hours; repeatable up to 6 hours). Disabilities. (3) *Six semester hour minimum in at least two EDSP 668. Transition and Community-based settings, one of which may be a current place of Instruction. (3) employment. To obtain VDOE licensure in Special Education, Adapted Curriculum, K-12, an addi- D. Hearing Impairments [GSPE/hise] tional 6-12 semester hours of internship experi- This option is for those who will work in a ences are required. variety of educational settings with students who EDSP 781. Teaching Internship in Severe are deaf or hard of hearing and who will collabo- Disabilities (Elementary) (1-6) rate with a wide range of professionals including interpreters to provide appropriate services. EDSP 782. Teaching Internship in Severe Disabilities (Secondary) (1-6) Required Program Courses (18 hrs.) EDSP 526. Introduction to Deaf and Hard of C. Early Childhood Special Education Hearing. (3) [GSPE/ecse] EDSP 527. Curriculum and Methods for This option prepares graduates to work with Deaf and Hard of Hearing Students. (3) and advocate for infants and young children with EDSP 528. Language Development and developmental delays and disabilities birth to Literacy for the Deaf and Hard of five and their families in a variety of early inter- Hearing. (3) vention, home and school settings. EDSP 669. Diagnostic and Assessment Procedures for Individuals with Disabilities. (3) Required Program Courses 18 hrs. EDSP 536. Teaching Infants, Toddlers, and EDSP/EDRD 641 Assessment and Inter- Preschoolers with Disabilities (3) vention for Language Development. (3) EDSP 538. Program Management in Early COSD 512. Communication Approaches and Childhood Special Education (3) Sensory Devices for Children with Hearing Impairment. (3)

116 program in Special Education (Interdisciplinary To obtain VDOE licensure in Hearing Studies major). Undergraduate students in the Impairments PreK-12, an additional 6-12 semes- pre-professional portion of the program must ter hours of internship experiences are required. meet all requirements for admission to the EDSP 755. D/HH Teaching Internship - College of Graduate and Professional Studies Preschool/Elementary. (6) before being enrolled in the master's degree portion of the program. Students are expected EDSP 756. D/HH Teaching Internship - to complete the graduate admissions process Secondary. (6) during the spring of their senior year. Graduate admissions requirements for students in the E. Visual Impairment [GSPE/vise] 5-year program are the same as for other options This option is for those who will work in a within the Special Education program. Students variety of educational settings with students who in this option must request permission to take are blind or have visual impairments, and who one graduate level course in their senior year and will collaborate with a wide range of profession- must have a minimum GPA of 2.75 to qualify for als to provide appropriate services. enrollment.

Required Program Courses 18 hrs. The following courses are required for EDSP 650. Characteristics of Students with the master's degree in special education and Visual Impairments. (1) VDOE licensure in Special Education, General Curriculum K-12. EDSP 653. Teaching Methods for Students with Visual Impairments. (3) Required Courses and Internships (30 hrs.) EDSP/EDET 654. Assistive Technology for EDEF 606. Educational Research. (3) Individuals with Sensory Impairments. (2) EDSP 641. Assessment and Intervention for EDSP 655. Braille Code. (3) Language Development. (3) EDSP 656. Braille Reading & Writing. (3) EDSP 675. Teaching Students with EDSP 657. Curriculum and Assessment for Exceptional Learning. Students with Visual Impairments. (3) Needs in the Elementary General EDSP 658. Medical and Educational Curriculum (3) Implications of Visual Impairments. (3) EDSP 676. Teaching Students with Exceptional Learning. To obtain VDOE licensure in Visual Impairment Needs in the Secondary General PreK-12, an additional course and 6-12 semester Curriculum (3) hours of internship experience are required. EDSP 659. Orientation and Mobility for EDSP 695. Alternative Approaches to Students with Visual Impairments. (2) Reading Instruction. (3) EDSP 771. Teaching Internship in Visual EDSP 669. Diagnostic and Assessment Impairments, Elementary. (1-6) Procedures for Individuals with Disabilities. (3) EDSP 772. Teaching Internship in Visual Impairments, Secondary. (1-6) EDSP 791. Teaching Internship in Special Education – General Curriculum, Elementary. (6) FIFTH YEAR MASTER'S OF SCIENCE EDSP 792. Teaching Internship in Special DEGREE IN SPECIAL EDUCATION AND Education – General Curriculum, LICENSURE IN SPECIAL EDUCATION Secondary (6) This program option is designed solely for students who have completed the non-licensure B.S. ADMISSION REQUIREMENTS

117 Also see application requirements for Special NON-DEGREE STUDENTS Education on page 24. (1) Submit application with all required docu- Non-degree seeking students may not enroll mentation to the College of Graduate and in any graduate (600) level special education Professional Studies: official transcripts, test courses without permission of the Director of the scores, letters of recommendation, resume School or the Graduate Coordinator. Students and personal letter of application. may take no more than 6 hours as a non-degree (2) Minimum 2.75 GPA on all undergraduate seeking student. coursework, and 3.0 on graduate coursework, if taken. SUPPORTING/DEFICIENCY (3) Test scores on the GRE: Verbal, Quantitative COURSES and Analytical Writing required. (4) Three letters of professional recommenda- The need for deficiency, prerequisite and tion speaking to the applicant's success and supporting coursework depends on the option capacity as a teacher of students with and chosen, and will be planned and documented without disabilities, and potential for suc- on the Program of Studies by the adviser and cess as a graduate student and a professional student. in the field of special education. (5) A resume documenting all volunteer, internship and work experiences with infants, COMPREHENSIVE EXAMINATION children, and youth. Students must complete a comprehensive (6) Personal letter of application to the Special exam, either a written exam or submission of a Education Program Area (typed, double- spaced, two pages in length) that includes standards-based portfolio, in the last semester of the following: coursework at least two months prior to the date a. Why you believe you would be a good of expected graduation. The exam may include candidate for the Masters Degree in Special an additional oral examination/defense. It is the Education and what academic and personal student's responsibility to schedule the exam strengths and experiences support your ability with his/her adviser in the first three weeks of to complete a graduate program. the final semester and request and complete the b. The special education option you are con- necessary forms from the College of Graduate sidering and what past experiences and inter- and Professional Studies. ests influenced your decision to apply for this specific program area. c. Your short- and long-term goals and career RETENTION IN THE PROGRAM aspirations as they relate to this program. Professional skills and dispositions which Applicants who do not meet all these admis- reflect general expectations for all professional sion criteria may still apply, but evaluation will educators are required of all graduate students in include submission of additional compensatory this program. Students will be expected to dem- application materials and an interview with pro- onstrate and will be evaluated periodically on the gram area faculty. Documentation of successful following academic, personal and professional teaching experience will be considered as well. characteristics and dispositions: Applicants choosing the licensure option will also be required to submit additional materials and pass all required tests for admission to 1. Academic performance that is congruent the Teacher Education Program per Virginia with excellence in professional teaching prac- Licensure Regulations, and may upon transcript tice; analysis, be required to complete deficiency 2. Effective oral and written communica- coursework in Human Growth and Development, tion skills. Students choosing the Hearing Foundations of Education, Literacy Instruction, Impairments licensure option must demonstrate and Educational Technology. ASL proficiency.

118 3. Behavior that is congruent with the Code of adherence to professional standards of dress and Ethics of the National Education Association, the grooming; Council for Exceptional Children and the Radford 10. The ability to apply knowledge of subject University Honor Code (see the Standards of matter and pedagogy and research-based strate- Student Conduct Handbook); gies and have a positive impact on student learn- 4. Appropriate interpersonal skills evidenced ing within direct practice in school settings. in class activities and field experiences including respect for others, acceptance of constructive Probation/Suspension/Dismissal Policies criticism, acceptance of diversity, and ability to specific to the MS in Special Education: maintain productive working relationships; (1) Any grade lower than a C will result in 5. Professional characteristics and skills evi- dismissal from the program. denced in class activities and field experiences (2) More than two C's will result in dismissal including effective cooperation and collaboration from the program. with other students and professionals, respon- (3) Probation policies for the College of siveness to supervisors, colleagues and families, Graduate and Professional Studies will apply to and the execution of professional duties without all students whose GPA falls below 3.0 during reprimand; any semester. 6. Demonstrated psychological well-being (4) Students engaged in coursework or field sufficient to interact positively and professionally experience who receive an unsatisfactory rat- with students and colleagues including self confi- ing in an area of Professional Dispositions and dence, enthusiasm, initiative, persistence, sound Characteristics will be placed on an improve- decision-making skills and the ability to handle ment plan. Failure to address these concerns and stress inherent in the teaching experience; make agreed upon improvements will result in 7. Demonstrated physical well-being suffi- dismissal from the program. cient to assume responsibilities associated with graduate work and field experience in a constant and stable manner; 8. Appropriate self awareness and self confidence including the ability to self-evaluate and accept and respond to constructive criticism; 9. Appropriate professional conduct including consistent attendance and punctuality, reliability, dependability, social maturity, ability to handle stress, responsiveness to school policies, and

119 120

RU In History Charter signed: March 10, 1910 First board meeting: July 26, 1910 First president elected: October 3, 1911 First faculty elected: June 6, 1913 First session of classes: September 17, 1913 First commencement: June 6 – 9, 1914 First two-year diploma awarded: June 8, 1914 First four-year B.S. degree awarded: June 6, 1921

marks a significant milestone for Radford University: the 2010100th anniversary of the March 10, 1910, singing of the charter that created the State Normal and Industrial School for Women at Radford. For nearly 60 years, Radford College grew as a distinguished public institution of higher education for women. In 1972, the student body became co-educational, and in 1979 the institution became known as Radford University. Penelope W. Kyle, J.D., was appointed the sixth president in 2005. Under President Kyle’s direction, a strategic plan was developed by the Commission for the Future of Radford University – RU 7-17, Forg- ing a Bold New Future. The 7-17 vision statement offers an overarching direction for the next decade. Radford University will be among the top 50 masters universities in the nation and will become increasingly known as a model for student- centered learning, transforming its students into graduates who will be among the most sought after by the nation’s best employers and who will become leaders in their communities and chosen careers in the arts, business, education, health and human services, medical professions, the humanities, the sciences, and technology. Now is the time to celebrate the century and honor the university’s new level of excellence. Now is also the time to look to the future and to engage all constituencies. Together, we can establish the university’s role in its second century. You are encouraged to discover the uniqueness of Radford University and to join in creating the next chapter in its history. Under the banner Celebrating the Century — Forging the Future, you are invited to be part of Radford University’s Centennial.

121 122 123 124 125 126 127 128 129 130 131 Course Identification

The following section contains course descriptions for each department. A course number indicates in a general way the difficulty and level of the student group for which the course is offered. Courses numbered 100 to 199 are primarily for freshmen; 200 to 299 for sophomores; and 300 to 499 for juniors and seniors. Some 500 to 599 courses have been approved for graduate credit (see departmental sections) and may be taken by qualified seniors and graduate students. Courses numbered 600 and above are restricted to graduate students. The number in parentheses after a course indicates the credit in semester hours. A hyphen (-) between the numbers of a course indicates no credit will be given until all of the course sequence is successfully completed. A colon (:) between the numbers of a course and semester hours credit indicates credit will be given as each semester of the course is completed; courses must be taken in sequence. A comma (,) between the numbers of a course and semester hours credit indicates credit will be given as each semester of the course is completed and they need not be taken in order. The line following the course title and credit tells the number of lecture and laboratory hours a week. The third line gives the prerequisite, if any. Following some course descriptions, the semester in which the course is offered (fall, spring) will be listed. When no semester (or semesters) is listed at the end of the course description, then in most cases that course is offered each semester during the academic year. However, students should consult with their academic advisers to verify exact schedules for course offerings. To obtain detailed information regarding a specific course, students may view the complete course syllabus for a specific course by accessing the course through the Radford University computer network.

COURSE PREFIX INDEX EDSP Special Education Prefix Subject EDUC Education ACTG Accounting ENGL English ANTH Anthropology FINC Finance APST Appalachian Studies GEOG Geography ART Art GEOL Geology BIOL Biology ITEC Information Science and Technology BLAW Business Law MGNT Management CHHS College of Health and Human Services MKTG Marketing COED Counselor Education MATH Mathematics COMM Communication MSTD Media Studies COSD Communication Sciences and Disorders MUSC Music CRJU Criminal Justice NURS Nursing ECON Economics OCTH Occupational Therapy EDEC Early Childhood Education PHSC Physical Science EDEF Education Foundation POSC Political Science EDEL Educational Leadership PHYS Physics EDET Educational Technology PSYC Psychology EDLI English as a Second Language RCPT Recreation, Parks and Tourism EDLS Library Science SOCY Sociology EDME Middle Education SOWK Social Work EDRD Reading (Literacy Education) THEA Theatre EDSE Secondary Education

132 Course Descriptions

ACCOUNTING ACTG 615. Seminar in Financial Accounting. (3) ACTG 511. Fundamentals of Three hours seminar. Accounting. (3) Prerequisites: ACTG 313 and ACTG 314. Three hours online course. Study of the practice of accounting, financial Prerequisites: Graduate standing. reporting and analysis of financial performance This course provides an integrated study of for corporate entities. Emphasis on research and introductory financial and managerial account- analysis of advanced financial topics of current ing. This course may be taken for an elective in interest. the MBA program. ACTG 671. Special Topics in Accounting. (3) ACTG 606. Governmental and Nonprofit Prerequisites: MBA status or permission of Accounting. (3) instructor. Three hours lecture. Examines topics of special interest in account- Prerequisites: MBA status or permission of the ing areas not covered in current graduate course instructor. offerings. Study of the practice of accounting, financial reporting and analysis of financial performance ACTG 698. Directed Study. (1-4) for governmental and nonprofit organizations. Hours and credits to be arranged. Emphasis will also be placed on budgeting and Prerequisites: MBA status and permission of managerial control of these organizations. the instructor, adviser and Directed Study form submitted to the Graduate College. ACTG 611. Accounting for Decision Making See “Directed Study” on p. 58. and Control. (3) Three hours lecture. ACTG 699. Research and Thesis. (1-6) Prerequisite: MBA status or permission of the Hours and credits to be arranged with the instructor. approval of the student’s thesis supervisor, Emphasis on accounting data used by managers adviser, department chairperson and the dean of in decision making. The course uses a textbook the Graduate College. See “Thesis” on p. 59. and cases. Among topics covered are relevant cost identification in decision making, contribution margin approach and capital budgeting. ANTHROPOLOGY ACTG 614. Advanced Auditing and Attestation. (3) ANTH 511. Appalachian Cultures. (3) Three hours seminar. Three hours lecture. Prerequisite: ACTG 414. Prerequisite: ANTH 121 or SOCY 110. An expanded study of auditing and attestation Contemporary Appalachian culture; anthropo- services and technology topics. It is designed logical explanations of regional culture explored; to further expose students to the prerequisite causes and repercussions of culture change in knowledge tested on the Auditing and Attestation Appalachia examined. section of the Uniform CPA Examination. Audit teams will be utilized to conduct an audit simulation based on a cycle approach.

133 APPALACHIAN STUDIES ART The following 500-level courses may be taken APST 560. Seminar in Appalachian for graduate credit if the student has the neces- Studies. (3) sary prerequisites and the same or a comparable Three hours lecture. course was not taken as part of the undergradu- The seminar focuses on a designated topic of ate program. At least 80 percent of the hours current interest in Appalachian Studies and is in the overall program must be in 600-level designated to give students in-depth exposure courses. both in the classroom and in the field. Topic examples include mountaintop removal, coal Enrollment in 500-level courses for graduate field labor practices, cultural attachment to credit requires upper division or graduate stand- place, Appalachian-Scottish-Irish connections, ing. Appalachia in the media. The course fulfills part of the requirement for the Certificate in ART 512. Late 18th and 19th Appalachian Studies. May be repeated for credit Century Art. (3) when content differs. Three hours lecture. A study of European trends in art of the late 18th APST 595. Research in Appalachia. (3) and 19th centuries. Prerequisite: Permission of instructor and/or chair. ART 522. Ancient Art. (3) Will vary as topics vary. Currently the course Three hours lecture. focuses on research in communities served by A study of the art and architecture of the the Appalachian Arts and Studies in the Schools ancient Near East, Egypt, the Aegean, Greece program (AASIS). May be repeated for credit and Rome. when content differs. ART 524. Medieval Art. (3) APST 680. Appalachian Studies Three hours lecture. Internship. (3) Exploration of the origins, evolution, themes Each hour of credit will require 40 hours on the and visual characteristics of the arts of the early job. Christian through Gothic periods. Prerequisite: Permission of instructor. Course counts up to three hours toward fulfill- ART 527. Special Topics in Art History. (3) ment of course requirements for an Appalachian Three hours lecture. Studies minor. Requires an internship in a public An historical study of an art topic that may not or private agency in Appalachia. Student will be a significant part of the content in regularly receive academic and agency supervision. The taught art history courses. May be taken again course will be graded on a pass/fail basis. for credit. APST 698. Directed Study. (1-6) ART 528. Twentieth Century Art. (3) Directed Study courses are offered by several Three hours lecture. departments and are designed to permit students Study of the development of the visual arts of to investigate independently specific problems the 20th century emphasizing chronological or areas of interest under the direction of a evolution, themes and visual forms. faculty adviser. A Directed Study course must be approved by the appropriate department ART 540. Elementary Art Education Theory chairperson prior to the deadline for adding and Practice. (3) Two hours lecture, two hours laboratory. courses in the term in which the study is to be Teaching of art in public schools – principles, undertaken. No student may apply more than six practices and materials. hours of credit for Directed Study toward graduation requirements.

134 ART 541. Secondary Art Education Theory ART 600. Graduate Studio/Research. (3) and Practice. (3) One hour lecture and four hours studio. Two hours lecture, two hours laboratory. May be taken again for credit. Teaching of art in secondary schools – principles, practices and materials. ART 601. Seminar in Art History. (3) Three hours discussion, research, field assign- ART 544. History of American Architecture. (3) ments. Three hours lecture. Prerequisites: Graduate status and 12 hours of The study of American architecture emphasizing art history at the undergraduate level or approv- the international and multicultural influences on al of the instructor. the design of various styles, as well as the social, Study and critical interpretation of a period/ technological and environmental forces affect- movement in art history with particular empha- ing that design. sis on contemporary social, political and technological influences. May be taken again for ART 548. History of American Art and credit. Architecture. (3) Prerequisites: None. ART 605. Research in Art. (3) Upon completion of this course, students will One hour lecture, four hours studio. demonstrate familiarity with and understanding of Problem analysis of technical processes in the important developments in American art and selected studio areas of concentration. May be architecture from the colonial period to the late taken again for credit. 20th century. This class will focus on understand- ART 609. Art Education Supervision. (3) ing the ways in which art and architecture reflect Three hours lecture, discussion or reports. varied interactions between social class, gender, The study of current supervisory problems in the economic issues, and historical imperatives. administration of art programs. Offered alternate ART 551. History of Photographic Media spring semesters. and Camera Arts. (3) ART 642. Art Education Theory and Prerequisites: None. Practice. (3) This course provides an overview of the history Two hours lecture, two hours laboratory. and invention of photography and the camera, A study of historical and prevailing ideas in art an examination of issues related to the devel- education and their practical application. opment of photography as a tool of science, historical documentation, and art; and the place ART 666. Graduate Art History Travel. (6) of photography and more recent developments n On-site art history course designed around digital media in the history of art. actual works of art and architecture found in museums and historical sites in the countries ART 562. Renaissance Art. (3) visited. Three hours lecture. An examination of the rebirth of the visual arts in ART 694. Internship. (3-6) Europe in the 14th, 15th and 16th centuries. Prerequisite: Graduate level standing and permission of instructor. ART 582. Baroque and Rococo Art. (3) In close collaboration with a supervising pro- Three hours lecture. fessor the student will arrange outside employ- A study of the styles and themes of 17th- and ment working in their field concentration, such early 18th-century Western European art. as Graphic Design or Jewelry. By working in an ART 594. Art Museum Education. (3) actual job situation, the student will gain valu- Three hours seminar. able real world experience, portfolio work and A hands-on approach to the study, theoretical possible future job contacts. foundations and implementation of education programs in the Art Museum setting.

135 ART 698. Directed Study. (1-4) a given semester but who wish to use University Prerequisite: Approval of the adviser, depart- facilities and services during that time. ment chair and Directed Study form submitted to the Graduate College. Hours and credit to be arranged. See Directed BIOLOGY Study on p. 58. ART 699. Research and Thesis. (1-6) BIOL 581. Special Topics in Biology. (1-6) Prerequisite: The proposal for the visual exhibi- One to six hours of lecture and/or laboratory. tion and its complementary written exposition Prerequisites: Minimum of eight (8) hours of must have prior approval of all members of the undergraduate biology or permission of instruc- student’s Graduate Committee and the dean of tor. the Graduate College. An outline of topics will be made available each Development and realization of an exhibition time the course is offered. May be taken for of original art work and a written exposi- credit more than once, providing the topics are tion of means and meanings of the exhibition. different each time. Visual documentation and an oral comprehensive examination complete the visual exhibition BIOL 681. Advanced Topics in written exposition project. Hours and credits to Biology. (3-4) be arranged with the approval of the chair of the A minimum of 45 (for 3 credits) or 60 (for 4 cred- student’s supervisory committee and the dean of its) contact hours per course. Prerequisites: Minimum of eight (8) credits of the Graduate College. See “Thesis” on p. 59. undergraduate or graduate biology or permis- ART 702. Studio Management. (3) sion of instructor. Three hours lecture or seminar. Selected topics in advanced biology. An outline Problems in the management of the professional of topics will be made available each time the art studio. course is offered. May be taken for credit more than once, providing the topics are different each GRAD 799. Continuous Enrollment. (1) time. All graduate students are required to be registered during the semester they receive their BIOL 698. Directed Study. (1-4) degree from Radford University. Registration Prerequisite: Approval for directed study. is required of all graduate students when using An opportunity to pursue research or other University facilities and/or faculty time. The advanced scholarly study in biology. Hours and minimum number of hours for registration is credit to be arranged in consultation with the one. Registration allows use of services such faculty member with whom the student will as library checkout, laboratories and recreation work on the directed study. May be repeated for facilities not open to the public. a maximum of six hours of credit to count toward the degree. Students who are not currently registered for any course work and who have completed all course work but have other outstanding degree BUSINESS LAW requirements (e.g., comprehensive examination, thesis, removal of an I or IP grade), are BLAW 603. Legal Aspects of Enterprise. (3) required to register for a continuous enrollment Three hours lecture. course each semester, including summer, until Prerequisite: MBA status or permission of the they have met the outstanding requirement(s). instructor. A study of the legal framework within which This course carries no credit hour production business enterprises function with special atten- and does not count toward graduation require- tion to business-government relationships. ments. This course option is also available to those admitted students who are not enrolled in

136 BLAW 671. Special Topics in Business Law. (3) ciated with them. Theories and techniques that Prerequisite: MBA status or permission of the provide a framework for the process of counsel- instructor. ing will be explored. The course will provide a Examines topics of special interest in business systematic, comprehensive and balanced over- law areas not covered in current graduate course view of the leading theories and techniques of offerings. counseling and psychotherapy. Students will be provided the opportunity to put theory into practice through small supervised experiences using COLLEGE OF HEALTH AND counseling techniques to help focus on three HUMAN SERVICES domains: thinking, feeling and behaving. COED 612. Professional, Ethical and Legal CHHS 686. Special Topics in Health and Issues in Counseling. (3) Human Services. (3) Prerequisite: None Prerequisite: Permission of Instructor. Three hours lecture. A comprehensive study of special interest topics This course is designed for mental health prac- in health and human services requiring a mini- titioners involved in the helping professions. mum of 45 contact hours per offering. Each topic An introduction and overview of the counseling will be described in detail when offered. The profession is presented including an examination course may be taken for credit multiple times, of legal and ethical issues. Material discussed in provided that the topics are substantially differ- class is applicable to counselors in training in all ent and the department or school approves. settings. COED 613. Career Counseling and Development. (3) COUNSELOR EDUCATION Prerequisite: COED 610, 611 or faculty approval COED 600. Current Issues in Counselor Three hours lecture. Education (Topic). (1-4) Emphasizes the understanding of theoretical Prerequisite: Faculty approval approaches to career development and develop- One to four hours per week ment and coordination of services to help indi- Examines a major problem, in the counseling viduals achieve career maturity. Includes activi- field, its implications and possible alternative ties to promote self-understanding, educational solutions. and vocational information services, decision making and placement skills. COED 610. Human Growth and Development. (3) COED 614. Group Counseling Theories and Prerequisites: None Techniques. (3) Three hours lecture. Prerequisite: COED 610 and 611 or faculty Covers the nature and range of human character- approval. istics and individual differences. Centers on three Two hours lecture; two hours laboratory. areas: human behavior, interpersonal life styles Introduction to small group counseling. Didactic and human interaction systems and social support and experiential learning in group theory and systems. The course adopts a case study approach practice. Involves group participation to develop to learning. self awareness, acceptance and effective interpersonal skills. COED 611. Introduction to Counseling Theories and Techniques. (3) COED 615. Assessment and Appraisal Prerequisites: None Techniques in Counseling. (3) Three hours lecture. Prerequisite: COED 610, 611 or faculty approv- This course is designed to introduce students to al the variety of theoretical models that underlie Three hours lecture. the practice of counseling and techniques asso- This course is designed to provide counselors

137 and other behavioral science helping profession- primary emphasis consists of students becoming als knowledge, skills and abilities in educational, more knowledgeable about the impact of gender occupational and mental health assessment. The on their personal lives and the impact of gender course objective is to aid students in becom- in their role as a counselor and their work with ing knowledgeable, skillful and thoughtful in clients. the exercise of professional judgement based assessment derived from clinical observations, COED 635. Human Sexuality Issues in consultation and objective assessments. The Counseling. (3) course also instructs counselors in assessment Prerequisites: COED 610, equivalent course, procedure to evaluate current functioning of a (or concurrently) or permission of instructor. Three hours lecture. client in varying settings including schools, col- This course explores the importance of human leges or universities and mental health treatment sexuality issues in the counseling of children, facilities. The course addresses professional adolescents and adults. Areas explored include issues related to the ethical use of assessment basic human sexual functioning and sexual tools and strategies in a culture of diversity. expression, gender identity development, gender COED 616. Cultural and Diversity issues in counseling men and women and the Counseling. (3) effects of sexual abuse on personality develop- Prerequisite: COED 610, 611 ment and functioning. Other issues considered Three hours lecture. will include current topics such as sexual harass- Designed to provide an overview of human ment and date rape. behavior including human diversity and cultural pluralism. Multicultural theories and models COED 637. Death, Loss and Grief of counseling and consulting are presented and Counseling. (3) Prerequisites: COED 610 and 611 or faculty examined. Students also experience multicul- approval. tural relationship differences. Three hours lecture. COED 620. Psychopathology, Diagnosis, and This course provides students with a personal and professional understanding of death, grief and loss Treatment Planning. (3) responses. Theories and models of death and loss Prerequisites: COED 610, 611 and 615 (or fac- will be presented. Both didactic and experiential ulty approval) methods of instruction will be utilized. Three hours lecture. This course integrates theory and practice of COED 639. Counseling and Spirituality. (3) assessment, evaluation, diagnosis, treatment Prerequisites: COED 610 and 611 or with per- planning and case management to achieve mission of instructor developmental and remedial counseling and Three hours lecture. psychotherapy goals and objectives. The course This course will examine the interface of counsel- examines current classifications of psychopa- ing and spirituality. Spirituality will be explored thology signs, symptoms and syndromes and from multiple perspectives and orientations. integrates developmental and remedial assess- Topics will include dynamics that interact with ment of patients, clients or students with case health, pathology, and development, interven- conceptualization, treatment planning and case tion methods, counselor belief systems, mind- management. fulness, spiritual competencies, and exploring and exercising each student’s unique approach COED 633. Gender Issues in Counseling. (3) to spirituality counseling. Prerequisite: None Three hours lecture. COED 640. Counseling Techniques. (3) This course provides an exploration of gender Prerequisites: COED 610 and 611 within the context of counseling and psycho- Three hours lecture. therapy. Specifically, this course examines how Development and mastery of basic counseling gender, as both a social construct and a core skills through a combination of didactic and identity, shapes psychosocial development. A experiential approaches. Video and audio tapes,

138 role playing, simulation and practice in proce- in higher education. Students examine profes- dures utilized. sional journals and organizations associated with higher education, philosophical issues in COED 641. Practicum: Individual the field and research in a problem area in higher Counseling Techniques. (3) education. Prerequisite: COED 611 with a grade of “B” or higher and faculty approval; pre- or coreq- COED 661. The College Student and uisites COED 610 and COED 612 can be taken Developmental Theories. (3) concurrently with COED 641, but if taken prior Prerequisite: COED 660 or concurrently. to COED 641 must have a grade of “B” or Three hours lecture. higher This course is comprised of two components. One One hour lecture; four hours laboratory. examines the developmental needs of today’s col- This course integrates varying theoretical lege students. This in-depth examination covers approaches to counseling through clinical prac- characteristics, demographics, culture, challenges tice. It also requires progressive clinical profi- and needs of the college students in today’s institu- ciency in the assessment, diagnosis, planning tions of higher education. The second component and execution of counseling, while demonstrat- is studying the process of human growth and ing effectiveness in the use of the behavioral development during the college years. Students’ sciences and theory, tools and techniques of intellectual, moral, ethical, ego, psychosocial, iden- counseling and psychotherapy. tity and career development is examined. Linking theory to the challenges facing college students is COED 642. Practicum: Group the foundation of this course. Counseling Techniques. (3) Prerequisite: COED 610, 611, 612, 614 and 641 COED 662. Student Affairs with grades of “B” or higher Administration. (3) One hour lecture; four hours laboratory. Prerequisite: COED 660 or concurrently. Four integral components of the course include Three hours lecture. first, the development of group counseling skills; This course provides the student with an over- second, organizing, implementing and evaluat- view of the areas of importance in the admin- ing counseling groups; third, the acquisition and istration of a college Student Affairs Division. demonstration of advanced group counseling skills Areas included are budgeting, finance, manage- through clinical practice; and fourth the enhanced ment, legal and ethical concerns, assessment and use of self as a helping agent as a result of personal supervision. and professional growth and development associated with group participation. COED 663. Leadership and Organizational Behavior. (3) COED 650. Introduction to Community Prerequisite: COED 660 or permission of Mental Health Counseling. (3) instructor. Prerequisite: None Three hours lecture. Three hours lecture. COED 663 is intended to provide in depth A course that examines the basic assumptions knowledge regarding organizational behavior which underlie the community counseling model, and the psychological and managerial aspects conceptions of social intervention, implications of leadership behaviors. This course will look at for the counseling process, the role of the com- institutions of higher education as the primary munity counselor, prevention in the community context for examining these two critical areas. and current controversies and issues. COED 670. Counseling Children and COED 660. Introduction to Student Affairs Adolescents. (3) in Higher Education. (3) Prerequisite: COED 610, 611 or faculty approv- Prerequisite: None al. Three hours lecture. Three hours lecture. Introduces role and philosophy of student affairs This course examines developmental patterns

139 and counseling needs of children and adoles- of the strategies, goals, methodologies, programs cents. Covers planning, implementation and and types of knowledge and skills necessary for evaluation of school-related helping services. effective identification and treatment of substance Includes recognition of the rights of special stu- abuse. dent populations and counseling needs. COED 688. Crisis Intervention and Trauma COED 671. Secondary School Counseling. (3) Counseling. (3) Prerequisite: COED 610 or faculty approval. Prerequisites: COED 610, 611, 612, or permis- Three hours lecture. sion of instructor. The course focuses on the functions, roles and Three hours lecture. current issues of secondary school counselors. This course will provide graduate students the Content areas include foundations of secondary opportunity to learn, understand, implement, school counseling, knowledge and practice of and experience the theories and helping skills school counseling, assessment and consultation. that guide the practices of crisis intervention and Major concerns of adolescents and counseling trauma counseling. Students will begin to learn approaches to assist these concerns are also how to put theory into practice in this critical included. area of counseling. COED 680. Couples and Family Counseling: COED 690. Internship in Community Theory and Methods. (3) Mental Health Counseling. (3-6) Prerequisites: COED 610 and 611 Prerequisites: Thirty semester hours completed Three hours lecture. in good academic standing including COED COED 680 is a survey course that examines the 620, 641, 642, 650 (or concurrent) and approval of chairperson one semester prior to registra- historical antecedents, philosophical assumption. tions and theoretical rationale of the major This course requires that each semester hour of approaches to marital and family therapy. credit is the equivalent of 100 contact hours. COED 681. Couples and Family Counseling: The Counselor Education faculty will determine Strategies and Techniques. (3) credit hours available to each student. Students Prerequisites: COED 680 may register for an internship in three semes- Two hours lecture; two hours laboratory. ter hour increments up to the total number of COED 681 is designed to provide an overview semester hours available for each internship. of the techniques and skills associated with This course provides clinical experience pro- the practice of couples, marriage and family viding counseling services in a human service therapy. agency. COED 685. Foundations of Play COED 691. Internship in Elementary School Therapy. (3) Counseling. (3) Prerequisites: COED 610 and 611, or permis- Prerequisites: Completion of 33 semester hours sion of instructor. in good academic standing including COED This course includes an overview of essential 641, 642, 670 (or concurrently) and permission elements and principles of play therapy, includ- of the chairperson at least one semester prior to ing history, theories, techniques, modalities, and registration. applications of play therapy. The course features This course requires that each semester hour an experiential element during which students credit is the equivalent of 100 contact hours. conduct play therapy session(s), under supervi- Counselor Education faculty will determine sion of the instructor. credit hours available to each student. Students must register for three semester hours available COED 686. Overview of Substance Abuse for each internship. and Addictive Disorders. (3) Prerequisites: COED 610 and COED 611 COED 692. Internship in Middle School Three hours lecture. Counseling. (3) COED 686 is intended to provide an overview Prerequisites: Completion of 33 semester hours

140 in good academic standing including COED thesis supervisor and the dean of the Graduate 641, 642, 670 (or concurrently) and permission College. See “Thesis” on p. 59. of the chairperson at least one semester prior to registration. GRAD 799. Continuous Enrollment (1) This course requires that each semester hour All graduate students are required to be reg- credit is the equivalent of 100 contact hours. istered during the semester they receive their Counselor Education faculty will determine degree from Radford University. Registration credit hours available to each student. Students is required of all graduate students when using must register for three semester hours available University facilities and/or faculty time. The for each internship. minimum number of hours for registration is one. Registration allows use of services such COED 693. Internship in High School as library checkout, laboratories and recreation Counseling. (3) facilities not open to the public. Prerequisites: Completion of 33 semester hours Students who are not currently registered for any in good academic standing including COED course work and who have completed all course 641, 642, 671 (or concurrently) and permission work but have other outstanding degree require- of the chairperson at least one semester prior to registration. ments (e.g., comprehensive examination, thesis, removal of an I or IP grade), are required to This course requires that each semester hour of register for a continuous enrollment course each credit is the equivalent of 100 contact hours. semester, including summer, until they have met Counselor Education faculty will determine the outstanding requirement(s). credit hours available to each student. Students This course carries no credit hour production must register for three semester hour increments and does not count toward graduation require- up to the total number of semester hours avail- ments. This course option is also available to able for each internship. those admitted students who are not enrolled in COED 694. Internship in Student Affairs a given semester but who wish to use University Services. (3-6) facilities and services during that time. Prerequisites: Completion of 30 hours in good academic standing including COED 641, 642, 660 and 661 and approval of chairperson one CORPORATE AND PROFESSIONAL semester prior to registration. COMMUNICATION This course requires that each semester hour credit is the equivalent of 100 contact hours. The Counselor Education faculty will determine No more than 20 percent of a graduate student’s credit hours available to each student. Students program (6 credits) may be in the 500-level may register for an internship in three semes- courses described below. Enrollment in 500- ter hour increments up to the total number of level courses for graduate credit requires upper semester hours available for each internship. division or graduate standing. Courses numbered The course provides practical experience in stu- 600 and above are for graduate students only. dent personnel service areas. COMM 506. Communication Skills COED 698. Directed Study. (1-4) Tutoring. (3) Hours and credit to be arranged. Three hours lecture/participation. Prerequisite: Approval of adviser, department Prerequisites: Graduate standing and instruc- chair and Directed Study form submitted to the tor’s permission. Graduate College. Principles and methods of training clients in See “Directed Study” on p. 58. the improvement of communication skills in such areas as public speaking, group discussion COED 699. Research and Thesis. (1-6) and listening. Applied component of the course The student will complete a research project in provides supervised consultation and tutoring the area of counselor education. Hours and cred- experience. it arranged with the approval of the student’s

141 COMM 508. Public Relations Case Studies. (3) COMM 559. Communication in Conflict Three hours lecture/discussion. Management. (3) Prerequisites: Graduate standing and instruc- Three hours lecture/discussion/field experience. tor’s permission. Prerequisites: Graduate standing and instruc- Case studies and typical public relations prob- tor’s permission. lems in industry, labor, education, government, This course addresses the nature of conflict social welfare and trade associations. Planning between people as it is manifested in communi- and preparation of communication materials for cative interaction in varied contexts, within indi- various media; applications of public relations viduals, between individuals, between groups techniques. and between organizational and social entities. It deals with both competitive and, especially, COMM 513. Political Communication. (3) cooperative communication genres as well as Three hours lecture/discussion. strategies of conflict intervention and media- Prerequisites: Graduate standing and instruction. tor’s permission. Contemporary theories and practices of politi- COMM 565. Communication and Health cal communication. Examines the structure and Care. (3) function of political messages, the strategic dis- Three hours lecture/discussion. semination of political messages and the effects Prerequisites: Graduate standing and instruc- of those messages on corporate, social, profes- tor’s permission. sional and cultural institutions. A survey of research findings and theoretic models relevant to communication practices and COMM 539. Communication and health care at the interpersonal, group, organiza- Leadership. (3) tional and social levels. Three hours lecture/discussion. An introduction to the study and practice of COMM 600. Communication leadership from a communication perspective. Theory. (3) Analysis of major theories and research in lead- Three hours seminar. ership with primary emphasis on application in Prerequisite: Graduate standing. real-world settings. Through discussions and An overview of the history and theory of the participation in group activities, students explore discipline of communication, including episte- leadership concepts and theories, analyze their mological, ontological and axiological positions personal leadership styles, and develop leader- driving theoretic models. This course provides ship communication skills. background and foundation for the study of corporate and professional communication. COMM 540. Listening and Nonverbal Communication. (3) COMM 605. Applied Communication Three hours lecture/discussion. Research. (3) Prerequisites: Graduate standing and instruc- Three hours seminar/research. tor’s permission. Prerequisite: Graduate standing. Emphasis on theoretical and practical consid- Research methods and reporting procedures in erations of human awareness and attention, communication research. Understanding report- perception and reception of auditory, visual and ing procedures and a variety of quantitative and nonverbal codifications; processing, reception qualitative methods of data collection, analysis and representation of the spoken word (psy- and interpretation. cholinguistics), image formation and visualization, as well as other semiotic processes such COMM 610. Seminar in Organizational as kinesics, proxemics, paralinguistics, haptics Communication. (3) and chronemics. Explores audience reception in Three hours seminar. personal as well as mediated contexts in terms Prerequisite: Graduate standing. of recent developments in brain/main research Detailed study of theoretical and applied litera- and theory. ture in organizational communication focusing

142 on modern organizations. Topics for discussion communication between various types of orga- include: the nature of communication in concep- nizations and their publics including research tualizing modern organizations, micro perspec- and analysis of problems and issues, preparation tives (interpersonal, group, public and techno- and planning of appropriate action, development logical contexts), macro perspectives (classical and implementation of effective communication theory, human relations theory, feminist theory, and systematic evaluation. cultural theory, systems theory, TQM models, quality circles, etc.), communication networks, COMM 630. Communication, Change and communication auditing, organizational change Innovation. (3) and the role of the professional communicator. Three hours seminar. Prerequisite: Graduate standing. COMM 611. Communication Law and The study of organizational change and innova- Ethics. (3) tion as a fundamental and recurrent series of Three hours seminar. events rooted in and dependent upon complex Prerequisite: Graduate standing. communication processes. Survey of the legal and ethical constraints placed upon the content, form and transmission of mes- COMM 633. Seminar in Persuasion. (3) sages in a variety of contexts related to personal, Prerequisites: None political, business and corporate life. Seminar format in which students will discuss and explore concepts and theories relating to COMM 615. Seminar in Public Relations. (3) persuasion. Includes application to the corporate Three hours seminar. environment. Prerequisite: Graduate standing. Examination of the public relations profession COMM 635. Contemporary Issues in Corporate and application of theoretical and research lit- and Professional Communication. (3) erature in public relations. Topics for discussion Three hours seminar. include: the public relations industry, role of Prerequisite: Graduate standing. public relations in organizations and society, Study of current issues in corporate and profes- public relations ethics, public relations roles, sional communication. Topics to be announced. public relations strategies and contemporary May be repeated under different topics. theories of public relations. COMM 640. Internship in Corporate and COMM 620. Training and Development. (3) Professional Communication. (3) Three hours seminar. Prerequisites: Graduate standing and permis- Prerequisites: Graduate standing and COMM sion of the supervising instructor and permis- 605 or instructor’s permission. sion of the Graduate Coordinator. This course provides an overview of the com- An opportunity for practical application of communication skills important in contemporary munication theory to practical contexts. Requires organizations and of the theoretic and practical a written proposal. concerns inherent in the assessment of commu- COMM 650. Seminar in Interpersonal nication needs within organizations, the provi- Communication. (3) sion of communication training and develop- Prerequisite: Graduate standing. ment and the assessment of outcomes. These Seminar format in which students will discuss processes are viewed from the perspective of and explore concepts and theories relating to internal organizational function, as well as from interpersonal communication in work relation- that of external consultants. ships and personal relationships. COMM 625. Issues Management. (3) COMM 658. Diversity in the Workplace. (3) Three hours seminar. Prerequisite: Graduate standing. Prerequisite: Graduate standing. For managers and members of the workforce, The study of distinctive advocacy roles, relation- diversity poses both challenges and benefits. ships and strategies to maintain mutual lines of Greater emphasis on understanding cultural

143 differences and managing diversity as a com- given semester but who wish to use University petitive advantage has become both a reality and facilities and services during that time. an opportunity in American organizations. This is a seminar format course in which students will discuss and explore concepts and theories relat- COMMUNICATION SCIENCES AND ing to diversity communication in work relation- DISORDERS ships and personal relationships. COMM 698. Directed Study. (3) COSD 510. Neuroanatomy in Prerequisites: Graduate standing and permis- Communication Disorders. (3) sion of the instructor, graduate coordinator and Three hours lecture. Directed Study form submitted to the Graduate Prerequisite: Graduate standing or permission. College. Study of the neurological structures and func- Provides the opportunity for individual work tions related to normal speech, language and with a faculty member in areas of mutual inter- hearing processes. est. May be repeated for a maximum of six hours of credit to count toward the degree (non-thesis COSD 511. Public School Methods in a option). See “Directed Study” on p. 58. Diverse Society. (3) Three hours lecture. COMM 699. Research and Thesis. (6) Prerequisite: Graduate standing or permission. Prerequisites: Approval of student’s thesis pro- A study of clinical delivery and administration posal by the student’s thesis committee and of services to the communicatively disordered by the dean of the College of Graduate and children and adolescents in the culturally diverse Professional Studies. school setting, including current regulations Research project completed and reported by a and issues. Must be taken for Virginia Teacher thesis student in his or her area of interest. See Certification. “Thesis” on p. 59. COSD 512. Audiologic Rehabilitation. (3) GRAD 799. Continuous Enrollment (1) Three hours lecture. All graduate students are required to be reg- Prerequisite: Admission to COSD graduate pro- istered during the semester they receive their gram or enrollment in the Teacher of Hearing degree from Radford University. Registration Impaired certification program. is required of all graduate students when using This course will include an in-depth study of University facilities and/or faculty time. The sensory devices and intervention approaches for minimum number of hours for registration is children with hearing loss. one. Registration allows use of services such COSD 601. Research in Communication as library checkout, laboratories and recreation Sciences and Disorders. (3) facilities not open to the public. Three hours lecture. Prerequisite: Graduate standing or permission. Students who are not currently registered for any A course designed to introduce methods of course work and who have completed all course research, theories of measurement, research work but have other outstanding degree require- design and statistics. ments (e.g., comprehensive examination, thesis, removal of an I or IP grade), are required to COSD 602. Language Disorders: Birth to register for a continuous enrollment course each Five Years. (3) semester, including summer, until they have met Three hours lecture. the outstanding requirement(s). This course car- Prerequisite: Graduate standing or permission. ries no credit hour production and does not count The nature, prevention, assessment and treat- toward graduation requirements. ment of language/communication disorders in infants, toddlers and other preschool children. This course option is also available to those admitted students who are not enrolled in a

144 COSD 604. Advanced Studies in Articulatory COSD 611. Autism Spectrum Disorders. (2) and Phonologic Disorders. (3) Two hours lecture. Three hours lecture. Prerequisite: Graduate standing or permission. Prerequisite: Graduate standing or permission. Study of autism spectrum disorders with empha- A study of articulatory and phonological disor- sis on research, assessment issues and effica- ders with special emphasis on research, advanced cious intervention. assessment measures and intervention. COSD 614. Childhood Apraxia of Speech. (2) COSD 606. Fluency Disorders. (2) Two hours lecture. Two hours lecture/seminar. Prerequisite: Graduate standing or permission. Prerequisites: Graduate standing or permis- An in-depth study of assessment and manage- sion. ment principles concerning Childhood Apraxia Study of fluency disorders with special empha- of Speech, a childhood motor speech disorder. sis on research, assessment measures, intervention and prevention. COSD 615. Voice Science and Disorders. (4) Four hours lecture. COSD 607. Language Disorders in School- Prerequisites: Graduate standing and Age Children and Adolescents. (3) COSD 316: Hearing Science or permission. Three hours lecture. Advanced study of voice science including Prerequisites: Graduate standing or permis- motor control, phonation, respiration, resonance, sion. perception, laryngeal anatomy-physiology and The nature of language disorders in school age current methods for prevention, assessment and children and adolescents and the application intervention of voice disorders in children and of current research and theory to prevention, adults. assessment and intervention in this population. COSD 616. Augmentative and Alternative COSD 608. Motor Speech Disorders. (3) Communication. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate standing or permission. Prerequisite: Graduate standing or permission. Study of neuropathology in relation to apraxia An in-depth study of evidence-based approaches and dysarthria, including symptomatology, dif- to assessment and intervention with individuals ferential diagnosis and appropriate management who require the use of augmentative and alter- techniques. native communication (AAC). The course will also provide hands-on training of current AAC COSD 609. Aphasia. (3) technology. Three hours lecture. Prerequisites: Graduate standing or permis- COSD 630. Professional Development I. (1) sion. One hour lecture. Study of the neurologic basis for speech and Prerequisite: Graduate standing or permission. language behavior, etiology, symptomatology, Discussion of contemporary professional and legal assessment and management of aphasia. issues, the Code of Ethics of the American-Speech- Language-Hearing Association (ASHA) and orga- COSD 610. Pediatric and Adult nization of ASHA. Focus on requirements for Dysphagia. (3) certification, specialty recognition, licensure and Three hours lecture. other relevant professional credentials. Prerequisite: Graduate standing or permission. Study of normal adult and infant swallow physi- COSD 631. Special Clinical Topical Seminar. (1-3) ology related to various mechanical, structur- Variable Credit, 1-3 hours. al and neurological disorders of swallowing, Lecture, discussion, field trips and presentations. including clinical and instrumental assessment Prerequisite: Graduate standing or permission. methods and treatment strategies emphasizing a Specific areas of specialized clinical knowledge multidisciplinary approach to the whole patient. in communication disorders will be offered. Topics will change each semester.

145 COSD 640. Advanced Practicum in Speech- CRIMINAL JUSTICE Language-Hearing. (1-6) Variable credit, 1-6 hours. CRJU 590. Seminar. (3) Prerequisite: Admission to COSD Graduate Three hours lecture. program. Prerequisites: Graduate standing for students A clinical practicum course involving principles taking the course for graduate credit. and methods of prevention, assessment and Concentrated study of specific topics related to intervention for people with communication and the American criminal justice system. swallowing disorders; including consideration of anatomical/physiological, psychological, CRJU 600. Survey of Criminal Justice. (3) developmental, linguistic and cultural correlates Prerequisite: Graduate standing. of disorders of articulation, fluency, voice and This course will provide an overview of Criminal resonance, receptive and expressive language, Justice theory by providing critical evaluation hearing, swallowing and cognitive and social and discussion of research in the criminal jus- aspects of communication. tice field. It will emphasize seminal works and review current research, including attention to COSD 650. Professional Development II. (1) issues of diversity in criminal justice. It will One hour lecture. introduce questions of the factors influencing Prerequisite: Graduate standing and COSD public policy as well as ethical considerations 630. relating to the application of criminal justice. This course addresses summative assessment of curricular and clinical knowledge and skills CRJU 610. Historical Perspectives in and development of professional skills, includ- Criminal Justice. (3) ing interviewing, counseling and collaborating Three hours lecture. with clients, family members and other profes- Prerequisite: Graduate standing. sionals. Traces the development of ideas about and institutions within the criminal justice system, COSD 698. Directed Study. (1-4) focusing especially on the United States and Variable credit, 1-4 hours. its roots in the western tradition. Students will Prerequisite: Graduate standing and permis- study some of the major works in the criminal sion. justice field. Subject to approval of Communication Sciences and Disorders Department and Directed Study CRJU 620. Judicial Behavior. (3) form submitted to the Graduate College. Three hours lecture. Students may take a maximum of six hours of Prerequisite: Graduate standing. directed studies and no more than four hours Survey of the American judiciary. Studies credit per study. judicial self-perception, public perception of See “Directed Study” on p. 58. the judiciary and specific judicial actions in COSD 699. Research and Thesis. (1-6) sentencing and court management. Variable credit, 1-6 hours. Follows guidelines established by the College of CRJU 630. Organizational Theory. (3) Graduate and Professional Studies. Three hours lecture. See “Thesis” on p. 59. Prerequisite: Graduate standing. A survey of current organizational theory as it GRAD 799. Continuous Enrollment (1) relates to the public sector. Emphasis on develop- One credit hour. ment of explanations of organizational behavior All graduate students are required to be reg- and development of an understanding of individual istered during the semester they receive their behavior in complex public organizations. degree. See “Continuous Enrollment” on p. 54.

146 CRJU 635. Foundations of Law Designed to provide advanced social science research Enforcement. (3) skills and to allow students to put those skills into Prerequisite: Graduate standing. practice with a required research project. This graduate course is designed to examine critical issues in policing. Topics for discussion CRJU 671. Quantitative Methods in will include (but are not limited to): the function Criminal Justice Research. (3) of policing, historical perspectives, strategies Three hours lecture. and programs, the nature of policing, perform- Prerequisite: CRJU 670. ing the job, ethics and deviance and contempo- This course is intended to equip the student with rary issues. the ability to calculate and conduct statistical analyses for original research to ensure the abil- CRJU 638. Foundations of Corrections. (3) ity to interpret the results of statistical analysis Prerequisite: Graduate standing. and to apply those results appropriately to real This is a graduate course intended to examine world situations. critical issues in corrections. Topics for discussion will include (but are not limited to): the CRJU 672. Applications in Crime Analysis. (3) evolution of contemporary correctional strate- Three hours lecture. gies, institutional and community-based cor- Prerequisite: CRJU 670 (required), CRJU 671 (recommended). rectional alternatives, correctional ethics and This course is an introduction to the quantitative contemporary policy issues. skills used in tactical, strategic, and administra- CRJU 643. Social Awareness. (3) tive crime analysis. Three hours lecture. Prerequisite: Graduate standing. CRJU 673. Crime Mapping. (3) Examines the interrelationship of race, class Three hours lecture. Prerequisite: CRJU 670 (required), CRJU 671 and gender with the criminal justice system, (recommended). considering the experiences of racial and ethnic This course expands on the quantitative prin- minority groups and women. ciples and applications used in tactical, strategic, CRJU 650. Criminal Justice Ethics. (3) and administrative crime analysis introduced on Prerequisite: Graduate standing. CRJU 672. The primary focus of this course is Theories and practices in the areas of legality, geographic mapping of crime patterns. morality, values and ethics within the criminal CRJU 675. Studies in Criminological justice system. Theory. (3) CRJU 655. Constitutional Law and the Three hours lecture. Criminal Justice System. (3) Prerequisite: Graduate standing. Three hours lecture. Examines the theories of criminality rang- Prerequisite: Graduate standing. ing from classical explanations to recent Examination of constitutional civil liberties and paradigms. impact upon criminal law and field behavior. CRJU 676. Environmental Criminology. (3) CRJU 660. Issues in Criminal Justice. (3) Prerequisites: Graduate standing. Three hours lecture. This course examines the spatial distribution of Prerequisite: Graduate standing. crime, focusing primarily on theoretical expla- Examination of current issues which impact crimi- nations and their associated policy implications. nal justice through an analysis of formation, proce- CRJU 684. Criminal Justice Graduate dural influence and policy determination. Internship. (3) CRJU 670. Criminal Justice Research Prerequisite: Graduate standing. Methods. (3) An experimental learning program for criminal Three hours lecture. justice students to observe, learn and participate Prerequisite: Graduate standing. in the daily functions and procedure of a specific

147 criminal justice agency. The course consists of work but have other outstanding degree require- not less than 16 hours per week for 15 weeks ments (e.g., comprehensive examination, thesis, and is graded on a Pass/Fail basis. removal of an I or IP grade), are required to register for a continuous enrollment course each CRJU 690. Seminar. (3) semester, including summer, until they have met Three hours lecture. the outstanding requirement(s). Prerequisite: Graduate standing. Concentrated study of a specific issue or topic in This course carries no credit hour production criminal justice. and does not count toward graduation requirements. This course option is also available to CRJU 691. Public Policy and Criminal those admitted students who are not enrolled in Justice. (3) a given semester but who wish to use University Prerequisite: Graduate standing. facilities and services during that time. Three hours lecture. Prerequisite: At least one graduate or upper- division undergraduate class in police administration, public policy or American political ECONOMICS economy. Intensive study of policy formulation process for ECON 505. Methodology of Economics. (3) American criminal justice agencies. Attention to An introduction to the study of economics as a each of the major components of the American social science and business philosophy, which criminal justice system: police, courts and cor- exposes students to concepts of supply and rections. demand, product and resource markets, producer and consumer decision-making, industrial organi- CRJU 698. Directed Study. (1-4) zation and general equilibrium theory. Principles Prerequisites: Approval of the adviser, depart- of national economic performance, monetary and ment chair and Directed Study form submitted fiscal policy and international economics will be to the Graduate College. presented. This course may not be taken for an Semi-autonomous, independent research on a elective in the MBA program. topic of interest to the student and the criminal justice system. Provides an opportunity to devel- ECON 651. Managerial Economics. (3) op a high degree of conceptual sophistication on Three hours lecture. a specific topic. See “Directed Study” on p. 58. Prerequisite: MBA status or permission of the instructor. CRJU 699. Research and Thesis. (1-6) Study of selected topics in economic theory Hours and credit arranged with the approval of and their application to management problems. the student’s thesis supervisor, adviser and the Topics include demand and supply, revenues, dean of the Graduate College. See “Thesis” on elasticity, production and cost, incremental p. 59. decision making, market structure and pricing and investment analysis. Elementary quantitative GRAD 799. Continuous Enrollment. (1) methods developed and utilized. All graduate students are required to be registered during the semester they receive their ECON 672. Collective Bargaining. (3) degree from Radford University. Registration Three hours lecture. is required of all graduate students when using Explores nature of collective bargaining in the University facilities and/or faculty time. The United States and deals with the process of minimum number of hours for registration is negotiating agreements. Emphasis on practical one. Registration allows use of services such decision making in solving problems under the as library checkout, laboratories and recreation collective bargaining contract; employs consid- facilities not open to the public. erable case material in labor law and arbitra- tion. Students who are not currently registered for any course work and who have completed all course

148 ECON 673. Financial Institutions and EARLY CHILDHOOD Monetary Policy. (3) Three hours lecture. EDEC 500. Foundations, Programs and Prerequisites: Graduate standing. Trends in Early Childhood Education. (3) Deals with general and specialized roles of finan- The historical, philosophical and social foun- cial institutions as well as their structure, regula- dations of early childhood education and how tion, markets and sources of funds. Monetary these foundations influence current thought and theory explained with particular emphasis on its practice will be examined. Students will explore effects on financial markets. philosophical schools influencing the develop- ECON 694. Business Forecasting. (3) ment of the profession and perspectives on Three hours lecture. current trends in America that impact young Prerequisites: Admission to the MBA Program children and their families will be addressed. or graduate status, STAT 205 (or equivalent) Students will research and critically examine and MATH 151 (or equivalent). various educational programs and curricula for Forecasting involves making the best possi- young children. ble judgment about some future event. Topics covered include introduction to forecasting, a EDEC 516. Home-School Collaborative review of basic statistical concepts, exploring Relationships. (3) data patterns and choosing a forecasting tech- Three hours lecture. nique, moving averages and smoothing models, This course is designed to provide knowledge regression analysis, time series analysis, the and skills for teachers to build partnerships Box-Jenkins (ARIMA) methodology and judg- with parents, caregivers and families. The inter- mental elements in forecasting. Students will be relationships among families, school and com- trained in using computer-based models, data- munity will be studied. Parent involvement bases and programs. and parent education programs will be examined. This course emphasizes the professional’s ECON 695. Current Topics in Economics. (3:3) responsibility to initiate, implement and foster Three hours lecture. continuous family/teacher teamwork for young Prerequisite: Graduate standing. children with diverse needs. Investigates topics of current and continuing interest not covered in regularly scheduled grad- EDEC 525. Assessment-Based Instruction uate courses. Topics announced with each offer- and Adaptation for Young Children. (4) ing of course. May be taken twice for a total of Four hours lecture/discussion. six semester hours credit. Prerequisites: HUMD 300 or equivalent; or permission of instructor. ECON 698. Directed Study. (1-4) This course is designed to provide pedagogical Hours and credits to be arranged. concepts and skills for pre- or in-service teach- Prerequisites: Approval of the directed study ers working with pre-school through primary supervisor, adviser and Directed Study form grade children in inclusive classrooms. Informal submitted to the Graduate College. assessment strategies are applied to individual- Semi-autonomous independent research on ize and adapt instruction. The central concepts an economic topic of interest to the student. and tools of inquiry in the social studies/sci- Provides the student with an opportunity to ences, are used to develop integrated curriculum develop conceptual sophistication on a specific and learning experiences that enhance children’s topic. See “Directed Study” on p. 58. development. Applied use of technology and media will be integrated throughout the course. ECON 699. Research and Thesis. (1-6) Hours and credit to be arranged with the approv- EDEC 602. The Young Child PreK-3. (3) al of the student’s thesis supervisor, adviser, Three hours lecture. department chairperson and the dean of the Theories of cognitive, social, emotional and Graduate College. See “Thesis” on p. 59. physical development of the young children are

149 related to early childhood practicum. Current EDEF 606. Educational Research. (3) curriculum theory applied to classroom prac- Three hours lecture. tice. Prerequisite: None. Involves the study of both qualitative and quan- EDEC 658. Problems in Early Childhood titative research emphasizing the understanding Education. (3) of statistical concepts and procedures necessary Three hours lecture. to create and implement effective education Focuses on early childhood and issues and con- research. A goal of the course is to present essen- cerns in practices. Addresses related educational tials necessary for students to carry out the entire concerns of teachers and administrators on an research process from identifying research prob- individual basis. lems to writing research reports. Students will analyze various approaches to planning research EDEC 698. Directed Study in Early and will discuss techniques and procedures used Childhood. (1-4) in making and evaluating studies. Hours and credits to be arranged. Prerequisites: Approval of adviser, department EDEF 607. Foundations of Education. (3) chair and Directed Study form submitted to the Three hours lecture. Graduate College. Prerequisite: None. See “Directed Study” section in the Graduate An understanding of the historical, philosophi- Catalog. cal, and sociological foundations underlying the EDEC 750. Internship in Early Childhood role, development and organization of public Education. (9) education in the United States is provided in this Nine hours of field experience. core course for all Masters in Education con- Prerequisite or Co-requisite: Admission to centrations (and foundations course for graduate Teacher Education Program. licensure candidates). Students will examine Full time clinical practicum semester experience selected key issues and debates in education in one or more grade levels with prekindergar- (e.g. purposes/philosophies of education at pres- ten/ kindergarten/primary grade children. This ent and over time; legal status and rights of experience begins with limited participation, teachers and students; culture and organization and culminates in assumption of full teach- of schools; interactions between assessment, ing responsibility for a minimum of 300 clock instruction, and student progress/performance; hours, including a minimum of 150 supervised school finance; various educational reform teaching hours. Students conduct an action efforts). The course promotes students’ ability to research project as part of this internship. interpret and critique the impact of legal, political, economic, and societal factors on schooling and on teaching, with an emphasis upon how EDUCATION FOUNDATION these issues involve or impact them in their careers as educators. EDEF 600. Child and Adolescent

Development. (3) Three hours lecture. EDUCATIONAL LEADERSHIP Prerequisite: None. Covers critical components of human develop- EDEL 612. Introduction to School ment from the prenatal stage through adoles- Administration. (3) cence, including theories, ethics, research and Three hours lecture. applications. Personal, social, professional, and Prerequisites: Graduate standing. cultural perspectives related to working with Students will develop understandings of trends children and adolescents are explored. and implications of the major historical, philosophical and ethical influences affecting school organization and leadership. Current leadership theories and styles are examined as they relate

150 to democratic values. Processes are examined EDEL 624. Technology for School for use in the collaborative shaping of a school Administrators. (3) vision with all stakeholders in the school com- Three hours lecture. munity. Research on school improvement and Prerequisites: None. effective schools is included. State laws and Explore technological applications for the pur- regulations governing school quality in Virginia pose of effectively enriching teaching and learn- are covered. Students will explore and apply ing in K-12 schools. Current technologies for course content as they develop a prototypical school management and for business proce- school vision, mission, and goals statement. dures will be presented and assessed. Short and Student self assessment for leadership will be a long range technology planning for the school, major focus of this course. including exploring resource options, will be investigated. EDEL 614. Supervision and Evaluation of Instruction. (3) EDEL 626. The School and Community Three hours lecture. Relations. (3) Prerequisites: None. Three hours lecture. Students will study the processes, techniques, Prerequisites: Admission to Educational and problems associated with supervision, eval- Leadership Program uation, and improvement of classroom instruc- Students will develop understandings of the prin- tion and instructional programs in preK-12 ciples and practices of human relations within schools. They will examine the roles of school schools. Includes research and best practices in administrators and instructional supervisors in school public relations programs, development the evaluation of people and programs associ- of mutual school and community understand- ated with instruction with a focus on improved ings, public participation in planning school student learning. programs and services, cooperative activities with appropriate community groups, and the EDEL 621. Organization and Management relationship of school administrators and staff. of Public Schools. (3) Students will analyze their leadership skills, and Three hours lecture. their beliefs, values, actions and their potential Prerequisites: Admission to Educational impact upon all stakeholders. Students will Leadership Program. apply course content to the examination of Students will develop understandings of the changing demographic populations, change pro- varied managerial duties and responsibilities of cesses, and the impact of change on all aspects school (preK-12) and district level administra- of school and community. tors. Students will study the role of an educational leader as a manager in school planning; EDEL 630. Legal and Ethical Dimensions of organizing time, space and records; master- School Administrators. (3) scheduling; staffing; budgeting and purchasing; Prerequisites: Admission to Educational attending to staff and student safety; managing Leadership Program. and overseeing diverse populations in staff Students will explore the legal status of public and student groups; overseeing school plan schools in the United States with special refer- and grounds; and coordinating school programs ence to ethics and the application of law for the for student activities, transportation, custodians, educational benefit of all students. A study of clerks, and food services employees. Students constitutional law and the judicial rulings of the will apply systems understanding to school Supreme Court, federal district courts, and state improvement and the support and development appellate courts will form the basis for explora- of educational environments to enhance oppor- tion of historical precedence in educational law tunities for academic success for all students. as well as current analysis of trends in legal precedence relating to education. The study of laws and regulations in Virginia are utilized as a construct for understanding issues surrounding

151 implementation of the Standards of Quality and thesis, removal of an I or IP grade), are required adherence to the Standards of Accreditation. to register for a continuous enrollment course each semester, including summer, until they have EDEL 635. Seminar in Problems of met the outstanding requirement(s). Educational Leadership. (3) Three hours lecture. This course carries no credit hour production The course will be conducted in seminar format and does not count toward graduation require- with professors and students identifying the ments. This course option is also available to major problems currently facing educational those admitted students who are not enrolled in leaders. Once the problems have been identified a given semester but who wish to use university students will be expected to conduct research facilities and services during that time. concerning the problems, report their findings and offer potential solutions to the problems. EDEL 660. Current Issues in Education (Topic). (2-4) EDUCATIONAL TECHNOLOGY Examines a major problem or trend, its implications and possible alternative solutions or impact EDET/EDSP 554. Educational Technology on education. for Diverse Populations. (3) Three hours lecture. EDEL 690. Internship in School Prerequisites: None. Administration. (6) Students will develop critical awareness of edu- Six hours laboratory. cational and assistive technologies that support Prerequisites: Admission to Educational students with disabilities, and other learners with Leadership Program diverse needs. The course begins with an over- Administrative experience in local schools view of the latest research and evidence-based under the cooperative supervision of both local practice in educational technology applications school/district and university personnel. Grade for instruction. Participants will explore a wide is recorded as "Pass" or "Fail." range of these technology applications with EDEL 698. Directed Study. (1-4) a focus on assistive or adaptive technologies. Hours and credit to be arranged. The course focuses on the historical and legal Prerequisites: Approval of adviser, School mandates that guide the integration of assistive Director of School of Teacher Education and technologies into the educational programs of Leadership and Directed Study form submitted students with disabilities. to the Graduate College. See “Directed Study” on p. 58. EDET 619. Instructional Design. (3) Three hours lecture. GRAD 799. Continuous Enrollment. (1) This course provides students with initial All graduate students are required to be reg- skills and competencies in applying instruc- istered during the semester they receive their tional design principles to teaching and learn- degree from Radford University. Registration ing problems. The student applies Instructional is required of all graduate students when using Design methodologies to critical components in University facilities and/or faculty time. The instruction including content, learner character- minimum number of hours for registration is istics and diversity in technology integration. one. Registration allows use of services such as library checkout, laboratories and recreation EDET 620. Educational Technology: facilities not open to the public. Applications, Applied Research and Integration. (3) Students who are not currently registered for Two hours lecture; two hours laboratory. any course work and who have completed all Prerequisite: None. course work but have other outstanding degree Provides an overview of educational technology requirements (e.g., comprehensive examination, as a change-oriented academic field as well as 152 a concept that defines a number of strategies EDET 660. Current Issues in Educational for effectively facilitating learning. Students Media/Technology (Topic). (1-4) investigate strategies in which computer-based One to four hours per week. resources can be used to support the practice Examines a major problem or special issue of professional educators. Students will apply concerning educational technology, its implica- research and educational technology skills with- tions and possible solutions. The course may in written exams and the development of elec- be repeated for a maximum of six (6) semester tronic portfolio-based instructional resources. hours. Students are expected to enter this course with basic computer knowledge and skills. EDET 689. Practicum in Educational Media/ Technology. (3) EDET 629. Administration of Educational A minimum of 150 hours of practicum experience Media. (3) each semester enrolled. Three hours lecture. Prerequisite: Minimum of 18 semester hours The course examines the role of media managers, of credit courses outlined in the Educational specialists and technicians in the administration of Technology and Library Media concentrations educational media programs and services. and permission of School of Teacher Education and Leadership School Director at least four EDET 630. Instructional Graphics and weeks prior to registration. Visualization. (3) This course offers practical field or clinical Two hours lecture; two hours laboratory. experience in an appropriate setting under the Prerequisite: Basic computer competencies. joint supervision of cooperating profession- This class focuses on the application of comput- als and university personnel. Grade recorded er graphics in education and training, including as “Pass” or “Fail.” Forms are available in the design and development of instructional graph- Department of Educational Studies. The course ics. Through projects, students explore a variety may be repeated for a maximum of six (6) of graphic production software, input and output semester hours. devices. EDET 698. Directed Study in Educational EDET 640. Multimedia Technologies for Media/Technology. (1-4) Instruction. (3) Hours and credit to be arranged. Two hours lecture; two hours laboratory. Prerequisites: Approval of the adviser, School This course is for students who are skilled in Director of the School of Teacher Education and computer hardware and software applications. Leadership and Directed Study form submitted The emphasis is on current instructional applica- to the Graduate College. tions of video, audio and animation. The course may be repeated for a maximum of six (6) semester hours credit. EDET 650. Instructional Integration of the Internet. (3) Two hours lecture; two hours laboratory. ENGLISH AS A SECOND LANGUAGE Prerequisite: EDET 620 or equivalent or instructor permission. This course will cover the use of the Internet EDLI 602. English as a Second Language as an instructional tool for use in education and (ESL): Applied Linguistics. (3) Three hours lecture. training. A comprehensive range of synchronous Provides for a comprehensive examination of and asynchronous Internet technologies are cov- the relationship between linguistics and second ered.Among key topics included are manage- language teaching. ment and logistical issues for using the Web in education and training, policy issues, copyright EDLI 603. English as a Second Language and fair use for educators. (ESL): Analysis and Application of Instructional Techniques. (3) Two hours lecture, two hours lab.

153 Prerequisite: Permission of instructor. of reference librarianship which integrates infor- Provides opportunities for practical applica- mational and instructional roles of library media tions of second language acquisition theories specialists. and methodologies through a series of guided observations, evaluations and limited supervised EDLS 614. Organization of Library Media teaching. Center Materials. (3) Three hours lecture. EDLI 604. Second Language Assessment Prerequisites: Graduate status. Principles. (3) Course introduces basic principles of organiz- Prerequisite: EDLI 603 or permission of instruc- ing print and nonprint materials for efficient tor. accessibility in library media center. Descriptive Three hours lecture. cataloging, classification and assignment of sub- Analysis of current testing methods for the sec- ject headings introduced. Emphasis placed on ond language classroom. integration of computer automation into the organization process. EDLI 605. Second Language Curriculum Design. (3) EDLS 616. Developing Partnerships for Prerequisite: Permission of instructor. Learning. (3) Three hours lecture. Three hours lecture. Compare/contrast and analyze current second Prerequisites: Graduate standing or instructor language curriculum models. permission. The role of libraries in the teaching-learning process and the role of the school library media spe- LIBRARY SCIENCE cialist within the curriculum as a teacher, team member, instructional consultant and leader is examined. Students will apply learning theory to EDLS 608. Child and Adolescent Literature planning and implementing cooperative projects for Library Media Specialists. (3) Prerequisites: Graduate standing. which lead to the promotion of information lit- Provides exposure to a wide variety of literature eracy. Methods of developing learning partner- for children and adolescents. Emphasis will be ships will be examined. on selecting and applying literature within the EDLS 618. Production and Evaluation of K-12 library media center to strengthen and Educational Media. (3) support the curriculum; meeting information Prerequisites: Enrollment limited to students literacy goals for all students; developing within enrolled in the library media concentration, the K-12 students a love of reading and desire to library media certificate, and licensed library become lifelong learners; and meeting pleasure media specialists, or permission of the instruc- reading needs of K-12 students. tor. This course is designed for preservice and inser- EDLS 610. Developing Library Collections. (3) vice library media specialists and focuses on Three hours lecture. principles and practices related to the design, Analysis of the impact of qualitative standards, production and evaluation of instructional mate- formulas and other measures of collection ade- rials. Enrollment in this course is limited to quacy on library planning. Emphasis on curricu- library media specialists and students pursing lum-support responsibilities of the library. endorsement/licensure in library media. EDLS 612. Reference Materials and Services. (3) Three hours lecture. LITERACY EDUCATION Prerequisites: Graduate standing (See READING on page 154). Course introduces ways of locating, evaluating and selecting general and subject-oriented reference sources with emphasis on works suitable for children and young adults; fosters a concept

154 MIDDLE EDUCATION EDRD 630. Teaching Reading in the Content Areas. (3) EDME 659. The Middle Education Student. (3) Three hours lecture. Three hours lecture. Prerequisite: None. Provides those who teach or aspire to teach K-12 teacher candidates will develop competen- in middle education (grades 6-8, ages 10-14) cies for applying effective research-based lit- with insights into growth characteristics of the eracy strategies in content area subjects such as preadolescent student and their implications for social studies, English, science, and mathemat- teaching, learning and classroom management. ics, health and physical education. Considers related current research. EDRD/EDSP 641. Assessment and Intervention for Language Development. (3) Prerequisite: EDRD 688, EDRD 314 & 414. SECONDARY EDUCATION Three hours lecture. The purpose of this course is to provide knowl- EDSE 621. Recent Developments in Teaching edge concerning the development of language in the Secondary School. (3) skills from birth to maturity, the relationship Three hours lecture. between thought and language, and language Focus on recent research and developments that differences as a result of disability, culture, and have potential for improved teaching in second- life experiences. Graduate students will learn ary school classrooms. Emphasis on research strategies for assessment and intervention in and developments which have the most general the areas of oral language development, word application. knowledge/spelling, and written language acquisition. EDSE 631. Problems in Secondary School Teaching. (3) EDRD 660. Current Issues in Education Three hours lecture. (Topic). (1-4) Examines instructional and organizational prob- One to four hours credit. lems, both general and specific. Focuses on Examines a major issue in reading and its impli- problems that arise in junior and senior high cations for teachers and reading specialists. schools. Topics include, but are not limited EDRD 688. Foundation of Literacy to: curriculum, classroom procedure, materials, Instruction. (3) textbooks, study and assignments. Prerequisite: Graduate standing or permission of Graduate Coordinator. Three hours lecture. READING This course is designed to provide students with foundational knowledge of the developmental EDRD 624. Leadership in Literacy: stages of literacy development, as well as impor- Administration, Supervision, and tant seminal research within each stage. Students Coaching. (3) will also gain knowledge of developmentally Prerequisite: EDRD 688, EDRD/EDSP 641, appropriate, research-based instructional strate- EDRD/EDSP 695. gies for each stage of reading development. Three hours lecture. EDRD 624 introduces the concepts of admin- EDRD 692. Reading Diagnosis: Assessment istering research-based reading programs in to Inform Instruction. (3) schools and districts. Candidates will examine Three hours lecture. Prerequisite: EDRD 688; EDRD 641 and experience the responsibilities of a reading This course is designed to provide instruction specialist in the roles of reading program super- in the administration and interpretation of a visor, curriculum developer, and literacy coach. selected battery of tests, and in designing a program of intervention for students with reading

155 disabilities in a clinical setting. Students will one. Registration allows use of services such prepare a case study for teachers and parents that as library checkout, laboratories and recreation will include a description and interpretation of facilities not open to the public. testing procedures and results, as well as plans for intervention using appropriate methods and Students who are not currently registered for any materials. course work and who have completed all course work but have other outstanding degree require- EDRD/EDSP 695. Alternative Approaches to ments (e.g., comprehensive examination, thesis, Reading Instruction. (3) removal of an I or IP grade), are required to Three hours lecture. register for a continuous enrollment course each Prerequisite: EDRD 688 or EDRD 314 and semester, including summer, until they have met 414. the outstanding requirement(s). This course examines alternative approaches and individualized interventions for reading This course carries no credit hour production instruction for students who have exceptional and does not count toward graduation require- learning needs. The complex nature of the read- ments. This course option is also available to ing process is explored. Alternative approaches those admitted students who are not enrolled in for instruction in the varied reading skills are a given semester but who wish to use University addressed and students explore how alterna- facilities and services during that time. tive approaches to instruction may supplement, extend or replace ongoing classroom programs in order to meet students individualized needs. Motivational, emotional, linguistic and cultural EDUCATION factors influencing reading and instructional planning are considered. EDUC 506. Teaching and Learning Science. (3) EDRD 697. Practicum: Diagnosis and Three hours lecture. Intervention in Literacy. (6) Students will engage in critical analysis and Six hours Practicum/Clinical. research related to developmentally appropri- Prerequisites: EDRD 688: EDRD 695; EDRD ate, research based teaching content area meth- 641; EDSP 669, EDRD 692. ods for the science classroom. Building upon Candidates in EDRD 697 will be placed with the previous academic and experiential back- two children in a public school or clinical setting grounds of the students, the course is designed and will plan and implement an overall interven- to provide concrete experiences for appropriate tion program based on diagnosis with emphasis implementation and incorporation of national on the individual needs of each student. and state standards in planning, instruction and EDRD 698. Directed Study. (1-4) assessment within the educational setting. Hours and credits to be arranged. EDUC 603. Evaluation of Student Prerequisites: Approval of the adviser, Director Learning. (3) of School of Teacher Education and Leadership Three hours lecture. and Directed Study form submitted to the Graduate College. Students improve their educational practice See “Directed Study” p. 58. through learning and applying effective assessment and evaluation principles and procedures. GRAD 799. Continuous Enrollment. (1) Lectures, readings and exams address topics All graduate students are required to be reg- such as designing valid and reliable assessment istered during the semester they receive their items, interpreting assessment data, and deci- degree from Radford University. Registration phering standardized test scores. Additionally, is required of all graduate students when using real-world projects provide meaning and context University facilities and/or faculty time. The to the course's instructional goals and objec- minimum number of hours for registration is tives by providing opportunities for students to design assessment instruments for instructional 156 programs and interpret data collected within EDUC 618. Models of Teaching for educational research and evaluation studies. Curriculum and Instruction. (3) Three hours lecture. EDUC 610. Problems in Language Arts and Prerequisite: Graduate standing or instructor Literature. (K-8). (3) permission. Three hours lecture. Provides teachers and teacher candidates with Study of problems in communication skills of the knowledge and skills essential to designing listening, speaking and writing and literature for instruction to enhance student learning. Engages children appropriate to early and middle educa- teachers and teacher candidates in the study of tion. a variety of research-based models of instruction. Student learning styles, needs of diverse EDUC 612. Problems in Social Studies. (3) learners, application of technology for enhanc- Three hours lecture. ing student learning, and various methods of Selected topics in the social studies area to be differentiating assessment and instruction will determined by the interests of students in the be examined. course. For the elementary classroom teacher, supervisor, principal or specialist in the social EDUC 619. Language Arts and Writing in studies area. the Elementary Classroom. (3) Three hours lecture. EDUC 615. Principles of Curriculum Prerequisite: None. Development. (3) Examines current research and practices in the Three hours lecture. teaching Language Arts. Provides teachers and Prerequisites: Graduate standing. teacher candidates with the knowledge and Students will develop understandings of the skills essential to teaching and assessing writ- philosophical, sociological, historical, econom- ing for students in PreK through grade six. The ic, and psychological foundations related to course focuses on writing instruction, assess- K-12 curriculum design. They will examine ment of writing, and the unique needs of boy emerging trends and democratic values and writers and reluctant writers. goals, as well as curriculum alignment, scope and sequence, and state regulations pertaining to EDUC/MATH 620. Issues of Equity and learning. Students will explore and apply models Diversity in Mathematics Education. (3) of curriculum development, and will develop a Prerequisites: None. personal philosophy of curriculum. This course Familiarizes students with cultural, social, and can serve as the Curriculum Development major political issues in the teaching and learning of course for Masters in Education Curriculum and mathematics. Students will explore equity and Instruction option students. diversity principles and approaches in mathematics education, including strategies for teaching EDUC 617. Models of Teaching for mathematics to diverse learners. Mathematics Educational Leadership. (3) activities will be incorporated, as needed, to Three hours lecture. Prerequisites:.Preference given to educational supplement the curriculum. leadership students fulfilling program require- EDUC 639. Early Field Experience for ments. Science Education (Grades 6-12). (3) Examines student learning styles, teacher instruc- Prerequisite: None. Co-requisite: EDUC 506. tional styles (models of teaching), and meth- This practicum is taken as a co-requisite with ods of differentiating instruction and assessing EDUC 506 and is intended for the pre-service student learning. Examines the concepts of teachers to contextualize teaching within the effective instruction and effective instructional secondary (grades 6 – 12) adolescent culture. leadership. Focuses on the school leader’s role in leading an instructional program, supporting teacher growth, and enhancing student learning.

157 EDUC 640. Internship in Teaching, full responsibility in the classroom. Secondary Education (Grades 6-12) (6) Prerequisites: Completion of Licensure course- EDUC /MATH 650. Graduate Seminar: work and Admission to the Teacher Education Theory and Practice in Mathematics Program. Education. (3) Provides extensive clinical experience in one or Prerequisites: None. more grade levels appropriate to the certifica- Examines literature in the theory and practice tion area for graduate students seeking teaching of mathematics education. Course content will licensure in secondary education (grades 6 – 12). vary semester to semester, in each case focusing Experience begins with observation and limited on one specific topic. Possible topics include, participation; and culminates in assumption of but are not limited to, educational learning full responsibility in the classroom. theories and mathematical connections, K-12 mathematics education curriculum reform, tech- EDUC 641. Internship in Teaching, nology and the teaching of mathematics, inter- Elementary Education (Grades PK-6). (9) national studies in mathematics education, or Internship plus seminar. mathematical literacy. The course will include Prerequisites: EDUC 430. examinations of National Council of Teachers Provides extensive clinical experience in one or of Mathematics Standards and Virginia SOL more grade levels appropriate to the certifica- documents. Students enrolled in the Master's tion area for graduate students seeking teaching Program in Education with a concentration in licensure in grades PreK-6. Experience begins Mathematics will be expected to complete an with observation and limited participation; cul- extensive teaching or research project in this minates in assumption of full responsibility in course during their final semester of the pro- the classroom. Special seminars are regularly gram, unless they receive prior permission to scheduled to enhance professional development complete the project at some other time. Project of student. choices must be focused in mathematics education and approved by the professor of record. EDUC 642. Conceptualizing, Planning and This course must be taken in the final semester Teaching 6-8. (3) Three hours lecture but be taken more than once for credit, provided Prerequisites: Admission to the Teacher the topic of study is different, with permission Education program. of instructor. Provides an on-going focus on the teaching/learn- EDUC 660. Current Issues in Education ing process during the graduate internship expe- (Topic). (1-5) rience. The goal is to promote reflective teach- Examines a major problem or trend, its implications ing practices as students conceptualize, plan, and and possible solutions or impact on education. implement lessons in middle level classrooms. Students plan in disciplinary and interdisciplinary EDUC 670. Basic Principles and Practices of groups and examine alternative teaching materials, Multicultural Education. (3) strategies, and methods of assessment. Three hours lecture/discussion. Prerequisites: Graduate standing or permission EDUC 643. Internship in Teaching, Middle of instructor. Education (Grades 6-8) (6) Focuses on the development of responsive and Prerequisites: Completion of Licensure course- responsible educators who will work effectively work and Admission to the Teacher Education with all students and families in a pluralistic soci- Program. ety. Students learn how to implement antibias cur- Provides extensive clinical experience in one or ricula in order to teach students strategies for living more grade levels appropriate to the certifica- and learning in a multicultural society. Students tion area for graduate students seeking teaching consider how diversity issues impact curriculum, licensure in secondary education (grades 6 – 8). instruction, and reciprocal home-school relation- Experience begins with observation and limited ships with families. Students are introduced to participation; and culminates in assumption of critical pedagogy for multicultural teaching.

158 EDUC 681. International Education Topic. (3) Students who are not currently registered for any Three hours lecture. course work and who have completed all course The course is designed to contrast and compare work but have other outstanding degree require- educational programs in other countries with ments (e.g., comprehensive examination, thesis, education in the United States. Special attention removal of an I or IP grade), are required to given to curriculum, faculty and student compo- register for a continuous enrollment course each sition, legal structure, facilities and administra- semester, including summer, until they have met tive arrangements. Course may be repeated with the outstanding requirement(s). different topic. This course carries no credit hour production EDUC/EDSP 690. Cognitive Instruction: An and does not count toward graduation require- Introduction. (3) ments. This course option is also available to Three hours lecture. those admitted students who are not enrolled in A study of learning and instructional strategies a given semester but who wish to use University based upon current cognitive theories; course facilities and services during that time. competency based; students demonstrate the technical skills necessary to develop the learning capabilities of their clients. SPECIAL EDUCATION EDUC/MATH 691. Professional Seminar: Research in Mathematics Education. (1) EDSP 500. Educator's Introduction to Prerequisites: None. Autism Spectrum Disorders. (3) Offers an examination of current issues in Three hours lecture. mathematics education. The course focus is on Prerequisites: None reading, presenting, and critiquing professional Addresses characteristics and diagnosis of autism mathematics education literature on a range of spectrum disorders, with primary emphasis on topics while also considering practical implica- autism and Asperger syndrome; the impact of tions. This course can be taken more than once those characteristics on learning; and assess- for credit. ment to develop an individualized educational program. Includes proactive teaching strategies, EDUC 698. Directed Study. (1-4) accommodations, and modifications that support Hours and credit to be arranged. socialization, communication, and academics. Prerequisites: Approval of the adviser, School Director and Directed Study form submitted to EDSP 501. Teaching Students with Autism the Graduate College. Spectrum Disorders. (3) See “Directed Study” on p. 58. Three hours lecture. EDUC 699. Research and Thesis. (1-6) Prerequisites: EDSP 400 or EDSP 500 Hours and credit to be arranged with the approv- Addresses a wide variety of approaches for al of the dean of the Graduate College. teaching and supporting individuals with autism See “Thesis” on p. 59. spectrum disorders. Included are relationship- based approaches, approaches based on the GRAD 799. Continuous Enrollment. (1) theories of applied behavioral analysis, bio- All graduate students are required to be reg- logical or physiological interventions, and other istered during the semester they receive their therapeutic interventions (e.g. art, dance, music, degree from Radford University. Registration auditory integration, discrete trial teaching). is required of all graduate students when using University facilities and/or faculty time. The EDSP 502. Expanding Social Competence for minimum number of hours for registration is Students with Autism Disorders. (3) one. Registration allows use of services such Three hours lecture. Prerequisites: EDSP 400 or EDSP 500 as library checkout, laboratories and recreation Addresses strategies to assist individuals with facilities not open to the public. autism spectrum disorders to communicate and

159 socialize. Emphasis is on analysis of environ- EDSP 528. Language Development and mental demands, assessing social competence, Literacy for the Deaf and Hard of Hearing determining individual preferences, and offer- Students. (3) ing instruction to address priority skills that Three hours lecture. will positively affect socializing in a variety of Prerequisites: EDSP 526. contexts. Study of the complex nature of language acquisition and literacy in deaf/hard of hearing EDSP 504. Introduction to Special Education students, and techniques for enhancing language for Secondary Educators. (3) and the teaching reading and writing to this Three hours lecture. population. Examines current theories and prac- Prerequisites: None tices in reading and language arts instruction for Co-requisite: Must coincide with a field experi- hearing as well as deaf/hard of hearing children. ence in secondary education Presents methods for assessing reading, writing, Prospective educators in secondary education and language problems in deaf/hard of hear- are introduced to characteristics of exceptional ing children, making adaptations and modifica- learners, laws governing the delivery of special tions in curriculum, integrating technology, and education and rights of people with disabilities, including parents in the instructional process. current trends and issues in special education services, and evidence-based instructional strat- EDSP 536. Teaching Infants, Toddlers and egies that meet the needs of students with dis- Preschoolers with Disabilities. (3) abilities in a general education setting. Three hours lecture. Prerequisites: EDSP 360 or EDSP 651 or per- EDSP 526. Introduction to Deaf and Hard of mission of the instructor. Hearing. (3) Addresses methods for providing appropriate Three hours lecture. instructional programming for young children Prerequisites: EDSP 361 or 651. with special needs in all areas of development. Introduction to the education of deaf and hard Includes development of individualized educa- of hearing students (PreK-12) for prospective tion programs and individualized family service teachers and other professionals serving deaf/ plans. hard of hearing students. Includes legislation, trends, issues, etiology, identification, charac- EDSP 538. Program Management in Early teristics, Deaf culture, school related needs and Childhood Special Education. (3) communication modes, educational placement Three hours lecture. options, and organizations and agencies relevant Prerequisites: EDSP 360 or 361 or 651 or per- to individuals who are deaf and hard of hearing mission of the instructor. and their families and the professionals who Addresses administrative aspects of service work with them. delivery systems for young children with disabilities or at-risk conditions and their families. EDSP 527. Curriculum and Methods for Examines legal requirements, funding mecha- Deaf and Hard of Hearing Students. (3) nisms, service coordination, resource acquisi- Three hours lecture. tion, interagency coordination, integration with Prerequisites: EDSP 526. peers without disabilities, child find, transition Study of curriculum, methods, techniques and facilitation, professional development and pro- materials used in the education of deaf/hard of gram evaluation. Includes techniques for work- hearing students. Includes information on class- ing with children, families, educators, related room organization, classroom management, services providers and other human service instructional planning, development of individu- professionals. alized education plans (IEPs) and individualized family service plans (IFSPs), curriculum adaptations and modifications, community agencies, assessment and evaluation, and standards of professionalism.

160 EDSP 545. Adaptive Strategies in EDSP 566. Teaching Students with Mathematics. (3) Individualized Adapted Curriculum. (3) Three hours lecture. Three hours lecture. Prerequisites: None. Prerequisite: EDSP 464 or 564 or 672. Prospective educators are prepared with the Study of curriculum, methods, techniques and background knowledge and skills necessary materials used in the education of students to promote literacy in mathematics for diverse who have disabilities that require individualized learners. An emphasis is placed on research planning to design curriculum goals appropriate based techniques, strategies, and technologies to to their needs. Most typically, these students improve teacher instruction and student under- have intermittent, limited, or extensive sup- standing of mathematical skills and concepts. port needs. Educational planning and program content for primary, intermediate and secondary EDSP/EDET 554. Educational Technology levels is addressed. for Diverse Populations. (3) Three hours lecture. EDSP 622. Collaboration to Teach and Prerequisites: None. Support Diverse Learners. (3) Students will develop critical awareness of edu- Three hours lecture. cational and assistive technologies that support Prerequisite: EDSP 360, 361,or 651. students with disabilities, and other learners with Prospective educators are prepared with the diverse needs. The course begins with an over- background knowledge and skills necessary to view of the latest research and evidence-based develop and work within collaborative envi- practice in educational technology applications ronments designed to enhance the success of for instruction. Participants will explore a wide individuals with diverse learning needs in the range of these technology applications with general education curriculum. Participants will a focus on assistive or adaptive technologies. gain an understanding of collaborative struc- The course focuses on the historical and legal tures and demonstrate knowledge of skills and mandates that guide the integration of assistive strategies to maintain effective relationships technologies into the educational programs of with a variety of stakeholders in collaborative students with disabilities. settings. Emphasis will be placed on collaborative planning and co-teaching models. EDSP 560. Current Problems in Special Education (Topic). (1-4) EDSP/PSYC 638. Early Childhood Examines a major problem or current topic in Assessment and Intervention. (3) the field of special education, its implications Three hours lecture. and possible solutions. Prerequisite: PSYC 631 or permission of instructor. EDSP 564. Introduction to Mental This course will teach selection, administra- Retardation and Severe Disabilities. (3) tion and interpretation of formal and informal Three hours lecture. assessment techniques for young children with Prerequisite: EDSP 360 or 361 or 651 disabling and at-risk conditions and their fami- The course considers persons with mental retar- lies. Within a developmental-ecological context dation and severe disabilities in terms of inci- the course will teach assessment strategies and dence, etiology and abilities and needs in aca- link assessment results with effective interven- demic, social and biophysical realms. Formats tion strategies. and methods for educational and vocational programming, as well as services and supports EDSP/EDRD 641. Assessment and provided through other human service agencies, Intervention for Language Development. (3) are examined. Current issues and future trends Prerequisite: EDRD 688, EDRD 314 & 414. in the field are considered. Students engage in Three hours lecture. field experiences in local community services The purpose of this course is to provide knowl- and programs for persons with developmental edge concerning the development of language disabilities. skills from birth to maturity, the relationship

161 between thought and language, and language impaired. Addresses curriculum development, differences as a result of disability, culture, and adaptations, and teaching methodology for indi- life experiences. Graduate students will learn viduals with visual impairments. Provides infor- strategies for assessment and intervention in mation on adaptations within various education- the areas of oral language development, word al programs and adaptation of general education knowledge/spelling, and written language acqui- classroom materials and procedures for children sition. and youth with visual impairments. EDSP 650. Characteristics of Students with EDSP 654. Assistive Technology for Visual Impairment. (1) Individuals with Sensory Impairments. (2) One hour web-based. Two hours lecture. Prerequisite: None. Prerequisite: EDSP 650. Provides an overview of the characteristics of For teachers and other professionals interested and services to persons with visual impairments, in serving individuals with visual impairments including the impact of visual impairment on and blindness and other sensory disabilities. infants’ and children’s growth and develop- Participants will acquire awareness and knowl- ment, child and adolescent emotional and social edge specific technologies and resources avail- development, and family interaction patterns. able to enhance and improve the ability of indi- Considers the educational, conceptual, psycho- viduals with visual and other sensory impair- social, and physical implications of a visual ments to succeed in school, daily living activi- impairment. Course delivered online. ties and employment. EDSP 651. Students with Diverse Learning EDSP 655. Braille Code. (3) Needs and the Special Education Process. (3) Three hours lecture. Three hours lecture. Prerequisite: EDSP 650. Prerequisite: Graduate standing or permission Provides instruction in the development, use, of Graduate Coordinator. and application of the Braille literary code This is the first course for all students in the and its implications for educational/literacy Special Education Master’s Degree program and programs for students with visual disabilities. is also taken as an elective by graduate students Students will develop the skills to read and in professions working with children and youth. write contracted and uncontracted Braille, while This course provides an overview of the histori- acquiring instructional methodologies for teach- cal, social and cultural foundations that frame ing children who are blind to read and write. our response to disability and diversity today, Sources of Braille materials for educational and the philosophies, principles, theories, laws purposes are identified. and policies that have shaped educational practice for students with disabilities. An introduc- EDSP 656. Braille Reading and Writing. (3) tion to diverse learning needs (including ADHD Three hours lecture. and giftedness) and the categories of eligibility Prerequisite: EDSP 650 and EDSP 655. for services, the general characteristics and needs Provides basic instruction on transcription of of infants, children and youth with exceptionali- advanced Braille codes, including: music, for- ties and their families, and the current trends and eign language, chemistry, computer Braille, and issues in service delivery and special education Nemeth Code (Braille math code). Introduces professional practice will be included. techniques for teaching skills in each code. Explores technology tools used to create Braille EDSP 653. Teaching Methods for Students and tactile materials in addition to other assis- with Visual Impairments. (3) tive technologies used for instruction in math Three hours lecture. and science. Prerequisite: EDSP 650. Emphasizes methods of teaching compensatory skills, the core curriculum, and technology for use by students who are blind and visually

162 EDSP 657. Curriculum and Assessment for EDSP 663. Characteristics of Students with Students with Visual Impairments. (3) Severe Disabilities. (3) Three hours lecture. Three hours lecture. Prerequisite: EDSP 650. Prerequisite: Permission of instructor. Provides students with knowledge and under- Provides knowledge and understanding of the standing of the educational assessment of stu- characteristics and needs of individuals with dents with visual impairments and additional severe disabilities. Serves as the foundations disabilities including deaf-blindness. Students course for the licensure program in severe dis- practice assessing and planning educational abilities. Course format is a combination of programs for students with visual impairments. distance-learning and web-based learning mod- Addresses assessment of technology for students ules and interactive sessions. with visual impairments. Examines determination of learning needs and appropriate learning EDSP 664. Curriculum and Assessment in media, relationship of assessment, IEP develop- Severe Disabilities. (3) ment, and placement. Three hours lecture. Prerequisites: Permission of the instructor. EDSP 658. Medical and Educational This course is designed to develop knowledge Implications of Visual Impairments. (3) and skills related to best practices in curriculum Three hours lecture. and assessment for those preparing to teach Prerequisite: EDSP 650. individuals with severe disabilities. Students Provides an introduction to anatomy and physi- will plan, develop and implement a variety of ology of the visual system and the educational assessment and curriculum activities that target implications of visual pathology. Topics include students with disabilities. Applied use of assis- anatomy of the human eye, normal visual devel- tive technology will be integrated within the opment, pathology of the eye, examination pro- course. Field-based activities are required to cedures for the identification of visual pathology, allow students to directly apply and demonstrate and the effects of pathology on visual learning their learning. and development. EDSP 665. Positioning and Handling. (3) EDSP 659. Orientation and Mobility for Three hours lecture. Students with Visual Impairments. (2) Prerequisite: Permission of instructor Two hours lecture. Focuses on the educational, social, physical and Prerequisite: EDSP 650. health care needs of students with both cogni- Provides the foundation for understanding the tive and physical/sensory disabilities. Emphasis components and essence of Orientation and is given to specific strategies for positioning and Mobility. Establishes how the need for inde- handling, facilitating movement and developing pendent travel in the blind population created self-care skills. Students are required to hold or the field of O&M. Explores the philosophy and obtain CPR and Airway Obstruction certification. history of orientation & mobility including cane Field-based activities are required to allow students instruction, dog guides and methods of travel. to directly apply and demonstrate their learning. Addresses techniques in developing orientation skills and basic mobility instruction. Motor and EDSP 667. Communication and Severe concept skill development are emphasized. Disabilities. (3) Three hours lecture. EDSP 660. Current Issues in Special Prerequisites: Permission of instructor. Education (Topic). (1-4) This course introduces special education profes- One to four hours per week. sionals to augmentative and alternative com- Examines a major problem in special education, munication (AAC) for individuals with severe its implications and possible solutions. speech and language impairments. This course will address the knowledge and skills needed to assess the potential AAC user, make team decisions, develop and implement instruction and

163 evaluate the effects of instruction with focus conduct functional behavior assessments regard- on motivating, building and expanding com- ing difficult behavior, and design and implement munication, choice-making and social interac- individual positive behavior support plans and tion. Field-based activities are required to allow social skills programs for students with disabili- students to directly apply and demonstrate their ties. Related topics include functional behav- learning. ioral analysis, positive behavioral supports, student motivation, age appropriateness, problem EDSP 668. Transition and Community-based solving, awareness of commercially prepared Instruction. (3) resources, and collaboration with families and Three hours lecture. professionals in designing behavior intervention Prerequisites: Permission of the instructor. plans. This course provides an overview of the special educator’s role in preparing students with EDSP 672. Characteristics of Learners disabilities for post-secondary educational and with Disabilities who Access the General vocational environments. Emphasis is placed Education Curriculum, K-12 (3) on designing and modifying high school cur- Three hours lecture. ricula, involving students and their families in Prerequisite: EDSP 361 or 651. transition planning and helping students acquire This course provides educators an understand- the services needed to be successful in adult ing of characteristics and the learning and life. Field-based activities are required to allow behavioral support needs of students with dis- students to directly apply and demonstrate their abilities who are accessing the general edu- learning. cation curriculum at the elementary, middle, and high school levels, including students with EDSP 669. Diagnostic and Assessment specific learning disabilities, intellectual dis- Procedures for Individuals with abilities, emotional and behavioral disabilities, Disabilities. (3) other health impairments, traumatic brain injury, Three hours lecture. developmental delay, autism, multiple disabili- Prerequisites: EDSP 361 or 651 or PSYC 401. ties and orthopedic impairments. Students will This course teaches the rationale, content, tech- understand how the experiences of individuals nical adequacy, administration and scoring of with disabilities can impact families, as well as diagnostic educational instruments used with the individual’s ability to learn, interact socially, students with disabilities. The emphasis is on and live as fulfilled contributing members of identifying areas of educational need in students their communities. with disabilities. Diagnostic and informal information is used to formulate a written and oral EDSP 675. Teaching Students with report and recommendations for teachers and/or Exceptional Learning Needs in the parents. This includes assessment and manage- Elementary General Curriculum (3) ment of instruction and behavior that includes Three hours lecture. an understanding and application of the founda- Prerequisite: EDSP 651 and 672. tion of assessment and evaluation related to best Addresses current issues and needs in instruc- special education practice; of service delivery, tional programming for students with disabilities and curriculum and instruction of students with at the elementary level including IEP develop- disabilities. ment and research-based teaching approaches. Emphasizes teaching methods that are tailored EDSP 670. Proactive Classroom Management to promote student academic progress and effec- and Advanced Positive Behavior and tive preparation for participation in the general Support. (3) curriculum and standardized assessments. The Three hours lecture. course prepares teachers to teach and remediate Prerequisite: EDSP 360, 361 or 651. academic skills, study skills, learning strategies, This course provides the prospective educator and modification of course content to meet indi- with the background and skills necessary to vidual needs of students who are engaged in the effectively manage the classroom environment,

164 general education curriculum at the elementary tive approaches to instruction may supplement, level. extend or replace ongoing classroom programs in order to meet students individualized needs. EDSP 676. Teaching Exceptional Learners in Motivational, emotional, linguistic and cultural Secondary General Curriculum. (3) factors influencing reading and instructional Three hours lecture. planning are considered. Prerequisites: Graduate standing, EDSP 651, EDSP 672. . EDSP 698. Directed Study. (1-4) Addresses current issues and needs in instruc- Hours and credit to be arranged. tional programming for students with dis- Prerequisites: Approval of the adviser, School abilities at the secondary level, including IEP Director and Directed Study form submitted to development for students preparing to transi- the Graduate College. tion, and research-based teaching approaches. See “Directed Study” on p. 58. Emphasizes teaching methods that are tailored EDSP 740:741. Teaching Internships in Early to promote student academic progress and effec- Childhood Special Education. (3-6) tive preparation for participation in the general Three to six hours credit of field experience. curriculum and standardized assessments. The Prerequisites: Completion of coursework course prepares teachers to teach and remediate required for licensure and admission to the academic skills, study skills, learning strate- Teacher Education Program. gies, and modification of course content to meet Provide pedagogical experience with infants, individual needs of students who are engaged toddlers or preschoolers with disabilities, devel- in the general education curriculum at the sec- opmental delays, risking conditions, or typical ondary level. This course also addresses the development in settings including but not lim- development of effective transition planning for ited to home-based, school-based, and com- students with disabilities, including services that munity. EDSP 740 placements focus on services will facilitate the success of the students in post- delivered in early intervention settings. EDSP secondary environments. 741 placements focus on school-based services. EDSP 677. Medical Aspects of Teaching These are structured and supervised clinical Young Children With Disabilities. (3) field experiences. Field Experience grades are Three hours lecture. recorded as “Pass” or “Fail.” Prerequisites: EDSP 651 or permission of the EDSP 750. Internship in Early Childhood instructor. Special Education . (9) Examines the educational, physical, medical and Field Experience health care needs of infants, toddlers, and young Prerequisites: Admission to Teacher Education children with cognitive, physical, or sensory dis- Program. abilities. Includes intervention, medical aspects, Students in the five-year IDEC program will par- and management of neurodevelopmental and ticipate in a one semester, full-time placement motor disabilities. in which they will work in an early childhood EDSP/EDRD 695. Alternative Approaches to special education setting under the direction of a Reading Instruction. (3) qualified teacher. Full teaching responsibility is Three hours lecture. assumed for at least seven weeks. Prerequisite: EDRD 688 or EDRD 314 and EDSP 755:756. Teaching Internship in 414. Special Education: Deaf and Hard of This course examines alternative approaches Hearing. and individualized interventions for reading instruction for students who have exceptional EDSP 755. Preschool-Elementary Level. (4-6) learning needs. The complex nature of the reading process is explored. Alternative approaches EDSP 756. Secondary Level. (4-6) for instruction in the varied reading skills are Field Experience addressed and students explore how alterna- Prerequisites: Completion of coursework

165 required for licensure and admission into the be placed in classroom settings each semester. Teacher Education Program. One hour of Severe Disabilities Internship credit Teacher candidates work with PreK-12 students requires 50 hours of client contact. Internship who are deaf and/or hard of hearing during these grades are recorded as "Pass" or "Fail." courses under the supervision of cooperating teachers and university supervisor. Placements EDSP 791:792. Teaching Internship in are provided at the Preschool or elementary Special Education: General Curriculum. levels and middle or high school levels. Each EDSP 791: Semester hours credit course represents a one-half semester, full-time (Elementary Level). (6) placement. The course begins with observation in the classroom and culminates with full EDSP 792: Semester hours credit (Secondary responsibility for the cooperating teacher's daily Level). (6) schedule, including provision of direct instruc- Field Experience tion to students. Prerequisites: Departmental approval that candidate meets professional performance criteria; EDSP 771/772. Teaching Internship in Acceptance in the Teacher Education program; Special Education: Visual Impairments. Permission of the Special Education Program Coordinator at least four weeks prior to regis- EDSP 771. PreK-8th grade. (1-6) tration. EDSP 772. 6-12th grade. (1-6) Teacher candidates work with K-12 students Field Experience with varying disabilities who access the general Prerequisite: Enrollment in one or more of the curriculum during these courses. Placements are following courses: EDSP 653, 654, 656, 657, provided at the elementary and middle or sec- 658, 659, 670; departmental approval that stu- ondary levels. Each course represents a one-half dent meets professional performance criteria. semester, full-time placement. The course begins During this internship, teacher candidates work with observation in the classroom and culmi- with PreK-12 students with visual impairments. nates with full responsibility for the cooperating For students who are working as teachers in teacher's daily schedule, including provision of classrooms serving students with visual impair- direct instruction to students. Grading: A-F ments, internship experiences and assignments GRAD 799. Continuous Enrollment. (1) may be completed in that setting; full-time All graduate students are required to be reg- masters’ degree students seeking initial licen- istered during the semester they receive their sure will be placed in classroom settings with degree from Radford University. Registration students with visual impairments each semester. is required of all graduate students when using One hour of internship credit requires 50 hours University facilities and/or faculty time. The of contact and completion of performance-based minimum number of hours for registration is assignments with target students. one. Registration allows use of services such EDSP 781. Teaching Internship in Severe as library checkout, laboratories and recreation Disabilities (Elementary K-8) (1-6) facilities not open to the public.

EDSP 782. Teaching Internship in Severe Students who are not currently registered for any course work and who have completed all course Disabilities (Secondary 6-12 (1-6) Field Experience work but have other outstanding degree require- Prerequisites: Enrollment in one or more of the ments (e.g., comprehensive examination, thesis, following courses: EDSP 564, 622, 664, 665, removal of an I or IP grade), are required to 667, or 670; departmental approval that student register for a continuous enrollment course each meets professional performance criteria. semester, including summer, until they have met For students who are working as teachers in the outstanding requirement(s). classrooms serving students with severe disabilities, internship experiences may be taken in that setting; full-time masters degree students will 166 This course carries no credit hour production ENGL 510. Advanced Poetry Writing. (3) and does not count toward graduation require- Three hours lecture. ments. This course option is also available to For students wishing to develop potential in those admitted students who are not enrolled in poetry writing. May be taken twice for credit. a given semester but who wish to use University facilities and services during that time. ENGL 525. The Study of Adolescent Literature. (3) Three hours lecture. Course familiarizes students with classical and ENGLISH contemporary literature whose audience is primarily adolescents. Students are led to under- ENGL 502. Teaching Writing: Theories and stand why teenage readers make the literature Practices. (3) choices they do. The course helps students Prerequisite: Graduate standing. develop a positive attitude toward this kind of The course provides prospective teachers of the literature and understand it should have a place English language arts with theories and prac- in the reading program of adolescents. Course tices governing effective teaching of writing required to satisfy certification requirements for in elementary, middle-school and high school English majors intending to teach at the second- classrooms. A field experience in an area public ary level. school classroom allows teachers and teacher candidates to design and teach lessons and to ENGL 546. Appalachian Folklore. (3) conduct writing workshops. Students will com- Three hours lecture. plete a field research project that investigates Study of mountain verbal lore of tales, ballads and applies composition theory to some area of and sayings; non-verbal or partially verbal lore their teaching. of customs, games and rituals; material lore of structure, designs and landscapes. Field collec- ENGL 506. Advanced Technical Writing. (3) tions and written analyses required. Three hours lecture. Teaches students to master the advanced techni- ENGL 547. Appalachian Literature. (3) cal writing skills required to write professional Three hours lecture. reports, proposals, manuals and other commu- Establishment of standards for identifying nications studied in the course. Individual and Appalachian literature; study of selected works team-written projects assigned. representative of the mountain culture. ENGL 507. Technical Editing. (3) ENGL 549. African-American Literature. (3) Three hours lecture. Three hours lecture. Prepares students to analyze the readability of Familiarizes students with literature written by technical documents written in the workplace African-Americans. Scope includes all genres (e.g., instructions, user manuals, abstracts, pro- and periods. Enables students to understand posals) and to deal with problems of correctness, African-American literature both in itself and consistency, clarity, organization and rhetorical within larger context of American literature and effectiveness of language and layout. Realistic culture. weekly assignments include excerpts from tech- ENGL 550. Tribal and Pan-Indian nical manuals, insurance and government docu- Literature. (3) ments, instructions and reports. Three hours lecture. ENGL 509. Advanced Fiction Writing. (3) Course is a comparative study of various tribal Three hours lecture. and pan-Indian literatures, including tradition- For students wishing to develop potential in fic- al oral texts and transitional and contempo- tion writing. May be taken twice for credit. rary works in English by tribal and pan-Indian authors.

167 ENGL 563. Grammar and Language for ENGL 621. Principles of Literary Teachers. (3) Criticism. (3) Primarily intended for graduate-level, pre-service Three hours lecture. teaching intern candidates, this course addresses Examination of literary theories stated in major the topics of English grammar and usage, lan- critical texts; emphasis on principles underlying guage acquisition and language-related learning, contemporary schools of criticism. all informed by contemporary research from the fields of anthropological linguistics, psycholin- ENGL 629. Critical Approaches to Teaching guistics and sociolinguistics. Literature. (3) The course provides prospective teachers of lit- ENGL 564. The History of the English erature with an examination and application of Language. (3) current theory research and practice in the teach- Three hours lecture. ing of literature. In a field experience portion of History and development of English language the course, students will design lesson plans and from its origins to present. apply particular approaches to teaching literature with students in local, middle, high schools, ENGL 590. Summer Workshop. (3) or college classrooms. They will design a Unit Designed to give students concentrated study in of Literature Study for classroom use. a specialized area of English. Graded as Pass/ Fail. May be taken twice for credit. ENGL 631. Studies in Middle English Literature. (3) ENGL 600. Introduction to Literary Three hours lecture. Scholarship. (3) Close reading, largely in Middle English, of Three hours lecture. works best typifying developments in English Examination of tools and techniques essential literature during the centuries after the Norman to advanced literary study and scholarship. Conquest. With a different subheading, may be Strongly recommended during the first semester taken twice for credit. of graduate study. ENGL 633. Studies in English ENGL 606. Technical and Business Renaissance. (3) Writing. (3) Three hours lecture. Three hours lecture. Study of selected major authors or important Prerequisites: Graduate standing required (or topics of the English Renaissance. With a differ- permission of the instructor) and fluency in writ- ent subheading, may be taken twice for credit. ten English. Study of documents common in professional ENGL 635. Studies in Restoration and 18th settings, including correspondence, proposals, Century British Literature. (3) reports, instructions and presentation materi- Three hours lecture. als; writing of various documents, including an Study of selected major British writers 1660- article on communication in the student’s field; 1789. With a different subheading, may be taken and development of an effective professional twice for credit. writing style. ENGL 637. Studies in 19th Century British ENGL 611. Creative Writing. (3) Literature. (3) Three hours lecture and workshop. Three hours lecture. Writing of fiction or poetry for a critical audi- Study of selected major figures and impor- ence composed of the student’s instructor and tant topics of 19th century, with attention to classmates; studies in writing strategies and American and European cross-influences. With techniques. May be taken twice for credit. a different subheading, may be taken twice for credit.

168 ENGL 639. Studies in 20th Century feminist literary critical theories and practices Literature. (3) (including feminist applications of psychoana- Three hours lecture. lytic, Marxist, deconstructive and new histori- Study of selected major figures and important cist theories). topics of 20th century British and American literature, with attention to other influences. With ENGL 655. Practicum in the Teaching of a different subheading, may be taken twice for Expository Writing. (3) credit. Prerequisite: Appointment as a second-year Graduate Teaching Fellow and completion of ENGL 644. Studies in American Literature I 18 hours of graduate work. (to 1861). (3) Application of current theory, research and prac- Three hours lecture. tice of composition to actual classroom setting; Study of selected authors and important top- participants work closely with faculty mentors ics of American literature prior to 1861. With who assist them in designing and implementing a different subheading, may be taken twice for their writing courses and in assessing classroom credit. practice. Can be repeated once for credit; cannot be included as part of a student’s program of ENGL 645. Studies in American Literature study leading to a master’s degree. II (since 1861). (3) Three hours lecture. ENGL 663. Linguistics. (3) Study of selected authors and important topics Three hours lecture. of American literature since 1861. With a differ- Introduction to development of the scientific ent subheading, may be taken twice for credit. description of modern English through a study of structural linguistics and generative trans- ENGL 648. Studies in Oral and Written formational grammar. Designed to facilitate Literature of Appalachia. (3) the application of linguistics to the teaching of Three hours lecture. English grammar. Study of specified genre of oral or written Appalachian literature, or a combination of ENGL 680. Special Topics in English. (3) genres from both types to show cross influenc- Three hours lecture. es. Genre selections, which vary from term to Study of a topic in composition, creative writ- term, include folktale or ballad in oral literature, ing, literary criticism, rhetoric, literature, lan- or perhaps a combination of ballad and poetry. guage, linguistics or folklore. With a different With a different subheading, may be taken twice subheading, may be taken twice for credit. for credit. ENGL 698. Directed Study. (1-4) ENGL 651. Teaching Expository Writing. (3) Prerequisite: Approval of the adviser, depart- Prerequisite: Appointment as a Graduate ment chair and Directed Study form submitted Teaching Fellow in the English Department. to the Graduate College. Introduction to ideas about learning, compo- See “Directed Study” on p. 58. sition and the process of writing; reading of ENGL 699. Research and Thesis. (6) selected texts on the theory and practice of Hours and credits to be arranged with the teaching writing; survey of selected teaching approval of the dean of the Graduate College. strategies; preparation of course descriptions See “Thesis” on p. 59. and syllabi; writing; and model teaching. GRAD 799. Continuous Enrollment. (1) ENGL 653. Studies in Women’s All graduate students are required to be reg- Literature. (3) istered during the semester they receive their Three hours lecture. degree from Radford University. Registration A study of the distinctive literary heritage is required of all graduate students when using shared by women writers in England and North University facilities and/or faculty time. The America; course designed to ground students in minimum number of hours for registration is

169 one. Registration allows use of services such FINC 635. International Finance. (3) as library checkout, laboratories and recreation Three hours lecture. facilities not open to the public. Prerequisites: MBA status or permission of the instructor. Students who are not currently registered for any Examines the international financial environ- course work and who have completed all course ment and focuses on the basics of international work but have other outstanding degree require- financial decision making required in interna- ments (e.g., comprehensive examination, thesis, tional business operations. removal of an I or IP grade), are required to register for a continuous enrollment course each FINC 671. Special Topics in Finance. (3) semester, including summer, until they have Prerequisites: MBA status or permission of met the outstanding requirement(s). This course instructor. carries no credit hour production and does not Examines topics of special interest in finance count toward graduation requirements. areas not covered in current graduate course offerings. This course option is also available to those admitted students who are not enrolled in a FINC 681. Investment Analysis and Portfolio given semester but who wish to use University Management. (3) facilities and services during that time. Three hours lecture. Prerequisite: MBA status or permission of the instructor. FINANCE An in-depth study identifying various investment instruments offered in the financial markets and FINC 631. Financial Management. (3) how technical and fundamental analysis is used Three hours lecture. to predict the future performance of a portfolio Prerequisite: MBA status or permission of the and the market. instructor. FINC 698. Directed Study. (1-4) Examines techniques and concepts used in mod- Hours and credits to be arranged. ern business and the theoretical advances in the Prerequisites: MBA status and approval of the areas of asset management and capital struc- directed study supervisor, adviser and Directed ture planning. Topics include capital budgeting, Study form submitted to the Graduate College. working capital management, valuation, cost See “Directed Study” on p. 58. of capital, capital structure planning, dividend policy, option pricing, mergers and acquisi- FINC 699. Research and Thesis. (1-6) tions. Problems and short cases used to enhance Hours and credits to be arranged with the approv- student skills in financial planning and decision al of the student’s thesis supervisor, adviser and making. the dean of the Graduate College. See “Thesis” on p. 59. FINC 632. Risk Management. (3) Three hours lecture. Prerequisite: MBA status or permission of the GEOGRAPHY instructor. Provides a study of the management of non- GEOG 580. Seminar. (1-4) speculative risks in business and the several Prerequisites: Minimum of 9 hours of under- management tools available to deal with them. graduate geography (GEOG 225 and GEOG Examines cases and situations which require 250 or equivalent, plus another geography risk management decisions. Students conduct a course of choice) or permission of instructor. risk management analysis of a business organi- Intensive study of a special field of geography. zation. An outline of topics will be made available each time the course is offered. May be taken for credit more than once, providing the topics are different each time.

170 GEOG 680. Advanced Topics in Geospatial States; emphasis on geologic features and evo- Analysis. (3-4) lution of Appalachian and Western Interior Prerequisite: Minimum of 9 credits of under- regions. graduate or graduate geography (GEOG 225 and GEOG 250 plus another geography course) GEOL 574. Hydrogeology. (4) or permission of instructor. Three hours lecture; three hours laboratory. Advanced Topics in Geospatial Analysis. An Prerequisites: Graduate standing, eight hours of outline of topics will be made available each geology and three hours of calculus. time the course is offered. May be taken for Minimum of one semester of physics is strongly credit more than once, providing the topics are recommended. Taught concurrently with GEOL different each time. A minimum of 45 (for 3 474 with additional project requirements for credits) or 60 (for 4 credits) contact hours per graduate credit. course. A qualitative and quantitative study of groundwater availability and movement and the development of groundwater as a resource. Included GEOLOGY will be pertinent geologic and engineering aspects of groundwater flow and the effect of Selected 500-level courses can be taken for man on the groundwater regime. Laboratory graduate credit provided the student has the nec- includes a field investigation. essary prerequisites and if the same course or a comparable course was not taken as part of the GEOL 601. Geographic Information Systems student’s undergraduate program. Enrollment for the Geosciences (3) in 500-level courses for graduate credit requires Three hours lecture; two hours laboratory. upper division or graduate standing and must Prerequisite: Graduate standing. be taught by a member of the graduate fac- Introduction to Geographic Information Systems ulty. The master’s in Environmental Engineering and their geologic applications. Includes basic Geosciences has been discontinued. For informa- digital cartographic techniques, theoretical and tion, contact the Department of Geology. practical use of computer-based geographic information systems, applications of GIS to GEOL 555. Principles of Engineering geology, computer modeling using GIS and an Geology. (4) introduction to programming in GIS languages. Three hours lecture; three hours laboratory. Makes use of ARC/INFO and ArcView GIS Prerequisites: Graduate standing, eight hours of packages. geology and mathematics through trigonometry. Minimum of one semester of physics is strongly GEOL 602. Remote Sensing for the recommended. Geosciences. (4) Taught concurrently with GEOL 455 with addi- Three hours lecture; two hours laboratory. tional project requirements for graduate credit. Prerequisite: Graduate standing. A study of the application of geologic principles Introduction to remote sensing and its geologic and data collection techniques to the evaluation applications. Includes basic digital cartograph- of design and construction problems relating to ic techniques, theoretical and practical use of engineering projects including dams, highways, computer-based remote sensing and applica- landfills, tunnels and reservoirs, including an tions of remote sensing to geology including overview of availability and suitability of soil environmental and resource management and and rock as construction materials. exploration. Makes use of IMAGINE software package. GEOL 561. Regional Geology of the United States. (4) GEOL 606. Applied Geophysics. (3) Three hours lecture; three hours laboratory. Two hours lecture; two hours laboratory. Prerequisite: GEOL 320. Prerequisites: Graduate standing in the Regional survey of structural and stratigraphic Environmental and Engineering Geosciences framework of geologic provinces of the United program, or permission of instructor.

171 Application of geophysical methods to shallow professional practice of environmental geology sub-surface investigations. Acquisition and pro- occurs. The relevant current and developing leg- cessing of data from the students’ own multiple islation will be addressed, along with the roles field surveys form a major component of this of federal, state and municipal authorities in course. Some Saturday labs may be required. promulgation of the law. Class discussions and assignments will emphasize the functions of the GEOL 615. X-Ray Diffraction in Geology. (4) professional geologist in the various research, Two hours lecture; four hours laboratory. regulatory and consulting roles related to envi- Prerequisites: Graduate standing and GEOL ronmental regulation. 212 (Mineralogy). This course includes a presentation of the basic GEOL 657. Erosion and Sediment Control/ theory of X-ray diffraction, the use of X-ray dif- Stormwater Management. (3) fraction equipment to identify minerals, deter- Three hours lecture. mine lattice types, parameters and the index- Prerequisites: Graduate standing and eight ing of diffraction lines. The application of the hours of geology. techniques and equipment to various geologic A study of the principles of erosion and sedi- problems will be investigated. Laboratory hours ment control and stormwater management as will be scheduled on an individual basis with the these apply to construction sites. Topics empha- instructor. sized include regulatory and legal aspects, techniques of estimating rainfall runoff, use of soil GEOL 645. Applied Geology Summer Field loss estimators, examination of structural and School. (6) non-structural methods of erosion and sediment Approximately two months correspondence and control and preparation of erosion and sediment 40 hours of field work and classroom instruction control plans. per week. Prerequisite: GEOL 102 or GEOL 103. GEOL 658. Soil Mechanics in Engineering Intensive training in geological field methods Geology. (3) with emphasis on mapping, data collection and Three hours lecture. the geology of Virginia with applications to envi- Prerequisites: GEOL 455/555 (Principles of ronmental and engineering concerns and on land Engineering Geology) or equivalent or consent use planning. The Radford University campus of instructor. serves as the base from which field studies are Examination of basic principles and laboratory conducted. The course requires overnight excur- tests in soil mechanics as applied to engineering sions permitting the examination of a wide variety geology. of geological field conditions including field trip stops in all the geologic provinces of Virginia. The GEOL 659. Principles of Rock Mechanics. (3) Three hours lecture. student will design a project that incorporates field Prerequisites: Graduate standing and GEOL school material that can be used in their profes- 455 or GEOL 555 (Principles of Engineering sion. Course may require transportation, food and Geology). camping fees. Investigations into the principles describing the GEOL 651. Regulatory Issues in mechanical response of rock media to stress, Environmental Geology. (3) particularly human-induced stresses. Included Three hours lecture. are the application of rock characterization; Prerequisites: At least four upper-level (200-lev- scale effect; in-situ stresses; mechanisms of rock el) or above courses in geology including GEOL deformation and fracture; and rock engineering. 474 or GEOL 574 (Hydrogeology) or equivalent or the consent of the instructor. General com- GEOL 675. Advanced Physical puter literacy will be expected and required for Hydrogeology. (3) success in the course. Three hours lecture. Prerequisites: Graduate standing and GEOL This course investigates the societal and regu- 474/574 (Hydrogeology). latory framework within which much of the

172 Advanced study of physical and resource aspects Prerequisites: Two semesters of graduate course of hydrogeology. Theoretical and practical treat- work completed; courses taken must include ment of topics associated with groundwater flow GEOL 555 and GEOL 574. Approval of Geology in natural porous media (unconsolidated mate- Graduate Studies Committee in the semester rials, porous bedrock, fractured bedrock and prior to registration. karst terrane). The vadose zone – in particular A professional experience in the area of envi- groundwater recharge – will be covered as well. ronmental and engineering geosciences. Student Project and seminar opportunities will enhance supervised by a professional staff member at the student ownership of course-related concepts work site and a member of the Graduate faculty in practical situations. Laboratory experiences in Environmental and Engineering Geosciences. involve experimentation and fieldwork to cal- Grade for course(s) recorded as letter grade. culate flow parameters as well as on-site water GEOL 698. Directed Study. (3-6) well drilling, development and testing (yield and Hours and credits to be arranged. aquifer parameter). Exercises will be designed Prerequisites: Permission of the instructor, to practice aquifer parameter analysis methodol- adviser, department chair and Directed Study ogies. Modeling principles and currently avail- form submitted to the Graduate College. able computer programs will also be explored, Provides graduate students opportunity to work as will legal aspects of groundwater resource individually with faculty members on topics of exploitation. mutual interest. Grade for course recorded as letter grade. GEOL 676. Groundwater Modeling. (3) See “Directed Study” on p. 58. Three hours lecture. Prerequisites: graduate standing and GEOL 474 GEOL 699. Research and Thesis. (1-6) or GEOL 574 (Hydrogeology). Hours and credit to be arranged with approval Advanced study of the mathematics of ground- of the Geology Graduate Studies Committee and water flow and the formulation of analytical the dean of the Graduate College. and numerical models that describe steady- Prerequisite: Graduate standing in Environmental state and transient groundwater flow systems. and Engineering Geosciences. Modeling will involve the use of physical mod- See “Thesis” on p. 59. els, flownets, spreadsheets, analytical solutions and finite-difference and finite-element models. GEOL 755. Advanced Engineering Class will also focus on proper modeling proto- Geology. (3) col, model calibration techniques and sensitivity Three hours lecture. analyses. Prerequisites: Graduate standing, GEOL 455/555 (Principles of Engineering Geology) or GEOL 691. Seminar in Geosciences. (1-6) equivalent or consent of instructor. Three hours lecture. Investigations into the applications of basic prin- Prerequisite: Graduate standing. ciples and techniques of engineering geology to Presentation and discussion of current topics in real world situations through the detailed study various areas of Engineering Geosciences which of actual engineering geology case histories. are not considered in other courses. Content varies from semester to semester. A single topic GEOL 776. Contaminant Transport. (3) area will be selected by the instructor for dis- Three hours lecture. cussion during the semester based on current Prerequisites: graduate standing and GEOL 675 (Advanced Physical Hydrogeology) and GEOL student interest and current developments in 676 (Introduction to Groundwater Modeling) or Engineering Geosciences. May be taken more the consent of the instructor. than once. As the capstone course in the hydrogeology GEOL 697. Environmental and Engineering sequence, this course combines elements of the Geosciences Graduate Internship. (3-6) core hydrogeology classes to cover the hydro- Each semester hour credit is the equivalent of 80 geologic factors associated with protection of hours of internship experience. groundwater. Topics covered include advection,

173 diffusion, dispersion, retardation, decay and ITEC 501. Software Development and their use in the advection-dispersion equation. Algorithms. (3) Fate and transport models and aquifer remedia- Three hours lecture. tion techniques will also be studied. Prerequisite: ITEC 400 or ITEC 500 or ITEC 220 or permission of ITEC department. GRAD 799. Continuous Enrollment. (1) This course covers object-oriented algorithm All graduate students are required to be reg- design from the software engineering perspec- istered during the semester they receive their tive, data structures and algorithms used in the degree from Radford University. Registration solutions of nonnumeric problems. is required of all graduate students when using University facilities and/or faculty time. The ITEC 502. Computer Organization and minimum number of hours for registration is Operating Systems. (3) one. Registration allows use of services such Three hours lecture. as library checkout, laboratories and recreation Prerequisite: ITEC 400 or ITEC 500 or ITEC facilities not open to the public. 220 or permission of ITEC department. This course covers relationships among com- Students who are not currently registered for any puter components, structures and systems, hard- course work and who have completed all course ware features, costs, capabilities and selection. It work but have other outstanding degree require- also includes the principles of operating systems ments (e.g., comprehensive examination, thesis, and the interrelationships between the operat- removal of an I or IP grade), are required to ing system and the architecture of computer register for a continuous enrollment course each systems. semester, including summer, until they have met the outstanding requirement(s). ITEC 593. Selected Topics in Information Technology. (1-3) This course carries no credit hour production Prerequisite: Permission of instructor. and does not count toward graduation require- ITEC 593 covers selected topics in informa- ments. This course option is also available to tion technology, as student and faculty interest those admitted students who are not enrolled in demands. A new course description is available a given semester but who wish to use University each time the class is offered. Interested students facilities and services during that time. should contact the course instructor before registering. This course may be taken more than once for credit with a different topic. INFORMATION TECHNOLOGY ITEC 623. Management Information ITEC 500. Foundations of Computer Systems. (3) Three hours lecture. Science. (3) Prerequisite: MBA status or permission of the Three hours lecture. instructor. A rigorous, systematic approach to object-ori- Development and application of management ented problem solving and programming. This information systems to organizations. Analysis is a leveling course for students who do not of critical information flow in the context of an have either the educational experience or back- organizational system. ground to start the Information Technology (IT) courses for the IT concentration for a master’s ITEC 625. Web Development. (3) in Education (MSED) program. ITEC 500 will Three hours lecture. not count as graduate credit towards the ITEC Prerequisite: ITEC 501 and ITEC 502, or per- Concentration for the MSED. Undergraduate stu- mission of ITEC department. dents in the College of Science and Technology An introduction to a broad variety of web devel- may not take this course for credit toward their opment topics, including client-side, server-side, degree. servers and design issues.

174 ITEC 640. Database Concepts. (3) MANAGEMENT Three hours lecture. Prerequisite: ITEC 501 and ITEC 502, or per- MGNT 601. Business Research and mission of ITEC department. Reporting. (3) An in-depth study of the theory, design and imple- Three hours lecture. mentation of database concepts with emphasis on Prerequisite: MBA status or permission of the relational and object-relational systems. instructor. ITEC 650. Networking Concepts. (3) Reviews specific method and reasoning pro- Three hours lecture. cess as philosophical foundations for research; Prerequisites: ITEC 501 and ITEC 502, or per- explores the basic methodology for business mission of ITEC department. research design, measurement, data collection, Physical and logical design of networks, topolo- analysis and reporting. Group project used to gies, protocols, local and wide-area networks. demonstrate the concepts learned in the course. Advanced topics include statistical measures of MGNT 621. Organizational Behavior and quality of service and traffic characterization, Management Skills. (3) as well as design methodologies for networks. Three hours lecture. Concepts of teaching the field of networking Prerequisite: MBA status or permission of the through homework and lab experiences. instructor. ITEC 680. Programming Languages. (3) Studies the behavior of individuals and groups in Three hours lecture. organizations from a managerial point of view; Prerequisite: ITEC 501 and ITEC 502, or per- applies the concepts, methods and research mission of ITEC Department. findings of the behavioral sciences to the under- Programming language constructs, run-time standing of the causes and consequences of behavior of programs, desirable features of human performance, satisfaction and develop- languages, design and implementation consider- ment in organizations. Also includes manage- ations to obtain those features. ment skills development. ITEC 693. Selected Topics in Information MGNT 622. Quantitative Methods. (3) Technology (1-3) Three hours lecture. Prerequisite: Permission of instructor. Prerequisite: MBA status or permission of the ITEC 693 covers selected topics in informa- instructor. tion technology, as student and faculty interest Provides study of quantitative tools used in demands. A new course description is available business production and service organizations. each time the class is offered. Interested students Topics include linear programming, integer pro- should contact the course instructor before regis- gramming, network analysis and stochastic pro- tering. This course may be taken more than once gramming. for credit with a different topic. MGNT 624. Operations Management. (3) ITEC 698. Directed Study in Information Three hours lecture. Prerequisite: MBA status or permission of the Technology. (1-4) instructor. Prerequisite: ITEC 501 and ITEC 502, or Permission of ITEC Department. A problem-solving course designed to help Directed Study courses are designed to provide reduce uncertainty in the decision-making envi- graduate students an opportunity to investigate ronment of operations and production in manu- independently specific problems or areas of facturing and service firms of private and public interest under the direction of a graduate faculty sectors of the economy. Emphasis on employ- member. The content of the course will vary ment of mathematical models for use and appli- with each offering and requires the approval of cation in decision making in business. the supervising professor, adviser, department chairperson, and the Graduate Dean.

175 MGNT 651. Entrepreneurship. (3) MGNT 698. Directed Study. (1-4) Three hours lecture. Hours and credits to be arranged. Prerequisite: MBA status or permission of the Prerequisites: MBA status and approval of the instructor. directed study supervisor, adviser and Directed This course focuses on starting and managing high Study form submitted to the Graduate College. growth businesses. Major topics include: identify- See “Directed Study” on p. 58. ing potential high growth business opportunities, characteristics of entrepreneurs, developing cre- MGNT 699. Research and Thesis. (1-6) ativity, evaluating market potential, choosing a Hours and credits to be arranged with the legal structure, tax planning, financial strategies, approval of the student’s thesis supervisor, preparing a business plan, operating consider- adviser, department chairperson and the dean of ations, choosing an exit or succession strategy. the Graduate College. See “Thesis” on p. 59. MGNT 652. Business Consulting. (3) Three hours lecture/field work. Prerequisite: MBA status or permission of the MARKETING instructor. This course will be organized on four levels. MKTG 602. International Business. (3) First, it will examine the consulting industry Prerequisite: MBA status or permission of the to understand the context and some key factors instructor. affecting business consulting, firm strategies and Provides an analysis of international business key events. Second, it will move to the firm level challenges, strategies and operations; includes examine the management issues associated with readings in contemporary international business running a consulting firm. Third, it will proceed perspectives and cases. to the project level, cover the life cycle of a project and provide a thorough understanding of MKTG 612. Global Market Research. (3) all its phases. Extensive field work is required. Three hours lecture. Finally, it will wrap up with the individual level Prerequisites: MBA status and permission of and the career implications of landing/creating a instructor. consulting job, including ethical challenges and Provides MBA students an opportunity to partic- lifestyle implications. ipate in international market research. Students conduct an in-depth analysis of foreign markets MGNT 671. Special Topics in to determine market potential and to develop Management. (3) strategies for Virginia firms to enter or expand Three hours lecture. specific markets. Prerequisite: MBA status or permission of the instructor. MKTG 641. Marketing Management. (3) Examines topics of special interest in manage- Three hours lecture. ment area not covered in current graduate course Prerequisites: MBA status or permission of the offerings. instructor. This course teaches students the art and science MGNT 685. Strategic Management. (3) of selecting target markets and acquiring and Three hours lecture. maintaining profitable customers in a socially Prerequisites: MBA status or permission of the responsible and ethical manner. Case studies, instructor, ACTG 611, FINC 631, MGMT 624, experiential projects, simulations and marketing MKTG 641. planning assignments may be used. Integrates graduate business courses in a top level strategy development course. Emphasis on MKTG 671. Special Topics in environmental analysis and decision making. A Marketing. (1-6) capstone course; must be taken during or after Hours and credits to be arranged. the term in which the last required MBA course Prerequisites: MBA status or permission of is taken. instructor.

176 Provides students an opportunity to examine MATH 621. History of Mathematics. (3) topics of special interest in the marketing area Prerequisites: Undergraduate degree in math- beyond the subjects covered in the current grade ematics or by instructor permission. course offerings. This course will help students understand the pursuit of mathematical understanding as a MKTG 698. Directed Study. (1-4) human endeavor. Students will discover how Hours and credits to be arranged. mathematics has developed over the past 5000 Prerequisites: MBA status and approval of the years in a variety of cultural and historical set- directed study supervisor, adviser and Directed tings, including the rise of geometry and number Study form submitted to the Graduate College. theory, arithmetic and algebra, analysis and See “Directed Study” on p. 58. foundations, and a variety of other topics. MKTG 699. Research and Thesis. (1-6) MATH 623. Algebraic Reasoning and Hours and credits to be arranged with the Mathematical Structures. (3) approval of the student’s thesis supervisor, Prerequisites: Undergraduate course in Modern adviser, department chairperson and the dean of or Abstract Algebra or permission of instructor. the Graduate College. Abstract algebra with a focus on topics directly See “Thesis” on p. 59. related to high school algebra and geometry: basic number theory, rings of integers and poly- nomials, elementary group theory, fields, classi- MATHEMATICS cal geometric constructions, and the insolubility of the quintic. Applications will be considered as MATH 600. Foundation of the Number time permits. A computer algebra system will be System. (3) employed in examples and assignments. Prerequisites: Undergraduate degree in mathematics or by instructor permission. MATH 635. Euclidean and Non-Euclidean This course will provide a mature mathemati- Geometry. (3) cal foundation for the number systems used Prerequisites: Undergraduate degree in math- in secondary and post-secondary mathematics ematics or by instructor permission. courses, with an emphasis on rigorous logical This course will introduce students to systems and set-theoretical foundations of the natural of postulates in a comparison of Euclidean and numbers, integers, rational numbers, and real Non-Euclidean geometries. Geometric struc- numbers. The course will also cover the com- tures of transformational, fractal, and projective mon algebraic extensions of the number sys- geometry are examined together with a brief tems, and familiarize students with the historical history of the development of axiomatic systems development of the number systems. of geometry. MATH/EDUC 620. Issues of Equity and MATH 641. Mathematical Analysis and Diversity in Mathematics Education. (3) Modeling. (3) Prerequisites: None. Prerequisites: Undergraduate degree in math- Familiarizes students with cultural, social, and ematics or by instructor permission. political issues in the teaching and learning of Examines mathematical models of real life mathematics. Students will explore equity and phenomena and develops solution strategies for diversity principles and approaches in mathemat- open-ended problems. The models are based ics education, including strategies for teaching on Calculus, Differential Equations and Linear mathematics to diverse learners. Mathematics Algebra; they may include discrete and con- activities will be incorporated, as needed, to tinuous population models, diffusion processes, supplement the curriculum. business and economics models, continuous and discrete optimization problems with calculus and linear programming. Software may include Excel, Maple, Matlab or similar programs.

177 MATH/EDUC 650. Graduate Seminar: MEDIA STUDIES Theory and Practice In Mathematics Education. (3) MSTD 560. Special Topics in Media Prerequisites: None. Studies. (3) Examines literature in the theory and practice Prerequisite: Permission of instructor. of mathematics education. Course content will A comprehensive study of special interest topics vary semester to semester, in each case focusing in Media Studies. Each topic will be described on one specific topic. Possible topics include, in detail when offered. The course may be taken but are not limited to, educational learning for credit multiple times, provided that the topics theories and mathematical connections, K-12 are substantially different, and the Department mathematics education curriculum reform, tech- or School approves. nology and the teaching of mathematics, international studies in mathematics education, or mathematical literacy. The course will include MUSIC examinations of National Council of Teachers of Mathematics Standards and Virginia SOL documents. Students enrolled in the Master's MUSC 517. Form and Analysis. (3) Program in Education with a concentration in Three hours lecture. Mathematics will be expected to complete an Prerequisite: MUSC 212 or equivalent music extensive teaching or research project in this theory course. course during their final semester of the pro- Standard forms from small units through con- gram, unless they receive prior permission to certo and fugal techniques. Synthesis of larger, complete the project at some other time. Project more general concepts. Comparative study of choices must be focused in mathematics educa- various periods and cultures. tion and approved by the professor of record. MUSC 518. Arranging and Orchestration. (3) This course must be taken in the final semester Three hours lecture. but be taken more than once for credit, provided Prerequisite: MUSC 212 or equivalent music the topic of study is different, with permission theory course. of instructor. Scoring for various band and orchestral ensembles; vocal and instrumental arranging. Includes MATH 681. Topics in Mathematics the study, preparation and performance of Education. (3) scores. Prerequisite: Permission of instructor. A minimum of 45 contact hours per course. MUSC 519. Counterpoint. (3) Selected topics in mathematics education. An Three hours lecture. outline of topics will be made available each Prerequisite: MUSC 212 or equivalent music time the course is offered. May be taken for theory course. credit more than once, providing the topics are The detailed study and composition of the vari- different each time. ous countrapuntal devices and forms found in the history of western music. MATH/EDUC 691. Professional Seminar: Research in Mathematics Education. (1) MUSC 521, 522. Guitar History and Prerequisites: None. Literature. (2,2) Offers an examination of current issues in Two hours lecture. mathematics education. The course focus is on Prerequisites: MUSC 321 and 322 or equivalent reading, presenting, and critiquing professional music history courses. mathematics education literature on a range of A study of guitar history and literature from the topics while also considering practical implica- Renaissance to the present will include such tions. This course can be taken more than once topics as notation, performance practices, instru- for credit. mental development and social contexts.

178 MUSC 528. Computer Music Forum. (1) and is open to all students by audition each Two hours presentations and discussion. semester. May be taken again for credit. Prerequisite: MUSC 128 or equivalent computer music skills. MUSC 537. Digital Ensemble. (1) Intensive work on individual projects in com- Two hours rehearsal puter music and related research, with class Prerequisites: MUSC 128 or equivalent com- discussion of these and of current developments puter music skills. in the field. Graduate credit requires work at Existing and original music is prepared for pub- advanced levels. May be taken again for credit. lic performance using electronic sound sources in a chamber ensemble setting. May be taken MUSC 531. Wind Ensemble. (1) again for credit. Three hours rehearsal. Prerequisite: Audition. MUSC 545. Guitar Pedagogy. (3) Emphasis on study and performance of serious Three hours lecture. wind ensemble literature. Concerts presented Prerequisite: MUSC 270 or equivalent fretboard each year on campus and on tour only. May be skills. taken again for credit. Guitar instructional principals, procedures, materials and their applications will be studied. MUSC 533. Advanced Jazz Combo. (1) This course will investigate both historical and Two hours rehearsal. current theories and practice. Prerequisite: Audition. Performance of advanced jazz literature for a MUSC 549. Piano Pedagogy. (3) jazz combo. Emphasis on composition/arrang- Three hours lecture, demonstration, laboratory. ing, improvisation, development of repertory Prerequisite: Level 4 proficiency in piano. of jazz tunes for performance. Present concerts Survey of piano teaching materials, methods and and programs throughout the year on and off approaches, with emphasis on elementary through campus. intermediate level students; practical demonstration and application of material; observation of MUSC 534. Jazz Ensemble (1) teaching; supervised student teaching. Three hours rehearsal. Prerequisite: Audition. MUSC 553. Chamber Music Ensemble. (1) Exposure, learning and performance of tradi- Two hours rehearsal. tional and contemporary styles of music for the Rehearsal and performance of chamber music jazz ensemble. Presents formal and/or informal literature from duos to nonets for strings, winds, programs throughout the year, on and off cam- pianos, mixed strings and winds with or without pus. Open to all students by audition. May be piano. Open to qualified students. Chamber taken again for credit. groups must be formed in advance of registration with consent of instructor. May be taken MUSC 535. Percussion Ensemble. (1) again for credit. Three hours rehearsal. Prerequisite: Audition. MUSC 555. Madrigal Singers. (1) Performance of contemporary percussion/ Three hours rehearsal. marimba ensemble literature. Presents programs Prerequisite: Audition. throughout the year, on and off campus. Open to Performs primarily a capella literature from the all students by audition each semester. May be Renaissance through the 20th century. A high taken again for credit. degree of personal musicianship, discipline and vocal ability is required. May be taken again for MUSC 536. Guitar Ensemble. (1) credit. Three hours rehearsal. Prerequisite: Audition. MUSC 556. Radford Singers. (1) The Guitar Ensemble offers training in sight- Four hours rehearsal. reading and chamber music performance skills Prerequisite: Audition. for guitarists; performs both on and off campus Performs a wide variety of choral music from

179 all historical periods. A high degree of personal MUSC 595. Seminar in Music History and musicianship, discipline and vocal ability is Literature. (3) required. Participates in concerts, tours and Three hours lecture. other activities both on and off campus. May be Prerequisites: MUSC 321 and 322 or equivalent taken again for credit. music history courses. Variable topic course. Study of advanced music MUSC 557. Opera Workshop. (1) history or literature. May be taken again for Three hours rehearsal. credit with different topics. Prerequisite: Permission of instructor. Study and preparation of vocal roles and chorus MUSC 601. Bibliography and Research. (3) parts to produce major opera or opera excerpts. Three hours lecture. Membership open to students by audition. May Prerequisite: Bachelor’s degree in music or per- be taken again for credit. mission of the instructor. Survey of bibliography and methods of research MUSC 558. Accompanying. (1) in music (music education, music therapy and Two hours lab/coaching. musicology); study of processes of research and Prerequisite: Permission of instructor. writing in music. Fall. Piano/guitar accompanying in class, applied lessons, rehearsals and public performances. May MUSC 603. Dalcroze, Kodaly and Orff be repeated for credit. Methods. (3) Three hours lecture. MUSC 571/572. Fourth Year Applied Prerequisite: Level 2 proficiency in keyboard. Music. (1-2) Dalcroze, Kodaly and Orff instructional meth- Prerequisites: (Music 571): Satisfactory entrance ods and adaptations in American music educa- audition or completion of MUSC 372 with a tion. Offered alternate years. grade of “C” or better. Prerequisite (Music 572): Completion of MUSC 471 or MUSC 571 MUSC 605. Measurement and Evaluation of with a grade of “C” or better. Music Experiences. (3) Private instruction in the Applied Music Level Three hours lecture. System at levels VII and VIII, or higher as Measurement and evaluation techniques for appropriate to the student’s level of advance- music aptitude, achievement and preference will ment. Covers technique, repertoire, musician- be explored. An emphasis of the course is on ship, sight-reading. Specific requirements for developing teacher-made tests and on available each level of competency in each applied area standardized music tests. are on file in the Department of Music office. MUSC 607. History and Philosophy of Music MUSC 585. Psychology of Music. (3) Education. (3) Three hours lecture. Three hours lecture. Prerequisite: Senior Standing, BIOL 331 or Prerequisites: Undergraduate degree in music equivalent anatomy and physiology course and or permission of instructor. upper level standing as a music therapy major. This course surveys the history of American Science of sound and music including acous- music education and explores the philosophical tics, hearing anatomy, aesthetics, perception, foundations of music education. evaluation and measurement of musical ability, achievement, research and statistical methods. MUSC 608. Music Teaching and Learning. (3) Required of all Music Therapy Majors; open to Three hours lecture. students in other curricula. Prerequisites: Undergraduate degree in music or permission of the instructor. Perceptual processes, learning theories and curricula in music education will be studied in this course.

180 MUSC 610. Medieval Music. (3) Music and Imagery (AMI). This course involves Three hours lecture. group participation to develop self awareness, Pre- or corequisite: MUSC 601. acceptance and effective interpersonal skills. Survey of monophonic and polyphonic tradi- Personal development is an integral component tions of both sacred and secular Medieval music. of this course. Additionally, emphasis will be Offered every third year. placed on music and relaxation and procedures with sensory, physical, emotional, cognitive and MUSC 611. Renaissance Music. (3) social disabilities. Offered in the Fall. Three hours lecture. Pre- or corequisite: MUSC 601. MUSC 627. Technology in Music and Music Historical survey of Renaissance music with Education. (3) emphasis on musical literature, styles, forms and Three hours lecture. techniques. Offered every third year. Prerequisites: Undergraduate degree in music or permission of instructor. MUSC 612. Baroque Music. (3) Direct application of current digital technologies Three hours lecture. used in music composition, performance and Pre- or corequisite: MUSC 601. instruction. Emphasis on the use of MIDI appli- Developments in form and style of the Baroque cations for the production of musical materials period from Monteverdi through J. S. Bach. in various media, including distribution via the Offered every third year. World Wide Web. MUSC 613. Classical Music. (3) MUSC 633. Analytical Techniques. (3) Three hours lecture. Three hours lecture. Pre- or corequisite: MUSC 601. Prerequisite: MUSC 417 or 517 Study of 18th century music with special empha- Various analytical techniques with particular sis on pre-classical and classical composers. attention to analysis of tonal, textural and tem- Detailed survey of the music of Haydn, Mozart poral features at various levels of structure. and Beethoven. Offered every third year. Offered in the Spring. MUSC 614. Romantic Music. (3) MUSC 641:642. Practicum in Music Three hours lecture. Pre- or corequisite: MUSC 601. Therapy. (2:2) One and a half hours of lecture, 3-5 hours of field Music literature, styles, forms and techniques of work per week. the 19th century, as well as intellectual founda- Prerequisite: MUSC 620. tions of the Romantic movement. Offered every Advanced music therapy practice under approved third year. clinical supervision. MUSC 641 requires clinical MUSC 615. Twentieth-Century Music. (3) work only. MUSC 642 emphasizes administra- Three hours lecture. tive and supervision practices. Approval forms Pre- or corequisite: MUSC 601. are available in the Graduate College office. Significant developments in form and style of MUSC 650. Seminar in Music Therapy. (3) the music of the 20th century. Offered every Three hours lecture. third year. Prerequisites: MUSC 485 and 486; corequisite: MUSC 620. Advanced Methods in Music MUSC 641 or 642. Therapy. (3) Survey of contemporary trends in music thera- Three hours lecture. py; emphasis on administration, supervision and Prerequisites: MUSC 477, 485 and 486. teaching. May be taken again for a maximum of Investigation into advanced methods and mate- six semester hours credit. Offered in the Spring. rials in music therapy. Emphasizes the development of Introductory Level (Level I) skills in the Bonny Method of Guided Imagery and Music (GIM) as sanctioned by the Association for

181 MUSC 651. Special Applications in Music MUSC 671:672. Advanced Applied Music. (1-2) Therapy I. (3) One-half or one-hour private lesson. Three hours lecture. Prerequisite (MUSC 671): Satisfactory entrance Pre- or Corequisite: MUSC 641 or 642; MUSC audition or completion of MUSC 472 with a 620. grade of “C” or better. Prerequisite (MUSC This course focuses primarily on two advanced 672): Completion of MUSC 671 with a grade of applications of music in therapy. “Mind/Body “C” or better. and Music” will focus on the use of music in the MUSC 690. Seminar in Musicology. (3) various models of healing for mind and body. Three hours lecture. “Musical Elements and Inner Process” will Pre- or Corequisite: MUSC 601. focus on the building blocks of music and their In-depth study and research in a specialized topic effect on the inner life of the human being. chosen from areas such as: acoustics, aesthetics MUSC 652. Special Applications in Music of music, computer music, ethnomusicology, Therapy II. (3) history of theory, jazz, problems of performance Three hours lecture. practice, works of a major composer, a major Pre- or Corequisite: MUSC 641 or 642; MUSC composition, group of compositions or genre. 620. May be taken again for credit with different top- This course focuses primarily on the creative ics for a maximum of six semester hours. arts and their interrelationships. Emphasis will MUSC 691. Seminar in Music Education. (1-3) be placed on Mandala Assessment and this will One to three hours lecture. be integrated into advanced models of Music Prerequisites: MUSC 319 and 320. Therapy practice that include the Bonny Method In-depth study and research in a specialized of Guided Imagery and Music (GIM). topic concerning music education. May be taken MUSC 654. Advanced Conducting again for credit with different topics for a maxi- Techniques. (2) mum of six semester hours. One hour private lesson, one hour laboratory. Prerequisites: Permission of the instructor. MUSC 694. Graduate Chamber Music Recital. (6) Emphasizes advanced analytical, aural and ges- Prerequisites: Level 10 proficiency in applied tural techniques in the development of skills music. and abilities as a choral and/or instrumental The performance of chamber music must cover conductor. at least three periods of music history in which MUSC 666. Travel Study. (1-6) music has been written for the performing medi- Academic study involving domestic and/or um. Includes preparation of program notes. international travel. May be taken again for MUSC 695. Graduate Lecture-Recital. (6) credit with different topics or areas of study for Prerequisites: Level 10 proficiency in applied a maximum of six semester hours. music. MUSC 670. Advanced Applied Music. (1-2) The lecture-recital shall include an appropriate One-half or one-hour private lesson. balance between musical performance and lec- Prerequisite: Satisfactory entrance audition or ture based on scholarly research. completion of MUSC 372 with a grade of “C” or better. MUSC 696. Music Therapy Project. (1-4) Hours and credit to be arranged. Graduate level applied music instruction for stu- Prerequisites: MUSC 620 and 642. dents who have met their major requirements in Clinical and/or research project. To be deter- applied music. May be taken again for credit. mined in consultation with the music therapy faculty.

182 MUSC 697. Graduate Recital. (6) NURSING A minimum of a one-hour recital. Prerequisite: Level 10 proficiency in applied NURS 573. Emerging Therapies for music. Health. (3) The performance must cover at least three peri- Three hours seminar. ods of music history in which music has been Prerequisites: Graduate standing or permission written for the performing medium. Includes of faculty. preparation of program notes. Examines therapies becoming accepted by MUSC 698. Directed Study. (1-4) Americans as complements or alternatives to Hours and credit to be arranged. traditional Western medical practices. Focuses Prerequisites: MUSC 601 or MUSC 604, eligi- on non-toxic and noninvasive approaches to bility for admission to candidacy and Directed achieving and maintaining wellness and healing Study form submitted to the Graduate College. for the body, mind and spirit. A maximum of four credits may be counted toward a master’s degree in music. See “Directed NURS 590. Special Topics in Advanced Study” on p. 58. Nursing. (3) Topics will vary. Provides students an oppor- MUSC 699. Research and Thesis. (6) tunity to examine topics of special interest in Prerequisite: MUSC 601. advanced practice nursing beyond the subjects Hours and credit to be arranged with the approv- covered in the current course offerings. al of dean of the Graduate College. See “Thesis” on p. 59. NURS 620. Theoretical Foundations in Nursing. (3) GRAD 799. Continuous Enrollment. (1) Three hours seminar. All graduate students are required to be reg- Prerequisite: Graduate standing. istered during the semester they receive their Examines development of nursing theory and its degree from Radford University. Registration uses in nursing practice and research. Includes is required of all graduate students when using the study and critique of nursing theories and University facilities and/or faculty time. The theories from related disciplines. Explores minimum number of hours for registration is philosophical issues related to contemporary one. Registration allows use of services such nursing theory. as library checkout, laboratories and recreation NURS 622. Advanced Practice Nursing of facilities not open to the public. Older Adults. (3) Students who are not currently registered for any Two hours lecture and three hours practicum/ course work and who have completed all course week. work but have other outstanding degree require- Prerequisite: Graduate standing and under- ments (e.g., comprehensive examination, thesis, graduate gerontological nursing course or con- removal of an I or IP grade), are required to tinuing education in gerontology. register for a continuous enrollment course each The emphasis is on holistic assessment of older semester, including summer, until they have met adults and their families; health promotion, pro- the outstanding requirement(s). tection and restoration; multidisciplinary health care planning along the continuum of care; and This course carries no credit hour production health care services and systems for older adults. and does not count toward graduation require- The practicum provides opportunities to translate ments. This course option is also available to theory into advanced practice nursing for older those admitted students who are not enrolled in adults. a given semester but who wish to use University facilities and services during that time.

183 NURS 628. Advanced Pathophysiology. (3) Common normal variations as well as abnor- Three hours seminar. malities and acute and chronic disease charac- Prerequisite: Graduate standing. teristic of diverse ethnic backgrounds and age This course is designed for the study of physi- groups in health and illness are emphasized. The ological alterations underlying disease entities laboratory component of the course provides and relating knowledge to interpret changes in the opportunity to become proficient in eliciting normal function that result in symptoms indica- health histories, performing physical examina- tive of illness. Students will examine current tions and critically examining and documenting research in pathophysiology. The course pro- health data. vides the student with an essential theoretical basis for advanced nursing practice. NURS 630. Advanced Adult Nursing I. (5-7) Variable credit; 5-7 credit hours; three hours semi- NURS 629. Advanced Health Assessment. (3) nar; six to 12 hours practicum. Two hours seminar; two hours laboratory Prerequisites: NURS 620, 628, 629, 651, under- Prerequisite: Admission to Graduate Program graduate course in gerontological nursing. in Nursing, or with permission of Graduate Introduction to advanced practice in adult nurs- Nursing Program Coordinator. ing. Emphasis is on advanced nursing manage- Provides the advanced practice nurse with ment of clients/families with selected holistic advanced knowledge and skills related to health needs; policy issues related to health promotion, assessment and clinical decision-making. The protection and restoration; and ethical-legal focus is on acquiring, evaluating and refin- issues related to health care delivery. Practicum ing health assessment data as the basis for is individualized and may involve acute care the development of a diagnostic problem list. specialty units, medical-surgical units or outpa-

184 tient settings. Advanced nursing practice roles This course is designed to prepare the student with are emphasized. Current research findings and the knowledge and skills to practice in a rural set- advancement in nursing theory and practice also ting to deliver primary health care to women. The determine course content. student will develop clinical judgement in history and physical assessment as well as decision mak- NURS 631. Pharmacotherapeutics for ing in the management of common health prob- Primary Care Providers/ Advanced Practice lems. The focus includes health promotion, health Nurses. (3) protection, problem identification and manage- Three hours lecture. ment and client/family counseling. Prerequisite: Graduate standing. This course focuses on the primary health care NURS 635. Advanced Family Nursing II: provider/advanced practice nurse’s role in man- Children’s Health. (3) aging health and illness by pharmaceutical ther- Three hours seminar; six hours practicum. apeutics. Emphasis will be on the understanding Prerequisites: Admission into the FNP con- of pharmacology in health promotion, protection centration, NURS 620, NURS 628, NURS 629, and restoration for which drugs are prescribed. NURS 631 (or concurrent) NURS 551. Emphasis will also be placed on motivations of This course provides the nurse practitioner clients in seeking prescriptions and adhering to opportunities to develop knowledge and skills medication regimens. needed to deliver primary health care to children in rural and urban settings. Classroom and NURS 632. Advanced Adult Nursing II. (3) clinical activities emphasize the application of Variable credit; 6-8 credit hours; three hours semi- problem identification and management, health nar; six to 12 hours practicum. promotion and client/family counseling. Growth Prerequisite: NURS 630, 650. and development, health status and environmen- Focus on the implementation of advanced nursing tal interactions are explored. Nursing strategies practice roles in adult nursing. Content addresses are designed which promote health, prevent ill- total quality management/quality improvement; ness and provide an avenue for intervention in issues related to health promotion, protection and situational health crises. restoration; advanced nursing management of clients/families with selected complex holistic NURS 636. Advanced Family Nursing III: needs; political issues; and economics of acute and Acute Illness Across the Lifespan. (5) chronic care facilities. Practicum is individualized Three hours seminar; six hours practicum. and emphasizes the roles of clinician, consultant, Prerequisites: Admission into the FNP con- manager and researcher. centration, NURS 620, NURS 628, NURS 629, NURS 631 (or concurrent), NURS 651. NURS 633. Advanced Nursing Practices in This course is designed to prepare the student to Rural Communities. (3) practice advanced nursing skills with rural com- Three hours seminar. munity based families experiencing acute condi- Prerequisites: Graduate standing. tions. Emphasis is on analyzing, synthesizing and This course will focus on the advanced practice applying current family and health care theories, nurse’s role in applying the nursing process research and practice related to individuals and within the rural community using community families across the lifespan. The focus includes assessment skills, epidemiological and preven- risk assessment, wellness promotion, health pro- tive intervention principles, partnership devel- tection, health restoration, management of acute opment and program evaluation. conditions, coordination of services, collaboration with other providers and appropriate referral. NURS 634. Advanced Family Nursing I: Women’s Health. (3) NURS 637. Advanced Family Nursing IV: Three hours seminar; six hours practicum. Chronic Illness Across the Lifespan. (5) Prerequisites: Admission into the FNP con- Three hours seminar; six hours practicum. centration; NURS 620, NURS 628, NURS 629, Prerequisites: Admission into the FNP con- NURS 631 (or concurrent) NURS 651. centration; NURS 620, NURS 628, NURS 629,

185 NURS 631 (or concurrent), NURS 651. NURS 644. Theories and Strategies for This course is designed to prepare the student Nursing Education. (3) to practice advanced nursing skills in rural and Prerequisite: Graduate standing. urban community-based clients and families Examines issues related to nursing education in experiencing chronic conditions. Emphasis is a variety of settings including schools of nurs- on analyzing, synthesizing and applying cur- ing, continuing education and staff development rent family and health care theories, research in the work place. Focuses on the teaching- and practice related to individuals and families learning process and the development, imple- across the lifespan. The focus includes wellness mentation and evaluation of effective units of promotion, health protection, management and instruction/learning. maintenance of chronic conditions, restoration and rehabilitation, coordination of services, col- NURS 645. Practicum in Nursing laborative care with other providers and appro- Education. (3) priate referral. Prerequisite: Graduate standing. This course is designed to provide practical expe- NURS 638. Family Nurse Practitioner rience in the facets of the role of nurse educator Preceptorship. (7) including teaching in the classroom, laboratory and One hour seminar; 18 hours practicum. clinical setting. Other responsibilities of the nurse Prerequisites: NURS 634, NURS 635, NURS educator will be explored including membership 636 and NURS 637. on committees that contribute to the effectiveness This clinically intensive course provides the of a nursing program and the larger unit of which family nurse practitioner student the opportunity the school is a part (college/university). to apply relevant theories, concepts and research findings to clinical care. Emphasis is on develop- NURS 650. Advanced Nursing Research. (3) ing clinical competence required in delivering Three hours seminar. primary health care. Prerequisite: NURS 620, undergraduate nursing research. NURS 640. Nursing Administration. (3) In-depth examination of the components of the Three hours seminar. research process and interrelationships among Prerequisite: Graduate standing. these components in the study of nursing prob- This course is designed to help students examine lems. Emphasis is placed on the use of theories, theories, principles and applications of roles, conceptual models and the state of the discipline characteristics and functions related to nurs- as a basis for research. ing administration. The focus is on delivery of high-quality and cost-effective care in a fiscally NURS 651. Role Preparation in Nursing. (3) constrained health care delivery system. Three hours seminar. Prerequisites: Graduate standing. NURS 642. Advanced Nursing for Older Examines specific advanced practice roles and Adults. (3) requisite skills for role assumption within the One hour seminar and six clinical hours/week. health care delivery system. Engages students in Prerequisites: NURS 622, NURS 628, NURS activities designed to develop competencies of 629. the Advanced Practice Nurse. This clinically intensive course provides the student enrolled in the gerontological clinical NURS 696. Master’s Capstone Project. (1) nurse specialist program the opportunity to Prerequisites: Completion of NURS 620, 628, apply theories, concepts and research findings in 629, 650, 651 the clinical care of older adults. Emphasis is on The Master’s Capstone Project provides an developing clinical competence required for the opportunity for the student to synthesize knowl- advanced practice gerontological nurse. edge and skills acquired from the core courses as well as from the specialized clinical concentration resulting in the completion of an evidence based project. If a student has not elected to

186 complete a Thesis, the student will register for This course carries no credit hour production one credit of this course in each of the last two and does not count toward graduation require- semesters of her/his program of study. ments. This course option is also available to those admitted students who are not enrolled in NURS 697. Independent Practicum. (1-3) a given semester but who wish to use University Variable credit; one to three credit hours. One facilities and services during that time. credit will require 45 hours clinical practice, two will require 90 and three will require 135 hours of practice. Prerequisite: Completion of minimum of one OCCUPATIONAL THERAPY clinical course in the student’s Program of Study and approval of supervising faculty and OCTH 610. Clinical Anatomy and adviser. Biomechanics for Occupational Therapy (4) Offered each semester with faculty availability. Prerequisite: Admission to the MOT program, This course is designed to provide clinical expe- or permission of the Chair. rience for the graduate student who elects to Lecture and laboratory study of surface and pursue additional practice in a selected area. The regional anatomy for the occupational therapy content of the practicum will be defined by the student. Emphasis is placed on the clinical and student in consultation with the faculty member functional significance of the structures and pro- supervising the practicum. cesses being studied, with particular attention to the contributions of each to movement and the NURS 698. Directed Study. (3) performance of everyday occupations. Prerequisite: NURS 650; approval of the student’s adviser, directed study adviser. OCTH 612. Occupation in Human Life. (3) Provides the opportunity to pursue a research Prerequisite: Admission to the MOT program or topic relevant to advanced nursing practice. See permission of the Chair. “Directed Study” on p. 58. Introduction to the profession of occupational therapy, and to occupation as its paradigm. Using NURS 699. Research and Thesis. (3) Person-Environment-Occupational Performance Hours and credits to be arranged with the as a conceptual model, students investigate the approval of the student’s thesis adviser, adviser organization and meaning of occupation in their and the dean of the Graduate College. own lives and the lives of others, discuss devel- See “Thesis” on p. 59. opmental, cultural and socioeconomic influ- GRAD 799. Continuous Enrollment.`(3) ences on occupational performance, and explore All graduate students are required to be reg- relationships between occupation and health. istered during the semester they receive their OCTH 614. The Occupational Therapy degree from Radford University. Registration Process. (4) is required of all graduate students when using Prerequisite: Admission to the MOT program or University facilities and/or faculty time. The permission of the Chair. minimum number of hours for registration is An introduction to the steps in providing occu- one. Registration allows use of services such pational therapy services to clients, from referral as library checkout, laboratories and recreation through discharge. Students develop a "toolbox" facilities not open to the public. of materials and methods for occupation-based Students who are not currently registered for any screening and intervention, and learn to docu- course work and who have completed all course ment practice using the SOAP format. work but have other outstanding degree require- OCTH 616. Fundamental Clinical Skills. (3) ments (e.g., comprehensive examination, thesis, Prerequisite: Admission to the MOT program or removal of an I or IP grade), are required to permission of the Chair. register for a continuous enrollment course each This practicum is designed to prepare stu- semester, including summer, until they have met dents for working safely and efficiently in a the outstanding requirement(s).

187 clinical setting. Health care teams, the language illnesses or developmental disabilities affecting of health care, professionalism, client rights, their occupational performance. pharmacological agents and their effects on occupation, and safety issues in the clinic, are OCTH 628. Practicum in Community- among the topics addressed. Based Services (2) Prerequisites: Successful completion of OCTH OCTH 620. Development and 610, 612, 614 and 616 or permission of the Performance. (3) Chair. Prerequisites: Successful completion of OCTH Students work in groups with a faculty mentor to 610, 612, 614 and 616 or permission of the provide occupation-centered services to clients Chair. in a community setting, collect and analyze data A study of occupational performance through about the outcomes of the services provided, and the human life cycle. Explores the roles and reflect upon their experiences. tasks characteristic of each stage in human life from he prenatal period through old age, and OCTH 630. Level I Fieldwork in Behavioral addresses the impact of disability at various life Health/Intellectual Disabilities. (4) stages. Prerequisites: Successful completion of OCTH 620, 622, 624 and 626 and 628 or permission OCTH 622. Contexts of Service Delivery. (3) of the Chair. Prerequisites: OCTH 610, 612, 614 and 616 or A part-time (16 hours per week) placement in permission of the Chair. an accredited facility which provides behav- A survey of the environments in which occu- ioral health services or programs for adults with pational therapists practice, with particu- intellectual disabilities. Students are supervised lar attention to community-centered practice. on-site by a credentialed education or health Investigation of the social, economic, political, professional. geographic and demographic factors that affect service delivery in medical, school and com- OCTH 632. Tools for Practice. (3) munity settings. Students work with others to Prerequisites: Successful completion of OCTH 620, 622, 624 and 626 and 628 or permission design a new occupation-based program for a of the Chair. rural community. Provides experience with the tools and materials OCTH 624. Clinical Inquiry. (3) that people use in their everyday occupations and Prerequisites: Successful completion of OCTH activities. Explores the perspective that practical 610, 612, 614 and 616 or permission of the arts, folkcrafts and technologies were originally Chair. tools for survival, and presents examples of An introduction to methods and resources for activities that have been used as therapeutic gathering and appraising research evidence about tools from the inception of the profession today. occupation and occupational therapy services. Students participate in manual activities that are Students develop clinical questions; then use meaningful to rural people, and construct simple the matrix method along with evidence-based adaptive devices. practice database and bibliographic software to plan, carry out and communicate the results of OCTH 634. Professional Seminar I. (2) literature reviews. Prerequisites: Successful completion of OCTH 620, 622, 624 and 626 and 628 or permission OCTH 626. Psychosocial Occupational of the Chair. Therapy. (3) Students work in groups with a faculty mentor Prerequisites: Successful completion of OCTH to present and process clinical stories and dilem- 610, 612, 614 and 616 or permission of the mas encountered in their Level I Fieldwork Chair. placements. Discourse, role-play, debate and Development of knowledge and skills for journal writing are used to facilitate reflection addressing the psychosocial needs of all clients, and analysis. and for clinical practice with adults with mental

188 OCTH 640. Research in Occupational OCTH 652. Occupational Therapy. (3) Therapy. (3) Prerequisites: Successful completion of OCTH Prerequisites: Successful completion of OCTH 640, 642, 644 and 646 or permission of the 630, 632 and 634 or permission of the Chair. Chair. Provides an overview of the qualitative and Develops knowledge and skills for clinical quantitative research methods used in clinical practice with adults who have musculoskeletal research in occupational therapy and the process disorders or medical/surgical conditions affect- of locating and securing grants. Includes practi- ing occupational performance. cal experience with designing a study, collecting and analyzing data and writing research reports. OCTH 654. Physical Dysfunction Practice: Neurological. (3) OCTH 642. Neuroscience for Occupational Prerequisites: Successful completion of OCTH Therapy. (3) 640, 642, 644 and 646 or permission of the Prerequisites: Successful completion of OCTH Chair. 630, 632 and 634 or permission of the Chair. Develops knowledge and skills for clinical prac- Examines the gross anatomy and fundamental tice with adults who have neurological disorders elements and processes of the nervous system, affecting occupational performance. from a clinician's perspective. Presents the neurological bases of pathological conditions and OCTH 656. Special Topics in Adult neurorehabiliation practices. Rehabilitation. (2) Prerequisites: Successful completion of OCTH OCTH 644. Occupational Therapy with 640, 642, 644 and 646 or permission of the Children. (6) Chair. Prerequisites: Successful completion of OCTH An overview of speciality services in physical 630, 632 and 634 or permission of the Chair. dysfunction practice including work programs/ Develops knowledge and skills for clinical prac- ergonomics, low vision rehabilitation and driver tice with children in early intervention, hospital rehabilitation. and school settings. OCTH 658. Working with Older Adults.`(2) OCTH 646. Practicum in Children's Prerequisites: Successful completion of OCTH Services. (2) 640, 642, 644 and 646 or permission of the Prerequisites: Successful completion of OCTH Chair. 630, 632 and 634 or permission of the Chair. A case-based learning approach is used to explore Students work in groups with a faculty mentor to current issues in occupation and aging, and the role provide occupation-based services to children, of the occupational therapist in elder care. collect and analyze data about the outcomes OCTH 661. Level II Fieldwork A. (7) of the services provided, and reflect on their Prerequisites: Successful completion of OCTH experiences. 650, 652, 654, 656 and 658 or permission of the Chair. OCTH 650. Occupational Therapy A full-time placement in an accredited facil- Leadership and Management. (4) Prerequisites: Successful completion of OCTH ity which provides rehabilitation services to 640, 642, 644 and 646 or permission of the Chair. children and/or adults. Students are supervised Surveys leadership theories, types and skills, on-site by an experienced, licensed occupational and provides opportunities for interaction with therapist. occupational therapy leaders. Explores legal and OCTH 662. Professional Seminar II. (2) ethical issues that affect occupational therapy Prerequisites: Successful completion of OCTH practice today. Describes the primary roles of 650, 652, 654, 656 and 658 or permission of the the occupational therapy manager within an Chair. organizational system, and develops entry-level In this on-line seminar, participants explore and competencies in administrative and manage- discuss the transition from student to health-care ment functions. professional.

189 OCTH 670. Level II Fieldwork B. (7) A study of energy, its many forms and uses, Prerequisites: Successful completion of OCTH how it is converted from one form to another 661 and 662 or permission of the Chair. and the environmental consequences of that A full-time placement in an accredited facil- conversion. ity which provides rehabilitation services to children and/or adults. Students are supervised PHSC 601. Seminar. (1) on-site by an experienced, licensed occupational Meets minimum of 15 hours per semester. therapy Fieldwork Educator. Prerequisite: Admission to the Graduate College. OCTH 672. Graduate Project. (2) Recent developments in science education. May Prerequisites: Successful completion of OCTH be taken up to four times for credit provided the 661 and 662 or permission of the Chair. topic studied is different each time. Supervised development of a one-semester scholarly, entrepreneurial or administrative proj- PHSC 602. Scientific Literature. (3) ect that synthesizes the student's educational Two hours lecture; three hours laboratory. and clinical experience. Topics for projects are Provides opportunity to locate, retrieve and chosen collaboratively by he student and Level assimilate information from scientific literature. II Fieldwork Educator, and approved by the May be taken twice provided the topics studied Clinical Director. are different each time. OCTH 698. Directed Study in Occupational PHSC 611:612. Selected Topics in Physical Therapy. (1-4) Science. (3-4 each) Prerequisite: Admission to the M.O.T. program A minimum of 45 contact hours per course. or permission of the Chair. Prerequisite: Graduate student majoring or To allow M.O.T. students and faculty to work minoring in science education. together on projects of mutual interest that are A study in depth of one or more science topics. not otherwise covered by coursework. Provides students with initial skills and competencies in applying instructional systems principles to teaching learning problems. Examines development of specifications for facilities, PHYSICAL SCIENCE equipment and materials for learning under a variety of conditions and instructional media in PHSC 510. Science for the Elementary relation to content and learner characteristics. School Teacher. (3) Includes large and small group activities. Two hours lecture; three hours laboratory. Nature of science, curricula and structure of PHSC 621:622. Earth Science for Teachers. (3:2) elementary science programs. Activities include A minimum of 100 contact hours for both courses. utilization of curriculum materials, observation In-depth study of earth science topics, concepts and teaching. and instructional strategies essential to teaching modern secondary school earth science. PHSC 521. Comparative Planetology. (3) Three hours lecture. PHSC 631:632. Physics for Teachers. (3:2) Prerequisites: GEOL 111:112 and AST 111:112. A minimum of 100 contact hours for both courses. Application of geological concepts and tech- Prerequisites: One year of college physics and niques to solid astronomical bodies; composi- one year of college mathematics. tion and classification of meteorites; terrestrial Examines physics concepts and approaches impact craters; surface features of the moon, essential to teaching modern secondary physics. Mars, Mercury and asteroids. PHSC 641:642. Chemistry for Teachers. (3:2) PHSC 531. Energy and the Environment. (4) A minimum of 100 contact hours for both courses. Four hours lecture. Prerequisites: One year of college chemistry Prerequisite: PHYS 111:112 or PHYS 221:222 and one year of college mathematics. or PHSC 121:122 or CHEM 101:102. Examines chemistry topics and instructional

190 strategies essential to teaching modern second- POLITICAL SCIENCE ary school chemistry. PHSC 651:652. Biological Science for POSC 530. Organizational Theory in the Teachers. (3:2) Public Sector (AG). (3) A minimum of 100 contact hours for both courses. Three hours lecture. Prerequisite: Undergraduate major in biology. Prerequisites: POSC 300 or permission of the instructor. Examines biological concepts and instructional This course is concerned with understanding, strategies essential to teaching modern second- explaining, and predicting the best manner to ary school biology. structure/design public organizations to (1) PHSC 698. Directed Study. (1-4) enhance their operating efficiency and (2) fulfill Hours and credit to be arranged in consultation their legislative, judicial, and /or political man- with the faculty member with whom the student date. Specifically, the course is behaviorally ori- will work on the directed study. ented and seeks to explore how individuals and Prerequisites: Approval of the supervising pro- groups behave in varying organizational struc- fessor, adviser, department chair and Directed tures and environments. The unique dynamics Study form submitted to the Graduate College. of managing public organizations, as opposed See “Directed Study” on p. 58. to private enterprises, is also a major theme of the course.

PHYSICS POSC 531. Leadership in Public Administration (AG). (3) Three hours lecture. PHYS 510. Modern Physics. (4) Prerequisites: POSC 300 or permission of the Three hours lecture; two hours laboratory. instructor. Prerequisites: One year of calculus and one The issue of leadership as a determinant of orga- year of physics. nizational effectiveness is an important one for Introduction to modern physics, including public organizations. This course will review a special relativity, quantum theory, atomic and number of leadership theories and the potential nuclear physics, elementary particles. impact of leadership on organizational behavior, PHYS 511 (CHEM 511). Nuclear Chemistry. (3) culture, and revitalization in the public sector. A Three hours lecture. dominant theme of this course will be to clarify Prerequisite: One year of chemistry, one year of the distinction between leaders and managers in physics and one year of calculus. organization life. Historical development of modern atomic theory; properties of atomic nuclei; generaliza- tions related to atomic nuclei; types of nuclear PSYCHOLOGY reactions; mathematics of radioactive decay processes; nuclear counters; biological effects PSYC 505. Forensic Psychology. (3) of radiation; applications of nuclear reactions, Three hours lecture. radioisotopes and particle accelerators. Conveys information relating to forensic psy- PHYS 550. Selected Topics in Physics. (4) chology, including the insanity defense, aggres- Minimum of 60 contact hours for the semester. sion, courtroom psychology, mental health Prerequisites: One year of physics and two aspects of criminology and the psychological years of calculus. forces toward crime and delinquency. Selected topics in advanced undergraduate phys- PSYC 580: Human Neuropsychology. (3) ics. A specific course syllabus will be available Three hours lecture. when the course is offered. A student may take Prerequisites: Graduate standing or permission this course for credit more than once provided of instructor. the topic is different each time. Disorders and diseases of the human brain will

191 be examined to familiarize students with the interpretation of data. Techniques for perform- causes, consequences and treatment of brain ing cost-effectiveness analysis and cost-benefit disorders and to illuminate the role of the brain analysis in mental health and other human ser- in normal psychological functioning. Students vices will also be covered. will learn about the structure and function of the nervous system, causes of brain damage, PSYC 612. Psychometric Theory, common neuropsychological disorders and syn- Assessment, Appraisal and Application. (3) dromes, disorders of brain function in children Three hours lecture, demonstration and discus- and adults and assessment and rehabilitation of sion. Prerequisite: Graduate standing in psychology, brain function. and PSYC 611 or an equivalent course. PSYC 591. Selected Topics in Psychology. (3) A comprehensive survey of measurement theory Three hours lecture. and practice in psychology. Topics covered may Prerequisites: Graduate students, senior psy- include scaling models, validity, reliability, mea- chology majors or permission of the instructor. surement error and correlation analyses, multi- Presentation and discussion of current issues in variate correlational analysis, areas of assessment psychology which are not considered in other (vocational, personality, intellectual), the evalua- areas. The content varies from semester to tion process and the report-writing process. semester. The instructor will select a topic or area of interest for discussion based on student PSYC 620. Core Proseminar in interest and current developments in psychol- Psychology I. (3) ogy. May be taken as often as course content Three hours lecture. Prerequisite: Graduate standing in psychology changes. or permission of the instructor. Graduate standing is a prerequisite to all 600- This course, intended for first-year graduate stu- level courses. dents in psychology, will present the core theory PSYC 600. Advanced General Psychology. (3) and principles of two of three specialty areas in Three hours lecture. psychological science: Physiological Psychology, Designed as a survey course for graduate stu- Learning, or Sensation and Perception. The two dents and covers the most significant concepts, specialty areas chosen will alternate from year to principles, theories, methodologies, issues and year and will be based on the needs and interests of insights in the field of psychology. Content the graduate students. Students will develop a firm varies somewhat based on the needs of the stu- grounding in these areas of psychology through dents. discussion of original writings in the psychological literature as well as through in-class demonstra- PSYC 610. Analysis of Behavioral Data. (3) tions of classic empirical findings in psychology. Three hours lecture. Prerequisites: Two courses in statistics or equiv- PSYC 621. Core Proseminar in alent. Psychology II. (3) Inferential procedures in the treatment of psy- Three hours lecture. chological research data. Emphasis on practical Prerequisite: Graduate standing in psychology and behavioral applications of techniques of or permission of the instructor. data analysis. Implications for the collection and Each offering of this course, intended for first- organization of data discussed. year graduate students in psychology, will present the core theory and principles of two of PSYC 611. Methodology and Program three specialty areas in psychology: Cognitive, Evaluation in Psychology. (3) Developmental, or Social Psychology. The two Three hours lecture. specialty areas chosen will alternate from year Discussion of and practice in the design and to year and will be based on the needs and inter- evaluation of psychological research, including ests of graduate students. Students will develop measurement and experimental design, their a firm grounding in these areas of psychology limitations and sources of confounding and the through discussion of original writings in the

192 psychological literature as well as through in- PSYC 627. Advanced Sensation and class demonstrations of classic empirical find- Perception. (3) ings in psychology. Three hours lecture. Prerequisite: Graduate standing in psychology PSYC 622. Historical Foundations of a or permission of the instructor. Scientific Psychology. (3) Focused coverage of the scientific literature Three hours lecture. relating to acquisition and processing of sensory Prerequisite: Graduate standing in psychology information. Original research involving both or permission of the instructor. human and nonhuman subjects will be covered Discussion of the role of psychologists as sci- and critically evaluated. Topics covered will entists, from the inception of the field to the vary as a function of the needs and interests present. Issues to be discussed include the of the students, but will usually include one advantages and disadvantages of the scientific or more of the following: acquisition and pro- method as a mode of inquiry, the concept of cessing of sensory information, use of sensory scientific progress, and the status of psychology information to guide action, perception of space as a science. The course will trace the historical and form, color perception, different sensory development of the various schools of psychol- systems and the conscious experience of objects ogy and describe the factors that have led to and object relations. psychology’s current position as both a basic and an applied science. PSYC 628. Biological Foundations of Behavior. (3) PSYC 623. Advanced Social Psychology. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate standing in psychology Prerequisite: Graduate standing in psychology or permission of the instructor. or permission of the instructor. Examines the biological underpinnings of Focused coverage of the scientific literature behavior and the role of the nervous system in relating to psychological aspects of human mediating behavior and psychological processes social behavior. Topics covered will vary as a in humans and other animals. Students will function of the needs and interests of the stu- learn about biological approaches to the study of dents, but will usually include one or more of behavior, structure and function of the nervous the following: attribution and social perception, system, neural bases of perception, action, cog- attitude formation and change, prosocial behav- nition, and motivation, and biological contribu- ior, aggression, social influence and applications tions to disorders of behavioral and psychologi- of social psychology. cal functioning. PSYC 626. Advanced Comparative Learning PSYC 630. Cognitive and Affective Aspects and Motivation. (3) of Behavior. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate standing in psychology Prerequisite: Graduate standing in psychology or permission of the instructor. or permission of the instructor. Focused coverage of the scientific literature This course will examine how and why people relating to associative learning, comparative think and behave as they do. Current theoretical cognition and motivation. Original research and empirical evidence from mainstream cog- involving both nonhuman and human subjects nitive and affective perspectives, evolutionary will be covered and critically evaluated. Topics psychology, and neuroscience will be examined covered will vary as a function of the needs and and integrated. Applications to a variety of con- interests of the students, but will usually include texts will be explored. one or more of the following: classical conditioning, instrumental conditioning, observation- PSYC 631. Cognitive Intellectual Assessment al learning, evolution of behavior, motivational Techniques. (3) processes, aversive motivation, comparative Three hours lecture; two hours laboratory. cognition, memory and concept formation.

193 Prerequisite: Graduate standing in psychology PSYC 636. Child Personality Assessment. (3) or permission of instructor. Three hours lecture. A study of the theory and development of the Prerequisites: Graduate standing in psychol- Stanford-Binet and the Wechsler Scales, as ogy; a “B” or better in a course of individual well as additional intelligence tests, including intelligence testing, a graduate course in psy- a history of and current research and prac- chopathology (may be taken concurrently), or tices in the field of individual intelligence test- permission of the instructor. ing. Laboratory experience includes supervised Intended for school and clinical psychology administration, scoring and interpretation of graduate students. The course includes super- individual intelligence scales. Students adminis- vised administration, scoring and interpretation ter and score a number of scales each semester of individual projective and objective personal- and are expected to achieve proficiency in report ity tests and supervised interviewing experience writing as part of their laboratory experience. with children and parents. Students administer, score and interpret several personality tests and PSYC 632. Child Behavioral Assessment and are expected to achieve proficiency in writing Intervention. (3) comprehensive psychological reports. Prerequisites: Graduate standing in psychology or permission of the instructor. PSYC 637. Personality Assessment. (3) Two hours lecture. Three hours lecture. This course will emphasize the application of Prerequisites: Completion of PSYC 631 with a behavioral theories and the principles to admin- “B” or better, PSYC 663 or 685 (these may be istration and interpretation of child behavioral taken concurrently), or permission of instructor. assessment instruments and techniques, with Students will gain experience in assessment the goal of linking assessment to interven- interviews and administration and interpre- tion. Associated multicultural, legal, and ethical tation of several of the widely used meth- issues will be examined. ods of personality assessment, including the Minnesota Multiphasic Personality Inventory PSYC 633. Instructional Assessment and and Rorschach. Intervention. (3) Three hours lecture. PSYC/EDSP 638. Early Childhood Prerequisites: Graduate standing in psychology Assessment and Intervention. (3) or permission of the instructor. Three hours lecture. This course is intended to provide students with Prerequisite: PSYC 631 or permission of instruc- the skills necessary to assess academic skills and tor. instructional environments within a consultative This course will teach selection, administra- framework and to develop instructional inter- tion and interpretation of formal and informal ventions. The course will teach skills intended to assessment techniques for young children with integrate assessment, consultation, and interven- disabling and at-risk conditions and their fami- tion functions. Students will learn and practice lies. Within a developmental-ecological context skills necessary to address academic referrals the course will teach assessment strategies and within the context of the educational system. link assessment results with effective interven- This course has a specific focus on understand- tion strategies. ing the relationship between the instructional PSYC 640. Professional Orientation and environment and academic difficulties that stu- Function in Mental Health Counseling. (3) dents experience. This class will emphasize the Three hours lecture. use of curriculum based assessment within a Prerequisites: Graduate standing in counseling decision making model and linking assessment psychology. practices to intervention. Focus will be placed An orientation to professional counseling with on behavioral and ecological interventions that an emphasis on mental health counseling. The have an empirical basis. course traces the historical development and trends in counseling as a discipline and assesses

194 current identity and functions. The roles of tion to the field of thanatology, while consider- professional organizations and associations are ing the influence of death and its associated psy- analyzed. The laws and ethics regarding the chological effects on human behavior. Death- practice of professional counseling are stud- related variables such as sociocultural forces, ied. Issues related to mental health practice are life-threatening illness, medical ethics, grief and included. Collaborative consultation and issues bereavement, funerals, etc. will be evaluated as of outreach and treatment/prevention strategies to their contributions to the development of indi- will also be discussed. vidual differences across the lifespan. PSYC 641. Theories of Counseling and PSYC 650. Organizational Psychology I. (3) Psychotherapy. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate standing in psychology Prerequisite: Graduate status in clinical or or permission of instructor. counseling psychology or permission of the An introduction to the study of behavior in instructor. organizations. Focuses on the individual, the Course provides students with an overview of organization and their interaction. Provides stu- current theories of counseling and psychothera- dents with ways of looking at and thinking about py. The course will include a critical evaluation behavior in organizations. Presents a framework and comparative study of major theories with for analyzing organizational behavior and con- emphasis on philosophical assumptions and siders both empirical and case study research implications for application. on organizational issues. Focuses on organizational socialization, attitudes, motivation, PSYC 642. Techniques of Counseling and decision-making, absenteeism, turnover, stress, Psychotherapy. (3) work groups and teams. Three hours lecture. Prerequisite: Graduate status in clinical or PSYC 651. Foundations In I/O counseling psychology or permission of instruc- Psychology. (3) tor. Three hours lecture. Course provides students with an introduction to Prerequisite: Graduate standing in psychology applied techniques. Simulated counseling expe- or permission of instructor. riences provide opportunities to use basic coun- Covers the fundamental concepts and techniques seling, communication and helping relationship used to apply I/O psychology to work behavior. skills while increasing student’s comfort with Includes job analysis methods, techniques, and the therapeutic role. applications; employment law related to personnel selection, performance appraisal, and the PSYC 643. Mental Health Counseling work environment; and other current issues in Practicum I. (3) I/O. Introduces the concepts of validity and reli- Prerequisite: Graduate status in clinical or coun- ability used in I/O practices. seling psychology or permission of instructor. A supervised practicum in the field of mental PSYC 652. Training and Development. (3) health counseling involving a minimum of 50 Three hours lecture. hours of which 20 must be direct client contact. Prerequisite: Graduate standing in psychology Work experience includes intake procedures, or permission of instructor. assessments, social histories, crisis intervention. Presents and evaluates the techniques used in The student will meet with the program faculty industry for the training and motivation of per- member one and one half hours per week. sonnel; examines psychological theories behind the techniques and issues involved in applica- PSYC 646. Psychology of Death and tion of these techniques. Focuses on effects of Dying. (3) training and motivation techniques on both job Three hours lecture and discussion. morale and job performance. Prerequisites: Graduate standing. Course provides students with a broad introduc-

195 PSYC 654. Performance Appraisal. (3) Definitions, concepts and theories of childhood Three hours lecture. psychopathology are covered. Emphasis will be Prerequisite: Psychology 651 or permission of on the current Diagnostic and Statistical Manual instructor. (DSM). Covers major methods of appraising employee performance and utilizing these appraisals to PSYC 665. School Psychology Services. (3) improve employee productivity. Three hours lecture. Provides an understanding of the role of the PSYC 655. Organizational Psychology II. (3) school psychologist in education settings. Three hours lecture and discussion. Covers historical antecedents of contemporary Prerequisites: PSYC 650 or permission of instruc- school psychology, the types of methods, skills tor; graduate enrollment at Radford University. and knowledge that the school psychologist A continuation in the study of behavior in orga- applies in his or her job and legal and ethical nizations. Focuses on current organizational issues involved in providing school psychologi- psychology issues in such areas as leadership, cal services. Students are encouraged to do vol- power, organizational effectiveness and orga- unteer work in a school setting in order to gain nizational theory. Provides the student with familiarity with problems school psychologists additional ways of looking at and thinking about encounter. behavior in organizations. Presents a framework for integrating research in organizational psy- PSYC 670. Child and Adolescent Drug chology with popular organizational effective- Abuse: Assessment, Diagnosis, Treatment ness trends. and Prevention. (3) Three hours lecture. PSYC 656. Employee Selection. (3) Prerequisites: Graduate standing. Three hours lecture and discussion. The course introduces students to the areas of Prerequisites: PSYC 651 or permission of assessment, diagnosis, treatment and preven- instructor. tion of drug abuse in children and adolescents. Familiarizes students with selection methods The DSM and other diagnostic systems are such as structured interviews, cognitive ability, presented. Approaches to therapy that have biodata, assessment centers, work samples, per- proven effective with children and adolescents sonality inventories and integrity tests. Covers are covered. Ethical/legal and prevention strate- techniques of combining predictors including gies are considered. The student is required to do multiple regression, multiple cutoffs, and mul- an assessment, a diagnosis, develop a treatment tiple hurdles. Also focuses on methods of evalu- plan, design a treatment center and develop a ating the validity, reliability, utility, and adverse prevention plan. impact of selection methods. PSYC 671. Theories of Personality. (3) PSYC 660. Human Growth and Lifespan Three hours lecture. Development. (3) A thorough, critical evaluation of major person- Three hours lecture. ality theories with emphasis on philosophical Prerequisites: Graduate standing in psychology assumptions and applied implications of each or related field. theory for therapeutic interventions. Course provides a comprehensive overview of human growth. Areas covered include the PSYC 673. Legal and Ethical Issues. (1) developmental areas of physical, cognitive, One hour lecture. intellectual, perceptual, information processing, Exposes students to the legal and ethical issues language, personality, social and moral develop- in professional practice and research. Ethical ment across the life span. guidelines of professional organizations; legal rulings which influence practice; and the course PSYC 663. Child Psychopathology. (3) of professional development will be discussed. Three hours lecture. Utilizes an eclectic approach to the study of causes and diagnoses of childhood psychopathology. 196 PSYC 678. Child Neuropsychological PSYC 688. Consultation and Collaboration Assessment and Intervention. (3) in Schools, Home and Community. (3) Prerequisites: Graduate standing in psychology Three hours lecture. AND grade of “B” or better in PSYC 631 and Prerequisite: Enrollment in the School 632; OR permission of instructor. Psychology Graduate Program; Concurrent Three hours lecture-discussion. registration. in School Psychology Practicum This course will emphasize the application of (PSYC 781). neuropsychological theory and principles to Provides the School Psychology graduate stu- selection, administration, and intrepretation of dent with a practical and theoretical exposure to neuropsychological assessment batteries and consultation, to provide them with supervised techniques, with the goal of linking assessment practice in techniques for establishing and main- to intervention. Associated multicultural, legal, taining consultative relationships and to help and ethical issues will be examined, with an students become familiar with problem-solving emphasis on practicing within the scope of one’s techniques appropriate for consultative activi- competency and the interface between school ties. Role playing, case simulations and discus- psychology and pediatric neuro-psychology. sion and analysis of cases in practicum will be used to facilitate learning. PSYC 685. Clinical Psychopathology. (3) Three hours lecture. PSYC 690. Seminar in Psychology. (1-3) Prerequisites: Abnormal psychology or permis- One to three hours lecture. sion of the instructor. Prerequisites: Permission of instructor. Emphasizes knowledge of and ability to use Presentation and discussion of current issues the current Diagnostic and Statistical Manual in various areas of psychology which are not (DSM). Theoretical and empirical research into considered in other courses. Content varies the major clinical syndromes will be reviewed. from semester to semester. A single topic or area selected by the instructor for discussion PSYC 686. Child and Adult Sexual Assault. (3) during the semester based on current stu- Three hours lecture. dent interest and developments in psychol- Prerequisites: Graduate standing and permis- ogy. Previous topics have included: Cortical sion of instructor. Bases of Behavior, Human Sexuality, Divorce This course will provide students with an over- Counseling, Rorschach, Computers in Personnel view of issues regarding child sexual abuse and and Appraisal in Industry. adult rape. Students will be exposed to current theoretical and empirical literature concerning PSYC 692:693. Mental Health Intervention the definition, prevalence, assessment, effects and Prevention in Schools I and II. (3,3) and treatment of child and adult victims of sexual Prerequisites: For 692: Graduate standing or assault. advanced degree in psychology, education or social work; a field or work placement which PSYC 687. Pre-internship Seminar. (1) will enable the student to have clinical experi- Prerequisites: Concurrent registration with ence simultaneously with course enrollment. PSYC 781. PSYC 693 requires a grade of “B” or better This course will cover standards of poten- in PSYC 692 for enrollment. NOTE: Students tial internship sites, portfolio development, who have received credit for 694 may not take requirements of NASP for the year long school the 692:693 sequence for credit without special psychology internship, and other relevant infor- permission of the instructor. mation necessary to complete a successful intern- This course will expose the student to various ship search and secure an acceptable internship models of therapeutic interventions for chil- to meet the third year requirement of the School dren and adolescents within the school setting. of Psychology Program. It will be graded on a Emphasis will be on case conceptualization using pass-fail basis. knowledge of developmental psychopathology, and in learning effective therapeutic techniques of working individually and in groups with

197 children and adolescents. Prevention programs PSYC 773. Assessment and Treatment of addressing high risk behaviors and populations Addictive Disorders in Rural Settings. (3) will also be addressed in this sequence. Other Three hours lecture. topics covered in this course will include devel- Prerequisite: Graduate standing in psychology oping and leading family/parenting skills groups, and PSYC 641 or equivalent, or admission into cultural diversity issues related to therapeutic the Psy.D. program, or permission of instructor. interventions, professional and ethical issues This course focuses on recognizing, identifying, related to counseling, and assessing effectiveness assessing, and diagnosing abused substances as of the counseling intervention. well as compulsive/impulsive behaviors in the rural community. Students will be introduced to PSYC 698. Directed Study. (1-4) the prevailing theories around addiction as well Prerequisite: Permission of the instructor, advis- as frequent treatment modalities. Experiential er, department chair and Directed Study form activities, hosted in the community, will be submitted to the Graduate College. integrated throughout the course. Students will Provides graduate students opportunity to work be encouraged to consult and integrate the cur- individually with faculty members on topics of rent scientific literature on abuse and misuse of mutual interest. substance and validated treatment for substance See “Directed Study” on p. 58. abuse in treatment planning. The curriculum for the course is infused with a strengths-based, PSYC 699. Research and Thesis. (1-6) diversity oriented, social justice perspective that Hours and credit to be arranged with the approval of the dean of the Graduate College. encourages students to identify barriers to treat- See “Thesis” on p. 59. ment for individuals of marginalized or disen- franchised populations. PSYC 771. Group Dynamics in Processing and Counseling. (3) PSYC 774. Introduction to Two hours lecture, two hours laboratory. Psychopharmacological Medications. (3) Prerequisite: PSYC 641 and permission of Three hours lecture. instructor. Prerequisites: Graduate standing. Course will consider theories and techniques of Course provides students with rudimentary group counseling, including focus on content, information regarding commonly prescribed process and leadership issues. Groups with psychopharmacological medications including special populations will also be considered. The basic classifications, indications and contraindi- course will also include an experiential com- cations. Issues of making appropriate referrals ponent in which the student will be required to and the identification of effects and side effects participate in a group. will also be addressed. PSYC 772. Couples and Family Systems PSYC 775. Special Topics in Counseling Therapy. (3) Psychology. (3) Three hours lecture. One hour lecture. Prerequisite: Graduate standing in psychology Prerequisite: Either PSYC 610 or 611, the latter and PSYC 641 or equivalent, or admission into of which may be taken simultaneously. the Psy.D. program, or permission of instructor. Course is designed to engage the student in cur- An analysis of couples and families as social rent research areas in counseling psychology. systems and the identification of issues affecting Counseling research will be reviewed, analyzed these systems are included. A number of theo- and critiqued. Individuals will conduct a review retical approaches and counseling techniques for of the literature in a selected area of research. therapy with couples and families are presented This is a Pass/Fail course. and evaluated.

198 PSYC 776. Human Sexuality Counseling. (3) PSYC 785. Neuropsychological Three hours lecture. Assessment. (3) Prerequisite: PSYC 641. Three hours lecture. Provides foundation of knowledge concerning Prerequisites: Graduate standing in psychol- basic human sexual functioning, knowledge of ogy and a “B” or better in PSYC 631 or its sexual diseases, awareness and acceptance of equivalent and PSYC 628 or its equivalent; or sexual variance, knowledge of sexual dysfunctions admission to the Psy.D. program; or permission and an understanding of basic treatment and sex of instructor. therapy techniques. Legal and ethical issues and This course will emphasize the application of concerns pertaining to sex counseling/therapy will neuropsychological theory and principles to be considered. A seminar format utilized. selection, administration, and interpretation of neuropsychological assessment batteries and PSYC 777. Multivariate Analysis of techniques with pediatric, adult, and geriat- Behavioral Data. (3) ric clients. Neuropsychological assessment will Three hours lecture. cover the following domains: language/com- Prerequisites: Graduate standing and PSYC munication, visual-spatial/perceptual/motor, 610 or equivalent, or admission into Psy.D. pro- sensorimotor, attention, learning and memory, gram, or permission of instructor. and executive function. Associated multicultural This course will provide a treatment of the (including rural), legal, forensic, and ethical most commonly used multivariate techniques issues will be examined, including practicing for quantitative analysis of behavioral data. within the scope of one’s competency and the Students will learn the conceptual basis for these interface between counseling/clinical psychol- techniques, as well as receive instruction for ogy and neuropsychology. conducting their own analyses using the SPSS software package. PSYC 795:796. School Psychology Internship. (6:6) PSYC 781, 782. School Psychology Practicum Forty hours per week. I and II. (4,4) Prerequisites: Completion of all course work, Two hour seminar, 8-hour practicum in the other than directed study, including practica, schools. in the School Psychology Program, a Pass in Prerequisites: PSYC 631, 636, 665 and accep- both practica and permission of the School tance by the School Psychology Committee into Psychology Committee at least four weeks prior the Educational Specialist degree program. to registration. Applications are available in the A pre-internship experience for second-year department office. school psychology students offering supervised A full-time paid professional experience under field work. Includes intellectual, behavioral the dual supervision of a member of the School and curriculum-based assessment techniques Psychology Committee and an approved on-site with emphasis on educational interpretation field supervisor. Intern functions as a staff mem- and remedial implications of assessment data. ber in professional settings to gain experience in Supervised field interventions include pre-re- the use and application of psychological tech- ferral interventions, consultation, individual and niques and procedures used in performing the group counseling, behavior management, in- services of a professional school psychologist. service education, parent training and counseling Internship grades recorded as “Pass” or “Fail.” and program evaluation. Students work under Courses must be taken in sequence and may not the dual supervision of practicum instructor and be taken concurrently. Interns are required to on-site field supervisor (certified, experienced attend our on-campus seminars each semester. school psychologist). Students spend a minimum of eight hours per week in the schools plus a two- hour weekly seminar.

199 PSYC 798. Professional PSYC 800. Introduction to Counseling Internship. (3-6) Psychology. (3) Hours may vary from 10 to 25 per week. Three hours lecture. Prerequisites: Permission of instructor; enroll- Prerequisites: Admission into Psy.D. program ment in a graduate program in Psychology at or permission of instructor. Radford University. This course will include examination of (a) the Note: This course may be repeated for a total development of counseling psychology as a of 12 credits; students should consult with their distinct field; (b) the present state of counseling faculty advisers for specific requirements within psychology; (c) projections of the future of the their area of concentration. field; and (d) topics of special importance to A part-time professional experience under the counseling psychologists (e.g., diversity, social supervision of the Psychology Graduate Faculty. justice, prevention). The student will function as a staff member in professional settings to gain experience in the PSYC 801. Multicultural Counseling. (3) use and application of psychological techniques Three hours lecture. and procedures. Common emphases of all sec- Prerequisites: Admission into Psy.D. program or permission of instructor. tions will be on developing professional identity This course will include background in the through an experiential component. Ethical prac- historical context of multicultural counseling, tice and responsibilities will also be an emphasis personal examination of areas pertaining to for all sections of the course. Internship grades multicultural counseling, a strong foundation will be recorded as Pass or Fail. Each internship in common domains of cultural competency, as section will have a specific and detailed course well as implications for clinical practice. description of the content of the course as related to the specific graduate concentration of the PSYC 802. Ethical, Legal, and Professional student. Issues in Psychology. (3) Three hours lecture. GRAD 799. Continuous Enrollment (1) Prerequisites: Admission into Psy.D. program All graduate students are required to be reg- or permission of instructor. istered during the semester they receive their This course will include examination of (a) degree from Radford University. Registration the past and present forces that have affected is required of all graduate students when using psychology and counseling psychology; (b) University facilities and/or faculty time. The training and practice guidelines; (c) professional minimum number of hours for registration is ethics, including the American Psychological one. Registration allows use of services such Association ethics code, foundational meta- as library checkout, laboratories and recreation principles, morals, values, virtues, and decision- facilities not open to the public. making; (d) mental health law and related legal Students who are not currently registered for any issues; and (e) current issues that affect the prac- course work and who have completed all course tice and training of professional psychologists in work but have other outstanding degree require- a multicultural society. ments (e.g., comprehensive examination, thesis, removal of an I or IP grade), are required to PSYC 803. Vocational Psychology. (3) register for a continuous enrollment course each Three hours lecture. semester, including summer, until they have met Prerequisites: Admission into Psy.D. program the outstanding requirement(s). or permission of instructor. This course carries no credit hour production This course presents vocational theories, coun- and does not count toward graduation require- seling strategies, and practice in vocational ments. This course option is also available to assessment and counseling. Current research in those admitted students who are not enrolled in vocational counseling is reviewed and there is a a given semester but who wish to use University focus on working with diverse populations. facilities and services during that time.

200 PSYC 805. Advanced Cognitive and PSYC 810. Rural Consultation and Program Intellectual Assessment Techniques. (3) Evaluation. (3) Three hours lecture. Three hours lecture. Prerequisites: Admission into Psy.D. program Prerequisites: Admission into Psy.D. program or permission of instructor. or permission of instructor. The purpose of this course is to provide the This course will include a didactic and an student with the historical frame, theory, and experiential aspect. Students will learn about research in cognitive and intellectual assess- various approaches to consultation with comment. The student will build mastery in test- munity agencies and individuals as well as how ing theory, assessment selection, administration, to conduct program evaluations, especially in scoring, hypothesis testing, and integrated feed- rural areas. Developing a consultation/evalua- back in the clinical setting. tion project is a required part of the course. PSYC 806. Advanced Personality PSYC 811. Health Psychology in Rural Assessment. (3) Areas. (3) Three hours lecture. Three hours lecture. Prerequisites: Admission into Psy.D. program Prerequisites: Admission into Psy.D. program or permission of instructor. or permission of instructor. The purpose of this course is to provide the This course includes the study of selected physi- student with the historical frame, theory, and cal health problems of people who live in rural research in personality assessment. The student areas (e.g., Appalachia). Rates of physical health will build mastery in testing theory, assessment disorders that are higher than the average U.S. selection, administration, scoring, hypothesis rate will be studied. The causes of higher rates testing, and integrated assessment and feed- of disorders will be examined and interven- back. tions to alleviate them will be studied. Special attention will be focused on children, older PSYC 808. Qualitative Research Methods. (3) adults, women, and members of various minor- Three hours lecture. ity groups in rural areas. Prerequisites: Admission into Psy.D. program or permission of instructor. PSYC 812. Rural Cultural Issues. (3) This course will include examinations of quali- Three hours lecture. tative (including pure qualitative and mixed Prerequisites: Admission into Psy.D. program methods) approaches to research and analysis. or permission of instructor. The course will provide an introduction to the This course will include an exploration of (a) the conceptual and methodological features that dis- unique features of rural culture; (b) the past and tinguish qualitative research from other empiri- current issues that have influenced rural cultural cal approaches. Ways to use qualitative methods development; (c) individual and group charac- to supplement quantitative approaches, and vice teristics of rural populations, including various versa, will be discussed. minority groups; (d) challenges and assets of the rural cultural setting; and (e) the differential PSYC 809. Supervision. (3) impact of current societal issues on those resid- Three hours lecture. ing or practicing in rural areas. Prerequisites: Admission into Psy.D. program or permission of instructor. PSYC 840. Counseling Psychology This course will include a didactic and an Practicum I. (3) experiential aspect. Students will learn about Prerequisites: Admission into Psy.D. program. various approaches to supervision and will also This course will provide doctoral students with conduct supervision of less experienced gradu- the opportunity to gain actual practical experi- ate students under the oversight of a licensed ence providing counseling, assessment, edu- psychologist. cation, and other applied work in a variety to settings. Students will provide services for approximately 16 hours per week under the

201 on-site supervision of a licensed professional experience providing counseling, assessment, and will participate in individual and/or group education, and other applied work in a variety supervision in the department. Training related to settings. Students will provide services for to cultural diversity, social justice, and evidence- approximately 16 hours per week under the based practice will be infused throughout the on-site supervision of a licensed professional course. Students will also receive training in and will participate in individual and/or group specific content areas each semester. Students supervision in the department. Training related must register for 840 for 2 consecutive terms in to cultural diversity, social justice, and evidence- their first year (i.e., Fall and Spring) and must based practice will be infused throughout the successfully complete both of them as well as course. Students will also receive training in the subsequent summer’s 843 course before specific content areas each semester. Students they can receive credit for both 840 courses and must register for 842 for 2 consecutive terms in the subsequent 843 course. This is a Pass/Fail their third year (i.e., Fall and Spring) and must course. successfully complete both of them as well as the subsequent summer’s 843 course before PSYC 841. Counseling Psychology they can receive credit for both 842 courses and Practicum II. (3) the subsequent 843 course. This is a Pass/Fail Prerequisites: Enrollment in PsyD program and course. successful completion of 2 consecutive terms of PSYC 840 and the subsequent summer’s 843 PSYC 843. Counseling Psychology Summer course Practicum. (3) This course will provide doctoral students with Prerequisites: Admission into Psy.D. program. the opportunity to gain actual practical experi- This course will provide doctoral students with ence providing counseling, assessment, edu- the opportunity to gain actual practical experi- cation, and other applied work in a variety ence providing counseling, assessment, edu- to settings. Students will provide services for cation, and other applied work in a variety approximately 16 hours per week under the to settings. Students will provide services for on-site supervision of a licensed professional approximately 16 hours per week under the and will participate in individual and/or group on-site supervision of a licensed professional supervision in the department. Training related (if providing counseling-related services) and/ to cultural diversity, social justice, and evidence- or other staff member(s) (for non-counseling based practice will be infused throughout the services) and will participate in individual and/ course. Students will also receive training in or group supervision in the department. Training specific content areas each semester. Students related to cultural diversity, social justice, and must register for 841 for 2 consecutive terms evidence-based practice will be infused through- in their second year (i.e., Fall and Spring) and out the course along with specific content that must successfully complete both of them as well will vary each year. Students must have success- as the subsequent summer’s 843 course before fully completed all preceding practicum courses they can receive credit for both 841 courses and before being allow to register for 843. Students the subsequent 843 course. This is a Pass/Fail must successfully complete 843 before receiv- course. ing credit for that semester of 843 and for the preceding Fall and Spring semester practicum PSYC 842. Counseling Psychology courses. This course can be taken 3 times - once Practicum III. (3) per summer the student is taking classes on cam- Prerequisites: Enrollment in PsyD program and successful completion of 2 consecutive terms of pus. This is a Pass/Fail course. PSYC 841 and the subsequent summer’s 843 PSYC 870. Doctoral Internship. (1) course. Prerequisites: Admission into Psy.D. program. This course will provide doctoral students This course is a 1,500-2,000 hour training with the opportunity to gain actual practical opportunity (either one-year full-time or two

202 consecutive half-time years) at a site that is RCPT 617. Seminar in Recreation focused on training advanced doctoral students to (Topical). (1-4) become psychologists. It is the capstone applied Hours and credit to be arranged. experience of the Psy.D. program. Students must Covers factors affecting leisure-centered living, register for PSYC 870 for three consecutive specific topical inquiry and conceptual analysis terms and must successfully complete all three of modern recreation, urban or rural recre- of them. This is a Pass/Fail course. ation, sociology of sport, surveys in recreation. Students may take course again for maximum of PSYC 898. Doctoral Directed Study. (1-4) six hours credit. Offered in the Fall and Spring, Prerequisites: Admission into the Psy.D. pro- alternate years. gram or permission of instructor and Directed Study form submitted to the Graduate College. RCPT 619. Recreation Administration. (3) Provides doctoral students the opportunity to Three hours lecture. work individually with faculty members on top- In-depth study and analysis of the administra- ics of mutual interest. tion of recreation agencies. Emphasis on legal foundations, political processes, personnel prac- PSYC 899. Dissertation. (1) tices, departmental organization, relationships Prerequisites: Admission into Psy.D. program. with other agencies and evaluation techniques. This course is designed to be the capstone research component of the Psy.D. program. As RCPT 623. Recreation Administration. (3) such, students are expected to complete an origi- Three hours lecture. nal research project that is of sufficient size and Introduction to the administration of recreation quality to justify being considered competent to services. Emphasis on fiscal management, per- conduct research independently. Students must sonnel management, organizational structure, re-enroll in the course every term until the final marketing techniques and legal foundations in product is complete and approved by the Psy.D. recreation and leisure services departments. program faculty and the College of Graduate and Professional Studies. This is a Pass/Fail RCPT 624. Environmental Issues. (3) course. Three hours lecture. In-depth study of environmental issues facing outdoor recreation agencies. Focuses on care of resources and programming for large numbers

of people. Discusses teaching and interpretation RECREATION, PARKS AND methodologies for educating a general audience. TOURISM RCPT 625. Issues in Recreation RCPT 601. Environmental and Experiential Management. (3) Philosophy. (3) Three hours lecture. Three hours lecture. The course covers issues which influence recre- Provides an advanced understanding of philo- ation management such as financial analysis and sophical perspectives and theories relating to the future forecasting, financial accountability, politics, experiential learning and environmental educa- conflict management, strategic planning and tech- tion. Offered in the Fall. nological applications in managing and marketing recreation services. Organizational simulations and RCPT 611. History and Philosophy of role playing are incorporated in the course. Recreation, Parks and Tourism. (3) Three hours lecture. RCPT 635. Research Applications in Discussion of issue, problems, trends and prin- Recreation, Parks and Tourism. (3) ciples as foundations of recreation philosophy Three hours lecture. and education for leisure based living. Provides basic understanding of research and its planning and application within recreation services.

203 RCPT 655. Leisure Education. (3) RCPT 698. Directed Study. (1-4) Three hours lecture. Hours and credit to be arranged. Develops an understanding of the need for rec- Prerequisites: Eligibility for admission to candi- reation education in today’s society and how to dacy within the department and approval of the plan, implement and provide education within adviser, department chair and Directed Study the recreation systems. form submitted to the Graduate College. To pursue in depth a topic of interest in the area RCPT 660. Legal Aspects of Environmental of experiential or environmental education. See and Experiential Activities. (3) “Directed Study” on p. 58. Three hours lecture. In-depth studies of legal issues related to the RCPT 699. Research and Thesis. (6) provision of outdoor adventure and experiential Prerequisite: Approval of adviser in depart- programming; liability, legislation, tours, con- ment. tracts. Offered in the Spring. Hours and credit to be arranged with the approval of the student’s thesis adviser, thesis committee RCPT 676. Wilderness Institute. (6) and the dean of the Graduate College. Provides Lectures, labs and field trips integrated into an opportunity to show in-dependent judgment in intensive, experiential, primarily off-campus the study of a specific issue. See “Thesis” on p. course. 59. Prerequisite: Permission of instructor. This class provides graduate students with an in-depth experience in the design, develop- SOCIAL WORK ment, implementation and evaluation of wilderness-based educational programs, including extending wilderness expeditions. Topical issues SOWK 601. Human Behavior in the Social include environmental education, resource man- Environment I. (3) agement, risk management, program design and Three hours lecture. group facilitation. Offered Summer I. Prerequisite: Admission to the graduate program in Social Work or permission of the instructor. RCPT 686. Practicum in Environmental and This is the first course in the Human Behavior Experiential Education. (2-6) sequence. In this course the dynamics of human Six to 27 hours per week. behavior and the contexts within which humans Prerequisites: Admission to candidacy with-in grow and develop through the life cycle are the department and permission of the depart- explored. It provides a foundation knowledge ment chair or adviser. base from which social work students ground Offers additional practical experience in the the assessment and intervention processes with management of experiential programs under the individuals and families utilizing a biopsycho- joint supervision of a qualified program adminis- social spiritual framework. Traditional and post- trator and Radford University faculty. Practicum modern theories are analyzed and challenged. grades will be recorded as Pass/Fail. May be The ecological and strengths perspectives are taken for up to six hours credit. Applications are presented in relation to human risk and resil- available in the department office. ience. HBSE I attempts to honor different ways of knowing and being, developing pathways RCPT 690. Seminar in Experiential to understanding and appreciating uniqueness. Education. (3) Students are challenged to explore their own Three hours lecture. values and culture in an effort to create an inclu- Emphasis on current issues in the manage- sive viewpoint of human diversity. ment and development of experiential programs. Examines one specific topic during any one semester of the school year. Students may take this course for a maximum of six hours credit.

204 SOWK 602: Human Behavior in the Social treatment techniques for working with chemi- Environment II. (3) cally dependent individuals and their families, Three hours lecture. with an emphasis on diverse populations. The Prerequisite: SOWK 601 or permission of course integrates theory and practice skills to instructor. teach students to critically examine the clinical Human Behavior in the Social Environment II is issues involved in substance abuse and chemical the second of two Foundation courses. Students dependency treatment. Mental Health emphasis will continue to apply basic frameworks for area elective. creating and organizing knowledge of human behavior. The course examines problems of SOWK 621. Research I: Basic Research living; impacts of racial, ethical, class, cul- Methodology. (3) tural, religious/spiritual and gender diversity on Three hours lecture. behavior; and the reciprocal nature of interac- Prerequisite: Admission to the Graduate tions of persons, families, social groups, com- Program in Social Work or permission of the munities, organizations and institutions. instructor. The fundamental elements of scientific inquiry SOWK 611. Social Welfare I. Policy is and research techniques, including a variety Practice. (3) of research methodologies, are introduced in Three hours lecture. this course. Focus is on the technical aspects Prerequisite: Admission to graduate program in of research analysis and critical evaluation of Social Work or permission of the instructor. research conclusions. Students are introduced The course covers frameworks to understand to a systematic approach to the classification, the formulation/analysis of Social Work policies organization and analysis of data. The course and programs. The significance of contextual emphasizes the identification and formulation factors, values and history are examined from of researchable problems in social work, the a “policy is practice” perspective with empha- utility of the scientific method, the selection of sis on social/economic justice, diversity and appropriate methodologies, an understanding populations-at-risk. of the standards for evaluation of research and sensitivity to bias and ethical behavior in the SOWK 613. Crisis Intervention. (3) conduct of research. Prerequisite: Accepted into School of Social Work or permission of instructor. SOWK 625. Child Sexual Abuse and CPS This course focuses on developing basic crisis (Child Protective Services) Investigation. (3) intervention skills (interviewing, assessment, Three hours lecture, demonstration and discus- intervention and follow-up). Special topics of sion. concern in populations at risk will be highlighted: Prerequisite: Graduate standing or permission lethality/suicide/homicide; partner abuse; child of instructor. abuse; school violence, workplace violence, This course explores the issues involved in substance abuse and the chronically mentally child abuse and neglect cases, with an emphasis ill. Students become aware of the role of various on child sexual abuse. If offers an integrative agencies within the realm of crisis intervention framework of principles, theories, process and and the importance of collaboration. skills specifically designed for performing culturally sensitive investigations and assessments SOWK 615. Substance Abuse and with alleged abusive and neglectful families. Dependency. (3) This academic course is offered to graduate Three hours lecture and discussion. students interested in public social services Prerequisite: Graduate standing or permission and to those awarded Title IV-E stipends (sup- of instructor. planting the VISSTA [Virginia Institute for This course examines current theories and mod- Social Services Training Activities] training els pertaining to substance abuse and chemi- sequence) and to qualified community people. cal dependency. It explores intervention and Child Welfare emphasis area elective.

205 SOWK 631. Social Work Practice I: SOWK 679. Advanced Standing Bridge Foundations. (3) Course. (3) Two hours lecture, two hours skill lab. Three hours lecture. Prerequisite: Admission to the graduate pro- Prerequisite: Admission to the Advanced gram in social work. Standing program. This course is the first of two foundation courses This course is required for all advanced standing designed to provide students with an overview students and is aimed at providing the concep- of the basic knowledge and skills essential to tual orientation necessary for the concentration generalist social work practice. Key themes year in the graduate program. and concepts include interviewing, relationship building and assessment as they relate to SOWK 680. Special Topic Seminar. (3) community-based family practice. The course Three hours lecture. introduces practice models in relation to popula- May be taken a maximum of three times. Prerequisites: Graduate standing and permis- tions at risk. Personal and professional values sion of instructor. will be discussed, along with the use of self, the An intensive study of a specialized area in importance of evaluation, research and ethics. human services. Topics will be determined by SOWK 632. Social Work Practice II: the instructors based upon demonstrated student Families, Groups and Community-based interest. Special topics courses may be elected Practice. (3) for no more than nine semester hours of credit. Three hours lecture. Prerequisites: SOWK 631 SOWK 682. Biopsychosocial Assessment (3) Three hours lecture. This second foundation practice course is Prerequisites: SOWK 602, SOWK 679, or per- designed to provide students with an overview mission of instructor. of the basic knowledge and skills essential to This course focuses on identifying individual generalist social work practice as it relates to and family strengths and on viewing behavior in both group practice and community-based prac- context. Particular emphasis is placed on under- tice. Key themes and concepts include introduc- standing the individual/family and environment tory group practice knowledge for developing interaction by means of a systems perspec- various types of groups, groups for populations tive. This course addresses the legal, ethical, at risk, general stages of group practice and social justice, diversity and cultural competence assessing group work. Community-based prac- ramifications as they relate to managed care and tice themes and concepts include document- community treatment models of practice. ing a community, assessing and understanding community problems and concerns, generic SOWK 688. Administration, Management, community practice skills and the need for and Supervision. (3) social planning and activism. Prerequisite: Graduate standing. This course elective is designed to focus on the SOWK 641:642. Foundation Practicum and role and function of the social work leader as Seminar I and II. (3: 3) supervisor, manager, and administrator. Prerequisite: Admission to the graduate program in social work and SOWK 631/632 as pre- SOWK 698. Directed Study. (1-4) or corequisites. SOWK 641 must be completed Hours and credit to be arranged. before SOWK 642 can be taken. Prerequisite: Approval by the School of Social Two semester sequence. A practicum experience Work and Directed Study form submitted to the (16 hours each week) accompanied by a mini- Graduate College. mum of six seminars each semester designed to See “Directed Study” on p. 58. integrate theory and field. SOWK 699. Research and Thesis. (1-6) Hours and credit to be arranged with the approval of the dean of the Graduate College. See “Thesis” on p. 59.

206 SOWK 710. Women and Mental Health. (3) of social casework practice, 2) provide them Three hours lecture and discussion. with conceptual frameworks, helping principles Prerequisite: Graduate standing or permission and processes to maximize the academic perfor- of instructor. mance and personal development of children and This course is designed to provide students with their families, 3) explore issues of diversity and specific knowledge about clinical social work multicultural competence in casework practice practice with adult women and mental health with children, families and their communities, issues that affect women. Key themes and con- and 4) develop competence in critical thinking. cepts include: historical social work practice School Social Work emphasis area elective. with women, theories for mental health practice and a feminist critique of those theories, femi- SOWK 722. Community Organization. (3) nist practice issues, aspects of feminist/mental Three hours lecture and discussion. health practice, feminist social work practice Prerequisite: Graduate standing or permission methods and current issues/situations that affect of instructor. women’s lives and their mental health. Mental This course focuses on community practice and Health emphasis area elective. the development of community strategies that address the needs of identified groups. SOWK 715. Ethical Issues in Social Work Practice. (3) SOWK 761. Social Welfare Policy II: Family Prerequisite :Acceptance into the School of Policies and Advocacy. (3) Social Work or by permission of the instructor. Three hours lecture. This course focuses on the ethical issues and Prerequisite: SOWK 611 or SOWK 679. dilemmas that confront professional social The course provides a broad understanding of workers in practice with individuals, groups, the development/analysis of family policies with families, agencies and communities. Theoretical an advocacy perspective on the local, state and models for social work ethical decision-making federal levels. The role of socio-cultural values, and the National Association of Social Workers contextual factors and policy/service assump- Code of Ethics are presented. The ways in tions are examined with the emphasis on social which personal and professional values differ work advocacy to promote social/economic jus- are addressed. The elements involved in ethical tice with populations at risk. decision-making are applied to case illustra- SOWK 772. Research II: Advanced Research tions. Examples from the student’s own practice Methodology. (3) experience will be used. Three hours lecture. SOWK 720. School Social Work. (3) Prerequisite: SOWK 621 or SOWK 679. Three hours lecture. This second course in the MSW research Prerequisite: Graduate standing in the MSW sequence is designed to explore the dynamics Program or permission of instructor. of research theory and practice. It is intended This course is designed as an entry for social to provide students with the knowledge base workers into the School as a complex host orga- to stimulate critical use of research studies in nization for social work practice. Philosophical, their practice, to prepare them for participation societal, population and cultural sensitivity issues in agency or interdisciplinary research and to are addressed. School Social Work emphasis prepare them to undertake selected research in area elective. social work practice. SOWK 721. School Casework Practice. (3) SOWK 783. Social Work Practice III: Three hours lecture, demonstration and discus- Community Practice to Strengthen sion. Families. (3) Prerequisite: SOWK 720 or permission of Three hours lecture. instructor. Prerequisite: SOWK 641 and 642; or SOWK This course provides students with learning 679. experiences that 1) inform them about the nature The course is the first of two concentration

207 practice courses and emphasizes community register for a continuous enrollment course each and organizational practice. Community-based semester, including summer, until they have met family practice is the application of social work the outstanding requirement(s). practice skills to enhance collaborative rela- This course carries no credit hour production tionships among families and their community and does not count toward graduation require- networks. ments. This course option is also available to SOWK 784. Social Work Practice IV: Family those admitted students who are not enrolled in Practice in a Community Context. (3) a given semester but who wish to use University Three hours lecture. facilities and services during that time. Prerequisite: SOWK 783. This course is the second of two concentration practice courses. This course focuses on the SOCIOLOGY knowledge, methods and skills for family practice within a community-based family practice SOCY 580. Survey Research Methods. (3) model. Prerequisite: Graduate standing. This course covers the construction of an instru- SOWK 785. Integrative Seminar. (3) Prerequisite: Last semester of the MSW ment, sampling design and methods of analysis Program. and interpretation of data. It acquaints students Social Work 785 is the synthesis of Social Work with the use of computers for social science 783 and 784. This capstone course is designed research. Students gain a hands-on experience to facilitate the integration of theory, practice, with design and completion of survey research policy and research through the lens of commu- that is valuable for any student entering a career nity-based family practice. requiring familiarity with the basis of social survey research. Students receiving undergraduate SOWK 791:792. Concentration Practicum credit for SOCY 480 cannot also receive gradu- and Seminar I and II. (5:5) ate credit for SOCY 580. Prerequisite: Admission to the graduate program in social work and SOWK 783/784 as pre- or corequisites. SOWK 791 must be completed STATISTICS before SOWK 792 can be taken. Two semester sequence. A practicum experience (24 hours each week) accompanied by a mini- STAT 644. Applied Statistics for Teachers. (3) mum of six seminars each semester designed to Prerequisite: Undergraduate degree in mathematics or permission of instructor; some famil- integrate theory and field. iarity with basic statistics desirable. GRAD 799. Continuous Enrollment. (1) In this course students will develop a compre- All graduate students are required to be reg- hension of, and an ability to perform, statistical istered during the semester they receive their methods that are most common in educational degree from Radford University. Registration research. Emphases will be placed on statistical is required of all graduate students when using concepts that will prepare teachers to teach AP University facilities and/or faculty time. The Statistics and to critically examine and compre- minimum number of hours for registration is hend the data analysis in educational literature. one. Registration allows use of services such Graphing calculators and computer software as library checkout, laboratories and recreation may be used to analyze and display data. facilities not open to the public. Lecture and self-directed learning will primarily Students who are not currently registered for any be used. course work and who have completed all course work but have other outstanding degree requirements (e.g., comprehensive examination, thesis, removal of an I or IP grade), are required to

208 THEATRE production. Students are required to complete a final advanced project for public presentation in THEA 511. Theatrical Scene Design. (3) one of the mediums listed above. A final portfo- Three hours lecture, demonstration and critique. lio is also required. Prerequisite: THEA 101 and THEA 102 or consent of the instructor. THEA 575. Theatrical Problems. (3) Three hours lecture. The course is a study in the fundamentals of scene This course will contain a concentrated study design for theatrical venues, incorporating com- of particularly significant people, events, move- puter Aided Design, including conceptualization ments or aspects of theatrical venues not cov- for stage floor plans and perspectives resulting in ered in depth in other course offerings. May be realized color renderings or model design. repeated (on different topic) for maximum of 12 THEA 525. Porterfield Ensemble. (3) semester hours credit. Three hours lecture, demonstration and critiques. THEA 576. Theatre Production The ensemble emphasizes advanced training in Practicum. (3) acting, stylized movement and vocal expression. Acting theories based on Jerry Grotowski One hour lecture; four hours laboratory. and Augusto Boal are combined with pedagogy Introduction to the theatrical production process in physical expression, and Cicely Berry vocal through directing, designing or state managing. technique. The ensemble performs as part of the May be taken again for maximum of 12 semes- Studio Theatre season. Touring is required and ter hours credit. participation is based solely on auditions. THEA 550. Directing II: Advanced. (3) Three hours lecture, demonstration and critique. Prerequisite: THEA 125 and THEA 225 and THEA 350 or consent of the instructor. The course is the study of various significant figures and theories of stage, video and film

209 Board and Administration

BOARD MEMBERS TERM EXPIRES Mr. Thomas E. Fraim, Jr., Rector June 30, 2012 Norfolk, VA Ms. Nancy E. Artis, Vice Rector June 30, 2009 Pagosa Springs, CO Ms. Nancy H. Agee June 30, 2011 Roanoke, VA Mr. J. Brandon Bell June 30, 2009 Roanoke, VA Mr. C. Nelson Harris June 30, 2010 Roanoke, VA Mrs. Mary Ann Hovis June 30, 2010 Oakton, VA Mr. Darius A. Johnson June 30, 2009 Richmond, VA Mr. Stephen A. Musselwhite June 30, 2012 Vinton, VA Mr. Mark R. Pace June 30, 2012 Roanoke, VA Mr. Walter Rugaber June 30, 2012 Meadows of Dan, VA Dr. Cora S. Salzberg June 30, 2011 Richmond, VA Mr. Ronald R. Wesley June 30, 2012 Richmond, VA Two non-voting members are selected each year: one representing the faculty and one representing the student body. Secretary to the Board of Visitors: Ms. Kimberly H. Chiapetto

ADMINISTRATION Penelope W. Kyle President Wilbur W. Stanton Provost and Vice President for Academic Affairs Richard S. Alvarez Vice President for Finance and Administration and Chief Financial Officer Catherine Greenberg Vice President for University Advancement and Chief Development Officer Jeffrey S. Douglas Executive Director of University Relations and Chief Communications Officer Danny M. Kemp Vice President for Information Technology and Chief Information Officer Norleen K. Pomerantz Vice President for Student Affairs Jo Ann Kiernan Special Assistant to the President

210 Graduate Faculty

Aamodt, Michael G., Professor of Psychology; Aspelmeier, Jeffery E., Associate Professor of B.A., Pepperdine University; M.A., Ph.D., Psychology; B.S.E.D., Southwest Missouri State University of Arkansas University; M.A., Ph.D., Kent State University Abdul-Ra’uf, Bakhitah B., Associate Professor Atwell, Mary W., Chairperson and Professor of of Criminal Justice; B.S., Cheyney State Criminal Justice; B.A., Webster College; M.A., University; M.A., Antioch University; Ph.D., Ph.D., Saint Louis University University of South Florida Aussiker, Amy J., Professor of Psychology; Albig, David, Assistant Professor Mathematics B.S., Bucknell University; M.A., Midwestern and Statistics; B.S., Michigan State University; State University - Texas; Ph.D., University of M.A., University of Illinois; Ph.D., Florida State Texas University Austin, Ellen, Instructor, School of Teacher Alexander, Jenny Burroughs, Instructor of Education and Leadership; B.S., Atlantic Social Work; B.A., University of Mexico; Christian College; M.S., Radford University M.S.W., New Mexico Highlands University; Austin, Susan, Professor of Counselor Education; Ph.D., Virginia Polytechnic Institute and State B.S., M.S., Radford University University Baker, David, Professor of Psychology; B.A., Altieri, Elizabeth, Associate Professor School of University of Vermont; M.A., Farleigh Dickinson Teacher Education and Leadership ; B.S., Florida University; Ph.D., University of South Florida Atlantic University; M.S., George Peabody Baker, Moira P., Professor of English; B.A., College at Vanderbilt University; Ph.D., Virginia College of St. Rose; M.A., Ph.D., University of Polytechnic Institute and State University Notre Dame Amenkhienan, Felix E., Professor of Accounting; Bane, Tara Y., B.S. Radford University; M.A., Finance and Information Systems; B.B.A., Appalachian State University; Ph.D., Virginia M.B.A., Ph.D., University of Mississippi; CMA Polytechnic Institute and State University Anderson, Donald, Professor of Counselor Basham, Pepper D., Professor of Commun- Education; Ed.D., M.A., Virginia Polytechnic ication Sciences and Disorders; B.S., M.S., Institute and State University; B.S., University Radford University of New Orleans Barris, Roann, Professor of Art, B.A., University Arbogast, Terry, Instructor, School of Teacher of Michigan; M.A., University of Illinois, Ed.D., Education and Leadership; B.S., Bridgewater M.S., Columbia University; Ph.D., University College; M.Ed., University of Virginia of Illinois Armbruster, Ellen, Professor of Counselor Bassett, Margaret, Instructor of Nursing, Education; B.A., University of Colorado; M.A., B.S., University of Michigan; M.S., Boston Ph.D., University of New Mexico University Arbury, Stephen, Director of Radford University Bay, Richard J., Associate Professor of Art; B.S., Art Museum, Chairperson and Professor of Art; Kansas State University; M.A., Pittsburg State B.A., Albion College; M.A., Ph.D., Rutgers University; Ph.D., Oklahoma State University University Bays, Debora, Associate Professor, School of Arthur, Elizabeth, Instructor of Social Work; Teacher Education and Leadership; B.S., M.S., B.S., Cornell University; M.S.W., Syracuse Radford University; Ph.D., Virginia Polytechnic University Institute and State University Askins, Justin, Professor of English; B.A., Beach, Alan, Instructor of Social Work; The College of Staten Island; M.A., Boston B.S., Harding University; M.S.W., University University; Ph.D., CUNY Graduate Center of Arkansas-Little Rock; Ph.D., Virginia Polytechnic Institute and State University

211 Beach, Steven L., Associate Professor of Bosworth, Courtney C., Professor of Finance; B.S., B.A., M.B.A., Tennessee Communication; B.S., M.A., University of Technological University; Ph.D., Washington Florida Ph.D., University of Georgia State University Bradbury, Carlee A., Assistant Professor of Beard, James S., Professor of Geology; B.S., Art; B.A., Wheaton College; M.S., University of University of Massachusetts; Ph.D., University Edinburgh; Ph.D., University of Illinois of California Brinckman, Douglas, E., Associate Professor Beheshti, Hooshang M., Professor of of Business Law; B.A., Virginia Polytechnic Management; B.S., Iranian Institute of Advanced Institute and State University; Juris Doctor, Accounting; M.S., State University of New Gonzaga University York at Binghamton; Ph.D., Oklahoma State Brosowsky, Eve, Professor of Communication University Sciences and Disorders; B.A., Auburn University; Benson, Ann, Instructor, School of Teacher M.A., Appalachian State University Education and Leadership; B.S., M.A., Ed.S., Brown, Gwendolyn O., Associate Professor Radford University of Communication; B.A., York College of Bentley, Michael L., Professor of Chemistry and Pennsylvania; M.A., Ph.D., University of Physics; B.S., King's College; M.S., University Maryland of Pennsylvania; Ed.D., University of Virginia Brown, Jo Ann, Assistant Professor of Bienstock, Carol C., Associate Professor of Management; B.S., Christian Brothers University; Marketing; B.S., Medical College of Georgia; M.B.A., University of Florida; Ph.D., University M.B.A., Mississippi State University; Ph.D., of Mississippi Virginia Polytechnic Institute and State Brummette, John, Professor of Communication; University B.A., University of Pittsburgh; M.A., Radford Billings, Hillary, Instructor of Communication University; Ph.D., University of Tennessee Sciences and Disorders; B.S., M.S., Radford Bucy, Jayne E., Associate Professor of University Psychology; A.P.A., University of Texas Medical Birx, Ellen C., Professor of Nursing; B.S., Branch – Galveston; Ph.D., University of North Texas Women’s University; M.S., University of Carolina, Chapel Hill Rochester; Ph.D., University of Texas at Austin Burggraf, Virginia, Professor of Nursing; Binkley, Rahn, Professor of Art; B.A., Taegu B.S.N., Cornell University; M.S.N., Seton Hall Technical College; B.F.A., Wonkwang University; University; D.N.S., Louisiana State University B.F.A., M.F.A., Radford University Burke, Tod W., Professor of Criminal Justice; Bixler, Larry L., Professor of Counselor B.A., University of Maryland; M.F.S., George Education; Ed.D., Virginia Polytechnic Institute Washington University; M. Phil. Ph.D., City and State University; M.S., Radford University; University of New York M.M., B.M., West Virginia University, Burriss, Theresa, Administrative/Professional Morgantown Faculty of English and Director of Learning Bizzell, Brad, Instructor, School of Teacher Assistance and Resource Center; B.A.; Emory Education and Leadership; B.S., Appalachian University; M.S., Radford University; Ph.D., State University; M.S., Virginia Polytechnic Union Institute and University Institute and State University Byers, Wendy. Instructor, School of Teacher Black, Karen, Professor of Communication Education and Leadership; B.S., James Madison Sciences and Disorders; B.S., Radford University; University; M.S., University of Tennessee M.S., Baylor University Call, Jack E., Professor of Criminal Justice; Blaylock, Bruce K., Professor of Management; B.S., Ball State University; J.D., College of B.B.A., Ohio University; M.B.A., Auburn William and Mary, Ph.D., University of Georgia University; Ph.D., Georgia State University Borling, James E., Professor of Music; B.M., DePauw University; M.M., University of Miami

212 Carter, Arther E., Associate Dean of College Cohen, Jeradi A., Professor, School of Teacher of Science and Technology, Chairperson, and Education and Leadership, B.A., University of Assistant Professor of Information Technology; Michigan; M.A., University of Virginia; Ed.D., B.S. Old Dominion University; M.B.A., University of Virginia Ph.D., Virginia Polytechnic Institute and State Cohn, Tracy J., Assistant Professor of University Psychology; B.A., M.S., Ph.D., University of Carter, Kimberly F., Professor of Nursing; B.S., Kansas Radford University; M.S.N., Ph.D., University Colley, Kenna M., Associate Professor, School of Virginia of Teacher Education and Leadership; B.S., State Carter, Tania, Professor of Communication University of New York at Geneseo; M.S., Johns Sciences and Disorders; B.S., Radford University; Hopkins University; Ph.D., Virginia Polytechnic M.S., Old Dominion University Institute and State University Castonguay, David O., Associate Professor of Collins, Jennifer, Assistant Professor of Art; Music; B.S., M.A., University of Connecticut; B.F.A., Calvin College; M.F.A., Radford University of Illinois at Urbana-Champaign University Chase, Bruce W., Professor of Accounting; Conlin, Peter, Instructor of Social Work, B.A., B.S., M.B.A., Ph.D., Virginia Commonwealth Iona College; M.S.W., Fordham University University; CPA Conrad, Kristin, Instructor of Nursing; B.S., Chase, Jeffrey L., Professor of Psychology; Beth-El College of Nursing at University of B.A., St. Louis University; Ph.D., University of Colorado; M.S., Nell Hodgson Woodruff School South Carolina of Nursing at Emory University Chase, Joseph D., Associate Professor of Cooper, Sharla C., Associate Professor of Information Technology; B.S., M.S., Ph.D., Nursing, B.S.N., Radford University; M.S.N., Virginia Polytechnic Institute and State Old Dominion University; Ph.D., Case Western University Reserve University Chatham, Michael D., Assistant Professor of Copeland-Burns, Carla, Instructor of Music; Accounting; B.S.B., M.B.A., Emporia State B.M., Florida State University; M.M., New University; Ph.D., Oklahoma State University England Conservatory Childers, John Stephen, Assistant Professor Cosmato, Charles, Instructor, School of Teacher of Management; B.S., M.B.A., East Carolina Education and Leadership; B.S., M.S., Radford University Ph.D., Virginia Polytechnic Institute University and State University Cox, Kenneth, Associate Dean of Waldron Christensen, P. Niels, Associate Professor of College of Health and Human Services and Psychology; Ph.D., M.S., Texas A&M University; Associate Professor of Communication Sciences B.A., University of Notre Dame and Disorders; B.A., University of North Clelland, Iain J., Associate Professor of Carolina – Chapel Hill; M.A., University of Management; B.A., M.S., San Diego State North Carolina – Greensboro; Au.D., University University; Ph.D., University of Southern of Florida, CCC-A California Creighton, Cynthia, Director of Clinical Clements, Nicole, Professor of Communication Education and Associate Professor of Sciences and Disorders; B.S., Towson University; Occupational Therapy; B.S., Eastern Michigan M.S., Towson University University; M.A., University of Michigan; Ph.D., Cline, Holly L., Professor of Interior Design; Wayne State University; OTR/L B.A., Centre College; M.A., University of Creighton, Linda, Assistant Professor, School Kentucky; Ph.D., Virginia Polytechnic Institute of Teacher Education and Leadership; B.S., and State University Indiana University of Pennsylvania; M.S., Cline, Mark A., Assistant Professor of Biology; California State University Los Angeles; Ed.D., B.S., M.S., Ph.D., Virginia Polytechnic Institute Sam Houston State University and State University

213 Cubbison, Laurie, Associate Professor of Dillon, Joanne F., Instructor of Communication English; B.A., Muskingum College; M.A., Sciences and Disorders; B.A., Hollins College; Eastern Kentucky University; Ph.D., Purdue B.S., M.S., Radford University University Dodson, Drew, Associate Professor of Art; Cummings-Lilly, Karen T., Instructor of Social B.F.A., University of Florida; M.F.A., Edinboro Work; B.A., California State University; M.S.W., University of Pennsylvania San Diego State University Dooley, Alton C., Jr., Professor of Geology; Cunningham, Don, Assistant Professor of B.A., Carleton College; Ph.D., Louisiana State English; B.S., M.S., Texas A&M University- University Commerce; Ph.D., Illinois Institute of Technology Dore, Elizabeth D., Professor, School of Chicago Teacher Education and Leadership; B.S., M.Ed.+ Daniel, Leslie, Assistant Professor, School of CAS, University of Maine; Ed.D., University of Teacher Education and Leadership; M.S., Radford Northern Colorado University; B.S., State University of New York at Doss, Farrell, Associate Professor of Interior Geneseo; Ph.D., Virginia Polytechnic Institute Design and Fashion; B.S., University of and State University Tennessee; M.S., Ph.D., Virginia Polytechnic Davidson, Daniel V., Chairperson and Professor Institute and State University of Business Law; B.S., J.D., Indiana University Dulaney, Dru, Professor of Communication Davis, Trent, A. Professor of Counseling Sciences and Disorders; B.S., University of and Human Development; B.S., Virginia Kentucky; M.S., Radford University State University; M.A./Ed.S., James Madison Duncan-Daston, Rana, Associate Professor of University; Ph.D., Virginia Polytechnic Institute Social Work; B.A., Carson-Newman College; and State University M.S.W., Florida International University; Ed.D., Dembele, Gaston, Assistant Professor, School University of Virginia of Teacher Education and Leadership; B.A., Dunleavy, Matt, Assistant Professor, School of University of Ouagadougou; Ph.D., Michigan Teacher Education and Leadership; B.A., M.S., State University Old Dominion University; Ph.D., University of Derrick, Emory, Assistant Professor of Virginia Information Technology; B.S., Naval Academy; Durrill, Preston L., Professor of Chemistry; B.S., M.S., Ph.D., Virginia Polytechnic Institute and M.S., Massachusetts Institute of Technology; State University Ph.D., Virginia Polytechnic Institute and State Deskins, Elizabeth, Instructor of Social Work, University B.A.; Emory and Henry College; M.S.W., Easterling, Tricia, Associate Professor, School Radford University of Teacher Education and Leadership; B.S., Devore, Angela, Instructor, School of Teacher The University of South Florida; M.E.d., Freed- Education and Leadership; B.G.S., M.S., Radford Hardeman University; Ed.D., University of University Memphis Dickerson, Jennifer, Professor of Communi- Edwards, Grace Toney, Director and Professor, cation Sciences and Disorders; B.S., M.S., Appalachian Regional Studies Center and Radford University Distinguished Professor of Appalachian Studies; Dickinson, Joan, Assistant Professor of Interior Professor of English; B.S., M.A., Appalachian Design and Fashion; B.S., M.S., Virginia State University; Ph.D., University of Virginia Polytechnic Institute and State University; Ph.D., Eleweke, C. Jonah, Instructor, School of Texas Tech University Teacher Education and Leadership; B.A., M.A., Dickinson, Renee, Assistant Professor of English; University of Nigeria; M.S., Ph.D., University of B.A., Seattle Pacific University; M.A., University Manchester; Ph.D., University of Alberta of Essex, Colchester, United Kingdom; Ph.D., Elis, Lori A., Associate Professor of Criminal University of Colorado Justice; B.A., M.A., Ph.D., University of Maryland

214 Ellerman, Gary D., Professor, School of Froemling, Kristin, Assistant Professor Teacher Education and Leadership; B.A., M.A., of Communication; B.A., M.A., Bowling Louisiana Tech University; Ph.D., Louisiana Green State University; Ph.D., University of State University Oklahoma Elliott, Ann N., Professor of Psychology; B.A., Fullmer, Elise M., Director and Professor of Lynchburg College, M.A., Boston College; Social Work; B.S., M.S.W., University of Utah; Ph.D., Northern Illinois University Ph.D., State University of New York at Albany, Elliott, Johnna, R., Instructor School of Teacher Gallops, Ronald Wayne, Assistant Professor Education and Leadership; B.S., University of of Music, B.M., University of Tampa; M.A., North Carolina; M.Ed., University of Virginia Florida State University; Ph.D., University of Epperly, Rebecca, Instructor of Communication South Florida Sciences and Disorders; B.S., Radford University; Gainer, Kim, Associate Professor of English; M.S., East Tennessee Sate University B.A., Rhode Island College; M.A., Ohio State Evans, Deneen, Instructor of Social Work; B.A., University; Ph.D., Ohio State University Roanoke College; M.S.W., Radford University Gallo, Louis, Professor of English; B.A., Tulane Eversman, Michael, Instructor of Social Work; University; M.A., Louisiana State University; B.A., State University of New York at Stony Ph.D., University of Missouri Brook; M.S.W., Boston College Geller, Krista, Professor of Psychology; B.S., Fender, Keith, Instructor of Social Work; B.S.W., Radford University; M.S., Virginia Polytechnic Ferrum College; M.S.W., Virginia Commonwealth Institute and State University; Ph.D., Virginia University; Ph.D., La Salle University Polytechnic Institute and State University Feng, Zheng-Liang, Professor of Art; B.F.A., Ghoston, Michelle, Instructor of Counselor Shanghai Teachers’ University; M.F.A., Radford Education; B.A., University of Virginia; M.Ed, University Lynchburg College Flora, Rudolph, Jr., Instructor of Social Work; Gibson, Mary H., Professor Nursing; B.S.N., B.S., East Tennessee State University; M.S.W., University of Virginia; M.S.N., Vanderbilt Virginia Commonwealth University University; Ph.D., University of Texas at Austin Flora, William, Associate Professor, School of Gilbert, Faye, Dean of College of Business and Teacher Education and Leadership; B.A., Ferrum Economics and Professor of Marketing; B.S.B.A., College; M.Ed., Ed.D., University of Virginia M.B.A., University of Southern Mississippi; Fooks, Nan, Instructor, School of Teacher Ph.D., University of North Texas Education and Leadership; M. S., University Gilbert, Sharon L., Assistant Professor, School of Virginia, M.S., Vanderbilt University; B.A., of Teacher Education and Leadership; B.S., Mary Washington College M.S., University of Southern Mississippi; Ph.D., Forrest, Alan, Chairperson and Professor of Auburn University Counselor Education; Ed.D., College of William Gillenwater, Sarah, Instructor, School of and Mary; M.A., University of New Haven; Teacher Education and Leadership; B.S., M.S., B.A., Eisenhower College Radford University Frahm, Whitney, Professor of Communication Gilley, Christina T., Professor of Special Sciences and Disorders; B.A., Emory Education; M.Ed., B.S., Radford University and Henry College; M.S., Radford University Givens, Karolyn W., Associate Professor of Fraser, Nicholas C., Professor of Geology; B.S., Nursing; B.S.N., Wayne State University; M.S., Aberdeen University; Honorary M.A., Cambridge Boston University; Ed.D., Virginia Polytechnic University; Ph.D., Aberdeen University Institute and State University French, Sandra, Assistant Professor of Com- Glarner, Robert L., Assistant Professor of munication; B.S., Radford University; M.A., Music; B.A., Cleveland Institute of Music Wake Forest University; Ph.D., The Pennsylvania and Case Western Reserve University; M.A., State University University of Wyoming; Ph.D., University of Arizona

215 Goldwasser, Joni, Assistant Professor, School Harding, Victoria, Instructor of Communication of Nursing; B.S., St. John College; M.S., Sciences and Disorders; B.S., Trent University; University of Cincinnati; M.S., Dalhousie University; M.B.A., Plymouth Gorzycki, Laura, Instructor of Communication State University Sciences and Disorders; B.S., Rhodes College; Harrington, K. Vernard, Chairperson and M.A., Memphis State University Associate Professor of Management; B.B.A., Graham, Lois, Instructor, School of Teacher University of Iowa; M.S., Iowa State University; Education and Leadership; B.S., M.S., Radford Ph.D., Texas A&M University University; Ed.D., University of Virginia Hart, Katherine, Instructor of Social Work; Graham, Suzanne, Instructor, School of Teacher B.S., Concord College; M.S.W., West Virginia Education and Leadership; B.A., University of University Virginia; M.S., Radford University Hartig, Nadine, Assistant Professor of Counselor Grady, Dennis, Dean of College of Graduate and Education; B.A., M.S., University of Wisconsin; Professional Studies and Professor of Political Ph.D., University of Northern Colorado Science; B.A., University of North Carolina; Hashemzadeh, Nozar, Professor of Economics; M.C.P., Georgia Institute of Technology; Ph.D., B.A., Isfahan University; M.A., Ph.D., Virginia Emory University Polytechnic Institute and State University Graves, Lynn, Instructor, School of Teacher Haskins, Vanessa, Instructor, School of Teacher Education and Leadership; B.A., M.S., University Education and Leadership; B.A., Mary Baldwin of Tennessee College; M.S., Radford University Green, Egan, Assistant Professor of Criminal Hastings, Sarah, Assistant Professor of Psy- Justice; B.S., Appalachian State University; chology; B.S., M.Ed., James Madison University; M.A., East Tennessee State University; Ph.D., Ed.S., University of Virginia; Ph.D., University Indiana University of Pennsylvania of Kansas Grossmann, Axel, Assistant Professor of Hazleton, Vincent Jr., Professor of Accounting; B.S., Technical College of Giessen; Communication; B.A., Oklahoma College M.B.A., Ph.D., University of Texas Pan- of Liberal Arts; M.A., Ph.D., University of American Oklahoma Gumaer, D. James, Professor of Counselor Helbert, Fredia, Professor of Communication Education; B.S., State University of New York Sciences and Disorders; B.S., King College; at Cortland, M.S., Syracuse University; Ed.S., M.S., Florida State University; Ph.D., AT Still Ed.D., University of Florida University of Health Sciences Guruswamy, Rosemary, Chairperson and Pro- Helm, John, Professor of Information Tech- fessor of English; B.A., Kent State University; nology; B.A., Southern Illinois University; M.S., M.A., University of Maryland, College Park; Purdue University; M.S., Virginia Polytechnic Ph.D., Kent State University Institute and State University; Ph.D., Purdue Gustafson, Glenna, Assistant Professor, School University of Teacher Education and Leadership; B.S., Helton, Susan, Instructor of Social Work; B.S., Radford University; M.S., Ed.D., Virginia M.S., University of Tennessee Polytechnic Institute and State University Henderson, Dale A., Associate Professor of Hall, Donald, Professor of Psychology; B.A., Management; B.S., Virginia Polytechnic Wake Forest University; M.A., Ph.D., University Institute and State University; M.B.A., Radford of North Carolina University; Ph.D., University of Nebraska at Hamilton, Evelyn, Instructor of Counselor Lincoln Education; B.A., Bluefield College; M.S., Hendrix, Nicole, Assistant Professor of Criminal Radford University Justice; B.S., M.S., University of North Carolina Hammond, Georgia A., Associate Professor at Charlotte; Ph.D., University of Albany - of Biology; B.S., M.A., College of William and SUNY Mary; Ph.D., Virginia Polytechnic Institute and State University

216 Herd, Corey, Assistant Professor of Communi- Holt, Karen, Professor of Communication cation Sciences and Disorders; B.A., James Sciences and Disorders; M.A., B.A., Wichita Madison University; M.A., Appalachian State University State University; Ph.D., Touro University Honaker, Barbara, Instructor of Social Work; International B.S.W., Concord College; M.S., West Virginia Henslee, Mary, Instructor of Social Work; University B.A., Virginia Polytechnic Institute and State Hoover, Kathryn A., Assistant Professor, School University; M.S.W., Virginia Commonwealth of Teacher Education and Leadership; B.A., University Brigham Young University; M.A., West Virginia Herrington, Duncan, Associate Dean and University; M.Ed., University of Houston; Ph.D., Professor of Marketing; B.B.A., M.B.A., D.B.A., University of Virginia Mississippi State University Htay, Maung, Professor of Information Tech- Hernandez, Rodrigo, Assistant Professor of nology; B.S., Rangoon University; M.S., Finance; M.A., Ph.D., University of Arkansas University of London; M.S., Rangoon University; Hever, David R., Instructor of Counselor Ph.D., Louisiana State University Education; B.A., University College Dublin; Hudgins, Cathy, Professor of Counselor Edu- B.D., Maynooth University; M.S., Appalachian cation; B.A., University of Texas at San Antonio; State University M.A., University of Tennessee; Ph.D., Virginia Hilden, Katherine, R., Assistant Professor, Polytechnic Institute and State University School of Teacher Education and Leadership; Hudson, Melissa, Instructor of Communication B.A., Ohio Wesleyan University; Ph.D., Michigan Sciences and Disorders; B.S., West Virginia State University University; M.S., Radford University Hill, Jennifer, Professor of Communication Hundley, Jane Carter, Instructor of Social Work; Sciences and Disorders; B.S., Stephen F. Austin B.A., University of Wisconsin; M.A., University State University; M.A., Our Lady of the Lake of Oklahoma University Ichikawa, Yumiko, Professor of Art; B.A., Hiltonsmith, Robert W., Professor of Kyoritsu Women's University; M.F.A., Radford Psychology; B.A., Syracuse University; M.A., University Ohio State University; Ph.D., Peabody College Ingham, Alice King, Assistant Professor of Social of Vanderbilt University Work, University of Albany New York; M.S.W., Hochstein, Lucy, Associate Professor of Syracuse University; B.S., State University of Criminal Justice; B.A., Seattle University; M.A., New York; B.S., Syracuse University Ph.D., Washington State University Ireland-D’, Ardenne Rochelle, Instructor, Hodge, Diane, Professor of Social Work and School of Teacher Education and Leadership; Associate Professor of Social Work; B.A., Alma B.S., Pittsburgh State University; M.S., College; M.S.W., University of Michigan; Ph.D., Southwestern Oklahoma State University Ohio State University Jacob, John, Assistant Professor, B.F.A., Holland, Lisa Dare, Instructor, School of Virginia Commonwealth University; M.S., Teacher Education and Leadership; B.S., M.S., Ph.D., Virginia Polytechnic Institute and State Radford University University Hoge, Melinda, Instuctor, School of Teacher Jackson, Pamela A., Professor of Psychology; Education and Leadership; B.S., Concord College; B.A., Berea College; Ph.D., University of M.S., Radford University; Ed.D., Virginia Kentucky Polytechnic Institute and State University James, Clarity, Professor of Music and Director Hollandsworth, Randall Jackson, Instructor, of Opera Workshop; B.M., University of School of Teacher Education and Leadership; Wyoming; M.M., Indiana University B.S., University of North Carolina-Charlotte; James, Jane, Instructor, School of Teacher M.S., Georgia State University; Ph.D., Virginia Education and Leadership; B.S., M.S., Radford Polytechnic Institute and State University University; Ed.D., Virginia Polytechnic Institute and State University

217 Jaronski, Walter S., Chairperson and Professor Kessler, Kendall, Assistant Professor, of Art; of Physical Science; B.S., St. Peter’s College; B.A., Virginia Polytechnic Institute and State M.S., University of Maryland; Ph.D., Florida University; M.F.A., Radford University State University King, Joseph S., Professor of Honors Academy Johnston, Matthew W., Professor of Art; and Professor of Psychology; B.S., M.S., Ph.D., M.A., University of Chicago; B.A., Yale Ph.D., Virginia Polytechnic Institute and State University University Jones, Franklin, Professor of Chemistry and Kipling, Kim, Professor of Philosophy and Physics; Ed.D., University of Georgia; M.Ed., Religious Studies; B.A., M.A., Kent State University of North Carolina; B.A., Appalachian University; Ph.D., Pennsylvania State State University University Jones, Jennifer, Associate Professor, School Kizner, Scott, Instructor, School of Teacher of Teacher Education and Leadership; B.A., Education and Leadership; B.A., Baruch College Bluefield College; M.Ed., Ed.D., University of - City University of New York; Ed.S., James Virginia Madison University; Ph.D., Virginia Polytechnic Jordan, Kathryn, Professor of Counselor Institute and State University Education; Ph.D., Philosophy, Virginia Kingma, Lora, Instructor of Communication Polytechnic Institute and State University; M.S., Sciences and Disorders; B.S., M.S., Radford Counseling, Radford University; B.A., Sociology, University College of William and Mary Klein, Joseph, Instructor of Counselor Edu- Jordan, Zach, Instructor of Nursing; Pharm.D., cation; B.A., Evergreen State College; M.S., University of Wyoming Radford University Just, Gloria, Professor of Nursing; Ph.D., New Kolenbrander, Ronald W., Professor, School York University; Ed.M., M.A., Teachers College of Teacher Education and Leadership; B.A., Columbia University; B.S., Upsala College/ Southwest State University; M.A., Emporia Mountainside Hospital New Jersey State University; M.A., Ph.D., Kansas State Kasturi, Prahlad, Professor of Economics; University B.S., Andhra Pradesh Agricultural University, Kopf, Jerry, Professor of Management; B.S.B.A., Hyderabad – India; M.S., Ph.D., University of M.B.A., Ph.D., University of Arkansas Hawaii Kuennecke, Bernd H., Chairperson and Kats, Nitza, Associate Professor of Music; Professor of Geography; B.A., Universitaet M.F.A., Teaching Certificate, Artist Diploma, Regensburg; M.A., University of Oregon; Ph.D., Rubin Academy of Music, Jerusalem; M.F.A., Universitaet Regensburg University of Minnesota LaRue, Laura, Instructor, School of Nursing; Kaushik, Abhay, Assistant Professor of Finance; B.S., M.S., Virginia Commonwealth University B.S, University of Delhi; M.S., Ph.D., Florida Langrehr, Donald B., Associate Professor, Atlantic University School of Teacher Education and Leadership; Kelly, Kathryn H., Associate Professor of B.A., M.S., New Jersey City University; Ph.D., English; B.A., M.A., Virginia Polytechnic Florida State University Institute and State University; Ph.D., Florida Lanier, R. Parks, Jr., Professor of English; State University A.B., Pfeiffer College; M.A., Ph.D., University Kelso, Andrea, Instructor of Nursing; B.S.N., of Tennessee, Knoxville George Mason University; M.S.N., Catholic Lanter, Elizabeth, Assistant Professor of University of America Communication Sciences and Disorders; B.S., Kennan, William R., Interim Associate Dean of Towson University; M.S., California University College of Humanities and Behavioral Sciences of Pennsylvania; M.S., Northwestern University and Professor of Communication; B.A., M.A., of Evanston; Ph.D., University of North Carolina University of Arkansas; Ph.D., University of at Chapel Hill. Oklahoma

218 Leake, Valerie S., Assistant Professor of Machado-Escudero, Yolanda, Instructor of Psychology; B.S.Ed., University of Georgia; Social Work; B.S.W., M.S.W., University of M.S., Ph.D., University of Kentucky Puerto Rico Lee, Hwajung, Assistant Professor of Mahin, Bruce P., Director of Center for Music Information Technology; B.S., Duksung Technology and Professor of Music; B.M., Women’s University; M.S., Yonsei University; West Virginia University; M.M., Northwestern Ph.D., George Washington University University; D.M.A., The Peabody Institute of Lee, Rebecca, Assistant Professor of Psychology; The Johns Hopkins University B.S., East Tennessee State University; M.S., Manizade, Agida, G., Assistant Professor, B.S., Radford University M.S., Baku State University; Ph.D., University LeShock, Edward, Assistant Professor of Art; of Virginia B.A., B.S., Penn State University; M.Ed., Temple Manns, Gloria, Instructor of Social Work; B.S., University, Tyler School of Art Tennessee State University; M.S.W., Smith Lewis, John, Professor of Information College for Social Work Technology; B.S., M.S., Ph.D., Virginia Margheim, Dale E., Instructor, School of Teacher Polytechnic Institute and State University Education and Leadership; B.A., English; M.A., Linkous, Kathleen, Professor of Art; M.F.A., Ed.D., Virginia Polytechnic Institute and State B.S., Radford University University Lile, Jesse, Instructor of Counselor Education; Marion, Michael W., Jr., Professor of B.S., M.A., Appalachian State University Counselor Education; B.A., M.A., San Diego Linville, Raymond N., Dean of the Waldron State University; Ed.D., University of Southern College of Health and Human Services; B.A., California M.S., East Carolina University; Ph.D., University Martin, C. Novel, Professor of Accounting, of Iowa Finance and Business Law; B.S., Radford Lips, Hilary M., Chairperson and Professor University; M.B.A., Virginia Polytechnic Institute of Psychology, Director of Center for Gender and State University Studies; B.A., University of Windsor; M.A., Mathai, Christina, Professor of Counselor Ph.D., Northwestern University Education; B.S., M.A., Ph.D., Virginia Lollar, James, Chairperson and Associate Polytechnic Institute and State University Professor of Marketing; B.S., M.A., Ph.D., Mathews, Carolyn, Associate Professor of University of Alabama English; B.A., Radford University; M.S., Virginia LoPresto, Kevin, Instructor, School of Teacher Polytechnic Institute and State University; Education and Leadership, B.A., State University M.A., Ph.D., University of North Carolina at of New York - Geneseo; M.A., State University Greensboro of New York - Albany; Ph.D., University of McCracken, Robert C., Assistant Professor, Texas at Austin School of Teacher Education and Leadership; Lowrance, April, Professor of Communication B.S., California State College; M.A., C.A.G.S., Sciences and Disorders; B.S., Georgia Ed.D., Virginia Polytechnic Institute and State State University; M.S. East Tennessee State University University McDaniel, Janet L., Professor of Nursing; Lythgoe, Michael A., Professor of Counselor B.S.N., Berea College; M.P.H., University of Education; B.A. Virginia Military Institute; M.A., North Carolina, Chapel Hill; Ph.D., Virginia Naropa University; Ph.D., Virginia Polytechnic Polytechnic Institute and State University Institute and State University McFeature, Bill, Professor of Counselor Mabry, Jennifer, Assistant Professor of Education; B.S., M.S., East Tennessee State Psychology; B.S., James Madison University; University; Ph.D., Capella University M.Ed., University of North Carolina Chapel Hill; McGraw, Pamela, Instructor of Art, B.S., M.S., Ed.D., University of Virginia Radford College

219 McNamee, Carole, Professor of Counselor Mullis, H. Thomas, Professor of Psychology; Education; S.B., Simmons College; M.S., B.A., Davis and Elkins College; M.S., Springfield Stanford University; Ph.D., University of College; Ph.D., University of Utah California; Ph.D., Virginia Polytechnic Institute Murray, Lynda, Assistant Professor of Counselor and State University Education; B.A., University of Richmond; Meador, Marilyn, Professor of Music; B.S., M.S., Lynchburg College; M.A., University of Middle Tennessee State University; M.M., Kentucky; Ph.D., Virginia Polytechnic Institute Southern Illinois University; Ph.D., North Texas and State University State University Myers, Brian, Instructor, School of Teacher Mekolichick, Jeanne, Associate Professor Education and Leadership; B.A., M.S., Mount of Sociology; B.A., Northwestern University; Saint Mary College Ph.D., Wayne State University Nicely, James, Professor of Communication Mesmer, Eric M., B.S., James Madison Sciences and Disorders; A.M., B.S., Indiana University; M.A./C.A.S., Appalachian State University; Ph.D., University of Illinois University; Ed.S., Ph.D., University of South Nordgren, Cheryl, Professor of Communication Florida Sciences and Disorders; M.S., Radford University; Millar, Diane, C., Associate Professor of B.S., Purdue University Communication Sciences and Disorders; B.S., O’Connor, Joseph John, Assistant Professor of McMaster University; Ph.D., Pennsylvania State Art; B.S., Virginia Polytechnic Institute and State University University; M.S.., Radford University Mitchell, Douglas M., Chair and Professor of Okie, Edward, Professor of Information Occupational Therapy; B.S. Eastern Michigan Technology; B.S., Carnegie Mellon University; University; M.S. Wayne State University; Ph.D., M.S., Ph.D., Virginia Polytechnic Institute and Barry University; OTR/L State University Minarik, Darren William, Instructor, School of Onega, Lisa, Professor of Nursing; B.S.N., Teacher Education and Leadership; B.A., M.Ed., Radford University; M.S.N., F.N.P., Ph.D., Auburn University University of Virginia Mitchell, Kathy, Associate Professor of Interior Orlov, Alexei G., Associate Professor of Design and Fashion; B.S., M.S., University of Economics; B.S., Moscow State Civil Engineering Tennessee; Ph.D., Virginia Polytechnic Institute University; M.A., University of Virginia; Ph.D., and State University University of Virginia Mooney, Janice, Assistant Professor of Nursing; Owen, Stephen, Associate Professor of Criminal B.S.N., University of Virginia; M.S., Ohio State Justice; B.S., Southeast Missouri State University; University M.A., Ph.D., University of Missouri at St. Louis Moore, George Wayne, Professor of Pack, Alison, Assistant Professor of Art; B.S., Communication Sciences and Disorders; M.S., Appalachian State University; M.F.A., East B.S., Radford University Tennessee State University Morrison, Kristan, A., Associate Professor, Park, Boyoung, Assistant Professor, School of School of Education and Teacher Leadership; Teacher Education and Leadership; B.A., Ewha B.A., Westminster College; M.A., Wake Forest Women’s University; M.A., Ph.D., University University; M.A. Ed. Wake Forest University; of Georgia Ph.D., University of North Carolina Greensboro Paynter, Clara, Instructor of Social Work; Mullenbach, Kereen, Assistant Professor of B.S., Virginia State University; M.S., Radford Nursing; B.S., M.S., Loyola University; M.B.A., University Averett College; Ph.D., Loyola University Pennix, James, Instructor of Social Work; B.S., Mullins, Billie, Instructor, School of Teacher Roanoke College; M.S.W., Radford University Education and Leadership; B.S., University of Pettit, John, Professor of Communication Virginia; M.S., Radford University Sciences and Disorders; B.S., University of Illinois; M.A., The Ohio State University; Ph.D., Purdue University

220 Phillips, David, Professor of Music; B.M., Pritchett, James, Instructor of Social Work, George Peabody College; M.M., D.M.A., M.S.W., Radford University; B.S., Wingate University of Michigan College Phillips, Johnathan, Instructor of Nursing; B.S., Quinn, Avis, Professor of Counselor Education; Virginia Commonwealth University; M.S., Old M.S., Radford University; Ph.D., Virginia Dominion University Polytechnic Institute and State University Phillips, Robert H., Jr., Associate Professor Ramsey, Anthony, Assistant Professor of of Information Technology; B.S.E., M. Acctcy., Nursing; B.S., M.S., Radford University Ph.D., Virginia Polytechnic Institute and State Ray, Andrew, Assistant Professor of Information University Technology; B.S., M.S., Ph.D., Virginia Philpot, Eloise, Assistant Professor of Art; Polytechnic Institute and State University B.F.A., Memphis Academy of Arts; M.A., New Reilly, Nora P., Associate Dean of College of School for Social Research; Ph.D., Mississippi Graduate and Professional Studies and Professor State University of Psychology; B.A., Stonehill College; Ph.D., Pierce, Thomas W., Professor of Psychology; Dartmouth College B.A., McGill University; Ph.D., University of Ren, Michele, Assistant Professor of English; Maine B.A., M.S., Radford University; Ph.D., Pillow, Gary L., Instructor of Communication Washington State University Sciences and Disorders; B.S., M.A., East Ricci, Ronald, Professor of Counselor Education; Tennessee State University; Au.D., Pennsylvania Ph.D., Virginia Polytechnic Institute and State College of Optometry; Ed.D., Nova Southeastern University; M.A., Antioch New England Graduate University School; M.S. Saint Michael’s College Vermont; Pitonyak, Cynthia, Instructor, School of Teacher B.S., Green Mountain College Vermont Education and Leadership; B.S., Appalachian Riding-Malon, Assistant Professor of State University; M.S., Radford University Psychology; B.A., Ed.S., Ph.D., University of Pittges Jeff, Assistant Professor of Information Kentucky Technology; B.S., University of Illinois M.S., Riffe, Kara, Instructor of Communication Ph.D., Georgia Institute of Technology Sciences and Disorders; M.S., Radford Poland, Michelle, Professor of Music; B.M., University; B.S., West Virginia University James Madison University; M.M., University Rigney, Susan, Instructor of Social Work; of North Carolina at Greensboro; D.M.A., M.S.W., Radford University; B.S.W., James University of North Carolina Madison University Poland, Timothy C., Professor of English; B.A., Ring, Deborah, Instructor, School of Nursing, Ohio University; M.A., Ph.D., Georgia State B.S., University of Virginia; M.A., University of University Northern Colorado Pomerantz, Norleen, Vice President of Student Robbins, Holly, Assistant Professor, School of Affairs; B.S., Appalachian State University; Teacher Education and Leadership; B.A., M.A., M.A., The University of Arizona; Ph.D., The University of North Carolina at Charlotte; Ph.D., Union Institute University of North Carolina Greensboro Porter, Angela Wood, Instructor of Social Roberts, Polly, Professor of Counselor Education; Work; M.S.W., Radford University; B.A., Mary Ph.D., M.A., Virginia Polytechnic Institute and Baldwin College State University; M.A., Duke University; B.A., Porter, Daniel, Professor of Psychology; B.S., Randolph-Macon Women’s College Old Dominion University; M.S., Ph.D., Virginia Robinson, Tammy, Assistant Professor of Polytechnic Institute and State University Interior Design and Fashion; B.S., Berry College; Price, Wanda, Instructor, School of Teacher M.S, Ph.D., Virginia Polytechnic Institute and Education and Leadership; B.A., Warner Pacific State University College; M.S., Radford College; Ed.D., Virginia Robson, Sean, Associate Professor of Polytechnic Institute and State University Psychology; B.A., James Madison University; M.A., Ph.D., University of Tulsa

221 Rogers, Orion J., Interim Associate Dean of the Scarfe, Michelle, Professor of Communication College of Science and Technology and Professor Sciences and Disorders; B.S., M.S., Radford of Biology; B.A., Wake Forest University; Ph.D. University North Carolina State University Schirr, Gary R., Assistant Professor of Marketing; Romano, Lewis, Instructor, School of Teacher B.S., Miami University; M.S., Carnegie Mellon Education and Leadership; B.S. Atlantic Christian University; Ph.D., University of Illinois College; M.Ed., Virginia Commonwealth Scheckler, Rebecca, Instructor, Waldron University; Ed.D., Virginia Polytechnic Institute College of Health and Human Services; B.S., and State University M.S., Cornell University; M.S., Ph.D., Virginia Rose, Clarence C., Professor of Finance; B.S., Polytechnic Institute and State University Ferris State University; M.B.A., Central Michigan Shelor, Terri, Instructor of Communication University; Ph.D., Virginia Polytechnic Institute Sciences and Disorders; B.S., M.S., Radford and State University University Rose, Dana, Assistant Professor, School of Schneller, Debora, Assistant Professor of Social Teacher Education and Leadership; B.A., Work; B.A., University of California; M.A., Oklahoma Baptist University; M.S., George State University of New York; M.S.W., Smith Peabody College of Teachers; Ph.D., Virginia College School of Social Work; Ph.D., Virginia Polytechnic Institute and State University Polytechnic Institute and State University Rossi, Patricia, Instructor of Communication Schoenherr-Crump, Carolyn, Instructor of Sciences and Disorders; B.A., M.S., University Counselor Education; A.S., St. Clair Community of Arizona; CCC-SLP, University of Virginia College; B.S., St. Mary-of-the-Woods College; Roybark, Helen M., Assistant Professor of M.A., Western Michigan University Accounting, Finance and Business Law; B.A., Schoppelrey, Susan, Associate Professor of Saint Leo College; M.S., Old Dominion University; Social Work; B.A., Angelo State University; Ph.D., Virginia Commonwealth University M.S.W., Our Lady of the Lake University; Ph.D., Salam, Halide, Professor of Art; B.A., The University of Texas at Austin Government Girls’ College, Chittagong, Schulz, Jonathan, Instructor, School of Teacher Bangladesh; M.A., New Mexico Highlands Education and Leadership; B.A., M.A., Virginia University; Ph.D., Texas Tech University Polytechnic Institute and State University Samson, Donald C., Jr., Professor of English; Scott, William R., Assistant Professor of B.A., Cornell University; M.A., Ph.D., University Counselor Education, Ph.D., Virginia Polytechnic of North Carolina Institute and State University; M.A., Vermont Saperstein, Jeffrey S., Professor of English; College of Norwich University; B.A., Mary B.A., State University of New York at Albany; Washington College and Lehigh University M.A., Northeastern University; Ph.D., University Scott-Webber, Lennie, Chairperson and of New Hampshire Professor of Interior Design and Fashion; Sargent-Martin, Sheila, Instructor, School of B.F.., University of South Florida; M.S., Ph.D., Teacher Education and Leadership; B.A., Clinch University of Tennessee Valley College of the University of Virginia; Secreast, Donald F., Professor of English; B.A., M.S., Radford University M.A., Appalachian State University; M.A., Johns Saubert, Lynn, Professor of Accounting; B.B.A., Hopkins University; M.F.A., Ph.D., University M.B.A., Ph.D., University of Wisconsin of Iowa Saubert, R. Wayne, Professor of Accounting; Sellers, James, Instructor, School of Teacher B.S., University of Kansas; M.Acct., Virginia Education and Leadership; B.A., M.A., Polytechnic Institute and State University; J.D., Ed.D., Virginia Polytechnic Institute and State Drake University of Law School University Scartelli, Joseph P., Dean of the College of Seyfrit, Carole L., Professor of Sociology; B.A., Visual and Performing Arts and Professor of Indiana Institute of Technology; M.S., Utah State Music; B.S., Mansfield University; M.S., Ph.D., University; Ph.D., University of Maryland University of Miami

222 Shareef, Reginald A.T., Professor of Political Smith, Mary Mattern, Assistant Professor, Science; B.S., M.Ed., Virginia State University; School of Teacher Education and Leadership; M.Ad., Lynchburg College; Ph.D., Virginia B.S., Towson State University; M.Ed., George Polytechnic Institute and State University Mason University; Ed.D., University of Virginia Sheehy, Robert R., Associate Professor of Smith, Wendy, Professor of Math and Statistics; Biology; B.S., Eastern Oregon State College; M.S., B.A., Central Washington University; Ph.D., University of Arizona Ph.D., University of Colorado Shelor-Rogers, Malinda, Instructor of Social Spielman, Laura J., Assistant Professor of Work; M.S.W., B.S.W., Virginia Commonwealth Math and Statistics; B.S., Roanoke College, University M.S., Ph.D., Virginia Polytechnic Institute and Shepherd, Kristyn B., Instructor, School of State University Teacher Education and Leadership; B.S., M.S., Squires, Gail, Assistant Professor of Radford University Communication Sciences and Disorders; B.S., Sheridan, Kim, Instructor, School of Teacher M.A., Trenton State College Education and Leadership; B.A., University of Stackpole-Hodges, Christene, Instructor of Illinois; M.S., Radford University Communication Sciences and Disorders; B.S., Sherman, Greg, Assistant Professor, School M.S., West Virginia University; M.S., West of Teacher Education and Leadership; B.A.Ed., Virginia Graduate College; B.A., Marshall M.Ed., Ph.D., Arizona State University University Shing, Chen-Chi, Associate Professor of Stallard, Melissa, Instructor of Art; B.F.A., East Information Technology; B.S., National Tennessee State University; M.F.A., Columbia Cheng Kung University; M.S., Ph.D., Virginia College Polytechnic Institute and State University Stanley, Paula H., Director, Faculty Development Shoemaker, Patricia B., Dean, College of Center; Professor of Counselor Education; Ph.D., Education and Human Development; Associate University of North Carolina at Greensboro; Professor of Education; B.M.E., St. Mary M.A., B.A., Appalachian State University College; B.A., M.A., Ph.D., University of South Stanton, Angela, Associate Professor of Florida Marketing; B.S., M.B.A., Ph.D., Old Dominion Sinclair, Michael, Instructor of Social Work; University B.S., State University of New York College at Stanton, Wilbur W., Provost and Professor Old Westbury; M.S.W., Columbia University of Marketing; B.B.A., M.B.A., M.D.S., Ph.D., Singleton, Susan, Instructor of Communication Georgia State University Sciences and Disorders; M.S., B.S., Radford Steele, Jenessa, Assistant Professor of University Psychology; B.A., Winona State University; Slusher, Jennifer J., Professor of Counselor M.A., West Virginia University; Ph.D., West Education; B.S., Longwood College; M.S., Virginia University Radford University; Ph.D., Virginia Polytechnic Steigerwald, Fran J., Associate Professor of Institute and State University Counselor Education; B.S.E., St. John’s College; Smith, Eberle, Instructor of Social Work; M.Ed., Cleveland State University; Ph.D., Ohio B.A., Roanoke College; M.S.W., Virginia State University Commonwealth University Stewart, Elizabeth, Professor of Communication Smith, Becker Sidney, Assistant Professor of Sciences and Disorders; B.S.Ed., M.Ed., Mathematics; B.S., M.S., Central Washington University of Georgia University; Ph.D., University of Colorado Stewart, Jill S., Chairperson and Professor Smith, Lauren, Assistant Professor of Com- of Mathematics and Statistics; B.S., Georgia munication Sciences and Disorders; B.A., Mary Southern College; M.S., Ph.D., Virginia Washington College; Au.D., Ph.D., East Carolina Polytechnic Institute and State University University Strauss, Sarah, Professor of Nursing; B.S., University of Texas; M.S., University of Florida; Ph.D., University of Washington

223 Strosnider, John, Assistant Professor of Turner, Matthew, Assistant Professor of Media Counselor Education; A.S., Lee McRae Studies; B.A., Virginia Polytechnic Institute and College; B.S., Virginia Commonwealth; M.A., State University; M.A., Ph.D., Ohio University Appalachian State University Tyler, Brenda-Jean, Assistant Professor, School Stump, Christie, Instructor of Communication of Teacher Education and Leadership; B.A., Sciences and Disorders; B.S., M.S., Radford Dickinson College; M.Ed., Ph.D., University of University Texas at Austin Talbot, Patricia, Assistant Professor, School of Uppuluri, Premchand, Assistant Professor Teacher Education and Leadership; B.A., M.A., of Information Technology; B.E., Osmania Ed.D., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University State University of New York Taylor, Catherine, Professor of Counselor Van Noy, Richard G., Associate Professor of Education; B.A., Pennsylvania State University; English; B.A., The Colorado College; M.A., M.S., Chestnut Hill College; Psy.D., Chestnut Western Washington University; Ph.D., Case Hill College Western Reserve University Taylor, Lynne, Assistant Professor of Social Van Patten, Isaac T., Professor of Criminal Work; B.G.S., Furman University; M.S.W., Justice; B.A., Hampden-Sydney College; M.Ed., Ph.D., University of South Carolina Boston University; Ph.D., Virginia Polytechnic Templeton, Dennie, Professor of Distance Institute and State University Education; B.S., Southern Illinois University; Vandsburger, Etty, Associate Professor of Social M.S., Ph.D., University of Georgia Work; B.S.W., Haifa University; M.S.W., Rutgers Terry, Krista, Instructor, School of Teacher University; Ph.D., Virginia Commonwealth Education and Leadership; B.A., Lyndon University State College; M.A., Radford University; Vaught, Holley, Instructor of Communication Ph.D., Virginia Polytechnic Institute and State Sciences and Disorders; B.S., James Madison University University; M.S., Radford University Toliver-Hardy, Sharon; Instructor of Social Vehorn, Charles, Assistant Professor of Work; M.S.W., Radford University Economics; B.A., University of Notre Dame; Tolley, PaTricia, Instructor of Communication M.A., University of Arkansas; Ph.D., The Ohio Sciences and Disorders; M.S., East Tennessee State University State University; B.S., Appalachian State Waldron, Claire M., Chairperson and Professor University of Communication Sciences and Disorders; Tong, Hsin-Min, Professor of Marketing; B.S., B.A., M.A., University of Missouri-Columbia; Tunghai University; M.S., Fort Hays Kansas Ph.D., Virginia Polytechnic Institute and State State University; Ph.D., University of Nebraska University; CCC-SLP at Lincoln Washenberger, Michelle, Professor of Trent, Robert S., Associate Professor of Music; Communication Sciences and Disorders; B.S., B.M., Philadelphia College of Performing M.S. Radford University Arts; M.A., Trenton State College; D.M.A., Wallace, Tamara, Assistant Professor, School The Peabody Institute of the Johns Hopkins of Teacher Education and Leadership; B.A., University M.A., Ph.D., Virginia Polytechnic Institute and Triplett, Cheri, Associate Professor, School State University of Teacher Education and Leadership; B.A., Walter, Margo, Instructor of Counselor Meredith College; M.A., Appalachian State Education; B.A., Virginia Wesleyan College; University; Ph.D., University of Georgia M.Ed. Virginia Polytechnic Institute and State Tso, Jonathan L., Associate Professor of University Geology; B.S., State University of New York at Wawrzycka, Jolanta W., Professor of English; Stony Brook; M.S., Ph.D., Virginia Polytechnic B.A., M.A., University of Wroclaw, Poland; Institute and State University Ph.D., Southern Illinois University

224 Weber, Linda H., Instructor, School of Teacher Whisonant, Robert, Professor of Geology; B.S., Education and Leadership; Ph.D., University of Clemson University; M.S., Ph.D., Florida State Pittsburgh; M.A., California State University; University B.S., Central Michigan University Wiggs, Garland, Instructor of Management; Webster, H. Francis, Professor of Chemistry; B.B.A., University of Cincinnati; M.A., B.S., M.S., Ph.D., Virginia Polytechnic Institute University of Northern Colorado; Ed.D., George and State University Washington University Webster-Garrett, Erin, Associate Professor of Williams, Brenda B., Instructor of Music; B.M., English; B.A., University of Richmond, M.A., M.M., Morehead State University Virginia Commonwealth University; Ph.D., Williams, Eric G., Professor of Counselor University of Denver Education; B.I.S., Virginia Commonwealth Webster, Lisa Baker, Assistant Professor of University; M.A., Kent State University; Communication; B.A., University of Virginia’s Williams, Robert, Associate Professor of College; M.A., University of Alabama; Ph.D., English; B.A., William and Mary University; Bowling Green State University M.A., Ph.D., Virginia Polytechnic Institute and Weirr, Timothy, Professor of Music; B.M., State University Canberra School of Music; M.M., Florida Willner, Jeffrey, Associate Professor of International University; Ph.D., University of Psychology; B.A., University of Massachusetts; Miami M.A., Ph.D., Dalhousie University Weiss, Frieda, Associate Professor of Counselor Willoughby, J. Ronald, Professor of Chemistry Education; B.A., Towson State College; M.S., and Physics; B.S., Emory and Henry College; Radford College; Ed.D., Virginia Polytechnic M.Ed., Ed.D, University of Virginia Institute and State University Wilson, Brent T., Assistant Professor of Weisz, Virginia, Assistant Professor of Nursing; Communication Sciences and Disorders; B.S., B.S.N., Capital University; M.S., Medical Radford University; Ph.D., University of College of Virginia; Virginia Commonwealth Louisiana at Lafayette University Witkowsky, Paul W., Professor of English; B.A., Wellons, Jaye, Instructor, School of Teacher Swarthmore College; M.A., Ph.D., University of Education and Leadership; B.S., Virginia North Carolina Polytechnic Institute and State University; M.Ed., Wojtera, Allen F., Chairperson and Professor James Madison University; Ed.D., Memphis of Music; B.S., Central Connecticut State State University University; M.M., Northwestern University Werth, James L., Jr., Professor of Psychology; Woolley, Douglas C., Professor of Economics; B.S., Texas Christian University; M.L.S., B.A., M.A., Ph.D., University of Connecticut University of Nebraska; Ph.D., Auburn Zoch, Lynn M., Director and Professor of University Communication; B.A., St. Lawrence University; White, Christopher, Instructor of Music; B.M. M.S., Ph.D., Syracuse University California State University; M.M. University of Zuschin, David, Assistant Professor of Louisiana Music; B.S., Kent State University; M.S., Yale Whiting, Mark, Assistant Professor of University Psychology; B.S., Radford University; MS., Ph.D., Virginia Commonwealth University Whisonant, Brenda, Instructor of Communication Sciences and Disorders; B.A., Furman University; M.S., Radford University

225 Index

Academic Calendar 3 Center for Economic Continuous Enrollment 54 Academic Colleges 65 Education 65 Academic Organization 12 Center for Gender Corporate and Professional Academic Outreach 11 Studies 98 Communication 73 Academic Policies 48 Center for Counseling Correspondence Credit 54 Academic Programs 68 and Student Counseling Psychology 96 Academic Terminology 68 Development 41 Counseling and Human Academic Year 12 Certificate, Post- Development 76 Accelerated Bachelor’s/ Baccalaureate 18 Course Descriptions 133 Master’s Degree 55 Change of Program 53 Course Identification 131 Accreditation and Checklist 14 Course Prefix Index 131 Memberships 10 Class Attendance 48 Courses of Study 69 Admission 14 Classifications of Crime Analysis Admission Checklist 14 Admission Status 16 Certificate 82 Admission Procedures 14 Clinical Nurse Criminal Justice 80 Admission Status 15 Specialist 91 Criminal Record 39 Advisers 48 Clinical Psychology 99 Curriculum and Advising 48 Codes and Polices 39 Instruction Application Fee 26 College of Business and Concentration 110 Application for Degree 62 Economics 65 Application College of Education Degree Requirements 52 Requirements 21 Human Development 66 Degrees Offered 4 Applied Music Fee 26 College of Health and Dining Services 42 Applying for Financial Human Services 66 Directed Study 58 Aid 28 College of Humanities Disability Resource Art 69 and Behavioral Office 40 Auditing Courses 61 Sciences 65 Disbursement of Awards 59 College of Science Financial Aid 29 And Technology 67 D.N.P. Program 92 Board and College of Visual and D.Pt. Program 95 Administration 210 Performing Arts 67 Dissertation 58 Business Administration Colleges 65 Diversity and Inclusion 19 (MBA) 69 Commencement 63 Business and Commencement Costs 27 Ed.S. Degree 114 Economics 65 Communication Sciences Education 108 And Disorders 71 Education and Human Calendar 3 Community Counseling 79 Development 66 Campus 9 Commuting Student Educational Leadership 112 Campus Life 38 Services 40 Educational Specialist Cap and Gown Charges 27 Comprehensive Degree 114 Categories of Graduate Examination 60 English 82 Study 16 Computer Labs 44 Exception to Academic Centennial Celebration 121 Conditional Admission 17 Policy 63 Center for Experiential Conduct Code 39 Exceptions to Withdrawals 57 Learning and Career Content Area Studies Experimental Psychology 101 Development 41 Concentration 110 Expenses 25

226 Faculty 211 History of Radford 8 Occupational Therapy 93 Faculty Advisors 48 Honor Code 68 Off-Campus Housing 40 Family Educational Honor System 62 Off-Campus Student Rights and Privacy Act 61 Hooding Ceremony 63 Services 40 Family Nurse Practitioner 91 Humanities and Office of Diversity and Fees 25 Behavioral Sciences 65 Inclusion 19 Final Comprehensive Hurlburt Hall 9 Out-of-State Tuition 25 Examination 60 Overload Fee 26 Financial Aid 28 Identification Cards 45 Financial Aid Eligibility 28 In-State Tuition 25 Parking 40 Five Hundred Level Incomplete Grades 50 Parking Fee 27 Courses 54 Industrial-Organizational Participation in Five-Year M.S. in Psychology 101 Commencement 63 Education 111 Information Center 45 Pass-Fail Courses 50 Five-Year M.S. in International Student Payment of Fees 27 Special Education 117 Admission 20 Policies, Academic 48 Full-Time Status 51 International Education 20 Post-Master’s Family Internships 52 Nurse Practitioner 91 Gender Studies 98 Physical and Mental General Information 8 Library 46 Health Services 41 Gerontological Nursing Licensed Professional Physical Therapy Certification 92 Counselors 76 Program (D.P.T.) 95 Gerontological Nursing 92 Licensure, Initial Teacher 111 Post-Baccalaureate Good Standing 57 Loans 31 Certificate 18 Grade Appeals 52 Literacy Education 113 Post Office 46 Grade Changes/ Location and Campus 9 Practica/Internship 52 Corrections 51 Lost and Found 45 Preliminary Comprehensive Grade Point System 49 Examination 60 Graduate Assistantships 33 Master of Business Presidents 9 Graduate Committee 48 Administration 69 Privacy Act 61 Graduate Degrees 4 Master of Fine Arts 69 Probation or Parole 39 Graduate Faculty 211 Mathematics Education 110 Probation and Dismissal 57 Graduate Information Mathematical Education Professional Licensure 17 Checklist 16 Certificate 110 Psy.D. Program 96 Graduate Recital 58 Meal Plans 43 Psychology 97 Graduate College Goals 6 Memberships 10 Graduate College Mission 6 Minority Student Services 39 Records and Reports of Graduate College Mission 8 Students 61 Objectives 6 Music 86 Recreational Activities 38 Graduate Credit for Music Therapy 89 Reduced Tuition 25 Seniors 55 Refund of Charges 28 Graduate College 5 Non-Degree Students 18 Regular Admission 16 Graduation Policy 62 Non-Discrimination Repetition of Courses 50 Grant Program 32 Policies 12 Residence Hall Grievance Procedures 52 Non-Service Awards 35 Assistantships 33 Notification of Admission 15 Responsibility for Health and Human Nurse Midwifery 91 Payment 27 Services 66 Nursing 89 Retention Policies 57 Health Center 41 Nursing Practice Rights of Financial Aid Highlander Theme 10 Program (D.N.P.) 92 Recipients 31

227 Roanoke Higher Student Conduct Code 39 Undergraduate Education Center 11 Student Responsibility 48 Deficiencies 53 RU Express Card 45 Student Services 39 Unpaid Fees or Fines 27 Summer Session Fees 26 School Counseling 78 Summer Sessions 51 Vending Services 45 School Psychology 102 Supporting Courses 53 Virginia Educators Tuition Science and Technology 67 Rate 26 Second Master’s Degree 61 Teacher Education Visual and Performing Senior Citizens 35 and Leadership 108 Arts 67 Senior Enrollment 55 Teacher Licensure, Social Work 106 Initial 83 Waldron College of Health Southwest Virginia Technology Services 43 and Human Services 66 Higher Education Center 11 Thesis 59 War/Public Service Special Education 114 Thesis Committee 48 Orphans 36 Speech and Hearing Thesis Defense 58 Withdrawal Procedures 56 Clinic 42 Thesis Binding Fee 27 Work Programs 33 Speech and Language Time Limit 60 Work Study 33 Pathology 72 Transfer of Credit 54 Writing Center 42 Student Affairs Tuition Payment Plans 27 Concentration 79 Student Center 45

228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 RADFORD UNIVERSITY RADFORD GO RU