Course Catalog

2016–2017 Table of Contents

3 College Calendar 4 President’s Message 5 History of Mitchell College 6 Admission to Mitchell College 9 Financial Aid at Mitchell College 17 Tuition & Fees 22 Student Afairs 25 Athletics 26 General Information 30 Campus Information 32 Directions to Mitchell College 33 Academic Information and Standards 36 Defnition of Terms 38 Adult and Returning Students 39 Academic Policies and Procedures 50 Requirements for a Mitchell College Degree 53 Academic Support Services 58 First-Year Experience 60 Programs and Degree Oferings 62 Bachelor Degrees 103 Associate Degrees 109 Course Descriptions 169 Board of Trustees 170 Full Time Faculty Directory 172 Index 174 Accreditation Statement

Tis Course Catalog attempts to present information as accurately and completely as possible.

Mitchell College reserves the right to change any of the provisions, statements, policies, curricula, procedures and regulations found in this Course Catalog.

2 College Calendar 2016–2017

Fall 2016 Semester Winter 2017 MiniMester August January 24 New Students Move-In/Check-In 4–18 Winter Session - MiniMester 28 Returning Students Move-In/Check-In 16 Martin Luther King, Jr. Day - No Classes, 29 First Day of Classes, Add/Drop Begins College Ofces Closed

September Spring 2017 Semester 5 Labor Day - No Classes, College Ofces Closed January 6 Add/Drop Ends 18 All Students Move In/Check In 7 Convocation and Founder’s Day 19 First Day of Classes - Add/Drop Begins 17 Constitution Day 26 Add/Drop Ends 26 Early Academic Reports Due to Registrar February October 13 Early Academic Reports Due to Registrar 8-9 Fall Weekend 20 Presidents’ Day - No Classes, College 10 Columbus Day - No Classes Ofces Closed 10 Admissions Fall Open House March 17 Mid-term Grades Due to Registrar 3 Last Day of Classes Before Spring Break 4-12 Spring Break Week - No Classes November 6 Mid-term Grades Due to Registrar 7 Registration Begins

11 Veterans Day: Commemorative Programs April 11 Last Day to Withdraw from a Class 3 Registration Begins 18 Registration Ends 7 Last Day to Withdraw from a Class 18 Last Day of Classes Before Tanksgiving 14 Registration Ends Break - Residence Halls Close 26 Academic and Student Afairs Awards 19 Tanksgiving Break Begins - No Classes Ceremony, 1:00 p.m. 28 Classes Resume May 2 Last Day of Classes Before Finals December 3-9 Final Examination Period 8 Last Day of Classes Before Final Examination Period 10 Grades Due to Registrar 9-15 Final Examination Period 13 73rd Commencement, 10:00 a.m. 16 Grades Due to Registrar

3 The President’s Message

Welcome to the 2016-2017 academic year at Mitchell College! As you scroll through the pages and plot out your course for this year or map the route to the completion of your degree, remember to leave room for the unexpected discovery. A Mariner knows a vast world lies beneath the surface, and course descriptions only ofer a glimpse from the top of what you learn from a class when you dive in. Be open to sug- gestions from your advisor, faculty, learning specialists or friends.

As always, I ask you to expand your horizons, in class or in the community. I know I would not be leading a college if I hadn’t stepped outside the prescribed path of my degrees and early career. Mitchell College continues to build partnerships in the New London community so that you can explore careers from the inside of a business, not-for-proft or government agency. You may discover that you should adjust your plan—pick up a few courses in an area that will complement your degree—when you understand the type of job you would enjoy in your feld. Understanding your strengths and how those strengths align with a position or career can help you tailor your classes and experiences to get ready to be your best at graduation.

Best wishes for the year ahead,

Janet L. Steinmayer, J.D. President

4 History of Mitchell College

On September 14, 1938, a group of New London citi- currently ofers four-year degrees in 14 programs of zens founded New London Junior College as a pri- study as well as three associate’s degrees. In 2006, vate, nonproft, coeducational, two-year college in Tames Academy launched its distinctive post-grad- their community. In 1950, the name Mitchell Col- uate program on campus, providing college-bound lege was ofcially adopted by the trustees to honor students with learning diferences a structured year the descendants of the Alfred Mitchell family, prin- on a college campus to gain skills for a successful cipal benefactors of the College since its founding. transition to a traditional college. In 2007 Mitchell Te high quality of Mitchell’s academic program was College ofcially joined the Division III National recognized in 1956 when the college was awarded Collegiate Athletic Association and was a founding membership in the New England Association of member of the New England Collegiate Conference, Schools and Colleges. Taking a leading role in edu- where they have earned championship titles across cating students with learning diferences, Mitchell multiple years in many sports. established its specialized learning center, now called the Bentsen Learning Center, in 1981. Mitchell College celebrates a long and proud tradition of educating students to discover and build on In 1998, the College ofered its f rst baccalaureate their strengths while gaining an appreciation for program in the area of human development and diversity in thought and the richness of a full life.

5 Admission to Mitchell College

Admission Policy the application process well in advance of the pro- Our admissions requirements are designed to help jected date of enrollment. Early application is nec- the College select those students best able to beneft essary because of the substantial amount of time from the educational experiences at Mitchell College. required to fle for nonimmigrant (F-1) student sta- Submission of SAT and/or ACT scores is optional. tus and to make appropriate travel arrangements. International students whose native language is not English are required to submit the results of the Test Secondary school graduates and students who have of English as a Foreign Language (TOEFL) or pro- attended post-secondary institutions in other coun- vide proof of English profciency. tries and are applying for an F-1 Visa are subject to the following procedures: Te Admission Committee reviews all applications holistically. We admit students without regard to 1. Complete the application for admission. Mitchell race, color, gender, disability, age, sexual orientation, College uses the Common Application. and national and ethnic origin. Te Admissions Review Committee is comprised of Admissions 2. Forward an ofcial record of work completed at staf as well as members of the College Faculty and the secondary school attended (and all post-sec- Administration. ondary institutions attended) to the Mitchell Col- lege Admissions Ofce. Tey must include a cer- Admission to the College tifed translation for all documents in languages Students may apply to Mitchell College as either a other than English. frst-year or transfer student. However, certain prerequisite courses are necessary to satisfy degree 3. Submit evidence that English profciency requirements. Students may begin classes twice a is adequate to undertake a full academic program year, fall or spring term. at the College.

Admission Decision 4. If a student’s native language is not English, s/he If students apply for admission, they will be notifed must: of their status by a letter. Te letter will defne the nature of their acceptance and indicate when they a. Submit the ofcial score report from the Test of must reply in the form of an advance deposit. Depos- English as a Foreign Language (TOEFL). Students its are accepted on-line via our website. A reply sig- must obtain a score of at least 500 on the written nifying an intention to enroll as a full-time student test or a score of 71 IBT on the computer test to takes the form of an advance deposit of $300. Te be considered for admission. deposit is refundable until May 1 for the fall semes- OR ter. Te deposit is not refundable for the spring b. As an alternative to taking the TOEFL, interna- semester. tional students residing in the United States may show evidence of having successfully completed an Early Action ofcial English Language School (ELS) Language Applicants who are interested in receiving their Center program. Te ELS Language Center must Admission Decision by December 15th should apply forward an ofcial score report to the Mitchell Early Action. Te Early Action deadline to apply is College Admissions Ofce; November 15th. OR c. Tey may substitute the Scholastic Aptitude Test Admission of International Students on F-1 VISA (SAT) as an alternative to the TOEFL exam. Te Te College welcomes applications from interna- ofcial score report must be forwarded from the tional students and strongly urges them to complete College Entrance Examination Board directly to 6 the Mitchell College Admissions Ofce. plete the Free Application for Federal Student Aid OR (FAFSA). Te FAFSA may be completed on-line d. Another alternative to taking the TOEFL is the at www.fafsa.ed.gov. Te Mitchell College school Advanced Placement International English Lan- code is 001393. Financial aid is available for the guage Exam (APIEL). An ofcial APIEL score re- fall and spring semesters; there is no fnancial aid port must be sent from the College Board directly for the winter and summer semesters. to the Admissions Ofce. Students must receive a score of 3 or higher to be considered for admission. Life Experience See section on Adult and Returning Students, 5. Submit to Mitchell College at least one letter of rec- page 38. ommendation from a school ofcial at the institution last attended. Advanced Placement (AP) Credit Mitchell College participates in the Advanced Place- 6. In addition to the above requirements, the Admis- ment Program (AP) administered by the College sions Ofce must be provided with a Declaration Entrance Examination Board (CEEB). If students of Finance or bank statement proving fnancial have taken college-level courses while in high school, responsibility. A copy of fnancial documentation they may participate. With ofcial notifcation, the provided to the U.S. Immigration Service will suf- College will grant credit for AP exam grades of three fce. or higher in any academic discipline ofered by the College. Photographs of any of the required documents are unacceptable. An I-20 form will be issued only afer Admission to Part-Time Study the student meets all of the above admission require- Students are considered part-time if they take fewer ments, sends the College verifcation of fnancial than 12 credits in any given semester. Tey may responsibility, and is actually admitted. enroll as part-time students during the fall, winter, spring or summer semester. Te desire to learn and Mitchell College ofers limited merit-based fnancial the ability to proft from college courses are the basic assistance to international students who have been criteria for initial enrollment. Academic Advisors are admitted with an F-1 Visa. Newly admitted stu- on hand to help students select appropriate courses. dents holding visas other than an F-1 should consult directly with our Financial Aid Ofce concerning Students may register for courses as a part-time stu- the availability of need based fnancial aid. dent through the College Registrar at appropriate times, usually six weeks before a semester begins. Admission Procedures Summer Session students are also considered part- To apply to Mitchell College as a degree candidate, time. Part-time students must apply for admission students must follow these steps: as a Mitchell College degree candidate before they complete 15 credits or if they wish to apply for vet- 1. Students may apply for admission by completing eran’s benefts. If they wish to apply credits earned at the Common Application and paying a $30 appli- other colleges toward a Mitchell degree, they should cation fee. make an appointment with the Admissions Ofce and apply as a degree candidate before enrolling at 2. Ask the high school guidance ofce to forward Mitchell. ofcial high school record and letter(s) of recommendation. If students have attended college or Financial aid may be available to part-time students other post-secondary programs, they must submit for the fall and spring semesters if they have made an ofcial transcript from those institutions or application through the Admissions Ofce and have programs. registered for six or more credits per semester. No fnancial aid is awarded for the winter and summer 3. Submission of SAT and ACT scores is optional. semesters. 4. If applying for fnancial aid, students must com- 7 Appealing an Admissions Decision or ADD, ADHD. Te primary goal of the Bent- Appeals of admission decisions are reviewed on sen Learning Center is to promote the efective and a case-by-case basis. Students seeking an appeal independent use of strategies that will assist students should submit their request, in writing, to the Direc- with learning and career readiness. Admission to tor of Admissions. Te Admissions Committee will the Bentsen Learning Center is separate and dis- review the appeal. tinct from the application process to Mitchell Col- lege. Once a student has been accepted to Mitchell Credit by Examination College, the staf at the Bentsen Learning Center will Credit by Examination allows students who have review application materials and determine a stu- already studied the subject matter of a course ofered dent’s eligibility for the program. Students will be by Mitchell to earn credit by passing an examina- contacted by the Bentsen Learning Center to inform tion which covers the course material. Te College them of the Center’s decision. Acceptance to Mitch- accepts credit by examination following the guide- ell College does not guarantee acceptance into the lines of the American Council on Education College program. Credit Recommendation Service. Examples are the College Board’s College-Level Examination Program Students who want to be considered for the Bentsen (CLEP) and the Defense Activity for Non-Traditional Learning Center should forward the information Support (DANTES). Each test result is evaluated for listed below to the Center: credit by the Registrar’s Ofce. • Results of a complete psychoeducational evaluation including cognitive and achievement testing Credit for Military Training • Current 504 or IEP (optional) Mitchell College uses the Guide to the Evaluation • Completion of the Bentsen Learning Center of Education Experiences in the Armed Forces, an Application American Council of Education publication, to eval- • Unedited writing sample uate military credits. Students should consult the Registrar’s Ofce. It is the student’s choice to submit this information which will be used solely to determine the appropri- Admission to the Bentsen Learning Center (BLC) ateness of the student for the program and the abil- Te Bentsen Learning Center (BLC) at Mitchell ity of the program to meet the student’s needs. All College is a fee-based academic support program information will be kept confdential. designed for students with learning disabilities and/

8 Financial aid at Mitchell college

Regardless of which college students choose, higher ell to accept the parental responsibility for fnancial education requires a major investment of time, support. Nor is it possible for Mitchell to aid stu- energy and funds. Many families are understandably dents who declare themselves independent when the concerned about how to meet educational costs. Tis income and assets of their family indicate an ability section is a guide to the policies and practices of the to contribute. Ofce of Financial Aid Services at Mitchell College. It is designed to help students understand the com- In the case of divorced parents, the income of the plexities of fnancing their education and for use as a student’s custodial parent (or in cases of joint cus- reference should they experience fnancial problems tody, the parent with whom the student spends the in the future. majority of time) will be taken into consideration when determining the student’s fnancial need. Because it is never possible to cover every situa- If the custodial parent has remarried, federal law tion that a student and the student’s family may requires that the present spouse’s information also encounter, we want to encourage students to pres- be reported on the FAFSA. ent problems specifc to their situation to a Finan- cial Aid Ofcer in person, by telephone or by e-mail. Deadlines Our goal is to help them solve fnancial problems at For planning purposes, it is important that all appli- Mitchell so that they will be free to concentrate on cation materials are completed in as much detail as academic pursuits. Tere are few fnancial situations possible and submitted on time. We ask that students we haven’t encountered before, so do not hesitate to please pay careful attention to the deadlines and fol- ask us for advice. low instructions. If students and their family fail to submit the required materials on time, they risk los- Application Guidelines ing an award. Financial aid comes in many diferent forms, from free funds (in the form of grants and scholarships) How To Apply to low-interest loans and work study programs. All students desiring need based fnancial aid must Remember to apply every year. Financial aid is complete the FAFSA either on-line or in paper for- renewable every year, provided students remain in mat. Te FAFSA must be submitted to the Federal satisfactory academic standing and continue to dem- Processor afer January 1 and before April 1 to have onstrate fnancial need. Te amount and kind of aid priority fnancial aid consideration at Mitchell Col- received is reviewed each year so that any changes in lege. In addition, the CSS Profle is requested or the the family fnancial situation, as well as any changes student must provide a federal tax transcript. in Mitchell’s fees, can be taken into account. All things remaining similar, the frst-year aid award Be sure to include Mitchell College on the FAFSA. usually provides a rough indication of the level and Our Title IV Code is 001393. CSS Profle Code is kind of aid students may expect to receive in subse- 3528 quent years. Students selected for verifcation must send federal Parental Contribution tax transcripts, W-2 forms (for both parents and stu- Mitchell assumes that students’ families will con- dents), and a completed Federal Verifcation Work- tinue to support them during their undergraduate sheet as well as any other requested information. years according to their ability to pay as determined by the Free Application for Federal Student Aid If students send their FAFSA to the Federal Proces- (FAFSA) analysis and Mitchell’s institutional stan- sor, they will receive verifcation from the Depart- dards. If parents stop supporting them for reasons ment of Education that they have received their other than ability to pay, it is not possible for Mitch- FAFSA. Mitchell College will receive an Institutional 9 Student Information Report (ISIR), which includes the Expected Family Contribution (EFC). Once the Federal Direct Staford Loan Unsubsidized fle is complete, student need will be calculated and Te Unsubsidized Federal Staford Loan is a low- s/he will receive an award letter. Te award letter will interest (4.29%) loan available to eligible students show award amounts being ofered. S/he must sign regardless of fnancial need. Although the terms of and return the award letter and the accompanying this loan are similar to the Federal Staford Loan, paperwork to fnalize the award. students are responsible for interest charges while they are matriculated. Te maximum limit for both Priority Date the Federal Staford and Unsubsidized Staford All fnancial aid applications should be completed combined is the same as those listed above, plus an by April 1. Applications completed on or before additional $2,000 in an Unsubsidized Staford Loan. the priority date will receive frst consideration for Independent students may borrow up to an addi- fnancial aid awards. However, applications will be tional $4,000 a year in an Unsubsidized Staford processed as long as funds remain available. Loan ($5,000 for juniors and seniors). Tis loan has a fee. Te Financial Aid Package Packaging is the term which describes the way an Federal Perkins Loan institution like Mitchell combines funds from vari- Federally funded Perkins Loans are awarded to stu- ous sources to meet fnancial need. Such combina- dents based on need. Tis loan will not be deducted tions are necessary because it is generally impossible from the bill until a student signs a Promissory Note. to meet everyone’s need from a single fnancial aid Tere are no additional fees charged for this loan. source. First, Mitchell determines the expected family Te interest rate is 5%. contribution and subtracts that contribution from the student budget to determine fnancial need. Tis need Federal Direct Plus Loans is met with an award, which may include a combina- Parents of dependent students may apply for a Plus tion of loan, work study job, grant or scholarship. Loan to assist with educational expenses. Tese loans are not need-based, but all borrowers must meet LOANS specifc eligibility requirements before a Plus Loan Since grant funds are limited, most students are is approved. Eligible parents may borrow up to the awarded loans to help with their educational cost of attendance minus any fnancial aid awarded expenses. Te following is a description of the loan during the period of enrollment. (If the parent is programs that are currently available to assist Mitch- denied the Plus Loan, the student may take out an ell College students. Rates are subject to change additional Unsubsidized Staford loan.) All parents every July 1. are required to fll out a pre-approval if they wish to apply for a PLUS Loan. Te interest rate is currently Federal Direct Staford Loan Subsidized 6.84%. Te Staford Loan is a low-interest, federally subsidized loan available to students who demonstrate CHESLA Loans (Connecticut’s Student Loan fnancial need. Te maximum loan amount is $3,500 Program) for a frst-year student; $4,500 for students with 28 Te program is available to Connecticut residents credits; and $5,500 for juniors and seniors. Te inter- or a student who is attending a Connecticut school. est rate is currently at fxed rate of 4.29%. As long Tis loan is the debt of the student, however, the stu- as students attend college at least halfime, they dent does need a co-applicant. Te approval of this will not accumulate interest on this loan or have to loan is based on a healthy income to debt ratio of the pay it back. Tey must begin repaying the loan six co-applicant. Only interest payments are required months afer leaving school or dropping below half- while the student is in school. time. Tere is a fee associated with this loan. Tese charges will be subtracted from the total “requested Additional Information about Federal Loans will amount” before funds are drawn from the Depart- not be credited to a student’s account until a prom- ment of Education. issory note has been signed. Federal loans are usu- 10 ally disbursed twice in the year, at the beginning ern Connecticut was founded in 1982 as the Pequot of each semester. Because the signing of any prom- Foundation to create a permanent endowment to issory note carries with it the obligation of repay- serve New London and its ten surrounding towns in ment afer graduation, students must complete an perpetuity. Te Foundation has awarded more than entrance interview which describes the provision of $5 million to local organizations and individuals for the loan programs with the counselors at the Ofce charitable purposes. of Financial Aid or on-line to be sure future repayment obligations are clear. Forgiveness of debt in Mitchell Grants - Te Mitchell Grant is ofered to return for certain kinds of work in the public interest eligible students based on their fnancial need and afer graduation is possible. See the Ofce of Finan- availability of funds. cial Aid for more information. Students must also complete exit counseling when they leave Mitchell or Mitchell Merit Scholarships - Mitchell College drop below 6 credits. ofers merit scholarships. Te College establishes the renewal criteria. All students new to Mitchell Col- Students must meet the College’s Satisfactory Aca- lege are considered for merit scholarships as part of demic Policy to retain fnancial aid. See page 45 of the application review process. the catalog. Emerging Leader Award - Te emerging leader will WORK STUDY have demonstrated a commitment to society through exceptional community service, volunteerism or cre- Federal Work Study Program ativity. Tese highly selective awards will be decided Te Federal Work Study Program (FWS) is ofered by a committee that reviews the admissions appli- to eligible students based on fnancial need as deter- cation. A maximum of 15 awards will be made to mined by the FAFSA form. Te positions are on incoming frst-year students. Tese students will be campus and the student is paid bi-weekly for hours paired with members of the Mitchell College com- worked. Te money earned is not deducted from munity who will support continued growth of their the student’s account unless arrangements are made interests. with the Bursar’s Ofce. Students ofered work study must meet with the work study coordinator dur- Mitchell Academic Scholarships - No separate ing the frst two weeks of school in order to secure a application is required to be considered for these position. scholarships. All students new to Mitchell College will be considered for academic scholarships as part GRANTS AND SCHOLARSHIPS of the admissions process.

Grants and scholarships are known as gif aid. Tey First-time student scholarships are awarded based on do not have to be paid back. a review of the high school transcript concentrating on core courses and GPA as well as course selection. Federal Pell Grant - Te eligibility/amount of this federal program is determined by a federal formula. Te Dean of Academics Award - Given to recognize In 2016–2017, the awards range from $598 to $5,815. academic distinction and promise.

Federal Supplemental Educational Opportunity Te Alfred Mitchell Award - Given in recognition Grant (FSEOG) - Tis funding assists the neediest of the chief benefactor of Mitchell College, Alfred students as determined from the student’s FAFSA Mitchell, whose generous gif of land led to the results. Tese funds will be awarded to Pell eligible founding of the College. students frst. Transfer students are considered for an academic Community Scholarships scholarship as part of the application process. Tese Te Community Foundation of Southeastern Con- scholarships are based on the students’ prior college necticut - Te Community Foundation of Southeast- academic performance. 11 Te Presidential Baccalaureates Scholarship - Te Human Development and Family Given to transfer students with a college GPA of 3.0 Studies Merit Award - Tis award is presented to or higher who are accepted to Mitchell College by students whose scholastic achievements and feld June 1 for the fall semester or December 20 for the work accomplishments stand out in the department. spring semester. Recipients also demonstrate an appreciation, understanding, and commitment to life span development Te Baccalaureate Scholarship - Given to trans- within diverse sociocultural contexts that could fer students with a college GPA between 3.0 and lead to later research with the potential for solving 3.49 who are accepted to Mitchell College by June 1 important human development and families studies for the fall semester or December 20 for the spring issues and concerns. semester. Te Behavioral Science Service Award - Tis award Te Transfer Scholarship - Given to transfer stu- is presented to a student who in the judgment of the dents with a college GPA between 2.0 and 2.49 who department has demonstrated exemplary dedication are accepted to Mitchell College by June 1 for the fall and service to the discipline. Recipients of this award semester or December 20 for the spring semester. are recognized for their hard work and commitment to the Behavioral Sciences Department, with a par- Sibling Scholarship - Given to any student attend- ticular emphasis on depth of efort and variety of ing Mitchell College who also has a sibling in atten- service. dance. A 2.0 GPA must be maintained. Te Donald B. Helms Merit Award in Psychol- For further information about scholarships, contact ogy - Established in 2004 by the Behavioral Sci- Mitchell College Admissions at 800-443-2811. ences Department, this award is in honor of Donald B. Helms, a Mitchell College faculty member who SCHOLARSHIPS AND AWARDS distinguished himself for over 30 years as a master teacher, critically acclaimed author and dedicated Michael T. Jenkins II ’96 MVP Scholarship - Tis researcher. Tis award is given to students who as a scholarship is awarded annually to a sophomore stu- result of their educational background and research dent who raised his or her grade point average the productivity are deemed likely to make signifcant most from the fall semester to the spring semester contributions to the behavioral sciences. of his or her frst-year and demonstrated fnancial need. First preference will be given to MVP stu- Business Administration dents. Te award is named for Michael T. Jenkins II who was cited for this achievement afer raising his Te Harvey Mallove Scholarship - Established in GPA to a 3.2. Michael died tragically on June 1, 1995 memory of Harvey Mallove, former trustee and from injuries sustained in an automobile accident. mayor of New London. Given annually to an aca- It is through the generosity of Michael’s family and demically superior, continuing student distinguished friends that his memory is perpetuated through the in the study of business administration. awarding of this scholarship.

Behavioral Sciences

Te David W. H. Harvey Scholarship - Established in honor of David W. H. Harvey, former Dean of the College, this award is given to a returning student demonstrating academic achievement and excellence in the behavioral sciences. Te recipient is selected on the basis of merit and future potential within the program. 12 Te Carmin Cimino Small Business Studies the student demonstrating academic achievement Scholarship - Established in 2004 by the Business and excellence in Early Childhood Education. Club, under the direction of professor and club advisor Carmin Cimino. Carmin was the driving Te Early Childhood Education Perseverance force behind the Business Club and Business Pro- Award - Established by the College, this award is gram for over 25 years. Tis scholarship is given given annually to the student demonstrating perse- to a returning four-year student in the Business verance and academic excellence in their aspiration Administration program who has demonstrated to meet the standards for the professional role as academic achievement and a commitment to col- early childhood educator. lege and community service. Hospitality and Tourism Te Business Administration Award - Established by the College, this award is given to the graduat- Te Hospitality and Tourism Award of Excel- ing full-time and part-time students in the business lence - Tis award is presented to the student who program, who have attained the highest grade point in the judgment of the department has demonstrated average in the department. exemplary service to the Hospitality and Tourism industry and dedication to the study of Hospitality Te Tomas E. Piacenti ‘59 Scholarship - Estab- and Tourism at Mitchell College. lished in 2000 by Marietta Piacenti, the widow of Tomas E. Piacenti ‘59, in his memory. Mr. Piacenti Te Hospitality and Tourism Award - Tis award is was active in New London in real estate, insur- presented to a senior(s) who has (have) shown exem- ance and politics and as director of the New Lon- plary improvement in academic and/or the hospi- don Sewer Authority, where he was instrumental in tality industry, as well as dedication to community building the regional water pollution control facil- involvement. ity. Te scholarship provides fnancial aid for students. First preference for the award is for majors in Humanities business and related areas. Te Merit Award for Studio Art Design - Communication Arts Established by the College, this award is presented annually to the student judged to be outstanding in Te Eugene O’Neill Award in Creative Writing - studio art. Established by the College, this award is presented to the student who produces outstanding literary work Te José Melis Scholarship - Tis scholarship hon- during the academic year. ors the name of the distinguished pianist and enter- tainer, José Melis, whose two children attended the Te Merit Award in English - Established by the College. It recognizes exceptional academic achieve- College, this award is presented to the student(s) ment especially in a foreign language. judged to be outstanding in efort, improvement, and achievement in freshman English courses. Te George A. Mugge Scholarship - Established in 1985 in memory of George A. Mugge, former chair Te Merit Award for Graphic Design - Established of the History and Government Department. Te by the College, this award is presented to a student scholarship is given annually to an academically judged to be outstanding in graphic design. superior, returning student distinguished in the study of history or political science. Education Te George A. Mugge Award in History & Gov- Te Early Childhood Education Award - Estab- ernment - Established in memory of George A. lished by the College, this award is given annually to Mugge, former chair of the History and Government Department. Te award is given for academic excellence in history and government. 13 Te John K. Balentine, Sr. Award for English - selected mathematics courses. Established in 1972 by Mr. and Mrs. Myron H. Hen- del, former trustees, in memory of John K. Balentine, Sport & Fitness Management Sr., a former professor of Latin who joined the Mitch- ell staf in 1950 as Director of the Evening Division. Te Sport Management Program Award - Estab- He also taught English as a member of the associ- lished in 2002 by the College, the award is presented ate faculty before being named Associate Director of for outstanding academic achievement in the study Admissions in 1966. Te award is presented to a con- of sport management. tinuing student who clearly demonstrates excellence in literary studies. Te Physical Education, Recreation and Fitness Award - Established by the College, this Law & Justice Policy Studies award is given annually to the student judged to be outstanding in the discipline. Te Criminal Justice Award - Established in 2003 by the College, this award is given annually to the stu- Te Michael C. DiZenzo ‘14 Achievement Award - dent outstanding in the discipline. Tis award in memory of Michael C. DiZenzo ‘14 is given to a full-time upper class student enrolled in Te Homeland Security Award - Established by the the Sport & Fitness Management Program who has College, this award is given annually to the student demonstrated outstanding academic achievement outstanding in the discipline. as well as signifcant involvement in extracurricular activities and engaged in a meaningful way in com- Life Sciences munity eforts at the College.

Te Solomons Scholarship - Established in 1986 by Scholar Athlete Marie Solomons in memory of Dr. I.A. Solomons III, the developer of penicillin, Director of Chemo- Top First-Year Female Scholar Athlete - Tis award therapeutic Research at Pfzer and a former trustee. goes to the frst-year female athlete who has the Te scholarship is given annually to an academically highest cumulative GPA through December of the superior, continuing student distinguished in the academic year. study of life science. Top First-Year Male Scholar Athlete - Tis award Te Science Award - Established by the College, this goes to the frst-year male athlete who has the high- award is given annually to the graduating student est cumulative GPA through December of the aca- who has maintained the highest academic standing demic year. in the science program. Top Female Scholar Athlete - Tis award goes to Te Special Distinction Science Award - A special the sophomore, junior or senior female athlete who award presented to the student showing the most has completed two seasons of competition with the improvement in the science program. highest cumulative GPA through December of the academic year. Te Chemistry Achievement Award - Established by the College, this award is presented to a student Top Male Scholar Athlete - Tis award goes to the who has shown outstanding accomplishment in the sophomore, junior or senior male athlete who has study of chemistry. completed two seasons of competition with the highest cumulative GPA through December of the Te Dr. Ephraim P. Rivard Award for Excellence academic year. in Mathematics - Tis award, named for the former head of the Mathematics Department, is presented Ofce of the President and Dean of the College to the student who attained the highest average in

14 Te Eugene “Jack” Ferryman Award - Established both word and deed, he created a superior model for by friends and family of Jack Ferryman ‘74, late American men and women to follow in combining beloved husband of Margaret Ferryman ‘91 and the academic tradition with good citizenship. Te an exemplar of “above and beyond” citizenship. Nathan Hale Award is given to the student who, in Tis award is for a student who has demonstrated a the opinion of the President of the College, has most degree of citizenship and service to the College com- closely followed this example of service to country, munity above and beyond that anticipated by peers community and college. and mentors. Te Board of Trustees Award for Academic Te Ted and Barbara Hargrove Service Award - Achievement - awarded to the bachelor degree recip- Established to honor Ted Hargrove, former public ients with the two highest GPAs who have completed relations director of Mitchell College, and his late at least 90 credits at Mitchell College. wife Barbara, his ofcial assistant and the unofcial hostess of many college social functions. Tis award Te Faculty Award for Academic Achievement - recognizes meritorious service as their dedication awarded to the associate degree recipients with the exemplifed during their long association with the two highest GPAs who have completed at least 45 College. credits at Mitchell College.

Te Richard W. Lawrence Memorial Award- Estab- Athletic Awards lished in 1965 by Mrs. Anita Simpson, former dean and acting president of the College, in memory of Alumni Excellence Award - Te Alumni Associa- Richard W. Lawrence, a New York civic leader. Given tion gives an award to a male and female graduate, annually to a graduate who, in the opinion of the recommended by the Department of Athletics, who faculty, has done most to uphold and practice those have achieved the highest degree of competence in ideals of good citizenship in a democratic society to sports while also attaining outstanding academic which Mr. Lawrence devoted a life of patriotic and records. unselfsh service. Wilbur S. Baratz Award - Te Wilbur S. Baratz Te Darlene A. Mattis Shah ’81 Memorial Scholar- Award, established in memory of Mr. Baratz, an avid ship - Te scholarship was established by Attorney tennis player, by his widow, is given to the male and Sarette Briggs Williams ’80, in memory of her room- female considered the best all-around athletes in the mate Darlene Mattis Shah. Te fund is now main- varsity sports program. tained by Attorney Williams together with members of Darlene Mattis Shah’s family and honors a con- Coaches’ Trophy - Tis trophy is awarded to the tinuing student who has confronted personal crisis person who contributes most to varsity athletics, or adverse circumstances with bravery, dignity, and whether or not he or she is an outstanding athlete. optimism while working toward his or her educational goals. Te Michael T. Jenkins Memorial Award - Tis award is presented to the member of the Mitchell Te Marchelle Hall Owens Award for Social Service College baseball team who, through determination, - Tis award was established by Marchelle Owens to has overcome life’s adversities. demonstrate her appreciation for help she received from Mrs. Doris Levinson, a member of the Mitchell HONOR SOCIETIES College faculty, while she was a student. A monetary gif is given to the graduating senior and credit identi- Alpha Chi is a coeducational, national college honor fed for textbooks is given to the continuing student scholarship society with the purpose of promot- who best exemplify the ideals of social service through ing academic excellence and exemplary character participation in the activities of social agencies. among college and university students and honoring Te Nathan Hale Award - In 1776, a young New those who achieve such distinction. Its name derives London schoolmaster gave his life for his country. By from the Greek words meaning truth and character. 15 Alpha Chi admits to membership students from all academic disciplines and may invite to membership Phi Teta Kappa is an international honor society no more than the top 10 percent of the junior and for students pursuing an associate degree. Estab- senior classes. lished in 1918 to recognize and encourage scholarship, Phi Teta Kappa provides opportunity for the Alpha Phi Sigma is the only national criminal jus- development of leadership and service, for an intel- tice honor society for criminal justice majors. Te lectual climate for exchange of ideas and ideals, for society recognizes academic excellence of under- lively fellowship for scholars, and for stimulation of graduate and graduate students of criminal justice as interest in continuing academic excellence. well as juris doctorate. Phi Epsilon Kappa honor society is a national pro- Chi Alpha Sigma honors those student-athletes who fessional society for persons engaged in or pursu- have earned varsity letters while maintaining a 3.4 or ing careers in health, physical education, recreation, better GPA throughout their junior and senior years. or sport management. Phi Epsilon Kappa’s three Te honor society also fosters good citizenship, approaches for attaining our ideal are physical, edu- moral character, and friendship among academic cation, and knowledge. Te foundation of our honor achievers in college athletics. society is based upon the three pillars of peace, friendship, and brotherly love. Delta Alpha Pi International Honor Society was founded in 2004 at East Stroudsburg University Psi Chi is the national honor society in psychology of Pennsylvania and is open to undergraduate stu- founded in 1929 for the purposes of encouraging, dents with disabilities who have completed a mini- stimulating, and maintaining excellence in scholar- mum of 24 credits and achieved a cumulative grade ship and advancing the science of psychology. Mem- point average of 3.10 (on a 4.00 scale). Membership bership is open to graduate and undergraduate men in Delta Alpha Pi presents students with an oppor- and women who are making the study of psychology tunity to change the negative stereotype of disabil- one of their major interests and who meet the mini- ity by developing their skills in leadership, advocacy mum qualifcations. and education. Te Greek letters stand for Disability, Achievement and Pride. Sigma Alpha Pi is a chapter of the National Society of Leadership and Success. Te society is a commu- Omricon Sigma Sigma - Te Order of the Sword and nity of leaders and a worldwide training organiza- Shield National Honor Society is the frst academic tion dedicated to creating lasting, positive change and professional honor society dedicated exclusively through achievement and leadership education. to homeland security, intelligence, emergency man- Invitation to the Society is based upon achieving a agement, and all protective security disciplines. Te minimum academic GPA and or on the recommen- mission shall be to promote critical thinking, high dation of two Mitchell College faculty. scholarship and professional development; to further enhance the ethical standards of the protective security professionals; and to cultivate a high order of personal living.

16 tuition and FeeS

Investing in a college education is one of lifetime’s hour. most important decisions. Although expensive, the Fees for Part-time Student lifelong benefts - both fnancial and educational - of Computer courses: $50. a college degree far outweigh its costs. Studies con- Science courses with labs: $50. sistently show that earning a college degree is the best way to prepare for an unpredictable future and Bentsen Learning Center lead an educated and fulflling life. Supplemental charge per semester: Comprehensive Strategic Learning Support: $3,600 At a private college such as Mitchell, with small Enhanced Strategic Learning Support: $2,400 classes, personalized instruction, excellent teaching, Transitional Strategic Learning Support: $1,200 comprehensive support services and programs, and a ACE Program: $800 wide breadth of co-curricular and recreational activities, costs to families is a major concern. We know Miscellaneous Charges that Mitchell, like the nation’s other leading colleges, Drama Fee: $50 must work hard to keep tuition afordable. Returned Checks: $25 Transcripts: $5 Te College is committed to providing fnancial aid Auditing Fee: $375 per credit hour to families who demonstrate need so that Mitchell For each credit hour in excess of 18: $500 remains accessible to the increasing number of stu- Single Room: $1,000 per semester (additional fee) dents who can beneft from our philosophy of “educat- based on availability. ing for success.” In 2014–2015, more than 90 percent Premium Housing: non-refundable of our students received fnancial aid. We also award • Montauk Apartments: $800 per academic year merit scholarships to students who have demonstrated • Mariner Hall: $550 per academic year or possess the potential for academic or leadership excellence. (For Financial Aid information, see page 9.) Summer/January Sessions Consult with the Ofce of Admission, the Regis- Student Status for Billing Purposes trar’s Ofce or the Bursar’s Ofce for current tuition, room, and board costs for summer and January ses- Full-Time Status – Students are considered full-time if sions. registered for at least 12 credits per semester. Students may register for up to 18 credits. Registration for more Payments than 18 credits is granted only by permission of the No grades, transcripts or records will be issued Vice President for Academic Afairs/Dean of the Col- to students who are delinquent in their fnancial lege. accounts with Mitchell College.

Comprehensive fee for the 2016–2017 Payment Due Dates Academic Year For the fall semester, unless the student enrolls in the Monthly Payment Plan Option, full payment Full-time Resident Student: $44,280. of tuition and fees must be received in the Bursar’s Ofce by July 1; for the spring semester, full payment Full-time Commuter Student: $31,780. of tuition and fees must be received by January 1.

Part-time Student: If student takes 9, 10 or 11 credits: Fees Explained $11,209 per semester. Auditing fee: Ofers students opportunity to participate in a course on a noncredit basis at a reduced If student takes fewer than 9 credits: $500 per credit rate. 17 Security Deposit Full-Time Student Due Dates Full-time students must make a security deposit, which is included in a student’s frst semester billing. Total Fall Semester Costs Due: July 1 Resident students must deposit $200, while commut- Total Spring Semester Costs Due: January 1 ers deposit $50. Tis deposit is held until a student graduates or withdraws, and is used to pay for any A statement of semester charges (not including outstanding damage assessments, fnes, parking books) is e-mailed to each full-time student in ample tickets, or other costs before the balance, if any, is time to meet the payment schedule. returned.

Part-Time Student Due Dates Books and Incidentals Tuition Payment Due: At registration Te purchase of books and supplies are not included Miscellaneous Charges Due: At registration in the general Mitchell College charges and vary somewhat in each case, depending on the number of Monthly Payment Plan registered courses. All students are expected to have Mitchell College ofers a payment plan beginning in adequate fnancial resources to acquire books and either May or July and the cost is a one-time non- classroom supplies by the beginning of classes. refundable annual enrollment fee of $100. More details are available from the Bursar’s Ofce. For the convenience of students, Mitchell College provides a full-service Bookstore. Te Bookstore Responsibility for Expenses carries the required texts for the courses ofered and It is the responsibility of students to assure their bills sundries for personal requirements and needs. Pur- are paid. MasterCard, VISA, AMEX and Discover chases of books and supplies may be paid by cash, credit cards may be used to pay tuition and fees. check, money order, MasterCard or Visa. In case of Details on time payment plans can be found through withdrawal, the price of books and supplies will not the Bursar’s Ofce. Students who fail to pay out- be refunded. standing bills will not be allowed to register for the next semester. Students are responsible for all costs Student Health Insurance of collection and interest incurred on past due debts. All full-time students at Mitchell College must be covered by an insurance plan that will cover the Failure to pay the tuition and fee bills or make alter- student’s health and medical needs while they are nate payment arrangements by the prescribed dates enrolled and living on or near campus. Te College will result in the student being withdrawn from the ofers a basic student health and accident policy if a College, including the loss of campus housing, if student is not covered by other insurance. Te 2016– applicable. In such circumstances, students who wish 2017 health insurance fee is estimated at $2,030 to be reinstated for the semester must settle their per year. Details can be obtained from the Bursar’s outstanding debts in full and reregister for classes Ofce. and housing on a space-available basis through the Registrar’s Ofce and to the Campus Life Ofce, Students are responsible for providing information respectively. to Mitchell College regarding health insurance coverage. Tis waiver can be completed by visiting the Tuition Deposit website: http://www.gallagherstudent.com/mitchell. A $300 nonrefundable deposit is required of all new Students who do not provide this information to the full-time students. For students entering in Septem- Bursar’s Ofce by the required date will be charged ber, this deposit will be split and credited to each for the College’s student health and accident insur- semester. Students entering in January are credited ance plan. with the full amount. Priority at the time of room draw is given to students whose tuition deposit has Refund Policy been paid. Te intent of our refund policy is to protect the fnancial interest of Mitchell College, a nonproft 18 institution; to ensure the facilities will be used by example, if a student completed 30% of a period of students who genuinely seek a college education; to enrollment, then the student has earned 30% of the protect the fnancial rights of the students; and to assistance that was scheduled to be received. Once a meet legal requirements. student has completed more than 60% of the period of enrollment, then the student has earned all of the Refunds are considered in accordance with the poli- assistance that was schedule to be received for that cies described below to any student who has ofcially period. withdrawn in writing from Mitchell College. Te ofcial notice of withdrawal from the College must If a student did not receive all of the funds that were be submitted in writing to the Registrar’s Ofce. Te earned, a post-withdrawal disbursement may be Registrar will determine the last date of attendance due to the student. If the post-withdrawal disburse- for credit purposes. Students who withdraw from the ment includes loan funds, the student can choose to College before the end of the academic year will have decline the loan funds so that additional debt is not their fnancial aid adjusted accordingly. Institutional incurred. Mitchell College can use all or a portion grants and scholarships will be reduced in propor- of the post-withdrawal disbursement (including loan tion to any tuition credit received as defned below. funds), for tuition, fees, and room and board charges. For all other school charges, the school needs the Fees student’s permission to use the post-withdrawal dis- Group health insurance is not subject to pro rated bursement. If permission is not given, the student withdrawal credit or tuition withdrawal credit. will be ofered the funds. However, it may be in the student’s best interest to allow the school to keep the Refund Policy: Title IV Financial Aid Refund funds to reduce the debt at the school. (Federal Funds Only) When a recipient of a federal grant or loan completely withdraws from Mitchell Tere are some FSA funds that were scheduled to be College during the semester, the College must cal- received that cannot be earned once a student has culate the amount of Title IV (federal) grant or loan withdrawn because of other eligibility requirements assistance that the student earned as of the with- such as not submitting the required loan forms. drawal date. Te federal programs subject to this refund policy are: Federal Pell Grant, Federal Aca- Te requirements for federal funds when a student demic Competitiveness Grant, Federal Direct Staf- withdraws are separate from Mitchell College’s ford Loan, Federal Supplemental Education Oppor- refund policy for institutional aid; please refer to the tunity Grant (SEOG), Federal Perkins Loan, Federal section “Institutional Refund Policy.” Terefore, a District Parent Loan for Undergraduate Students student may still owe funds to the College to cover (PLUS) and other grant or loan assistance autho- unpaid institutional charges. Mitchell College may rized by Title IV of the Higher Education Act, as also charge a student for any FSA program funds amended. that the school was required to return.

Federal Student Aid (FSA) funds are awarded based on If you have questions about the federal program the assumption that the student will attend school for funds, you can call the Federal Student Aid Informa- the entire period for which the assistance is awarded. tion Center at 1-800-4-FEDAID (1-800-433-3243). When a student withdraws during a period of enroll- TTY users may call 1-800-730-8913. Information is ment, the amount of federal aid that was earned up to also available on Student Aid on the Web at student. that point is determined by a specifc formula. If a stu- ed.gov. Sample worksheets are available for your dent received (or school or parent received on the stu- review by contacting the staf in the Bursar’s Ofce. dent’s behalf) less assistance than the amount earned, the student may be able to receive those additional Special Student Status funds. If a student received more assistance than what Students who have been admitted to the College and was earned, the excess funds must be returned by the who enroll in a program of study can be eligible to school and/or the student. Te amount of assistance receive Federal Pell Grant and assistance from the that is earned is determined on a pro rata basis. For Federal Work Study and Federal Supplemental Edu- 19 cational Opportunity Grant programs, providing entitle the student to a refund of tuition, the student is making satisfactory academic progress room and/or board, and learning resource towards a degree at Mitchell College. fees, (if applicable) based on the above- referenced schedule. If enrolled less than half time, the student is not eligible for the Federal Direct Staford Loan and the c. Enrollment period is defned as the frst day of Federal Direct Parent Loan for Undergraduate Stu- classes to the last day of fnal exams within a semes- dents. Mitchell College aid can only be ofered to a ter. student who has been admitted to the College and attends at least half time and is making satisfactory d. When a student receives Federal Title IV aid and academic progress towards a degree. completely withdraws from the college during the semester, the College must calculate the amount of No aid is available for guest students who attend the Tittle IV that the student earned as of the with- Mitchell College on the Twelve College Exchange drawal date. Federal Title IV funds include Federal program or National Teater Institute. Tose stu- Pell Grants, Federal Perkins Loan, Federal Parent dents should apply through their home institutions. PLUS loan and other grant or loan assistance autho- rized by the Title IV of the Higher Education Act, as A student who changes to Special Student status is amended. A Title IV schedule is used to determine ineligible for Mitchell College aid. If a student has the amount of funds the student has earned at the received loans for prior years, those loans will enter time of withdrawal up through the 60% point in repayment status. Please consult a fnancial aid the enrollment period. Afer the 60% point in the counselor to understand the implications regarding enrollment period, a student has earned 100% of the this status. Title IV funds. Terefore, no Title IV are returned. Unearned portions of the Title IV funds must be Institutional Refund Policy returned by the College to the federal government 1. Purpose no later than 45 days from the determined date of Te intent of our refund policy is to protect the the student’s withdrawal. Students will be notifed fnancial interest of the College, a nonproft institu- of any balance owed to the College as a result of the tion, to insure the facilities will be used by students refund calculation. who genuinely seek a college education, to protect the fnancial rights of the students, and to meet legal e. If the student was awarded a MVP Scholarship and it requirements. has not been earned, the award will be reversed and the amount owed would be the student’s responsibility. 2. Defnitions f. Institutional aid will be calculated using Mitchell 3. Te Policy College’s refund policy. a. Te College’s refund policy will adhere to the following schedule with the exception of Title IV g. All other outside grants and scholarships will be Financial Aid Funding: refunded based on the guidelines of the grantors.

- Before the frst day of classes 100% refund h. Registration fees are not refundable unless Mitch- - Within the frst week of classes 100% refund ell College cancels a course. and before add/drop period - By the end of second week of classes 80% refund i. Any charges for other fees, such as library fees, park- - By the end of third week of classes 60% refund ing tickets are not eligible for refund. Group health - By the end of fourth week of classes 40% refund insurance is not eligible for pro rata withdrawal credit - By the end of ffh week of classes 25% refund or tuition withdrawal credit. - Afer the end of the ffh week No refund 4. Procedure b. Withdrawal from Mitchell College shall a. Refunds are initiated when a student has ofcially 20 withdrawn from Mitchell College. of tuition, fees, books, etc. However, any unsup- ported charges will be billed directly to the student. b. Te Registrar will determine the last date of Under Chapters 17, 30, 35 and 1606, it is the direct attendance for credit purposes. responsibility of the student to pay all semester charges, in full, prior to registration. c. Students who withdraw from the College before the end of the academic year will have their fnancial aid adjusted accordingly.

5. References Department of Education — www.ifap.ed.gov

Veterans Te U.S. Department of Veteran’s Afairs, upon proper certifcation and verifcation, contributes its support by monthly payments directly to the student.

All full-time and part-time veterans must be admitted to Mitchell College as matriculated students before enrollment papers will be submitted to the U.S. Department of Veteran’s Afairs.

Under Chapter 31, Title 38, the U.S. Department of Veteran’s Afairs should provide complete coverage

21 Student aFFairS

RESIDENCE LIFE tor to students, providing support and encourage- Distinctive Living ment as needed. At Mitchell College, residence halls With recent innovative changes in residential life are living-learning communities where students take at Mitchell College, students are focking to live responsibility for their environment and hold one on campus. No other college is giving students the another accountable for their actions. Te residence opportunity to shape and transform their living life program promotes understanding and respect environment like Mitchell. It’s convenient and it while fostering opportunities to establish lasting keeps you in the middle of our active community. friendships. Te opportunities to create living experiences are only limited by your imagination. Residence Halls Mitchell College ofers traditional rooms in single- Mitchell College believes in the importance of on- sex and co-ed residence halls, suite-style living and campus residential living as part of the college expe- modern apartments, along with a variety of student- rience. As such, all full-time Mitchell students must created residential SuperBlocks, that feature students live in residence halls unless they live in a home with a shared interest living together, customized year-round with a parent, spouse or guardian. Te features on the foor, and a budget to launch campus College does consider petitions of older and upper and foor activities centered around the theme. class students to live independently in the local community. Te residence halls boast diferential housing models created to provide students with housing linked Living in the residence halls provides educational to their interests that include leadership, community opportunities and helps to support your academic service, academic enrichment and support, and spe- experience at Mitchell College. Each student is cial interest communities. Te diferential housing encouraged to participate in programs and activi- model allows students to connect with one another ties. All frst-year students living in Mitchell resi- and feel powerfully engaged within their Mitchell dence halls must be on the 19 meals a week board experience. Every residence hall has cable television, plan. Upper class students have the option to choose wired and wireless Internet access, easy and secure between meal plans. Residence halls are overseen by card access to your building, washers and dryers, full-time Campus Life Coordinators who reside on and much more. Take a look below. campus. Tese professional staf members are committed to fostering an environment that encour- Mariner Hall, located just next to the Yarnall Ath- ages personal growth and development. Campus letic Center with a picturesque view of the athletic Life Coordinators provide leadership and guidance, felds, is a four-story, suite style residence hall. Te as well as referral services for students to meet both building is coed by foor and has a study lounge, their academic and non-academic needs. Te Ofce game room, common bathrooms, and accommo- of Campus Life promotes student responsibility and dations for 96 students. Each suite consists of three accountability through maintaining community double bedrooms, a kitchenette, and two full bath- standards and enforcing College policies. Te Ofce rooms. Rooms are climate controlled, including cen- of Campus Life also provides involvement oppor- tral air conditioning. Mariner includes a few single tunities and leadership experiences for students occupancy rooms, but is mostly doubles. Te Mari- through programming. A Campus Life Coordinator ner Hall Living Community is for up to 30 students supervises a team of Resident Assistants who live in and is centered on leadership and involvement. Stu- each residence hall. Resident Assistants provide pro- dents living in the Mariner Hall Living Community grams to meet the social, emotional, cultural, and will serve as leaders around campus as student-ath- recreational needs of students. A Resident Assistant letes, orientation leaders, peer mentors and more. is an upper class student who serves as a peer men- Students in this community will work with Mariner 22 Hall residents to plan community service events and ments each with a private bathroom and access to a participate in monthly leadership training. (Note: full kitchen and living area. Montauk Apartments Te Mariner Hall Living Community does not take up is a service Learning and Leadership community. the entire building. Some foors retain the traditional Students living in Montauk Apartments will work residence hall environment.) with a Campus Life staf member to contribute to positive service in the Mitchell College community Matteson Hall is situated in the forefront as one and in New London County. Students will volunteer drives up DiBiasi Road, fanged by Mariner Hall on fve hours a month in the student center and men- one side and Saunders Hall on the other. It ofers tor Saunders residents in the aspirational leadership close proximity to Yarnall Gymnasium and the community. Tey will have monthly dessert meet- athletic felds. Te building is a four story, mixed- ings where they discuss their progress as a group gender residence with common bathrooms, lounges and assist in the planning of “Te Big Event”, in the and laundry facilities. One hundred and twenty-one spring. students live in double rooms and in super singles. Te Matteson Hall Living Communities will vary by East Winds House features an independent living foor to foor based on interest. Communities around opportunity for upper class students who want the similarities and common interests can include an benefts of living in campus housing and the inde- academic major foor, a quiet hall, and more. pendence gained by living of campus. East Winds is a large Victorian style house with an expansive Simpson Hall is the hub for intellectual curiosity backyard for relaxing and recreation. Located two and activity on the upper campus. Students who live blocks away, it is an easy 5 minute walk to Mitchell in Simpson have their resources to succeed nearby dining, classes and the hub of campus life. It houses and available at a moment’s notice. Simpson Hall 25 students in one- and two-bed rooms, with access will be host to tutoring and group study opportu- to a full kitchen, washer and dryer, a project area and nities and visits from Individualized Services staf. common lounge area. Simpson is coed by foor with common bathrooms and a popular lounge area. It houses 112 students in CAMPUS SAFETY double rooms. A staf of professional campus safety ofcers provides security on campus 24-hours a day, seven days Saunders Hall overlooks the sand volleyball court a week, based in large part upon the tenets of Com- and Mitchell Woods, which features lighted walk- munity Policing. Campus safety ofcers respond to ing trails and a cross country course. Tis residence emergencies on campus, parol campus on a regular is a four story, mixed-gender building with com- basis, and provide escorts as an added measure of mon bathrooms, lounges and laundry facilities. One safety should students need accompaniment walking hundred and twelve students live in double rooms. through campus at night. Patrols are conducted on Te Simpson Hall Living Community is centered on foot, by vehicle, or by bicycle. Te Department main- aspirational leadership and involvement. Students tains four major areas of focus: prevention, enforce- living in the Saunders Hall Living Community will ment, education, and outreach, resulting in positive serve as leaders round campus, have the opportunity relationship-building among all members of the to be mentored by a fellow student, and gain useful College community. and impactful experiences in the community. (Note: Te Saunders Hall Living Community does not take Campus Safety Contact Numbers up the entire building. Some foors retain the tradi- Campus Safety - Emergencies tional residence hall environment.) (860) 443-0214 or Ext. 459 from any campus telephone Apartments Montauk Apartments provide apartment-style liv- Campus Safety - Routine Texts or Calls ing for upper class students. Te building is a short (860) 941-9316 walk to the residential complex and the main cam- George Marshall - Director of Campus Safety pus. It houses 20 students in one- and two-bed apart- (860) 701-5182 23 Annual Campus Security/Fire Safety Report provide leadership opportunities for students to con- Te Jeanne Clery Disclosure of Campus Security tribute to the betterment of the College community, Policy and Campus crime Statistics Act of 1990 while establishing friendships and gaining impor- (34CFR668.46), also known as the “Clery Act,” is tant life skills. All students can keep up-to-date on a federal law that requires colleges and universities campus activities through the Mitchell Campus Life to disclose information about crime on and around Facebook page or MCCampus Life twitter page. For their campuses. Mitchell Colleges annual security more information about the opportunities and ser- report presents campus safety information as well vices available to all students, contact the Ofce of as College policies concerning alcohol and drug Campus Life at (860) 701-5146. use, crime prevention, and the reporting of crimes. this report includes statistics for the three previous New Student Orientation years. Tese statistics include reported crimes that Prior to the start of the academic year, new students occurred on campus and on public property imme- participate in a comprehensive College Orientation diately adjacent to and accessible from the campus. program. During this program, students will have Te view this report, please visit http://community. the opportunity to interact with faculty, staf,, and mitchell.edu/CampusSafety and click on the link for peers through a variety of workshops and activities. the report. Tis experience is designed to familiarize students with their new community and to educate them on Residence Hall Security the academic and social standards of Mitchell Col- Residence Hall exterior doors are secured by an lege. Te orientation process also includes informa- electronic locking system accessed via proximity tive sessions tailored to parents and guardians, who card readers. Resident students are provided access are encouraged to attend. to their residence halls 24/7, while non-resident students are provided access during advisee hours only. Commuter Students Commuting students are a vital segment of the Mitchell community and are encouraged to utilize Video Surveillance System all services provided on campus. Mitchell College maintains a robust video surveillance system that monitors all residence hall main To meet the needs of commuter students, Mitchell entrances, as well as other key areas around cam- Dining Services has a variety of options available for pus. Tis system, in conjunction with the card access campus meal plans. For more information, please system, provides for integrated monitoring capabili- visit Tim Grills, Director of Food Services, located in ties and has proven valuable in the investigation of 202 Clarke Center. Tim can be contacted at 860-701- ofenses occurring on campus. 5778 or [email protected].

STUDENT ACTIVITIES Commuters can keep up-to-date on campus activi- Te staf and faculty at Mitchell College believe that ties through the Mitchell Campus Life facebook page involvement in extra-curricular activities leas to or MCCampusLife twitter page. For more informa- personal and academic growth. A student’s success tion about the services available to commuting stu- is strengthened through exposure to various lead- dents contact the Ofce of Campus Life at (860) 701- ership and citizenship opportunities, such as par- 5146 ticipation in clubs, intramurals, and other camps or community activities. To enhance the college experience, students are encouraged to become involved in campus activities outside the classroom.

Currently the College sponsors academic clubs, extracurricular clubs, club sports and academic honor societies. All of these clubs and organizations

24 athleticS

Te tradition of the scholar-athlete is not only alive, Facilities but thriving at Mitchell. Mitchell College is a mem- Students have access to the College gymnasium, the ber of NCAA Division III and currently competes in 4,000 sq. f. ftness center, and waterfront and rec- the New England Collegiate Conference (NECC). If reational venues. Areas are provided for volleyball, you enjoy being a part of a team, crave exciting times basketball, soccer, fag football, sofball, tennis, and and competitive play, then we invite you to explore cardiovascular and weight training on campus. A Mitchell College’s athletic program. What makes feet of ten Vanguard Flying Juniors sailing boats, our program truly special is that our student-ath- six 420’s racing sailing boats, and a launch boat are letes enjoy success — not just on the playing feld but maintained and at the Mitchell dock for sailing and also in the classroom. Our athletics program seeks educational programs. to help students develop a better understanding and appreciation of education and character through the life lessons ofered within the sports experience including intercollegiate, intramural and recreational oferings.

2016–2017 INTERCOLLEGIATE ATHLETICS TEAMS

Men Women Baseball Basketball Basketball Cross Country Cross Country Lacrosse Golf Sailing Lacrosse Soccer Sailing Sofball Soccer Volleyball

Mitchell College Intramurals Intramurals are an important outlet for the students at Mitchell College. Te goal of the intramural program is to operate a student driven program that meets the needs and interests of all Mitchell College students. Past programs have included fag football, beach volleyball, basketball, wifeball, sofball, fun runs, dodge ball, soccer, sailing, tennis and ftness programs.

25 general inForMation

DINING SERVICES a deluxe self serve soup and salad bar area. Prepare to embark on one of the fnest dining programs designed specifcally for Mitchell College Te Market Café, also located in the Clarke Center, students. We ofer something for every taste: fresh provides a relaxed café environment with easy chairs seasoned handmade burgers, healthy smoothies, and entertainment space. To follow ever-changing fresh and seasonal salads, sandwiches featuring in- food trends, Te Market Café features a variety of house roasted deli meats, and of course the gourmet menu concepts for both resident and commuter stu- cofee you need to fuel your study sessions. dents. We also ofer a variety of grab and go and retail items such as snacks, milk shakes, bottled beverages Whether you’re popping in for an early morning and Starbucks cofee. Flex dollars are accepted. Hours snack or stopping in for a healthy meal, we are sure of operation are Monday through Tursday 7:30am- our dining facilities will meet your needs in com- 11:00pm, Fridays 7:30am-2:30pm, closed on Saturday, fortable, casual settings at Milner Dining Hall and and 5:00-11:00pm on Sunday. A key resource for stu- Market Café that are great campus gathering spots dents is the “App on Campus” downloadable for the for friends throughout the day. smart phone. Tis app shows hours of operation, daily menus and nutritional information. Mitchell College students fnd a wide variety of dining options on campus, including Milner Dining Hall Te Campus ofers three meal plan options to resident and Market Café. Te Market Café is a hot spot for students: On the Go sandwiches, snacks and beverages; made • 19 meal plan plus $50 fex to order wraps, salads, smoothies and grilled delica- • 14 meal plan plus $100 fex cies; and a convenient place to purchase items such • 10 meal plan plus $235 fex as milk, bread, pasta, easy prep meals and toiletries. Each meal plan provides the appropriate number of dining accesses per week as listed above. All frst year Te Milner Dining Hall is an all-you-care-to-eat din- resident students are required to participate in ing hall located in the Clarke Center for all students the 19 meal plan. who have purchased a meal plan. It is open 7 days a week: Monday through Friday, 7:30am–7:30pm; Flex funds are an enhancement to the dining option Weekends and Holidays, 11:00am–2:00pm/5:00– and are automatically loaded at the beginning of each 7:30pm. Commuters, faculty and staf are able to semester. Fund balances carry forward from semester purchase a meal plan or simply pay at the door in to semester and expire at the end of the Academic this attractive facility overlooking the plaza, the Year. campus and the Tames River. Beyond the meal plans, students have access to a variety of retail items Commuters, faculty and staf are ofered two block throughout the day. Te Milner Dining Hall features meal plan options. several areas of service: • 100 meal block plus 5 guest meals and $25 fex • Pizza Pasta station—pizza, pasta, calzone, casser- • 50 meal block ettes; Meal blocks are active in the period in which they • Global Fusion—induction wok stir fry cookery were purchased and are non-transferable. A declin- and theme menu concepts; ing balance option is available for students to make • Te Grill—traditional grill items with the addi- deposits directly onto their Campus ID Card. Declin- tion of grilled chicken, quesadillas, steaks, chops, ing balance funds carry over from the fall to the toasted sandwiches and theme meal menu styles; spring semester and expire at the end of the Academic • Traditional Entrées—breakfast, lunch and dinner Year. Funds can be reloaded at any time throughout fare including vegetarian, vegan, gluten free, low the year in any denomination simply by calling the fat and low sodium selections. Also included is dining service ofce and charging by phone (860) 26 629-6201. For more information, please contact Tim ously. Grills, Director of Dining Services at Te College community is committed to the active (860) 701-5778 or [email protected]. promotion of racial and religious understanding and to honest, open and equitable dealings with racial, NONDISCRIMINATION STATEMENT sexual, ethnic and other diferences. Mitchell College does not discriminate on the basis of sex, race, color, religion, national/ethnic origin, Te President has designated the Director of Human sexual orientation or physical/educational challenge. Resources or the individual supervisor to hear com- Any behavior or action that excludes, harasses, or plaints of sexually or racially ofensive behavior on embarrasses someone based on any of the above the part of faculty members and staf. Complaints characteristics is subject to disciplinary action. on behalf of students alleging harassment by other members of the student body are subject to review Harassment or other acts of hatred or violence, under College disciplinary procedures. Te Presi- whether based on gender, race, ethnicity, religion, dent has designated the Director of Residence Life to sexual orientation, or other disability, are inconsis- hear such complaints. tent with the tenets of community behavior and will not be tolerated. Te College community is commit- DRUG-FREE CAMPUS AND WORKPLACE ACTS ted to the promotion of fair and equitable dealings Te College is in compliance with Te Drug-Free Work- with racial, sexual, ethnic and other diferences. place Act of 1988 and the Drug-Free Schools and Com- munities Act of 1989. Te College makes an annual dis- STATEMENT CONDEMNING RACISM, INTOL- tribution in writing to each student and employee which ERANCE, OTHER ACTS OF HATRED OR VIO- includes: LENCE BASED ON DIFFERENCE. In recent years, there has been increasing social 1) Standards of conduct that prohibit the unlawful awareness of the problem commonly termed possession, use or distribution of illicit drugs by “harassment.” Mitchell College prohibits any form students and employees; of harassment based on race, color, religion, gender, 2) Disciplinary sanctions for violations of standards disability, age, veteran status, sexual orientation, of conduct that include dismissal from the Col- ancestry, national origin, gender identity, or any lege; other class protected by applicable law. 3) A description of applicable local, state and federal legal sanctions for unlawful possession, use or dis- Racism has a long history and despite increasing contribution of illicit drugs and alcohol; sciousness about the problem, incidents may occur 4) A description of health risks associated with the which must be addressed. For an academic institu- use of illicit drugs and the abuse of alcohol; and tion where the integrity of the education process and 5) A description of drug and alcohol counseling, the mutual respect of faculty, students and staf are of treatment, rehabilitation and retry programs. utmost importance, instances of racial insensitivity or harassment are serious problems. STUDENT RIGHT-TO-KNOW AND CAMPUS SECURITY ACT Sexual harassment is understood to encompass a wide Te College distributes an annual security report range of behavior, including the coercion of a person to all students and employees and to all applicants into a sexual relationship, the subjection of the per- upon request, in accordance with the Student Right- son to inappropriate verbal or physical sexual atten- to-Know and Campus Security Act (Public Law 101- tion, retaliation for a refusal to comply with sexual 542) and Connecticut State Law (90-259). Te report demands or the creation of a hostile environment. includes the following information: In an academic institution where the integrity of the academic process and the mutual respect of faculty, 1) Campus policies regarding the reporting of students, administrators and staf are of vital impor- crimes; policies regarding drugs, alcohol and tance, sexual harassment is of great concern and any weapons; policies regarding the identifcation and instances of inappropriate behavior are treated seri- admission of visitors to campus; description of 27 campus safety and their relationship to state and participation in ofcially recognized activities local police; orientation programs for students and sports, weight and height of members of regarding campus safety. athletic teams, dates of attendance, degrees and 2) A uniform campus crime report concerning awards received and the most recent previous crimes committed in the two preceding calendar educational agency or institution attended. years. • A student may withhold disclosure of any 3) A crime report concerning arrests for liquor and category of information under the Fam- drug violations and for weapons possessions for ily Educational and Privacy Act of 1974. To the preceding calendar year. withhold disclosure, the student must file written notification with the Office of the THE FAMILY EDUCATIONAL RIGHTS AND Registrar by the end of the second week of PRIVACY ACT OF 1974 (THE BUCKLEY AMEND- classes of the academic year in which s/he enters. MENT) AND THE FAIR INFORMATION PRAC- TICES ACT LIABILITY Annually, Mitchell College informs students of the Mitchell College exercises all security measures and Family Educational Rights and Privacy Act of 1974 controls within its means to protect and safeguard (Te Buckley Amendment) and the Fair Informa- the student and his or her possessions. However, the tion Practices Act of 1975. Te College complies fully College does not, nor can it, assume any responsi- with these statutes, which were designed to protect bility, nor does it provide insurance coverage for the the privacy of educational records, to establish the loss of, or damage to, a student’s personal property or right of students to inspect and review their edu- efects when stolen, damaged or destroyed. Mitchell cational records, and to provide guidelines for the College also ofers a separate insurance policy that correction of inaccurate or misleading data through can be purchased by the student to cover personal informal and formal hearings. property. Te cost and policy materials are available from the Bursar’s ofce. It is recommended that Students also have the right to fle complaints with those students whose parents are covered by a home- the Family Educational Rights and Privacy Act owner’s policy investigate the possibility of obtain- Ofce concerning alleged failures by the institu- ing a rider to the policy to cover the above hazards, tion to comply with the Act. Copies of the Buckley where the policy does not originally cover such con- Amendment can be found in the Registrar’s Ofce. tingencies.

THE COLLEGE ADA STATEMENT ADVANCEMENT PROGRAM In accordance with the Americans with Disabilities Mitchell College has evolved over the years with con- Act of 1990/as amended in 2008, and Section 504 siderable help from concerned and generous donors. of the Rehabilitation Act of 1973, Mitchell College Te need for philanthropy is greater today than at is committed to ensuring that no otherwise quali- any other time in our history. Tuition alone cannot fed student, on the basis of his/her disability, will be support the improvements, additions and innova- excluded from participation in, denied the benefts tions demanded by the 21st century, nor can it main- of, or otherwise be subject to discrimination under tain our dedication to academic excellence. any College program or activity. Te Advancement Ofce is responsible for rais- PUBLIC NOTICE DESIGNATING DIRECTORY ing funds for the College and for alumni relations. INFORMATION Advancement Ofce staf raise money in a variety Te College includes, but does not limit itself in des- of ways: through alumni support and through spe- ignating, the following student information as public cial solicitations to parents, individuals, corpora- or “Directory Information.” Such information may tions and foundations. Some gifs are sought for sup- be disclosed by the institution for any purpose, at its port of general operations of the College; others are discretion: intended for specifc purposes, including academic • Te student’s name, address, telephone listing, scholarships, improvements to buildings and their date and place of birth, major feld of study, contents, and for support of new and expanding aca- 28 demic programs. Te ofce keeps alumni, parents lectures, performances, flms and other presenta- and other friends informed about the College with tions held on campus. Te 26 acre Mitchell Woods announcements about events and special opportuni- ofers recreation opportunities for all to enjoy, free ties for support. of charge.

Students can help in fund raising eforts in a vari- COMMUNITY AND PROFESSIONAL ety of ways. To inquire about volunteering your time PROGRAMS and talents, call (860) 701-5092. Mitchell College’s picturesque 68-acre waterfront campus is the ideal setting for grand to intimate Alumni Association - Graduates of Mitchell College events. Tese programs were established to promote automatically become members of the Alumni Asso- the use of the College’s facilities and grounds. ciation. Alumni recruit potential new students and ofer internships to current students. We consider Faculty, staf and student groups reserve space students “alumni in residence,” and all students are through the Room Reservation system on the web- welcome to stop by the ofce to learn more about the site. Visitors seeking to reserve campus space will Alumni Association. work with the Ofce of Student Afairs to identify the optimum location for their event. Te Advancement Ofce is located in the Umbrella House and is open during normal business hours.

OUR ROLE IN THE COMMUNITY Mitchell College has a long tradition of community service to Southeastern Connecticut. Our faculty and staf members and our students are active in the community. Members of the College’s Mitchell Val- ued Potential program perform community service in exchange for tuition scholarships. Government agencies, local schools and social service organizations beneft from the many Mitchell students earning credit through academic internships and prac- tica. Local residents are encouraged to attend the

29 caMpuS inForMation

Geographic Location Nathan Hale Hall contains classrooms on the frst New London, known historically as “Te Whaling and second foors and faculty ofces on the third City,” is an interesting industrial, maritime, tour- level. Te Campus Safety Ofce can also be found on ism and transportation hub located midway between Nathan Hale’s frst foor. Boston and New York on Interstate 95 and Amtrak’s main Northeast Corridor line. Two other nationally- Chappell Cottage is a two story stone house located recognized institutions of higher education, Con- in Mitchell Woods and formerly served as a resi- necticut College and the United States Coast Guard dence for the Mitchell Woods caretaker. Academy, are also located in New London. Te Mitchell College Library is housed in a two Te Southeastern Connecticut region is one of New story building on the southeastern part of campus. England’s fastest growing and is developing as a national tourist destination. Nearby Mystic, Con- Te Bond House, adjacent to the Library on the necticut is home to many historic and tourist attrac- southeastern part of the campus, has classrooms and tions including the Mystic Aquarium and Institute faculty ofces. for Exploration, Mystic Seaport and a quaint down- town shopping village. Te scenic shoreline towns Yarnall Athletic Center, located on the upper cam- of Stonington and Old Lyme attract many visitors as pus, contains a 1,200 seat gymnasium, a health/ft- well. Foxwoods Resort Casino and the Mohegan Sun ness center, locker rooms, equipment room, training Casino located in the heart of the region’s woodlands, room, athletic staf ofces, the Center for Health and draws thousands of vacationers daily. Wellness, and the Book Store.

Mitchell’s 68-acre campus sits in a scenic, historic Mitchell Hall (once the Alfred Mitchell family’s residential section of the city and is divided into two summer home) serves as the main administration distinct parts. Te lower campus, from the stretch building housing the ofces of the President, Vice of sandy beaches of the Tames River to Montauk President for Academic Afairs/Dean of the College, Avenue, contains most of the College’s academic and Vice President for Student Afairs/Dean of Students public buildings and the Tames Academy water- and the Vice President of Finance and Administra- front residence halls on Pequot Avenue. Te upper tion as well as Bursar/Student Accounts, Human campus (to the west of Montauk Avenue) contains Resources, and Facilities. the four large residence halls, the gymnasium and the athletic playing felds. Te upper campus also includes Henry Hall, built in 1994 along the Tames River, Alfred E. Mitchell Woods Park, entrusted to Mitch- houses the ofces of Admissions and Financial Aid. ell College in 1983 to maintain as a recreational pre- serve for the public as well as for its own students. Te Clarke Center contains Te Milner Dining Hall and park includes a pond, hiking trails, two baseball felds, Te Market Café on the ground f oor. A 400 seat sand volleyball court and tennis courts. auditorium with complete stage are located on the second foor. Many of the social and cultural events Academic Buildings occur in the Clarke Auditorium throughout the year.

Bingham Hall houses science and computer labora- Te Umbrella House was formerly used as the pri- tories and classrooms. Tere are some faculty ofces mary residence for Mitchell College presidents and is in Bingham Hall as well. now used as the Alumni House and includes ofces for the Advancement Staf.

30 Te Ric & Dawn Brill Duquès ’64 Academic Success Center is a state of the art 12,000 square foot facility that is home to some of the College’s key student support programs: Registrar; Ofce of Institutional Research, Assessment and Compliance; Academic Technologies; Disability Student Services (DSS); Integrative Career Development; Bentsen Learning Center; Tutoring Center; and the Veter- ans’ Study Lounge. Te building has space dedicated to individual meetings with learning and writing specialists, advising, classroom instruction, group meetings and tutorial sessions, testing, study and relaxation.

Robert C. Weller Center was built in 1984 as an addition to the Clarke Center. Te Weller Center provides one large meeting room for awards banquets, alumni reunions and other receptions.

Michael’s Dairy Ice Cream Shop and Te Student Center are located on Montauk Avenue near the upper campus residence halls and athletic center. Michael’s Dairy is an academic learning and internship site for students in the Hospitality & Tourism program at Mitchell College.

31 directionS to Mitchell college

From Springfeld and Hartford From New York From Springfeld, follow Interstate 91 South to Hart- Take Interstate 95 North to Exit 82 (Broad Street ford. Take Route 84 East to Route 2 East to Route - Route 85). Turn right at the end of the exit ramp 11 in Colchester. When the expressway ends, go lef onto Broad Street, follow to the second trafc light for one mile. Turn right onto Route 85 for 13 miles and turn right onto Colman Street. Follow Colman into New London. Turn right onto Colman Street* Street to the end. Turn lef onto Bank Street (Route and go to the end, then turn lef onto Route 1 (Bank 1) and take your second right onto Montauk Ave- Street) and take the second right onto Montauk Ave- nue. Proceed 1.5 miles to the College entrance. Te nue. Proceed 1.5 miles to the College entrance. Te Admissions and Financial Aid Ofces are located in Admissions and Financial Aid Ofces are located in Henry Hall on Pequot Avenue by the water’s edge. Henry Hall on Pequot Avenue by the water’s edge. Public Transportation From Worcester New London is served by Greyhound Bus Lines and Take Route 395 in Auburn, South to Exit 77. Take lef the Amtrak Train Station. Both are 3 miles from onto Route 85 to Colman Street as described above*. Mitchell Campus. Te Groton-New London Airport is located 7 miles from campus in Groton, CT. From Boston and Providence Proceed South on Interstate 95. Afer crossing the Gold Star Memorial Bridge over the Tames River in Groton, take Exit 83 to Colman Street. Turn lef onto Colman Street to the end. Turn lef into Route 1 (Bank Street) and take second right into Montauk Avenue. Proceed 1.5 miles to the College entrance. Te Admissions and Financial Aid Ofces are located in Henry Hall on Pequot Avenue by the water’s edge.

32 acadeMic inForMation and StandardS

Responsibility for Degree Requirements Normal Course Load Mitchell College fosters the independence of students. Te normal credit load for a full-time student is For this reason, the responsibility for successful degree dependent on the Academic Program in which s/he completion lies with the student. is enrolled (normally 5 or 6 courses each semester). Te academic advisor will work with the student to We provide students with a wealth of resources make sure the course load is consistent with the plan that should ensure that accurate information about for success. degree requirements is available. Te College Course Catalog, faculty members, academic advisors, staf A student whose GPA is less than 2.5 will not be of the Academic Success Center and the Registrar’s allowed to enroll in more than 18 credits in any one Ofce are all sources of information about program semester. If a student has a compelling reason for an requirements. Students should seek these sources exemption from this policy, a petition should be made whenever they have questions. to the Dean of the College, through the academic advisor. It is assumed that: 1. Students must do the full work required in a Classifcation of academic levels given course. (efective with the Fall 2009 Term): 2. Students are at all times responsible for their academic progress and standing, including Credits Earned Classifcation course requirements, graduation requirements, 0 – 27 First-Year credit rules, quality point average regulations, 28 – 57 Sophomore waivers of requirements, withdrawals from 58 – 89 Junior courses, and withdrawal from the College. 90 + Senior

Attendance Graduation Te Faculty of the College believes that in order In order to graduate, there are several conditions for a college student to derive the maximum ben- which must be satisfed: efts of a course, regular attendance is necessary as • Students must fulfll all course requirements in is the punctual and adequate preparation of assign- their chosen curriculum, earning at the mini- ments. Absence from class jeopardizes the student’s mum, passing grades in all required courses and academic standing. Absence also detracts from the a minimum of 30 credits at Mitchell. If enrolled value of the class for the instructor and for other stu- in a bachelor degree program, they must earn dents. Class absence, for whatever cause, is a handi- their fnal 30 credits at Mitchell College. cap both to the instructor and to the student. Class • Tey must achieve a fnal GPA of 2.0 or greater for absence is therefore strongly discouraged. Te atten- course work at Mitchell, except for the Early Child- dance guidelines and regulations found in this cat- hood Education HDFS-Teacher Cert. bachelor alog have as their goal the academic welfare of the program which requires a fnal GPA of 2.7. student. Tere is no excused absence. A student is • Tey must fle an Application for Degree form expected to complete all course work. by October 1st for December graduation and by February 1st for May graduation to notify the Unit of Credit Registrar’s Ofce of their expectation to fulfll Mitchell College operates on a semester basis. One requirements. credit is equivalent to 50 minutes of instructional • They must meet all General Education time per week for 15 weeks. requirements. 33 • Students use the check sheet from the year they Students who meet the following requirements are enter College. eligible: • Students who have not completed their credit 1. Must be a matriculated student. requirements by spring semester of their gradua- 2. Part-time students are eligible for commendable tion year may apply to walk at Commencement if scholar status for every 12 credits completed. they need to complete 6 credits at bachelor level 3. Must have a Grade Point Average between 3.0 and or 3 credits at associate level. 3.49 for the given semester. • If the requirements are completed by June 30th 4. May not have any Incomplete, Withdrawal or Fail- of the student’s senior year, the diploma will ing grades for the given semester. be ordered and mailed to the student. If the requirements are completed afer the June 30th Notation of Commendable Scholar honors will be deadline, the date of degree completion will be recorded on the student’s transcript. on the ofcial transcript, however the student will be considered to be part of the following Early Academic Reports year’s class and not receive his/her diploma until Submitted to the Registrar by faculty afer the 4th the following May. week for any student: 1. Whose average is below a C grade, Graduation Honors 2. Who has excessive absences, and/or Upon completion of all graduation requirements, 3. Whose skill level, in the faculty member’s judg- outstanding academic achievement will be recog- ment, puts the student at risk of failure. nized as follows: Mid-Term Grade Reports Cum Laude - Honors: 3.0-3.49 GPA Submitted to the Registrar by the faculty afer the Magna Cum Laude - High Honors: 3.5-3.94 GPA 7th week–grades/comments for all students. Summa Cum Laude - Highest Honors: 3.95-4.0 GPA Final Semester Grades Graduation honors are listed in the commencement Submitted to the Registrar at the end of the semes- program and are included on the student’s tran- ter–grades/comments for all students. script. Grade System Dean’s List Mitchell College currently uses a 4.0 grade system Te Dean’s List is announced at the end of the fall within a ffeen (15) week semester. Te grades issued and spring semesters. Students who meet the follow- and their current values in associated grade points ing requirements are eligible: are as follows:

1. Must be a matriculated student. Grade Defnition Grade Points 2. Part-time students are eligible for Dean’s List sta- A+ 4.00 tus for every 12 credits completed. A Excellent 4.00 3. Must have a Grade Point Average of 3.5 or higher A- 3.67 for the given semester. B+ 3.33 4. May not have any Incomplete, Withdrawal or Fail- B Good 3.00 ing grades for the given semester. B- 2.67 C+ 2.33 Notation of Dean’s List honors will be recorded on C Average 2.00 the student’s transcript. C- 1.67 D+ 1.33 Commendable Scholar D Unsatisfactory but Passing 1.00 Commendable Scholars are announced at the end of D- 0.67 the fall and spring semesters. F Failure 0.00

34 Other grades not included in semester or cumulative To calculate a grade point for a course, frst take the Grade Point Average (GPA): number of grade points earned for a grade and mul- tiply that times the number of credits that the course W - Withdrawal: Assigned when a student ofcially earned. Example: a grade of B in a three (3) credit withdraws from a course before the withdrawal course = 3.00 grade points x 3 credits earned = 9.00 deadline. grade points; an A in a two (2) credit course = 4.00 grade points x 2 credits = 8.00 grade points. P - Pass: assigned in Pass/Fail courses or where student has taken an equivalency test to receive credit To calculate GPA, frst determine the total credits for the course. Counts as credits earned but no grade attempted and the total grade points earned. Credits points are assigned. attempted include the total credit hours of all courses taken at Mitchell College where a grade other than AU - Audit: Student elected to attend course with- W, P, I or AU has been assigned, less the credit hours out having to meet the requirements. No credit is for any courses that have been repeated. A course is received and no grade points are assigned. included in the credits attempted only once, regardless of the number of attempts made to complete the I - Incomplete: A temporary mark when a student course. To calculate the total grade points earned, has not completed all course requirements. Student add up the grade points earned for each course must complete all outstanding work, at the latest, by included in the credits attempted. Ten divide the the last day of classes of the following semester oth- total grade points by the total credits attempted. For erwise, the mark will revert automatically to a Fail- example: if 60 credits have been completed and a ure (F). total of 195 grade points have been earned, then the GPA = 195/60 = 3.25. Calculation of Grade Point Average Each grade that a student receives at Mitchell College Te grade point average includes only courses taken has a corresponding grade point value. See Grade at Mitchell College. Courses taken at other institu- System on previous page. tions are not calculated into the grade point average, and the grade attained may not be used to improve Te following administrative grades do not carry the grade point average. grade point values: P (Passing), W (Withdrawal) and AU (Audit). An incomplete does not carry a grade point value.

35 deFinition oF terMS

Te College uses various terms to describe courses Major and their relationship to a student’s curriculum. Within each degree program there is an area of Tere are a number of terms that students may hear focused study called the major. Te major consists that describe their status at Mitchell College. Under- of a series of related courses which allow students to standing these terms will make life a little easier and develop both breadth and depth in a particular aca- the experience more rewarding. demic feld. In the case of the Liberal Studies major, the program is designed to allow them to maximize Add/Drop the breadth of the program. Students undecided Once the semester starts, a student may discover that about their major participate in the FC110 course. for one reason or another the previously arranged schedule is no longer appropriate and a change is Major Change desirable. For that purpose, Mitchell College has set Students who are considering changing their major, aside the frst six (6) days of classes as an Add/Drop need to discuss the programs and implications of a period when a student may make valid schedule change with their Academic Advisor. (See Major changes. (See Add/Drop under the policy section for Change under the policy section for more informa- more information.) tion.)

Auditing a Course Minor Students have the option to take a course for no Some academic departments ofer minors for stu- credit. (See Auditing a Course under the policy sec- dents that qualify for such an option. Restrictions tion for more information.) and conditions apply to academic minors. Applica- tion and approval for a Minor must occur prior to Co-Requisite the student needing the last 30 credits of the BA/BS In certain situations two courses may be necessary degree. complements to each other. Te knowledge presented in each is absolutely necessary for success in Matriculated Student its partner. In such cases, the courses are co-requisite A matriculated student has applied and been admit- to each other and should be taken during the same ted to a degree program at Mitchell College. All forms semester. of financial aid require that the student be matriculated. Hybrid Course A course delivered and completed in combination Non-Matriculated Student with electronic format and classroom experience. A non-matriculated student has not yet applied for admission to Mitchell College. A student may take Elective Courses up to 15 credits as a non-matriculated student but All degree programs allow students some fexibility must apply for admission before taking any addi- in the choice of a certain number of courses. Tese tional credits. Students enrolled in Tames Academy areas where a student has choices are called electives. are not subject to the non-matriculated student lim- An elective is any course ofered at Mitchell College its as mentioned above. which carries credit. Te purpose of electives is to broaden the scope of a student’s experience. Tere- Online Course fore, students should use electives to sample the A course delivered and completed exclusively in oferings of disciplines away from their major. electronic format.

36 Registered Sequential Courses Tis means that students have signed up to take Tere are a number of majors where completion classes. Registered does not mean the same as requires sequential courses. For example, in science matriculated. Students must fle an application with a sequence requires students take both parts of a the Ofce of Admissions and be admitted to be two-part course. matriculated. Student Status Registration Full-time Student - Full-time status is defned as During the spring semester for the subsequent fall being registered for twelve semester hours or above and during fall semester for the following spring, at the end of the Add/Drop week during each of the Mitchell College provides students with the oppor- fall and spring semesters. tunity to select the courses they wish to take during the next semester. Part-time Student - Part-time status is defned a being registered for fewer than twelve credits as of Required Course the end of Add/Drop week. (See Determination of Tis is a course which must be completed before a Enrollment Status under the policy section for more student is allowed to graduate. Some courses such information.) as CW101 are College wide requirements, some are requirements with certain degree programs and oth- Transfer Student - Any student who prior to accep- ers are required only for certain concentrations. All tance at Mitchell College has accumulated college courses which are required need to be completed credits at another institution. (See Transfer under the before a student may graduate. policy section for more information.)

37 adult and returning StudentS

Mitchell College understands the adult learner who Career Change or Enrichment balances family, career, and community with educa- Research shows that lifelong learners are happier and tional responsibilities. Tat’s why we ofer classes to more fulflled. Even if you’ve enjoyed a prosperous meet your requirements for: career, a college course is the ideal way to prepare for • Individual study your next career move and broaden your perspective • Professional development and global understanding. • Certifcate study or degree completion. Where it Starts: We ofer classes and programs year round and in Prior Learning Assessment fexible formats, including: You may have already acquired knowledge and expe- • Evenings rience for which you can be awarded college credit. • Accelerated sessions Mitchell has an acceptance policy of credits earned • Hybrid: a mix of online and classroom settings through organizations and respected exams that can validate your prior learning, including: You may be a working adult, a parent of young children, a veteran, or a career changer: whatever your CAEL - Council on Adult & Experiential Learning stage in life or your rationale for taking college courses, consider Mitchell College. Our stellar fac- Mitchell College accepts over 24 exams that could be ulty and exceptional support services provide the applied towards Mitchell degrees. perfect balance of individual attention and practical experience you’re seeking in a learning environment. For more information, contact the Registrar’s Ofce.

Career Advancement Today’s world of work is demanding and having a competitive advantage may secure that promotion or help you advance in your feld. Adding college credits, a certifcate, or a degree to your resume will serve you well professionally and personally.

38 acadeMic policieS and procedureS

ACADEMIC HONESTY Cheating involves looking at the work of another person and intentionally using that person’s answers Students at Mitchell College are expected to main- or information as one’s own. Cheating during quiz- tain the highest standards of academic conduct. zes, tests or exams, both in class and out of class, are Most students conduct themselves with integrity and a serious violation of the College standard of con- are disturbed when they observe others cheating or duct of academic honesty. plagiarizing. Any form of academic dishonesty is condemned at Mitchell College, whether it occurs Reports and Penalties for Academic Dishonesty through cheating within a testing session or in the Afer students have taken CW101 and the First- form of plagiarism in reports, term papers, themes Year Seminar, all ofenses of academic dishonesty, or essays. Te Dean of the College must be notifed including the unintentional kind, must be reported by instructors of any grade or course penalty. Te to the Ofce for Academic Afairs/Dean of the Col- Dean ensures that appropriate sanctions in place for lege (VPAA/DOC). Penalties during the student’s ofenders who have committed multiple violations of enrollment at Mitchell College are as follows: the academic honesty standards are applied. 1. First ofense involving: Plagiarism, Multiple Submissions, Cheating a. Academic dishonesty without evidence of pre- While plagiarism, whether from print or electronic meditation: F in this quiz, exam, project, etc. with sources, is ofen based on premeditated cheating in notation provided to the VPAA/DOC; written assignments, it may result from the uninten- b. Academic dishonesty with evidence of premedi- tional lifing of words, phrases, sentences, or para- tation: Zero (0) in this quiz, exam, project, etc. graphs from other writers. Unfortunately, students and notation provided to the VPAA/DOC. ofen have received insufcient instruction about 2. Second ofense involving academic dishonesty of plagiarism during their secondary education. For any kind in any course: F in the course involved this reason, inadvertent plagiarism committed by with notation of academic dishonesty to the Reg- students who have not taken CW101 and the First- istrar for the student’s permanent record and a Year Seminar will not be subject to the same penal- notation to the VPAA/DOC. ties as those who have completed these courses. It is 3. Tird ofense involving academic dishonesty of recommended that professors require students who any kind: Immediate dismissal from the College have committed inadvertent plagiarism, but have not with notation of academic dishonesty to the Reg- taken these courses or comparable courses at other istrar for the student’s permanent record and a institutions, to revise the assignment with a writing notation to the VPAA/DOC. tutor from the Tutoring Center. At the same time, if there is a clear indication of deliberate plagiarism by In every case, the student will be advised by the students who have completed CW101 and the First- instructor in writing of the violation of the standard Year Seminar, they will be subjected to the more of academic honesty and the sanction imposed. Stu- severe penalties cited below. dents have the right to appeal a sanction.

Multiple submissions is the practice of submitting Te Appeal Process a single paper for credit in two or more diferent 1. Upon notifcation of the charge by the professor, classes (in the same or in diferent semesters). Tis is the student may appeal in writing to the professor. prohibited and is a violation of the College standard 2. Within fve (5) working days of receiving of conduct of academic honesty. the faculty member’s response, the student may

39 appeal in writing to the department chair in • All electronic devices, including cell phones, MP3 which the course is ofered. players, iPods, or pagers, must be turned of dur- 3. Within ten (10) working days of receiving the stu- ing class time. dent’s appeal, the department chair will commu- • In the case of medical emergency or family need nicate his/her decision in writing to the student when contact with the student is required, a cell and a copy to the Ofce for Academic Afairs. phone may be lef on during class time, with per- 4. If the student is not satisfed with the fnding, the mission from the instructor. Te cell phone must student may appeal in writing to the VPAA/DOC. be set to vibrate to minimize the level of distrac- Tis must be done within ten (10) working days of tion for other students. the date of the communication from the depart- • Laptops are to be used only in the following cir- ment chair. cumstances: 5. Te VPAA/DOC will convene the Academic Stand- - As an approved reasonable accommodation for ing and Review Committee and notify the student a student with a disability certifed by the Ofce in writing of the date of the hearing. Te student of Disability Student Services. Laptops used for has the right to appear before the committee and the purpose of disability accommodation are provide evidence and supporting witnesses. restricted to this purpose only and may not be 6. Te fnding of the Academic Standing and used for other purposes. Review Committee is fnal. - Tere has been prior permission granted by the instructor to an individual student. Appeal - Tere is a classroom requirement for laptop use A student has the right to appeal an academic or initiated by the instructor. administrative decision. (See specifc appeal proce- • A student’s use of electronic devices in the class- dures explained in this catalog.) room without prior permission, including cell phones, MP3 players, iPods, or pagers may result If resolution of an appeal cannot be reached, stu- in the student being requested to leave the class- dents may seek assistance from the Commission room, and an absence may be recorded for the on Institutions of Higher Education of the New student for that class. England Association of Schools and Colleges (cihe. neasc.org or at 3 Burlington Woods Drive, Suite 100 ACADEMIC PROGRESS AND PERFORMANCE Burlington, MA 01803; (855) 886-3272) or the Con- STANDARDS necticut Ofce of Higher Education (ctohe.org). CTOHE addresses student complaints that relate to Purpose Connecticut General Statutes and for which all insti- Mitchell College requires all students to perform tutional grievance procedures have been exhausted. at minimum levels regarding their academic pur- Please see the “Students and Families” section of the suits. Tis policy pertains to all students; however, CTOHE website or you may contact the CTOHE it is imperative that students receiving Financial Aid at 61 Woodland Street, Hartford, CT 06105-2326; pay particularly close attention to the standards as (800) 842-0229. they can negatively impact aid eligibility. Tis policy complies with the Title IV regulations (34 CFR College Policy on Student Electronic Devices in the 668.34) that require an institution receiving Title Classroom (FCW approved 12/2/09) IV aid to establish a policy that outlines satisfactory It is the right of every college student to be educated progress as a set of qualitative and quantitative stan- in an environment that is free from distraction from dards on progress toward graduation requirements. the educational activities being conducted in the classroom. To support students’ right to a distrac- Defnitions tion-free educational environment, the following Good Standing: All students are considered in good policy on use of electronic devices in the classroom academic standing upon entry and are reafrmed as is recommended to all faculty and students at Mitch- good standing following each term in which they earn ell College: at least a 2.00 cumulative grade point average (GPA).

40 Academic Warning: Te student’s performance likely be unable to meet the academic standards is such that continued performance at this level is required because of the withdrawal, the student will likely to diminish or eliminate the possibility of aca- be required to petition to the Academic Dean prior demic success and graduation. Performance must be to being given the opportunity to re-enroll in any improved or the student will be subject to Academic subsequent term at Mitchell. Probation or Dismissal based upon the chart below. SAP: Abbreviation used for the term Satisfactory Academic Probation: Te student’s performance is Academic Progress. such that the student is in academic danger. Con- tinued performance at this level will require separa- Pace: Cumulative number of hours successfully tion from the College. Te student is required to cre- completed divided by cumulative number of hours ate an Academic Plan with the Academic Advising attempted (see next defnition). Ofce within the frst week of the term in which s/ he is placed in a probationary status. Moreover, the Hours Attempted: Includes all enrolled courses with student in this category is expected to secure addi- incomplete grades, course withdrawals, and course tional help, curtail nonacademic activities, and reas- repetitions in which the student was enrolled at the sess his/her participation in an academic program. conclusion of the Add/Drop period for each term. Te Dean of the College or his/her designee may set All transfer credits that are accepted will be counted specifc academic expectations to be met. Failure to both as credits attempted and credits earned in the meet defned expectations will result in dismissal rate of completion calculation. from the College. Financial Aid Warning: A status assigned when an Dismissal: Te student’s performance is such that enrolled student fails to make SAP at the end of a the College believes the student cannot proft from payment period. Mitchell defnes the payment peri- the Mitchell experience. Te student’s presence may ods to be the spring. be deemed detrimental to the success of other students. Dismissal is generally irrevocable; however, Financial Aid Ineligibility: A status assigned when students do have the opportunity to appeal such a student whose status was Financial Aid Warning standing once. but fails to make SAP at the end of the next enrolled payment period as defned above. Academic Suspension: Tis status is only used as an alternative to dismissal afer an appeal if the Aca- Financial Aid Probation: A status assigned when a demic Standing and Review Committee so deter- student fails to make SAP at the end of an evalua- mines that the student should be reconsidered for tion period (which results in Financial Aid Ineligi- enrollment at a later date. Suspension prevents a stu- bility) but has successfully appealed and has eligi- dent from enrolling at Mitchell College for a specifc bility reinstated. Note: Mitchell students placed on time, not to exceed one calendar year. Demonstra- Financial Aid Probation are required to establish, tion of improved performance at another accredited have approved, and follow a detailed Academic Plan institution during the suspension period is expected with the Academic Advising Ofce by an established for a student to be reconsidered for re-enrollment deadline. A student on Financial Aid Probation that while in this status. Any student that is placed on fails to meet the conditions of his/her Academic Plan suspension and is given the opportunity to re-enroll will not be eligible for further Financial Aid until at Mitchell will return on Academic Probation status satisfactory academic progress is regained. with conditions outlined by the Academic Dean for the frst semester s/he returns. Te Policy Satisfactory Academic Performance Academic Dean’s Hold: A hold will be placed on Satisfactory academic performance and academic a student’s academic record if a student with an status is based on the Grade Point Average (GPA) academic standing of Probation withdraws from achieved at defned levels of credits enrolled. At the College during a semester. Since the student will the end of each of the four semesters (fall, January, 41 spring, summer), all students enrolled will be evalu- tion or extenuating circumstances that need to be ated for academic performance and will be placed in considered about the student holistically. Student one of fve academic status categories: Good Stand- appeal hearings are held within one week of the ing, Warning, Probation or Dismissal. Also, Sus- defned appeal deadline by the ASRC. Students do pension may be used as a category if so determined not attend the appeal hearing; however, rare excep- by the Academic Standing and Review Committee tions have been made. Te decision of the Commit- (ASRC) after hearing a student appeal. tee is fnal. A student may only appeal a dismissal one time, even if a prior appeal resulted in reinstate- Students are expected to earn a minimum of a 2.00 ment. Students are informed in writing of the ASRC GPA at all times. Students falling below the 2.00 decision. minimum standard will be placed on Academic Warning or Probation for one semester or academi- As noted above, the ASRC may suspend a student cally dismissed as warranted. Te cumulative GPA for one semester or one year as an alternative to dis- of students placed on Warning or Probation must missal. A suspended student may not enroll for the be brought up to at least 2.00 by the end of the next designated period. Requests to re-enroll at the end immediate semester or the student may be academi- of a suspension is made by petition for reinstatement cally dismissed from the College. Te following to the Dean of the College at least one month prior chart is used to determine student status regarding to the start of a term in which enrollment is planned. academic performance. Satisfactory Academic Progress Mitchell College expects all matriculated students to make satisfactory progress each semester toward earning the declared degree. While the College recognizes that some students will move more quickly Right to Appeal an Academic Dismissal toward a degree, other students will need more time Decisions regarding dismissal may be appealed to to accomplish degree requirements. Since many the Dean of the College. Te appeal must be in writ- Mitchell College students receive fnancial aid, stu- ing and must be received by the Academic Afairs dents must be keenly aware of the federal and state Ofce no later than a date specifed in the dismissal guidelines that restrict fnancial aid oferings to stu- letter. Te appeal should contain any new informa- dents.

42 Academic Progress as it relates to satisfactory fnan- an academic plan to be approved by the Academic cial aid eligibility will be measured in May at the end Advising Ofce by a specifed deadline. Probationary of the spring semester. In accordance with national students must meet the approved academic plan con- standards and federal guidelines, Mitchell College ditions to continue to be eligible for any fnancial aid. expects each student to progress toward a degree as defned in the following chart. Student’s Right to Appeal Financial Aid Ineligibility because of failure to meet SAP It is crucial that all students receiving Federal Title Students have a right to appeal the College’s decision IV fnancial aid (or other aid directly administered on fnancial aid ineligibility. Te appeal must be in or certifed by Mitchell College) must maintain sat- writing and must be received by the Financial Aid isfactory academic progress toward completion of Ofce no later than a date specifed in the ineligibil- their degree program of study. As noted above, the ity letter. Te appeal should contain any new infor- FULL completion time frame is defned as 150% of mation or extenuating circumstances that need to be the published length of the program. considered about the student holistically. A student appeal hearing will be heard within one week of the Full-time students are expected to complete a desig- defned appeal deadline by the ASRC. Students do nated minimum percentage of the academic credits not attend the appeal hearing; however, rare excep- in which they enroll each term. Mitchell College tions have been made. Te decision of the Commit- defnes this rate of completion using the number tee is fnal. Students may only appeal a dismissal of credits in which a student has enrolled as of the one time, even if a prior appeal resulted in rein- conclusion of the Add/Drop period of each term. statement. Students are informed in writing by the All classes enrolled are calculated in this evaluation ASRC. which includes any class for which a student with- drew, repeated, failed or received an incomplete. As noted above, students placed on Financial Aid Probation who fail to comply with the conditions PROGRESS – FINANCIAL AID approved in the required Academic Plan will be ineligible for future fnancial aid and will be notifed of Credits Comple- Below If on such by the Financial Aid Ofce immediately upon Enrolled tion Rate Status Warning the violation of the plan. 0 - 27 50% Warning Ineligibility 28 - 57 60% Warning Ineligibility Add/Drop Once the semester starts, a student may discover that 58+ 67% Warning Ineligibility for one reason or another the previously arranged schedule is no longer appropriate and a change is Students who do not meet these minimum stan- desirable. For that purpose, Mitchell College has set dards will be placed on fnancial aid warning for aside the frst six (6) days of classes as an Add/Drop one semester and make an academic plan approved period where a student may make valid schedule by the Academic Advising Ofce. Students who fail changes. to show satisfactory academic progress at the end of the warning semester will be placed on fnancial To efect a change a student must meet with an aca- aid ineligibility status. Financial aid ineligible stu- demic advisor who approves the change and enters dents are not entitled to federal and Mitchell College details into the computer. fnancial aid funds until they regain satisfactory academic progress. If there are seats available in the class requested and the new schedule will produce no time conficts for Financial aid ineligible students may appeal this sta- the student, a change will be allowed. Class availability tus. Students that successfully appeal will be placed during Add/Drop is severely limited. It is imperative on probationary status and reviewed at the end of the that a student develop an acceptable schedule during semester that follows being placed on probationary the registration period. Courses dropped during this status. Students who successfully appeal must create period are not refected on the student’s transcript. 43 Athletic Eligibility dent is dissatisfed with the outcome, the student has Eligibility to represent Mitchell College in intercol- a right to appeal, in writing, to the department chair legiate athletics competition requires that a student- of the department in which the course is taught. Te athlete shall maintain satisfactory progress toward department chair notifes the student and the Dean a baccalaureate degree at Mitchell as defned in the of the College of his or her recommendation. College Catalog: page 42. If the professor or department chair is unavailable in A student on unsatisfactory status who has not the summer or during the winter break, the student achieved satisfactory progress, afer summer and/ must wait until the College reopens to resolve the or fall study is ineligible for athletic participation. issue. Please refer to Student Athlete Handbook for further information on athletic eligibility. No grade may be changed without the professor completing the Grade Change form. Auditing a Course Full-time students (12 credits or more) may audit Incomplete any Mitchell College course with the permission of Students are expected to complete all course require- the instructor. Tey must register as an auditor at ments during the normal semester. Te Incomplete the Registrar’s Ofce. No credit is earned. Part-time mark is given only when, due to nonacademic cir- students also may audit courses on a space-available cumstances beyond the student’s control, the stu- basis. Total credits for a part-time student may not dent has not completed a relatively small portion of exceed 11 in any combination of courses taken for course requirements. Te work done to date of the credit or audit. Tere is a fee for an audited course. petition must be of passing quality. Te Incomplete is given only to students who have been attending Determination of Enrollment Status and have been making regular progress. Tere are two diferent types of enrollment status. Please read the following carefully and consult with In exceptional circumstances when a student deter- an academic advisor if there are any questions. mines s/he may be unable to meet all course requirements during the scheduled course period, the fol- I. Full-time status: Full-time status is defned as lowing guidelines and process are in place: being registered for twelve semester hours or above at the end of the Add/Drop week during 1. A student who believes s/he has a legitimate rea- each of the fall and spring semesters. Full-time son for missing a fnal examination or failing to students are eligible for on-campus residency complete course work may petition for a makeup privileges and athletic participation. Tey pay the examination or an extension to course work dead- full College Fee. lines by completing a Petition for an Incomplete Grade in a Course form and giving the completed II. Part-time status (fewer than twelve credits): form to the Ofce for Academic Afairs by May 1st Students enrolled in fewer than twelve cred- (for a spring semester Incomplete) and December its as of the end of Add/Drop week. Part- 1st (for a fall semester Incomplete). time students are billed for tuition on the 2. Te Incomplete is entered by the Registrar only existing scale. Te issue of their contribu- with prior approval. In all other circumstances, tion to the College Fee needs to be addressed. the instructor will assign a grade of F to course work or to examination requirements not met and Grade Changes then calculate the fnal grade for the course in the If a student believes an error has been made, the usual way. student has the right to appeal a grade received in a 3. If no grade is submitted by the instructor by the course. Within ten (10) days of receiving the grade, last day of classes of the following semester, the the student should request, in writing, that the pro- Registrar will assign a grade of F for the course. fessor review the grade. Te professor will explain, 4. Any student who is granted an Incomplete must in writing, how the grade was calculated. If the stu- complete all outstanding work, at the latest, by the 44 last day of classes of the following semester. Tere- fore, incomplete work for fall semesters must be Te minimum GPA to be considered for an Inde- completed and submitted by the last day of classes pendent Study is 2.5. Once approved, the student in May and incomplete work for spring and sum- will meet with the instructor once each week for one mer semesters must be submitted by the last day hour, although in some circumstances the nature of of classes in December. Failure to meet these the subject matter may dictate less frequent meetings deadlines means that the Incomplete will revert to of longer duration. However, the minimum number the original grade submitted by the faculty mem- of instructional hours in any given semester must be ber or an F if no grade was submitted. 15. Te course is graded and normally carries three 5. Te fnal grade for the course will be calculated credits. by the instructor and submitted to the Registrar upon completion of course requirements by the Change of Major last day of classes of the semester. Once students have embarked on a particular aca- 6. Please note that because a GPA cannot be calcu- demic program, they may discover that the major lated for the semester in which the Incomplete is selected does not ft their skills, interests and abili- entered: (i) any student who has an Incomplete ties. If they decide to change majors, they must meet mark on the transcript is not eligible for inclu- with their academic advisor to discuss the proposed sion on the Dean’s List or Commendable Scholars change. A change of major may require a reexami- List for that semester; (ii) eligibility for fnancial nation of transfer credits, a change in the applica- aid may not be determined until the Incomplete bility of currently completed credits and possibly a is removed, thereby delaying essential decisions delay in graduation. Changing a major may afect which are made by the Financial Aid Ofce. their graduation date. It is important to realize this before the change is completed. A student must Independent Study obtain signatures from the academic advisor and the Te opportunity to pursue an Independent Study is department chairs of the exiting and entering depart- extended to a small number of sophomores, juniors ments. Te Change of Major form is then forwarded and seniors who wish to explore areas that are not to the Registrar’s Ofce so the permanent record can represented in the curriculum. It is defned as an be updated. Students wanting to move from an asso- individual library or laboratory research or creative ciate degree program to a bachelor degree program arts project under the direct sponsorship of a full- must apply for the status change through discussion time faculty member. Independent Study requires with the respective department chair. traditional academic work involving reading, writing and experimental or special projects. Registration (fall and spring) During the spring semester for the subsequent fall To arrange for an Independent Study, the student and during fall semester for the following spring, must defne the project, fnd a faculty sponsor, and Mitchell College provides students with the oppor- obtain approval from the department chair for the tunity to select the courses they wish to take dur- course prior to the start of the semester in which the ing the next semester. Prior to the actual dates of Independent Study will be taken. Te faculty mem- registration, students are provided with copies of ber, the department chair and the Academic Dean the Semester Schedule and the necessary registra- must approve the project in order for the student to tion materials so that they may plan their schedules. register for the course. Te student is expected to meet with an academic advisor to ensure that his/her selection of courses Approval will be based on a written application form is academically and programmatically sound. Te available from the faculty sponsor or the Registrar’s academic advisor enters registration details into the Ofce. It will require evidence of: computer and spaces are reserved in classes pending • Te academic merit of the study payment of the tuition bill. • Te availability of resource material • Te student’s own capacity to undertake the work, including a copy of the student’s transcript. 45 Repeat Courses courses, semester tests are given at the discretion of Any student wishing to repeat a course at Mitchell the faculty. However, the results of this testing pro- College may do so. Te higher grade will be used to vides valuable information to the Academic Stand- calculate the Grade Point Average. Both courses will ing and Review Committee in determining student be listed on the transcript. status and it is urged in all courses irregardless of level. Students also have the option of repeating the course at another accredited institution with prior approval Testing Requiring Accommodations from the Mitchell College Registrar. Tey must earn Any testing accommodation requested by a student a grade of C or better to transfer the credit back to and supported through documentation on fle in the Mitchell College. If the transfer course is accepted, Disability Student Services Ofce (DSS) is the respon- it will fulfll their graduation requirement and both sibility of the faculty member. However, the DSS staf courses will be listed on their transcript; however, is available to assist with any testing accommodation neither grade will be used to calculate their Grade requests. If assistance is requested from the DSS, the Point Average. following procedure must be followed: • Testing Accommodation Request forms are to be Substitution of Courses completed by the student, the course instructor Tere may be times when the requirements of a and signed by the DSS. particular degree program do not exactly match • Te student delivers the signed form to the fac- the student’s needs. Under special circumstances, it ulty member. may be possible for a student to arrange to substitute • Te faculty member will stipulate on the form one particular class for another within the curricu- any special test conditions (i.e., use of a calcula- lum that the student is pursuing. Since the purpose tor, class notes, outlines, etc.) that may be permit- of a course substitution is to tailor the curriculum ted during the test/exam. to a particular student’s needs, permission for the • Students are instructed to return completed substitution must be obtained before the student Testing Accommodation Request forms to the registers for the course. To obtain permission for DSS at least two (2) days prior to the test date substitution within a curriculum, the student must and, in the case of Final Exams, one week prior frst obtain a Course Substitution form from his/her to the last day of classes. academic advisor or the Registrar’s Ofce. Te stu- • If the accommodation is to take place with DSS, dent must then make an appointment with his/her the faculty member is responsible for delivering academic advisor. Te form requires the signature of the test to DSS prior to the scheduled time and the department chair. Te form is forwarded to the must pick up the complete test. Ofce for Academic Afairs and then to the Regis- • Please note: Students are not to hand-carry tests trar’s Ofce where the curriculum notation will be to DSS or back to the faculty. made. Final Examinations and Assessment TESTING AND EXAMINATION • A fnal assessment of outcomes in terms of student ability is mandatory in all courses. All Tests and Examinations • Final assessments may take many forms, includ- Students notify faculty of testing accommodations ing traditional fnal examinations at the conclu- through a Faculty Accommodation Letter provided sion of each semester according to a schedule by the Disability Student Services Ofce (DSS). Stu- published by the Registrar. dents must notify faculty that they would like to • Missed fnal examinations and other assessments access their accommodations prior to each test. cannot be made up unless there are exceptional circumstances. Because of the requirement to submit interim semes- • Assessment is the decision of the faculty member. ter grades, testing or some assessment procedure However, the method of assessment, percentage before four and seven weeks is necessary in frst of grade and calculation of fnal grades must be and second year courses. In third and fourth year made clear to the student on the course syllabus. 46 • Faculty are also required to keep on fle records be used to calculate the student’s Grade Point Aver- of assessments and fnal grades for one year. age at Mitchell. Some transfer credits may not apply in their chosen major. Final Examinations Requiring Accommodations Any fnal examination accommodation requested by a Transferring Courses from Another Institution as student and supported through documentation on fle a Matriculated Mitchell Student in the DSS is the responsibility of the faculty member. Tere are circumstances, such as the need to make As noted, the DSS staf is available to assist with up a missed course, where it may beneft a student any testing accommodation requests. If assistance is to take a course away from Mitchell College. Tis requested from the DSS, the same procedure must be is especially common during the summer. How- followed: ever, bachelor degree candidates must earn their last • Testing Accommodation Request forms are to be thirty (30) credits at Mitchell College. completed by the student and signed by a DSS staf member. Should such circumstances arise, it is necessary that • Te student delivers the signed form to the fac- the student secure permission from Mitchell Col- ulty member. Te faculty member will stipulate lege to take the course, prior to registration for the on the form any special material (i.e., use of a course. In order to secure permission, the student calculator, class notes, outlines, etc.) that may must obtain a catalog description of the course and be permitted during the test/exam. submit a hard copy to the Registrar’s Ofce at Mitch- • Due to the large number of requests for fnal ell College. Te Registrar will review the descrip- examination accommodations, students are tion and verify that it is an appropriate equivalent instructed to return completed Testing Accom- to the course at Mitchell College. If the replacement modation Request forms to DSS at least one week is valid, a notation will be made on the student’s prior to the last day of classes. fle. Te student is responsible for making sure that • If the accommodation is to take place with DSS, an ofcial transcript is submitted to Mitchell. Te the faculty member is responsible for delivering course must always satisfy the same requirements as the test to DSS prior to the scheduled time and any course reviewed for transfer credits. must pick up the completed test. Articulation Agreements Please note: Students are not to hand-carry tests to Te College has in place a transfer policy which DSS or back to the faculty. allows for the transfer of credit from regionally accredited institutions for appropriate coursework TRANSFERRING COURSES completed. In addition, the College has articulation agreements with institutions from which there is a Transferring to Mitchell College from Another pattern of student transfer. Tese agreements are Institution: revised periodically as curricula changes occur. A student who has accumulated college credits at another institution must submit ofcial transcripts Withdrawal from a Course of those credits prior to acceptance as a degree candi- Afer the Add/Drop period has ended, a student may date if the student wishes to have those credits apply discover that special circumstances warrant discon- to a Mitchell curriculum. In order to be accepted as tinuation of a particular course. Withdrawal from transfer credit, a course must have a grade of C- or any course without academic penalty may be per- better (except in the case of a repeat course, which mitted up until the date specifed on the Academic must have a grade of C or better), ft into the Mitch- Calendar. To withdraw from a course, a student must ell curriculum, satisfy a requirement or elective, and obtain a Course Withdrawal form from the academic carry credit from an accredited institution. Credits advisor or at the Registrar’s Ofce, assure the form which are not applicable to the Mitchell curriculum, is completed and signed by all parties noted on the even though they may otherwise be perfectly accept- form, and deliver the form to the Registrar’s Ofce. A able for transfer, will not be accepted for credit. Te notation of W is recorded for the course in question. grades earned for transfer credits cannot in any way A grade point value is not assigned to the W notation. 47 If a full-time student withdraws to below twelve (12) resolve the situation. credits during the semester, s/he could lose eligibility If dismissed, a student may appeal to the to live in College housing and may lose fnancial aid. ASRC for re-admittance in a subsequent semes- Te Dean of Students will make the decision about ter. Re-admittance is not possible within the residence hall status. Students requesting a disability same semester as dismissal. Said appeal should related reduced course load must be registered with be fled through the Ofce for Academic Afairs/ Disability Student Services. Dean of the College.

If a student withdraws to below twelve semester 2. Administrative Withdrawal Non-Compliance hours, s/he will lose eligibility to participate in the with Course Requirements - An instructor may athletic program. request an Administrative Withdrawal of a student from his or her course for failure to meet Process for withdrawal to below twelve (12) semester academic standards in that course or for failure to hours: attend a minimum of one-half of the class meet- 1. In order to withdraw to below twelve (12) semes- ings by week four (4) of the semester. Te student ter hours, the full-time student must meet with will be notifed of this intention and will be given the academic advisor who will sign a Withdrawal fve (5) week days from the date of notice to meet form and, if approved, provide a rationale for the with his or her advisor and instructor to resolve approval. the situation. If there is no improvement by week 2. Te student must meet with the instructor, who seven (7), the ASRC may administratively with- must sign the form. draw the student from the courses. 3. Te student must then sign the Withdrawal form, indicating that s/he has read the above policy 3. Removal from Class Roster - A student who and understands the implications on housing, does not attend any classes in a particular course athletic participation, and fnancial aid status. in the frst two (2) weeks of the semester may be 4. A resident student wanting to remain in campus removed from the class by the Registrar. housing must, at the same time as preparing the Withdrawal form, get written permission from Withdrawal from the College the Dean of Students. Tat letter will accompany In the course of a student’s enrollment at Mitchell, it the Withdrawal form when delivered to the Reg- may become necessary for him or her to discontinue istrar’s Ofce for recording. participation in all classes during a given semester 5. Te decision will be copied to the Dean of Stu- and leave the College for the remainder of that term. dents and as necessary, the Director of Financial To ensure that a student does not receive grades of Aid, the academic advisor and the Bursar. F on all courses in progress, it is important to withdraw ofcially from the College. Policy on Withdrawals and Dismissals that Occur During a Semester A student may ofcially withdraw from the College 1. Administrative Dismissal for Non-Compliance anytime during the semester up until Noon on the with Academic Requirements of the College last full day of classes prior to the start of the Final - Afer review by the Academic Standing and Examination Period. Te Bursar’s Ofce maintains Review Committee (ASRC), a student may be a chart of refund amounts associated with the date dismissed from the College for failure to meet of withdrawal. It is the student’s responsibility to academic requirements in all course work afer understand, in advance of the request, the implica- beginning the semester on Academic Proba- tions (including fnancial) in withdrawing. tion and afer four (4) weeks into the subsequent semester. Te student will be notifed in writing To withdraw ofcially from the College, a student of the possibility of dismissal and will be given must meet with an academic advisor. Te purpose of fve (5) week days from the date of notice to meet this meeting is not to question the student’s decision with his or her advisor and all instructors to but rather to make sure that all options have been

48 explored and that the best possible resolution of the While on a Leave of Absence, the student is expected circumstances is achieved. to inform the College of any changes in the planned return date. Under no circumstances will a leave of Once a determination has been made that a with- absence be extended beyond 180 calendar days. If drawal is the best course for a student to follow, the a student does not comply with the leave of absence academic advisor will generate an electronic With- regulations, s/he must apply for readmission at the drawal form which is sent to necessary campus Admissions Ofce. ofces and the student’s faculty. Tis form ofcially notifes specifc administrative ofces that the stu- Medical Leave of Absence from the College dent will be ending his/her attendance at Mitchell Te purpose of a Medical Leave of Absence is to allow for that semester. Tis notice will also allow the a student to separate from the institution for medical Registrar’s Ofce to convert the fnal grades for all of reasons for a period of 180 calendar days and reserve the student’s courses to W. the right to return within 180 calendar days without requiring readmission to the College. A Medical Leave of Absence from the College Leave of Absence must be requested in writing and Te purpose of a Leave of Absence is to allow a stu- accompanied by a doctor’s note to the Vice President dent to separate from the institution for a period of for Academic Afair/Dean of the College as soon as 180 calendar days and reserve the right to return the student knows s/he is unable to attend classes for without requiring readmission to the College. A an extended period of time. leave of absence must be requested prior to the start of a semester and include a defnite return date at the While on a Medical Leave of Absence, the student is start of a semester, accruing to no more than 180 cal- expected to inform the College of any changes in the endar days from the date the student departs. planned return date. Under no circumstances will the leave of absence be extended beyond 180 calen- A formal request for the leave needs to be made by dar days in any 12 month period of time. If a student the student. does not comply with the leave of absence regulations, s/he must apply for readmission at the Admis- To request a leave of absence, the student should sions Ofce. review all options with his/her academic advisor to ensure that the decision is in the student’s best interest. Te student writes a letter to the Vice President for Academic Afairs/Dean of the College requesting the leave and explaining the circumstances and then delivers it to the Ofce for Academic Afairs in Mitchell Hall. Te Academic Dean will review the request, consult with the academic advisor and department chair, and then notify the student of the decision regarding the request.

49 requireMentS For a Mitchell college degree

Te requirements for a Mitchell College degree are 1. American Institutions: At least one course des- designed to embody the College’s defnition of an ignated AI. educated person and to refect the goals of Mitchell College’s Mission Statement. Requirements aford 2. Understanding Diversity: At least one course students the opportunity to acquire the knowledge, designated D. values and competencies to become successful, responsible and productive citizens in the diverse 3. Ethics and Values: At least one course designated and global society of the 21st century and also pro- E (the particular course may be designated by vide the skills necessary to meet the challenges of the major). students’ academic, professional and personal goals. 4. Global/Intercultural Perspectives: At least one Mitchell College is dedicated to providing a challeng- course designated G. ing education to all students including those who may be under prepared academically, possess untapped 5. Social Responsibility: At least one course des- potential and who may have learning diferences. ignated SR or participation in one semester (for Associate students) or two semesters (for Bach- Te learning objectives are met through courses and elor students) in a community or College service activities that span the four-year and two-year degree activity or College-sponsored club or organiza- programs. By integrating the general education and tion. major degree programs, students are provided with a unique educational opportunity which is relevant not For Students Enrolled Fall 2013 and Afer only to their interests and learning styles but to contemporary society. I. Ability Based Education (ABE) Requirements - ABE partners the intellectual abilities cultivated by Degree Requirements the liberal arts and sciences with the professional For entering frst-year students in Fall 2013 and skills and personal development required to compete thereafer, the General Education requirements are in the global economy. Te seven Abilities are intro- met through: duced in the First-Year Experience. Initial assess- I. Ability-Based Education (ABE) Requirements ments at new student orientation assist the student II. Content Area Requirements in recognizing current strengths and identifying III. College Requirements areas for further development. IV. Major Requirements As students progress through their program of Important Note for Students Enrolled at Mitchell study, they will collect evidence (papers, videos, pre- Prior to Fall 2013: Returning upper class Mitchell sentations, projects, etc.) that document their level of students and new students transferring to Mitchell mastery. Tere are three levels of mastery: College from another accredited college or univer- 1. Developing sity who are entering as other than a frst-year, frst 2. Competent time student are obligated to complete coursework 3. Distinguished in the following secondary areas, as described in place of ABE: To meet graduation requirements, students must successfully reach the level of Competent in fve Te courses in these fve categories may meet a Con- (5) of the seven (7) Abilities. Te seven Abilities tent Area Requirement (see II. below) or a Major are embedded throughout the curriculum in such a Requirement (see IV. below) but not both. way that through the General Education and major requirements, students will be exposed to most, if 50 not all, of them. Engage in social service activities on and of-cam- Tough some courses address several Abilities, each pus; construct, synthesize and make decisions based course is associated with one of the Abilities to the on ethical and moral reasoning; and interpret the point that this Ability is called the Dominant Ability importance of citizenship. (DA) embedded in that course. It is only the Domi- nant Ability that is credited when the student satis- • Social Interaction DA: SI fes the requirements for it with the requirements of Identify and demonstrate social behaviors essential the course. Te Dominant Ability is coded in the to efective human interaction; identify intra- and Course Description section of the catalog. Te code interpersonal strengths critical to efective processes; for each ability appears here afer its title: identify and improve interpersonal weaknesses; demonstrate behaviors critical to efective group • Critical & Creative Tinking DA: CCT interaction; and demonstrate positive social intra- Evaluate information and ideas; identify multiple personal/interpersonal skills essential to seeking, perspectives and assess diferent forms of argu- securing, and performing work within one’s chosen ments; hone decision-making skills; and distin- feld. guish the practical skills and techniques of creative thinking. II. Content Area Requirements To develop an appreciation of the liberal arts and sci- • Communication DA: C ences and to ensure an adequate breadth of knowl- Convert thoughts and ideas through writing and edge as a foundation for continued learning, students speaking; construct alternative nonverbal ways of are required to take courses in each of the following communication; interpret the driving purpose, main fve content areas (the goals of the general education point, sub-points, meaning and signifcance of a program are refected in the general education objec- given piece; and employ active listening skills. tives of the specifc content areas):

• Diversity & Global Perspectives DA: D • Humanities Interpret the world as a socio-culturally diverse For Associate and Bachelor Degrees: environment; understand how world cultures shape Literature: 3 credits opinions, perceptions and judgments; identify levels Fine Arts: 3 credits in Music, Art or Teater of interdependence among economic, political, cul- History: 3 credits tural and environmental models of human interac- In addition, for Bachelor Degrees: tion; and explain the roots of globalization. Humanities elective (Literature, Fine Arts, His- tory, Philosophy, World Language, Humanities): • Information & Communication Technology Literacy 3 credits DA: ICT At least one of the four courses must be at or Interpret the need for and how to locate informa- above 200 level. tion, including Internet and database sources; con- • Social and Behavior Sciences struct an organizational scheme that enables one to For Associate and Bachelor Degrees: assess the relevance and utility of information for a PY105, SO103 or HD108: 3 credits specifc purpose; interpret conclusions from infor- In addition, for Bachelor Degrees: mation originating from multiple sources by criti- Psychology, Sociology, Human Development, cal adaptation and analysis; and explain informa- Economics, or Government as designated: tion persuasively and ethically to various audiences. 3 credits • Mathematics • Analysis & Problem Solving DA: APS For Associate Degrees: Determine the nature of problems, observe prob- Determined by placement test and at a level set lems, analyze situations at multiple levels, and seek by the major program: 3-4 credits (C- or better) solutions appropriate to the discipline. In addition, for Bachelor Degrees: Selected course must be at the level of MA104 or • Values, Ethics & Social Responsibility DA: V higher 51 • Natural Sciences (Life and Physical Sciences) IV. Major Requirements For Associate Degrees: Te Major Requirements provide the opportu- 4 credits nity to apply and integrate the abilities, skills and In addition for Bachelor Degrees: knowledge imparted by ABE, the content area 4-8 credits, courses may be both in the Physical requirements, and the College requirements. Each or Life Sciences or one course from each area major also requires a capstone, internship or other • Physical Education and Health course(s) that allows for the integration and assess- For Associate Degrees: ment of these abilities, skills and knowledge. One season intercollegiate sport OR one PE Skills course OR one PE three credit course. General Education Course Requirements for For Bachelor Degrees: Associate’s Degree: Two seasons intercollegiate sport OR two PE A minimum of thirty-three (33) credits, exclusive of Skills courses OR one PE three credit course. credits earned in PE skills courses.

III. College Requirements General Education Course Requirements for Regardless of major, students fulfll the College Bachelor’s Degree: Requirements by completing a core selection of A minimum of forty-two (42) credits, exclusive of foundation courses that help you reach a predeter- credits earned in PE skills courses. mined level of competency in the key areas of written, oral and electronic communications. Students in SPECIAL ACADEMIC PROGRAMS every major must take: • CW101 Introduction to College Writing Community Service • CW102 College Writing and Research Mitchell College strongly encourages students to • CO103 Efective Presentations participate in community service as a means to con- • FC101 First-Year Seminar tribute to society and broaden their learning experi- • FC120 Information Technology Literacy ence. Community service is an integral part of the Tese courses provide the foundation for a success- Mitchell Valued Potential program and is a required ful Mitchell experience. part of some courses.

Te writing competency ensures that students will One of the elements of the General Education Pro- graduate from Mitchell with improved writing skills gram requirements is Social Responsibility. Stu- and be able to communicate in well planned, clear, dents will understand the importance of being a concise, and thoughtful writing. Te efective speak- responsible member of society and participate in ing competency promotes confdence in the oral pre- a community or College service activity. Te Col- sentation of ideas and as preparation for professional lege maintains an active directory of area not-for- life. Te information technology competency gives proft agencies and organizations to help students an understanding of how technology is used as a tool fnd appropriate service opportunities. Students across all disciplines and the impact of these uses on are encouraged to volunteer for College-sponsored individuals and society, as well as enhancing practi- events and activities as a means to contribute to the cal skills. overall mission of Mitchell College.

52 acadeMic Support ServiceS

Te Mitchell College community is committed to the port of Information and Communication Technol- development of each student. To best serve students, ogy (ICT) literacy. the College provides the following academic support services: Facilities • Full-Time Academic Advisors Te Mitchell College library is a two-level building • Professionally Stafed Tutoring Operation attached to the Bond House on the southeastern • Comprehensive Career Services Program corner of campus. Te library houses circulating • Te Bentsen Learning Center collections of books, flms, DVDs, and technology • A Disability Student Services Ofce including laptops, iPads, e-readers, cameras, and camcorders, in addition to the non-circulating Ref- ACADEMIC ADVISING erence and Reserve collections and the College Each Mitchell College student is provided a full-time Archives. Te library’s two levels are divided by Academic Advisor to assist and guide in navigating purpose with entire foors respectively dedicated to the path to success and graduation. Te Advisor is quiet study and group work. the primary contact point for the student regarding all issues related to the college experience. Advi- Curriculum Support sors work with each student to determine appropri- Te LIS staf support Mitchell’s curriculum through ate classes, fnd enrichment opportunities, and help integrated ICT literacy programming for all frst-year manage any kind of challenge through the student’s students through close partnership with the First Year entire college experience. Advisors work closely with Seminar, Introduction to College Writing, and Col- all departments on campus as resources to students lege Writing and Research courses. Research skills and and communicate ofen with faculty to explore strat- plagiarism concerns are addressed through in-class egies that will lead to student success. instruction designed in collaboration with faculty for all levels of students. For returning senior level students (during the 2016- 2017 year), some faculty also serve as Academic Direct student support is available at any time dur- Advisors. All contact information (ofce location, ing library hours, both within the library and via on- phone number, email address) regarding a student’s line reference services. Students are able to schedule Academic Advisor can be found at the student’s por- appointments for one-on-one consultation with a tal on the “Degree Audit” page in mid-August. librarian for extended, focused guidance in developing research strategies and exploring the wide range LIBRARY & INFORMATION SERVICES of information sources. Mission and Purpose Library and Information Services (LIS) supports Educational Technology teaching, scholarship, and innovation at Mitchell Te LIS staf provide individualized support for stu- College through proactive, student-centered ser- dents and faculty using classroom technology, learn- vices. Te library is a space for students to explore ing management systems, media services, presenta- new ideas through their individual learning styles tion tools, and other applications. Additionally, our and provides supportive technology and informa- Educational Technologist consults with and provides tion resources. guidance to faculty on current trends in efective use of technology through technology-enabled learning As part of the College’s Ability Based Education spaces. model, LIS actively promotes the development of lifelong learning skills by empowering students with User Services the abilities to fnd, evaluate, and use information Additional student support is available during ex- efciently, efectively, critically, and ethically in sup- tended hours throughout the weeks preceding and 53 continuing through each exam period. Te library velopment coordinates these experiences and prepares provides access to state and national resources via in- students to engage fully in each opportunity. terlibrary loan and transit hold services; responds to campus and library technology queries, including one- Preparation includes: on-one assistance with wireless network connectivity, • Sophomore Seminar with assigned professional printing, Microsof sofware applications, and Mariner mentor. Mail; and provides sofware purchasing discounts. • Individualized career counseling. • Resume and Cover Letter writing instruction and Collection Resources revision. Library collections are developed in response to the • Assistance with job, internship and graduate expressed needs and interests of Mitchell students and school search. faculty. Library staf and Mitchell faculty regularly • Interview skill development through Big Inter- collaborate to create relevant and engaging collections. view. Te library’s collections extend beyond the physical • Work Values and Strong Interest Inventory assess- space through its intentional development of online ments. resources in a variety of formats. Access to articles, • Local job fairs and professional speakers. streaming video, downloadable eBooks, audiobooks, and magazines is available through the library’s web- INDIVIDUALIZED SERVICES site. Health & Wellness As the provider of health care for all full-time stu- Student Employment and Internships dents on the Mitchell College campus, the Health Te LIS department ofers a variety of opportunities and Wellness Department ofers services and may for Mitchell College students to earn professional arrange services with local medical professions experience in a work environment. As a work-study with posted hours during the fall and spring semes- site and internship opportunity, students assist with ters. While most services are covered by the student a wide range of services including Library front desk health fees, services such as immunizations, physi- operations, collections processing, archives manage- cals, pharmaceuticals, and medical procedures are ment, and other specifc, targeted projects. not covered. Charges from such services are billed to student accounts and upon request a receipt will be Contact Us provided for the student to submit to his/her insur- E-mail: [email protected] ance provider for reimbursement. When necessary, Phone: (860) 701-5156 referrals can be made to some of the area’s top medi- Text or chat via: http://mitchell.libguides.com/home cal specialists located in close proximity to the cam- http://mitchell.libguides.com/home pus. Terefore, it is recommended that students have an insurance card on their person at all times. INTEGRATIVE CAREER DEVELOPMENT Te Ofce of Integrative Career Development part- Health Records and Immunizations ners with leading Southeastern Connecticut organiza- All students are required to submit proof of immu- tions to enhance its academic programs and increase nizations and complete a health form prior to begin- pathways to professional employment for students. ning their frst semester at Mitchell College. Health By collaborating with dynamic, successful organiza- forms can be found online at www.mitchell.edu/ tions, Mitchell College provides its students with re- studenthealthform. Students who do not submit a al-world, regionally-relevant experience and prepares health record and complete state mandated immuni- its graduates for engaged citizenship in Southeastern zation requirements will not be permitted to register. Connecticut. All student health information/records are kept confdential. Tese community-based, hands-on experiences are part of every academic program, are guided by faculty Students must comply with Connecticut State Law members, and are provided all four academic years at that requires all matriculating students to provide Mitchell College. Te Ofce of Integrative Career De- the following: 54 • Measles/Mumps/Rubella: Students born afer be released without student consent. However, if in December 31, 1956 must present proof. the judgment of health care providers a serious con- • Varicella: Students born afer 1980 must provide dition exists that threatens the health and safety documentation of two (2) doses of varicella vac- of the student or campus community, a parent or cine OR proof of having the disease. guardian may be notifed and appropriate College • Meningococcal disease: All students residing in personnel may be consulted. In the event of a medi- campus housing must be immunized, no longer cal emergency, emergency medical providers will be then fve (5) years before entering college. contacted. Students under the age of eighteen are • Exceptions to vaccine requirements: notifed that in cases of serious illness, accidents, or Physician statement of medical contraindication; behavioral issue, parents or guardians will be con- Student statement that such vaccines are contacted and informed of medically necessary treat- trary to religious beliefs. ment plans. Specifc questions about health records or immuni- zation documentation can be addressed by contact- Health Education and Prevention Programming ing the Health and Wellness Department at (860) Te Health and Wellness Department assists the 701-5195. Mitchell Community in creating a healthy and safe campus environment. To support healthy lifestyles, Health Insurance preventative and educational programs are ofered to All registered full-time undergraduate students are students throughout the year. To learn more about automatically enrolled in and billed for the student Health and Wellness programs on campus contact health insurance plan. If you are currently insured the Director of Health and Wellness at (860) 701- by a plan that provides comparable coverage under 7787. either a parent/guardian/spouse’s insurance, you can waive enrollment. To enroll or waive cover- DISABILITY STUDENT SERVICES age under the student health insurance plan, visit In accordance with the Americans with Disabili- www.gallagherstudent.com/Mitchell. If you have ties Amendments Act (2008) and Section 504 of the questions concerning insurance coverage through Rehabilitation Act of 1973, Disability Student Ser- Gallagher Student Health, please call 8-877-300- vices (DSS) is committed to ensuring that a qualifed 3544 or email Mitchellstudent@gallagherstudent. student, on the basis of his/her disability, will not be com. excluded from participation in, denied the benefts of, or otherwise be subject to discrimination under Counseling any College program or activity. Te Health and Wellness Counseling Center provides short term counseling services to students to DSS determines eligibility and approves and coordi- ensure ongoing wellness. During college, students nates services, auxiliary aids, and academic accom- may require varying degrees of assistance, for per- modations to qualifed students with disabilities. sonal, social, or academic purposes. Our professional counseling staf provides free and confdential DSS is committed to equal accessibility and supports services to meet these needs. Tis may include short- students with disabilities in advocating and engag- term weekly counseling sessions, participation in a ing in the campus learning and living community to support group, or referral to community resources. maximize their ability to succeed. Students seeking these counseling supports should contact the Department of Health and Wellness at How to apply for services: (860) 701-7787. • Student flls out and submits a Request for Ser- vices form (see forms on www.mitchell.edu) Student Right to Privacy • Student sends in documentation related to his/ Te primary concern of the Health and Wellness her disability. staf is the health and safety of all students. Mitch- • Student sets an appointment to meet with DSS ell College values and respects an individual’s right to discuss accommodation needs (this can also to privacy. Terefore, health information will not be accomplished through phone conversations/ 55 Skype/questionnaire). Te Bentsen Learning Center, a personalized aca- • Students will be provided a faculty Accommoda- demic support program, partners with students with tion letter to discuss with each faculty member learning disabilities and attention defcit disorders the contents of the letter. to facilitate academic growth, independence, self • DSS can provide guidance as necessary. awareness and career readiness.

Visit the DSS site on www.mitchell.edu for more Bentsen Learning Center Program Description information on policies, procedures, and forms. Te Bentsen Learning Center ofers three (3) levels of academic support that are designed to address the Please call, email or visit the ofce with questions or diferent needs of students. Students work with learn- concerns. Phone: 860-701-5790. Fax: 860-701-5790. ing specialists and technologists to develop learning strategies and career readiness skills in individual and THE TUTORING CENTER small group sessions. Te primary goals of the Tutoring Center are to ofer free tutoring in most subjects and to assist in improv- Application Process ing writing, research, and computer skills. Te Tutor- Students who are interested in participating in the ing Center ofers the following services: Bentsen Learning Center Program must frst be • Individual and group sessions by appointment or accepted to Mitchell College. Admission to the BLC walk-in is separate and distinct from the Mitchell College • Special help in developmental writing and basic application process. To determine eligibility, stu- composition dents must submit the following documentation to • Assistance in library research and term paper the BLC: writing • BLC Application • Assistance in writing across the curriculum • Cognitive and Achievement testing conducted • Test and exam preparation within the last three (3) years • Sessions on improving study skills • IEP or 504 Plan (if available) • Unedited writing sample All staf members are professionals and possess frsthand experience in the subjects they tutor. A For additional information, please contact Alice member of the staf is available to assist in making Murallo at [email protected] or (860)629- appointments and for answering any questions about 6214. the Tutoring Center and its oferings. Appointments can be made directly on STARFISH. Support Levels Comprehensive Strategic Learning is the most BENTSEN LEARNING CENTER comprehensive level of academic support available Te Bentsen Learning Center (BLC), established in to students enrolled in the BLC. At this level, stu- 1981, is a fee based, comprehensive academic sup- dents receive three weekly individual sessions of port program designed for students with diagnosed academic support with an assigned learning special- learning disabilities and/or ADHD. Te primary ist. Te content, structure, and goals of the sessions goal of the BLC is to promote the efective and inde- are determined cooperatively by the student and the pendent use of strategies that will assist students specialist. Regular feedback is provided throughout with learning in college and beyond. Students are the semester as students progress toward meeting taught how to apply strategies using course content. their goals. Specifcally, learning specialists work with students individually to assist them in developing strategies Enhanced Strategic Learning provides students in areas that include self advocacy, time manage- with the same support available in Comprehensive ment, organization, mnemonic techniques, compre- Strategic Learning; however, students receive two hension, research, writing, study skills and test prep. individual appointments a week with an assigned learning specialist. Mission Statement 56 Transitional Strategic Learning provides students one appointment of academic support per week with an assigned learning specialist. Tis level of support is appropriate for students who can apply a variety of learning strategies across the curriculum, but who may beneft from limited support. Tis level of support is for returning students only.

ACADEMIC COACHING FOR EMPOWERMENT PROGRAM Academic Coaching for Empowerment (ACE) is a student-driven program designed for students with ADHD and/or executive functioning issues. It consists of a collaborative relationship between a student and coach that is designed to develop the student’s ability to recognize and address issues that impede academic progress. Trough this coaching model, students develop their own efective strategies to remediate procrastination, prioritize goals and manage time.

ACE Application Process Te ACE program is available to all Mitchell College students. No documentation is necessary to participate in ACE; students simply complete and submit the ACE application form. Te frequency of coaching sessions is determined by the student and coach for a maximum of sixty (60) minutes per week.

For more information, please contact Alice Murallo at [email protected] or (860) 629-6214.

57 FirSt-Year experience

Te First-Year Experience (FYE) utilizes the talents course entitled Discovering the Human Adventure of our best faculty, staf and students in a wide range (FC110) as their introduction to academic options. of exciting academic and co-curricular initiatives designed to foster a sense of belonging and adven- Second semester an appropriately sequenced writ- turous exploration. Intentional academic support, ing course (CW 101 or CW 102) and a presentations campus life and co-curricular programming create course (CO 103) form the core of a student’s sched- a holistic model for student development over the ule. Together with the guidance of a professional course of the FYE journey. Programmatic objectives academic advisor, the student personalizes their include: remaining schedule to begin fulflling requirements • Provide the tools to facilitate the transition to the of the intended major and to explore academic inter- unique culture of the Mitchell College community ests. • Increase student engagement in/out of classroom • Set the foundation for academic success First-Year Seminar • Retain students of acceptable standards through First-Year Seminar enables new students in their frst sophomore status semester to engage quickly in academic and student Students are given the opportunity to explore where life on campus. Tis course assists students with they ft in through learning outcomes in and out adjusting to the intellectual and personal challenges of the classroom. Tese emphasize identity devel- of the college environment. Trough self-assessment opment and demonstration of the student as an and feedback, students learn to better understand engaged member of the class unit, participating themselves, their role within the Mitchell College member of the Mitchell community, curious scholar community and the campus resources available to and responsible citizen of the greater world. them. FC101 will be waived automatically for a student who transfers in 24 or more credits from an CORE CURRICULUM accredited institution of higher education. Te frst-year core courses create the foundation for academic inquiry and success. Tese courses are FYE Common Read linked through a team of carefully selected instruc- Te FYE Common Read provides the frst-year com- tors, project based learning and ability-based assess- munity a shared compass point by which to navi- ment. Learning objectives for this suite of courses gate the academic and co-curricular landscape. Te include: building competencies and skills, increas- objectives of the program include setting academic ing academic and civic engagement and providing expectations, building connections across the cur- an introduction to Mitchell College’s Ability-Based riculum as well as creating a community of learners Education. with a common purpose and diversity of ideas. Te title is chosen by a cross-campus committee which First semester students are enrolled in a writ- evaluates selections based on criteria emphasizing ing course (CW 100 or 101) as well as a First-Year interdisciplinary value and appeal to a wide range Seminar (FC101) as the cornerstones of their class of students. Te book is utilized in the frst-year schedule. Tese build academic community around core courses including College Writing and First- shared profciencies and interests with a peer cohort Year Seminar while co-curricular programming is dually enrolled in both course. Te third core course designed throughout the academic year connected to on a student’s frst semester schedule is a technol- the book’s themes. ogy literacy course based on assessed aptitude and interest. During the frst semester, students are also Ability-Based Education enrolled in the introductory course in their declared Te vision of Mitchell College emphasizes not only major. New students who are undeclared about their mastery of content, but learning those abilities nec- academic direction are enrolled in the one semester essary to apply knowledge in everyday practice. 58 Our approach to learning encourages and supports holding degrees in content subject areas. Integrative students as they engage in a learning process that Learning & Career Development ensures students transforms them into efective members of our ever- get a glimpse of the professional environment related changing world. Students will begin in their frst to their academic interests as soon as possible. Stu- year to work towards developing their competencies dents tour one of the College’s partner organizations in the general education abilities: in their very frst year to better understand how a 1) Critical and Creative Tinking particular major connects to various career path- 2) Communication ways. 3) Diversity & Global Perspectives 4) Information & Communication Technology Lit- First-year academic success and engagement is eracy directly linked to the experiences students have out- 5) Analysis and Problem Solving side the classroom. Students who actively engage 6) Values, Ethics and Social Responsibility in Campus Life activities are more likely to be aca- 7) Social Interaction. demically successful. Campus Life ofers a wide spectrum of opportunities to involve and connect First-Year Experience Services And Support students. Programs are designed to help frst-year Academic support for frst-year students is com- students achieve a deeper level of connection to the prehensive and developmental. Professional advi- College through student activities, leadership devel- sors play a critical role in our FYE. Advisors review opment, service opportunities, residential options incoming student academic preparation, develop and healthy recreational experiences. Te Campus class schedules, recommend early intervention strat- Life staf is committed to support students as they egies for students at risk, monitor academic prog- discover relevant connections, make healthy choices ress and help students make a successful transition and fnd their unique place within the community. to college. Academic tutors provide, for no additional cost, one-on-one sessions in academic subject areas, as well as programs to help improve writing, research, and study skills. Tutors are professionals

59 Programs and Degree Offerings

Mitchell College’s academic programs ofer an Mitchell’s academic core requirements, which help exceptionally wide range of disciplines. Founded in build a foundation for learning, are an integral part the liberal arts tradition, our courses of study proof all academic major programs. In these classes, stu- vide a strong academic base and solid preparation dents will learn to reason logically and communicate for further study or career. Each semester, students clearly, become familiar with modern scientifc con- create a schedule to best suit their academic goals, cepts and important historical developments. Tey combining required courses with a diverse selection will graduate with profciency in computer skills, of electives. Courses in the major ofen begin in the writing, public speaking, and mathematics. frst semester.

Bachelor Degree Programs

B.S. Business Administration B.S. Hospitality & Tourism • Entrepreneurship • Event Management • Graphic Design & Marketing • Food Service Management • Individualized • Hotel/Resort Management • Marketing B.S. Human Development and Family Studies B.S. Communication • Graphic Design B.S. Human Development and Family • Interpersonal/Organizational Studies with Teacher Certifcation in • Production/Performance/Technology Early Childhood Education

B.A. Criminal Justice B.A. Liberal & Professional Studies • Justice Studies • Individualized • Pre-Law • Programs & Treatment B.S. Liberal & Professional Studies • Behavioral and Social Sciences B.S. Early Childhood Education with a Concentration in Business Administration B.S. Psychology • General B.S. Early Childhood Studies • Individualized

B.A. Environmental Studies B.S. Sport & Fitness Management • Health/Fitness Management B.S. Health Science • Physical Education • Recreation Administration B.A. Homeland Security • Sport Communication • Sport Management

60 Associate Degree Programs

A.A. Liberal Studies A.S. Early Childhood Education • Pre-Allied Health Concentration: Pre-Med • Pre-Allied Health Concentration: Pre-Nursing A.S. Graphic Design • (Multiple Concentrations)

Certifcate Programs Homeland Security Business Essentials (for non-matriculated students) Hospitality and Tourism

Minor Programs Mitchell College ofers selected minors for students • Hotel/Resort Management that qualify for such an option. Current approved • Human Development & Family Studies programs exist in these 16 academic areas: • Marketing • Psychology • Communication • Sport & Fitness Management • Early Childhood Education • Teatre • Education • Entrepreneurship Many restrictions and conditions apply to academic • Event Management minors. Students may petition for the pursuit of a minor • Food Service Management during their sophomore or junior years and work with • Gender & Sexuality Studies their academic advisors and department chairs to meet • Graphic Design the requirements of the designated minors. • History/Government

61 Behavioral Sciences Human Development & Family Studies

Te Human Development & Family Studies program Recent internships have included: at Mitchell focuses on how people grow, develop, and • Substance abuse residential treatment program change during the course of their lives. As a student for pregnant women and their children in this program, sometimes known as life span stud- • Domestic violence center for women ies, you’ll combine course work in subjects such as • Programs for people with intellectual, develop- psychology, sociology, education, and human ser- mental, or physical disabilities vices, with internship opportunities. Trough this • Family support centers combination, you’ll learn more about the human • Afer-school centers for education and recreation experience and how to improve the quality of life of • Tutoring and mentoring students with special those around you. needs in classrooms • Human Resource Departments Bachelor of Science Degree: • Terapeutic Riding Center Students in this program take part in advanced life span coursework and training. You’ll take a variety Put Your Mitchell Degree to Work of elective classes while studying how counseling can afect human development, family development and A degree in Mitchell’s Human Development & relationships, multicultural issues, social policy, and Family Studies Program can lead to these potential other topics. You’ll also work in the feld, developing careers: strategies to help you connect with people of all ages. • Child Welfare Specialist Te Bachelor of Science degree program also fea- • Academic Counselor tures the Capstone Seminar in Behavioral Sciences. • Community Outreach Representative In this course, students develop an applied research • Corrections Caseworker project that shows how their views and perspectives • Youth Counselor have evolved during their time at Mitchell. Te Cap- • Activity Director stone Seminar is an excellent opportunity for you to • Marriage and Family Counselor add to your portfolio and practice your research and • Special Needs Educator presentation skills. • Mental Health Counselor • Gerontology Aid Learn Real World Skills in A Real World Setting • Social Services Case Worker

Students in the Human Development & Family Studies Program at Mitchell, have the opportunity to take part in our largest selection of internships. Mitchell has an excellent relationship with community agencies and organizations that are more than willing to help you further your education outside the traditional classroom setting. SAMPLE

62 Behavioral ScienceS Bachelor prograM - huMan developMent and FaMilY StudieS

Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Fine Arts Elective 3 HD108 Intro to Human Development 3 CO103 Efective Presentations 3 PY105 General Psychology I 3 HD209 Child Development 3 SO103 Introduction to Sociology 3 HD110 Intro to Race, Ethn. & Culture 3 FC120 Info/Tech Literacy 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD210 Adolescent Development 3 MA__ Mathematics (MA104+) 3-4 _____ Open Elective ** 3 HD211 Adult Development 3 _____ History Elective 3 ______Open Elective ** 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Lab Science Elective 4 PE___ Physical Education Elective 3

Semester Credits 16 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester BS330 Behavioral Statistics 3 _____ Open Elective** 3 BS335 Behavioral Sci.Career Seminar 3 BS331 Research Methods in HDFS I 3 HD339 Systems and Teories of 3 BS340 HDFS Internship I 3 Family Development PY313 Death & Dying 3 HD305 Ethics, Character & Moral Dev. 3 _____ Open Elective ** 3 _____ Open Elective** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 HDFS Internship II 3 HD451 Families in Crisis 3 HD441 Gender Issues in HDFS 3 BS490 Capstone Seminar in HDFS 3 BS443 Research Methods in HDFS II 3 _____ Humanities Elective 3 _____ Cognate Area Course 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

SAMPLEIn the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses ofered in any given semester, students may not be able to follow a sequence exactly.

63 Behavioral Sciences Psychology

Mitchell’s Psychology program gives students an Internships are available in these settings: overall understanding of human behavior and pre- • Elementary school social work pares them to help solve scientifc, social and busi- • School psychology ness problems. Te program gives you a strong • Middle and high school guidance counseling foundation to build a career on, or prepares you for • Employment services for people with mental advanced study. illnesses • Group work with people in an alternative to Psychology students have two track options: incarceration program • General Psychology • Alternative school education and recreation Tis program is designed for students who want a programs broad overview of the discipline. • Youth service bureaus • Individualized Psychology • Social services with minority populations Tis degree program is for students who want • Residential treatment center for youth to concentrate on a particular area (i.e., clinical, • Safe homes for children removed from their social, cognitive/experimental, biological) and/or families integrate other behavioral science courses (e.g. BS, • Human Resource Departments HD, SO designations) into their program. • Community centers and organizations No matter what track you choose, all Mitchell Psy- • Substance abuse programs chology students end the program by taking the • Specialized rehabilitation services, such as Capstone Seminar. In this sequence of courses, you’ll Terapeutic Riding Program choose a topic, complete a written research paper, Because Mitchell knows that students will need an and make an oral presentation on that topic to the advanced degree to work as a professional psychol- academic community. ogist, or in a related feld such as social work, we’ll prepare you for further study with our four-course Learn Real World Skills in a Real World Setting research component. Trough this part of the pro- As a Psychology student, you’ll get practical experi- gram, you’ll learn how to gather, analyze, and use ence through a two-semester assignment in the feld, important research data with techniques practiced under the direction of psychology faculty and an on- by professionals already in the feld. site supervisor. Tis exciting opportunity allows you to practice what you learn in the classroom in a sup- Put Your Mitchell Degree to Work portive, stimulating environment. Graduates of Mitchell’s Psychology program have many career options. Some choose to do graduate work in psychology, others move on to medical or law school. A psychology degree is an excellent background for students interested in: • Personal Counseling • Social Work • Health Psychology • Industrial/Organizational Psychology SAMPLE

64 Behavioral ScienceS pSYchologY Bachelor prograM - general track

Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 SO103 Introduction to Sociology 3 CO103 Efective Presentations 3 FC120 Info/Tech Literacy 3 PY106 General Psychology II 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD110 Intro to Race, Ethn. &Culture 3 MA__ Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Humanities Elective 3 _____ Lab Science Elective 4 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE___ Physical Education Elective 3 Semester Credits 18 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester HD305 Ethics, Character & Moral Dev. 3 BS331 Research Methods I 3 BS335 Behav. Sci. Career Seminar 3 BS340 Behav. Sci. Internship I 3 BS330 Behavioral Statistics 3 PY375 History & Systems of Psych. 3 _____ Psychology Track Elective 3 SO310 Leadership & Group Processes 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 Psychology Internship II 3 BS490 Capstone Seminar in Psychology 3 BS443 Research Methods II 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

In the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses ofered in any given semester, students may not be able to follow a sequence exactly. **SAMPLE Open Electives: Any course ofered by the College may be used as an Open Elective.

65 Behavioral ScienceS pSYchologY Bachelor prograM - individualized track

Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 SO103 Introduction to Sociology 3 CO103 Efective Presentations 3 FC120 Info/Tech Literacy 3 PY106 General Psychology II 3 Semester Credits 14 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester HD305 Ethics, Character & Moral Dev. 3 BS331 Research Methods I 3 BS335 Behav. Sci. Career Seminar 3 BS340 Psychology Internship I 3 BS330 Behavioral Statistics 3 PY375 History & Systems of Psych. 3 _____ Psychology Track Elective 3 SO310 Leadership & Group Processes 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

66 Business Administration

Te Bachelor of Science in Business Administration Put Your Mitchell Degree to Work degree at Mitchell College is designed to allow open electives to play a critical role in the educational A degree in Business Administration from Mitchell experience. When you study business at Mitchell, College can prepare you for these exciting potential you’ll gain knowledge and skills valued by the busi- career paths: ness community and receive a well rounded educa- • Retail Management tion via a strong liberal arts program foundation. • Human Resource Specialist • Public Relations Representative Te program provides a framework for building a • Product Brand Manager successful career in the private, public or nonproft • Account Executive sector. Within this framework, each student has the • Sales Manager latitude to design an individual educational expe- • Graphic Designer rience. Our ideal business graduate will become • Marketing Management enriched by electives, broadening their exposure • Management to other felds and perspectives, opening doors • Selling & Sales Management through new teachers and colleagues while acquir- • Advertising Executive ing new analytical approaches and abilities. Tis • Financial Analyst/Researcher approach stems from our philosophy that students • Financial Manager will take greater ownership of their educational path • Project Manager if empowered to do so. • Business Owner • Non-proft Ofce or Program Manager While choosing electives that defne what is unique • Preparation for Graduate Study in Management, about your academic experience, the core program Marketing, Accounting gives you the opportunity to: develop profciency • MBA preparation in a broad range of technical and professional skills • Small Business Management sought by employers; learn how to excel in a global business environment; and study in an environment that values ethical and socially responsible business practice.

We ofer four academic program concentrations: • Individualized program: 11 core business courses, 7 open business electives plus 8 open elective courses. • Entrepreneurship: 11 core business courses, 5 entrepreneurship concentration courses, 2 open business electives plus 8 open elective courses. • Graphic Design & Marketing: 11 core business courses, 8 design concentration courses, 1 open business elective plus 6 open electives. • Marketing: 11 core business courses, 5 marketing concentration courses, 2 open business electives SAMPLE plus 8 open electives.

67 Business Administration Bachelor Program - Individualized Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Principles of Marketing 3 CW101 Intro to College Writing 3 _____ Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 FC120 Info/Tech Literacy 3 CO103 Efective Presentations 3 ______Open Elective 3 _____ Open Elective 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 _____ Business Elective 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Lab Science Elective 4 EC132 Microeconomics 3 _____ Business Elective 3 ______Open Elective 3 MA__ Math Elective (104+) 3-4 Semester Credits 16 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester _____ Business Elective 3 BU427 Exploring Career Options 2 _____ Humanities Elective 3 _____ Business Elective 3 BU340 Business Ethics 3 _____ Literature Elective 3 BU322 International Business 3 _____ Open Elective 3 BU325 Financial Management 3 HI___ History Elective 3 Semester Credits 15 Semester Credits 14

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Open Elective 3 _____ Business Internship _____ Fine Arts Elective 3 (advisor approved or Bus Plan) 3 PE___ PE Requirement 3 _____ Open Elective 3 _____ Open Elective 3 _____ Business Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 * Business majors must earn a minimum grade of C to enroll in additional business courses and to meet graduation requirements. Open elective: any course ofered by the College may be used as an Open Elective.

In the pages of this department’s section, each program is described and sample course sequences are provided. SAMPLEBased on courses ofered in any given semester, students may not be able to follow a sequence exactly. SAMPLE

68 Business Administration Bachelor Program - Entrepreneurship Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Principles of Marketing 3 BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Intro to College Writing 3 _____ Behavioral Science Elective 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Behavioral Science Elective* 3 FC120 Info/Tech Literacy 3 CO103 Efective Presentations 3 FC120 Info/Tech Literacy 3 _____ Open Elective 3 ______Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 CO103 Efective Presentations 3 Semester Credits 14 Semester Credits 15 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 AC103 Principles of Financial Acct 4 BU110 Business Law 3 _____ Business Elective 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Lab Science Elective 4 EC132 Microeconomics 3 _____ Open Elective 3 EC132 Microeconomics 3 _____ Business Elective 3 HI___ History Elective 3 _____ Fine Arts Elective 3 ______Open Elective 3 MA__ Math Elective (104+) 3-4 MA___ Mathematics (MA104+) 3-4 _____ Lab Science Elective 4 Semester Credits 16 Semester Credits 16-17 Semester Credits 16-17 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester Junior Year – Fall Semester Junior Year – Spring Semester _____ Business Elective 3 BU427 Exploring Career Options 2 BU311 Principles of Entrepreneurship 3 BU313 Strategic Product Development 3 _____ Humanities Elective 3 _____ Business Elective 3 BU310 Marketing Research 3 _____ Open Elective 3 BU340 Business Ethics 3 _____ Literature Elective 3 BU340 Business Ethics 3 BU322 International Business 3 BU322 International Business 3 _____ Open Elective 3 BU325 Financial Management 3 BU326 Entrepreneurial Creativity 3 BU325 Financial Management 3 HI___ History Elective 3 BU427 Exploring Career Options 2 _____ Open Elective 3 Semester Credits 15 Semester Credits 14 Semester Credits 14 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Open Elective 3 _____ Literature Elective (200+) 3 ____ Open Elective 3 _____ Business Internship _____ Fine Arts Elective 3 _____ Business Internship 3 PE__ PE Requirement 3 (advisor approved or Bus Plan) 3 PE___ PE Requirement 3 (advisor approved or alternate) _____ Humanities Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Business Elective 3 BU428 Business Plan Development 3 Semester Credits 15 Semester Credits 15 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 Cumulative GPA Required for Graduation: 2.00 * Business majors must earn a minimum grade of C to enroll in additional business courses and to * Business majors must earn a minimum grade of C to enroll in additional business courses and meet graduation requirements. Open elective: any course ofered by the College may be used as an to meet graduation requirements. Open Elective: Any course ofered by the College may be used Open Elective. as an Open Elective.

In the pages of this department’s section, each program is described and sample course sequences are provided. In the pages of this department’s section, each program is described and sample course sequences are provided. SAMPLEBased on courses ofered in any given semester, students may not be able to follow a sequence exactly. SAMPLEBased on courses ofered in any given semester, students may not be able to follow a sequence exactly.

69 Business Administration Bachelor Program - Marketing Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Intro to College Writing 3 _____ Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 FC120 Info/Tech Literacy 3 CO103 Efective Presentations 3 ______Open Elective 3 _____ Open Elective 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 MK201 Consumer Behavior 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Lab Science Elective 4 EC132 Microeconomics 3 MK205 Fundamentals of Retailing 3 ______Open Elective 3 MA111 Statistics 4 Semester Credits 16 Semester Credits 17

Junior Year – Fall Semester Junior Year – Spring Semester BU325 Financial Management 3 _____ Open Elective 3 _____ Open Elective 3 MK301 Supply Chain Management 3 BU340 Business Ethics 3 _____ Literature Elective 3 BU322 International Business 3 _____ Humanities Elective 3 BU427 Exploring Career Options 2 HI___ History Elective 3 Semester Credits 14 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester MK401 Merchandise Management 3 _____ Open Elective 3 _____ Business Elective 3 MK405 Sales and Strategic Partnerships 3 _____ Business Internship 3 _____ Fine Arts Elective 3 (advisor approved or Bus Plan) PE___ PE Requirement 3 _____ Open Elective 3 _____ Business Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 * Business majors must earn a minimum grade of C to enroll in additional business courses and to meet graduation requirements. Open Elective: Any course ofered by the College may be used as an Open Elective.

70 Business Administration Bachelor Program – Graphic Design & Marketing Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Introduction to College Writing 3 BU123 Introduction to Business * 3 CW101 Intro to College Writing 3 _____ Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 GD101 Color and Concept Design 3 GD110 Graphic Design I 3 FC120 Info/Tech Literacy 3 CO103 Efective Presentations 3 GD105 Computer Graphics 3 AR103 Drawing & Composition 3 ______Open Elective 3 _____ Open Elective 3 FC120 Info/Tech Literacy 3 CO103 Efective Presentations 3 Semester Credits 14 Semester Credits 15 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 AC103 Prin. of Financial Accounting 4 BU110 Business Law 3 MK201 Consumer Behavior 3 EC131 Macroeconomics 3 EC132 Microeconomics 3 BU124 Intro. to Marketing 3 BU250 Management of Organizations 3 _____ Lab Science Elective 4 GD210 Graphic Design II 3 EC131 Macroeconomics 3 EC132 Microeconomics 3 MK205 Fundamentals of Retailing 3 MA__ Math Elective (MA104+) 3 GD260 Graphic Design III 3 ______Open Elective 3 MA111 Statistics 4 AR101 History & Appreciation of Art I 3 BU250 Management of Organizations 3 Semester Credits 16 Semester Credits 17 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester Junior Year – Fall Semester Junior Year – Spring Semester BU325 Financial Management 3 _____ Open Elective 3 _____ Literature Elective 3 BU322 International Business 3 _____ Open Elective 3 MK301 Supply Chain Management 3 _____ Open Elective 3 BU427 Exploring Career Options 2 BU340 Business Ethics 3 _____ Literature Elective 3 BU340 Business Ethics 3 _____ Behavioral Science Elective 3 BU322 International Business 3 _____ Humanities Elective 3 _____ Open Elective 3 GD265 Materials and Techniques 3 BU427 Exploring Career Options 2 HI___ History Elective 3 BU325 Financial Management 3 _____ Lab Science Elective 4 Semester Credits 14 Semester Credits 15 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester Senior Year – Fall Semester Senior Year – Spring Semester MK401 Merchandise Management 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Business Elective 3 MK405 Sales and Strategic Partnerships 3 _____ Open Elective 3 _____ Open Elective 3 _____ Business Internship 3 _____ Fine Arts Elective 3 BU___ Business Elective 3 _____ Internship 3 (advisor approved or Bus Plan) PE___ PE Requirement 3 HI___ History Elective 3 (advisor approved or Bus Plan) _____ Open Elective 3 _____ Business Elective 3 GD410 Graphic Design IV 3 PE___ PE Elective 3 _____ Open Elective 3 GD411 Graphic Design V 3 Semester Credits 15 Semester Credits 15 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 Cumulative GPA Required for Graduation: 2.00 * Business majors must earn a minimum grade of C to enroll in additional business courses and to * Business majors must earn a minimum grade of C to enroll in additional business courses and to meet graduation requirements. Open Elective: Any course ofered by the College may be used as meet graduation requirements. Open Elective: Any course ofered by the College may be used an Open Elective. as an Open Elective.

71 Communication Arts

Communication study relates to all ways that we • Electronic Media Video/Radio/Television/ communicate both verbal and nonverbal messages. Broadcasting It focuses on how people use messages to generate • Journalism (Print or Electronic) meaning in various contexts, channels, culture and • Public Relations media. Tree quarters of your day is spent commu- • Teatre/Performing Arts nicating in some way. • Government/Politics • High Technology Industries Te Communication Arts program at Mitchell Col- • Communication and Health Care lege is an interdisciplinary major that provides stu- • International Relations and Negotiations dents with entry-level skills in written, oral, inter- • Law personal and visual communication. Teoretical, • Social and Human Services historical and societal perspectives of communication are explored in a very individualized, sup- Core Communication Courses portive and challenging learning environment. Tis (required of all communication majors): provides a solid foundation for further study and • Introduction to Mass Communication focuses in three primary areas of interest: interper- • Interpersonal Communication Skills sonal and organizational aspects of communication; • Communication Internship or Senior Fieldwork a video, production, performance, and technology • Communication Capstone Experience focus; or a concentration in graphic design. • Communication & Society • Communication Research As a Communication major, students have the opportunity to complete both an internship and a Communication Electives Capstone project in areas that refect their specifc • Introduction to Communication Research interest such as journalism, public relations, adver- • Persuasion tising, radio, television, graphic design, manage- • Communication & Confict ment, marketing, education, social services, theater • Interviewing and the arts. Radio Mitchell, the College’s radio • Organizational Communication station, provides an opportunity to hone radio pro- • Culture & Communication duction and entertainment broadcast skills. Tese • Journalism I & II venues give students practical experience with pro- • Film Study I & II fessional expectation. • Video Production I & II • Introduction to Radio/Broadcast I Students in the Communication Arts department • Audio & Radio Production II can have possible future careers in a variety of areas. • Music & Entertainment on the Internet Below are examples of careers that might be pur- • Advanced Radio Production III sued by a person who has earned a degree in Com- • Advanced Video Production III munication. Tis list represents some, but not all • Communication, Performance & Media of the careers that one may consider. Keep in mind • Video Post Production that many of these careers require additional school- • Advanced Video Post Production ing, but a Communication degree is a great place to start. For an extensive list of jobs associated with a Communication degree see: http://www.bls.gov/ooh/ media-and-communication/home.htm • Business • Advertising SAMPLE • Communication Education 72 Communication Arts Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 Writing/Research 3 FC101 First-Year Seminar 2 CO103 Efective Presentations 3 FC120 Info/Tech Literacy 3 ______Behav. Sciences Survey Course 3 CO101 Intro to Communication 3 MA104+ College Math/Algebra 3 _____ Beh. Science Survey Course 3 CO105 Mass Communication 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester BI143 Lab Science 4 EL___ Literature Elective, 200+ 3 CO126 Interpersonal Communication 3 CO202 Communication & Society 3 _____ Fine Arts Elective 3 HI105 US History 3 CO__ Comm Concentration Elective 3 CO___ Communication Elective 3 _____ Open Elective** 3 CO___ Communication Elective 3

Semester Credits 16 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 PE___ Physical Education Elective 3 ______Humanities Elective 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3

Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester CO483 Communication Internship 3 CO450 Communication Capstone 3 CO233 Communication Research 3 CO___ Communication Elective, 300+ 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

NOTE: Must complete all 5 general education areas. Open Electives: Any course ofered by the College may be used as an Open Elective.

73 Communication Arts Bachelor Program - Graphic Design Recommended Courses By Semester And Year Total Credits To Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 AR102 History & Appreciation of Art II 3 FC101 First-Year Seminar 2 AR103 Drawing & Composition 3 FC120 Info Tech Literacy 3 CO103 Efective Presentations 3 GD105 Computer Graphics I 3 CW102 College Writing & Research 3 GD101 Color Concept & Design 3 GD110 Intro to Graphic Design I 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester BI143 Fund. Of Life Science 4 EL200+ Literature Elective 3 GD210 GD II Type/Image/Layout 3 CO105 Mass Communication 3 HI___ History Elective 3 _____ Open Elective 3 CO101 Intro to Communication 3 GD260 Graphic Design III 3 ______Open Elective** 3 MA104 Mathematics for Liberal Arts 3

Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester CO126 Interpersonal Comm. 3 PE___ PE Elective 3 GD410 Package & Web Design 3 CO202 Communication & Society 3 ______Gen Psych or Intro to Soc 3 GD265 Materials & Techniques 3 GD305 Computer Graphics II 3 ______Behavioral Science Elective 3 ______Open Elective** 3 ______Open Elective** 3

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CO483/GD429 Sr. Internship 3 CO450/GD411 Capstone/Portfolio 3 CO233 Communication Research 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

Open Electives: Any course ofered by the College may be used as an Open Elective.

74 Education

One of the most comprehensive and dynamic pro- regional and national conferences. grams at Mitchell College, the Early Childhood Education program ofers both the Associate and To be accepted into the Human Development and Bachelor degrees. Te Bachelor program has two Family Studies with Early Childhood Education specializations, the Human Development and Fam- Teacher Certifcation program, students must com- ily Studies with a concentration in Early Childhood plete a separate application with the Education Education Teacher Certifcation (Integrated Special Department. Typically, students apply to the pro- Needs, Pre K–K, 1st–3rd Grade), and Early Child- gram at the end of their frst-year or beginning of hood Education with Business Administration. their sophomore year in college.

Mitchell’s teacher education program of study is Acceptance into Mitchell College does not guar- organized in a sequential program of coursework antee acceptance into the teacher preparation that includes feld experience in partner schools in program. Tere are rigorous standards to enter a the region. Te teacher preparation program has teacher preparation program. Any student that is earned full approval by the Connecticut State Board interested in applying to the certifcation program of Education. must make an appointment with the Chair of the Department to review the criteria that must be met Our Teacher Education courses are designed to meet to pursue the HDFS with Early Childhood Educa- state and national standards set by: tion Certifcation major. Additional information • Te National Association for the Education of is available on the College website regarding appli- Young Children (NAEYC) cation requirements. • The National Council for Accreditation of Teacher Education (NCATE) Put Your Mitchell Degree to Work • Te Council for Exceptional Children

Learn Real World Skills in a Real World Setting Some career opportunities for students enrolled in the Early Childhood Education program include: Whether you choose the teaching or early childhood • Certified Public School Teacher, Preschool with business concentration, what makes Mitch- through Grade 3 ell College’s Early Childhood Education program • School Readiness Teacher at a state funded pre- stand out from other colleges and universities is the school program amount of practical experience candidates gain in • Head Start Teacher or Coordinator the feld. • Assistant/Director of a Child Care Program • Early Childhood Program Director and/or Ad- Te Early Childhood Education Club and the Busi- ministrator ness Club are two of the most active student orga- • Infant/Toddler Educator nizations on campus. Club members participate in • Child Care Resource & Referral Personnel community outreach programs such as the Cat in • Family Child Care Provider the Hat Ball, National Week of the Young Child, Read Across America and various other public ser- SAMPLE vice projects. Members have also presented at state,

75 earlY childhood education Bachelor prograM - huMan developMent and FaMilY StudieS with ece certiFication Recommended Courses by Semester and Year Total Credits to Graduate: 127 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 PY105 General Psychology 3 HD108 Introduction to Human 3 CO103 Efective Presentations 3 Development ED222 Methods and Techniques 3 FC120 Info/Tech Literacy 3 BI143 Life Science Elective 4 ED110 Intro to Early Childhood Educ. 3 Semester Credits 14 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE120 Nutrition, Health & Safety 3 EL212 Children’s Literature 3 for Teachers of Young Children PY215 Educational Psychology 3 ED206 Mathematics, Science & Tech 3 ED261 Including Children with 3 in Early Childhood Education Exceptional Learning Needs _____ Science Elective 3 ED275 Music, Art, Aesthetics for the 3 ED274 Literacy Development in ECE 3 Young Child MA__ Mathematics (MA103+) 3 HD209 Child Development 3 HD110 Intro to Race, Ethnicity & Culture 3 MA104+ Math Requirement Elective 3 Semester Credits 18 Semester Credits 18

Junior Year – Fall Semester Junior Year – Spring Semester HI___ History (HI105/106) 3 HD446 Perspectives on Cross Cult. Dev. 3 BS330 Behavioral Statistics 3 HD451 Families in Crisis 3 ED302 Social Studies in Early ED325 Reading & Lang. Arts in ECE 3 Childhood Education 3 ED321 Comprehensive Reading Instr. 3 ED380 Practicum Teaching (N-K) 3 BS331 Research Methods I 3 ED381 Practicum Seminar 1 HD339 Systems and Teories of Family 3 Development Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Fine Arts Elective 3 ED432 Senior Seminar in Early 3 _____ Open Elective 3 Childhood Education ED415 Educational Eval. & Assessment 3 ED435 Observation and Student 9 HD305 Ethics, Character & Moral Dev. 3 Teaching (Grade 1-3) _____ Human Dev., Psych or Soc. Elect 3 HU___ Humanities Elective 3 Semester Credits 18 Semester Credits 12

3.0 CumulativeSAMPLE GPA Required for Acceptance into the Certifcation Program. SAMPLE ALL undergraduate courses taken at any institution must be at the level of a C or better. NOTE: Taking 19 hours in one semester requires permission of the advisor and the Dean of Academic Afairs AND an additional fee. 76 Early Childhood Education Bachelor Program - Early Childhood Studies Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 PY105 General Psychology 3 FC101 First-Year Seminar 2 PY105 General Psychology 3 HD108 Introduction to Human 3 CO103 Efective Presentations 3 HD108 Introduction to Human 3 CO103 Efective Presentations 3 Development ED222 Methods and Techniques 3 Development ED222 Methods and Techniques 3 FC120 Info/Tech Literacy 3 BI143 Life Science Elective 4 FC120 Info/Tech Literacy 3 HD110 Race Ethnicity & Culture 3 ED110 Intro to Early Childhood Educ. 3 ED110 Intro to Early Childhood Educ. 3 Semester Credits 14 Semester Credits 16 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE120 Nutrition, Health & Safety 3 EL212 Children’s Literature 3 PE120 Nutrition, Health & Safety 3 ED285 Practicum I (Jr-PreK) 3 for Teachers of Young Children PY215 Educational Psychology 3 for Teachers of Young Children PY215 Educational Psychology 3 ED206 Mathematics, Science & Tech 3 ED261 Including Children with 3 ED261 Including Children w/Except. 3 ED286 Practicum Seminar I 3 in Early Childhood Education Exceptional Learning Needs Needs HD209 Child Development 3 _____ Science Elective 3 ED275 Music, Art, Aesthetics for the 3 _____ Lab Science Elective 4 ED275 Music, Art, Aesthetics for the 3 ED274 Literacy Development in ECE 3 Young Child ED274 Literacy Development in ECE 3 Young Child MA__ Mathematics (MA103+) 3 HD209 Child Development 3 MA__ Mathematics (MA104+) 3 HD110 Intro to Race, Ethnicity & Culture 3 MA104+ Math Requirement Elective 3 Semester Credits 16 Semester Credits 15 Semester Credits 18 Semester Credits 18 Junior Year – Fall Semester Junior Year – Spring Semester Junior Year – Fall Semester Junior Year – Spring Semester ED205 Math, Sci, Tech for ECTC 3 EL212 Children’s Literature 3 HI___ History (HI105/106) 3 HD446 Perspectives on Cross Cult. Dev. 3 _____ Fine Arts Elective 3 ED311 Play in ECE 3 BS330 Behavioral Statistics 3 HD451 Families in Crisis 3 _____ History Elective 3 ED313 Parent/Family Involvement/ECE 3 ED302 Social Studies in Early ED325 Reading & Lang. Arts in ECE 3 _____ Open Elective 3 ED340 Social Emotional Dev/Classrm 3 Childhood Education 3 ED321 Comprehensive Reading Instr. 3 _____ * Choice 3 Management ED380 Practicum Teaching (N-K) 3 BS331 Research Methods I 3 _____ Open Elective 3 ED381 Practicum Seminar 1 HD339 Systems and Teories of Family 3 Semester Credits 15 Semester Credits 15 Development Semester Credits 16 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester ED420 Practicum II (Sr-PreK) 6 _____ Humanities Elective 3 Senior Year – Fall Semester Senior Year – Spring Semester ED421 Practicum Seminar II 3 _____ *Choice-see dept. options 3 _____ Fine Arts Elective 3 ED432 Senior Seminar in Early 3 _____ *Choice 3 _____ Open Elective 3 _____ Open Elective 3 Childhood Education _____ Open Elective 3 _____ Open Elective 3 ED415 Educational Eval. & Assessment 3 ED435 Observation and Student 9 _____ Open Elective 3 HD305 Ethics, Character & Moral Dev. 3 Teaching (Grade 1-3) _____ Human Dev., Psych or Soc. Elect 3 Semester Credits 15 Semester Credits 15 HU___ Humanities Elective 3 Semester Credits 18 Semester Credits 12 In the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses ofered in any given semester, students may not be able to follow a sequence exactly.

SAMPLE CumulativeSAMPLE GPA must be at least 2.0 ALL undergraduate courses taken at any institution must be at the level of a C or better. NOTE: Taking 19 hours in one semester requires permission of the advisor and the Dean of Academic Afairs AND an additional fee. 77 Early Childhood Education Bachelor of Science with Concentration in Business Administration Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 ED222 Methods and Techniques 3 ED110 Introduction to ECE 3 CW102 College Writing and Research 3 FC120 Info/Tech Literacy 3 PY105 General Psychology I 3 FC101 First-Year Seminar 2 MA__ Math (MA104+) 3 BI143 Lab Science 4 CO103 Efective Presentation 3

Semester Credits 15 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD108 Intro to Human Development 3 ED311 Play in ECE 3 ED274 Literacy Development in ECE 3 ED275 Music, Art, Aesthetics for ECE 3 ED261 Including Children with EL212 Literature for the Young Child 3 Exceptional Learning Needs 3 HD209 Child Development 3 PE120 Nutrition, Health and Safety for HI___ History Elective (105/106) 3 Teachers of Young Children 3 BU123 Intro to Business 3

Semester Credits 15 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester ____ Open Elective ** 3 ED313 Parent and Family Involvement 3 ____ Open Elective ** 3 ED280 Observation & Practicum Pre-K-1K 3 AC103 Principles of Accounting 4 ED281 Associate Seminar 1 BU340 Business Ethics 3 BU124 Introduction to Marketing 3 BU250 Management of Organizations 3 PY215 Educational Psychology 3 _____ Open Elective ** 3

Semester Credits 16 Semester Credits 16

Senior Year – Fall Semester Senior Year – Spring Semester ____ Open Elective ** 3 _____ Open Elective ** 3 BU311 Principles of Entrepreneurship 3 BU425 Small Business Internship I 3 BU325 Financial Management 3 _____ Business Elective 3 ____ Open Elective ** 3 _____ Humanities Elective 3 BU428 Business Plan 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.0

**Open Elective: Any course ofered by the College may be used as an Open Elective.

78 Early Childhood Education Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 61

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 ED222 Methods & Techniques 3 ED110 Introduction to ECE 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Lab Science 4 FC120 Info/Tech Literacy 3 HD108 Intro to Human Development 3 PY105 General Psychology I 3 CO103 Efective Presentations 3

Semester Credits 14 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester ED261 Including Children w/ ED280 Observation & Student Teach. 3 Exceptional Needs 3 PreK ED274 Literacy Development in ECE 3 ED281 Associate Seminar in Student MA__ Mathematics (MA102+) 3 Teaching 1 HI___ History Elective (HI105/106) 3 ED275 Music, Art, Aesthetics for ECE 3 PE120 Nutrition, Health and Safety for EL212 Literature for the Young Child 3 Teachers of Young Children 3 HD209 Child Development 3 _____ Fine Arts Elective 3

Semester Credits 15 Semester Credits 16

Cumulative GPA Required for Graduation: 2.0

* General Education Electives: Tese are courses that fulfll the following general education requirements: Literature Elective, Fine Arts Elective, Behavioral Science Foundation Course Elective, Physical Education Electives, or Open Electives used to meet the 33 credit General Education minimum requirement. SAMPLE SAMPLE

79 Environmental Studies

Mitchell College’s Bachelor of Arts Degree in Envi- Learn Real World Skills in a Real World Setting ronmental Studies major is an interdisciplinary program that prepares students to be stewards of Mitchell College is fortunate to have many environ- the earth’s natural resources in their roles as citi- mental partners. Te following is a partial list of pro- zens, politicians and employees of industry or gov- grams that provide Environmental Studies students ernment. Tis interdisciplinary approach gives stu- with practical experiences outside of the classroom: dents the knowledge and the skills needed to fully • Mitchell Woods Advisory Board understand the complexities of major environmental • The New London Environmental Educators’ global issues. Coalition • Te Connecticut Agricultural and Experimental Mitchell College’s campus provides a unique loca- Station tion for the study of the environment. Te campus • Te Mystic Aquarium includes a beach located on the Tames River and • The Science and Technology Magnet High Mitchell Woods (a 26 acre wooded area with a pond). School Te college is within walking distance of beaches • Te Conservation Commission of the City of along the Long Island Sound and other marine envi- New London ronments. Bates Woods, Bluf Point, Barn Island • Millstone Nuclear Power Plant/Dominion Power and various wetlands environments are within a few Company miles of the campus. Put Your Mitchell Degree to Work Select Courses in Environmental Studies: • General Biology I & II Students completing the Environmental Studies • College Chemistry I & II Program will be prepared to enter the workforce in • Environmental Studies a variety of environment associated careers in areas • Scientifc Writing such areas as: • Environmental Analysis • Government • Fundamentals of Ecology • Non-Proft Environmental Organizations • Marine Ecology • Law • Societal Impact of Global Climate Change • Business • Environmental Economics • Education • Environmental Law • Health • Science & Public Policy • Human Health & the Environment • Microbiology • Genetics • Ecology of Long Island Sound • Literature of the Environment • Anatomy & Physiology I & II • Physics I & II • Career Seminar • Senior Capstone/Internship SAMPLE

80 Environmental Studies Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC 120 Info/Tech Literacy 3 BI105 General Biology I 4 CO103 Efective Presentation 3 MA__ Mathematics (MA105+) 3-4 BI106 General Biology II 4 ES101 Intro. to Env. Studies 3 _____ Gen. Ed. Elective 3 ES150 Env. Studies Career Seminar 1 Semester Credits 15-16 Semester Credits 17

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PY105, SO103 or HD108 B.S. Found. ES220 Scientifc Writing 3 course 3 CH111 General College Chemistry II 4 BI145 Marine Ecology 4 BI145 Fundamentals of Ecology 4 CH111 General College Chemistry I 4 GV119 American Government 3 MA111 Statistics 4 ES210 Environmental Instrumentation 3 EC132 Microeconomics 3 Semester Credits 18 Semester Credits 17

Junior Year – Fall Semester Junior Year – Spring Semester ES340 Science & Public Policy OR ES360 Environmental Law OR _____ 300 Level Elective 3 _____ 300 Level Elective 3 PE___ Physical Education Elective 2-3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Gen. Ed. Elective (Fine Arts/History) 3 _____ Humanities Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 14-15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester ES340 Science & Public Policy OR ES360 Environmental Law OR _____ 300 Level Elective 3 _____ 300 Level Elective 3 _____ Gen. Ed. Elective 3 _____ Concentration Course Elective 3 _____ Literature Electives 3 ______Open Elective 3 _____ Open Elective 3 ES490/491/492 Senior Capstone/Internship 6 _____ Open Elective 3 (AND Open Elective if taking ES490 or ES491) Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 * MA 105+ is required for this major to meet the CH 111 pre-requisite. Open Electives: Students should consult their academic advisor for appropriate courses for specifc areas of environmental sciences.

81 Health Science

Mitchell College’s Bachelor of Science Degree in Graduates of the program will fnd employment in Health Science is a multidisciplinary curriculum public health and health education, teaching, pro- that exposes students to the underlying biology, gram planning, or administration in a wide variety chemistry and psychology of human health and the of settings including: secondary schools, commu- application of these sciences to applied felds like nity colleges/universities, local and county health sports medicine and behavioral medicine. departments and agencies, volunteer agencies such as the American Cancer Society, American Heart Course content is drawn from biology, chemistry, Association, and Planned Parenthood. Tey will fnd environmental science, psychology, and applica- employment as patient navigators and healthcare tional felds like exercise science and the behavioral advocates in hospitals and health clinics, and health sciences. maintenance organizations. Additional possibilities include roles in health and safety in industrial Select Courses in Health Science: corporations and community based organizations. Core - Te program suitably prepares students for gradu- Anatomy & Physiology I & II ate work in such felds as sports medicine and other Chemistry allied health felds, behavioral counseling, as well as Scientifc Writing psychology, medicine and law. Statistics in the Behavioral Sciences Nutrition Mitchell College ofers students an Individualized Health Issues Track in the Health Science major. Here a student Internship may develop his/her own sequence of courses which include the basic General Education requirements, And electives from these courses - introductory courses in the program and an oppor- Microbiology tunity to select additional courses, with the assis- Genetics tance of an academic advisor. Tese will be courses Biochemistry for Health Science within the Life Sciences, Sport & Fitness, and Behav- Human Health & the Environment ioral Sciences departments that support the student’s First Aid & Safety academic goals and career interests. Kinesiology Prevention & Care of Athletic Injuries Sports Nutrition Exercise Science Race, Culture & Ethnicity First Aid & Safety Brain & Behavior Death & Dying Teories of Personality Counseling Teory Psychology of Drugs & Behavior Human Sexuality SAMPLE

82 Health Science Bachelor Program Recommended Courses By Semester And Year Total Credits To Graduate: 120 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC 120 Info/Tech Literacy 3 BI105 General Biology I (W) 4 CO103 Efective Presentation 3 MA___ Mathematics (MA105+) 3-4 BI106 Gen Bio II or Open Elective 3-4 ____ Open Elective 3 PE222 Personal & Community Health 3

Semester Credits 15-16 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PY105 General Psychology I 3 PY106 General Psychology II 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 CH111 General College Chemistry I 4 ____ Open Elective 3 _____ Major Elective 3 ES220 Scientifc Writing 3 PE226 Nutrition 3

Semester Credits 14 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester BS330 Behavioral Statistics 3 _____ Major Elective 3 _____ Major Elective 3 _____ Major Elective 3 _____ Major Elective 3 _____ Major Elective 3 _____ Open Elective 3 _____ Gen Ed Elective 3 _____ Gen Ed Elective 3 ______Open Elective 3

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Major Elective 3 PY445 Health Issues in Behavioral Science 3 HE450 Internship 6 HE450 Internship () 6 OR 2 Open Electives OR 2 Open Electives _____ Gen Ed Elective 3 ______Open Elective 3 _____ Major Elective 3 ______Major Elective 3

Semester Credits 15 Semester Credits 15

83 Hospitality & Tourism

Mitchell College’s bachelor’s degree in Hospitality Put Your Mitchell Degree to Work & Tourism Management is designed to prepare students for a broad range of managerial roles across Te travel and tourism industry in the United States the hospitality and tourism industry. Te program generates close to 1.5 trillion dollars, approximately focuses on management positions in hotels, restau- 8 million jobs and 9% of all U.S. exports. In 2015, rants, tourism, private clubs, trade shows, conven- U.S. travel and tourism represented 2.6% of our gross tions, recreation, and food service. domestic product. It remains one of the top two industries in the world employing over 100 million Students in the Hospitality & Tourism Management workers internationally and over 450 billion dollars program can select from three specialized concen- in annual revenue. Career possibilities include: trations: • Casino Management • Hotel & Resort Management • Catering Management • Event Management • Contract Food Services Management • Food Service Management • Convention Management • Corporate Travel Coordinator Learn Real World Skills in a Real World Setting • Event Planner • Food and Beverage Management Mitchell’s Hospitality & Tourism Management pro- • Hospitality Accountant gram requires that students perform a minimum of • Hospitality Marketing/Sales Management 200-300 hours of a hands-on experience through a • Hotel/Resort Management hospitality or tourism internship experience based • Hotel and Restaurant Equipment and Supplies on their concentration. All students have the oppor- Sales tunity to complete an additional 200-300 hours • Hotel Services or internship based on electives. In selecting their • International Hospitality Management internship opportunities, students enrolled in the • Private Club Management Hospitality & Tourism Management major will ben- • Restaurant Management eft from Mitchell College’s unique location in South- eastern Connecticut, a prime New England vacation destination. Within minutes to the College are two of the largest and most successful resort casinos in the world, Foxwoods Resort and the Mohegan Sun. In addition are the Waterford Hotel Group head- quarters, representing more than 25 properties, the Garde Arts Center, New London Main Street, historic Mystic Seaport, and the Mystic Aquarium & Institute for Exploration. Te College’s acquisition of nearby Michael’s Dairy and afliation with a number of regional hotels, including the critically acclaimed Mystic Marriott, Norwich Inn & Spa, Holiday Inn in New London, Saybrook Point Inn and Spa and Water’s Edge Resort provide additional opportunities for valuable feldwork experiences. SAMPLE

84 Hospitality & Tourism Bachelor Program - Hotel & Resort Management Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 CO126 Managing Interpersonal Skills 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 HT110 Introduction to Food Service 3 FC120 Info/Tech Literacy 3 MA104 Mathematics (MA104+) 3 _____ Behavioral Sciences Elective 3 CO103 Efective Presentations 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT201 Hospitality & Tourism Mktg. 3 HT220 Front Ofce Operations Mgmt. 3 _____ Literature Elective 3 EC132 Microeconomics 3 HT221 Housekeeping Operations Mgmt. 3 _____ History Elective 3 _____ Lab Science Elective 4 HT340 Quality Service Management 3 HT321 Resort Management 3 Semester Credits 16 Semester Credits 16 Junior Year – Fall Semester Junior Year – Spring Semester _____ Open Elective ** 3 HT322 H&T Revenue Management 3 _____ Open Elective ** 3 HT360 Hospitality Human Res. Mgmt. 3 _____ Fine Arts Elective 3 HT301 Hospitality Property Mgmt. 3 HT350 Hotel Internship 3 PE___ Physical Education Elective 3 HT303 Hospitality Financial Analysis 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester HT450 H&T Internship I (240 hours) 6 HT451 H&T Internship II (240 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives ____ Open Elective ** 3 HT490 Hospitality & Tourism Seminar 3 _____ Humanities Elective 3 ____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective

85 Hospitality & Tourism Management Bachelor Program - Event Management Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 CO126 Managing Interpersonal Skills 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 HT130 Introduction to Event Mgmt 3 FC120 Info/Tech Literacy 3 CO103 E fective Presentations 3 _____ Behavioral Sciences Elective 3 MA___ Mathematics (MA104+) 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT201 Hospitality & Tourism Mktg. 3 _____ History Elective ** 3 _____ Literature Elective 3 HT340 Quality Service Mgmt. 3 _____ Open Elective 3 _____ Open Elective ** 3 _____ Lab Science Elective 4 EC132 Microeconomics 3 HT230 Convention & Trade Show Mgmt. 3

Semester Credits 16 Semester Credits 16 Junior Year – Fall Semester Junior Year – Spring Semester ____ Open Elective ** 3 HT360 Hospitality Human Res. Mgmt. 3 HT371 Private Club Management 3 HT303 Hospitality Financial Analysis 3 _____ Fine Arts Elective 3 PE___ Physical Education Elective 3 HT330 Event Planning 3 _____ Humanities Elective ** 3 HT376 Banquet & Catering 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester HT450 Internship I (240 hours) 6 HT451 Internship II (240 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives HT430 Special Events Leadership 3 HT490 Hospitality & Tourism Seminar 3 _____ Open Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

**Open Elective: Any course offered by the College may be used as an Open Elective.

86 Hospitality & Tourism Management Bachelor Program - Food Service Management Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 CO126 Managing Interpersonal Skills 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 HT110 Introduction to Food Service 3 FC120 Info/Tech Literacy 3 MA__ Mathematices (MA104+) 3 ___ Behavioral Sciences Elective 3 CO103 Efective Presentations 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT201 Hospitality & Tourism Mktg. 3 HT210 Food Service Sanitation 3 EL___ Literature Elective 3 EC132 Microeconomics 3 _____ Open Elective ** 3 HT340 Quality Service Management 3 HT352 Food Prep & Cost Control 4 ___ History Elective 3 ____ Life or Physical Science 4

Semester Credits 16 Semester Credits 17 Junior Year – Fall Semester Junior Year – Spring Semester HT311 Beverage Operations Mgmt. 3 _____ Open Elective 3 ____ Open Elective ** 3 HT360 Hospitality Hum. Res. Mgmt. 3 _____ Fine Arts Elective 3 HT310 Restaurant Mangement 3 HT330 Event Planning 3 _____ Pysical Education Elective 3 HT303 Hospitality Financial Analysis 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester HT450 Internship I (200 hours) 6 HT451 Internship II (200 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives _____ Open Elective ** 3 HT490 Hospitality & Tourism Seminar 3 _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

*Open Elective: Any course offered by the College may be used as an Open Elective.

SAMPLE SAMPLEIn the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses ofered in any given semester, students may not be able to follow a sequence exactly. 87 Law & Justice Policy Studies Criminal Justice Mitchell College ofers degree programs in the fas- legal, philosophical, and technological implications cinating and rapidly-changing feld of Criminal Jus- of American justice in the 21st century. Students can tice. choose among feld experiences with local, state and federal law enforcement agencies. In this program, you’ll get the advantage of an excellent liberal arts foundation, while learning the ins Te Programs and Treatment track will focus on and outs of the country’s criminal justice system. career preparation in the felds of correctional counseling, case management, program administration, Upon graduation you will be able to: victim advocacy, and substance abuse treatment. Spe- • Efectively communicate in written and oral cifc feld experiences with Probation, Parole, Cor- form; rections, and community based treatment programs • Critically evaluate sociological, psychological, ofer a rich experience to complement the classroom and economic theories of crime causation; component. Te Track also helps prepare the student • Analyze and explain the various legal and social for eventual certifcation as a substance abuse coun- responses to crime; selor. • Understand the moral, ethical and legal obligations of a criminal justice professional; Learn Real World Skills in A Real World Setting • Understand that any efective response to crime will be the result of a cooperative efort between Criminal Justice students at Mitchell College partici- citizens and government. pate in our dynamic Field Experience program. Tey gain practical skills they’ll use in future positions by Te Bachelor of Arts program allows you to special- working “out in the feld” with police, parole, and ize in one of the following three concentrations: probation ofcers, in the local court system and in • Programs & Treatment other settings. If you’re a pre-law student, you’ll par- • Pre-Law ticipate in independent study and targeted intern- • Justice Studies ships. You’ll also take part in the Law and Society Association - a student-run organization that spon- Te Pre-Law track provides students with the oppor- sors guest speakers and feld trips, attends confer- tunity to participate in targeted legal oriented intern- ences, and helps prepare students for the LSAT exam. ships and concentrated pre-law coursework. You’ll also take part in the Law and Society Association – a Put Your Mitchell Degree to Work student run organization that sponsors guess speakers and feld trips, attends conferences and helps pre- A degree in Criminal Justice from Mitchell College pare students for the LSAT exam. Field Experience can prepare you for these potential careers: opportunities include the state’s attorney’s ofce, the public defender’s ofce and the ofces of private • Juvenile Probation Ofcer attorneys. • Correctional Ofcer • Police Ofcer Te Justice Studies track ofers an appreciation of • Adult Probation Ofcer the full complexity of the American criminal jus- • Parole Ofcer tice system. Students will fully explore the social, SAMPLE

88 Criminal Justice Bachelor Program - Programs & Treatment Track Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Intro. to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Efective Presentations 3 _____ Open Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 CJ320 Constitutional Criminal Proced. 3 CJ261 Substantive Criminal Law 3 GV119 American Govt. & Politics 3 HI115 Dev. of Western Civilization I 3 MA__ Mathematics (MA104+) 3-4 _____ Humanities Elective 3 BI143 Lab Science Elective 4 PE__ Physical Education Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester CJ326 Legal Issues in Corrections 3 CJ314 Victimology 3 CJ313 CJ, Crime & Public Policy OR CJ306 Correctional Treatment Programs 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in a Free Society 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Literature Elective 3 _____ Fine Arts Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CJ420 CJ Assessment and Case Mgmt. 3 CJ430 CJ Intervention Strategies 3 CJ441 Senior Seminar in CJ 3 CJ440 Independent Study in CJ OR CJ445 Ethical & Philosophical CJ442 Senior CJ Field Experience 6 Foundations in Criminal Justice 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00 Open Electives: Any course ofered by the College may be used as an Open Elective.

89 Criminal JustiCe BaChelor Program - Pre-law traCk Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Introduction to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 ______Open Elective 3 CO103 Efective Presentations 3 SO103 Introduction to Sociology 3 PY105 General Psychology I 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 _____ Pre-Law Track Elective 3 CJ261 Intro. to Criminal Law 3 GV119 American Govt. & Politics 3 HI115 Dev. of Western Civilization I 3 MA__ Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Life & Physical Science Elective 4 PE___ Physical Education Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ314 Victimology 3 CJ313 CJ, Crime & Pub Policy OR CJ320 Criminal Procedures 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in America 3 _____ Literature Elective 3 CJ305 Comparative Legal Systems 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ325 Law & Society 3 CJ441 Senior Seminar in CJ 3 CJ442 Senior CJ Field Experience 6 CJ445 Ethical & Philos. Foundations _____ Humanities Elective 3 in Criminal Justice 3 _____ Pre Law Track Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

Open Elective: Any course ofered by the College may be used as an Open Elective.

90 Criminal Justice Bachelor Program - Justice Studies Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Introduction to Corrections 3 CJ247 Introduction to Criminal Justice 3 CJ249 Intro to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing and Research 3 CW101 Intro. to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 ______Open Elective 3 CO103 Efective Presentations 3 SO103 Introduction to Sociology 3 CO103 Efective Presentations 3 SO103 Introduction to Sociology 3 PY105 General Psychology I 3 _____ Open Elective 3 PY105 General Psychology I 3 Semester Credits 14 Semester Credits 15 _____ Open Elective 3 Semester Credits 17 Semester Credits 15 Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Sophomore Year – Fall Semester Sophomore Year – Spring Semester Justice System 3 _____ Pre-Law Track Elective 3 CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 CJ261 Intro. to Criminal Law 3 GV119 American Govt. & Politics 3 Justice System 3 CJ___ Criminal Justice Elective 3 HI115 Dev. of Western Civilization I 3 MA__ Mathematics (MA104+) 3-4 CJ261 Substantive Criminal Law 3 GV119 American Govt. & Politics 3 _____ Fine Arts Elective 3 _____ Life & Physical Science Elective 4 CJ___ Criminal Justice Elective 3 MA___Mathematics (MA104+) 3-4 PE___ Physical Education Elective 3 HI115 Dev. of Western Civilization I 3 BI143 Life & Physical Science Elective 4 Semester Credits 15 Semester Credits 16-17 _____ Fine Arts Elective 3 Semester Credits 15 Semester Credits 16-17 Junior Year – Fall Semester Junior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ314 Victimology 3 Junior Year – Fall Semester Junior Year – Spring Semester CJ313 CJ, Crime & Pub Policy OR CJ320 Criminal Procedures 3 CJ313 CJ Crime & Public Policy OR CJ314 Victimology 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in America 3 CJ315 Founds of Public Administration 3 CJ320 Criminal Procedures 3 _____ Literature Elective 3 CJ305 Comparative Legal Systems 3 CJ___ Criminal Justice Elective 3 CJ322 Policing in a Free Society 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Literature Elective 3 _____ Humanities Elective 3 _____ Open Elective 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 Semester Credits 16 Semester Credits 15 _____ Open Elective 3 Semester Credits 16 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ325 Law & Society 3 Senior Year – Fall Semester Senior Year – Spring Semester CJ441 Senior Seminar in CJ 3 CJ442 Senior CJ Field Experience 6 PE___ Physical Education Elective 3 _____ Open Elective 3 CJ445 Ethical & Philos. Foundations _____ Humanities Elective 3 CJ441 Senior Seminar in CJ 3 CJ440 Indep Study in Crim Justice OR in Criminal Justice 3 _____ Pre Law Track Elective 3 CJ445 Ethical & Philos. Foundations CJ442 Senior CJ Field Experience 6 _____ Open Elective 3 in Criminal Justice 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15 _____ Open Elective 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

Open Elective: Any course ofered by the College may be used as an Open Elective. SAMPLE InSAMPLE the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses ofered in any given semester, students may not be able to follow a sequence exactly.

91 Law & Justice Policy Studies Homeland Security Preparedness for natural and man-made disasters Homeland Security by having their academic stud- has long been an objective of governmental and non- ies applied to a professional work experience. Field governmental agencies at all levels – national, state Experience possibilities include: local, state and and local. Te efective 21st Century defense of our federal law enforcement agencies; the Connecticut nation requires individuals with both a practical and Judicial Department; the Connecticut Department theoretical understanding of the issues presented by of Corrections; and Te United States Coast Guard. terrorism, both foreign and domestic. Mitchell Col- Additionally, private security and corporate security lege’s Bachelor of Arts degree in Homeland Security possibilities exist at the Mohegan Sun and Foxwoods has been designed to assist in meeting that need. resort casinos and at Pfzer Pharmaceuticals.

Te Bachelor of Arts program in Homeland Security Put Your Mitchell Degree to Work provides students with the intellectual tools necessary to: Te diversity of careers available in Homeland Secu- • Understand the nature and extent terrorist threat rity makes it impossible to cover every job descrip- to the United States, including the motives and tion or opportunity. Marketplace forecasts for the methods of various foreign and domestic terror- global homeland security industry anticipate busi- ist organizations; ness will grow from approximately $40 billion to • Analyze, understand and potentially mitigate nearly $180 billion over the next decade. According terrorist efforts from the perspective of law to the 2006-2007 edition of the Occupational Out- enforcement, our legal system, our intelligence look Handbook, there will be signifcant increases in communities and the military; employment opportunities within local, state, and • Contrast U.S. historical, ideological and cultural federal law-enforcement; convention planning and traditions with those of various foreign and do- security; the social sciences; and with computer sys- mestic terrorist groups; tems design and maintenance related to homeland • Understand the legal, Constitutional and ethical security. challenges presented by our eforts to meet the In addition, successful completion of the degree terrorist threat through border control, surveil- positions graduates to take advantage of many career lance, detention, interrogation and punishment; opportunities including: and • critical infrastructure and information security • Appreciate the challenges presented to the vari- management ous domestic agencies charged with maintaining • threat and vulnerability assessment the security of the homeland, including organi- • emergency management operations zational design, management and inter-agency • investigation coordination and cooperation at the local, state • intelligence analysis and management and national level. Te degree also serves as a foundation for graduate Learn Real World Skills in a Real World Setting and professional study in Homeland Security as well In addition to class work, acquiring hands-on expe- as such felds as criminal justice, law, government, rience through internships is a pivotal feature of the public administration, planning, political science, Homeland Security major. Te senior Field Experi- and international afairs. ence is designed to enhance students’ knowledge of SAMPLE

92 Homeland Security Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 HO101 Intro to Homeland Security 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Efective Presentations 3 _____ Open Elective ** 3 PY105 General Psychology I 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ261 Introduction to Criminal Law 3 GV119 American Govt/Politics 3 HO___ Homeland Security Elective 3 CJ320 Constitution Crim Procedure 3 EL200+ Literature Elective 3 HI106 US History II 3 HI105 US History I 3 HI116 Western Civilization II 3 HI115 Develop of Western Civ I 3 MA___ Mathematics (MA104+) 3-4 Semester Credits 15 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester CJ315 Foundations of Public Admin 3 CJ322 Policing in Free Society 3 CJ305 Comp. Legal Systems 3 HO305 Homeland Security Mgmt 3 HO301 Legal Issues in Homeland Secur 3 HO___ Homeland Security Elective 3 PH223 Comp. World Religions 3 ______Fine Arts Elective 3 ______Open Elective ** 3 ______Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CJ445 Ethical & Philosophical 3 CJ325 Law in Society 3 Foundations of CJ HO442 Homeland Security Internship HO410 Terrorism 3 OR HO441 Senior Seminar in Homeland HO440 Independent Study in Security 3 Homeland Security 6 _____ Open Elective ** 3 BI143 Life and Physical Science 4 PE___ Physical Education Elective 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 16

Cumulative GPA Required for Graduation: 2.00 ** Open Electives: Any course ofered by the College may be used as an Open Elective.

93 Liberal and Professional Studies Bachelor Program

Mitchell’s program in Liberal & Professional Studies a variety of academic areas, including communica- is geared towards students who value independent tion skills, humanities, mathematics and natural sci- thought, diversity and fexibility. If you like the idea ences, history and social sciences. Combined with 30 of sampling courses in diferent interest areas, while program credits and elective requirements in one of expanding your knowledge of diferent subjects, this the above concentrations you select, you can tailor program is for you. Students can choose to concen- your major to meet your individual education and trate in the following areas: career goals.

• Behavioral and Social Sciences Put Your Mitchell Degree to Work You’ll take classes in sociology, psychology, world religions, politics & government and other A degree in Liberal & Professional Studies will pro- required and elective courses. vide you with a strong foundation for continued education, such as law school, or in any of these poten- • Individualized tial careers: Students in Mitchell’s unique individualized pro- • Editor gram consult with faculty and academic advisors • Journalist to design a specialized program suited to their • Publicist interests, with approval from the Dean of the Col- • Human Relations lege. • Government/Social Services • Entry Level Management As a student in the Liberal & Professional Studies • Policy Analyst program, you’ll be required to take classes within

SAMPLE

94 Liberal and Professional Studies Bachelor Program Individualized Liberal Arts Program Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 GV___ Government Elective 3 _____ Fine Arts Elective 3 HD110 Intro to Race, Ethn, & Culture 3 _____ Behavioral Science _____ Mathematics (MA104+) 3 Foundation Course 3 CO103 Efective Presentations 3 FC120 Info/Tech Literacy 3-4 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Concentration Course Elective 3 _____ Open Elective** 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ History Elective 3 _____ Humanities Elective 3 HU201 Survey of Human Adventure 3 _____ Behavioral Science Elective 3 _____ Lab Science Elective 4 PE___ Physical Education Elective 3 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester LS350 Liberal Studies Career Seminar 3 HU310 Holocaust: Implics & Contexts 3 PH223 Comparative World Religions 3 PH304 Contemporary Issues in Ethics 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Literature Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Concentration Course Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester LS450 Liberal Studies Internship I 3 LS451 Liberal Studies Internship II 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course ofered by the College may be used as an Open Elective.

95 Liberal and Professional Studies Bachelor Program Behavioral and Social Sciences Concentration Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 GV___ Government Elective 3 HD108 Intro to Human Development 3 HD110 Intro to Race, Ethn &Culture 3 PY105 General Psychology I 3 _____ Fine Arts Elective 3 SO103 Introduction to Sociology 3 CO103 Efective Presentations 3 FC120 General Psychology I 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Behav & Social Science Elective 3 MA__ Mathematics (MA104+) 3-4 _____ History Elective 3 _____ Open Elective 3 _____ Humanities Elective 3 _____ Behav & Social Science Elective 3 HU201 Survey of the Human Adventure 3 _____ Literature Elective 3 _____ Lab Science Elective 4 _____ Physical Education Elective 3 Semester Credits 16 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester LS350 Liberal Studies Career Seminar 3 HU310 Holocaust: Implica & Contexts 3 PH223 Comparative World Religions 3 _____ Ethics Elective 3 _____ Behav & Soc Science Elective 3 _____ Behav & Soc Science Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester LS450 Liberal Studies Internship I 3 LS451 Liberal Studies Internship II 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Behav& Social Science Elective 3 _____ Open Elective ** 3 _____ Behav & Social Science Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Cumulative GPA Required for Graduation: 2.00

**SAMPLE Open Electives: Any course ofered by the College may be used as an Open Elective.

96 Sport and FitneSS ManageMent

Te bachelor degree in the Sport & Fitness Manage- to positively impacting the lives of youths. Health ment Department ofers academic preparation in the and Fitness prepares those students concentrating specialized areas of: on careers in personal training, strength and condi- • Sport Management tioning, and sport rehabilitation delivered by ftness • Physical Education centers, corporate wellness programs, or sport medi- • Recreation Administration cine facilities. For those interested in pursuing sport • Health & Fitness Management media careers in television, radio, or print industries, • Sport Communication the concentration in Sport Communications provides preparation in both sport and communication Te concentration in Sport Management emphasizes media techniques. the practical and academic experiences necessary to be successful in the sport industry. Sport manag- As a student in one of these programs, you would ers must have a fundamental understanding of the participate in Mitchell’s outstanding internship pro- applications of business and in-depth knowledge of gram. A student will complete a sophomore and the complexities of the sport world. senior level internship. You can elect to do your internship in a wide variety of settings ranging from Te Physical Education concentration is designed to professional sports teams, school athletic programs, prepare students for a career in the classroom teach- parks and recreation programs, sporting goods com- ing physical education. Te Physical Education con- panies, ftness facilities and more. centration provides the student an opportunity to earn a State of Connecticut Coaching Certifcation; A full range of opportunities exist in the Sport and however, the degree program does not lead to CT Fitness area including executive-level positions Teaching Certifcation. Students interested in non- requiring strong management and problem-solving school programs such as those ofered at the YMCA, capabilities. Mitchell’s Sport & Fitness Management Boys and Girls Clubs, YWCA and Municipal Recre- Department will prepare you to meet the contempo- ation Departments are prepared by studying Recre- rary and future needs of the sport, physical educa- ation Administration. Tis concentration prepares tion, ftness and recreation felds. well-rounded and enthusiastic graduates dedicated SAMPLE

97 Sport and FitneSS ManageMent Bachelor prograM - Sport ManageMent Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt. 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 BU123 Introduction to Business 3 FC120 Info/Tech Literacy 3 MA__ Mathematics (MA104+) 3-4 ______Behavioral Science 3 CO103 Efective Presentations 3 Foundation Course ______Open Elective ** 3 Semester Credits 17 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Prin of Financial Accounting 4 PE222 Personal & Community Health 3 _____ Lab Science Elective 4 _____ History Elective 3 _____ Open Elective ** 3 BU124 Marketing 3 SM207 Sport Marketing 3 _____ Concentration Elective 3 _____ Humanities Elective 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester BU250 Management of Organizations 3 SF324 Adaptive Sport & PE 3 _____ Behavioral Science Elective 3 SF405 Org/Mgmt. of PE/Rec. 3 SM303 Legal Issues in Sport 3 SM403 Sport Business and Finance 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BU321 Human Resource Management 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt. 3 OR _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course ofered by the College may be used as an Open Elective.

98 Sport and FitneSS ManageMent Bachelor prograM - phYSical education Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt. 3 SM201 Sport in Society 3 SM110 Introduction to Sport Mgmt. 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 BU123 Introduction to Business 3 FC101 First-Year Seminar 2 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 CO103 Efective Presentation 3 ______Behavioral Science 3 CO103 Efective Presentations 3 _____ Behav. Sci. Foundation Course 3 BI105 General Biology I 4 Foundation Course ______Open Elective ** 3 ______Open Elective ** 3 Semester Credits 17 Semester Credits 16-17 Semester Credits 17 Semester Credits 15-16 Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 PE121 First Aid & Safety 3 AC103 Prin of Financial Accounting 4 PE222 Personal & Community Health 3 PE231 Preventive Care of Athl. Injuries 3 PE222 Personal & Community Health 3 _____ Lab Science Elective 4 _____ History Elective 3 PE121 First Aid and Safety 3 _____ Open Elective ** 3 _____ Open Elective ** 3 BU124 Marketing 3 SM207 Sport Marketing 3 PE226 Nutrition 3 SM207 Sport Marketing 3 _____ Concentration Elective 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 _____ Humanities Elective 3 _____ Open Elective ** 3 Semester Credits 16 Semester Credits 16 Semester Credits 17 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester Junior Year – Fall Semester Junior Year – Spring Semester PE300 Kinesiology 3 _____ Behavioral Sciences Elective 3 BU250 Management of Organizations 3 SF324 Adaptive Sport & PE 3 _____ Humanities Elective 3 SF324 Adaptive Sport & PE 3 _____ Behavioral Science Elective 3 SF405 Org/Mgmt. of PE/Rec. 3 SM303 Legal Issues in Sport 3 _____ Concentration Elective 3 SM303 Legal Issues in Sport 3 SM403 Sport Business and Finance 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 SF310 Intro. to Exercise Science 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective ** 3 SF405 Organizational Management 3 BU321 Human Resource Management 3 SM450 Sport Management Internship 6 _____ Concentration Elective 3 of PE & Recreation Programs _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt. 3 OR _____ Literature Elective 3 _____ Open Elective ** 3 _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12 Semester Credits 15 Semester Credits 12 Cumulative GPA Required for Graduation: 2.00 Cumulative GPA Required for Graduation: 2.00 ** Open Electives: Any course ofered by the College may be used as an Open Elective. ** Open Electives: Any course ofered by the College may be used as an Open Elective. In the pages of this department’s section, each program is described and sample course sequences are provided. In the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses ofered in any given semester, students may not be able to follow a sequence exactly. SAMPLEBased on courses ofered in any given semester, students may not be able to follow a sequence exactly. SAMPLE

99 Sport and FitneSS ManageMent Bachelor prograM - recreation adMiniStration Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt. 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 CO103 Efective Presentation 3 _____ Behavioral Science 3 _____ Open Elective ** 3 Foundation Course _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Prin. of Financial Accounting 4 PE222 Personal & Community Health 3 _____ Lab Science Elective 4 PE121 First Aid and Safety 3 _____ Concentration Elective 3 _____ History Elective 3 _____ Humanities Elective 3 _____ Concentration Elective 3 SM207 Sport Marketing 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester SF233 Outdoor Recreation 3 SF324 Adaptive Sport & PE 3 _____ Behavioral Science Elective 3 _____ Concentration Elective 3 SM303 Legal Issues in Sport 3 SF405 Org./Mgmt. PE & Recreation 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective ** 3 SM450 Sport Management Internship 6 _____ Concentration Elective 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt. 3 OR _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course ofered by the College may be used as an Open Elective.

100 Sport and FitneSS ManageMent Bachelor prograM - health/FitneSS ManageMent Recommended Courses by Semester and Year Total Credits to Graduate: 122

Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Prin. of Financial Accounting 4 PE222 Personal & Community Health 3 SM207 Sport Marketing 3 PE226 Nutrition 3 _____ Lab Science Elective 4 PE121 First Aid and Safety 3 PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 _____ Concentration Elective 3 _____ History Elective 3 _____ Concentration Elective 3 _____ History Elective 3 _____ Humanities Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 SM207 Sport Marketing 3 _____ Open Elective ** 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 Semester Credits 17 Semester Credits 15 Semester Credits 16 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester Junior Year – Fall Semester Junior Year – Spring Semester SF233 Outdoor Recreation 3 SF324 Adaptive Sport & PE 3 _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 _____ Concentration Elective 3 _____ Behavioral Science Elective 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 SF405 Org./Mgmt. PE & Recreation 3 SM303 Legal Issues in Sport 3 SF405 Org/Mgmt. of PE/Rec. 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 _____ Concentration Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Concentration Elective 3 Semester Credits 15 Semester Credits 15 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective ** 3 SM450 Sport Management Internship 6 _____ Concentration Elective 3 SM450 Sport Management Internship 6 _____ Concentration Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt. 3 OR SM430 Senior Seminar in Sport Mgmt. 3 OR _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00 Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course ofered by the College may be used as an Open Elective. In the pages of this department’s section, each program is described and sample course sequences are provided. In the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses ofered in any given semester, students may not be able to follow a sequence exactly. Based on courses ofered in any given semester, students may not be able to follow a sequence exactly. SAMPLE **SAMPLE Open Electives: Any course ofered by the College may be used as an Open Elective.

101 Sport and FitneSS ManageMent Bachelor prograM - Sport coMMunication Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CO105 Intro to Mass Communication 3 FC101 First-Year Seminar 2 MA__ Mathematics (MA104+) 3-4 _____ Open Elective ** 3 CO103 Efective Presentation 3 FC120 Info/Tech Literacy 3 CW102 College Writing and Research 3 _____ Behavioral Science 3 Foundation Course Semester Credits 17 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 PE222 Personal & Community Health 3 _____ Lab Science Elective 4 CO140 Video Production I 3 CO204 Introduction to Radio/Audio 3 _____ History Elective 3 Production _____ Concentration Elective 3 SM207 Sport Marketing 3 _____ Open Elective** 3 _____ Humanities Elective 3 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester CO210 Advanced Audio & Radio 3 SF324 Adaptive Sport & PE 3 Production SF405 Org/Mgmt. of PE/Rec. 3 _____ Behavioral Science Elective 3 _____ Concentration Elective 3 SM303 Legal Issues in Sport 3 _____ Fine Arts Elective 3 CO240 Video Production II 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CO304 Advanced Radio Production 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 OR _____ Literature Elective 3 SM451 Sport Management Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

102 Graphic Design Associate Program To efectively develop a design piece from concept Graphic Design IV • Web & Package Design to fruition, one must understand the principles, Graphic Design V • Portfolio/Capstone conventions and language of graphic design, the Materials & Techniques Freshman Year – Fall Semester Freshman Year – Spring Semester design process, and the technology used to produce Special Topics in Graphic Design SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 a fnished product. Te Graphic Design Program at CW101 Introduction to College Writing 3 CO105 Intro to Mass Communication 3 Mitchell College focuses on pragmatic problem solv- Put Your Mitchell Degree to Work! FC101 First-Year Seminar 2 MA__ Mathematics (MA104+) 3-4 ing through carefully constructed design opportu- _____ Open Elective ** 3 CO103 Efective Presentation 3 nities, providing students the fundamental skills Students studying graphic design have possible FC120 Info/Tech Literacy 3 CW102 College Writing and Research 3 _____ Behavioral Science 3 utilized in entry-level graphic design, visual com- future careers in a variety of areas. Below are exam- Foundation Course munication and related positions. Tis program ples of careers that might be pursued by a person Semester Credits 17 Semester Credits 15-16 provides a solid foundation and opportunity further who has earned a degree in graphic design. Tis study. list represents some, but not all of the careers that Sophomore Year – Fall Semester Sophomore Year – Spring Semester one may consider. Keep in mind that many of these _____ Open Elective ** 3 PE222 Personal & Community Health 3 Graphic design at Mitchell College is presented careers require additional schooling, but a graphic _____ Lab Science Elective 4 CO140 Video Production I 3 in three unique degree programs. Te Associates design background is a great place to start. CO204 Introduction to Radio/Audio 3 _____ History Elective 3 Degree in Graphic Design provides students a tech- • Creative Director Production _____ Concentration Elective 3 nical and conceptual foundation for graphic design • Art Director SM207 Sport Marketing 3 _____ Open Elective** 3 as a mode of communication in a 2-year program. • Art Production (Trafc) Manager _____ Humanities Elective 3 Within the context of a 4-year degree, students may • Brand Identity Developer Semester Credits 16 Semester Credits 15 choose to pursue either a Bachelor of Communica- • Broadcast Designers tion with a focus in Graphic Design, or a Bachelor • Graphic Designer Junior Year – Fall Semester Junior Year – Spring Semester of Business Administration/Design and Market- • Illustrator CO210 Advanced Audio & Radio 3 SF324 Adaptive Sport & PE 3 ing. Te Communication degree with a focus in • Information Graphic Designer Production SF405 Org/Mgmt. of PE/Rec. 3 Graphic Design, provides students an opportunity • Visual Image Developer _____ Behavioral Science Elective 3 _____ Concentration Elective 3 to develop a core expertise in Communication and • Multimedia Developer SM303 Legal Issues in Sport 3 _____ Fine Arts Elective 3 focus their interest on the visual communication • Content Developer CO240 Video Production II 3 _____ Open Elective ** 3 aspect that is graphic design. Te Business Admin- • Visual Journalist _____ Open Elective ** 3 istration/Design and Marketing degree ofers the • Layout Artist Semester Credits 15 Semester Credits 15 study of graphic design paired with a core of busi- • Interface Designer ness, ideally suited to those with an entrepreneurial • Web Designer Senior Year – Fall Semester Senior Year – Spring Semester spirit, a desire to work in a corporate environment, • Package Designer CO304 Advanced Radio Production 3 SM450 Sport Management Internship 6 or the goal of eventually running their own design • Production Designer _____ Open Elective ** 3 _____ Open Elective ** 3 business. Graphic design is also ofered as a Minor in SM401 Ethics in Sport 3 _____ Open Elective ** 3 conjunction with other degree programs. SM430 Senior Seminar in Sport Mgmt 3 OR _____ Literature Elective 3 SM451 Sport Management Internship 12 Classes ofered in Graphic Design include: Semester Credits 15 Semester Credits 12 Color, Concept and Design Computer Graphics I • Photo shop/InDe- Cumulative GPA Required for Graduation: 2.00 sign/Illustrator Computer Graphics II • Dreamweaver In the pages of this department’s section, each program is described and sample course sequences are provided. Graphic Design I • Visual Literacy Based on courses ofered in any given semester, students may not be able to follow a sequence exactly. Graphic Design II • Type and Layout SAMPLE Graphic Design III • Brand Identity

103 Graphic Design Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 61

Freshman Year – Fall Semester Freshman Year – Spring Semester FC120 Info/Tech Literacy 3 AR102 History & Apprec. of Art II 3 CW101 Introduction to College Writing 3 AR103 Drawing and Composition 3 FC101 First-Year Seminar 2 GD110 Graphic Design I 3 GD101 Color and Concept Design 3 CO103 Efective Presentations 3 GD105 Computer Graphics 3 CW102 College Writing and Research 3 PE___ Physical Education Elective 1

Semester Credits 15 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester GD210 Graphic Design II 3 MA___ Mathematics Elective 3-4 PY105 General Psychology I OR ______Open Elective * 3 SO103 Introduction to Sociology 3 ______Literature Elective * 3 HI___ History 3 GD260 Graphic Design III 3 _____ Open Elective * 3 GD265 Materials and Techniques 3 _____ Life or Physical Science Elective 4

Semester Credits 16 Semester Credits 15-16

Cumulative GPA Required for Graduation: 2.00

104 Liberal Studies Associate Program

Te Associate of Arts degree in Liberal Studies at Pre-Allied Health: Pre-Nursing/Pre-Med Mitchell College is our most fexible program. It Tis concentration supplies you with a background allows you to explore diferent interest areas while in both science and liberal arts, and prepares students you gain knowledge of a variety of subjects. Te end for further study in nursing, dental hygiene, physical result is a well-rounded, diverse individual, with a therapy, radiation therapy, pre-med; Physician Assis- wide range of career choices. tants Programs and other areas. In this program, you’ll also gain hands-on experience through intern- You have the option of creating a concentration ships at area hospitals and long-term care facilities. within the liberal studies associate degree. Possible concentration areas include: Psychology Psychology revolves around understanding, predict- Fine Arts ing and controlling human behavior. Te Psychology Students interested in the creative process will enjoy concentration gives students the general knowledge this concentration, which includes courses in the necessary for further study in counseling, social arts, design, humanities and music. Tis area of work and human services. Students who complete study may lead to further study or a career in the this program may be interested in continuing with cultural, performing or fne arts, business, graphic Mitchell’s Bachelor of Science degree in Psychology, design or education. Human Development & Family Studies, or Social & Behavioral Sciences. History/Government Understanding historical perspectives prepares you Science to enter careers such as business, education, govern- A science concentration is ideal for students looking ment, law, international relations and journalism. at furthering their education in areas such as medi- Studying government – whether national, regional cine, engineering, marine science and environmen- or local – will give you a better understanding of our tal studies. political system. Internships in the State Legislature allow students to actively experience and participate Sociology in the political process. In this concentration, you’ll study how families, communities and entire societies interact and behave Humanities with each other. Sociology course work can lead to Trough courses in literature, writing, languages, art, careers in research, social work, human resources history, music and philosophy, you’ll gain a broad and other felds. Students may also choose to con- perspective of human behavior, thought, values and tinue in the Bachelor of Science in Liberal & Profes- artistic expression. You’ll also develop writing and sional Studies – Social & Behavioral Sciences pro- efective speaking skills. Te Humanities concentra- gram at Mitchell. tion provides a strong foundation for students who want to move on to our four year Liberal & Profes- Put Your Mitchell Degree to Work for You sional Studies Program in Humanities. Students in the Liberal Studies program will get an accurate feel for diferent academic areas and possible Mathematics future career options, in areas such as: Te mathematics concentration prepares students • Law • Human Services for future study in areas such as engineering, com- • Journalism • Arts puter science and the natural sciences. You’ll explore • Education • Medical and Technical Fields SAMPLE a wide spectrum of ideas and the art of logical rea- • Business • Further Academic Study soning. • Government 105 Liberal Studies Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 61

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Concentration Elective 3 FC120 Info/Tech Literacy 3 CO103 Efective Presentations 3 PY105 General Psychology I OR _____ History Elective 3 SO103 Introduction to Sociology 3 _____ Open Elective ** 3 MA___ Mathematics 3-4

Semester Credits 14-15 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Lab Science Elective 4 _____ Lib Studies Interdisciplinary Course 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE__ Physical Education Elective 1

Semester Credits 16 Semester Credits 16

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course ofered by the College may be used as an Open Elective. SAMPLE SAMPLE

106 Liberal Studies Associate Program Pre-Allied Health Concentration: Pre-Nursing Program #1 Recommended Courses by Semester and Year Total Credits to Graduate: 62

Freshman Year – Fall Semester Freshman Year – Spring Semester BI105 Biology I 4 CW102 College Writing and Research 3 CW101 Intro to College Writing 3 _____ History Elective 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 PY105 General Psychology I OR CO103 Efective Presentations 3 SO103 Introduction to Sociology 3 PY105 General Psychology I OR MA___ Math (MA105+) 3-4 SO103 Introduction to Sociology 3 HD108 Intro to Human Development 3

Semester Credits 15-16 Semester Credits 18

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 BI222 Anatomy and Physiology II 4 BI221 Anatomy and Physiology I 4 BI239 Microbiology 4 CH111 General College Chemistry I 4 _____ Literature Elective * 3 _____ Fine Arts Elective * 3 BI251 Genetics OR PE___ Physical Education Elective 1 BI290 Hospital Field Experience 3

Semester Credits 15 Semester Credits 14

Cumulative GPA Required for Graduation: 2.00

**Open Electives: Any course ofered by the College may be used as an Open Elective.

Tis program is designed for the student intending to apply to a four year program to complete a degree in an Allied Health feld, e.g. Nursing, Physical Terapy, Occupational Terapy, Dental Hygiene.

In the pages of this department’s section, each program is described and sample course sequences are provided. SAMPLE SAMPLEBased on courses ofered in any given semester, students may not be able to follow a sequence exactly.

107 Liberal Studies Associate Program Pre-Allied Health Concentration: Pre-Med Program #2 Recommended Courses by Semester and Year Total Credits to Graduate: 61

Freshman Year – Fall Semester Freshman Year – Spring Semester BI105 Biology I 4 BI106 Biology II 4 CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective * 3 PY105 General Psychology I OR FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Efective Presentations 3 MA___ Mathematics (MA105+) 3-4

Semester Credits 15-16 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3-4 BI222 Anatomy and Physiology II 4 BI221 Anatomy and Physiology I 4 BI239 Microbiology 4 CH111 General College Chemistry I 4 CH112 General College Chemistry II 4 _____ Fine Arts Elective * 3 _____ Literature Elective * 3 PE___ Physical Education Elective 1

Semester Credits 15-16 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

**Open Electives: Any course ofered by the College may be used as an Open Elective. Students are encouraged to take an upper level mathematics course or BI251- Genetics - for one of these electives.

Tis program is designed for the student intending to transfer to a four year program and then go beyond to complete a degree in the Medical Field, e.g. Medical School, Dental School, or Veterinary School.

108 courSe deScriptionS

Te following list includes all of the courses that the IN Interdisciplinary Course institution ofers on a regular basis. From time to Ability Based Education (ABE) time, the institution may ofer courses not included Levels: L1, L2, L3 in this listing and not all courses in this listing are Abilities: ofered in every two-year cycle. Course descriptions CCT Critical & Creative Tinking are listed in a straight alphabetic-numeric sequence, C Communication using the following prefxes to identify courses D Diversity & Global Perspectives within the College. ICT Information & Communication AC Accounting Technology Literacy AR Art APS Analysis & Problem Solving BI Biology V Values, Ethics & Social Responsibility BS Behavioral Sciences SI Social Interaction BU Business CH Chemistry CJ Criminal Justice Undergraduate courses are numbered from 100-499. CO Communication Courses numbered 100-199 may be taken by frst- CW College Writing year students. Some courses may have prerequisites. EC Economics Courses numbered from 200-299 usually have prereq- ED Education uisite introductory level courses and may be restricted EL English ES Environmental Studies to second year students. Courses numbered 300-399 FC First-Year College usually have prerequisite requirements and may only GD Graphic Design be open to juniors and seniors. Courses numbered GV Government 400-499 usually have advanced prerequisites and may HD Human Development only be open to seniors. HE Health Science HI History HO Homeland Security INTERNSHIP STATEMENT HS Human Services HT Hospitality & Tourism Mitchell College acknowledges the need for practi- HU Humanities cal experience as part of the education of all students. LS Liberal Studies One way to gain this experience is through an intern- MA Mathematics ship. Students participating in an internship represent MK Marketing Mitchell College and the major program in which MU Music PE Physical Education they are enrolled. As such, interns are expected to PH Philosophy have excellent personal habits and a responsible atti- PY Psychology tude toward their work and to exhibit exemplary ver- SF Sport & Fitness bal and non-verbal behavior at all times. SM Sport Management SO Sociology All students choosing to participate in an internship TH Teater must fulfll the following criteria: WL World Language • complete all prerequisite courses with a grade of C Course with a W designation: requires considerable or better; writing assignments. • have an overall GPA of 2.0 (2.5 is required in Course with a WI designation: writing intensive. some majors); General Education Program • be on track for graduation; Requirements – Course Designations: • complete all incomplete (I) grades prior to the AI American Institutions start of the semester or by the end of the semester; D Understanding Diversity SAMPLE • internship must be in place at the end of add/drop E Ethics and Values G Global/Intercultural Perspective week of the semester. SR Social Responsibility 109 AC103 Principles of Financial Accounting AR104 Introduction to Painting 4 credits (fall and spring) DA: L2 ICT 3 credits (fall and spring) DA: L1 CCT Covers the introductory aspects of accounting, Explores the materials and techniques to compose, including the basic accounting cycle and the post- tone, and paint both representational and nonrep- ing process, the balance sheet and income state- resentational subjects. Ofers frst-hand experience ment, revenue, costs, expenses, journal entries, bad controlling and manipulating watercolors, and debts, inventories, depreciation and payroll. Ofers teaches a basic knowledge of color-feld theory. students a broad understanding of accounting as a background for a business career and for use in AR199 Special Topics in Art other pursuits. Explores practical problem solving Credit hours by arrangement and computer applications during lab time. (ofered as needed) DA: N/A Prerequisites: Open only with consent of the instruc- AC104 Principles of Managerial Accounting tor. 4 credits (ofered as needed) DA: L2 APS Allows the department to design a course outside the Prerequisites: AC103 normal oferings. In any given semester, the course Furthers a basic understanding accounting princi- content and format is developed for students with ples and includes the study of accounting practices special interests and demonstrated abilities. Course for partnerships, corporations and manufacturing may be repeated for credit with a change of topic. operations, how to analyze fnancial statements, NOTE: W designation as appropriate. budgeting, and cost accounting. Explores practical problem solving and computer applications during AR205 Advanced Drawing lab time. 3 credits (spring) DA: L2 C Prerequisites: AR103 or permission of the instructor. AR101 History and Appreciation of Art I Teaches the fundamentals of drawing the human (G) (W) (D) fgure using pencil, vine charcoal, and pastel medi- 3 credits (fall) DA: L1 CCT ums. Stresses proportion, gesture, and form through Surveys art from the great early civilizations of the line and tonal application. Emphasizes anatomy, ancient near east to the middle ages with an empha- with drawing from the skeletal structure and learn- sis on the Western tradition. Te course will also ing musculature serving as the foundation for draw- acquaint students with art from other traditions. Te ing from the live model. course will balance contextual and aesthetic perspectives. AR206 Advanced Painting 3 credits (spring) DA: L2 CCT AR102 History and Appreciation of Art II Prerequisites: AR103, AR104, or permission of the (G) (W) (D) instructor. 3 credits (spring) DA: L1 CCT Explores the fundamentals of oil painting, with Surveys art from the late 14th century to the pres- emphasis on color theory, medium application, and ent day, with an emphasis on the Western tradition. composition. Stresses personal artistic expression Te course will also acquaint students with art from within a fexible format designed to accommodate other traditions. Te course will balance contextual each student’s artistic interests. and aesthetic perspectives. AR280 Digital Photography AR103 Drawing and Composition 3 credits (spring) DA: L1 ICT 3 credits (fall and spring) DA: L1 CCT Tis course will provide students with an under- Explores both representational and nonrepresenta- standing of techniques and trends in contemporary tional subjects in pencil and pencil charcoal. Partici- digital photography, as both a medium for self- pants study and practice basic drawing techniques expression and a tool for use in capturing image. while investigating the spatial relationships of art Te basic concepts and terminology of traditional elements: shape and volume, value, spatial illusion photography, composition, color theory, lighting and perspective, and thematic development. methods, and equipment are covered in the context 110 of planning and capturing images. Students learn to principles of taxonomy, the nature of plant tissues, plan, compose, and optimize image captures des- and the structure and function of representative tined for digital media, and print. Te student must plant and animal organ systems. Lab experience possess a digital camera, preferably with through- examines embryonic development and explores pho- the-lens viewing. tosynthesis and the life cycles and diversity of plant and animal species. Integrates principles of organis- AR380 Advanced Digital Photography mal biology, ecology and evolution. 3 credits (spring) DA: L2 C NOTE: Tree hours lecture and two hours labora- Prerequisites: AR280 or permission of the instructor. tory per week. Te two biology courses (BI105 and Students must obtain a digital camera for use. BI106) are designed for students majoring or concen- Advanced digital photography ofers students an trating in the life sciences, or planning careers in the opportunity to delve deeper into the exploration of medical feld. photography as a digital medium for artistic and journalistic expression of an idea. Students create BI143 Fundamentals of Life Science (SR) work for projects designed to challenge their creative 4 credits (fall and spring) 3 hr. lecture and 1 hr. lab ability and increase their comprehension of the tech- DA: L1 V nology. Fundamentals of Life Science is an introductory course designed for non-science majors. Using sci- AR399 Special Topics in Art History entifc analytic techniques and problem solving Credit hours by arrangement. skills, students will demonstrate and communicate (ofered as needed) DA: N/A how evolutionary theory connects and unifes the Prerequisites: junior or senior status and permission following principles: living organisms are highly of the instructor. organized, living organisms must take in and use Allows the department to design a course outside the energy (metabolism), living organisms must grow normal oferings. In any given semester, the course and reproduce, and humans are living organisms. content and format is developed for students with Emphasis is placed on the nature of life at the cellular special interests and demonstrated abilities. Course and molecular level and includes an understanding may be repeated for credit with a change in topic. of the functional and structural hierarchy from cells to ecosystems. Te laboratory exercises will intro- BI105 Biology I (W) duce students to the proper use of a microscope and 4 credits (fall and spring) DA: L1 APS will involve experiments and demonstrations illus- Provides a broad overview of the molecular biol- trating the topics covered. Students will be required ogy and chief energy sources of cells, genetics, the to use critical thinking skills to analyze and evaluate regulation of gene action, the nature of animal tis- data. Tis course meets the SR (Social Responsibil- sues and the structure and function of representative ity) requirement of the General Education Program organ systems. Lab work includes the microscopy of and the Lab Science Requirement for Life and Physi- cells and tissues, experiments in osmosis and res- cal Sciences. NOTE: Tree (3) hours lecture and one piration, cellular reproduction and genetics, as well (1) hour laboratory per week. as organ system dissection. Integrates fundamental relationships of cellular and organismal biology. BI145 Fundamentals of Marine Ecology (SR) NOTE: Tree hours lecture and two hours labora- 4 credits (fall) DA: L1 V tory per week. Marine Ecology is an introductory course. Tis Tis course serves as a prerequisite for Anatomy and course is designed to provide students with infor- Physiology I, BI221. mation on the fundamentals of marine ecology and to help students develop an appreciation for the BI106 Biology II diversity of life in the oceans and in coastal areas. 4 credits (spring) DA: L2 APS Fundamentals include discussion of properties of Prerequisites: BI105 or permission of the instructor. water, basic oceanography and ecological principles, Continues the study introduced in BI105, including comparison of terrestrial and marine ecosystems, reproduction and hormonal control, embryology, plankton communities, deep sea biology, intertidal 111 ecology, estuaries and salt marshes, symbiotic rela- We will pay particular attention to individuals and tionships, and human impact on the sea. Te labo- the impact these advancements had on the feld of ratory exercises will introduce students to ecological science and social implications. methodology including the surveying and sampling of populations and designing and conducting exper- BI221 Anatomy and Physiology I iments. Many of the labs will be held outside and will 4 credits (fall) DA: L2 APS make use of local resources. NOTE: Tree (3) hours Prerequisites: BI105 or permission of the instructor. lecture and two (2) hours laboratory per week. Details the anatomical body plan, kinds of cells, tissues and membranes. Emphasizes the structure and BI199 Special Topics in Biology functions of the skin, skeleton and joints, muscula- Credit hours by arrangement. ture and central nervous system. Includes compre- (ofered as needed) DA: N/A hensive laboratory examination of human skeletal Prerequisites: Open only with consent of the instruc- materials, the dissection of preserved animal speci- tor. mens as well as the use of laboratory equipment. Allows the department to design a course outside the Computer technology enhances lab and classroom normal oferings. In any given semester, the course activities. content and format is developed for students with NOTE: Tree hours lecture and two hours labora- special interests and demonstrated abilities. Course tory per week. BI221 and BI222 are designed for stu- may be repeated for credit with a change of topic. dents intending to enter a degree program in medical technology, physical therapy, nursing, physical BI201 Fundamentals of Ecology (SR) education and medicine. Tese courses are suitable 4 credits DA: L2 V for the Life Science major. BI221 is the frst half of Prerequisites: BI105, BI106, MA111, FC120 a two-semester sequence. BI222 is the second half Tis course will focus on generalized ecological prin- of a two-semester sequence. Students are expected ciples that are applicable to marine and terrestrial to enroll in both BI221 and BI222 for full transfer systems. Fundamentals include climate patterns, credit. energy fow through ecosystems, nutrient cycling, population dynamics, plant ecology, species interac- BI222 Anatomy and Physiology II tions, characteristics of diferent biomes and animal 4 credits (spring) DA: L2 APS behavior. Current issues to be discussed include bio- Prerequisites: BI105 and BI221 or permission of the diversity crisis, global warming, habitat fragmenta- instructor. tion, human population growth, invasive species Continues the organ approach introduced in BI221. and pollution. Te laboratory exercises will intro- Includes the study of sensory organs and the auto- duce students to ecological methodology including, nomic nervous system, the endocrine system, the surveying and sampling populations and design- cardiovascular and lymphatic systems, blood and ing and conducting experiments. Many of the labs tissue fuid, the respiratory, digestive and uro-genital will be held outside and will make use of Mitchell systems. Lab work includes microscopy, the dissec- Woods. Students will complete a project requiring tion of preserved specimens and the use of labora- knowledge of statistics and database management. tory equipment including computer integrated phys- Students in this course will participate in organizing iological activities. Computer technology enhances the annual Mitchell College Earth Day Event. NOTE: lab and classroom activities. Tree (3) hours lecture and two (2) hours laboratory NOTE: Tree hours lecture and two hours laboratory per week. per week. BI221 and BI222 are designed for students intending to enter a degree program in medical tech- BI210 History of Science nology, physical therapy, nursing, physical education 3 credits DA: L2 C and medicine. Tese courses are suitable for the Life Tis is a survey course of the History of Science Science major. BI221 is the frst half of a two-semester beginning with the Scientifc Revolution of the sequence. BI222 is the second half of a two-semester sixteenth century and ending with scientifc sequence. Students are expected to enroll in both advances made during the late twentieth century. BI221 and BI222 for full transfer credit. 112 BI239 Microbiology identify a sampling protocol, and then collect and 4 credits (spring) DA: L2 APS analyze their data over a season. Students will be Prerequisites: BI105 and CH111 or permission of the expected to analyze and present their data in a for- instructor. mal presentation to the Mitchell community. Surveys microbial life forms, their occurrence, classifcation, morphology, physiology, growth and repro- BI399 Special Topics in Biology ductive mechanisms, their particular signifcance Credit hours by arrangement. in natural and controlled environments (soil, water, (ofered as needed) DA: N/A food) and in the production of disease. Emphasizes Prerequisites: Open only with consent of the instruc- bacteria, with laboratory studies that include their tor. culture and isolation, standard staining and micros- Allows the department to design a course outside the copy techniques, physiological characteristics and normal oferings. In any given semester, the course the identifcation of unknown species. content and format is developed for students with NOTE: Tree hours lecture and two hours labora- special interests and demonstrated abilities. Course tory per week. may be repeated for credit with a change of topic.

BI251 Genetics (E) BS199 Special Topics in Behavioral Sciences 3 credits (spring) DA: L2 V Credit hours by arrangement. Prerequisites: BI105 or BI143 with permission of (ofered as needed) DA: N/A instructor. Prerequisites: Open only with consent of the instruc- Tis course covers the nature of genes, their function tor. and regulation, as well as transmission of inherited Allows the department to design a course outside the traits in individuals and in populations. Te mate- normal oferings. In any given semester, the course rial covered will include both classical genetics and content and format is developed for students with modern applications, including molecular biologi- special interests and demonstrated abilities. Course cal techniques used in research laboratories and in may be repeated for credit with a change of topic. current medical practice. Extensive use will also be made of such genetics databases as Online Mende- BS330 Behavioral Statistics lian Inheritance in Man (OMIM), updated daily 3 credits (fall) DA: L2 APS and sponsored by the National Institutes of Health Prerequisites: PY105 or HD108 and junior status. (NIH), and other sites, including those related to the Tis course will focus on quantitative descriptive and Human Genome Project. referential statistics, including graphic measures, frequency distributions, measures of central tendency BI290 Hospital Shadowing Field Experience and variability, correlation, probability estimations, 3 credits (spring) DA: L2 V linear regressions, analysis of variance, non para- Tis course introduces students to the various health metric statistics and confdence intervals. Te course professional career opportunities available at a hos- will provide a basic understanding of statistical anal- pital setting, and the skills and education required to ysis within the context of applied behavioral science pursue these career paths through hospital visits and examples with exposure to current technology. weekly seminar sessions. Te students will work on their résumé writing and interview skills, and will BS331 Research Methods I develop an understanding of the professional behav- 3 credits (spring) DA: L2 APS iors required in the health feld. Prerequisites: BS330 (C- or better in BS330) Te course provides an introduction to the method- BI301 Te Ecology of Long Island Sound ologies utilized in the behavioral sciences. Guide- 3 credits (fall - alternate years) DA: L3 APS lines for the assessment, interpretation, and utiliza- Prerequisites: BI201 or BI145 and junior standing or tion of research studies are presented. Emphasis is permission of instructor. placed on data collection techniques, fundamental Tis course will focus exclusively on the ecology quantitative and qualitative research techniques, sta- of the Long Island Sound. Teams of students will tistical methodology, methods of scientifc inquiry, 113 computer programming, and the design and execu- (such as GRE, MAT), résumé/CV creation, and other tion of research investigations. Research theory is topics. Tis is to be an active, intensive, participa- combined with practical and applied exercises in tion-oriented seminar. research methods. BS399 Special Topics in Behavioral Sciences BS335 Behavioral Sciences Career Seminar Credit hours by arrangement. (ofered as needed) 3 credits (fall) DA: L2 V DA: N/A Prerequisites: HD108 or PY105 and junior status; Prerequisites: junior status; open only with consent must be an HDFS or Psychology major. of the instructor. An overview of community organizations in human Allows the department to design a course outside the services to ofer insight into potential intern- normal oferings. In any given semester, the course ship placements and career planning. Students are content and format is developed for students with exposed to a variety of community services pro- special interests and demonstrated abilities. Course gramming settings related to individual and family may be repeated for credit with a change of topic. services. Professional protocol, legal issues, and the rigors of this vocation are discussed. Preparation for BS440 Behavioral Sciences Internship II the internship includes assessments, resume writing, 3 credits (fall and spring) DA: L2 SI and interviewing. Lecture material, guest speakers Prerequisites: BS340 and senior status and permis- and reading assignments are integrated to expose the sion of the instructor. student to a holistic approach to wellness services. Internship I or II in the Department of Behavioral Sciences is a practical and extensive internship expe- BS340 Behavioral Sciences Internship I rience related to the behavioral sciences, such as in 3 credits (fall and spring) DA: L2 SI a human service agency or institution or in an edu- Prerequisites: BS335 and junior status and permis- cational setting. Te internship experience is under sion of the instructor. the direction of a faculty member of the Department Internship I or II in the Department of Behavioral of Behavioral Sciences in conjunction with an on- Sciences is a practical and extensive internship expe- site internship supervisor. Students must be avail- rience related to the behavioral sciences, such as in able 8-10 hours per week, including regular meetings a human service agency or institution or in an edu- with a designated faculty supervisor. Te internship cational setting. Te internship experience is under is supported by discussion with the faculty supervi- the direction of a faculty member of the Department sor and other participating internship students to of Behavioral Sciences in conjunction with an on- integrate behavioral science theory with practical site internship supervisor. Students must be avail- applications. A detailed journal and fnal report must able 8-10 hours per week, including regular meetings be submitted for evaluation in addition to a separate with a designated faculty supervisor. Te internship evaluation submitted by the internship supervisor. is supported by discussion with the faculty supervisor and other participating internship students to BS443 Research Methods II integrate behavioral science theory with practical 3 credits (fall) DA: L3 APS applications. A detailed journal and fnal report must Prerequisites: BS331 (C- or better in BS331) be submitted for evaluation in addition to a separate Tis course is designed to help students further their evaluation submitted by the internship supervisor. exploration and investigation of the specialized theories and issues that began in research methods I. As BS351 Grad School and Beyond: such, the course afords the senior student with the Professional Seminar opportunity for more extensive research and study 3 credits (fall ) DA: L3 C in a selected area of behavioral sciences afer receiv- Prerequisite: junior or senior status ing written approval of their capstone topic. Te Tis course is intended for upper division students focus of this semester is twofold: students continue considering graduate school as a next step following the development of a detailed and in-depth research baccalaureate completion, and will examine the grad paper and then prepare to present their fndings to school selection process, required entrance exams the academic community. 114 drawing conclusions, and suggesting areas wor- BS490 Capstone Seminar (WI) thy of future research. Te capstone research paper 3 credits (fall and spring) DA: L3 APS describing the entire project is submitted at the end Prerequisites: BS443 (C- or better) of the semester and must refect strict adherence to Tis course provides senior students with a practi- APA guidelines. Each student is also required to pre- cal application of their knowledge base in behavioral pare a public presentation of their work, and partici- science. Students are required to develop a research pate in a behavioral science poster session. project that integrates previous coursework and demonstrates how one’s competencies have been BU110 Business Law (E) shaped by the human development or psychology 3 credits (fall and spring) DA: L1 V major. In addition to designing and implementing a Prerequisites: BU123 suitable research project, students have the opportu- Considers the application of fundamental legal nity to systematically observe themselves, test their principles to typical business situations. Illustrates developing skills, and critically evaluate results and selected cases dealing with contracts, agency, nego- outcomes. tiable instruments, real and personal property, secu- Success in the Capstone Seminar requires a suc- rity transactions, sales, partnerships and corpora- cessful convergence of virtually all behavioral sci- tions. ence coursework: selection of an area of research, conducting a thorough search of the literature, BU123 Introduction to Business establishing a theoretical foundation to guide and 3 credits (fall and spring) DA: L1 D organize the project, applying appropriate research Explores the nature of the American free enterprise methodology, analyzing collected data, drawing system and its business organization. Gives students conclusions, and suggesting areas worthy of future a broad overview of the functions, institutions, prin- research. Te capstone research paper describing the ciples, practices and a working vocabulary of busi- entire project is submitted at the end of the semester ness. and must refect strict adherence to APA guidelines. NOTE: BU123 is recommended for all students for Each student is also required to prepare a public pre- personal or business use. It is recommended that sentation of their work, and participate in a behav- students take BU123 before studying other business ioral science poster session. subjects. A minimum grade of C is required for business majors to enroll in additional business courses BS491 Honors Capstone Seminar (WI) and to meet graduation requirements. 3 credits (fall and spring) DA: L3 APS Prerequisites: BS443 (C- or better) BU124 Marketing Tis course provides senior students with a practi- 3 credits (fall and spring) DA: L1 CCT cal application of their knowledge base in behavioral Overviews all marketing activities, with specifc science. Students are required to develop a research study of market research, demographics, product project that integrates previous coursework and development, pricing, retailing and wholesaling of demonstrates how one’s competencies have been goods, promotional activities, advertising, sales and shaped by the human development or psychology selling steps. Uses marketing problems and cases as major. In addition to the requirements for the tra- class activities. ditional capstone seminar, students will be required to construct a scientifc poster of their research and BU199 Special Topics in Business submit a proposal for a presentation to a conference Credit hours by arrangement. of their choosing. Success in the Capstone Seminar (ofered as needed) DA: N/A requires a successful convergence of virtually all Prerequisites: Open only with consent of the instruc- behavioral science coursework: selection of an area tor. of research, conducting a thorough search of the Allows the department to design a course outside the literature, establishing a theoretical foundation to normal oferings. In any given semester, the course guide and organize the project, applying appropri- content and format is developed for students with spe- ate research methodology, analyzing collected data, cial interests and demonstrated abilities. Course may 115 be repeated for credit with a change of topic. tional beginnings to personal and business struggles to completion of new venture. Te course objective BU214 Business Internship (soph.) is to provide the knowledge and the ability to iden- 3 credits (ofered as needed) DA: L2 SI tify business opportunities, evaluate potential and to Prerequisites: Permission of the instructor. determine venture requirements. Tis sophomore/junior level internship afords the business student the opportunity to become BU313 Strategic Product Development and acquainted with various work settings. Students Management work of campus in a business related to their voca- 3 credits (spring) DA: L2 CCT tional interests. Prerequisites: BU310 Te course will provide the students with the oppor- BU225 Personal Investing tunity to use and enhance their marketing skills 3 credits (spring) DA: L2 APS as they go through the process and review of the An exciting introduction into the world of introduc- demands inherent in the launch of a new product or tory investments, stocks and bonds and alternative service. Te course will take the student from initial investments. creative concepts through market introduction culminating with market and brand assessment. Te BU250 Management of Organizations course will give students the knowledge and under- 3 credits (fall and spring) DA: L2 SI standing of all the rigorous efort and research that Prerequisites: BU123 are behind the scenes when creating a successful Tis course introduces and emphasizes the systems brand identity. approach to investigating organizational structures, processes, functions, and dynamics. It applies BU321 Human Resource Management (D) selected theories and principles to such organiza- 3 credits (fall) DA: L2 D tional phenomena as power, authority, confict, moti- Prerequisites: BU123 vation, communication, and managerial/leadership Human Resource Management encompasses those style to explore individual, interpersonal, and group activities designed to provide and coordinate the behavior in the organization. Te course builds an human resources of an organization. Tis course understanding of key managerial skills and the inter- will focus on the relationship between people and the personal, informational, and decision-making roles organization from the management point of view. of managers that support efective performance. Te Topics will include: planning, recruiting, selecting, course examines the planning, organizing, stafng, training and counseling employees. leading, communicating, and controlling functions. BU322 International Business (G) BU310 Marketing Research (E) 3 credits (fall and spring) DA: L3 D 3 credits (fall) DA: L2 ICT Prerequisites: BU123 Prerequisites: BU124 Tis course provides an opportunity to analyze and Tis course is a study of the quantitative and quali- to evaluate linkages between domestic and interna- tative techniques of marketing research. Te course tional business environments. Te process involves covers topics such as: the role of marketing research, comparisons of economic systems, central govern- design and research studies, measurement, sam- ments and monetary systems with emphasis on pling, analysis and reporting of data. developing techniques for dealing with multicultural diferences, culture gaps and world events, which BU311 Principles of Entrepreneurship likely will impact U.S. multinational enterprises well 3 credits (fall) DA: L2 C into the future. Prerequisites: BU123 Tis course concentrates on the personal and busi- BU324 Financial Management in Early ness fundamentals required to start and operate a Childhood Education successful new business venture. Topics include case 3 credits (ofered as needed) DA: L2 APS analysis of successful entrepreneurs from inspira- Prerequisites: AC103 116 Tis course will serve as an introduction to the gen- BU340 Business Ethics (E) eral principles of business fnance. Topics include 3 credits (fall and spring) DA: L2 V fnancial statement analysis, forecasting, budgeting, Prerequisites: BU123 working capital management, time value of money, Tis course provides an overview of ethical behav- discounted cash fow analysis, capital budgeting, ior as it relates to the organization’s values and tradi- cost of capital and cash fow analysis. Emphasis will tions, not just to the individuals who make the deci- be placed upon the development of fnancial analysis sions and carry them out. Specifcally, instruction and problem-solving skills within the framework of will provide students with a framework that they can running a child care program. use to identify, analyze, and resolve ethical issues in business decision-making. By studying business eth- BU325 Financial Management ics, students begin to understand how to cope with 3 credits (fall and spring) DA: L2 APS conficts between their personal values and those of Prerequisites: AC103 the organization. Tis course will serve as an introduction to the general principles of business fnance. Topics include BU399 Special Topics in Business fnancial statement analysis, forecasting, budgeting, 3 credits (ofered as needed) DA: N/A working capital management, time value of money, Tis course is designated as special topics, which discounted cash fow analysis, capital budgeting, allows the department to design a course to meet cost of capital and cash fow analysis. Emphasis will specifc current business topic or a specifc selection be placed upon the development of fnancial analysis of business industry topics that are of interest to the and problem solving skills. students.

BU326 Entrepreneurial Creativity BU411 Accounting and Funding for Small 3 credits (spring) DA: L2 CCT Business Tis course will provide in-depth study and analy- 3 credits (ofered as needed) DA: L3 APS sis of a variety of approaches to unlock and develop Prerequisites: BU325 creative and innovative thought. Review of case Tis course will teach the student accounting for studies of successful entrepreneurs and explore how small business by using the Quick Books program. they were able to articulate their creative ideas and Te course will center around the transactions and transform those ideas into viable business ventures. statement interpretations for small businesses. Top- Te course will enable the students to explore and ics such as funding, managing funding and taxes study their own personal creative ability and study will be presented with related journal entries. Te how that ability can enhance their entrepreneurial Quick Books program will be the vehicle in which success and improve their ability in understanding material will be presented and practiced. business risk. BU412 Small Business Capstone Project BU332 Advertising 3 credits (fall and spring) DA: L3 SI 3 credits (ofered as needed) DA: L2 C Prerequisites: junior standing. Prerequisites: BU124 Tis course serves as a capstone project for the Small Tis course examines the functions and roles of pro- Business Studies student. Te project culminates in motional strategies in the context of the marketing the completion of a new venture that has been cre- concept. Emphasis is placed on the role of advertis- ated, developed and implemented by the student ing as a part of the marketing plan. Case studies and from initial innovative concept to the fedgling new projects provide experience in developing creative venture. Te student will experience the energy and advertising and promotional strategies with the use enthusiasm provided by the new venture but will of such media as television, radio, print, social net- also be exposed to the efort and drive that it takes works and the internet. to keep the venture prospering and the day to day management skills and strategies that are critical to entrepreneurial success.

117 BU413 Small Business Marketing BU426 Small Business Internship II and Communication 3 credits (fall and spring) DA: L3 SI 3 credits (ofered as needed) DA: L3 C Prerequisites: senior status or permission of instruc- Prerequisite: BU124 tor. Tis course presents an integrated approach to the An applied extension of the Small Business program creation, implementation and measurement of the with particular emphasis on the student’s career means in which an organization communicates both interests, goals, and options. Tis senior internship internally and externally from a small business per- recognizes Mitchell College’s need for practical, spective. Te critical marketing and sales tools of career skills training as part of the education of all newsletters, sales brochures, point of sale and pro- students. Working with the classroom professor, stu- motional programs are developed. dents will choose a feldwork experience in a company or corporation. Te internship is supported by BU420 Business Internshipfor Early Childhood discussions with the classroom professor and stu- Education dents, as well as input from one’s on-site internship 6 credits (fall and spring) DA: L3 SI supervisor. A detailed journal and fnal report are Prerequisites: senior status or permission of instruc- required. tor. An applied extension of the Small Business program BU427 Exploring Career Options with particular emphasis on the student’s career 2 credits (fall and spring) DA: L2 C interests, goals, and options. Tis senior internship Prerequisites: junior/senior status or permission of recognizes Mitchell College’s need for practical, instructor. career skills training as part of the education of all An abilities-based course designed to illuminate students. Working with the classroom professor, stu- career paths available to Business Administration dents will choose a feldwork experience in a com- majors in preparation for meeting their internship pany or corporation. Te internship is supported by and career goals. Particular emphasis is placed on the discussions with the classroom professor and stu- self-assessment of skills and aspirations, researching dents, as well as input from one’s on-site internship careers, networking, resume writing, interviewing, supervisor. A detailed journal and fnal report are and graduate options. Lecture material and assign- required. ments are integrated with conducting an informational interview, career-building activities, and indi- BU425 Small Business Internship I vidual video-taped mock interviews, culminating in 3 credits (fall and spring) DA: L3 SI a portfolio project. Prerequisites: senior status or permission of instructor. BU428 Business Plan Development (W) An applied extension of the Small Business program 3 credits (fall) DA: L3 SI with particular emphasis on the student’s career Prerequisites: BU310 or permission of instructor. interests, goals, and options. Tis senior internship Tis course will provide each student the opportu- recognizes Mitchell College’s need for practical, nity to create and develop their own business ven- career skills training as part of the education of all ture. Tis course will build upon their business students. Working with the classroom professor, stu- research skills developed in BU 310 and will culmi- dents will choose a feldwork experience in a com- nate with a completed business plan and the launch pany or corporation. Te internship is supported by of an actual venture to be managed through the discussions with the classroom professor and stu- student’s senior year via the Small Business Stud- dents, as well as input from one’s on-site internship ies Practicum. College faculty will provide in-depth supervisor. A detailed journal and fnal report are review and analysis of each business plan and serve required. as business advisors.

118 BU495 Business Major Internship analytical techniques using pH meters, spectropho- 12 credits (ofered as needed) DA: L3 SI tometers, analytical balances, and centrifuges. Com- Prerequisites: Permission of instructor. puter applications are included in laboratory experi- An applied extension of the Business program with ments when appropriate. particular emphasis on the student’s career inter- NOTE: Tree hours lecture and two hours labora- ests, goals, and options. Tis major internship rec- tory per week. ognizes Mitchell College’s need for practical, career skills training as part of the education of all students. CH112 General College Chemistry II Working with a supervising professor, students 4 credits (spring) DA: L2 SI will complete practical experience in a company or Prerequisites: CH111 corporation such as the Walt Disney Corporation Emphasizes certain kinds or chemical reactions, (Internship Program). A detailed journal and fnal including those involving gases, reduction oxida- report are required. tion reactions, precipitation reactions and acid base reactions as an expansion of knowledge gained in CH110 Te Chemistry of Everyday Life General Chemistry I. Also covers thermochemistry 4 credits (fall; January MiniMester) DA: L1 V and rates of reaction. Approximately one quarter of Tis is an introductory course on the chemical basis the laboratory sessions are devoted to a scheme of of human life for the non-science major requir- qualitative analysis involving a limited group of ions ing a one semester lab course in science. Te course including a water analysis of a local pond. Computer requires some basic math skills for the analysis of applications are included in laboratory experiments laboratory data and scientifc concepts. Te course when appropriate. introduces the student to the elements and com- NOTE: Tree hours lecture and two hours labora- pounds, their properties and reactions as they relate tory per week. to cellular function, human metabolism, human health, and human use of daily household products. CH199 Special Topics in Chemistry Topics include nomenclature, chemical bonding and Credit hours by arrangement (ofered as needed) reactions, solutions, the periodic table, anaerobic & Prerequisite: Open only with consent of the instruc- aerobic metabolism, and the scientifc method. Te tor. relationship between biology, chemistry, human Allows the department to design a course outside the physiology and everyday life are emphasized. Te normal oferings. In any given semester, the course laboratory exercises and activities introduce students content and format is developed for students with to equipment and procedures of a chemical labora- special interests and demonstrated abilities. Course tory and the safe handling of chemicals. Te experi- may be repeated with a change of topic. ments are designed to demonstrate concepts covered in the lecture material. Tey include the measure- CH301 Biochemistry for Health Science ment of physical properties, chemical reactions, sep- 3 credits (spring) DA: L3 APS aration techniques, and acids and bases. Prerequisite: CH111 Tis course is designed to be an introductory bio- CH111 General College Chemistry I chemistry course suited for students requiring an 4 credits (fall) DA: L2 APS understanding of the chemistry of the human body. Prerequisites: MA105 or permission of the instructor. Te course begins with a study of the structures, Covers basic calculations in chemistry by deal- properties, and reactions of organic compounds, fol- ing broadly with the elements, their properties, the lowed by a study of the structures, properties, and empirical laws and principles which describe their functions of carbohydrates, lipids, proteins, and modes of interaction, and the theories and concepts nucleic acids. Topics also include enzyme kinetics that have been devised to account for and correlate and mechanisms, metabolic pathways, and mecha- these laws, properties, and reaction patterns. Where nisms regulating metabolism and gene expression. feasible, the treatment is quantitative both in lecture and laboratory work. Lab experiments apply modern

119 CH399 Special Topics in Chemistry CJ251 Juvenile Delinquency and the Credit hours by arrangement (ofered as needed) Juvenile Justice System Prerequisites: Open only with consent of the instruc- 3 credits (fall) DA: L1 C tor. Prerequisites: CJ247 or permission of instructor. Allows the department to design a course outside the Investigates the legal and social defnitions of delin- normal oferings. In any given semester, the course quency, while covering changing patterns in types content and format is developed for students with of ofenses and standard and innovative treatments, special interests and demonstrated abilities. Course with a view toward long-term improvements of may be repeated with a change of topic. existing methods.

CJ170 Introduction to Tribal Legal Studies CJ257 Drugs, Law and Society 3 credits (fall or as necessary) DA: L1 CCT 3 credits (spring) DA: L 1 APS A general overview of Federal Indian policy and law Explores family dynamics, cultural issues, causes, from 1700 to the present. Tis course provides basic medical aspects, and treatment of drug abuse. knowledge of Tribal, State and Federal jurisdiction in Indian Country and a brief introduction to tribal CJ261 Substantive Criminal Law (W) governance and judiciary. 3 credits (fall) DA: L2 APS Prerequisites: CJ247 CJ199 Special Topics in Criminal Justice Examines the history and development of the U.S. Credit hours by arrangement. DA: N/A system of criminal law, and includes the defnition of (ofered as needed) substantive law, and liability under the law. Prerequisites: junior or senior status and permission of the instructor. CJ262 Criminal Justice Sophomore Allows the department to design a course outside the Field Experience normal oferings. In any given semester, the course 3 credits (spring) DA: L2 SI content and format is developed for students with Prerequisites: Students must be fourth semester special interests and demonstrated abilities. Course Criminal Justice or Homeland Security majors and may be repeated for credit with a change in topic. receive permission of the instructor. Enrollment is limited. Tis is a monitored feld experience with CJ245 Criminology a selected criminal justice or homeland security 3 credits (spring) DA: L2 CCT agency. Prerequisites: CJ247 or permission of instructor. Introduces the scientifc approach to the study of CJ264 Forensic Psychology criminal behavior. Teories of criminal behavior 3 credits (spring) DA: L2 APS will be explored. Prerequisites: PY105 and PY106 or CJ247 Tis course will explore the association of crime and CJ247 Introduction to Criminal Justice the crime scene to the adaptation, history, and struc- 3 credits (fall and spring) DA: L1 C ture of human behavior. Particular emphasis will be Provides an overview of the contemporary criminal placed on the relationship of personality and social justice system, with special focus on law enforce- learning to criminal behavior. Historical case stud- ment, the judicial process, and corrections. ies will support all the principles (modus operandi, staging, victimology, etc.) presented in the course. CJ249 Corrections in Society 3 Credits DA: L1 C CJ265 Probation and Parole A multidisciplinary approach to contemporary 3 credits (spring) DA: L1 C issues in American Corrections. Emphasis is placed Prerequisites: CJ247 upon the historical development, organization and Probation and Parole will review the application of practices and the societal context of the American probation and parole methods in the criminal justice correctional system. system. Organization and operation of these systems will be explored. 120 Tis course will examine the nature of the public CJ270 Tribal Legal Process policy process from policy formation through policy 3 credits (spring or as necessary) DA: L1 CCT termination. Specifc areas covered will be public An in-depth look at contemporary criminal and policy and crime, public policy and criminal justice civil jurisdiction in Indian Country. Te course will trends in public policies. Te objective of this course employ the case-study approach with an emphasis will be to give students an opportunity to analyze on the practical application and assessment of crimi- and apply a particular policy to current problems nal justice issues. or issues in criminal justice. Hands-on experience in analysis and implementation will be aforded the CJ305 Comparative Legal Systems (W) (G) student. 3 credits DA: L2 APS Tis course introduces students to the complex CJ314 Victimology issues involved in comparing the various legal sys- 3 credits (spring) DA: L2 C tems around the world today. Particular attention Prerequisites: CJ247 or permission of the instructor. will be focused on the main legal families in terms Te role of victims in criminal activity, the impact of the structure and sources of their various laws on the victims by the criminal justice system, and and against the historical background in which these victim assistance programs will be studied. Domes- laws were formed. tic violence and victims involved with homicides will have a special focus. CJ306 Correctional Treatment Programs 3 credits DA: L2 SI CJ315 Foundations of Public Administration(D) A comprehensive review of specifc correctional pro- 3 credits (fall) DA: L2 D grams and services geared towards client risk reduc- Prerequisites: CJ247 or HS115 or GV119; or permis- tion and enhanced public safety. Special emphasis sion of the instructor. shall be given to the CT and NY DOC models, espe- Tis course will involve the study of administrative cially with regard to the Management of Security theory, the context of bureaucracy, the environment Risk Groups (SRGs) and Substance abuse program- of public service and the role of administrators in ming. government. Te students will examine theoretical approaches to understanding the administration of CJ310 Criminal Justice in Film criminal justice and human services agencies. Tis 3 credits (spring; winter and summer optional) course will provide a selective survey of theoretical DA: L2 CCT formations and empirical studies in public adminis- Prerequisites: CJ247, CJ245 or recommendation of tration. the instructor. Tis course afords the student an opportunity to CJ320 Constitutional Criminal Procedure (W) explore the theoretical underpinnings and institu- 3 credits DA: L2 CCT tions of the criminal justice system through flm. Formerly Criminal Procedures (CJ320). Tis course Te Crime Film will be examined as a cinematic will provide the student with an understanding of genre with particular emphasis on lighting, cam- American constitutional history, the structure of era angles and sound. Further, the course uses flm American state and federal court systems and the to explore such issues as the nature of art, meaning, ongoing development of the Constitutional prin- truth and justice and the relationship between popu- ciples that guide the application of the American lar culture and the institutions of the criminal jus- criminal justice system to law violators. Particular tice system. Emphasis will be placed throughout on emphasis will be given to the 4th, 5th, 6th, 8th, 10th and the infuence of ethnicity, culture and gender in the 14th Amendments to the Constitution. flms presented. CJ322 Policing in a Free Society (W) CJ313 Criminal Justice, Crime & Public Policy 3 credits DA: L2 C 3 credits (fall) DA: L2 C Formerly Policing in America (CJ322). Tis course Prerequisites: CJ247 or permission of the instructor. examines the role of law enforcement from a vari- 121 ety of disciplinary perspectives. Topics include the history of law enforcement, theories of policing and CJ331 Research Methods I the organization of police agencies. Special attention 4 credits (fall jr. year) DA: L2 APS will be given to the concepts of community policing Prerequisites Recommended: MA104/105 and police-community relations, the relationship of Course will provide students with a general review the police to other components of the criminal jus- of quantitative methods in criminal justice appli- tice system and the contemporary policing issues of cations. Topics covered will include the graphical stress, danger, corruption and misuse of force. displays of data, units of analysis, levels of measurement, measures of central tendency and dispersion, CJ325 Law in Society (W) probability and hypothesis testing. Statistical tech- 3 credits DA: L2 C niques, including comparison of means and pro- An examination of the relationship between law and portions, correlation and linear regression, will be society, or the interaction of legal and social vari- employed to analyze data drawn from the discipline. ables. Te course will focus on identifying the role of law in contemporary society, and problems of defn- CJ332 Research Methods II ing and studying law; functions and forms of law, 3 credits (spring) DA: L2 APS the critique of law, and the diferent legal systems; Prerequisites: CJ247 and MA111 or CJ331 law in relation to justice and morality; the nature of An examination of the methodological foundations legal reasoning and discretion; and jurisprudential of criminal justice and construction of concepts and and sociological theories of law. Anthropological, hypothesis; research designs including question- historical and contextual perspectives on law will be naires, interviews, experiments, observation, and considered. Te nature of the legal profession, and research ethics. selective aspects of legal behavior, will also be examined. Te course will conclude with some attention CJ362 Criminal Justice Junior Field Experience to law and social change. 3 credits (spring) DA: L2 SI Prerequisites: Student must be Criminal Justice or CJ326 Legal Issues in Corrections (W) Homeland Security major and receive permission 3 credits DA: L2 C from the instructor. Enrollment is limited. Tis is A review of the legal and statutory requirements a monitored feld experience with a select criminal involved in contemporary correctional program- justice or homeland security agency. ming and administration. Areas covered shall include Civil Rights (42 USC 1983) Cases, HIPPA CJ370 Tribal Law and Governance and Confdentiality, Labor Management, and Inmate 3 credits (fall or as necessary) DA: L2 CCT Programs. Te student shall develop critical think- A practical and applied overview of the structure ing skills relating to best practices in a variety of and the laws that govern Indian tribal governments facility and community settings. and their unique relationship with the Federal government. CJ327 Crisis Intervention 3 credits (spring) DA: L2 APS CJ399 Special Topics in Criminal Justice Prerequisites: Permission of the instructor. 3 credits DA: N/A Tis course ofers the opportunity to examine prin- Designed as an upper-level elective course specif- ciples of crisis intervention across a wide variety of cally for junior and senior students, when ofered, situations. Areas and topics covered include: panic the academic department introduces a unique and states, suicide, homicide, physical assault, sexual exciting topical course which isn’t part of the tradi- assault, hostage/barricaded situations, drug/alcohol tional curriculum. Special Topic courses are ofered related crises and others. Contemporary theory of as needed and as interest arises. crisis causation will be presented as well as intervention strategies that have proven to be efcient and CJ420 CJ Assessment and Case Management productive. Role playing and structured improvisa- 3 credits DA: L2 C tion will be utilized. Application of Case Management theory and meth- 122 ods. Includes Objective Classifcation Systems, Te of criminal justice are examined. Topics developed 12 Core Functions, and Security Awareness: Collab- by students and faculty will include sentencing, orative Approaches with Custody Staf. police ethics and the issue of governmental control.

CJ430 CJ Intervention Strategies CJ470 Crime and Victims in Indian Country 3 credits DA: L2 APS 3 credits (spring or as necessary) DA: L2 CCT An in depth review of criminal justice interven- A practical and applied overview of the structures tion strategies which focus on the management and the laws that govern Indian tribal governments of the resistant client. Areas covered shall include and their unique relationship with the Federal gov- Chronic Disciplinary Units, Administrative Segre- ernment. gation Units, Protective Custody and Mental Health in corrections. A review of risk factor analysis as a CO101 Introduction to Communication baseline for measuring ongoing behaviors. 3 credits (fall) DA: L1 CCT CO101 ofers an overview of the discipline and scope CJ440 Senior Research Project in of Communication, including its history, theories Criminal Justice and principles, and career options. Te course also 6 credits (spring) DA: L2 C serves to improve critical thinking, perception and Prerequisites: Senior Criminal Justice Major and per- communication awareness. mission of instructor. Independent research or special project under the CO103 Efective Presentations supervision of a criminal justice faculty member. 3 credits DA: L 1 C Topics must be chosen with the approval of the Tis course is designed to increase your efectiveness instructor. as a communicator and presenter by emphasizing critical thinking, careful research, organization, and CJ441 Senior Seminar in Criminal Justice delivery strategies. NOTE: A minimum grade of C- 3 credits (fall) DA: L2 APS is required to meet graduation requirements. Prerequisites: Senior Criminal Justice Major. Tis capstone course will provide a critical analysis CO105 Introduction to Mass Communication of the major issues in criminal justice. Te topics will (W) (E) range from corruption, overcrowding in correctional 3 credits (fall) DA: L1 V institutions, women in the criminal justice system, A broad analysis of the theories, forms, purposes to current public issues. and major criticisms of mass communication. Te course focuses on the organizational structure, man- CJ442 Senior Criminal Justice Field Experience agement and unique characteristics of broadcast and 6 credits (spring) DA: L2 SI print media. Current practices, responsibilities, con- Prerequisites: Senior Criminal Justice or Homeland sumer rights, ethics and legal issues are addressed. Security Major and permission of instructor. Enroll- ment is limited. CO109 Journalism I (WI) Te Senior Internship is a 6-credit feld experience 3 credits (fall) DA: L1 C course afliated with police, courts, corrections or a Prerequisites: Enrollment in CW101 and permission related criminal justice agency. of the instructor. Explores the fundamentals of journalism and news CJ445 Ethical and Philosophical writing and reporting: how to compile a fair, bal- Foundations in Criminal Justice (E) anced and comprehensive news story; news writing 3 credits (fall) DA: L2 V style; the art of the news interview; obituary writing; Prerequisites: Senior Criminal Justice Major or per- fre and police reporting; the news beat system; and mission of instructor. feature story writing. Te thrust of this course is an inquiry into the relationship between morality and the law. A wide range CO110 Journalism II (WI) of issues, including moral dilemmas within the feld 3 credits (spring) DA: L2 C 123 Prerequisites: CO109 Tis course is recommended for applicants to the Continues the study of journalism through in-depth Resident Assistant, Orientation Leader, and Peer reporting, municipal news reporting, court report- Mentor positions. Participation in the MILES pro- ing, investigative reporting, and journalism for elec- gram or a club or organization’s executive board is tronic media. Includes examination of alternative recommended but not a prerequisite to this course. media and changing trends in the news industry. CO199 Special Topics in Communication CO115 Film Study I (W) (D) 3 credits (as needed) DA: N/A 3 credits (spring and fall) DA: L1 C Allows the department to design a course outside the Introduction to Film Study and Appreciation will normal oferings. In any given semester, the course give students an historical understanding of Ameri- content and format is developed for students with can flm production and a critical perspective from special interests and demonstrated abilities. Course which to view contemporary flm. Beginning with may be repeated for credit with a change in topic. the dawn of silent flm and continuing through the developments of the new independent cinema, this CO202 Communication and Society (W) (D) (E) course will examine Hollywood cinema as an insti- (G) tution: its history, genres, and work as both a cul- 3 credits (fall) DA: L1 D tural form and as an industry. A broad introduction to the role communication plays in society. Focus is placed on the theories, concepts, CO126 Interpersonal Communication (D) issues, and research models used to explore the inter- 3 credits (spring) DA: L1 SI play between communication and society. Te nature, Communication skills and behaviors essential to scope and function of the print, flm, sound and elec- efective interpersonal relationships; theories rela- tronic media will be examined against social forces. tive to developing, maintaining, and ending relationships; and exploration of productive and non- CO204 Introduction to Radio/Audio Production productive communication patterns for casual 3 credits (fall) DA: L1 C relationships, friendships, families, and intimate and An introduction to primary radio/audio production, professional relationships. including understanding the basic equipment used in proper audio capture, and sofware used in ele- CO140 Video Production I mental editing and programming. In addition, this 3 credits (fall) DA: L1 C course will examine the introductory theory behind A hands-on approach to video production that ofers operating and programming a radio station, as well students an understanding of the principles and as discussing the history and future outlook of the practices of video production, including introduc- radio industry and career options in the broadcast- tion to basic technical skills and theories relative to ing feld. camera operation, shot/framing techniques, editing, vocabulary, procedure, uses, and career opportuni- CO210 Advanced Audio and Radio Production ties. 3 credits (spring) DA: L2 C Overview of the essential building blocks/techniques CO180 Communication for Leaders of audio production and their application in various 3 credits (spring) DA: L1 SI multimedia formats including, video, flm and radio Tis course builds on the foundational leadership (broadcast and internet). Tis is a hands-on, project- skills students need to be leaders on and of cam- based course. pus. Tis course examines the social change model of leadership and is designed to prepare students for CO211 Creative Writing (WI) positions of leadership, enhancing their skill build- 3 credits (spring) DA: L1 CCT ing in the areas of confict resolution, communica- Prerequisites: CW102 (C- grade or better), the equiv- tion, problem solving, decision making, and much alent or permission of the instructor. more. Tis course is highly interactive and uses For students who have demonstrated a desire and experiential activities as the context for learning. ability to write profciently and creatively. Tis 124 course promotes writers capable of crafing works of Introduction to methods for the development, inter- literary merit and of giving and accepting construc- pretation, analysis, and implementation of research tive criticism. in a variety of communication careers. Includes Emphasizes fction, although a variety of literary interpretation and evaluation of existing research, as types is considered. Works in progress as well as fn- well as the creation of an original research project in ished products are shared and discussed in class. the student’s area of interest.

CO212 Scriptwriting CO240 Video Production II 3 credits (fall) DA: L1 C 3 credits (spring) DA: L2 C Prerequisites: CW101, CW102 or permission of the Prerequisites: CO140 instructor. A continuation of the principles of video production Tis course is designed to help the student master in the areas of camera operation, shot design, edit- the fundamentals of scriptwriting. It introduces the ing, integration of visual and audio elements, and basic skills and knowledge necessary to write flm, story/message development. Teories relative to the television, video and media scripts and construct development of technique and style will be intro- quality storytelling. Tis foundation will be invalu- duced. able as the student progresses to additional courses in video and other forms of communication. CO245 Persuasion (E) 3 credits (spring) DA: L2 V CO215 Film Study II Utilizing a project approach, students will investi- 3 credits (spring) DA: L1 CCT gate theories, principles, and strategies of persua- Film Study II will give students the opportunity to sion. Emphasis on forms of argument and audience examine multiple genres of flm. During the course appeals, compliance-gaining strategies, methods of of the semester, students will be exposed to numer- persuasion, deception dynamics, and ethics of social ous kinds of flms for the purpose of understanding infuence. why each genre exists and how it compares with the others. Trough an analysis of the essence of story- CO283 Communication Internship telling, the flm’s historical placement and the cin- (Sophomore) ematic techniques used to create each flm, students 3 credits (fall) DA: L1 SI will grow to understand the signifcant diferences, Prerequisites: Permission of Department Chairper- and more importantly, the similarities between the son. genres. Trough course readings, class discussions Sophomore level internship to provide the student and short essays, students will develope a vocabulty with practical skills and career training. Working and the analytical skills that will allow them to dis- with a supervising professor, students will complete cuss a flm within those contexts. Practicing analyti- work experience in a company, corporation or pro- cal skills through writing and talking about flm will fessional setting. A detailed journal and fnal report help to write about and critique all texts in greater are required. depth. CO300 Music and Entertainment on the CO220 Communicating in Groups (D) Internet (W) (D) (G) 3 credits (spring) DA: L2 SI 3 credits (spring) DA: L2 V Analysis of small group communication and group Prerequisites: CO107 or permission of the instructor. interaction; special attention is given to related com- An analysis of the convergence of music and enter- munication theories involving group dynamics, con- tainment on the Internet. Attention is placed on how fict management, group development, and decision the Internet is changing the way music, movies, tele- making processes. vision and books are made, marketed, and delivered. Students will learn about key technologies, including CO233 Communication Research (W) digital television, streaming media, and virtual real- 3 credits (fall) DA: L2 ICT ity, and will discover how the Web is used in enter- Prerequisites: CO105, CO126 and CO220 tainment marketing and electronic commerce. 125 non-verbal language, communication ethics, ftting CO304 Advanced Radio Production the message to the audience, timing, interpersonal 3 credits (spring) DA: L2 C and group interaction, using technology, research Prerequisites: CO210 and presentational aids, and speaking in public with An overview of the general operation and function of integrity, knowledge, confdence, and skill. a radio station and the technical development/production of programming. Specifc areas discussed CO320 Organizational Communication (D) include: organizational structure; various depart- 3 credits (spring) DA: L2 CCT mental and personnel responsibilities; function and Prerequisites: CO220 application of the program log and rate card; and in- Readings provide students with an understanding depth discussions on current trends, station formats, of an organization’s internal and external audiences news and career opportunities in the radio industry. and specifc communication theories that impact the design and fow of information. Specifc information CO305 Advanced Video Production processes such as message construction, channels of 3 credits (fall) DA: L2 D delivery, training and development, and information Prerequisites: CO240 technology adoption will be covered. Tis is a project-based course that requires students to apply the knowledge and skills learned in earlier CO333 Communication, Performance and production courses to produce a fnished video from the Media concept and storyboard to shooting and editing. Ini- 3 credits (spring) DA: L2 D tial emphasis will be placed on video script writing An introduction to concepts related to performance and preproduction elements. and the development of skills attached to language, voice, and movement. Emphasis is placed on the CO307 Confict and Communication understanding and application of techniques nec- 3 credits (spring) DA: L2 SI essary to facilitate successful radio, television, and Prerequisites: CO126, CO220 or permission of the video/flm performances. instructor. Teoretical and practical examination of interper- CO340 Communication Career Seminar sonal confict and negative relational dynamics. 3 credits (fall) DA: L2 CCT Emphasis on theories and skills aimed at confict Prerequisites: CO101 analysis, problem-solving, confict management, res- A practically based course designed to expose the olution, negotiation, and third-party mediation. career paths available to communication majors. Particular emphasis is placed on the self-assessment CO314 Interviewing of skills and aspirations, researching careers, net- 3 credits (fall) DA: L1 SI working, resume building, interviewing, and gradu- Prerequisites: CO126 ate school options. Investigation and application of communication theories, concepts, and skills throughout the interview CO345 Video Post Production process, including goals, efective and inefective 3 credits (spring) DA: L2 V question phasing, and research procedures. Hands- Prerequisites: CO305 on experience in designing, preparing, and conduct- Focuses entirely on the techniques and skills ing a variety of interviews. involved in post production, ranging from capturing and saving video sequences to laying down visual CO315 Advanced Public Speaking and audio tracks for editing. Students will be cre- 3 credits (fall and spring) DA: L1 C ating and integrating credits, slates, audio fles and Prerequisites: CO103 and CW101 & CW102 learning how to prepare/format projects for distribu- Advanced Public Speaking prepares students for tion and/or uploading to the web. competent public speaking presentations in their feld of study as well as efective small group par- CO383 Communication Internship (Junior) ticipation. Students study and practice listening, 3 credits (spring) DA: L1 SI 126 Prerequisite: Permission of Department Chairper- that involves Communication majors from diferent son. concentrations. Students will choose a project with Junior level internship to provide the student with approval of the instructor. practical skills and career training. Working with a supervising professor, students will complete work CO483 Senior Internship experience in a company, corporation or profes- 3 credits (fall) DA: L2 SI sional setting. A detailed journal and fnal report are Prerequisites: Senior Communication Major & required. Department Chairperson approval. Senior level internship to provide the student with CO399 Special Topics in Communication practical skills and career training. Working with a 3 credits DA: N/A supervising professor, students will complete work Prerequisites: junior or senior status. experience in a company, corporation or profes- Allows the department to design a course outside the sional setting. Students also have the alternate option normal oferings. In any given semester, the course of designing and implementing an on-campus proj- content and format is developed for students with ect or program that addresses their particular com- special interests and demonstrated abilities. Course munication interests. In either approach, a detailed may be repeated for credit with a change in topic. journal and fnal report/portfolio are required.

CO425 Culture and Communication (D) (G) CW100 Foundations of College Writing 3 credits (fall) DA: L2 SI 3 credits (fall and spring) Prerequisites: CO126 CW100 is designed for students who should develop Investigation and analysis of the relationship and better language habits before enrolling in other writ- impact of communication and culture between ing classes. Te course emphasizes the fundamentals subcultures in the U.S. and intercultural situations of sentence and paragraph construction. Attention worldwide. Methods of barrier reduction will be is also given to vocabulary development and reading identifed and reviewed. comprehension. Students may be required to spend time outside of normal class hours. CO443 Senior Fieldwork NOTE: Enrollment by placement Pre-level 1 of 3 credits (spring) DA: L2 APS Mitchell General Education Communication Ability. Tis senior level feldwork experience will provide (C- or better grade required to advance to Commu- the student with practical skills and career training. nication Ability, Level 1 [CW101]) Working with a supervising professor, students will complete a course of service to the college or com- CW101 Introduction to College Writing (WI) munity. Students will design and implement an on- 3 credits (fall and spring) DA: L1 C campus or community project that addresses their Tis course introduces students to the writing, read- particular communication interest. Each project will ing, and thinking skills necessary for success in col- require a detailed journal, report or portfolio. lege as well as in the workplace. Assignments will emphasize composition processes, writing for dif- CO450 Communication Capstone (W) ferent purposes, reading and responding critically, 3 credits (spring) DA: L2 APS and conventions of formal written English. Tis is a Prerequisites: Senior Communication Major or per- writing intensive (WI) course, requiring students to mission of instructor. submit a minimum of 15 pages of revised and edited Te capstone project utilizes the knowledge you text in fnished form. have gained through the coursework in the degree NOTE: A minimum grade of C- is required to meet program, in a practical way to create a professional graduation requirements and to enroll in CW102. level piece of work that demonstrates your mastery of a topic in communication. It provides students an CW102 College Writing and Research (WI) opportunity to observe themselves, test their skills, 3 credits (fall and spring) DA: L1 C and critically evaluate the results and outcome. Prerequisites: CW101 (C- grade or better), the equiv- Te capstone course is an interdisciplinary project alent, or permission of the instructor. 127 Tis course reinforces the skills taught in CW101 world. while introducing students to the procedures of academic and professional research. Assignments will EC132 Microeconomics emphasize writing to analyze and synthesize ideas, 3 credits (fall and spring) DA: L1 APS information literacy skills for fnding and evaluat- Emphasizes microeconomics and includes discus- ing appropriate sources, and proper documentation sion of the theory of the business frm, marginal cost of sources. Tis is a writing intensive (WI) course, and revenue analysis; agriculture; pure competition, requiring students to submit a minimum of 15 pages monopolistic competition, oligopoly, monopoly; of revised and edited text in fnished form including income distribution; taxation; unions and collective a fully documented research paper. bargaining; international trade and the balance of NOTE: A minimum grade of C- is required to meet payments problem. graduation requirements and to enroll in 200-level or above English courses. EC199 Special Topics in Economics Credit hours by arrangement (ofered as needed) CW199 Special Topics in Writing DA: N/A Credit hours by arrangement. (ofered as needed) Prerequisites: Open only with consent of the instruc- DA: N/A tor. Prerequisites: CW102, junior or senior status, or per- Allows the department to design a course outside the mission of the instructor. normal oferings. In any given semester, the course Allows the department to design a course outside the content and format is developed for students with normal oferings. In any given semester, the course special interests and demonstrated abilities. Course content and format is developed for students with may be repeated with a change of topic. special interests and demonstrated abilities. Course may be repeated for credit with a change in topic. EC399 Special Topics in Economics NOTE: Designation as a W or WI course as appro- Credit hours by arrangement (ofered as needed) priate. DA: N/A Prerequisites: Open only with consent of the instruc- CW399 Special Topics in Writing tor. Credit hours by arrangement. (ofered as needed) Allows the department to design a course outside the DA: N/A normal oferings. In any given semester, the course Prerequisites: CW102, junior or senior status, or per- content and format is developed for students with mission of the instructor. special interests and demonstrated abilities. Course Allows the department to design a course outside the may be repeated with a change of topic. normal oferings. In any given semester, the course content and format is developed for students with ED110 Introduction to Early Childhood special interests and demonstrated abilities. Course Education (D) (W) may be repeated for credit with a change in topic. 3 credits (fall and spring) DA: L1 CCT NOTE: Designation as a W or WI course as appro- Tis course introduces the history and philosophy priate. of early childhood education as it is viewed in the context of the home and family, society, and culture. EC131 Macroeconomics Students will consider educational procedures used 3 credits (fall and spring) DA: L2 CCT in facilitating the development of the young child, Te course includes discussion of the foundation of explore the role of the teacher, the ECE environment macroeconomic analysis including the problems of and appropriate instructional strategies used with unemployment, infation, and economic growth in young children. Tis course is required of all Early the United States; the impact of taxation, govern- Childhood Candidates and may be taken in the frst ment expenditures, and the regulation of interest semester at Mitchell. rates and money; the balance of international payments and the role of the dollar; and the relation- ED199 Special Topics in Education ships between the United States and the developing Credit hours by arrangement. DA: N/A 128 (ofered as needed) Learning Needs (D)(W) Allows the department to design a course outside the DA: L2 C normal oferings. In any given semester, the course Tis course examines the growth, development, and content and format is developed for students with characteristics of typical and atypical learners with special interests and demonstrated abilities. Course emphasis on newborns through age eight includ- may be repeated for credit with a change in topic. ing children with disabilities, English language learners, and struggling learners. Among the topics ED206 Mathematics, Science & Technology in included are: developmentally appropriate practice; Early Childhood Education (W) evidence-based classroom and behavior manage- 3 credits (spring) DA: L1 APS ment; use of scientifcally-based instruction; adapta- Pre-Practicum Component: 20-25 hours tion of programs for diverse learning needs; strate- Prerequisites: ED110, ED222 gies for inclusion; and implementation of social skills Tis is a course for the early childhood education instruction and self-regulation strategies. Students major in the basic methods used to teach mathemat- will become familiar with Individualized Educa- ics, science and technology: observing, inferring, tional Plans, Individual Family Service Plans, Te predicting, experimenting, and communicating. Americans with Disabilities Act (ADA), Public Laws Constructivist theory provides the underpinnings 94-142, 99-457 and others. Standards from Council for this course, developing a student’s passion for for Exceptional Children and National Association mathematics and science through inquiry and dis- for Young. covery at a very young age. Mathematic and scientifc concepts associated with early childhood edu- ED262 Storytelling for Teachers cation will be reviewed using the National Science 3 credits DA: L1 D Education Standards and the National Teachers of Tis Course is designed to provide early childhood Mathematics Standards. Students will also be given educators with the basic skills necessary for efective opportunities to observe and work with typically storytelling to promote early literacy development. and atypically developing young children including Te students will explore such topics as: the origins the development of a fnal unit project and the Com- and traditions of storytelling, types of stories, fnd- mon Core State Standards. ing, adapting, and learning age-appropriate stories; telling stories and using storytelling and its related ED222 Methods & Techniques in Early activities to enrich the schema development and Childhood Education prior knowledge as they relate to emergent literacy; 3 credits (fall and spring) DA: L1 CCT how to integrate the curriculum using the storytell- Prerequisites: ED110 ing model; and how to connect with “whole-brain” Co-requisites: ED110 learning fostering the multiple intelligences through Te course is designed for those students who have the use of storytelling in the early childhood curric- a basic understanding and knowledge of early child- ulum. Tis course will include both the study of and hood education. Te course will review the philo- the practical hands-on experience of telling stories sophical, sociological and pedagogical foundations in early childhood programs, Kindergarten, family, of education and their applications in early child- school, and community settings. hood education settings. Tis course will expose students to the fundamentals of classroom strategies, ED274 Literacy Development in Early Child- efective teaching tools, and techniques for children hood Education (W) ages 0-8. Students will further their understand- 3 credits (fall) DA: L2 C Pre-Practicum Component: ing of lesson planning and standards, diferentiated 20-25 hours in PreK–K instruction, and classroom management skills. Prerequisites: ED110, ED222 Note: Praxis Core must be taken and passed prior to Tis course provides a greater understanding of the taking a third education course for students seeking importance of early childhood education and its teacher certifcation. relationship to early literacy development. Te students will explore such topics as symbol systems, ED261 Including Children with Exceptional abstractions, comprehension, schema development 129 and prior knowledge as they relate to the emerg- Prerequisites: ED110, ED222, ED261, ED274 ing sense of literacy. Stories, songs, rhymes, riddles, Tis represents a “partner” course attached to the poetry, short stories, picture books, and the world of associate degree course ED280 Observation and children’s literature are also included in connection Practicum (Pre-K/K). Students explore various top- to early childhood education programs and kinder- ics and aspects of the practicum experience at the garten settings, family, school and the community. Associate’s degree level, including such topics as Standards of National Association of Young Chil- supervision, lesson planning, unit or learning center dren and Common Core State Standards are used. teaching, and cooperative teacher and support staf collaborative relationships, etc. Students are required ED275 Music, Art and Aesthetics for the Young to enroll in this course in conjunction with ED280. Child (G) 3 credits (spring) DA: L2 CCT ED302 Social Studies in Early Childhood Pre-Practicum Component: 20-25 hours in PreK–K Education (W) Prerequisites: ED110, ED222 or permission from the 3 credits (fall) DA: L2 D department chair Pre-Practicum Component: 20-25 hours Tis course explores the range of creativity to Non-teacher certifcation students Pre-K-Kdg place- enhance learning through the arts and play. Students ment; Teacher Certifcation track Gr. 1-3 explore how songs, musical games, rhythm activities, Prerequisites: ED110, ED222, ED261, ED274 and involvement with art materials afect the whole Tis course explores the curriculum area of social child and promote learning across the curriculum. A studies in early childhood education. Emphasis is particular emphasis is placed on the nurturance of placed on the development and demonstration of the child’s aesthetic capacities, including the teach- instructional techniques in these areas. Te students er’s role in stimulating the appreciation of all forms will be investigating and developing appropriate cur- of creativity and artistic expression through play and riculum activities designed for heterogeneous groups artistic expression (creativity, art, music, movement/ of young children, such topics as: social studies for dance, puppetry, theatre and dramatic arts). young children, home and family, neighborhoods and communities, cities, states and regions, coun- ED280 Observation and Practicum (Pre-K /K) tries and cultural diversity, multiculturalism, inter- 3 credits (fall and spring) DA: L2 APS national education, history, economics, government, Prerequisites: ED110, ED222, ED261, ED274 current events, local, state, regional and national Co-requisite: ED281 events, ecology and the social sciences as they relate A directed observation and practicum experience to social studies. Students will be required to submit in a setting for preschool or kindergarten. Teach- lesson plans as part of the assignment. ing assignments within the immediate geographical area are matched to the interests and capabilities of ED311 Play in Early Childhood: Teory, each student. Te placement represents a half--day, Research and Practice three-day-a-week applied teaching experience in 3 credits DA: L2 CCT which the student demonstrates mastery of the con- Tis course is designed for Early Childhood Educa- cepts, principles, attitudes, and methodologies nec- tors and students of Early Childhood Education who essary for successful teaching of young children. In are interested in investigating the most important addition to teaching placements, weekly seminars means that young children have in growing (cogni- provide an opportunity for students to examine and tively, socially, emotionally, physically, linguistically discuss relevant topics and classroom experiences. and motorically) that is through play. Teories of Students taking this course will be in the ECE with play, research on various aspects of play and young Business Concentration or completing their Associ- children’s development, methods to enhance devel- ates Degree in Early Childhood. opment through play, efectively approaches to support young children’s play, play as seen in the ele- ED281 Associate’s Seminar in Early Childhood mentary school setting, political perspectives of play, Education(W) as well as resources and materials will be explored. 1 credit (fall and spring) DA: L3 APS 130 ED312 Infant and Toddler Curriculum Pre-practicum component: 20-25 hrs. in Grades 1-3 3 credits DA: L3 C Prerequisites: Successful completion of ED380 and Tis course provides the student in Early Childhood ED381. Education with opportunities to learn more about Te reading process and factors infuencing the the growth, development and approaches to work- development of reading are examined in this course. ing with very young children. Te developmental Pre reading and reading skills are identifed, and domains (social, emotional, cognitive, language and techniques for assessment of skills are presented. motor) of the very young child will be highlighted Methods and materials for teaching primary reading as they relate to the teacher’s approaches and meth- are discussed and illustrated. Tis course also pres- odologies in working efectively with the infant and ents a timely and concise summary of many impor- toddler. Students will explore environments, materi- tant issues confronting the teacher and learner in the als, resources, teaching approaches and methodolo- development of mastery in the language arts in the gies that are found in infant and toddler programs. early childhood setting. Te focus of the course will NOTE: Education Professional Elective, ofered as be on methodology for kindergarten and primary needed. grades relating to the teaching of listening, speaking, reading and writing using the standards of the Inter- ED313 Parent and Family Involvement in Early national Reading Association, the National Associa- Childhood Programs (D)(W) tion for the Education of Young Children, and Com- 3 credits (fall) DA: L3 ICT mon Core State Standards. Tis course is designed for Early Childhood Edu- cators and students of Early Childhood Education ED380 Observation, Assessment, and Practicum who are interested in exploring the relationships 3 credits (fall or spring) DA: L3 APS that exist between parents and early childhood pro- Pre-requisite: Teacher Certifcation Ofcer approval. grams. Tis course recognizes that parent and fam- Tis practicum placement takes place during the ily involvement is a key element in any high qual- candidate’s junior year in an integrated pre-k or kin- ity early childhood program, such as infant/toddler dergarten classroom. Te placement takes place over programming, preschool education programming, the course of the semester, three mornings a week. daycare, Head Start, elementary school or family Te focus is on assessing, planning and making pro- childcare programming. Tis course explores what grammatic changes to curriculum in response to the parent and family involvement embraces, what can diverse group of children in the classroom. A literacy be done to foster high quality interaction between unit is implemented during the candidate’s placement. the home and school settings. ED381 Practicum Seminar in ECE ED321 Comprehensive Reading Instruction 1 credit DA: L3 APS 3 credits (fall) DA: L3 APS Co-requisite: ED 380 Pre-Practicum Component: 20-25 hrs. in Grades 1–3 Efective instructional strategies, including Pre-requisites: ED380, ED381 diferentiated instruction, and evidence based assess- Current theory and research to inform planning, ments are a focus of the seminar to prepare candi- instruction, and assessment of literacy processes dates to support student learning in the classroom. in K-3 classrooms will be part of the seminar and learning lab. Topics include handwriting, vocabu- ED399 Special Topics in Early Childhood lary development, spelling, reading and writing con- Education nections, comprehension strategies, ELL instruction 3 credits DA: N/A and reading assessment. Standards of International Tis course is an advanced level course which pro- Reading Association, National Association Young vides opportunities for students to explore the diver- Children, Common Core Standards are used. sity of topics in Early Childhood Education (for example National Accreditation; Leadership in Early ED325 Reading and Language Arts in Early Childhood: Quality, Compensation and Aford- Childhood (W) ability in Child Care). Students meet with a selected 3 credits (spring) DA: L3 APS Early Childhood Advisor and together create and 131 develop the topic for study. Tis course ofers an appraisal of the various evalu- NOTE: Education Professional Elective, ofered as ation and assessment methods available within the needed. early childhood and elementary education curricula. Research on evaluation and assessment is reviewed, ED400 Integrated Curriculum in Early with a particular emphasis placed on the analysis Childhood Programs(W) of performance measures and their proper use and 3 credits (fall) DA: L3 CCT interpretation. Among the topics included are cur- Pre-practicum component: 20-25 hrs. in Grades 1-3. rent assessment issues and controversies, construc- Prerequisites: Successful completion of ED380 and tion of classroom tests, grading strategies, portfolios, ED381 or an Associate in Early Childhood Educa- diagnostic and standardized tests, and the evaluation. tion of age appropriate and culturally relevant units An exploration of the Early Childhood Education of instruction. curriculum components designed to optimize the child’s learning from Pre-K through third grade. A ED432 Senior Seminar in Early Childhood particular emphasis is placed on the selection and Education (W) implementation of a developmentally appropriate 3 credits (spring) DA: L3 APS curriculum. Students will be exposed to current cur- Prerequisites: Completion of all courses in the riculum materials and the manner in which they planned program for ECE Teacher Certifcation. match the developmental needs of young children. Co-requisites: ED435 Tis fnal course in Early Childhood Education is ED414 Administration of Early Childhood taken in conjunction with ED435 Student Teach- Programs ing Grades 1-3. Students explore various topics and 3 credits DA: L3 C aspects of the student teaching experience in prepa- Pre-practicum component: 20-25 hrs. in center-based ration for certifcation in the State of Connecticut. NAEYC center Efective instructional strategies, including diferen- Tis course is designed for the student of Early tiated instruction, and evidence based assessments Childhood Education and for Early Childhood Edu- are a focus of the seminar to prepare candidates to cators who are currently involved in the operations support student learning in the classroom. Students and administration of Early Childhood programs examine current issues and programs in Early Child- (infant/toddler programs, nursery school /preschool hood Education in support of defning and articulat- programs, child care programs, family child care ing an efective philosophy of education. Required of programs, school age child care, etc.) Topic areas all seniors in Early Childhood Education. include community needs, licensing, program philosophies, staf development, food/nutrition pro- ED435 Observation and Student Teaching gramming, curriculum, children and their families, (Grades 1, 2, or 3) program evaluation, and director development. Te 9 credits (spring) DA: L3 APS course is presented through lectures, guest presenta- Prerequisites: Completion of all courses in the tions, program visitations, small group and individ- planned program for ECE Teacher Certifcation. ual work. Students in this course should have at least Co-requisite: ED432 some background in the foundations of Early Child- A directed observation and student teaching experi- hood Education. Tis course supports students who ence in Grades 1, 2 or 3. Te focus is on assessing, are interested in the administrative aspects of Early planning and making programmatic changes to Childhood Education programs. curriculum in response to the diverse group of children in the classroom. Te placement represents a ED415 Educational Evaluation and full-day, applied teaching experience in which the Assessment (W) student demonstrates mastery of the concepts, prin- 3 credits (fall) DA: L3 APS ciples, dispositions, and methodologies necessary for Pre-practicum component: 20-25 hrs. in Grades 1-3. successful teaching. In addition to teaching place- Prerequisites: Successful completion of ED380 and ments, weekly Senior Seminars provide an oppor- ED381. tunity for students to examine and discuss relevant 132 topics and classroom experiences. Tis full-time stu- EL215 American Literature I (D) (W) dent teaching experience is also taken in conjunction 3 credits (fall - even year) DA: L2 CCT with ED432 Senior Seminar in Early Childhood. Prerequisites: CW102 (C- grade or better), the equivalent, or permission of the instructor. EL199 Special Topics in Literature Tis course provides an introduction to United Credit hours by arrangement. (ofered as needed) States poetry, oral narrative, prose, and drama Prerequisites: CW102 from pre-colonial times to the Civil War. Emphasis Allows the department to design a course outside the is placed on situating texts in their cultural, social, normal oferings. In any given semester, the course and historical contexts. Course material will include content and format is developed for students with texts by well known writers, such as Emily Dickin- special interests and demonstrated abilities. Course son and Herman Melville, as well as works by lesser may be repeated for credit with a change in topic. known writers. NOTE: Designation as a W or WI course as appropriate. EL216 American Literature II (D) (W) 3 credits (spring - odd year) DA: L2 CCT EL205 World Literature I (G) (W) Prerequisites: CW102 (C- grade or better), the equiv- 3 credits (fall - odd year) DA: L2 CCT alent or permission of the instructor. Prerequisites: CW102 (C- grade or better), the equiv- Tis course provides an introduction to United alent, or permission of the instructor. States poetry, prose, and drama from the Civil War Examines in historical, philosophical, literary, and to the present. Emphasis is placed on situating texts social context important works from around the in their cultural, social, and historical contexts. world, beginning with the ancient world and con- Course materials will include texts by well known tinuing through the 16th century. writers, such as Mark Twain and Langston Hughes, NOTE: Either EL205 or EL206 may be taken frst. as well as works by lesser known writers.

EL206 World Literature II (G) (W) EL217 Te Short Story (G) (W) 3 credits (spring - even year) DA: L2 CCT 3 credits (fall) DA: L2 C Prerequisites: CW102 (C- grade or better), the equiv- Prerequisites: CW102 (C- grade or better), the equivalent, or permission of the instructor. alent, or permission of the instructor. Examines in historical, philosophical, literary, and Tis course provides an opportunity for students to social context important works from around the analyze, interpret, and evaluate short stories in order world, beginning with the 17th century and continu- to gain a better understanding of this literary genre. ing through contemporary times. Specifc elements of fction - such as plot, point of NOTE: Either EL205 or EL206 may be taken frst. view, and symbolism - are emphasized. Te course is designed to enhance students’ critical reading EL212 Literature for the Young Child abilities while heightening awareness of the integral 3 credits (spring) DA: L2 CCT role that stories play in our society and in individual Introduces students to historical, global, and con- lives. Readings refect the global perspective of the temporary issues presented in literature that is writ- course, with selections chosen to represent both the ten for children. Literature appropriate for pre-k classic canon as well as lesser-known authors from children through sixth grade, with a focus on the throughout the world. characteristics of children’s literature, particularly multicultural literature. Te course will not specif- EL218 Popular Literature (W) cally address how to teach this literature to young 3 credits (spring - even year) DA: L2 CCT children, but it will focus on gaining an understand- Prerequisites: C- or above in CW102 or permission of ing as well as an appreciation for literature created the instructor. for children. Tis course meets the literature require- Investigates the conventions, themes, and cultural ment for all. assumptions of one type of popular literature, such as detective fction, horror, or science f ction. Te specifc topic of each section of the course will be 133 selected by the instructor. forms of media. As we examine the social phenomenon of the freak, we will try to determine why spec- EL219 Botany and the Bard tacles of diference and disability continue to fasci- 3 credits (spring - even year) DA: L2 CCT nate American audiences. Besides reading twentieth Prerequisites: CW102 century novels and short stories on this topic, we will From the gardens of Shakespeare to the gardens of also read critical and theoretical commentaries from today, the course features a study of the properties the felds of cultural studies, sociology, psychology, and uses of fowers, herbs and plants as presented and biology. in selected sonnets and plays of Te Bard, Wil- liam Shakespeare. In-class labs refect science of the EL302 Italian American Literature Renaissance Period. 3 credits DA: L3 CCT Prerequisites: CW102 EL221 Introduction to Drama and Teatre (W) Italian-American writers from the 1930’s to the pres- 3 credits (fall) DA: L2 CCT ent have represented the challenges of integration Prerequisites: CW102 (C- grade or better), the equiv- and assimilation as they explore what it means to alent, or permission of the instructor. become an American. Trough a close reading of Involves the study of representative playwrights and memoirs and fctional narratives about immigrants their works from the period of the Greeks to the from Italy and their more assimilated descendents, 21st century. Emphasis is placed on the changes in we will examine the cultural construction of Italian- the theatre and in production as well as in the struc- American identity over the past century. Of special ture of the drama - specifcally tragedy and com- interest are critical responses to stereotypes regard- edy. Attendance at theatrical production is strongly ing social class, gender roles, political orientation, encouraged, and students will be required to attend and family relationships in Italian-American cul- and review two of campus theatre productions of ture. their choice. EL303 Te Literature of American Immigrants EL222 Literature and the Environment (G) (W) 3 credits DA: L3 CCT 3 credits DA: L2 CCT Prerequisites: CW102 Prerequisites: CW102 Tis course will examine literary responses to the Infuenced by the science of ecology as well as by American immigrant experience from diverse cul- insights from critical theory and cultural studies, tural perspectives that include works by writers of ecocritics explore diverse literary representations Chinese, West Indian, Mexican, Indian, Jewish, Pol- of the natural world. Using an ecocritical approach ish, and Italian origin. Of special interest are chal- in “Literature and the Environment,” we will study lenges that arise when immigrants feel an economic texts that consider issues such as the distinction need to assimilate into the American mainstream, between nature and culture, the destruction of the but a strong desire to maintain their traditional environment over the past two centuries, and the cultural values. Besides reading literary works, stu- human psychological response to nature. dents in this course will also consider critical theories that explore the cultural construction of white EL301 Diference and Disability in American and minority cultures, and the psychosocial efects Culture (W)(IN) of assimilation. 3 credits (fall - even year) DA: L3 CCT Prerequisites: CW102 EL309 African-American Literature (D) (W) From the middle of the nineteenth century, Ameri- 3 credits (fall - odd year) DA: L3 CCT cans have displayed a fascination with bodies and Prerequisites: CW102 and junior or senior status or minds that deviate from established notions of nor- permission of the instructor. mality. While freak shows lasted approximately African-American Literature is an upper-level course between 1840-1940, the American interest in freaks that examines literary works by African-American has not waned, as deviant bodies (and minds) are writers within historical and social contexts. Course now frequently exhibited on talk shows and other material will include autobiographical narratives, 134 essays, fction, poetry, and drama. Te course pro- Topics covered in the course include: biogeochemical vides an opportunity to critically analyze and exam- cycles; biodiversity of terrestrial and aquatic systems; ine these works as an integral part of American lit- natural resource use and sustainability; human pop- erature and as creative works of art that refect the ulation growth and associated problems with food African-American experience and cultural heritage. production, pollution, climate change, waste management, energy efciency and renewable energy, EL320 Eugene O’Neill (W) environmental hazards and toxicology, and sustain- 3 credits (fall - odd years) DA: L3 CCT able societies. A primary focus of this course is on Prerequisites: CW102 the unique challenges posed by urban environments, Primarily through flm, this course will cover the including solid waste disposal, air pollution, sew- life of Eugene O’Neill, the historical era of New Lon- age discharge, noise pollution, human health, land don in the late 1800’s and early 1900’s — the whal- conversion, social disruption, and smart growth. ing years--and the literary genius of O’Neill as seen Te role that new technologies play in the context of through works such as Long Day’s Journey into Night, developing solutions to such challenges on personal, Ah Wilderness (both set in the Monte Cristo Cot- local, regional, and global levels is incorporated into tage), Moon for the Misbegotten (set in Waterford), each course unit. and Te Iceman Cometh. Plays will be viewed and/or read, discussed and analyzed. Visits to Monte Cristo ES150 Environmental Studies Career Seminar Cottage on Pequot Avenue (the O’Neill home) and a 1 credit (spring) DA: L1 CCT tour of O’Neill’s New London will also be included. Prerequisites: Must be Environmental Studies Major. Various environmental professionals from around EL325 Studies in Literature and Society (W) the area will discuss their careers and the academic (IN) preparation required to pursue their careers. Some 3 credits (fall - odd year) DA: L3 CCT speakers will present at Mitchell College; others will Prerequisites: C- or above in CW102 and junior or introduce students to their workplaces. Students will senior standing or permission of instructor. be expected to complete their own research papers Examines literary works within the context of the and presentations on careers that interest them. social issues of their times. Te specifc topic of each section of the course will be selected by the instruc- ES199 Special Topics in Environmental Studies tor but may include themes such as “Literature and Credit hours by arrangement (ofered as needed) Medicine” or “Te Immigrant Experience in Ameri- DA: N/A can Literature” or “Shakespeare and His Times.” Prerequisites: Open only with consent of the instructor. EL399 Special Topics in Literature Allows the department to design a course outside the 3 credits DA: N/A normal oferings. In any given semester, the course Designed as an upper-level elective course specif- content and format is developed for students with cally for junior and senior students, when ofered, special interests and demonstrated abilities. Course the academic department introduces a unique and may be repeated with a change of topic. exciting topical course which isn’t part of the traditional curriculum. Special Topic courses are ofered ES210 Environmental Analysis & Experimental as needed and as interest arises. Design 3 credits (spring - alternate years) DA: L2 CCT ES101 Introduction to Environmental Studies Prerequisites: ES101 (E) Tis course will introduce students to the methods 3 credits (fall) DA: L1 D and instruments used to measure air, soil and water Tis course will introduce students to environmen- quality by performing projects associated with local tal issues on local, regional, and global levels. Stu- habitat. Environmental Protection Agency proce- dents will explore environmental problems and their dures will be used. solutions with reference to the connectivity among social, political, technological, and personal arenas. 135 ES220 Scientifc Writing (WI) analyze fundamental environmental issues such as 3 credits (spring) DA: L2 ICT property rights, conservation, public good, environ- Prerequisites: CW102 mental protection, natural resource damage assess- Tis is a three credit course designed to prepare stu- ment, pollution control. Connections between eco- dents for further written and presentation work in nomic understanding and improved public policy science majors, Environmental Science and Health are emphasized. Te impacts of population growth Science. Students will demonstrate profciency in and economic growth on natural resource depletion interpreting and presenting large data sets, will learn and various types of environmental pollution will be to critique scientifc papers, and to ethically obtain explored and alternative environmental policies will and use appropriate information to analyze scien- be compared. tifc issues. Students will prepare a laboratory report, a scientifc poster, a research paper and a classroom ES330 Human Health and the Environment presentation. 3 credits (fall - alternate years) DA: L3 D Prerequisites: any one of BI105, BI143, or ES101 and ES260 Field Studies in Ecology (SR) junior standing. 3 credits (spring - alternate years) DA: L2 V Tis course will involve the study of human interac- Prerequisites: BI105 or BI143 or BI145 or permission tion with the environment and potential impacts of of instructor. environmental agents on human health and safety. Field Studies Ecology is designed for students desir- Hazards from natural sources and human activities ing an immersion experience in ecological research. that contaminate our air, land, water, food, homes, Emphasis on examination of living material in natural neighborhoods, and workplaces will be examined- habitats and the impact of humans on those habitats. Topics to be covered include: emerging viruses, the Te course will take place at selected feld sites, and efect of global warming on species distribution, and will consist of 4 preparatory class meetings to review how weather patterns afect water currents and thus the ecology of the selected region, 1 week at the feld outbreaks of various diseases. Problems in assessing site and follow-up work on campus. While immers- and controlling these impacts, protective legislation, ing themselves in the ecology of selected regions and media coverage and various approaches to resolve working in teams and in pairs, students will partici- environmental health problems will also be addressed. pate in feld work in the selected habitat through a combination of lectures, labs and discovery-oriented ES340 Science and Public Policy investigative experiences. Topics to be explored 3 credits (fall - alternate years) DA: L3 D include principles of sampling, analytical tools, and Prerequisites: any one of BI143, BI105 or ES101 and applied research techniques. A service learning com- GV119 and junior standing or permission of the ponent emphasizing human impact on the selected instructor. region will be a central portion of the course. Te sub- In this interdisciplinary course, students will exam- jects of biodiversity, conservation, and development ine the role of scientifc knowledge on the formation will be discussed in relation to the broad social con- of policy at the local, state, national and interna- text surrounding natural resources, including socio- tional levels. Students will analyze health and envi- economic, psychological, and cultural issues in the ronmental issues and resulting problems facing the management and conservation of biological diversity. world today, as well as the policy issues involved in solving these problems. Topics may include: land ES315 Environmental Economics use practices and reform, farmland and open space 3 credits (spring - alternate years) DA: L3 D preservation; soil and water conservation; wetlands Prerequisites: Any of BI105, BI143 or ES101 and protection and rehabilitation; waste management EC132 and junior standing or permission of the and reduction, recycling and composting; air pollu- instructor. tion, global warming and sea level rise; and marine Tis interdisciplinary course explores the applica- wilderness areas. Topics pertaining to health and tion of basic economic principles to help under- medicine will also be covered. Behavioral factors stand environmental problems and evaluate alterna- infuencing decisions will be considered. Te course tive solutions. Economic principles will be used to will enhance student abilities to critically evaluate 136 health and environmental management, policy and ES490 Senior Capstone modeling tools. Te infuential role that scientists 3 credits DA: L3 C exert on local, regional, and national policies will be Prerequisites: Senior Major in Environmental Stud- examined through case studies. Attendance at meet- ies. ings of local conservation committees or meetings of Tis course will require students to complete a other government agencies discussing environmen- senior research project, including an internship, that tal issues may be required in this course. will demonstrate the skills and knowledge they have acquired through the Environmental Studies pro- ES360 Environmental Law gram. Attendance at meetings of local conservation 3 credits (spring - alternate years) DA: L3 D or government agencies dealing with environmental Prerequisites: GV119 and any one of BI143, BI105 issues may be required. A presentation of completed or ES101 and junior standing or permission of the projects to the Life Sciences Department is required. instructor. Tis interdisciplinary course will explore basic issues ES491 Senior Internship of law and policy involved in the consumption, con- 3 credits DA: L3 SI servation, and regulation of natural resources. Stu- Prerequisite: Senior Major in Environmental Studies. dents will examine of the purposes, methodology, Tis course will require students to complete an and impacts of the environmental regulatory pro- internship that will demonstrate the skills and cess at the local state and national level, including knowledge they have acquired through the Envi- such national statutes as the National Environmen- ronmental Studies program. 100 hours of work is tal Policy Act, the Clean Air Act, the Clean Water expected. A presentation of completed projects to Act, the Endangered Species Act, OSHA regulations, the Life Sciences Department is required. the Toxic Substances Control Act and the Wilder- ness Act. Students will analyze the relative costs and ES492 Senior Internship benefts of various forms of environmental regula- 6 credits DA: L3 SI tion within the context of the American political, Prerequisites: Senior Major in Environmental Stud- administrative, and legal systems. While the course ies. focuses on U.S. environmental law, students will also Tis course will require students to complete an consider the increasingly important feld of interna- internship that will demonstrate the skills and tional environmental law and agreements. knowledge they have acquired through the Envi- ronmental Studies program. 200 hours of work is ES391 Junior Internship expected. A presentation of completed projects to 3 credits DA: L2 SI the Life Sciences Department is required. Prerequisites: Junior Major in Environmental Stud- ies. Tis course will require student to complete FC101 First-Year Seminar an internship that will demonstrate the skills and 2 credits (fall and spring) DA: L1 SI knowledge they have acquired through the Environ- A special interactive class that helps new students mental Studies program. engage quickly in the academic life of the college community. By encouraging students to understand ES399 Special Topics in Environmental Studies what is expected of them at Mitchell and to develop a Credit hours by arrangement (ofered as needed) clear and positive sense of themselves and their role DA: N/A as learners, First Year Seminar assists students in Prerequisites: Open only with consent of the instruc- adjusting to the intellectual and personal challenges tor. of the college environment. Students taking this Allows the department to design a course outside the seminar in their frst year can forge lasting ties with normal oferings. In any given semester, the course their professors and classmates, develop their cul- content and format is developed for students with tural identity, and form habits of inquiry and expres- special interests and demonstrated abilities. Course sion that serve them well throughout their academic may be repeated with a change of topic. careers and beyond. NOTE: FC101 must be taken in a student’s frst 137 semester at Mitchell and is a requirement for gradu- choices of study available at the College. ation. FC101 is waived automatically for a student who transfers in 24 or more credits from an accred- FC120 Information Technology Literacy ited institution of higher education. 3 credits (fall and spring) DA: L1 ICT Tis course is designed to introduce students to 21st FC102 Personal Strengths & Service Learning Century technology literacy skills. By leveraging the 1 credit (spring) DA: L1 E and SR knowledge and skills students have in using tech- Prerequisites: FC101 nology, this course, through a collaborative project Tis is a service learning and community activism based approach, will focus on developing an aware- course designed to not only give new students the ness and knowledge of how to critically analyze and opportunity to become more civically-minded, but determine the meaningfulness, relevance and appli- to also help them understand their strengths, their cability of acquired information. In addition, this ability to work efectively in teams, and their leader- course will help students enhance their technology ship skills they can continue to develop at Mitchell. literacy skills through the use of resources includ- Te semester will begin with the students taking the ing Microsof Ofce Suite, Presentation Sofware Clifon Strengths Finder talent assessment to dis- and Cloud Technologies/Services, and Advanced cover their own natural talents. We will then dedi- Technologies and Applications. NOTE: A minimum cate the semester to learning what those strengths grade of C- is required to meet graduation require- mean, how we use them to be successful, and how ments. they relate to service learning. Students will make the connection between self-awareness, strengths, FC130 Applied Practices in Information teamwork, leadership, and service. Tis course will Technology Services build upon the service learning project students par- 3 credits (fall; spring if needed) DA: L1 ICT ticipated in during FC101; students will participate Prerequisites: Student must be able to demonstrate in monthly volunteer activities with the United Way fundamental Information Technology Literacy skills of Southeastern CT, as well as develop their own ser- through the completion of either FC120 or an alter- vice learning project(s). nate assessment. Te course is designed for students who have an FC103 Recalibrating Your Academic Compass interest in learning about and experimenting with 1 credit (spring) DA: L1 SI advanced, emerging applications and technologies. As an integral part of the FYE Second Opportu- Specifc focus will be on the practical use and appli- nity Semester academic core, this special interac- cability of cloud computing services, open source tive course is designed to empower students to fnd sofware, hardware/sofware platforms and statisti- their academic “true north” following a stormy frst cal and analytic sofware and services. In addition, semester. Students will be challenged to examine the course will introduce students to the available their lessons learned and chart a new course towards advanced, discipline based technologies. Te course academic recovery and collegiate success. Enroll- will provide for an engaging, collaborative learn- ment is determined by instructor recommendation. ing environment through a “hands on,” project based approach. NOTE: A minimum grade of C- is FC110 Discovering Te Human Adventure required to meet graduation requirements. (W) (IN) 3 credits (fall) DA: L1 CCT FC199 Special Topics in First-Year Experience Tis introductory course ofers an interdisciplin- Credit hours by arrangement. (ofered as needed) ary study that explores the search for knowledge DA: N/A and meaning as related to various academic dis- Prerequisites: Only open with consent of the depart- ciplines and applied to everyday life. Te course ment. explores individual, societal and cultural values in Tis class allows the department to design a course the modern, global and information age. Te con- outside the normal oferings. In any given semester, tent is designed to assist frst-year students who are the course content and format is developed for stu- undecided about their major to navigate the existing dents with special interests and demonstrated abili- 138 ties. Course may be repeated for credit with a change GD199 Special Topics in Graphic Design of topic. Credit hours by arrangement. (ofered as needed) NOTE: Designation as a W or WI course as appro- DA: N/A priate. Prerequisites: Only open with consent of the department. GD101 Color Concept and Design (W) (D) (G) Tis class allows the department to design a course 3 credits (fall) DA: L1 CCT outside the normal oferings. In any given semester, Tis course provides a comprehensive foundation the course content and format is developed for stu- and tools for individual expression through art. dents with special interests and demonstrated abili- Visual perception and artistic vocabulary are devel- ties. Course may be repeated for credit with a change oped, while discovering and analyzing the artist’s of topic. role in making art, history and culture. Visual ele- NOTE: Designation as a W or WI course as appro- ments, design principles and color theory are dis- priate. cussed and utilized in a variety of guided exercises that result in creating representational and abstract GD210 Graphic Design II: Typography, Image work. and Layout 3 credits (fall) DA: L2 V GD105 Computer Graphics I Prerequisites: GD105, GD110 or permission of the (Illustrator, InDesign, Photoshop) instructor. 3 credits (fall) DA: L1 CCT Trough the investigation of the basic elements of Exploring the basic tools of Adobe InDesign, Adobe design (line, shape, value, texture, space) and their Photoshop, and Adobe Illustrator, students develop organization through the principles of design (bal- the skills necessary to use the computer as a tool for ance, unity, repetition, rhythm, etc.) students learn the creation of digital art and design. Skills for using to develop concepts that communicate persuasively the sofware are acquired in project-based practical and integrate type and image into efective state- application, providing students the opportunity to ments. Particular focus is given to fundamentals create digital art for either personal expression, or of typography, its theory, practice, and technology. to use as a tool for communication in print and web Note: a minimum of grade C- is requisite to enroll design. Tis class provides a sold foundation and in GD260. direction for further study. NOTE: A minimum of C- is requisite to enroll in GD260 Graphic Design III: Brand Identity GD305. 3 credits (spring) DA: L2 APS Prerequisites: GD105 or permission of the instructor. GD110 Graphic Design I: Visual Literacy Tis course focuses on the pragmatic aspects of 3 credits (spring) DA: L1 CCT graphic design with an emphasis on critical think- Examples of graphic design are all around us in our ing, concept development as a process, and utiliz- everyday life. Any visual communication that you ing acquired knowledge and skills. Students create use or see, from the logos on your clothing, to the design solutions that are implemented in a variety book or website you are reading, is a work of graphic of formats. Working in the context of a professional design. It is a creative process that uses art and tech- studio environment, students experience the project nology to communicate ideas and information for from pencil sketch to fnished product. Note: a mini- either personal expression or commercial applica- mum of grade C- is requisite to enroll in GD410. tion. Tis course introduces the student to the principles and conventions of graphic design, the design GD265 Materials and Techniques process, and technology that can be used to produce 3 credits (spring) DA: L2 SI it. Trough its practical applications in project-based Prerequisites: GD210 or permission of the instructor. learning, students explore the use of image and type An introduction to the basics involved in print pro- to create communication. Note: a minimum of grade duction for graphic design. Both technical and cre- C- is requisite to enroll in GD210. ative projects juxtapose new technology with age- old methods and provide and understanding for 139 the visual interpretation of ideas. Te importance GD410 Advanced Projects: Package and of precision in fnal mechanical art preparation will Web Design be stressed, as well as technical facility in the use of 3 credits (fall) DA: L2 CCT electronic production, materials, tools and equip- Prerequisites: GD260 or permission of the instructor. ment. Tis course explores the application of graphic design theory to 2 specifc formats. Package design GD283 Graphic Design Internship embraces the challenge of translating design con- 3 credits DA: L2 APS cepts across 3-D surfaces. Web design translates Prerequisites: GD105, GD210 or permission of concepts and consideration for graphic design to instructor. websites. Working in a studio environment, students Te Graphic Design Internship ofers students the will respond to a variety of 3-dimensional and web opportunity to participate in the practical appli- design challenges while employing their knowledge cation of skills fundamental to careers in graphic and understanding of typography, brand identity, design. Supervised by an instructor, students work color theory, and conceptually-driven design solu- on in-house project(s) chosen from a variety of tions. Students will be expected to meet design dead- media, determined by the students particular aca- lines and to prepare professional, client-oriented pre- demic needs, goals or interests. Tis internship pro- sentations. Note: a minimum of grade C- is requisite vides the student with practical career skills experi- to enroll in GD411. ence and training. GD411 Portfolio GD305 Computer Graphics II (Photoshop/ 3 credits (spring) DA: L3 CCT Dreamweaver) Prerequisites: GD260 or permission of the instructor. 3 credits (spring) DA: L2 ICT Graphic Design Portfolio is geared specifcally to Prerequisites: GD105 or permission of instructor. students studying graphic design, and serves as the Dreamweaver and Flash are programs used the capstone for this area. Te portfolio is the culmina- creation of web pages. Dreamweaver facilitates the tion of the students’ ability to market their skills and assembly of graphic, text and other media in a visu- showcase their work. Te project focus of this class is ally friendly environment, while retaining the ability to develop an individual professional portfolio and to work directly with the HTML code. Flash incor- resume in both a digital and hard copy formats. Stu- porates interactivity and sound into web pages. Its dents utilize knowledge and skills developed in pre- animation capabilities, features for minimizing and vious courses, and apply marketing and promotional monitoring fle size, and use of streaming technol- criteria to their work. Topics of discussion include ogy have changed the face of web design. the diferences in roles and positions within compa- Participants in this course learn to develop an ani- nies; self-employment; accepted business practices mated, interactive website with Photoshop, Dream- and other professional issues. weaver and Flash, using objects and text, organizing fles, importing elements, creating layouts and edit- GD429 Marketing and Design Internship ing and linking pages in a variety of ways In addi- 3 credits (fall) DA: L2 SI tion to exploring methods for incorporating interac- Prerequisites: Senior status and/or permission of tivity, animation and sound. department chair. Te Marketing and Design Internship is an applied GD399 Special Topics in Graphic Design extension of the Marketing and Design program, 3 credits DA: N/A with particular emphasis on the student’s goals, Designed as an upper-level elective course specif- interests, and options. Tis senior internship will cally for junior and senior students, when ofered, provide the student with practical career skills expe- the academic department introduces a unique and rience and training. Working with the classroom exciting topical course which isn’t part of the tradi- professor, students choose an appropriate feldwork tional curriculum. Special Topic courses are ofered experience, ideally within a company or corporation. as needed and as interest arises. Tis is supported by discussion with the classroom professor as well as input from the on-site internship 140 supervisor. A detailed journal and fnal report are Presidency is a rather unique ofce, one of the few required. unique creations of the Constitutional Convention of 1787, and the men who have held that ofce have GV119 American Government and Politics exercised powers wielded by few executives in demo- (AI)(E)(W) (SR-some semesters) cratic societies. 3 credits (fall and spring) DA: L1 V Prerequisites: CW101 or permission of the instructor. GV350 Political Science Internship (AI) GV119 is a survey course covering the organization 6-15 credits (spring) DA: L3 ICT of national, state, and local governments. Students Tis internship provides students from all majors will explore the three branches of government (leg- an opportunity to be involved in the law making islative, executive, and judicial). Students will also process as well as gain a behind-the-scenes look at evaluate themes in Federalism, Civil Liberties, Polit- public service. Students research current bills/write ical Parties, and selected public policy issues. Essen- reports and attend the legislative sessions. Tis is a tial questions concerning the role of an informed cit- competitive statewide internship program and stu- izenry in a representative democracy will be stressed. dents must be accepted by the Legislative Internship Active participation in the government processes Committee in Hartford. Students have the option to will be encouraged through special projects. A his- attend extra part- or full-time torical perspective will be taken. GV399 Special Topics in Government GV120 State and Local Government* (AI) (E) Credit hours by arrangement. (ofered as needed) (Jr - some Senior) (some semesters) DA: N/A 3 credits DA: L1 V Allows the department to design a course outside the Tis course is concerned with the structures, func- normal oferings. In any given semester, the course tions, and politics of state governments. It highlights content and format is developed for students with the similarities and diferences that characterize the special interests and demonstrated abilities. Course 50 states. It examines the historical and constitu- may be repeated for credit with a change in topic. tional roles of the states; the role of the states in the NOTE: Designation as a W or WI course as appro- federal system; and variations among the states in priate. regard to economic characteristics, citizen attitudes, voter participation, political parties, and public pol- HD108 Introduction to Human Development icy. 3 credits (fall and spring) DA: L1 C Introduction to Human Development explores the GV199 Special Topics in Government nature of human growth and development from the Credit hours by arrangement. (ofered as needed) very beginnings of life to its culmination. Atten- DA: N/A tion is focused on lifespan developmental issues and Allows the department to design a course outside the themes, research methods, genetics, prenatal devel- normal oferings. In any given semester, the course opment, infancy and childhood, adolescence, adult- content and format is developed for students with hood, and dying and death. Te inter-relatedness of special interests and demonstrated abilities. Course physical, cognitive, personality, and social develop- may be repeated for credit with a change in topic. ments within each life stage is emphasized, as well NOTE: Designation as a W or WI course as appro- as how major theories of human development guide priate. researchers in the feld today.

GV301 Te American Presidency (W)(AI)(E)(Sr) HD110 Introduction to Race, Ethnicity, 3 credits (fall) DA: L3 ICT and Culture (D)(W) Taking a historical perspective on the development 3 credits (fall and spring) DA: L1 CCT of the whole ofce of the presidency, this course A critical analysis of the relationship between major- focuses on both the man and the ofce. We will look ity and minority groups in the United States, includ- at the evolution and growth of the presidency and ing race, ethnic, class, age, and gender variations. the evolution of that ofce to date. Te American Te course places a particular emphasis on the role 141 that cultural variation exerts on personal and social HD211 Adult Development relationships. Among the topics include theoretical 3 credits (spring) DA: L2 C perspectives, historical and social interpretations of Prerequisites: HD108 cultural diversity, consequences of social inequality, Tis course explores the early, middle, and later prejudice, discrimination, political, and economic years of adulthood in contemporary society. Particu- dynamics and their relationship to power. Special lar emphasis is placed on the biological, personality, attention is focused on the recognition and apprecia- social, and vocational changes that characterize the tion of multiculturalism, particularly the nurturance adult years. While exploring the biosocial, cogni- of sensitivity and tolerance toward individual difer- tive, and psychosocial realms overall, the course will ences. consider such specifc phenomena as adulthood’s developmental tasks, gender roles, marriage and par- HD199 Special Topics in Human Development enthood, the career cycle, issues in gerontology, and Credit hours by arrangement (ofered as needed) death as the fnal stage of the life cycle. DA: N/A Prerequisites: Open only with consent of the instruc- HD305 Ethics, Character & Moral Development tor. (E) Allows the department to design a course outside the 3 credits (fall) DA: L2 V normal oferings. In any given semester, the course Prerequisites: HD108, PY105 and junior status. content and format is developed for students with Tis course ofers the student an opportunity to special interests and demonstrated abilities. Course study the extent to which thinking and action can be may be repeated with a change of topic. applied to ethical and moral situations. Te course will provide an in-depth examination of ethics and HD209 Child Development morality, including historical, philosophical, reli- 3 credits (spring) DA: L1 CCT gious, legal, sociological, multicultural, psychologi- Prerequisites: HD108 cal and human developmental perspectives. A par- Child Development is a broad survey of the develop- ticular emphasis is placed on the identifcation and ing child from conception through age twelve. Major application of moral thinking skills designed to bet- topics include: physical, cognitive, linguistic, person- ter understand and perhaps resolve ethical issues at ality, emotional and social development. Te course the personal, interpersonal and professional levels. lectures and readings are concerned with the major experimental, observational, and theoretical contri- HD339 Systems and Teories of Family butions in the feld. Development 3 credits (fall) DA: L3 CCT HD210 Adolescent Development Prerequisites: HD108 and junior status. 3 credits (fall) DA: L2 C An in-depth examination of the family as a social Prerequisites: HD108 institution and how it shapes the course of human Tis course ofers students basic theories and princi- development. Te student is exposed to models and ples about adolescent development from psychologi- systems of family development, the multifaceted cal, sociological, and biological perspectives. It ofers dynamics of intrafamily relationships, and inter- an integrated exploration of such topics as theoreti- actions of the family with various elements of the cal viewpoints, research methodologies, physical and sociocultural environment. Attention is also focused cognitive development, personality dynamics, social on family interaction processes, including commu- interactions, family infuences, sexual attitudes and nication processes, power relationships, open and behaviors, achievement and careers, and problems closed family systems, parent-child relationships, and disturbances unique to the adolescent years. A and confict resolution processes. particular emphasis is placed on the establishment of a conceptual framework so that adolescence is HD345 Sibling Relations Across the Lifespan understood in relation to the entire life cycle. 3 credits (spring, odd years) DA: L3 C Prerequisites: HD339 Sibling relations are the longest familial afliations 142 that individuals experience. Children spend more ment and Family Studies; Behavioral Sciences; Liter- time with their siblings than with any other person ature and Fine Arts; Communication) to the subject or relationship. In some cultures, brothers and sisters matter, and is also designed to fulfll such General have rigidly defned responsibilities within the fam- Education Requirements as the Humanities, Social ily network, while in others there are no such obliga- and Behavioral Sciences, and Communication. Tis tions. Contemporary demographics indicate that the course also supports the College’s concept of writing average American today has two or three siblings. across the curriculum. Many middle-aged baby boomers have at least two full brothers and sisters, while young adults are more HD441 Gender Issues in Human Development & likely to have a mixture of full, half-, and stepsib- Family Studies (D)(W) lings. Despite the largely widespread prevalence of 3 credits (fall) DA: L3 D siblings, their role in human development and fam- Prerequisites: SO103, HD108, and junior status, or ily relations has been largely overlooked. Tis course permission of the instructor. addresses this research void and examines the ways An examination of how gender similarities and dif- in which siblings infuence individual behavior and ferences characterize the lifespan. Topics include family dynamics from a lifespan perspective. gender theories; historical contexts of gender roles; gender roles in the family, social and vocational rela- HD399 Special Topics in Human Development tions; gender stereotypes and inequalities; interper- and Family Studies sonal and intimate relations, and cross-cultural gen- 3 credits (ofered as needed) DA: N/A der comparisons. Additionally, the course examines Prerequisites: junior or senior status and permission the research and controversies in such developmen- of the instructor. tal areas as intelligence, personality, communication, Allows the department to design a course outside the and ability. A particular emphasis is placed on the normal oferings. In any given semester, the course relation of gender to power and infuence in contem- content and format is developed for students with porary society. special interests and demonstrated abilities. Course may be repeated for credit with a change of topic. HD446 Perspectives on Cross-Cultural Note: W designation as appropriate. Development (D) (G) 3 credits (spring) DA: L3 D HD435 Family Studies Trough Film and Prerequisites: HD108, HD110, SO103 and junior sta- Literature (W) tus; or permission of the instructor. 3 credits (spring, odd years) DA: L3 C Tis course studies human development throughout Prerequisites: SO207, HD339; or permission of the the lifespan, with particular emphasis on cross-cul- instructor. tural diferences and similarities. Major theories and Tis course ofers an in-depth study of family research examine cross-cultural continuities and dynamics and processes through literature and flms. discontinuities as they relate to variations in race, You will be exposed to models, systems, and meta- ethnicity, class, gender, age, and other human difer- phoric conceptualization of family development; the ences. Among the topics are: international and his- multifaceted dynamics of intrafamilial relationships; torical perspectives, family structures, child rearing family crises; and interactions with various elements strategies, intergenerational relations, educational of the sociocultural environment. Emphasis will be experiences, patterns of employment and aging placed on group discussion and the preparation of experiences. Students are encouraged to explore written assignments geared toward critical and cre- their personal heritage and the impact culture bears ative thinking. Particular attention is to be placed on on their own lives. the development of sensitive and persuasive interpretations of literature and flm. HD435 is a writing HD451 Families in Crisis course ofering. Course requirements include the 3 credits (spring) DA: L3 V successful completion of one novel, scholarly articles, Prerequisites: HD339 and the viewing of 10-12 flms. Tis course embraces An in-depth examination of theories, research, and a cross-disciplinary approach (e.g., Human Develop- issues focusing on those families encountering stress 143 and crises. Attention is focused on conceptual and HI115 Development of Western Civilization I (G) theoretical models of family stress and crisis. Top- 3 credits (fall and spring) DA: L1 D ics include, but are not limited to, domestic violence, HI115 addresses the extent to which ancient Egyp- sexual assault, alcoholism and/or chemical abuse, tian, Asian, Semitic, and Greco-Roman culture mental illness, physical and other challenging dis- shaped the foundation and early development of the abilities, chronic illness, divorce, desertion, infdel- Western Heritage. Te course considers the develop- ity, and suicide. An integral feature of this course is ment of the West through an examination of myriad placed on intervention strategies, including the pre- historical movements, including the development of vention, control, rehabilitation, and promotion of monotheistic religions, the origin of democracy, the individual and family health. rise of Rome, the infuence of the Christian Church, the Crusades, revival of trade, learning, technologi- HE450 Internship in Health Sciences cal development and urban life, the Italian and north 6 credits (fall and spring) DA: L2 SI European Renaissance movements and the Reforma- Prerequisites: Major elective for program in Health tion. However, the course does not treat the rise of Sciences. the West as an isolated phenomenon; HI115 studies Tis course is an introduction to health sciences the intercultural connection between the Islamic enabling the student to begin the development of world, the Byzantine Civilization, and, where and practical professional skills. Te student will be when appropriate, it makes historical comparisons supervised by both an individual health sector pro- to developments taking place in Asia, Africa, and the fessional and a faculty member. Instructor/Supervi- (Pre-Columbian) Americas. sor evaluations, a daily journal, a written report, and a PowerPoint presentation will complete the course HI116 Development of Western requirements. Civilization II (G) 3 credits (fall and spring) DA: L1 D HI105 History of the United States I (AI) (D) (W) HI116 begins by addressing the infucence of the 3 credits (fall and spring) DA: L1 D Renaissance and Reformation within European Soci- History of the United States to 1865 is an introduc- ety and the bearing of Chinese and Islamic civiliza- tory survey course which covers the colonial period tions upon the West’s political, cultural, economic, followed by a study of the confederation, constitu- and technological growth. It assures the extent to tional and early national periods. Such topics as gov- which the following historical movements (which ernmental development, territorial expansion, aboli- owed much to this growth): dynastic centralism, tionism, women’s rights and the growth of political the scientifc revolution, the rise of a market based parties will be discussed. Te fnal section of the economy, the enlightenment, the revolutions of the course will cover the Civil War and the impact this late 18th and early 19th centuries, the industrial traumatic event had upon the U.S. society. revolution, and nationalism led to spectacular social upheaval in the west, and paved the way for the cre- HI106 History of the United States II (AI) (D) (W) ation of the modern European power state. How and 3 credits (fall and spring) DA: L1 D why did the West achieve dominion over the Ameri- HI106 is an introductory survey course which exam- cas, the East and West Indies, Asia, Africa? And to ines the period of reconstruction, the impact of what extent did the West’s global ambitions make industrialism and reform movements during the late inevitable two world wars? nineteenth and twentieth centruies, including prohi- bition, civil rights, the modern woman’s movement. HI199 Special Topics in History Special emphasis is placed on the major cultural and Credit hours by arrangement. (ofered as needed) societal changes of the twentieth century. Te course DA: N/A also examines American Imperialism, World War I Courses examine certain issues and questions in and II, the Great Depressions, and the development selected areas of historical study are ofered periodi- of America’s role in the present world power struc- cally. Te course may be repeated with a change in ture. topic. Prerequisites appropriate to each course will be determined by the instructor and announced 144 when course descriptions are available. revolutionary movements and totalitarian governments, worldwide, in an efort to understand the HI245 Te Making of Modern America: U.S. forces that brought them into being and the impact History since 1893 (AI) (G) (W) they have had upon the world. 3 credits (spring) DA: L2 CCT Prerequisites: CW102 HI297 “remember the ladies”: Women in U.S. HI245 explores U.S. history from 1893 to the pres- History ent through in-depth examination of major politi- (AI)(D) (W)(IN) val, economic, and sociocultural developments and 3 credits (spring) DA: L2 CCT transformations of the modern era. Domestic and Prerequisites: CW102 international events signifcanly shaped the United HI297 examines major themes and events that have States and the world during this period, including afected women in U.S. history. Tis course will heed imperial activity, urban industrialism, warfare, the the advice Abigail Adams gave to her husband, John civil rights movement, the Cold War, and the post- Adams, in 1776 to “remember the ladies” while he 9/11 world. Tis course will emphasize how the and other founders created this nation. Although United States became a global superpower and the this recommendation was ignored by the founding consequences of this development. generation, women since the creation of the United States have contributed in myriad ways that have HI246 Rebellions, Revolutions, and Rights: World afected familial, social, economic, and political History since 1900 (G) transformations since the colonial era. Special atten- 3 credits (fall) DA: L2 D tion will be paid to the distinctive relationship of Prerequisites: CW102 women to social reform in American culture and the HI246 provides students with an understanding of modern woman’s movement. the causes and consequences of World Wars I and II and the character and historic importance of radi- HI399 Special Topics in History cal political movements, including Communicsm, Credit hours by arrangement. (ofered as needed) Fascism, Nazism, Japanese Imperialism, and Islamic DA: N/A Jihadism. Students will also assess and evaluate the Prerequisites: junior or senior status and permission forces contributing to the development of the fol- of the instructor. lowing historical movements: the Cold War and Allows the department to design a course outside the its impact on global politics; the decolonization of normal oferings. In any given semester, the course Africa, Asia and the Middle East; the collapse of the content and format is developed for students with Soviet Union; the rise of the European Economic special interests and demonstrated abilities. Course Union; the globalization of economics; and the con- may be repeated for credit with a change in topic. sequences of modern terrorism around the world. HO101 Introduction to Homeland Security HI295 History Trough Film (G) (W) (IN) 3 Credits DA: L1 C 3 credits (spring) DA: L2 CCT Tis introductory course provides students with a Prerequisites: CW101 or permission of the instructor. comprehensive account of past and current Home- HI295 is designed to ofer students an opportunity land Security practices, policies and programs in to study history through a variety of visual media, relation to the government restructuring. It also primarily documentaries and cinematic portrayals examines the relationship of state, local governments of selected historical events, issues, and personalities. and the private sector in Homeland Security. Partic- Each semester, the class studies historical topics that ular emphasis will be placed on the current crises in have a global dimension: such as war, revolution, and Homeland Security including their origins and his- important historical fgures who have brought about torical development. social change (Martin Luther, Galileo, Louis XIV of France, Gandhi, Mao Tse-Tung), i.e., historical HO199 Special Topics in Homeland Security movements and movers. Te class will be studying Credit hours by arrangement (ofered as needed) the origins and characteristics of twentieth century DA: N/A 145 Prerequisites: Open only with consent of the instruc- Six-credit independent research or special project tor. carried out under the supervision of a faculty mem- Allows the department to design a course outside the ber. Topics must be approved by the student. normal oferings. In any given semester, the course content and format is developed for students with HO441 Senior Seminar in Homeland Security special interests and demonstrated abilities. Course 3 credits (fall) DA: L2 APS may be repeated with a change of topic. Prerequisites: Senior Homeland Security Major or permission of instructor. HO301 Legal Issues in Homeland Security (W) Tis course will constitute a “capstone” for the 3 credits DA: L2 C Homeland Security Major. Topics covered in the Using both the casebook and lecture approach, this course will include, but not be limited to, the legal course will provide an understanding of the statu- framework of the discipline, constitutional and tory and constitutional framework of Homeland ethical limitations on the exercise of governmental Security in the United States. Topics will include: power, cooperation among local, state and federal a) criminal law, civil liberties and national security, authorities and the socio-political environment of b) military law, tribunals, international courts, and global terrorism. c) the role and legal limits of domestic and foreign intelligence in Homeland Security. HO442 Homeland Security Internship 6 credits (fall/spring/summer) DA: L2 SI HO305 Homeland Security Management Prerequisites: Homeland Security Major or permis- 3 credits DA: L2 CCT sion of instructor. Te course will cover interdisciplinary principles of Six-credit feld experience afliated with police, security management including planning, budget- homeland security and related agencies, public and ing, organizing, stafng, directing, and controlling. private. Tis course will also cover marketing security services to management, risk management, civil and HS115 Introduction to Human Services and criminal liability, and labor relations. Social Welfare 3 credits (fall and spring) DA: L1 CCT HO399 Special Topics in Homeland Security Ofers the opportunity to examine public and pri- Credit hours by arrangement (ofered as needed) vate agencies and institutions in the areas of geron- DA: N/A tology, mental health services, correctional facilities Prerequisites: Open only with consent of the instruc- (institutional/community), abuse programs and pro- tor. grams for the poor. Emphasizes agency philosophies, Allows the department to design a course outside the practices, accomplishments and problems. Seminars normal oferings. In any given semester, the course with guest speakers and visits to community agen- content and format is developed for students with cies are a major part of the course. special interests and demonstrated abilities. Course may be repeated with a change of topic. HT101 Introduction to Hospitality & Tourism (G) HO410 Terrorism (W)(D) 3 credits (fall) DA: L1 CCT 3 credits DA: L2 V An overview to the hospitality industry which pro- A review of late 20th and early 21st century domestic vides details regarding history of the industry, career and foreign terrorism impacting the United States, opportunities, organizational structures, manage- including an examination of the history, philoso- ment and human resource needs within the indus- phies and tactics of selected groups. try. Industry segments will be examined in event planning, food service, lodging, and tourism. Tis HO440 Independent Study in Homeland Security course will also expose the student to sound man- 6 credits (fall/spring/summer) DA: L2 C agement practices within the industry. Prerequisites: Homeland Security Major or permission of instructor. 146 HT110 Introduction to Foodservice HT201 Hospitality & Tourism Marketing 3 credits (spring) DA: L1 ICT 3 credits (spring) DA: L2 D Tis course introduces the student to the food ser- Tis course explores the current marketing prin- vice industry and provides details regarding career ciples utilized in the hospitality industry. Te orga- opportunities, history of the industry, organizational nization of marketing functions will be examined structures, management and human resource needs within industry segments and the role of specifc within the industry, as well as basic food service marketing programs and their impact upon success- practices. Industry segments will also be examined ful hospitality organizations. Students will work with in commercial, industrial and institutional areas of the Career Services director to establish a resume food service. used to market themselves to industry professionals.

HT130 Introduction to Event Management HT210 Food Service Sanitation & Safety 3 credits (spring) DA: L1 ICT 3 credits (fall) DA: L2 ICT Tis course introduces the student to the meetings, Tis course introduces students to the important expositions, events, and conventions (MEEC) indus- role that sanitation and safety have in the food ser- try and provides details regarding history of the vice industry. Te seven HACCP principles and industry, career opportunities, organizational struc- other food industry regulations are examined along tures, operational management and human resource with the origins of food-borne illness. Emphasis is needs within the industry. Tis course also exam- placed on proper food storage, rotation, preparation, ines the relationship event management has with holding and serving, and environmental conditions. Destination Marketing Organizations (DMO). Te Te relationship between risk reduction and proft is student will learn about the vendor relationships, stressed. technological needs and the use of contracted man- *Students taking this course as a food service con- agement companies. centration have the opportunity to pass the servsafe sanitation exam recognized by the Conference for HT150 Hospitality Freshman Internship Food Protection. Experience 3 credits (120 hours) HT220 Front Ofce Management Te student has the opportunity to gain practical 3 credits (fall) DA: L2 ICT industry experience through an internship. Te stu- Tis course familiarizes students with the lodg- dent will be supervised by both an industry profes- ing industry and specifcally front ofce operations. sional and a faculty member. Industry research and Tis course provides details regarding the history of a written report will complete the course require- the lodging industry, organizational structures and ments. NOTE: Tis course is used in rare excep- management needs within lodging operations, and tion for under-class students deemed ready by the hospitality technology usage. Additional emphasis is Department Chairperson for practical experience in placed on managing guest services, the four stages of the HT industry. the guest cycle, guest security, guest room accounting, guest room availability, revenue and inventory HT199 Special Topics in Hospitality & Tourism management, reservation processing, guest registra- Credit hours by arrangement (ofered as needed) tion, night audit, and checkout procedures. DA: N/A Prerequisites: Open only with consent of the instruc- HT221 Managing Housekeeping Operations tor. 3 credits (spring) DA: L2 V Allows the department to design a course outside the Tis course familiarizes students with the require- normal oferings. In any given semester, the course ments of ensuring cleanliness in guest rooms and content and format is developed for students with all public areas within a hotel. It entails a guest’s special interests and demonstrated abilities. Course requirement for a spotless, tidy, and comfortably may be repeated with a change of topic. arranged room. Additional emphasis is placed on supervising housekeeping, as well as covering the day-to-day operations including planning, organiz- 147 ing, purchasing and budgeting. HT 311 Beverage Operations Management 3 credits (fall) DA: L2 APS HT230 Convention & Trade Show Management Tis course is designed to introduce students to 3 credits (spring) DA: L2 CCT both non-alcoholic and alcoholic beverages. Special Tis course provides students an in-depth review of concentration will be placed on understanding the how conventions and trade shows are managed and relationship beverages play with food. Students will marketed. Students will examine the variety of meet- also be introduced to the importance of purchasing, ings and convention purposes and host organiza- inventory control, and portion control. Purveyors tions. Students will analyze property facility feasibil- will provide information and tasting of products as ity, negotiations, and contract decisions. Te proper related to the course outline. Marketing concepts spe- execution of both conventions and trade shows will cifc to the beverage industry will also be examined. be investigated including fow, vendor management, set-up/design, and convention billing. HT321 Resort Management (D) 3 credits (fall or spring) DA: L3 D HT250 Hospitality Sophomore Internship Tis course provides a detailed overview of the his- Experience tory of resorts and management trends afecting the 3 credits (120 hours) DA: L2 C industry today. Resort development is introduced Te student will have the opportunity to gain practi- and environmental and sociological impacts are cal industry experience. Te student will be super- analyzed. Resort types are analyzed based on their vised by both an industry professional and a faculty marketing and operational management as well as member. Industry readings and a written report will their impact on the local culture and ecology. In complete the course requirements. addition, the activities resorts choose are examined based on their ft and desire amongst guests. HT301 Hospitality Property Management 3 credits (fall or spring) DA: L2 APS HT322 Hospitality & Tourism Revenue Tis course examines the role of the operation man- Management ager within the hospitality industry. Critical ele- 3 credits (fall or spring) DA: L2 APS ments of facility design and engineering are exam- Tis course provides a detailed look into the role of ined along with overall housekeeping, maintenance revenue management in today’s hospitality industry programs and security procedures. and its sub-segments. Students will explore the history of revenue management’s and its evolution. In HT303 Hospitality Financial Accounting addition, the evolution and impact of the channels 3 credits (spring) DA: L2 APS of distribution like e-commerce, agencies, and prop- Te purpose of this course is to examine the key erty management systems are analyzed. Te efect components and fnancial analysis requirements for of supply and demand is explored and strategies for a successful hospitality operation. Course content forecasting are analyzed. includes budgeting, forecasting, revenue management, cost analysis, lease versus purchase, pricing HT330 Event Planning strategies and working capital fnance. Current case 3 credits (fall) DA: L1 V studies will be discussed and analyzed. Tis course ofers a thorough review and critique of successful event planning strategies, including the HT310 Restaurant Management use of current case analysis. Students will also be 3 credits (spring) DA: L2 CCT required to review a plan and assess a local on/of A detailed exploration of the dining service opera- campus event. Emphasis is placed upon objectives, tion within the hospitality industry from the back goal setting and assessment. of the house to the front of the house. Emphasis will be placed upon stafng requirements, facility design, HT340 Quality Service (W) menu management and fnancial analysis, including 3 credits (fall) DA: L1 V portion and cost control procedures. An in-depth analysis of the critical relationship that exists between the customer and the organiza- 148 tion and how that relationship can be cultivated and gaming and casinos, common forms of gambling, converted to a long term organizational asset. Spe- global gaming destinations, specialized market- cifc customer relations programs are explored and ing programs, player markets and behavior, inter- case studies utilized to impress upon the student the net gaming, gaming regulation and licensing, and critical need for outstanding quality service manage- organizational structure. Te course will explore the ment within the hospitality industry. gaming industries unique relationship with lodging, food and beverage, sporting, and other services. HT350 Hotel Internship 3 credits (120 hours) DA: L2 C HT371 Private Club Management (W) All students in the Hotel/Resort Management track 3 credits (fall or spring) DA: L2 ICT are required to complete the internship at one of Tis course examines the private club industry. the college’s corporate hotel partners Te internship Emphasis is placed on the relationship amongst club provides students a structured hands-on experience members, the Board of Directors, and management. with the major functional areas of a hotel. Rotations Students are exposed to types of ownership as well as will include front desk, banquets, housekeeping, res- a variety of types of clubs including athletic, beach, taurants, night audit, etc. Students not in the Hotel/ city, country, golf, and yacht clubs. Te concept of Resort track are able to sign up for this course as an dues is explored as well as the relationship of activi- elective. ties and food and beverage.

HT352 Food Preparation & Cost Control HT374 Spa Management 4 credits (lab) (fall or spring) DA: L2 APS 3 credits (fall or spring) DA: L3 D Tis course familiarizes students with the back of Tis course provides a detailed overview of the spa the house operation. Students are introduced to the industry both from a design/development and oper- basics of culinary arts and proper cooking tech- ational standpoint. Various treatments and retail- niques. Principles and procedures utilized in an ef- ing are discussed as part of the total product ofer- cient food and beverage control system are exam- ing. Students are introduced to the complexities of ined. Students validate their competency through operations including technologies, utilities usage, demonstration of various operations including, and human resources. Te concept of sustainability preparation, production, service, and management. is discussed in relationship specifcally to the history and development of spas throughout the world. Stu- HT360 Hospitality Human Resources dents will be required to visit at least one local spa to Management (D) understand the industry and their products. In addi- 3 credits (fall or spring) DA: L2 V tion, students will compare and contrast the services, Tis course prepares students to make sound deci- technologies, and environmental issues between two sions regarding human resource issues in the hos- or more properties. pitality & tourism industry. Students will analyze and compare human resource laws domestically and HT375 Cruise Line Industry Operations internationally to draw conclusions about the over- 3 credits (fall or spring) DA: L3 D all efect on hospitality & tourism. Students will also Tis course provides a detailed overview of the examine employee recruitment & selection, train- cruise line industry both from an international and ing & development, performance management & national perspective. Te course looks to identify and appraisal, compensation & benefts, and employee describe the cruise line market through geographic, health & safety. psycholographics, and demographics. Tis course also engages students in the total cruise experience HT370 Casino & Gaming Industry from operations to pre- and post-cruising experi- 3 credits (fall or spring) DA: L2 V ences. Students will learn who the major players in Tis course familiarizes students with the gaming the cruise line industry are and their unique cruise industry at large and examines the management of lines, specifcally as it pertains to national advertis- all operations within the casino. Te course intro- ing, pricing, product development, group marketing duces students to career paths, the history of the and incentive marketing. 149 analyses. HT376 Banquet and Catering 3 credits (fall or spring) DA: L3 CCT HT430 Special Events Leadership (W) Tis course provides a detailed overview of the ban- 3 credits (spring) DA: L3 APS quet and catering business from both an on-premise Te concept event leadership is at the core of this and of-premise basis. Students explore the history course. Students will synthesize all knowledge of catering within the food service and events indus- gained in prior event management courses and lead- try. Te landscape of the catering industry is exam- ership strategies found in this course to develop ined including the styles, management, and owner- personal management techniques. Special events ship operations. Students will work hands-on with a including cultural, social-life cycle, governmental & caterer to develop, plan, and present a complicated political, and hallmark events are examined specif- social function (eg. wedding). Students will analyze cally regarding ceremonial and protocol issues. individual banquet menus as well as complete catering menus. HT450 Hospitality & Tourism Internship I 6 credits (240 hours) DA: L2 SI HT378 Ecotourism (G) An introduction to the hospitality industry enabling 3 credits (fall or spring) DA: L3 D the student to begin the development of practical Tis course provides a detailed overview of eco- professional and industry skills. Te student will be tourism in the world today. Te course introduces supervised by both an industry professional and a the concepts of socio-cultural and environmental faculty member. A written report will complete the impact though design as well as sustainability. Pro- course requirements. tected areas throughout the world are discussed in relationship to the governments and world organi- HT451 Hospitality & Tourism Internship II zations that protect them. Ecotourism marketing 6 credits (240 hours) DA: L3 C and trends are analyzed and discussed. Te course Tis course is designed to serve as the fnal piece of then relates all content to a variety of case stud- the Hotel and Restaurant Management curriculum. ies throughout the world of both proper and poor As such, the internship will emphasize supervisory ecotourism development and management such as experience, career opportunities and the develop- Costa Rica, Nepal, Africa, Caribbean Islands, Papua ment of a professional portfolio to provide the stu- New Guinea, Indonesia, and more. dent with the tools required to begin the job search process. As with Internship I, each student will have HT399 Special Topics in Hospitality an industry professional and a faculty member guid- & Tourism ing them through the course. A fnal report com- Credit hours by arrangement (ofered as needed) pletes the course requirements. DA: N/A Prerequisites: Open only with consent of the instruc- HT490 Hospitality & Tourism Seminar (E) tor. 3 credits (fall) DA: L3 V Allows the department to design a course outside the Tis senior seminar utilizes all prior knowledge and normal oferings. In any given semester, the course skills developed through the four year program to content and format is developed for students with strategically evaluate a variety of ethical issues in special interests and demonstrated abilities. Course the hospitality and tourism industry. Students will may be repeated with a change of topic. be exposed to case studies, industry-based partnerships, and current management issues and trends. HT405 Business & Hospitality Law (E) (AI) Te student is to exercise independent research skills 3 credits (fall) DA: L3 ICT to develop a comprehensive project and presentation. An exploration of the nature of personal and prop- Students will work with Career Services to prepare erty liability issues that the professional hospitality interview /job seeking skills. manager may encounter within the industry. Histor- ical and current cases will be explored requiring the HU102 Profles in Human Excellence (IN) student to perform case research and prepare case 3 credits (spring even year) DA: L2 C 150 Studies the cultural back grounds, leadership styles, HU250 Life Writing and Social Change value systems and lasting infuences of the great (W)(D)(IN) leaders, teachers, innovators, and prophets who con- 3 credits (fall) DA: L2 ICT tinue to shape the world. Gives special attention to Prerequisites: CW101, CW102 or permission of those individuals whose lives exemplify the excel- instructor. lence of the human spirit and the importance of per- Examines the relationship between life writing (auto- sonal commitment to society. biographies, biographies, memoirs, diaries, letters) and social change. Te course is designed to give HU199 Special Topics in Humanities students an interdisciplinary perspective on social 3 credits (summer) DA: N/A Tis course examines and historical events, movements, and problems. It selected topics or questions related to the Humani- is also intended to address the relationship between ties. In any given semester, the course content and the experiences of the individual and broader social format is developed for students with special inter- issues. Te course may focus on one kind of life writ- ests and demonstrated abilities. Tis course may be ing, such as “African American Slave Narratives,” or repeated for credit with a change in topic. Prerequi- it may have a thematic focus, such as “Life Writing sites appropriate to each course will be determined and War.” by the instructor and announced when course descriptions are available. HU305 African Experience Across the World (African Diaspora) HU201 Survey of Te Human Adventure (IN) 3 credits DA: L3 D 3 credits (fall) DA: L2 C Course level: 300 (D) (E)(IN)(W) Prerequisites: CW101 (C- or better), the equivalent, Prerequisites: CW102 or permission of the instructor. Issues throughout the African Diaspora vary from Explores the human quest for self-discovery, expres- country to country and from culture to culture. sion and growth in such diverse areas as music, Diverse cultures, family structures, immigration painting, literature, theatre, philosophy and religion. and assimilation are refected in the literature that Ofers a thematic, interdisciplinary treatment of can provide a window to understanding the people these and other disciplines common to the humani- of the African Diaspora. Tis course will focus upon ties. Gives special attention to the relationships the way in which discrimination and oppression among societal expectations, cultural values and are experienced as well as seen through the eyes of individual belief systems. people of African descent. Biases refected upon race, ethnicity, culture, religion, sex, social and economic HU210 Creating in the Café: status, and political ideology will be the focus of the Artists of Romanticism (IN) readings, lectures, videos, and discussions within 3 credits (spring) DA: L2 ICT this course. Prerequisites: CW101 and CW102 Te 19th Century Romantic Period brought together HU310 Holocaust: Its Implications artists of all genres to capture the spirit of the time. and Contexts (D)(E)(IN) Tey respected individuality and dared to be difer- 3 credits (spring) DA: L3 V ent. Rising out of the revolutions, they came together Prerequisites: CW102 (C- or better), the equivalent, in cause, these daring men and women, to produce or permission of the instructor. a century of art, music and writing as had never An introductory study that confronts the Holo- been seen before. From the thunderous sounds of caust through the work of scholars and the voices Beethoven and Berlioz to the canvas of Delacroix of Holocaust perpetrators, victims, bystanders and and Daumier and into the pages of Hugo and Shaw, witnesses. Students explore literature, documents, Romanticism was born, nurtured and engraved for scholarly essays, flms and other materials that raise all time in the hearts of mankind. Class attendance questions, explore issues and otherwise bring the at live performances is part of the course require- dimensions of the Holocaust to life and ultimately ment. shed light on the lessons and implications for our contemporary world. 151 tion, or educational setting. A required weekly semi- HU315 Te Shaping of New London (W) nar supports on site activities with discussions and 3 credits (fall - even years) DA: L3 V issues in the professional feld. Written assignments Prerequisites: CW102, CO103 such as a journal are also required. Te course is designed as an exploration of the humanities-history, art and architecture, literature, LS451 Liberal Studies Internship II music, etc.-presented through a look at the charac- 3 credits (fall and spring) DA: L2 SI ters and events that shaped New London, Connecti- Prerequisites: LS450, senior status and permission of cut. Te stories of the past set the stage for the city of instructor. today. Students will step where history was made, to Liberal Studies Internship II is an applied extension of connect the past to the present, and to defne their the Liberal Studies program with particular empha- own beliefs. Students will need to arrange their own sis on the student’s interests, goals, and options. Tis transportation to class meetings at the of campus senior internship recognizes Mitchell College’s need sites. Tere will be a course fee or admission fees that for practical career skills training as part of the edu- are of set by the course not requiring a textbook. cation of all students. Working with the classroom professor, students may choose a feldwork experi- HU399 Special Topics in Humanities ence, such as in a company, corporation, institution, 3 credits (ofered as needed) DA: N/A or educational setting or they may choose to design Allows the department to design a course outside the and implement a project or program that captures normal oferings. In any given semester, the course their liberal studies concentration(s). Te internship content and format is developed for students with or project is supported by discussions with the class- special interests and demonstrated abilities. Course room professor and students, as well as input from may be repeated for credit with a change in topic. one’s Faculty Mentor and on-site practicum supervisor. A detailed journal and fnal report are required. LS350 Liberal Studies Career Seminar 3 credits (fall) DA: L2 SI MA102 Fundamentals of Algebra Prerequisites: junior status and permission of the 3 credits (fall and spring) DA: L1 APS instructor; must be an LPS major. Prerequisites: by placement A practically-based course designed to expose the Includes a review of arithmetic and geometric con- career paths available to liberal studies majors. cepts: operations on signed numbers, fractions, deci- Attention is focused on how to maximize opportu- mals, percents, exponents, perimeter, area, volume, nities to explore a diverse set of vocational possibili- surface area, use of formulas, variable expressions, ties. Particular emphasis is placed on the self-assess- linear equations in one variable, graphs of lines, ment of skills and aspirations, researching careers, word problems and time permitting, linear systems networking, resume building, interviewing, and of two equal equations and two unknowns. Tis graduate school options. Lecture material and read- course is intended for students who have little or no ing assignments are integrated with classroom guest background in algebra. speakers, and workshops. NOTE: Credit for this course does not count towards the Mathematics requirements for the Bachelor’s LS450 Liberal Studies Internship I degree at Mitchell College. Credit for this course 3 credits (fall and spring) DA: L2 SI does count towards the Mathematics requirements Prerequisites: LS350, senior status and permission of for the Associate’s degree at Mitchell College. instructor. An applied extension of the Liberal Studies program MA103 Intermediate College Algebra with particular emphasis on the student’s career 3 credits (fall and spring) DA: L1 APS interests, goals, and options. Te internship ofers Prerequisites: MA102 or by placement. practical career related skills training and is consid- Intermediate Algebra is designed for the student ered valuable as part of the education of all Mitch- who may need review or reinforcement in algebra ell students. Te feld work experience can be done concepts and problem solving. Te course will cover at a company, human service organization, institu- solving and graphing linear equations, using and 152 applying formulas, polynomials, exponents, radicals, algebra is strongly recommended. factoring and quadratic equations. NOTE: Credit for this course does not count towards MA114 Calculus I the Mathematics requirements for the Bachelor’s 4 credits (fall) DA: L3 APS degree at Mitchell College. Credit for this course Prerequisites: MA109 or by placement. does count toward the Mathematics requirement for Includes the theory of limits, the rate of change of a the Associate’s degree at Mitchell College. function, derivatives of algebraic and trigonometric functions and their application to related rates and MA104 Mathematics for Liberal Arts maxima-minima problems, integration and applica- 3 credits (fall and spring) DA: L1 APS tions of the defnite integral. Prerequisites: MA102, MA103 or by placement. MA104 is designed for students who will not pursue MA115 Calculus II science or business careers. It covers logic, set theory, 4 credits (spring) DA: L3 APS sets of numbers, summations, summation notation, Prerequisites: MA114 or by placement. functional notation, permutations, combinations, Covers formal methods of integration, plane analytic and, time allowing, other topics such as the math- geometry, transcendental functions, polar coordi- ematics of fnance and mathematics and art. nates, sequences and infnite series.

MA105 College Algebra MA199 Special Topics in Mathematics 3 credits (fall and spring) DA: L1 APS Credit hours by arrangement. (ofered as needed) Prerequisites: MA103 or by placement. DA: N/A College Algebra covers the theory of functions, Allows the department to design a course outside the inverse functions, exponential functions, logarithms, normal oferings. In any given semester, the course and logarithmic functions, complex numbers, sys- content and format is developed for students with tems of equations, and inequalities, quadratic equa- special interests and demonstrated abilities. Course tions, series, the binomial theorem, matrices and may be repeated for credit with a change in topic. applications. MA217 Calculus III MA109 Pre-Calculus 4 credits DA: L3 APS 4 credits (fall and spring) DA: L2 APS Prerequisites: MA115 Prerequisites: MA103 or by placement. Calculus III covers vector functions and their deriv- Presents the topic in mathematics necessary for a atives, partial diferentiation, multiple integration, later study of calculus. Stresses graphing of func- and elementary diferential equations. tions, and covers exponential, logarithmic and trigonometric functions, complex numbers, theory of MA399 Special Topics in Mathematics equations, binomial theorem, matrices, sequences, Credit hours by arrangement. (ofered as needed) series, inverse functions, and topics in analytic DA: N/A geometry including conics and vector algebra. Allows the department to design a course outside the normal oferings. In any given semester, the course MA111 Introduction to Statistical Analysis content and format is developed for students with 4 credits (fall) DA: L2 APS special interests and demonstrated abilities. Course Prerequisites: MA105 or higher. may be repeated for credit with a change in topic. Provides students with a general overview of statistical applications. Discusses measures of location; MK199 Special Topics in Marketing measures of variation; symmetry; probability and Credit hours by arrangement. (ofered as needed) expectation; theoretical distributions; estimates and DA: N/A confdence intervals; tests of hypotheses; and related Prerequisites: Open only with consent of the instruc- subjects. tor. NOTE: Experience in statistical analysis on the com- Allows the department to design a course outside the puter is an integral part of MA111. A knowledge of normal oferings. In any given semester, the course 153 content and format is developed for students with Te course “introduces students to the product man- special interests and demonstrated abilities. Course agement process and gives insight into the opera- may be repeated with a change of topic. tions and practices used by retailers to achieve their product strategy objectives. Blending theoretical MK201 Consumer Behavior approaches from a number of management perspec- 3 credits (fall) DA: L1 C tives, including marketing, purchasing and logistics, Prerequisites: BU124 the course illustrates the breadth of knowledge that An application of the behavioral sciences to market- retail product managers need to undertake this com- ing and consumer decision-making models. Motiva- plex managerial task.” Routledge (2008). In addition, learning theory, perception, attitude theory and tion, introduction of the fundamental strategies and social referents are examined in terms of how they mathematical calculations used in the retail indus- afect consumer behavior. Consumer measurement try including fnancial strategy, buying strategy and and strategy assessment are also examined. pricing strategy. Application of retail planning and control procedures will be explored with emphasis MK205 Fundamentals of Retailing on development and evaluation of retail practices 3 credits (spring) DA: L2 C including non-store retailing using lectures, experi- Prerequisites: BU124 ential exercises and the case method. Emphasis is placed on the retail mix: site selection and location, layout, organization, merchandise MK405 Sales & Strategic Partnerships selection, pricing, customer services, sales promo- 3 credits (spring) DA: L3 D tion and consumer trends. Retail research will be Prerequisites: BU124 introduced through the examination of target mar- Examines the elements of an efective sales force as a ket and demographic analysis. key component to the organization’s total marketing efort. Topics will include: understanding the sales MK301 Supply Chain Management process, the relationship between sales and mar- 3 credits (spring) DA: L2 ICT keting, sales force structure, customer relationship Prerequisites: BU124 management (CRM), use of technology to improve Focuses on managing distribution system design, sales force efectiveness, and issues in recruiting, channel management, procurement, and logis- selecting, training, motivating, compensating and tics. We explore order fulfllment strategies and the retaining salespeople. impact of the Internet on distribution and back-end supply chain processes. We also examine strate- MK410 Strategic Marketing Management gies for enterprise integration as well as the impact 3 credits (ofered as needed) DA: L3 ICT of recent technology changes on traditional supply Prerequisites: BU124 chains. An integrative course in marketing policy and strategy, employing comprehensive case problems in the MK399 Special Topics in Marketing formulation of marketing action programs and busi- Credit hours by arrangement .(ofered as needed) ness policy. Tis course will cover the development, DA: N/A organization, implementation, and control of strate- Prerequisite: Open only with consent of the instruc- gies in the context of the marketing mix of product, tor. price, promotion and distribution. Case studies are Allows the department to design a course outside the used to apply the concepts. normal oferings. In any given semester, the course content and format is developed for students with MK430 Marketing Internship special interests and demonstrated abilities. Course 3 credits (ofered as needed) DA: L3 SI may be repeated with a change of topic. Prerequisites: junior standing or permission of the instructor. MK401 Merchandise Management An applied extension of the Business Administra- 3 credits (fall) DA: L3 CCT tion—Marketing concentration program with par- Prerequisites: BU124 ticular emphasis on the student’s career interests, 154 goals, and options. Tis internship recognizes Mitch- dle Ages (500) and ends with the early 18th century ell College’s need for practical, career skills training Classical music of Haydn, Mozart and Beethoven. as part of the education of all students. Working with Emphasis is on the characteristics of the style of each the course professor, students will develop an experi- period, including the forms of music and the com- ence in a company or corporation. Te internship is posers prominent in each. supported by discussions with the course professor, students, as well as input from one’s on-site intern- MU202 History and Appreciation of Music II ship supervisor. A detailed journal and fnal report (W) are required. 3 credits (spring) DA: L2 D Prerequisites: CW101 and CW102 or permission of MU110 Contemporary Music: the instructor. Blues, Jazz and Rock History and Appreciation of Music II studies the 3 credits (spring) (D)(W) DA: L1 D development of Western music through the ages. Te Analyzes the popular world of blues, jazz and rock course begins with the late 18th century music of music. Examines the blues/jazz/rock idioms as Beethoven and continues through the 20th century unique American creations, closely looking at the music of Debussy, Schoenberg, Copland, Gershwin, diferences among these art forms but emphasizing Ives and others, and touches upon the new trends of the similarities and continuities among the apparent the 20th century. Emphasis is on the characteristics diversity of people, infuences and styles. of the style of each period, including the forms of NOTE: MU110 is designed for both the practicing music and the composers prominent in each. musician and the student with no formal training in music. MU250 Advanced Voice & Singing 3 credits (spring) DA: L2 SI MU150 Introduction to Voice & Singing Prerequisites: MU105 preferred 3 credits (fall) DA: L1 SI In this course students will study the fundamen- In this course students will study the fundamentals of vocal production, through both listening and tals of vocal production, through both listening and singing. Some beginning concepts in musical nota- singing. Some beginning concepts in musical notation and theory, as well as musical terms will be tion and theory, as well as musical terms will be cov- covered in order to begin or enhance music literacy. ered in order to begin or enhance music literacy. Special attention is paid to expressing emotions in performance through the texts and musical line. MU199 Special Topics in Music Credit hours by arrangement (ofered as needed) MU399 Special Topics in Music DA: N/A Credit hours by arrangement (ofered as needed) Prerequisites: Open only with consent of the instruc- DA: N/A tor. Prerequisites: Open only with consent of the instruc- Allows the department to design a course outside the tor. normal oferings. In any given semester, the course Allows the department to design a course outside the content and format is developed for students with normal oferings. In any given semester, the course special interests and demonstrated abilities. Course content and format is developed for students with may be repeated with a change of topic. special interests and demonstrated abilities. Course may be repeated with a change of topic. NOTE: PE108, 110, 118: Each course covers the his- MU201 History and Appreciation of Music I (W) tory and development of each sport. Emphasizes 3 credits (fall) DA: L2 D analysis and teaching techniques. Provides opportu- Prerequisites: CW101 and CW102 or permission of nity to achieve a high degree of profciency in each instructor. activity, so that the student may demonstrate the History and Appreciation of Music I studies the activity in a teaching situation. Appropriate attire, development of Western music through the ages. Te as determined by the instructor, is required for these course begins with the Gregorian Chant of the Mid- courses. Courses meet each week for half a semester. 155 obesity, recognizing signs of behaviors of abuse, PE105 Introduction to Sailing safety for the young child and the American Red 3 credits (fall 1st half/spring 2nd half) DA: L1 SI Cross certifcation training in infant and child CPR. Tis course is designed to build strong foundational sailing skills and is appropriate for beginner and PE121 First Aid and Safety intermediate sailors who want a refresher course. 3 credits (fall and spring) DA: L1 C Te program provides a thorough instruction to Prerequisites: Open to students whose academic pro- sailing terminlogy, rigging and de-rigging, and basic grams require this course. Other students must have sailing maneuvers. permission of the instructor to enroll. Provides the skill and knowledge needed for the PE108 Golf immediate care of injured persons and seeks to cre- 1 credit (fall) DA: L1 SI ate a safety consciousness for accident prevention. Includes the fundamentals of golf: grip, stance, Upon completion of the course, the student will be swing, rules, and etiquette. Teaches how to use certifed in Community CPR and Responding to woods and irons. Golf clubs are supplied. Emergencies through the American Red Cross. NOTE: A $26.00 fee is charged to process the certi- PE110 Tennis fcations. 1 credit (spring) DA: L1 SI Teaches game strategy and rules for singles and dou- PE125 Conditioning and Fitness bles through match play. 1 credit DA: L1 SI Explores the theories of physical conditioning as PE118 Basketball related to physical education and health ftness. 1 credit (spring) DA: L1 SI Ofers a combination of lectures and laboratory Includes the development of individual fundamental experience in physical ftness. Includes such topics as skills and concepts of team play. Covers analysis of current techniques of ftness evaluation and assess- ofensive and defensive strategies. ment, exercise prescription, weight training, aerobic exercises, nutrition, and ftness. PE119 Introduction to Waterfront Sports 3 credits (fall 1st half/spring 2nd half) DA: L1 SI PE127 Yoga Tis course ofers students an introduction to the 1 credit DA: L1 SI waterfront sports of kayaking and stand-up pad- Tis course is designed to stretch your mind and dleboarding and allows students to work on their body. Yoga focuses on understanding and control- strength and balance while fostering a lifelong enjoy- ling the body, the breath, and the mind through exer- ment of the water. cises (asanas), breathing (prayanamas) techniques and basic meditation training. Te techniques are PE120 Nutrition, Health and Safety for designed to increase strength, fexibility, endurance, Teachers of Young Children balance, coordination, and the ability to relax. Tey 3 credits (fall) DA: L1 C are also designed to release stress and muscle tension Tis course is designed to explore the role of posi- and to enhance the ability to concentrate. Te course tive nutrition, health and safety practices for teach- is meant to be both interactive and solitary. Te pace ers of young children. Te student will participate in is gentle and the approach is relaxed but there is an the development of age appropriate curriculum and expectation that the content will be taken seriously. activities to encourage healthy habits and nutritional Honoring the ideas and physical presence of one’s practices in pre-school through grade three. Te self and fellow students in essential. students will have the opportunity to gain practical experiences working with children in various educa- PE135 Health, Fitness and Wellness tional settings including early childhood programs 3 credits (fall and spring) DA: L1 APS and elementary schools. Topics will include but not Tis course provides an introduction to the concepts limited to such areas as; growth and development, of wellness and the importance of an individual’s importance of exercise and diet as it relates to child responsibility for his/her own health and physical 156 ftness. Topics covered include health related subjects required to coach at public schools in the State of of nutrition, stress management, a personal ftness Connecticut. assessment, weight control and diet, basics of exercise physiology, cardiovascular disease and cancer PE231 Prevention and Care of Athletic Injuries risk management, exercise and ftness. 3 credits (fall) DA: L2 APS Provides an in-depth inquiry into the procedures PE199 Special Topics in Physical Education used in the evaluation, immediate care, rehabilita- Credit hours by arrangement. (ofered as needed) tion and prevention of athletic injuries. Emphasizes DA: N/A the management of specifc injuries, the prevention Prerequisite: Open only with consent of the instruc- of injuries, sports liability, and nutrition. Lab experi- tor. ence includes introduction to specifc wrapping and Allows the department to design a course outside the taping techniques, and modalities. normal oferings. In any given semester, the course content and format is developed for students with PE300 Kinesiology special interests and demonstrated abilities. Course 3 credits (every other year) DA: L2 CCT may be repeated with a change of topic. Prerequisites: BI222 or permission of instructor. Kinesiology ofers an introduction to the study of PE222 Personal and Community Health movement patterns caused by complex actions of the 3 credits (spring) DA: L2 C musculoskeletal system. In this course, patterns of Prerequisites: CW102; open to students whose aca- movement in sport and in activities of daily living demic programs require this course. Other students are identifed and then examined in terms of mus- must have permission of the instructor to enroll. culoskeletal forces and actions needed to produce Ofers instruction in both the art and science of them. Variations in these patterns that could alter health behavior. Emphasizes a modern point of view performance, contribute to or result from injury are toward health education. Focuses on several major also investigated. Tis type of critical analysis is the topics: personal health, nutrition, education for fam- foundation for study in movement-related felds such ily living, mental health, health hazards, and com- as education, health and ftness, exercise sciences, munity health. allied health, or similar disciplines.

PE226 Nutrition PE326 Nutrition for Sport & Exercise 3 credits (spring) DA: L2 ICT 3 credits (every other year) DA: L2 CCT Provides the basic principles and knowledge of diet Prerequisites: PE222, PE226 or permission of profes- and nutrition. Emphasizes the relationships between sor. human physiology and nutrients that are important Tis course examines relationships among diet, in felds such as physical education, health/ftness, physical activity, health and performance. Nutrient recreation, and allied health professions. Dietary adequacy and energy balance in physically active self-assessment projects are a major component of individuals are evaluated against dietary recommen- this course. dations across a variety of sports. Projects will demonstrate practical applications of theories. PE228 Principles and Practices of Coaching (D)(E) PE399 Special Topics in Physical Education 3 credits DA: L1 V Credit hours by arrangement (ofered as needed) Prerequisite: SM110 or permission of instructor. DA: N/A Provides an in-depth look at care and prevention of Prerequisites: Open only with consent of the instruc- athletic injuries, coaching philosophy, and athletic tor. liability. Upon completion of this course, the stu- Allows the department to design a course outside the dent will be able to apply for their Connecticut State normal oferings. In any given semester, the course Coaching Certifcation through the State Depart- content and format is developed for students with ment of Education. Te coaching certifcation is special interests and demonstrated abilities. Course

157 may be repeated with a change of topic. prior knowledge or experience in eastern philosophy is required for this course. PH 120 Philosophy of Pop Culture (E) (D) 3 credits (fall) DA: L1 V PH304 Issues in Ethics (E) (W) Just as the ancient Greeks analyzed the popular 3 credits (spring) DA: L3 V culture of their times, our modern culture ofers Prerequisites: EL101 or permission of the instructor. numerous opportunities for philosophical analy- Tis course ofers the student an opportunity sis and speculation. We will look at examples from to study the philosophical foundations of ethi- television, movies, music and dance to understand cal thought and action through an examination of some of the underlying philosophical themes that ancient, modern, and post-modern ethical theories have interested and motivated their creators, and and the extent to which they may be applicable to how those themes have been expressed in diferent contemporary problems. media by characters, words, movements, and styles of dress. We will see how these themes themselves PH399 Special Topics in Philosophy ft into the continuum of a long history of ideas and 3 credits (ofered as needed) DA: N/A defning historical eras. We will also examine how Allows the department to design a course outside the popular culture has currently taken on global pro- normal oferings. In any given semester, the course portions, discussing current trends and speculating content and format is developed for students with on possible future infuences. special interests and demonstrated abilities. Course may be repeated for credit with a change in topic. PH199 Special Topics in Philosophy 3 credits (ofered as needed) DA: N/A PY105 General Psychology I Allows the department to design a course outside the 3 credits (fall and spring) DA: L1 ICT normal oferings. In any given semester, the course Explores the scientifc methods and principles of content and format is developed for students with behavior. Includes areas of physiological psychology, special interests and demonstrated abilities. Course sensation and perception, conditioning and learn- may be repeated for credit with a change in topic. ing, memory, and states of consciousness, motivation and emotion as major topics for lectures and PH223 Comparative World Religions (E) (G) discussions. (W) NOTE: One section will be designated for majors in 3 credits (fall and spring) DA: L2 D the Department of Behavioral Sciences. Surveys the heritage and theological structure of the principal religions of Western and Oriental civiliza- PY106 General Psychology II tions, including Judaism, the varieties of Christian- 3 credits (fall and spring) DA: L1 V ity, Islam, Hinduism, Jainism, Buddhism, Confu- Prerequisites: PY105 cianism, and Taoism. Trough readings and class Explores the nature of language, intelligence, per- discussion the course examines representative theo- sonality theory, abnormal behavior and therapeutic logians and philosophers of religion on this question psychology. Focuses on social psychology, including of the role religion plays in shaping and defning cul- the development of attitudes and other social pro- ture. cesses.

PH225 Buddhism (W) PY199 Special Topics in Psychology 3 credits DA: L2 D 3 credits (ofered as needed) DA: N/A Buddhism is not a religion as much as it is an exami- Prerequisites: open only with consent of the instruc- nation of our human condition. Academics now con- tor. sider it a vital force in understanding contemporary Allows the department to design a course outside the ethics. Tis course will deal with some of the most normal oferings. In any given semester, the course complex contemporary issues (death, abortion, capi- content and format is developed for students with tal punishment, war, genocide, right to life, etc.) and special interests and demonstrated abilities. Course will approach them from an eastern perspective. No may be repeated for credit with a change of topic. 158 Note: W designation as appropriate. Ofers an examination of theory and research in social psychology as it relates to the broader context PY215 Educational Psychology of psychology. Te impact of group membership on 3 credits (spring) DA: L2 CCT individual behavior receives particular attention. Prerequisites: PY105 Among the topics explored are afliation, values, Emphasizes the application of principles and theo- attitudes, interpersonal attraction, stereotyping and ries of learning to various educational situations, prejudice, leadership, conformity, aggression, coop- covering topics that include motivation, learning, eration and competition. Attention is given to the maturation, discipline, measurement, intelligence, analysis of research methodologies used in social and counseling. settings.

PY217 Psychology of Women (SR) PY313 Death and Dying 3 credits (spring) DA: L2 SI 3 credits (spring, odd years) DA: L2 V Prerequisites: PY105 Prerequisites: HD305 Examines a variety of topics related to feminine Death and dying ofers a multidisciplinary approach psychology and the psychology of women. Stu- to the study of thanatology. Topics include psycho- dents will explore gender as a social system as they logical states of the dying process, attitudes toward consider gender in the social context, gender and death, the physiology of death, counseling the termi- development, gendered life paths, and gender and nally ill, the Hospice concept, widowhood, bereave- well-being. Specifc topics include gender, status ment and mourning, suicide, funerals, family sup- and power, images of women, gendered identitites, port, and the treatment of the deceased from a mothering, and work and achievement. Readings, historical standpoint. lectures, class discussion, writing assignments and facilitation of a self-esteem workshop for young girls PY320 Teories of Personality and their adult female mentors will enable students 3 credits (fall) DA: L2 APS to master these topics. Prerequisites: PY105, PY106 and junior status. Critically surveys the major theories of personality, PY270 Psychology of Learning and Memory the organization of personality and its development, 3 credits (fall, odd years) DA: L2 C measurement, and assessment. Emphasizes normal Prerequisites: PY105 personality development. Studies the processes and principles of learning theory and examines the memory processes, including PY332 Abnormal Psychology cognitive, human information processing, and phys- 3 credits (spring, even years) DA: L3 V iological models based on recent research. Prerequisites: PY320 Systematically studies the development and assess- PY300 Brain and Behavior ment of behavior pathology. Covers etiology, treat- 3 credits (fall) DA: L2 CCT ment, prognosis, and preventive intervention of Prerequisites: PY105, BI105 and junior status; or per- major psychological disorders. mission of the instructor. Tis course examines the relationship between PY355 Psychology of Creativity behavior and the structure and function of the ner- 3 credits (spring, even years) DA: L2 CCT vous system. Emphasis is placed on the physiological Prerequisites: PY105, PY106 and junior status. basis of such areas as motor activity, sensation and Te creative process will be critically examined from perception, motivation and emotion, and learning. numerous perspectives, including the roles of imag- Consideration is also given to physiological explana- ery, playfulness, afect, divergent thinking, intel- tions of various psychological abnormalities. ligence, and other paradigms. Tere will be a focus on factors that supposedly infuence the creative PY303 Social Psychology process. Students will participate in activities that 3 credits (spring, odd years) DA: L2 APS encourage creativity. Prerequisites: PY105, PY106 and junior status 159 PY375 History and Systems of Psychology tion of biological, psychological, and sociological fac- 3 credits (spring, even years) DA: L2 ICT tors in maintaining health and avoiding illness. Tis Prerequisites: PY105 and junior status. course aims to introduce you to the wide variety of Tis course focuses on the historical development of topics that are the focus of research within the feld psychology with a major emphasis on the emergence of health psychology. Additionally, the course aims of systematic thought in American Psychology. Te to demonstrate the relevance of health psychology psychological concepts and theories of leaders in concepts to everyday life in order for you to access the feld are examined along with the philosophical, these concepts and, consequently, enhance your per- social and scientifc forces shaping the evolution of sonal health. the discipline. Tis course is required of all psychology majors. SF199 Special Topics in Sport & Fitness Credit hours by arrangement (ofered as needed) PY392 Counseling Teory DA: N/A 3 credits (spring, odd years) DA: L2 APS Prerequisites: Open only with consent of the instruc- Prerequisites: HD305, PY320 tor. Aims to help beginning counselors gain a realization Allows the department to design a course outside the of their capabilities and limitations in the helping normal oferings. In any given semester, the course relationship. Emphasizes the fundamental theories content and format is developed for students with of counseling and the role of therapeutic psychology special interests and demonstrated abilities. Course in contemporary society. may be repeated with a change of topic.

PY395 Psychology of Drugs and Behavior SF230 Activity Leadership 3 credits (spring, even years) DA: L2 APS 3 credits (as needed) DA: L2 SI Prerequisites: PY106, PY300 Prerequisites: SM110 An overview of the use and abuse of drugs in the Tis course will introduce students to leadership United States today. Teoretical perspectives on drug styles and their role in sport and ftness program- use and abuse are explored as well as current classif- ming. Emphasis is on experiential learning of efec- cations of major drugs. Other topics include history tive personal leadership techniques facilitating a of drugs, drug research, physiological mechanisms of positive participant experience. Direct leadership drug action, models of addiction, therapeutic efects opportunities will be provided for all students. of drugs, recreational drugs, development and evaluation of drug treatment and prevention programs. SF232 Recreation for Seniors 3 credits (as needed) DA: L2 CCT PY399 Special Topics in Psychology Prerequisites: SM110 3 credits (ofered as needed) DA: N/A Tis course will introduce students to recreation Prerequisites: junior status and permission of the activity programming for Senior Citizens. Histori- instructor. cal and current research on topics related to activ- Allows the department to design a course outside the ity planning for individuals over age 60 will be normal oferings. In any given semester, the course presented. Activity choice and adaptations/modifca- content and format is developed for students with tions will be a primary focus. special interests and demonstrated abilities. Course may be repeated for credit with a change of topic. SF233 Outdoor Recreation NOTE: W designation as appropriate. 3 credits (as needed) DA: L2 CCT Prerequisites: SM110 PY445 Health Issues in Behavioral Science Students develop skills in selected outdoor activities 3 credits (spring - even years) DA: L3 APS and are exposed to a range of outdoor recreational Prerequisites: HD108 or PY105 and junior status. pursuits. Included are Outward Bound/Adventure- Health issues in behavioral science is an exciting, type activities. interdisciplinary feld that examines the contribu-

160 SF301 Motor Learning overall ftness. Emphasis will be place on the devel- 3 credits (ever other year) DA: L2 APS opment of appropriate ftness programs to improve Prerequisites: BI222 or permission of instructor. cardiovascular health while recognizing the impact Tis course is designed to acquaint students with the of age, skill levels, prior experience, and socio-cul- theoretical foundations of motor learning and cor- tural expectations on performance. May include, but responding practical applications to the teaching of limited to, step, spinning, circuit training, and car- movement skills. Emphasis will be placed on changes dio-kickboxing. in motor learning and development across the lifespan and other factors infuencing those changes. SF324 Adaptive Sport & Physical Education 3 credits (fall) DA: L2 D SF310 Introduction to Exercise Science Prerequisites: junior or senior status; SM110 or per- 3 credits (every other year) DA: L2 CCT mission of instructor. Prerequisites: BI222 or permission of instructor. Tis course will examine skills and knowledge Tis course will examine the biological factors that necessary to work with and assist individuals with afect human performance in health, ftness and ath- physical, emotional, or mental challenges. Students letic activities. Major body systems, cardiovascular, will learn appropriate design, implementation, and respiratory and muscular, will be addressed as they evaluation of Physical Education, Sport and Fitness pertain to physical exertion and performance. Tere programs. Legal liabilities, risk management and will be a lab fee associated with this course. Federal-mandates will be addressed in this lecture and experientially-based course. SF320 Teaching Team Activities 3 credits (spring) DA: L2 SI SF399 Special Topics in Sport & Fitness Tis course focuses on teaching team activities and Credit hours by arrangement (ofered as needed) sports that would be involved in educational and DA: N/A recreational settings. Team sport activities would Prerequisites: Open only with consent of the instructor. include major team sports, team building activities, Allows the department to design a course outside the leadership and skill development. Areas of concen- normal oferings. In any given semester, the course tration will include pedagogy of teaching individual content and format is developed for students with skills, ethics and fair play, group dynamics, organi- special interests and demonstrated abilities. Course zation and management of team play, and safety/risk may be repeated with a change of topic. management of physical activities. SF405 Organization & Management of Physical SF321 Teaching Individual Activities Education & Recreation Programs 3 credits (fall) DA: L2 SI 3 credits (spring) DA: L2 APS Tis course focuses on teaching individual activi- Prerequisites: SM110 or permission of instructor. ties and sport that would be involved in educational Teoretical considerations and practical applications and recreational settings. Individual sport activities of organization, administration, policies, budget, would include competitive sports (i.e. golf, tennis, fnance, legal aspects, staf, physical plant, publicity, etc…), movement and ftness activities (i.e. dance, public relations, scheduling for Physical Education aerobics, etc…) and stress reduction (i.e. yoga). Areas and recreation programs. Te role of management in of concentration will include skill development, ped- planning, development, evaluation and leadership of agogy of teaching individual skills, spatial and body activity based programs will be emphasized. awareness, ftness components and safety/risk management concerns. SM110 Introduction to Sport Management 3 credits (fall) DA: L1 CCT SF322 Aerobic & Sport Fitness Explores the feld of sport management and its role 3 credits (as needed) DA: L2 APS in our society. Covers the management of a variety Prerequisites: SM110 or permission of instructor. of sport organizations. Tis course will introduce students a variety of ftness techniques designed to improve aerobic and 161 SM199 Special Topics in Sport Management under supervision in sport settings. Emphasizes Credit hours by arrangement. (ofered as needed) involvement with the operations of teams and facili- DA: N/A ties. Allows the department to design a course outside the normal oferings. In any given semester, the course SM302 Sport Facilities content and format is developed for students with 3 credits (fall) DA: L2 CCT special interests and demonstrated abilities. Course Prerequisites: SM110 and junior or senior status or may be repeated for credit with a change of topic. permission of the instructor. NOTE: W designation as appropriate. Tis course investigates the functions of management in terms of planning, building, operating, and SM201 Sport in Society (W) fnancing public assembly facilities and special sport 3 credits (fall and spring) DA: L1 D event venue management, including public and pri- Tis course begins with a history of sports and ft- vate arenas, stadiums, and multi-purpose campus ness from classical to modern times. Topics include sport facilities. the relationship between sports and society, social demographics of sports and athletics, psychological SM303 Legal Issues in Sport factors of competition, motivation, aggression, and 3 credits (fall) DA: L2 V stress, and contemporary sports trends and issues. Prerequisites: SM110, junior or senior status or permission of the instructor. SM207 Sport Marketing Tis course examines the legal issues that afect 3 credits (fall and spring) DA: L2 C sport businesses, organizations, and facilities on Prerequisites: SM110 or permission of the instructor. the professional, collegiate and community levels. It Tis course provides a detailed examination of mar- includes a review of the judicial opinions governing keting techniques in the sport consumer and sport professional and organized amateur athletics. Te product businesses. Topics will include consumer course uses detailed case studies to examine consti- behavior, measuring media efectiveness, market tutional law; collective bargaining; arbitration; anti- segmentation, marketing strategies and trends, and trust laws; civil liability, including safety issues; and the diferences between sport product and sport criminal law in the sport feld. service marketing. Students will develop both their interpersonal and small group communication skills SM309 Sport Promotion and Media thru class projects. 3 credits (spring) DA: L2 ICT Prerequisites: SM207 SM209 Athletic Administration Tis course provides a detailed examination of the 3 credits DA: L2 APS 5th “P” in the sport marketing mix – promotion. Prerequisites: SM110 or permission of instructor. Tis course will explore sport promotion and all the Tis course is designed to introduce the student to products ofered as tools to promote the sport prod- the management issues faced by administrators uct. Areas covered include promotional merchandis- within collegiate and high school athletics depart- ing products, promotional events, the media, spon- ments. Students will develop an understanding of sorship and endorsement. A detailed examination of issues such as governance, scheduling, NCAA and the relationship between media and sport - includ- conference compliance, gender equity and Title IX, ing print media and electronic media mediums. conference membership issues, departmental structure, and organizational goals in athletics, legal SM310 Athletic Event Management (SR) issues, and operating procedures. 3 credits (every other year) DA: L2 SI Tis course ofers a theoretical and practicum based SM210 Sport Management Practicum approach that focuses on Athletic Event planning 3 credits DA: L1 SI and implementation. Students will work in conjunc- Prerequisites: SM110 and permission of instructor tion with the Mitchell College Athletic Department required. to organize and supervise home Athletic Events. Ofers opportunity to gain practical experience Areas of focus will include but are not limited to 162 scheduling of matches, site supervision, security and world economies. Students will explore the concerns, athletic training, and opposing teams’ economic growth of the sport industry in the 20th accommodations. One third of the course meeting century and gain an understanding of the economic times will be done in the classroom setting and two principles. In addition students will understand why thirds of the meeting times will be in a lab setting. budget and fnance is unique and critical aspect of the sports industry. Students will gain knowledge SM325 Sports Psychology in basic accounting principles, fnancial statements, 3 credits (every other yeasr) DA: L2 SI sources of revenue, principles of budgeting and bud- Prerequisites: SM110 or permission of instructor. get development. Tis course examines psychological theories and research related to sport and exercise behavior. Te SM430 Senior Seminar in Sport Management course is designed to introduce you to the feld of 3 credits (fall) DA: L3 C sport and exercise psychology by providing a broad Prerequisites: Senior standing in SFM. overview of the major topics in the area. Te class Tis senior seminar is designed to represent the fnal is designed to be interactive, with a special emphasis course in the Bachelor of Science degree in SFM. placed on group work and application of techniques Te focus of this course is the senior project. Over to not only in sports settings, but in corporate, recre- the past four years students’ have acquired a wealth ational, and school settings as well. of skills and knowledge and this project serves to demonstrate that knowledge. Te goal of the senior SM399 Special Topics in Sports Management project is the transition of a student to indepen- 3 credits DA: N/A dent learners and producers. With the aid of a fac- Designed as an upper-level elective course specif- ulty adviser, seniors identify a signifcant area of cally for junior and senior students, when ofered, investigation with in the feld of sport management; the academic department introduces a unique and research its parameters; clarify their relationship to exciting topical course which isn’t part of the tradi- that area; and create a fnal product in the form of a tional curriculum. Special Topic courses are ofered paper, lecture, proposal, plan, etc. as needed and as interest arises. SM450 Sport Management Internship SM401 Ethics in Sport (E) 6 credits (spring and fall) DA: L3 SI 3 credits (fall) DA: L3 V Prerequisites: Sport & Fitness Management majors Prerequisites: junior or senior status or permission of only meet with SFM Internship Coordinator to apply the instructor. for internship and meet minimum Sport Manage- Tis course provides a detailed examination of the ment requirements. feld of ethics in sport. Te course will analyze how Traditional Internship (6 credits): Te traditional morals and ethics infuence decisions thru the world internship is a part-time work experience in the of sports. Students will begin the course by exploring sport industry and is ofen performed in proxim- the basic principles and theories of ethics followed ity to the college. Students will observe and assist a by an examination of personal and professional eth- professional within the feld of sport management. ics. Finally, the nature of ethics is examined in the Students are evaluated by an on-site supervisor and area of sport management. Students will learn the a qualifed faculty member. A detailed journal and basic tools so they can enter into ethical dilemmas fnal report must be submitted for evaluation in intelligently. Case studies and moral dilemmas will addition to a separate evaluation submitted by the be utilized to apply theories and form conclusions. feld supervisor. Hours required: 200 hours.

SM403 Sport Business and Finance SM451 Sport Management Internship 3 credits (spring) DA: L3 APS 12 credits DA: L3 SI Prerequisites: AC103 or permission of the instructor. Prerequisites: Sport & Fitness Management majors Tis course will examine the business of sport and only meet with SFM Internship Coordinator to apply how the industry of sport infuences the national for internship and meet minimum Sport Manage-

163 ment requirements. SO207 Marriage and Family Te internship is a part-time work experience in the 3 credits (fall - even years) DA: L2 C sport industry and is ofen performed in proxim- Prerequisites: SO103 ity to the college. Students will observe and assist a Provides a broad survey of marriage as a social insti- professional within the feld of sport management. tution. Emphasizes topics such as theoretical per- Students are evaluated by an on-site supervisor and spectives and research methodologies, historical a qualifed faculty member. A detailed journal and trends, relationship dynamics, gender roles, sexual- fnal report must be submitted for evaluation in ity, legal considerations, marital adjustments and addition to a separate evaluation submitted by the transitions, parenthood, family stress, and crises. feld supervisor. Hours required: 400 hours. SO227 Human Sexuality SM452 Sport Management Senior Research 3 credits (fall - odd years) DA: L2 V Project Prerequisites: SO103 6 credits DA: L3 CCT Ofers an in-depth analysis of human sexuality from Students complete a signifcant independent research sociological, psychological, cultural, and biological or specialized project under the supervision of the perspectives. Focuses on such topics as sexual mat- SFM faculty. Topics must be pre-approved with the uration and reproduction, sexual identities, sexual Department Chair before the frst day of classes for drives and response cycles, relationship dynam- the term in which the student enrolls. ics, sexual lifestyles, sexual health and disease, and sexual dysfunctions. Emphasizes the nurturance of SO103 Introduction to Sociology more knowledgeable, tolerant, sensitive, and respon- 3 credits (fall and spring) DA: L1 D sible sexual attitudes and behaviors. Emphasizes the study of United States society within the context of the global spectrum. Deals with social SO230 Selected Social Issues Trough the Lens institutions such as marriage, gender roles, urban- of Media Satire ism, variations in family life, theoretical paradigms 3 credits (ofered as needed) DA: L1 CCT stratifcation, population, and ecology. Prerequisites: SO103 Contemporary social issues will be explored and SO104 Social Issues analyzed through the lens of Media Satire. Selected 3 credits (spring) DA: L1 V social issues will include: stratifcation, inequality Prerequisites: SO103 within society, politics, environmentalism, terror- Studies social problems on a global level in relation ism, technology as an agent of socialization, gender to the society of the United States and the Western roles, race relations, health and disease, and ageism. world. Concentrates on the problem areas of popu- Tese and other social issues will be critically exam- lation growth, consumerism, environmental issues, ined through various forms of media satire applied racial and ethnic groups, and other selected current within contemporary popular culture. topics from a sociological perspective. SO310 Leadership and Group Processes (SR) SO199 Selected Topics in Sociology 3 credits (fall and spring) DA: L2 SI 3 credits (ofered as needed) DA: N/A Prerequisites: junior status; or permission of the Prerequisites: open only with consent of the instructor. instrutor. An analysis of leadership against the backdrop of Courses are ofered periodically within the group dynamics and processes. Content of the course discipline that examine issues and problems in includes history, theory, and experiential oppor- selected areas. Course may be repeated with a tunities to explore the meaning of the leader’s role, change in subject mater. Prerequisites appropriate qualities of efective leadership, the development of to each course will be announced when the course leadership skills, types of group interactions, inter- descriptions are distributed. personal communication skills, and group confict and cooperation. Students are encouraged to explore their own leadership potential while cultivating 164 those skills and capabilities necessary for efective may be repeated with a change of topic. group management. TH210 Stagecraf and Play Production II (SR) SO399 Special Topics in Sociology 3 credits (spring) DA: L2 APS 3 credits (ofered as needed) DA: N/A Prerequisites: TH110 Prerequisites: junior status and permission of the Tis course explores methods, techniques and the- instructor. ories based on the principles and practical conven- Designed as an upper-level elective course specif- tions of set construction, drafing interpretation for cally for junior and senior students, when ofered, prop and scenery design and scenic painting. the academic department introduces a unique and exciting topical course which isn’t part of the tradi- TH230 Introduction to Acting II tional curriculum. Special Topic courses are ofered 3 credits (spring) DA: L2 APS as needed and as interest arises. Prerequisites: TH130 A continuation of the emphases of Acting I. Addi- TH110 Stagecraf and Play Production I (SR) tionally, Acting II focuses on dramatic processes as 3 credits (fall) DA: L1 C they formalize into theatrical performances. Scene Tis hands-on course provides the student with study, improvisation and one-act play presentation practical knowledge of processes involved in putting will constitute the majority of class work. on a theatrical production. Areas covered include acting, directing, lighting, sound, costume, makeup, TH270 Advanced Acting scenery construction/painting, and backstage crew 3 credits (fall) DA: L2 C assignments that allow students to experience the- Tis course will build upon TH130 for those stu- ater frsthand. dents wishing to pursue a greater understanding of the craf. TH130 Introduction to Acting I 3 credits (fall) DA: L1 C TH399 Special Topics in Teater Tis is a practical course, dealing with the basic Credit hours by arrangement (ofered as needed) skills of the actor. Exercises and discussion of the DA: L3 C techniques of emotion, memory, imagination, exten- Prerequisites: Open only with consent of the instruc- sion, concentration, scene analysis, and the use of tor. the voice and body are employed. Various theories of Allows the department to design a course outside the acting are discussed, and frequent performances and normal oferings. In any given semester, the course critiques are a part of the content. content and format is developed for students with special interests and demonstrated abilities. Course TH150 Stage Makeup may be repeated with a change of topic. 3 credits (spring) DA: L1 APS A hands-on course devoted to understanding, WL110 Beginning Spanish I (G) developing and applying the skills and principles of 3 credits (fall) DA: L1 C makeup and adapting designs to ft diferent facial Prerequisites: Tis course is open only to students structures. with no prior ability in the Spanish language. Stu- dents may be required to interview or take a place- TH199 Special Topics in Teater ment test. Credit hours by arrangement (ofered as needed) Acquaints students with fundamentals of elementary DA: L1 C Spanish, using only the present, future, and preterit Prerequisites: Open only with consent of the instruc- tense. Emphasizes essential grammar instruction tor. and practice in basic writing, reading, and conversa- Allows the department to design a course outside the tion. normal oferings. In any given semester, the course content and format is developed for students with special interests and demonstrated abilities. Course 165 WL111 Beginning Spanish II (G) WL131 Beginning Italian II 3 credits (spring) DA: L1 C 3 credits DA: L1 C Prerequisites: Successful completion of WL110 or the Prerequisites: Successful completion of WL130. equivalent. Students may be required to interview or Using the profciency of Italian I, the student will take a placement test. engage in conversations using the language to Gives students who are familiar with the basics an express opinions, emotions and share information opportunity to improve further their ability to use with the instructor and with other students. Tis the Spanish language. Emphasizes reading, writ- course will also provide students with the ability to ing, and conversation. Studies Spanish grammar in develop oral presentation skills on a culture-related detail. Students monitor current events in the Span- subject using multimedia technology in Italian. ish speaking world as they familiarize themselves with Hispanic culture. WL140 Beginning Arabic I 3 credits DA: L1 C WL120 Beginning French I (G) Tis course prepares students for a cross-cultural 3 credits (fall) DA: L1 C communication exercise through the study of the Prerequisites: Tis course is open to students with no Arabic language. It includes reading, writing, listen- prior ability in the French language. Students may be ing, speaking and culture. It provides connections required to interview or take a placement test. to other disciplines through the study of Arabic and Introduces students to a basic foundation in French develops awareness of Arabic culture and art. grammar through a structured, active oral approach. Aims to provide basic profciency incorporating per- WL141 Beginning Arabic II sonal expression, cultural insights, and a specialized 3 credits DA: L1 C vocabulary for practical application in professional Prerequisites: Successful completion of WL140. and job-related situations. Stresses understanding Tis course is based upon profciency in WL140. Stu- modern conversational French, reading and writing dents will continue their cross-cultural communica- skills, and speaking ability, while emphasizing the tion exercises through the study of language through extent of the francophone world. conversation. Tis course will also provide a more WL121 Beginning French II (G) advanced connection to other disciplines through 3 credits (spring) DA: L1 C the study of Arabic culture and art. Prerequisites: Successful completion of WL120 or the equivalent. Students may be required to interview or WL199 Special Topics in World Language take a placement test. Credit hours by arrangement (ofered as needed) Continues the introduction to French, with empha- DA: N/A sis on listening and speaking skills. Increases Prerequisite: Open only with consent of the instruc- vocabulary through textual presentation and use in tor. conversations, reading, and writing. Reviews basic Allows the department to design a course outside the grammatical structures, introduces intermediate normal oferings. In any given semester, the course grammar, highlights cultural topics, and current content and format is developed for students with events in the French-speaking world. Designed to special interests and demonstrated abilities. Course lead to a conscious control of the language. may be repeated with a change of topic.

WL130 Beginning Italian I WL210 Intermediate Spanish I (G) 3 credits DA: L1 C 3 credits (fall) DA: L1 C WL130 will be an introductory course to the lan- Prerequisites: Successful completion of WL110, more guage, art and culture of the Italian people. Tis will than two years of high school study, or the equiva- be a cross-cultural communication course that will lent. Students may be required to interview or take a focus on reading, writing, listening, and speaking placement test. Italian. It will also assist the student in understand- Focuses on conversation and reviews of grammar. ing Italian culture and art. Also the reading of short stories, poems and articles 166 gives students who are in command of the essentials including French periodicals, videos, cartoons, of Spanish a chance to further improve their fuency tapes, and an introductory business text. in the language. Gives an opportunity to learn more NOTE: WL202 is especially useful for students plan- about Hispanic culture by reading and discussing ning future study or work in a French-speaking current events. country.

WL211 Intermediate Spanish II (G) WL399 Special Topics in World Language 3 credits (spring) DA: L1 C Credit hours by arrangement (ofered as needed) Prerequisites: Successful completion of WL210 or the DA: N/A equivalent. Students may be required to interview or Prerequisite: Open only with consent of the instruc- take a placement test. tor. Stresses improved fuency through conversation Allows the department to design a course outside the and reading with special attention given to writing normal oferings. In any given semester, the course papers and discussing novels. Specifc content may content and format is developed for students with vary, however, depending on the needs and interests special interests and demonstrated abilities. Course of individual students. may be repeated with a change of topic.

WL220 Intermediate French I (G) 3 credits (fall) DA: L1 C Prerequisites: Successful completion of WL121 or the equivalent. Students may be required to interview or take a placement test. Synthesizes the essential elements of the language through study of advanced grammatical structures with particular emphasis on improving written and conversational profciency. Students are expected to manipulate language structures in order to gain skills in surviving situations using French. Readings focus on French culture and current events. Assign- ments and class work focus upon creative conversation skills, specially selected flms, and basic readings exploring French culture and civilization. NOTE: WL220 is useful for those who wish to develop their French as a marketable skill.

WL221 Intermediate French II (G) 3 credits (spring) DA: L1 C Prerequisites: Successful completion of WL220 or the equivalent. Students may be required to interview or take a placement test. Continues the through and accelerated study of French grammar and vocabulary, and insists upon participation and self-expression by students. Pre- pares students for the literary and practical applications of the language in subsequent courses and life applications. Class work and assignments focus on increasing conversational ability and listening comprehension through discussion of practical situations and contemporary French culture and business practice. Materials taken from a variety of sources 167 168 Board oF truSteeS 2016-2017

OFFICERS

Kevin R. Hennessy, J.D. David G. Sandberg P’11 Board Chair Vice Chair

Bridget Baird, Ph.D. D. Scott Gibson Secretary Treasurer

MEMBERS OF THE BOARD

Mark Burke Lucy Leske P’12

Richard Carlson ‘64 Robert K. Musil, Ph.D., M.P.H., H’09

Patrick Caulfeld P’15 Janet L. Steinmayer, J.D.

Nancy Dolan ‘74 John P. Tymitz, Ph.D.

Signe Gates, J.D.

169 FacultY directorY

Vice President for Academic Affairs/ Tara L. Broccoli, Ph.D. Dean of the College Associate Professor and Chair Department of Behavioral Sciences Catherine E. Wright, Ph.D. B.A., Connecticut College B.S., Ball State University M.S., Rutgers University M.A., Ball State University Ph.D., Rutgers University Ph.D., University of Connecticut Robert O. Forcier, M.B.A. Full Time Faculty Associate Professor and Chair Department of Hospitality & Tourism Kimberly J. Blake, Ph.D. B.S., University of Massachusetts Professor and Chair M.B.A., Johnson and Wales University Department of Life Sciences B.A., Mount Holyoke College Marc H. Goldsmith, M.A. M.A., Fairfeld University Associate Professor Ph.D., University of Connecticut Department of Communication Arts B.A., Bucknell University Nancy M. Bombaci, Ph.D. M.A., Bucknell University Associate Professor Department of Humanities Scott L. Horton, Ed.D. B.A., Trinity College Professor M.A., Trinity College Department of Behavioral Sciences Ph.D., Fordham University B.A., Antioch College Ed.M., Harvard University David J. Brailey, Ed.D. C.A.S., Harvard University Assistant Professor Ed.D., Boston University Department of Education B.S., Southern Connecticut State University Daniel Kresge, Ph.D. M.S., Southern Connecticut State University Associate Professor Ed.D., St. John’s University Department of Sport & Fitness Management B.S., Hobart College Denise A. Braley, Ed.D. M.S., University of New Haven Associate Professor Ph.D., University of Rhode Island Department of Hospitality & Tourism B.S., Albertus Magnus College Kimberly Mansfeld, M.A.T. M.S., Rensselaer Polytechnic Institute Assistant Professor Ed.D., NOVA Southeastern University Department of Education B.S., Eastern Connecticut State University Paul L. Brindamour, M.B.A. M.A. T., Sacred Heart University Assistant Professor and Chair Department of Business Administration Jennifer Mauro M.S. B.A., University of Rhode Island Assistant Professor M.B.A., Boston University Department of Behavioral Sciences A.A., Mitchell College B.S., Mitchell College M.S., University of New Haven 170 Jefrey R. Van Kirk, J.D. Herb Nieburg, Ph.D. Assistant Professor and Chair Associate Professor Department of Law & Justice Policy Studies Department of Law & Justice Policy Studies B.A., Lock Haven State University B.A., Ricker College M.S., American University M.S., Long Island University J.D., Catholic University of America Ph.D., Florida Institute of Technology Luke Walden, M.F.A. Jennifer M. O’Donnell, M.A. Assistant Professor Associate Professor and Chair Department of Communication Arts Department of Humanities B.A., Brown University B.A., College Misericordia M.F.A., Rhode Island School of Design M.A., University of Connecticut Karen Ward, M.A.L.S. Jefrey O’Leary, Ph.D. Associate Professor and Chair Assistant Professor Department of Communication Arts Department of Humanities B.S., Southern Connecticut State University B.A., Tiel College M.L.S., Wesleyan University M.L.I.S., University of Pittsburgh M.A., Kent State University George K. Wezner, M.S. Ph.D., Kent State University Assistant Professor Department of Law & Justice Policy Studies Linda M. Perry, Ph.D. B.S., University of New Haven Assistant Professor M.S., Rensselaer Polytechnic Institute Department of Behavioral Sciences B.S., University of Rhode Island M.A., University of Connecticut Ph.D., University of Connecticut

Patricia Phillips, Ph.D. Associate Professor/Teacher Certifcation Ofcer Department of Education B.A., Fairleigh Dickinson University M.S., Southern Connecticut State University Ph.D., University of Connecticut

Christine Ramsay, Ph.D. Assistant Professor Department of Life Sciences B.S., Providence College M.S., University of Rhode Island Ph.D., Northeastern University

Dean A. Roberts, M.S. Assistant Professor and Chair Department of Sport & Fitness Management B.S., Trenton State College M.S., Springfeld College

171 index

Ability Based Education, 50-51, 53, 109 Athletics, 25 Academic Attendance, 33 Advising, 53 Auditing a Course, 36, 44 Appeal procedures, 40, 42, 43, 44, 48 Awards and Prizes, 11-15 Calendar, 3 Bentsen Learning Center Admissions, 8, 56-57 Dean’s Hold, 41 Board of Trustees, 169 Dismissal, 41 Bookstore, 18 Financial Aid Eligibility, 41 Books and Incidentals, 18 Honesty, 39 Buildings, 30-31 Plan, 43 CAEL, 38 Probation, 41, 43 Calendar, College, 3 Programs, 60 Campus Information, 30-31 Progress & Performance Standards, 40-43 Geographic Location, 30 Support Services, 53-57 Facilities & Buildings, 30-31 Suspension, 41 Campus Safety, 23-24 Tutoring, 56 Campus Security Act, 27 Warning, 41 Career Development, 54 Academic Information & Standards, 33-35 Change of Major, 45 Academic Policies & Procedure 39-49 Charter Oak College Assessment of College Accreditation Statement, 174 Course Equivalencies, 38 ADA Statement, 28 Clery Act, 24 Add-Drop, 36, 43 Commendable Scholar, 34 Admission to the College, 6-8 Community Involvement, 29 Advanced Placement Credit, 7 Community & Professional Programs, 29 Appealing an Admissions Decision, 8 Community Service, 52 Credit Commuter Students, 24 By examination, 8 Competencies & Core Requirements, 50-52 For Military Training, 8 Course Descriptions, 109-167 Early Action, 6 Courses Enrollment Status, 44 Add-Drop, 43 International Admissions, 6 Auditing, 17, 36, 44 Part-Time Study, 7 Incomplete, 44 Prior Learning, 38 Load, 33 Procedures, 7 Repeat, 46 Adult Students, 38 Substitution, 46 Advancement Program, 28 Transfer, 47 Advising, 53 Withdrawal, 47-48 Alumni Association, 29 Credit Appeal By Examination, 8 Academic or Administrative Decision, 40 For Military Training, 8 Admissions Decision, 8 Transfer, 41, 45, 47 Charge of Academic Dishonesty, 39-40 Unit of, 33 Dismissal/Suspension, 41 Dean’s List, 34 Application Guidelines, 9 Defnition of Terms, 36-37 Articulation Agreements, 47 Degree Oferings, 60-108 Athletic Eligibility, 44, 48 Degree Requirements, 50-52 172 Deposit Matriculated Students, 36 Admissions Decision, 6 Nondiscrimination Statement, 27 Early Action, 6 Orientation, 24 Security, 18 PACE, 41 Tuition, 18 Part-time, Defned, 37 Dining Services, 26 Pell Grants, 11, 19-20 Directions to Campus, 32 Perkins Loan Program, 10, 19-20 Directory Information, 28 Plagiarism, 39 Disability Student Services, 55 President’s Message, 4 Drug-Free Campus and Workplace Acts, 27 Programs and Degree Oferings, 60-108 Early Action, 6 Public Notice Designating Directory Info., 28 Enrollment Status, 44 Refund Policies, 19-20 Family Educational Rights & Privacy Act, 28 Registration, 45 Financial Aid, 9-12 Requirements for a Degree, 50-52 Deadlines, 9 Residence Halls, 22-23 Grants, 11 Residential Life, 22 How to Apply, 9 Returning Students, 38 Loans, 10 SAP, 41, 43 Scholarships, 11-15 Scholarships, 11-15 Workstudy, 11 Security Deposit, 18 First-Year Experience, 58-59 Statement Condemning Racism, Full-time, defned, 37 Intolerance, Other Acts of Hatred or Full Time Faculty Directory, 170-171 Violence Based on Diference, 27 General Information, 26-29 Student Activities, 24 Grades Student Afairs, 22-24 Changes, 44 Student Right-to-Know & Campus Security Act, 27 Grade Point Average, Calculation of, 35 Support Services, 53-57 Incomplete, 44 Suspension, 41-42 Reports, 34 Testing & Examination, 46-47 Grading System, 34 Textbooks, 18 Graduation Requirements, 33 Transfer Information, 47 Graduation Honors, 34 Tuition & Fees, 17-21 Grants and Scholarships, 11-15 Deposit, 18 Harassment, 27 Fees, 17, 19 Health Insurance, 18, 55 Loan Plans, 17 Health & Wellness Services, 54-55 Refund Policy, 19 History of Mitchell College, 5 Student Status, 17, 20 Honor Societies, 15-16 Tutoring Center, 56 Incomplete Grade, 44 Veterans, 21 Independent Study, 45 Warning, Academic, 41 Individualized Services, 54-57 Warning, Financial Aid, 41 Integrative Career Develop, 54 Withdrawal Internship, 29, 31, 52, 54, 109 From a Course, 47-48 Leave of Absence, 49 From the College, 48-49 Leave of Absence, Medical, 49 Workstudy, 11 Liability, 28 Library & Information Services, 53-54 Life Experience, 7, 38 Loans, 10 Major, 36, 45 173 accreditation StateMent

Mitchell College is accredited by the New England Accreditation by the New England Association is Association of Schools and Colleges, Inc., a non- not partial but applies to the institution as a whole. governmental, nationally recognized organization As such, it is not a guarantee of the quality of every whose afliated institutions include elementary course or program ofered or the competence of schools through collegiate institutions ofering post- individual graduates. Rather, it provides reasonable graduate instruction. assurance about the quality of opportunities available to students who attend the institution. Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria Inquiries regarding the status of an institution’s for the assessment of institutional quality periodi- accreditation by the New England Association cally applied through a peer group review process. should be directed to the administrative staf of the An accredited school or college is one which has school or college. Individuals may also contact the available the necessary resources to achieve its stated Association: purposes through appropriate educational programs, is substantially doing so, and gives reasonable New England Association of Schools and Colleges evidence that it will continue to do so in the foresee- 3 Burlington Woods Drive, Suite 100 able future. Institutional integrity is also addressed Burlington, MA 01803-4514 through accreditation. 1-855-886-3272 781-425-7785

174 (800) 443-2811 mitchell.edu 437 Pequot Avenue New London, CT 06320