Saint Ambrose University

2003-2005 Catalog

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l reference this material from your own docu- CollegeSource digital catalogs are derivative ments. works owned and copyrighted by Career Guid- ance Foundation. Catalog content is owned The Career Guidance Foundation reserves the and copyrighted by the appropriate school. right to revoke such authorization at any time, and any such use shall be discontinued immedi- While the Career Guidance Foundation pro- ately upon written notice from the Career Guid- vides information as a service to the public, ance Foundation. copyright is retained on all digital catalogs. Disclaimer This means you may NOT: CollegeSource digital catalogs are converted from either the original printed catalog or elec- l distribute the digital catalog files to others, tronic media supplied by each school. Although every attempt is made to ensure accurate con- l “mirror” or include this material on an version of data, the Career Guidance Founda- Internet (or Intranet) server, or tion and the schools which provide the data do not guarantee that this information is accurate l modify or re-use digital files or correct. The information provided should be without the express written consent of the used only as reference and planning tools. Final Career Guidance Foundation and the appropri- decisions should be based and confirmed on ate school. data received directly from each school. St. Ambrose University • 518 West Locust • Davenport Iowa 52803 Admissions • 563/333-6300 or 800/383-2627 • [email protected] Graduate Studies • 563/333-6308 or 888/622-1728 • [email protected] ACCEL Program • 563/441-9500 or 888/222-3578 • [email protected] www.sau.edu Table of Contents Transfer Student...... 21 Temporary (Guest) Student ...... 21 General Information Home School Student...... 21 About the Catalog...... 6 Admission with a GED Test Certificate . . . . 21 Recognition ...... 6 Early Enrollment of Mission of St. Ambrose University ...... 7 High School Students ...... 21 Beliefs of St. Ambrose University ...... 7 Admission as a Non-Degree Student...... 22 History of St. Ambrose University ...... 7 International Students...... 22 St. Ambrose Campus ...... 8 Application Procedures ...... 22 Policy on Access to Student Information . . . . 9 Finance Non-Discrimination Policy ...... 9 Procedures for Financial Aid and Endowed Chairs ...... 9 Scholarship Applicants...... 23 St. Ambrose University Calendar...... 12 Scholarships ...... 24 Student Life and Support Services Loans ...... 24 Academic Advising ...... 16 Grants ...... 24 Athletics ...... 16 University Employment ...... 25 Bookstore and Coffee House...... 16 Expenses Campus Ministry ...... 16 Tuition ...... 27 Career Center ...... 16 Board ...... 27 Children’s Campus Child Care Center . . . . . 17 Room ...... 27 Food Service...... 17 Special Expenses...... 28 Internships and Cooperative Education. . . . . 17 Course Fees ...... 28 Mentor Program ...... 17 Resident Students ...... 29 New Student Seminar...... 17 Retired Learners ...... 29 O’Keefe Library ...... 17 Degree Information Performing Arts Series ...... 17 Degrees...... 30 Services for Students with Disabilities...... 18 Degree Requirements ...... 30 Student Services Division ...... 18 Bachelor of: Student Success Center ...... 19 Arts...... 30 Testing Services ...... 20 Science ...... 33 Tutoring ...... 20 Music Education...... 33 Admissions Elected Studies ...... 33 Undergraduate Admission Requirements . . . 20 Applied Management Technology ...... 33 Admission as: Special Studies ...... 33 First Year Student ...... 20 Business Administration ...... 34

3 Table of Contents

Exceptions to Degree Requirements ...... 34 ACCEL Program Courses that Meet the ACCEL Program ...... 47 General Education Requirements ...... 34 Policy on Students Enrolling in Campus and Humanities ...... 34 ACCEL Courses ...... 47 Creative Arts ...... 36 Seminary Social Sciences...... 36 Seminary...... 48 Natural Sciences ...... 36 Academic Information Undergraduate Programs and Course Descriptions Assessment ...... 37 Accounting ...... 52 Policies on Credit by Transfer Applied Management Technology ...... 53 and Other Means ...... 37 Art ...... 55 Accelerating Progress Toward a Second Astronomy ...... 59 Bachelors Degree ...... 38 Biology ...... 59 Classification of Undergraduate Students . . . 39 Business ...... 62 Statement of Major...... 39 General Business ...... 64 Application for Graduation ...... 39 Economics ...... 64 Graduation Honors...... 39 Finance ...... 65 Course Numbers...... 40 International Business ...... 67 Undergraduate Class Load ...... 40 Management ...... 67 Graduate Class Load ...... 40 Marketing...... 68 Class Attendance ...... 40 Business Administration ...... 69 Undergraduate Grading System ...... 40 Business Administration/Accounting...... 69 Dean’s List ...... 42 Catholic Studies ...... 71 Pass/No Pass Option...... 42 Chemistry ...... 71 Auditing ...... 42 Communication ...... 74 Retaking a Course...... 42 Computer and Information Sciences...... 78 Second Grade-Option...... 42 Cooperative Education ...... 81 Change of Registration ...... 43 Criminal Justice ...... 81 Withdrawal from the University ...... 43 Education ...... 84 Satisfactory Progress, Probation Elected Studies ...... 99 and Dismissal ...... 43 Engineering...... 100 Policy on Academic Dishonesty ...... 44 English ...... 101 Transcripts ...... 45 General Science ...... 105 St. Ambrose University Organization ...... 45 Geography ...... 106 Special Programs ...... 46

4 Table of Contents

Health, Physical Education and Graduate Class Load ...... 170 Sport Science...... 106 Graduate Education Academic Policies. . . . 170 History ...... 113 Graduate Student Government ...... 174 Industrial Engineering...... 115 Graduate Expenses ...... 174 Information Literacy ...... 119 Tuition Refunds ...... 174 Irish Studies ...... 119 Graduate Programs and Course Descriptions Languages and International Studies...... 120 Master’s Programs: French ...... 121 Accounting ...... 178 German ...... 122 Business Administration ...... 181 Greek ...... 123 Business Administration in Health Care . . . 189 Latin ...... 123 Criminal Justice ...... 193 Spanish ...... 123 Juvenile Justice Education ...... 194 Learning Skills ...... 125 Educational Leadership...... 196 Mathematics ...... 126 Special Education ...... 200 Music ...... 128 Disabilities Services ...... 200 Natural Science...... 132 Occupational Therapy...... 209 New Student Seminar...... 132 Organizational Leadership...... 219 Nursing...... 133 Pastoral Studies ...... 225 Peace and Justice ...... 139 Science in Information Technology Philosophy ...... 139 Management ...... 231 Physics ...... 142 Social Work ...... 234 Political Science ...... 144 Graduate Programs and Course Descriptions Public Administration...... 145 Doctoral Programs: Psychology ...... 147 Business Administration ...... 244 Service Learning ...... 153 Physical Therapy...... 245 Sociology ...... 153 Special Studies ...... 157 Directories Theatre...... 157 Board of Directors ...... 262 Theology...... 160 Administration ...... 264 Women’s Studies ...... 167 Faculty ...... 265 Courses Cross Referenced...... 278 Graduate Information Course Codes ...... 280 Academic and General Information ...... 170 Degrees...... 170 Index Degree Requirements ...... 170 Index ...... 284

5 General Information

About the Catalog General Information The St. Ambrose University Catalog contains St. Ambrose University is an independent, coedu- current information on the calendar, admissions, cational Catholic university offering four-year degree requirements, fees, room and board, regu- undergraduate programs in the liberal arts, pre- lations, and course offerings. It is not intended to professional and career-oriented programs, mas- be and should not be relied upon as a statement ter’s and doctoral programs. of the university’s contractual undertakings. Founded in 1882 by the Diocese of St. Ambrose reserves the right in its sole judg- Davenport, St. Ambrose University is rich in tra- ment to make changes of any nature in its pro- dition and strong in stature. Its Catholic character gram, calendar, academic schedule, or charges is expressed in its people and its programs, as well whenever it is deemed necessary or desirable. as in its ecumenical perspective and record of ser- This right includes changes in course content, vice. rescheduling classes with or without extending the St. Ambrose is located in Davenport, Iowa, academic term, canceling scheduled classes and one of the Quad Cities that line the shores of the other academic activities, and requiring or afford- Mississippi River joining Eastern Iowa and ing alternatives for scheduled classes or other aca- Western Illinois. demic activities. Studies at St. Ambrose University can lead to the following degrees: Bachelor of Applied Recognition Management Technology, Bachelor of Arts, St. Ambrose is accredited by the Commission on Bachelor of Business Administration, Bachelor of Institutions of Higher Education by the North Education, Bachelor of Elected Studies, Bachelor Central Association of Colleges and Schools of Music Education, Bachelor of Science, (since 1927). Bachelor of Science in Industrial Engineering, Special accreditations for specific undergradu- Bachelor of Science in Nursing, Bachelor of ate programs includes: Accounting, Economics, Special Studies, Master of Accounting, Master of Finance, General Business, International Business Administration, Master of Business Business, Management, and Administration in Health Care, Master of Marketing–Association of Collegiate Business Criminal Justice, Master of Criminal Justice in Schools and Programs International; Juvenile Justice, Master of Education in Disability Education–Iowa Department of Education; and Services, Master of Education in Educational Industrial Engineering– Leadership, Master of Education in Special Accreditation Board for Engineering and Education, Master of Occupational Therapy, Technology. Master of Organizational Leadership, Master of Special accreditations for specific graduate Pastoral Studies, Master of Science in programs includes: Accounting, MBA, and MBA Information Technology Management, Master of in Health Care–Association of Collegiate Business Social Work, Doctor of Business Administration Schools and Programs International; Educational and Doctor of Physical Therapy. Leadership and Special Education– The university structure, which went into Iowa Department of Education; Occupational effect in 1987, now consists of four colleges: the Therapy–Accreditation Council for Occupational College of Arts and Sciences, the College of Therapy Education; Physical Business, the College of Education and Health Therapy–Commission on Accreditation in Sciences, and the College for Professional Physical Therapy Education; Social Studies. Work–Council on Social Work Education. St. Ambrose holds membership in American 6 General Information

Association of Colleges for Teacher Education, Beliefs of St. Ambrose University American Council on Education, Association for St. Ambrose University, rooted in the Catholic Continuing Higher Education, Association of tradition, believes in the inherent God-given dig- Catholic Colleges and Universities, Association nity and worth of every individual. of Liberal Arts College of Teacher Education, As a community of faith, learning and justice: Council of Independent Colleges, Iowa We believe that as individuals we are capable of Association of Colleges of Teacher Education, living in the fullest measure when our lives are National Association of Independent Colleges freely based on a system of values which and Universities, and Service Members acknowledge the reality of a loving God and the Opportunity Colleges. necessity of a life affirming moral code. St. Ambrose is a non-profit educational and We believe that in order to achieve the fullest scientific organization and is so recognized by the measure of human potential, we need to develop Internal Revenue Code of 1954. a broad awareness of human cultures, achievements, capabilities and limitations, and to learn Mission of St. Ambrose University specific skills so that we might use our talents in St. Ambrose University is an independent, dioce- the service of other people and the world in san, Catholic institution of higher learning. The which we live. University facilitates learning, especially through We believe that freedom exercised in a quality instruction in the liberal arts along with responsible fashion is necessary for our full per- pre-professional, professional, career preparation sonal development and for the highest develop- and a variety of life-long learning programs. ment of society. St. Ambrose University grants baccalaureate We believe, therefore, that people today, as degrees, graduate degrees in professional curricu- always, need the opportunity for systematic la, as well as non-degree offerings at the under- exposure to professional and career education graduate and graduate levels. The University based on the foundation of the liberal arts in an offers programs and courses at its main campus atmosphere where academic freedom is clearly in Davenport and at other locations in the State recognized and cherished. of Iowa. The University also offers programs through collaborative agreements with other History of St. Ambrose University institutions and through distance learning. The institution of higher education known today St. Ambrose University stresses excellence in as St. Ambrose University was established in teaching and learning in an environment which 1882 by the first bishop of Davenport, Most fosters mutual respect. Research and public ser- Reverend John McMullen, DD. Classes were vice are encouraged. The University offers held in two rooms at the old St. Marguerite’s focused developmental and enrichment programs School. Rev. A.J. Schulte served as the first pres- to meet the individual needs of its diverse stu- ident of St. Ambrose. dents. The school was moved to the Locust Street The mission of St. Ambrose University is to campus in 1885, when the central unit of the enable all its students to develop intellectually, present Ambrose Hall was built. That same year, spiritually, ethically, socially, artistically, and St. Ambrose was incorporated as “a literary, sci- physically in order to enrich their own lives and entific and religious institution.” The articles of the lives of others. incorporation stated, “No particular religious faith shall be required of any person to entitle him to admission to said seminary.”

7 General Information

By the turn of the century a clearer division The Lewis Memorial Science Hall, a four- was being made between the high school pro- story building made possible through the gen- gram and the college program. In 1908 the name erosity of Frank Lewis, and the priests of the of the institution was officially changed to Davenport Diocese, contains classrooms, labora- “St. Ambrose College.” Night school classes tories, and faculty offices. were inaugurated in 1924, and the first session of After 55 years in McMullen Hall, library ser- summer school was held in 1931. vices moved to O’Keefe Library, a new state-of- During World War II, the United States Navy the-art building, in 1996. It is a resource for chose St. Ambrose College as a location for the St. Ambrose and the Quad City community. The training of many of its officers. The high school four-story building houses 150,000 books, peri- department, known as St. Ambrose Academy, odicals, and audio-visual materials. There are moved to new quarters at Assumption High group and individual study rooms, a media pro- School in 1958, providing additional space on gram room, and media production areas. campus for continued growth. In 1968 Twenty-three computers are provided for access St. Ambrose became fully coeducational. to more than 75 electronic database subscrip- On April 23, 1987, St. Ambrose College tions. Nine computers are available for word pro- became St. Ambrose University at the direction cessing. Students with a valid SAU ID can check of the Board of Directors. out materials such as books, A-V equipment, and laptop computers. This ID also allows students The St. Ambrose Campus to check out materials from other Quad City col- The St. Ambrose campus is located in a residen- leges and public libraries. tial area in north-central Davenport. The McMullen Hall, the former library, was com- University has grown over the years from two pletely renovated and now houses classrooms, a schoolrooms to a bustling campus with almost multimedia computerized language laboratory, 20 major buildings. multimedia classrooms, two ICN interactive Ambrose Hall, a landmark in the area, is video classrooms, and faculty offices. included in the National Register of Historic Christ the King Chapel, with a seating capaci- Places. The original structure, built in 1885, has ty of 530, is adjacent to Hayes Hall, a combined seen a number of additions over the years. It residence, classroom, office and seminary facility. housed the entire college for some time because Rohlman Hall is a four-story, coeducational officials thought operation of the institution (by floor) residence hall accommodating 202 stu- should be kept under one roof. Ambrose Hall dents. Cosgrove Hall is also a coeducational resi- today includes an Administration Center, the dence hall and it accommodates 224 students. John R. Lewis Board Room, classrooms, faculty The six-story building contains the Arnold offices, and the Student Union. Meyer Student Lounge, several offices, a com- Adjacent to Ambrose Hall is LeClaire Hall. puter center, and the campus post office in the While the former gymnasium has been converted lower level. There is a lounge and the dining into a maintenance center, the building still room with the capacity to serve 700 people on houses the university swimming pool. the first floor, and four residential floors above. The first free-standing building on campus Other residential housing facilities include the apart from Ambrose Hall was built in 1922, Townhouses, Tiedemann Hall, and the newest when the preliminary section of Davis Hall was addition, Hagen Hall, which opened in fall 2000. completed. Today the enlarged and remodeled The Townhouses have 8 students per unit and structure is used as a residence for 150 students. house a total of 104 students. Tiedemann Hall

8 General Information offers four-person apartment style housing in complying with the law. Occasionally, the pol- accommodating a total of 116 students. Hagen icy will be revised and updated to conform to Hall offers four-person and six-person apartment guidelines of federal and other appropriate agen- style housing all with single bedrooms, accom- cies. Of necessity, certain educational records modating a total of 136 students. must be maintained, and the University has the The Galvin Fine Arts and Communications responsibility for protecting access to and release Center houses the departments of art, music, of personally identifiable information pertaining theatre and communication, in addition to the to students. campus radio station and television studio. The The policy applies to students 18 years of age main auditorium in the Galvin Center has a seat- or older or to those who have attended an insti- ing capacity of more than 1200 persons. tution of post-secondary education. No exclusion The Physical Education Center includes the is made for alien students. Lee Lohman Arena. The 47,300 square foot Copies of the St. Ambrose University policy structure houses classrooms and faculty offices. statement are available in the following offices: It also has facilities for basketball, tennis, volley- Admissions, Student Services, Records and ball, jogging, gymnastics, handball/racquetball, Registration, Career Development, and Student physical conditioning, and other lifelong recre- Health. ational interests. St. Ambrose University Continuing Studies Non-Discrimination Policy and Conference Center at 1950 E. 54th Street in It is the policy of St. Ambrose University to pro- Davenport houses the Professional Development vide equal opportunity in all terms and condi- and Educational Development Offices and the tions of employment and education for all facul- ACCEL program. The Center provides meeting ty, staff, and students. space for professional development programs The University is a non-profit educational in- offered by the University and is available to com- stitution which admits academically qualified munity organizations for use as a conference students of any race, color, age, sex, religion, or facility. national origin without regard to any physical The campus Bookstore and Coffee House is handicap and extends all the rights, privileges, located at the southeast corner of the campus on programs, and activities generally available to Harrison Street. In addition to supplying new students at the University. It does not discrimi- and used textbooks, the bookstore carries a wide nate on the basis of race, color, sex, religion, range of school supplies, magazines, newspapers, national origin, marital status, veteran status, or gifts, sundries, and University memorabilia. disability in administration of any of its educa- Book buy-backs are held during finals week each tional policies or programs including admissions, semester. The coffee house serves light meals, financial aid, and athletics. It also is an affirma- bagels, sweet rolls, ice cream, desserts, and a tive action/equal opportunity employer. wide assortment of regular and flavored coffees. St. Ambrose University is authorized under federal law to enroll non-immigrant alien stu- Policy on Access to Student Information dents. It is the intent of St. Ambrose University to comply with the Family Educational Rights and Endowed Chairs Privacy Act (FERPA) as amended in The term “chair” symbolizes the academic tradi- January 1975, commonly known as the “Buckley tion in which income is generated through an Amendment,” and to extend a good faith effort endowment at a college or university to fund the

9 General Information salary of a professor, thereby perpetuating the transmittal of knowledge for generations to come.

Hauber Chair of Biology The Hauber Chair of Biology was established at St. Ambrose in 1975 in honor of the late Rev. Msgr. U.A. Hauber, fifth president of the College and a nationally known writer and teacher of biology. This was the first endowed chair in the history of the then 93-year-old institution. The Hauber Chair involves an endowment for investment with interest earned used solely for the Biology Department.

Baecke Chair of Humanities The Albert and Rachel Baecke Chair of Humanities was established in 1981 when endowment of the Chair was initiated by a siz- able gift of stock shares to St. Ambrose from the Baeckes, former residents of East Moline, Ill., who had moved to Clearwater, Fla. Mr. Baecke died there in 1985. The Baecke Chair, which rotates among the academic areas of the humanities, enhances the teaching and learning experience in the humanities, which are considered the heart of learning in a liberal arts college. Priority funding is given to curriculum and faculty development.

The Chair of Catholic Studies The St. Ambrose University Chair of Catholic Studies was established by the University in the spring of 1986 to address concerns of a religious nature. The Chair provides for guest lecturers in fields which are of direct concern to the Catholic community and the greater community at large. Among others, these fields include theology, history, literature, music, scripture, liturgy, and the natural and social sciences.

10 St. Ambrose University Dec. 1 Classes resume at 8:00 a.m. Dec. 6 Evaluations through Dec. 13 Calendar Dec. 7 Feast of St. Ambrose

Fall Semester 2003 Dec. 8 Feast of the Immaculate Conception Aug. 20 Residence halls open for new students Dec. 13 Commencement exercises Aug. 21 Orientation begins Spring Semester 2004 Aug. 22 Finalize fall registration Jan. 12 Residence halls open for new students Aug. 25 Classes begin at 8 am. Orientation begins Aug. 29 Last day to verify schedules Jan. 13 Finalize spring registration Sept. 1 Labor Day Jan. 14 Classes begin at 8:00 a.m. No classes, offices closed Jan. 19 Martin Luther King Day Sept. 2 Last day to change schedule to enter a No classes, faculty/staff workshops new class Jan. 21 Last day to verify schedule Sept. 22 Official census report date Jan. 23 Last day to change schedule to enter a Sept. 26 Last day to apply for December 2003 new class graduation Jan. 30 Last day to apply for special exam, turn Last day to drop a course with no indi- in experiential learning portfolio for cation of registration on transcript possible credit toward May graduation Sept. 30 Last day to apply for special exam, turn Feb. 4 Last day to drop a course with no indi- in experiential learning portfolio for cation of registration on transcript possible credit toward December graduation Feb. 10 Official census report date Oct. 17 Midterm Break Feb. 20 Last day to apply for May 2004 gradua- No classes, offices open tion Oct. 20 Mid-semester Mar. 8 Spring recess begins Final date for completion of first half of Mar. 9 Mid-semester the semester Final date for completion of first half of Oct. 31 Last day to complete requirements for semester changing “I” or “X” grades received Mar. 15 Classes resume at 8:00 a.m. during last semester of enrollment Mar. 23 Last day to complete requirements for Last day to drop course and receive changing “I” or “X” grades received grade of “W” instead of “WP”/“WF” during last semester of enrollment Nov. 1 All Saints Day Last day to drop course and receive Nov. 14 Last day to drop a class or withdraw grade of “W” instead of “WP”/“WF” from school Apr. 8 Holy Thursday Last day to submit experiential learning Mass of the Lord’s Supper, 3–4 p.m. assessment results for possible credit No classes, 3–4 p.m toward December graduation Apr. 9 Good Friday and Vigil of Easter Nov. 26 Thanksgiving vacation begins No classes, offices closed

12 University Calendar

Apr. 12 Easter Monday cation of registration on transcript No day classes, evening classes meet, Sept. 28 Last day to apply for special exam, turn offices open in experiential learning portfolio for Apr. 13 Last day to drop a class or withdraw possible credit toward December gradu- from school ation Apr. 23 Last day to submit experiential learning Oct. 15 Midterm Break assessment results for possible credit No classes, offices open toward May graduation Oct. 18 Mid-semester May 1 Evaluations through May 7 Final date for completion of first half of May 9 Commencement exercises the semester Oct. 29 Last day to complete requirements for Summer 2004 changing “I” or “X” grades received May 17 Spring intersession through June 4 during last semester of enrollment Last day to drop course and receive May 28 Last day to apply for special exam, turn grade of “W” instead of “WP”/“WF” in experiential learning portfolio for possible credit toward July graduation Nov. 1 All Saints Day May 31 Memorial Day Nov. 12 Last day to drop a class or withdraw No classes, offices closed from school Last day to submit experiential learning Jun. 7 Regular day and evening session assessment results for possible credit through July 16 toward December graduation Jun. 9 Last day to submit experiential learning Nov. 24 Thanksgiving Vacation begins assessment results for possible credit toward July graduation Nov. 29 Classes resume at 8:00 a.m. Jul. 31 Commencement exercises Dec. 7 Feast of St. Ambrose Dec. 8 Feast of the Immaculate Conception. Fall Semester 2004 Dec. 11 Evaluations through Dec. 18 Aug. 18 Residence halls open for new students Dec. 18 Commencement exercises Aug. 19 Orientation begins Aug. 20 Finalize fall registration Spring Semester 2005 Aug. 23 Classes begin at 8 a.m. Jan. 17 Residence halls open for new students. Martin Luther King Day Aug. 27 Last day to verify schedules No classes, faculty/staff workshops Aug. 30 Last day to change schedule to enter a Jan. 18 Orientation begins new class Finalize spring registration Sept. 6 Labor Day Jan. 19 Classes begin at 8:00 a.m. No classes, offices closed Jan. 25 Last day to verify schedule Sept. 20 Official census report date Jan. 26 Last day to change schedule to enter a Sept. 24 Last day to apply for December 2004 new class graduation Last day to drop a course with no indi-

13 University Calendar

Feb. 4 Last day to apply for special exam, turn Jun. 3 Last day to apply for special exam, turn in experiential learning portfolio for in experiential learning portfolio for possible credit toward May graduation possible credit toward July graduation Feb. 8 Last day to drop a course with no indi- Jun. 13 Regular day and evening session cation of registration on transcript. through July 22 Feb. 15 Official census report date Jun. 17 Last day to submit experiential learning Feb. 20 Last day to apply for May 2005 gradua- assessment results for possible credit tion toward July graduation Mar. 7 Spring recess begins Jul. 30 Commencement exercises Mar. 8 Mid-semester Fall Semester 2005 Final date for completion of first half of Aug. 17 Residence halls open for new students semester Aug. 18 Orientation begins Mar. 14 Classes resume at 8:00 a.m. Aug. 19 Finalize fall registration Mar. 22 Last day to complete requirements for Aug. 22 Classes begin at 8 am. changing “I” or “X” grades received during last semester of enrollment Aug. 26 Last day to verify schedules Last day to drop course and receive Aug. 29 Last day to change schedule to enter a grade of “W” instead of “WP”/“WF” new class Mar. 24 Holy Thursday Sept. 5 Labor Day Mass of the Lord’s Supper, 3–4 p.m. No classes, offices closed No classes, 3–4 p.m Sept. 19 Official census report date Mar. 25 Good Friday and Vigil of Easter Sept. 23 Last day to apply for December 2005 No classes, offices closed graduation Mar. 28 Easter Monday Sept. 26 Last day to drop a course with no indi- No day classes, evening classes meet, cation of registration on transcript offices open Sept. 27 Last day to apply for special exam, turn Apr. 19 Last day to drop a class or withdraw in experiential learning portfolio for from school possible credit toward December gradu- Apr. 22 Last day to submit experiential learning ation assessment results for possible credit Oct. 14 Midterm break toward May graduation No classes, offices open May 7 Evaluations through May 14 Oct. 17 Mid-semester May 15 Commencement exercises Final date for completion of first half of the semester Summer 2005 Oct. 28 Last day to complete requirements for May 23 Spring intersession through June 10 changing “I” or “X” grades received May 30 Memorial Day during last semester of enrollment No classes, offices closed Last day to drop course and receive grade of “W” instead of “WP”/“WF” Nov. 1 All Saints Day

14 University Calendar

Nov. 11 Last day to drop a class or withdraw Apr. 13 Holy Thursday from school Mass of the Lord’s Supper, 3–4 p.m. Last day to submit experiential learning No classes, 3–4 p.m assessment results for possible credit Apr. 14 Good Friday and Vigil of Easter toward December graduation No classes, offices closed Nov. 23 Thanksgiving vacation begins Apr. 17 Easter Monday Nov. 28 Classes resume at 8:00 a.m. No day classes, evening classes meet, Dec. 7 Feast of St. Ambrose offices open Dec. 8 Feast of the Immaculate Conception Apr. 18 Last day to drop a class or withdraw from school Dec. 10 Evaluations through Dec. 17 Apr. 21 Last day to submit experiential learning Dec. 17 Commencement exercises assessment results for possible credit toward May graduation Spring Semester 2006 May 6 Evaluations through May 13 Jan. 16 Residence halls open for new students Orientation begins May 14 Commencement exercises Finalize spring registration Martin Luther King Day Summer 2006 No classes, faculty/staff workshops May 22 Spring intersession through June 9 Jan. 18 Classes begin at 8:00 a.m. May 29 Memorial Day Jan. 24 Last day to verify schedule No classes, offices closed Last day to change schedule to enter a Jun. 2 Last day to apply for special exam, turn new class in experiential learning portfolio for Feb. 3 Last day to apply for special exam, turn possible credit toward July graduation in experiential learning portfolio for Jun. 12 Regular day and evening session possible credit toward May graduation through July 21 Feb. 7 Last day to drop a course with no indi- Jun. 16 Last day to submit experiential learning cation of registration on transcript assessment results for possible credit Feb. 14 Official census report date toward July graduation Feb. 17 Last day to apply for May 2006 gradua- Jul. 29 Commencement exercises tion ACCEL Academic Calendar Mar. 6 Spring recess begins For ACCEL calendar session information check Mar. 7 Mid-semester with the ACCEL Office located in the universi- Final date for completion of first half of ty’s Continuing Studies and Conference Center semester at 1950 E. 54th St., Davenport; 563/441-9500 or Mar. 13 Classes resume at 8:00 a.m. 888/222-3578 (toll-free); [email protected]. Mar. 21 Last day to complete requirements for changing “I” or “X” grades received during last semester of enrollment Last day to drop course and receive grade of “W” instead of “WP”/“WF” 15 General Information

um, racquetball courts, tennis court, indoor Student Life and track, weight-lifting rooms, and the swimming Support Services pool. St. Ambrose is a member of the National Association of Intercollegiate Athletics (NAIA). It The purpose of student life and support services sponsors men’s teams in football, basketball, is to augment academic life by encouraging baseball, golf, tennis, cross country and track, growth in the non-academic areas so students volleyball, and soccer and women’s teams in bas- may enjoy the total educational process. All stu- ketball, volleyball, soccer, softball, tennis, cross dent services are based on the Catholic-Christian country and track, dance and golf. character of the University. Resources are available to help meet students’ Bookstore and Coffee House various needs—whether informational, health, The campus Bookstore and Coffee House is psychological, financial, vocational, academic, located at the southeast corner of the campus on social, or spiritual. Harrison Street. In addition to supplying new Detailed information on student life, student and used textbooks, the bookstore carries a wide rights and responsibilities and the following stu- range of school supplies, magazines, newspapers, dent services is available in the Student Services gifts, sundries and University memorabilia. Book Office, in the Professional Development Center, buy backs are held during finals week each and in the Student Handbook. semester. The coffee house serves light meals, bagels, sweet rolls, ice cream, desserts, and a Academic Advising wide assortment of regular and flavored coffees. Students are assigned a faculty or staff advisor who will assist in the selection of courses leading Campus Ministry to the chosen degree or certificate. Advisors are St. Ambrose offers a religious environment interested in the student as an individual, and emphasizing the values, attitudes, and goals of will help the student in meeting educational the Catholic heritage. Academic disciplines in goals. Academic counseling also is available on theology and philosophy explore the religious an ongoing basis to help students determine their and spiritual dimensions of human life. The progress in fulfilling their academic course University chaplain, the director of the Campus requirements. Students may also receive assis- Ministry program, and diocesan priests are avail- tance in selecting or changing an academic able for religious and personal counseling. major. Regular masses and religious services are offered First year students are assigned a mentor, during the academic year in Christ the King who is an advisor committed to helping them Chapel on campus. One daily mass is said succeed academically and adjust to the Monday through Friday, and two masses are University environment. At the end of the first scheduled for Sunday. Times are posted each year, students transfer from the mentor to an semester in the Chapel. Campus Ministry also advisor in their major. publishes a weekly bulletin which includes religious activities. Athletics The athletic program is widely varied, with varsi- Career Center ty and intramural activities for men and women. The Career Center offers part- and full-time job Activities are centered around the multi-purpose listings and career information. Services include Physical Education Center which opened in career counseling and planning information, 1983. Recreational facilities include the gymnasi- 16 General Information resume and interviewing assistance, cooperative New Student Seminar education and internship experiences, on-campus New Student Seminar is a one-credit orientation interviewing, direct referral, credential file main- course for first-year students. It helps students tenance and work study placement. Services are with the transition to St. Ambrose and to college available to all students, alumni and staff. in general, and includes topics such as time management, study strategies, personal development, Children’s Campus Child Care Center career orientation and library orientation. The University’s licensed Children’s Campus, Seminar instructors serve as mentors to the stu- located on the corner of Lombard and Marquette dents in their classes. More than 80 percent of Streets, provides child care for children between new first-year students take the class. the ages of 6 weeks and 6 years. The Children’s Campus is open to students faculty, staff, and the O’Keefe Library community. A fee is charged. O’Keefe Library opened as a state-of-the art facility in 1996. It provides study space for 400 stu- Food Service dents and houses a current collection of 150,000 Meals and snacks are available to commuting and volumes, with room to include 100,000 addition- boarding students. The food service complex in al volumes. A new collection of 5000 electronic Cosgrove Hall includes the Student Dining Room books was recently added. There are nearly 700 and Faculty/Staff Dining Room. A snack bar is current periodical subscriptions, a media collec- located in Ambrose Hall. tion of audio and videocassettes, and a rare book and special collections room. Internships and Cooperative Education The collection is accessed through an online Internships offer the opportunity for students to catalog that includes the holdings of 30 local gain related work experience in their major fields libraries. There is remote and local access to the and areas of interest. These experiences can be World Wide Web and over 75 electronic databas- paid or unpaid. Course credit can often be es many of which provide full-text articles from obtained through an agreement with the faculty more than 14,000 journals and newspapers. advisor and the employer if desired. As part of their commitment to life-long learn- Requirements for internships vary by academic ing skills librarians teach a one-credit Information department and by the employer. Some compa- Literacy class that is part of the university’s gen- nies have Cooperative Education programs that eral education requirements. Other ongoing pro- provide professional work experience in the stu- grams include electronic reserve readings, online dent’s field and are paid. The requirements for interlibrary loan requests and laptop computer these positions are determined by the employer. checkout.

Mentor Program Performing Arts Series The mentor program is designed to help first-year The Galvin Fine Arts Center Performing Arts students with all aspects of the transition to col- Series is committed to encouraging an expansive lege life: academically, socially and spiritually. All interest in the arts so the arts may become an new first-year students are assigned a mentor—a integral part of students’ lives. The series presents St. Ambrose faculty or professional staff member a wide range of events that encourage learning. who is especially interested in helping new stu- The works presented embody the fruits of free dents succeed. Usually at the end of the first year, expression—offering cultural and aesthetic diver- students transfer to an advisor in their major. sity, a means to learn, and a reflection of the rich-

17 General Information ness of the human condition. As a commitment Counseling, Health Services, Intramural Sports, to these values, performing arts series events are Residence Life, Student Activities, and Security, free to all registered students. Student Services seeks to meet the academic, physical, spiritual, social and emotional needs of Services for Students with Disabilities all St. Ambrose students. Students with disabilities may contact the Office Counseling Center of Services for Students with Disabilities for a The Counseling Center provides individual and variety of services and reasonable accommoda- group counseling for a wide variety of personal tions intended to reduce the effects that a dis- and interpersonal difficulties. In addition, the ability may have on their performance in a tradi- center provides a unique opportunity for stu- tional academic setting. Services do not lower dents who are pursuing their own personal course standards or alter degree requirements growth. All services are both free and confiden- but give students a better opportunity to demon- tial. strate their academic abilities. Services include readers, scribes, note-takers, Health Services sign language interpreters, alternate exam Located on the lower level of Cosgrove Hall, the arrangements, advocacy, academic advising, Office of Health Services is staffed by a regis- books on tape, screening and referral for diagno- tered nurse who provides health care services for sis of a disability, and liaison with other universi- the students, faculty and staff at St. Ambrose. ty and state agencies. Two learning disabilities The nurse assesses health needs of clients and specialists and a graduate assistant provide one- makes appropriate referrals when necessary. All to-one learning skills instruction. The University services are free of charge. also has an FM hearing assistance system for the Intramural Sports and Recreation Galvin Fine Arts Center and Christ the King Located on the first floor of the Rohlman Hall, Chapel. Personal transmitters and receivers are the Intramural Sports and Recreation Office available for the classroom. coordinates all intramural sports activities Accommodations are not limited to those throughout the year, including volleyball, rac- above. Students are encouraged to meet with the quetball, golf, basketball, bowling, flag football, coordinator to discuss services that will allow and many more. Each year, over 25 sports are equal access to university provided opportunities. offered.

Student Services Division Residence Life The staff of Student Services is dedicated to the Located in the Student Services building, the total development of the student. The goal is to Office of Residence Life exists as an integral part assist in enhancing the quality of life and person- of the educational programs and academic sup- al development of all students while attending port at St. Ambrose. To assist with meeting St. Ambrose University. The departments of the these goals, resident advisors (RAs) serve as live- Student Services division provide a variety of ser- in student advisors who are trained to assist with vices to support students as they pursue their problems. In addition, RAs program activities comprehensive education. Students are encour- and create a sense of community on each floor. aged to participate in the student life activities In addition, Residence Life is staffed with a full- and in the comprehensive programs provided by time area coordinator, two full-time hall direc- the Student Services Office. tors, and one graduate assistant hall director, all Through the offices of the Dean of Students, of whom are available to students.

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Security and social events for the campus community. It The Department of Security strives to create and is composed of 10 executive council chairs and maintain an environment conducive to the edu- subcommittee members. It strives for the highest cational mission of the university. This is quality and variety in all events and responds to achieved through proactive educational program- students’ needs and concerns as they relate to ming, crime prevention, intervention and programming, and schedules events in considera- increasing crime awareness among members of tion of other University activities. the university community. The Department of All registered graduate students are eligible to Security provides escorts to students, faculty and serve in the Graduate Student Government staff throughout the day and night. In addition, Association (GSGA). The GSGA exists to sup- “rounds” are performed on-campus to check for port and enrich the academic experience and safety and potential fire hazards. Made up of stu- environment for all graduate programs. It orga- dent patrols, full-time staff and Davenport Police nizes and promotes opportunities for professional Officers, the Security staff maintains a 24-hour development, networking between graduate stu- security desk on the lower level of Cosgrove dents and businesses, mentoring to undergradu- Hall. During evening hours, the staff maintains ate students, and community service or political additional desks in Davis, Rohlman, and the link opportunities. The GSGA elects officers and section of Hagen and Tiedemann Halls. meets monthly to represent student concerns, plan student activities, and provide certain ser- Student Activities vices to the graduate students not otherwise pro- The Student Activities Office supports the edu- vided by the University administration and staff. cational goals and mission of the university by promoting a sense of community integration, Student Success Center student self-worth and self-confidence through The Student Success Center offers a variety of campus involvement. Activities are designed to services to St. Ambrose students at no cost. improve the quality of campus and community Services include placement testing to assist stu- life while offering student leadership opportuni- dents in their selection of courses, three levels of ties to assist in their personal development. courses in reading, basic courses in writing and Activities often include Midnight Breakfast, math taught in cooperation with the English and speakers, Multicultural Week, concerts, and Mathematics Departments, a comprehensive leadership classes are planned in conjunction peer tutorial program for most 100- and 200- with the Campus Activities Board, Student level courses and to support student writers in all Government Association and minority affairs. courses, and supplemental instruction in selected Student Government courses. The tutorial program is nationally certi- Registered undergraduate students are members fied by the College Reading and Learning of the Student Government Association (SGA). Association at the Master’s Level, the most The SGA investigates and reports on all matters advanced level of certification available. of student concern, provides for and promotes Materials, including computer software, are matters of student interest. SGA officers and stu- available on test-taking, study strategies, writing dent representatives serve on most University research papers, time management, problem committees. The SGA president also serves on solving, and note-taking. the Board of Directors. Course offerings are described in this catalog The Campus Activities Board (CAB) is the under the headings of Learning Skills, English, student group that provides cultural, educational and Mathematics.

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Testing Services science, 3 years in social studies, and 3 The university offers a placement testing pro- years in a single foreign language. gram for new students and the College Level B. Provisional Admission Examination Program (CLEP). New undergrad- Students who are ineligible for full admission uate students are required to follow placement because they do not meet the above standards procedures as stated in the Admissions section of may be admitted on a provisional basis. the catalog. Results help ensure appropriate Minimum requirements for this provisional placement in beginning courses. status include a 2.0 cumulative GPA (on a non-weighted 4.0 scale) and a score of 18 on Tutoring the ACT or 870 on the SAT. The academic The tutoring program is available to all progress of provisional students is monitored St. Ambrose students at no cost (see full descrip- each semester by the Board of Studies. tion under Student Success Center). C. Automatic Review Students who meet GPA and class rank requirements described above but whose Admissions ACT composite scores are 17 or lower (or whose SAT scores are below 870) will receive Undergraduate Admission Requirements an in-depth review by Admissions. D. Petition Process Admission as a First Year Student Applicants not meeting the minimum criteria A. Full Admission for any category above may petition the Individuals are eligible for admission to Admissions Standards Committee. More in- St. Ambrose University as a first year student formation on this process is available from the if they meet the following requirements: Admissions Office. 1. Have a cumulative grade point average of E. Health History 2.5 or above (on a non-weighted 4.0 scale) All undergraduate students are required to from an accredited high school. have on file in the Health Services Office a AND EITHER properly completed health form which 2. Have a composite score of 20 or above on includes a health history, a physical examina- the American College Testing program tion by a physician, nurse practitioner, physi- (ACT) or a 950 or above on the Scholastic cian’s assistant or any other primary health Aptitude Test (SAT) of the College Board. care provider and immunization dates. This Students who graduated from high school information is confidential and is available five or more years ago do not need to sup- only to the director of Health Services. ply ACT or SAT scores. Release of any health information requires the OR student’s signature. 3. Have an ACT composite score of 18 or 19 F. Placement Tests (or an SAT score between 870 and 950) Undergraduate students are required to take AND graduate in the upper half of their placement tests in writing and math (reading senior class. placement is based on ACT scores). In cases 4. Students are encouraged to enroll in a col- where students have earned college level cred- lege preparatory curriculum while in high it in writing or math, placement will be made school, including 4 years of study of based on prior coursework. English, 3 years in mathematics, 3 years in

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Admission as a Transfer Student mary health care provider and the dates of A. Full Admission immunizations. Transfer students may for- Transfer students are eligible for admission to ward a copy of the health form originally sub- St. Ambrose University if they meet the fol- mitted to the institution from which they are lowing requirements: transferring. This information is confidential 1. Have submitted official transcripts from an and is available only to the director of Health accredited high school or GED program, Services. Release of any health information showing proof of graduation or comple- requires the student’s signature. tion. F. Placement Tests 2. Have completed 12 college transferable Transfer students are required to take place- credits of academic work from a fully ment tests in writing and math (reading place- accredited institution of higher education. ment is based on ACT scores). In cases where 3. Maintained a 2.00 grade point average or students have earned college level credit in above (on a 4.00 scale). Students must writing or math, placement will be made submit transcripts of all prior work on based on prior coursework. higher education levels. With fewer than 12 transferable semester credits of college Admission as a Temporary (Guest) Student work, admission will be based on high Students enrolled in good standing in another school GPA and test scores. post-secondary institution are eligible for full- or B. Previous Academic Dismissal part-time admission as a non-degree student. Students who have been dismissed from an institution for academic or other reasons need Admission as a Home School Student to submit all transcripts, including high Prospective students who do not have a high school, and a letter to the Admissions school diploma are required to score 50 or higher Standards Committee explaining the cause of on the General Education Development Test dismissal and the steps followed to prevent (GED) and to have earned an ACT composite future problems. Students will not be consid- score of 18 or an SAT score of 860. Students ered for admission until one semester after who have been out of high school (or equivalent) their dismissal. at least five years do not need SAT or ACT C. Exceptions scores. Applicants must petition the Admissions Standards Committee for exceptions to the Admission with a General Educational norms listed above. Development Test Certificate D. Language Requirement Prospective students who do not have a high Transfer students wishing to use high school school diploma are required to score 50 or higher foreign language to meet the foreign language on the General Education Development Test requirement must submit a high school tran- (GED) and to have earned an ACT composite script as part of the application process. score of 18 or an SAT score of 860. Students E. Health History who have been out of high school (or equivalent) All undergraduate students are required to at least five years do not need ACT/SAT scores. submit a properly completed health form which includes a health history, a physical Early Enrollment of High School Students examination by their physician, nurse practi- St. Ambrose allows eligible high school seniors tioner, physician’s assistant or any other pri- and selected juniors the opportunity to earn col-

21 General Information lege credit while still enrolled in high school. An Board of Studies. eligible student ordinarily may enroll for a maxi- E. All full-time degree and non-degree students mum of three semester credits in any given term. with academic work below a 2.00 GPA at Requirements for admission for early enrollment SAU will be reviewed by the Board of Studies are high school transcripts, letter of recommen- and will be notified of decisions regarding dation from a high school counselor, written per- their academic status. mission from a parent or guardian, and a meeting with an admissions counselor. International Students International students are subject to the admis- Admission as a Non-Degree Student sion policies of St. Ambrose University and to A. Individuals may be admitted as non-degree the regulations of the Department of Homeland students by applying for non-degree status Security of the United States. and signing a non-degree waiver. Non-degree International students who desire admission students must complete a minimum of one should have completed the form of secondary full-time semester (12 semester credits) before education making them eligible to seek admis- requesting a review for degree status. The sion to university studies (or equivalent) in their request must be accompanied by transcripts own country. International students must take from all previous colleges and high school. the Test of English as a Foreign Language Students will be subject to all admission poli- (TOEFL) and have the results sent directly to cies at the time of status review. Non-degree the International Student Services Office. A min- students are not eligible for financial aid. imum score of 500 (173 computer based) is B. Students who apply as non-degree students required at the undergraduate level and 550 will have their provisional status posted on (213) at the graduate level. Additional require- their transcript. While the first 15 credits ments may exist for individual programs. earned can be applied toward a degree, stu- Before St. Ambrose will issue a certificate of dents do not have to apply for degree status eligibility for a non-immigrant visa (I-20 or DS- when 15 credits have been earned. The 2019) the applicant must prove financial ability option to switch to degree status is the deci- to pay, as required by the U.S. government. sion of the student regardless of the number of credits. Application Procedures C. When a non-degree student has applied to the To be considered for admission as an entering Admissions Office for degree status, the undergraduate, students must: Records and Registration Office will be asked A. Complete the Application for Admissions to to review the academic record and notify St. Ambrose University form and submit it to Admissions regarding all credits earned and the Office of Admissions. A $25 non-refund- the academic status of the applicant. able application fee is to be included with the D. After acceptance, applicants’ transcripts will application form. be posted with their new degree-seeking sta- B. Students who have no prior college work tus, and they will be notified of how many must have an official transcript of all high credits they have earned. school work sent directly to the Office of Note: Students will always be notified in Admissions. advance of their academic status and credits C. Students who have attended another college earned. The transcript will not be altered or university must have an official transcript (regarding earned hours) until the student has of all work attempted at each institution sent had a chance, if necessary, to appeal to the directly to the Office of Admissions. 22 General Information

Applicants who have completed less than 24 form on time are considered for Iowa Tuition semester or 36 quarter hours of credit also Grant money. should have an official transcript of their high Need must be established by completing the school records sent directly to the Office of financial aid form for all institutional, federal, Admissions. and state funds such as loans, grants, and work- D. Submit a copy of test results from either the study programs. This form must be completed ACT or the SAT. High school students are each year for possible renewal of need based encouraged to take either the ACT or the funds. SAT examinations early in their senior year. All students receiving financial aid (federal, (Individuals over the age of 22 years are state, and/or institutional funds) are expected to exempt from this requirement). complete all courses attempted while maintaining E. Submit a properly completed health form at least a cumulative grade point average of 2.0 including health history, a physical examina- (undergraduate) or 3.0 (graduate). The exception by a physician, nurse practitioner, physi- tion for graduate work holds that a GPA of cian’s assistant or any other primary health 2.8–2.99 shall be deemed satisfactory progress care provider and immunization history to the provided the GPA is raised to 3.0 after no more Health Services Office. Transfer students may than two consecutive semesters. forward a copy of the health form they origi- For purposes of financial aid, the academic nally submitted to their previous institution. year is defined as August 15 through August 14. This information is confidential and available All hours must be completed and/or cumulative only to the director of the Health Services. grade point average earned at the minimum level No information will be released without writ- by August 14 in order to receive funding for the ten consent of the student. following year. Students who believe extenuating circumstances prevented them from meeting satisfactory progress requirements may submit a written let- Finance ter of appeal to the Satisfactory Progress Procedures for Financial Aid Committee. It should be sent to the director of and Scholarship Applicants Financial Aid no later than two weeks prior to Students can obtain full information and applica- the start of the semester for which a student tions for financial aid (scholarships, loans, grants would like to be considered for aid. The and work-study programs ) from the Financial Satisfactory Progress Committee will review the Aid Office. appeal and render a decision. There is no further To be considered for financial aid, students appeal beyond this committee. must complete a Free Application for Federal A complete listing of all requirements is con- Student Aid and send it for processing. These tained in the Terms of Satisfactory Progress and forms are available in high school guidance is available in the Financial Aid Office and is offices, the St. Ambrose University Financial Aid mailed with the first award letter each year. Office. and online at www.fafsa.ed.gov. This International students are not eligible for fed- form is used to apply for need based funds. eral or state funding unless they meet certain For Iowa residents, this information will be conditions established by the United States released to the Iowa College Student Aid Department of Immigration and Naturalization. Commission and should reach the processor These conditions are available in the Financial prior to July 1. Only students who submit this Aid Office.

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A detailed policy statement on financial aid is expenses for dependent students. also available in the Financial Aid Office. Specific Students who need loan money to pay their information is also available in the Financial Aid bills should be aware of the time factor involved Office on the following institutional programs. in the receipt of funds. It is imperative to file for financial aid and send all needed documents in a Scholarships timely manner. Loans are processed only after receipt of a signed award letter from the student, Seminary and the student is registered for classes. After the Seminary scholarships are available to students student returns the signed promissory note to the accepted by dioceses to study for the priesthood. lender, funds are received by the university. Information on Seminary scholarships is available from the Seminary Department. Perkins Loans The University is authorized by the federal gov- General ernment to grant loans if financial need exists. Scholarships are awarded for students with gener- The availability of the loans is dependent upon al and special abilities. These are given on the federal legislation and available funds, and are basis of academic achievement, need, talent and awarded to undergraduate students only. leadership ability. Once a student is awarded an academic schol- Grants arship, it will continue as long as the student meets Satisfactory Progress Requirements. Other Alumni awards are continued if financial need or aptitude Persons who have earned an undergraduate or a in a special field still exists. graduate degree from St. Ambrose University will be entitled to a 50 percent tuition discount on Requirements undergraduate courses for which they register To receive scholarship money, students need to three or more years after the completion of their be enrolled on a full-time basis (minimum of 12 most recent St. Ambrose degree. The application semester credits). The scholarship for first year for this discount is available in the Financial Aid students may be renewed for a maximum of four Office. years. To renew the scholarship, students need to Persons who have earned a graduate degree meet all of the established financial aid policies. from St. Ambrose will be entitled to a one-third Students are encouraged to apply for all other tuition discount on graduate courses in their orig- types of financial assistance by completing the inal graduate degree program and they may enroll FAFSA form. anytime after the completion of their graduate degree. The application for this discount is avail- Loans able from the graduate degree program director Students may be eligible for a student loan and must be completed by the student and grad- assigned from the following sources: uate degree program director. Federal Stafford Loans This discount may not be applied to the Most students who are at least half time and eligi- tuition for graduate courses by alumni whose pre- ble for financial aid may take out a Federal vious degree was at the undergraduate level. Stafford Subsidized or Unsubsidized Loan. Students are not eligible if they are receiving The Federal Stafford Plus Loans are long-term any other form of tuition assistance (i.e. state, loans made available to parents, non-traditional, federal, employer assistance). and independent students to help pay college

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Institutional Grants 2. The date the Records and Registration Office Certain institutional grants are available to those receives a phone call from the student students demonstrating financial need who do requesting a drop. not have sufficient sources of other funds to Financial Aid Recipients cover that need. All applicants are considered for If any amount of tuition is paid by a Title IV these grants. program and the student withdraws during the Iowa Tuition Grant Program established return period, the Title IV program Qualified undergraduate Iowa students may funds will be returned in the following order: receive financial assistance for attendance at a Loans: Federal Unsubsidized, Federal private Iowa college. The amount of the grant Subsidized, Federal Plus. Grants (& other): depends upon enrollment status. Federal Pell, Federal Supplemental Educational Opportunity Grant (SEOG) and other Title IV Supplement Educational Opportunity Grant funds. The Institution must return the funds as This federal aid program is available to students soon as possible, but no later than 30 days after showing exceptional financial need. the institution determines the withdrawal date. Pell Grant Program Return of Title IV Aid Refund Policy This government-financed program aids students The law (sections 485 of the Higher Education with unusual financial need who otherwise would Amendments of 1998 –P.L. 105-244) specifies be unable to enter or remain in college. how St. Ambrose must determine the amount of Work-Study Program student financial aid program assistance that you This government program provides another earn if you withdraw. The law requires that when source of funds to assist students in obtaining you withdraw during a payment period the their college education. The program is based on amount of student Financial Aid program assis- need. tance that you have earned up to that point is determined by a specific formula. If you received University Employment (or St. Ambrose University received on your St. Ambrose has a number of opportunities for behalf) less assistance than the amount that you part-time employment in the University to sup- earned, you will be able to receive those addi- plement students’ financial assistance program. tional funds. If you received more assistance than Jobs also are available in the community through you earned, the excess funds must be returned. the Career Center. The amount of assistance that you have earned is determined on a prorated basis. That Return of Financial Aid Title IV Funds Policy is, if you complete 10 percent of the payment Important considerations before dropping a class period, you earn 10 percent of the assistance you or withdrawing from school: were originally scheduled to receive. Once you Students should consider consulting with an have completed more that 60 percent of the pay- advisor or counselor. ment period, you earn all of your assistance. If a Students should consider a possible reduction student has earned more than the 60 percent, of financial aid. then no return of funds is necessary. Student refunds are computed by using: If you received excess funds that must be 1. The date the Records and Registration Office returned, St. Ambrose University must return a receives a formal drop form from the student portion of the excess equal to the lesser of: or

25 General Information

• Your institution charges multiplied by the In this example, both SAU and Joe will return unearned percentage of your funds, or loan proceeds. After initiating the withdrawal • The entire amount of the excess funds. process, it was determined that $855.90 of the As prescribed by the changes in the law, St. loan proceeds were to be returned by SAU and Ambrose University is required to return all of $405.10 of the loan proceeds returned to the the excess funds; you must return the remaining loan program by Joe, in accordance with the amount. Any loan funds that you must return, terms of the promissory note. you (or your parent for a Plus Loan) repay in Based upon the calculation, the Pell Grant accordance with the terms of the promissory amount to be returned was $997.10; however, note. That is, you make scheduled payments to because the Pell is to be repaid by the student, the holder of the loan over a period of time. only 50% or $498.55 must be repaid. ($997.10 If you are responsible for returning grant X 50% = 498.55) In this case, no FSEOG funds funds, the law provides that you are required to are returned as the loan and Pell repayments return 50 percent of the grant assistance that you cover the excess award. Joe is now in a Pell receive. Any amount that you do have to return Grant overpayment situation. is a grant overpayment, and you must make Title IV Grant Overpayment arrangements with St. Ambrose University or the If you have a grant overpayment, you will remain Department of Education to return the funds. eligible for Title IV aid up to 45 days after you Example: Joe Student had to withdraw during have notified of the overpayment. You may cor- the semester due to personal reasons. Joe had rect the overpayment situation by repaying the been awarded and credited to his student overpayment in full to the institution or arrang- account, a Pell Grant for $998, FSEOG for $250 ing to make satisfactory repayments to the insti- and a subsidized loan for $1261. Joe completed tution or with the Department of Education. only 11 days of the semester or 10 percent of the Post Withdrawal Disbursement payment period. Joe was assessed $951 in tuition St. Ambrose may credit a student’s account for and fees. institutional charges, but the university must seek Amount and Order of Return the student’s permission (in writing) within 30 The school must return the lesser of: days of the withdrawal to do so. • The unearned amount of the financial aid; or Please contact the Financial Aid Office for • An amount equal to the student’s total insti- additional information concerning the Return of tutional charges for the period multiplied by Title IV Aid. the unearned percentage (Example: $951 X 90% = $855.90) Amount the student returns: • The student must return the unearned amount of Title IV assistance minus any funds the school has returned (Example: $1261 - $855.90 = $405.10). In effect, a student whose financial aid exceeded institutional charges will have to return funds. However, if the amount the student is required to repay is to a grant program, the student is required to only pay half of the amount.

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not cover room and board, books and other Expenses materials, clinical education costs, health and The following expenses are for the 2003-2004 accident insurance required for clinical experi- academic year. Charges are listed on a per ences, student membership dues, or cap and semester basis. Payment of the charges, or finan- gown purchase. Check with the MOT cial arrangements for payment, is necessary two Department for cost and payment information weeks before the semester begins. Monthly pay- Master of Organizational Leadership ments may be made with Visa or MasterCard, or per semester credit ...... $ 470 by making arrangements with Student Account Doctor of Business Administration Services. Tuition charges are standardized, and per semester credit ...... $ 585 students will have no additional fees except those listed under special expenses. Board These rates are for the 2003-04 academic year. Tuition One of five meal plan options is required of all These rates are for the 2003-04 academic year. resident students: Undergraduate Unlimited meals . . . $1640 per semester Part-time: 19 meals a week . . . $1565 per semester 1–11 semester credits, 14 meals a week . . . $1520 per semester per semester credit ...... $ 518 10 meals a week . . . $1415 per semester Full-time: 7 meals a week . . . . $1300 per semester 12–18 semester credits, per semester ...... $ 8325 Room Other: These rates are for 2003-04 academic year. 19 or more semester credits, Room charges are listed on a per semester basis. per semester credit ...... $ 518 Traditional Hall ACCEL Cosgrove, Davis, Hayes double room, per semester credit ...... $ 355 per student ...... $ 1355 Master’s Degrees Rohlman double room, per student. . . . . $ 1450 per semester credit ...... $ 518 Davis single room ...... $ 1355 (see below for MOT and MOL tuition) Cosgrove, Davis, Hayes single room . . . . $ 1975 Master of Occupational Therapy Preferred Housing MOT One Price Tuition Plan: The One Price Tiedemann, Townhouses double room Plan ensures that tuition costs remain at one rate each student ...... $ 1765 throughout the normal two-and-a-half year House double room, each student ...... $ 1665 course of MOT graduate studies—making finan- Tiedemann, Townhouses, House single . $ 2160 cial planning easier, and giving students the Hagen single room ...... $ 1890 opportunity to take elective courses at no addi- Room assignments are subject to contractual tional cost, making it easier for them to specialize arrangements through the Student Services in selected areas that will enhance their profes- Office. SAU reserves the right to move any stu- sional education and enrich their lives. The plan dent on campus whenever the student or the uni- includes all tuition and fees, including labs, park- versity will be better served by such a change. ing, CPR certification, student group liability insurance and graduation fees. The plan does Damage Deposit ...... $ 250

27 General Information

Special Expenses Course Fees ACCEL drop fee per course...... $ 20-50 (Per Semester Per Course) (varies determined by drop date) Department and Course Fee Application Fee* ...... $ 25 Accounting 312 ...... $ 25 (must accompany admission application, not Art 206, 207, 208, 306, applied toward tuition, non-refundable) 400, 401, 402 ...... $ 10 Assessment of prior experiential learning 233, 234, 320, 430, 431 ...... $ 15 through individually designed methods 220, 303, 304, 305 ...... $ 30 Fee per credit awarded ...... $ 30 Astronomy 201 ...... $ 30 Fee per credit requested ...... $ 60 Biology 101, 103, 104, 109, 202, College-Level Examination 204, 211, 221, 231, 241, 301, Administration fee ...... $ 15 302, 303, 304, 307, 314 ...... $ 30 Each credit awarded ...... $ 20 323 (fee may be assessed Program (CLEP) Test ...... $ 50 depending on subject) ...... Varies DPT Admission Fees 330 ...... $ 50 Acceptance fee ...... $ 200 500 ...... $ 115 Waiting list fee ...... $ 50 Chemistry 101, 102, 103, 105, 106, 120, 209, Graduation Fee ...... $ 35 210, 301, 303, 311, 313, 314, High School Learner Fee ...... $ 250 319, 321, 333, 428, 429 ...... $ 30 (per class, limit 2 per semester) CNA courses ...... $ 25 Late Payment Fees...... Varies Communication 225 ...... $ 25 Late Registration Fee...... $ 15 Computer Science, all courses ...... $ 25 Matriculation Registration Fee Doctor of Physical Therapy (DPT) 530, 570, Graduate Student ...... $ 10 630, 760 ...... $ 75 Undergraduate Student*...... $ 75 DPT 800, 810, 820, 830 ...... $ 20 (payable once at time of first registration) Early Childhood Education MBA Competency Examination Fee . . . . . $ 100 440, 441, 442 ...... $ 40 Motor Vehicle Registration, per year Education 409, 419, 430, 432, 433 ...... $ 85 ACCEL and MOL students ...... $ 20 308 ...... $ 25 All other students ...... $ 40 403 ...... $ 40 Retired Learner Audit Fee ...... $ 50 Engineering 101 ...... $ 15 Per class (limit 2 per semester) 341 ...... $ 25 Special Examination Fee Industrial Engineering Each credit awarded ...... $ 30 110, 290, 300, 351, 375 ...... $ 15 Each examination taken ...... $ 60 Master of Business Administration Tuition Deposit* ...... $ 100 690 ...... $ 425 (non-refundable tuition deposit is Master of Education 700 ...... $ 40 required after admission to the university) Mathematics, computer-assisted * Fees marked with asterisk do not apply to ACCEL students sections of 100, 121, 171, 191, 192, 280, 290, 320 ...... $ 25 Music 104 (piano)...... $ 65 Music 235, 236, 237, 238, 239, 240 . . . . . $ 30 Private instruction for registered students in voice, piano, organ, orchestral and

28 General Information

band instruments. year either a new contract or a request for refund One-half hour lesson per week...... $ 125 before May 1. Refunds will be given provided the And subsequent one-half hour private instruc- room is free of damage. tion lessons in a second instrument or Room reservations are arranged with the voice during the same semester...... $ 85 Office of Student Services. All rates and room Natural Science 105, 202 ...... $ 30 assignments are subject to change if necessary. On-line web-based courseware fee ...... $ 30 The scholastic year begins on registration day Physical Education 149, 151, 152, 153, in the fall and ends with the last day of spring 154, 155, 157, 158, 160, 165 ...... Vary semester examinations. During this time, there 308 ...... $ 15 are four vacation periods: Thanksgiving, Physics 110 ...... $ 20 Christmas, Spring Break and Easter. Students Physics 160, 201, 203, 204, 251, normally leave campus during these vacations. 253, 254, 306, 325, 326, 329 ...... $ 30 All students must leave at Christmas. Those who Psychology 403 ...... $ 15 wish to remain at the University through any 406 ...... $ 30 part of the other vacation periods should notify Statistics 213 ...... $ 25 Student Services. Students need to make their STBE 337 ...... $ 25 own arrangements for meals during this time.

Tuition Refunds Retired Learners Students are obligated for the full amount of Individuals who are retired and 65 years of age tuition for the courses for which they are regis- or older may take up to two undergraduate tered, subject to the refund schedule, which is courses per semester with only a $50 registration available from the Records and Registration fee per course. Retired learners new to Office or for ACCEL classes, from the ACCEL St. Ambrose will also be charged a one-time Office. application and matriculation fee. As retired Other Refunds learners, students will have audit status. The Upon withdrawing from the University, a refund University reserves the right to limit class size for room and board will be made on a pro rata and to cancel classes in accordance with normal basis dating from the day the student has suc- institutional policy. Details are available from the cessfully completed the check out procedure with Admissions Office. the Office of Student Services. No refund will be given on fees.

Resident Students Students from outside the Quad City area are required to live and board on campus. This is determined by the residency of parents or guardian. Once the application for admission as a student has been accepted, a $250 deposit is required for room reservation. For students who do not enroll, this deposit is refundable up to 12 weeks before the first day of the semester. Returning students are required to submit each

29 General Information

general degree requirements where applicable. Degree Information 2. Complete—if indicated by the results of Degrees placement tests administered at the time of St. Ambrose University offers courses leading to first enrollment—any required developmental the following degrees: courses in Mathematics, English, and Reading Bachelor of Applied Management Technology (MATH 090, MATH 121, ENGL 100, and Bachelor of Arts LS 100). No more than nine semester credits Bachelor of Business Administration in courses listed as 100 (i.e. below the 101 Bachelor of Elected Studies level) may be counted toward the 120 semes- Bachelor of Music Education ter credit degree requirement, and these Bachelor of Science courses may not be used to fulfill distribution Bachelor of Science in Industrial Engineering requirements 4.(A) through 4.(J) listed below. Bachelor of Science in Nursing Courses numbered below the 100 level do not Bachelor of Special Studies count toward the 120 semester credits Master of Accounting required for graduation. These courses may Master of Business Administration be used to fulfill athletic and financial aid eli- Master of Business Administration in Health gibility for the semester in which they are Care taken. General Education requirements at Master of Criminal Justice SAU, described in sections three through six Master of Criminal Justice in Juvenile Justice below, are organized into “Skills” require- Education ments, and “Content” requirements. Skills Master of Education in Disability Services requirements enable your development in a Master of Education in Educational Leadership variety of skills areas necessary for success in Master of Education in Special Education college and in the larger world. Content Master of Information Technology Management requirements provide you with a breadth and Master of Occupational Therapy depth of general education consistent with Master of Organizational Leadership becoming a liberally educated person. Master of Pastoral Studies 3. General Education Skills requirements: Each Master of Social Work student needs to demonstrate competency in Doctor of Business Administration six areas of basic college-level skills, including Doctor of Physical Therapy Written Communication, Oral Students must meet the general degree Communication, Mathematical Reasoning requirements and the requirements of a major as Skills, Health and Physical Education Skills, stated in the catalog at the time of their admis- Information Literacy, and Foreign language, sion or in the catalog for the year in which they as outlined below. Students who believe that graduate. they already have met one or more of these proficiencies are eligible to attempt to place Bachelor of Arts Degree Requirements out of individual skills requirements stated In order to earn a Bachelor of Arts degree from below. For such students, information St. Ambrose University with 120 semester cred- describing alternate means of demonstrating its, students need to: these proficiencies may be obtained from the 1. Complete the requirements for a major as Office of Records and Registration. described in the catalog. Courses in the major A) Proficiency in Written Communication may department and courses in other departments be demonstrated: required for the major may be used to meet 30 General Information

• By passing ENGL 101: Written PED 400: Water Safety Instructor’s (2 cr). Communication with a grade of C or above, E) Proficiency in Information Literacy Skills or may be demonstrated: • By earning three semester credits in English • By passing IL 101: Information Literacy Composition through the College Level (1 cr). Examination Program (CLEP) test “English F) Proficiency in Foreign Language Skills may Composition with Essay.” be demonstrated: B) Proficiency in Oral Communication Skills • By passing three years of the same language may be demonstrated: in high school, • By passing with a grade of C or better, one or of the following: COMM 101: Public • By passing college language courses through Speaking (2 cr); COMM 110: Basic Human the equivalent of 201 (second year, first Communication (3 cr); COMM 203: semester) at St. Ambrose, Interpersonal Communication (3 cr); or COMM 328: Argumentation and Debate • By passing intermediate-level language (3 cr); or COMM 329: Business and courses taken in study abroad programs Professional Speaking (3 cr). affiliated with St. Ambrose. C) Proficiency in Mathematical Reasoning Skills Transfer students with 24 transferable hours success- may be demonstrated: fully completed before entering SAU must complete • By passing with a grade of C or better, the equivalent of three semesters of college-level lan- MATH 131: Math for Liberal Arts (3 cr), guage (either in high school language courses, college or language courses, or some combination thereof), but • By passing, with a grade of C or better, are not required to complete all semesters in the MATH 151: College Algebra (3 cr), or any same language. higher numbered 3-credit course offered by the Mathematics Department, For requirements 4.(A) through 4.(J), all general or education approved courses are noted in this sec- • By passing with a grade of C or better, tion of the catalog, on the Web at www.sau.edu, STAT 213: Applied Statistical Reasoning and in the semester course schedules made avail- for the Sciences (3 cr), able by the Office of Records and Registration. or 4. General Education Content requirements: • By earning college-level math credit through Each student must complete requirements CLEP or AP tests, described under Level 1 and Level 2, as or described below. • Through high school coursework and math Level 1 requirements: An Introduction to the ACT scores as approved by the Math Arts and Sciences Department. A) Complete one Philosophy course from D) Proficiency in Health and Physical Education among PHIL 101, 201, 207, 208, 210, and Skills may be demonstrated by completing 217 both of the following: B) Complete one Theology course from • Passing PED 149: Wellness (1 cr), and among THEO 101, 201, 202, 215, 219, • Passing one activity course or Samaritan 240, 250, 345, and 346 Skills course (PED 206: First Aid (2 cr); C) Complete two Humanities group courses PED 300: Advanced Swimming (2 cr); or from two different departments other than Philosophy and Theology 31 General Information

D) Complete one Creative Arts group course credits attempted toward a bachelor’s degree of 2-3 credits, or participate for credit in one and in all semester credits attempted at year of the same musical ensemble, or com- St. Ambrose. Students also must earn a plete one year of study for credit of the same cumulative grade-point average of at least musical instrument 2.0 in all courses required for the major E) Complete one Social Science group course unless a higher grade-point average is speci- F) Complete one Natural Sciences and fied for that major. Mathematical Sciences group course • At least 30 semester credits are to be in Level II requirements: Extended Exploration of courses at the 300 level or above. Varsity the Arts and Sciences athletics do not satisfy this requirement. G) Complete two additional approved courses • Writing Intensive Requirement: After pass- in Philosophy, Theology, or Catholic ing ENGL 101 with a C or better, the stu- Studies with at least one course taken at the dent must pass, with a C or better, two writ- 300 level and one of the options described as ing intensive (WI) courses. One can be at 4.(H), 4.(I), or 4.(J): any level in any department, and one must Option 1 be at the 300 or 400 level in the declared H) Breadth of Study in the Arts and Sciences major. A student pursuing a double major i) Complete one additional Humanities must complete a WI course in each major. group course from a department other than This would satisfy the two required WI Philosophy, Theology, or Catholic Studies courses. A WI next to the course code in the ii) Complete one additional Social Sciences catalog identifies a writing intensive course. group course 6. Complete the minimum of 120 semester cred- iii) Complete one additional Natural and its according to the following requirements: Mathematical Sciences group course • For transfer students, no more than 60 OR semester credits from two year institutions Option 2 may count toward the 120 semester credits I) Interdisciplinary Study required for the degree. Exceptions may be i) Complete an existing Interdisciplinary approved by the Board of Studies on an Minor of at least 15 credits. You also may individual basis. The final 30 semester cred- design an individualized interdisciplinary its or 45 of the last 60 semester credits are minor. Please contact the Registrar or the to be earned at St. Ambrose. director of General Education for further • No more than 42 semester credits earned in information. any one department may be counted toward OR the 120 semester credits required for the de- Option 3 gree (except for the following majors: J) Depth of Study in the Arts and Sciences 44–45 credits in chemistry; 54 credits in art, i) Complete a second major in Economics, communication, criminal justice, economics, or in any department of the College of Arts languages and theatre; 55 credits in physical and Sciences. education; 57 credits in elementary educa- 5. Meet the following requirements for the tion.) degree in addition to completing the mini- • No more than six semester credits in mum number of semester credits: Physical Education and no more than four • Students must earn a cumulative grade- semester credits of Varsity Athletics, may be point average of at least 2.0 in all semester applied toward the 120 semester credits

32 General Information

required for a degree. This restriction applies Bachelor of Elected Studies Degree to all students except those majoring or The Bachelor of Elected Studies degree program minoring in Physical Education or those who is meant to meet the needs of mobile adults with receive the Coaching Endorsement. diverse backgrounds who have already earned college credits, probably from several institutions of NOTE: The requirement to demonstrate proficiency higher education. in Information Literacy Skills, and the Writing The BES degree lets students work with advi- Intensive requirement described in the preceding sors to design a program consisting of courses ori- Bachelor of Arts degree section also are required for ented toward personal interests, needs, and goals. the Bachelor of Applied Management Technology, The curriculum includes a general education Bachelor of Business Administration, Bachelor of component which allows flexibility in course Elected Studies, Bachelor of Music Education, work, yet emphasizes the liberal arts. Bachelor of Science in Industrial Engineering, For complete degree requirements see Bachelor of Science, and Bachelor of Special Studies. “Elected Studies” in the Undergraduate Programs section. Bachelor of Science Degree Requirements This degree is available in the traditional and In order to earn a Bachelor of Science Degree accelerated formats. See the ACCEL Program from St. Ambrose University with 120 semester section for more information. credits, students need to: 1. Complete a major in Biology, Chemistry, Bachelor of Applied Management Technology Computer Science, Mathematics, Physics or Degree Psychology. Courses in the major department The Bachelor of Applied Management Techno- and in other departments required for the logy degree program is designed to build on a major may also be used to meet general degree two-year Associate of Applied Science (AAS) requirements where applicable. degree. As an AAS degree holder, the student will 2. Complete requirements two through six as have completed a specialized technical, vocational stated in the Bachelor of Arts Degree require- or professional study program and may now add ments in this section of the catalog. general education and applied management studies to earn a baccalaureate degree. Bachelor of Music Education Degree Requirements For complete degree requirements see In order to earn a Bachelor of Music Education “Applied Management Technology” in the Degree from St. Ambrose University with 136 Undergraduate Programs section. semester credits, students need to: This degree is available in the traditional and 1. Complete the requirements for a Bachelor of accelerated formats. See the ACCEL Program Music Education Degree as described in the section for more information. Music Department section. Courses in the major and in other departments required for Bachelor of Special Studies Degree the major also may be used to meet general St. Ambrose offers registered nurses and allied degree requirements where applicable. health professionals a program leading to a 2. Complete requirements two through six as Bachelor of Special Studies. stated in the Bachelor of Arts Degree require- For complete degree requirements see “Special ments in this section of the catalog. Studies” in the Undergraduate Programs section. This degree is available in the traditional and accelerated formats. See the ACCEL Program section for more information. 33 General Information

Bachelor of Business Administration Degree courses are concerned with the use of quantita- The Bachelor of Business Administration pro- tive methods for studying the natural world. vides a broad foundation in liberal arts and sci- Humanities ences and introduces students to a wide variety (all courses 3 credit unless noted): of business areas. This degree is open to mature, ART 120. Topics in Art History adult students who have at least three years of ART 250. Art Through the Ages I work experience and is only offered through the ART 251. Art Through the Ages II St. Ambrose University ACCEL accelerated ART 320. Advanced Topics in Art History degree completion program. ART 350. American Art For complete degree requirements see ART 351. Art of the Modern World “Business Administration” in the Undergraduate ART 352. Beyond the Western World Programs section. ART 354. Christian Heritage in Art For more information on accelerated degree CATH 201. Introduction to Catholic Studies completion see the ACCEL Program section. ENGL 120. Literary Topics ENGL 201. British Literature I Exceptions to Degree Requirements ENGL 202. British Literature II Exceptions to the degree requirements may be ENGL 210. American literature I granted only by the Board of Studies. Requests ENGL 211. American Literature II for such exceptions should be made in writing ENGL 221. Lit in English Outside U.K. and U.S. and forwarded to the Board through the Records ENGL 222. Women’s Literature and Registration Office. Petition forms for ENGL 233. Minority Voices in Literature waivers of general degree requirements are avail- ENGL 240. Fiction in Film able in the Records and Registration Office. The ENGL 242. Popular Literature Board of Studies meets monthly during the aca- ENGL 243. Irish Literature ENGL 244. Literature of the Sacred demic year and as necessary during the summer. ENGL 246. Literature of Place Exceptions to department major requirements ENGL 303. Shakespeare may be made by the chair of the major depart- ENGL 304. Renaissance Literature ment in consultation with the registrar. Such ENGL 307. Romanticism departmental waivers and exceptions must be in ENGL 309. Victorian Literature writing and copies are maintained in the stu- ENGL 310. Nineteenth-Century Fiction dent’s permanent file. ENGL 341. American Poetry ENGL 343. American Realism and Naturalism Courses that Meet the General Education ENGL 344. Modernism Requirements of the 2003–05 Catalog ENGL 345. Twentieth-Century Fiction All approved courses in General Education have ENGL 346. Contemporary Fiction been allocated to one of four disciplinary groups. ENGL 360. Advanced Topics Humanities courses are concerned with people, HIST 101. World Civilization to 1500 their values and the human experience. Creative HIST 102. World Civilization Since 1300 Arts courses are concerned with the creation of HIST 111. U.S. History to 1865 artistic responses to the human experience. HIST 112. U.S. History Since 1865 Social Sciences courses are concerned with the HIST 115. Topics in History use of quantitative and qualitative methods in HIST 140. History of Sport and Recreation studying social and cultural aspects of human HIST 220. Modern East Asia experience. Natural and Mathematical Sciences HIST 225. The Modern Middle East

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HIST 230. Modern Latin America PHIL 370. History of American Philosophy HIST 235. Modern Africa PHIL 375. Existentialism HIST 245. Catholicism in America PHIL 390. Special Topics in Philosophy HIST 260. History of Iowa SPAN 303. Selected Works in Spanish Literature HIST 307. History of Christianity: Early/Medieval SPAN 304. Selected Works in Spanish Literature HIST 308. Hist of Christianity: Reformation/Mod SPAN 305. Selected Readings Latin American Lit HIST 310. Greece and Rome SPAN 306. Selected Readings Latin American Lit HIST 315. Advanced Topics in History THEO 101. Introduction to Theology HIST 317. The Middle Ages: 300 to 1300 THEO 201. Introduction to the Old Testament HIST 318 Medieval Britain THEO 202. Introduction to the New Testament HIST 319. The Renaissance and the Reformation THEO 215. Introduction to the Sacraments HIST 336. Europe 1648–1815 THEO 219. Introduction to Moral Issues HIST 337. Europe 1815–1918 THEO 240. Introduction to Black Theology HIST 338. Twentieth Century World THEO 245. Catholicism in America HIST 340. Modern Britain, 1603-present THEO 250. Introduction to Comparative Religions HIST 341. History of the British Empire THEO 255. Religion in America HIST 342. Modern Ireland THEO 300. Contemporary Theological Issues HIST 343. War and Peace in Northern Ireland THEO 301. Jesus Christ. His Person and Mission HIST 345. Modern Germany THEO 302. Seminar in Peace and Justice HIST 365. Peopling of America THEO 307. History Christianity: Early/Medieval HIST 368. Irish-Amer Experience: 1700 to Present THEO 308. Hist Christianity: Reformation/Mod IS 101. Intercultural Understanding THEO 309. Prayer, Spiritual Life and Liturgy IS 103. Foreign Cultural Experience (4 cr) THEO 310. Music in Liturgy IS 201. Selected Works French Lit in Translation THEO 311. Environmental Ethics IS 204. Selected Works Hispanic Lit in Translation THEO 312. Rome and Christianity IS 210. Selected Topics in Culture and Civilization THEO 313. Celtic Spirituality MUS 110. Music Orientation (2 cr) THEO 315. The Church: Meaning and Mission MUS 114. Irish Music in the World (2 cr) THEO 317. Problems Faith, Theo Anthropology MUS 115. Music in Culture ( 2 cr) THEO 340. Women in Theology MUS 120. Jazz Appreciation (2 cr) THEO 345. Introduction to Religions of the West MUS 310. Music in Liturgy THEO 346. Introduction to Religions of the East PHIL 101. Introduction to Philosophy THEO 350. The Protestant Perspective PHIL 201. Logic THEO 354. The Jewish Perspective PHIL 207. Ethics THEO 365. Theology of Marriage PHIL 208. Philosophies of Life THEO 403. The Holocaust PHIL 210. Social and Political Philosophy THEO 404. The Catholic Perspective PHIL 217. History of Ancient Philosophy THEO 409. Christian Mystical Tradition PHIL 302. Peace and Justice Seminar THTR 202. Survey of Theatre PHIL 305. Business Ethics THTR 210. Survey of American Film PHIL 310. Bio-Medical Ethics THTR 304. Theatre History I PHIL 311. Environmental Ethics THTR 305. Theatre History II PHIL 342. Ethics of Sexuality THTR 315. Classic Dramatic Literature PHIL 343. Ethics of Peace and Nonviolence THTR 316. Survey of Current Dramatic Literature PHIL 360. Hist Medieval/Renaissance Philosophy THTR 321. Topics in Theatre PHIL 365. History of 16–18th Century Philosophy THTR 385. Theatre in London PHIL 367. History of 19–20th Century Philosophy THTR 386. Irish Theatre

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Creative Arts MGMT 101. Foundations of Business ART 100. Drawing Introduction ORGL 201. Intro to Leadership Development ART 150. Survey of Art Studio (2 cr) PSCI 101. Government of the U.S. I ART 200. Calligraphy PSCI 102. Government of the U.S. II ART 201. Studio Fundamentals: Painting PSCI 103. Politics in Film ART 206. Studio Fundamentals: 2-D Design PSCI 110. Law and Society ART 207. Studio Fundamentals: Drawing PSCI 199/299/399. Special Topics Political Science ART 208. Studio Fundamentals: 3-D Design PSCI 301. Political Parties, Campaigns & Elections ART 220. Introduction to Prints I PSCI 303. Constitution of the United States ART 233. Photography I PSCI 304. Civil Liberties and the Constitution ART 234. Photography II PSCI 305. Mock Trial (2x for Gen Ed cr) (1 cr) ART 303. Figure Composition and Anatomy PSCI 307. History of Political Thought I ART 304. Figure Drawing PSCI 308. History of Political Thought II ART 305. Ceramics PSCI 309. International Politics ART 331. Painting II PSCI 313. Foreign Policy of the U.S. ART 430. Painting III PSCI 325. Public Opinion and Propaganda ART 431. Painting IV PSYC 105. Introductory Psychology ENGL 317. Creative Writing PSYC 201. Personal Adjustment ENGL 319. Environmental Writing PSYC 203. Psychology of Gender ENGL 321. Memoir Writing PSYC 284. Child and Adolescent Psychology MUS 102. Guitar Class (1 cr) PSYC 305. Life-Span Developmental Psychology MUS 103. Applied Music (1 cr) PSYC 324. Abnormal Psychology MUS 104. Piano Class (1 cr) SOC 101. Introduction to Sociology MUS 111. Choir (1 cr) SOC 120. Social Problems MUS 117. Band (1 cr) SOC 210. Cultural Anthropology MUS 118. Jazz Band (1 cr) SOC 220. Social Psychology MUS 121-127. Ensemble (1 cr) SOC 225. Sex and Gender MUS 303. Advanced Applied Music (1 cr) SOC 230. Introduction to Gerontology MUS 311. Chamber Singers (1 cr) SOC 235. Deviant Behavior MUS 313. STAMVOJA (1 cr) SOC 240. Race and Ethnicity PED 211. Beginning Modern Dance (2 cr) SOC 260. Social Organization PED 212. Beginning Jazz Dance (2 cr) SOC 265. Social Stratification and Inequality PED 213. Beginning Ballet (2 cr) SOC 280. Conflict Resolution PED 218. Irish Social Dancing (2 cr) SOC 323. Marriage and the Family PED 301. Square, Folk and Social Dance (2 cr) SOC 326. Medical Sociology THTR 105. Beginning Acting for Non-Majors SOC 356. Sociology of Religion THTR 307. Advanced Acting WMST 201. Women’s Studies WMST 315. Latin American Women’s Issues Social Sciences (all courses 3 credit unless noted): Natural Sciences ECON 101. Economics Survey (all courses 3 credit unless noted): ECON 201. Principles of Macro-Economics ASTR 201. Astronomy ECON 202. Principles of Micro-Economics BIOL 101. Principles of Human Biology (4 cr) CRJU 101. Introduction to Criminal Justice BIOL 103. General Biology I (4 cr) CRJU 316. Juvenile Justice BIOL 104. General Biology II (4 cr) GEOG 205. Human Geography BIOL 106. Human Genetics

36 General Information

BIOL 107. Plants and Civilization ondary studies, your credits will transfer to St. BIOL 108. Principles of Evolutionary Change Ambrose University according to the following BIOL 109. Environmental Science (4 cr) policies: BIOL 110. Natural History for Poets As long as you meet the residency require- BIOL 112. Humans and Disease ments, you can earn up to 60 credits at two year BIOL 123. Selected Topics (2-4 cr) colleges. Students may take courses at a two year CHEM 101. Chemistry and Society (4 cr) college regardless of academic standing, e.g., a CHEM 102. History of Chemistry senior could take a lower level course at a com- CHEM 103. Principles of Chemistry (4 cr) munity college. Credits for which a grade of CHEM 105. General Chemistry I (4 cr) “1.00–1.99” on a 4.00 system was earned may CHEM 106. General Chemistry II (4 cr) be transferred provided a person has, at the time CHEM 120. Chemistry of Art of transfer, a cumulative grade-point average of GEOG 201. Physical Geography at least 2.00 on the 4.00 system at the institution NSCI 105. Introduction to Physical Science (4 cr) at which any “1.00–1.99” grades were earned. NSCI 201. Astronomy NSCI 202. Earth Science If you have earned 60 semester credits from a NSCI 205. Physical Geography two year college, you may still take additional PHYS 110. Physics of Sound and Light courses to complete a lower level general educa- PHYS 160. Basic Electricity and Electronics tion requirement, but the hours will not count PHYS 201. Principles of Physics (4 cr) toward your degree. Transfer credits to be PHYS 203. College Physics (4 cr) applied toward General Education must meet PHYS 251. General Physics I (4 cr) the requirements listed in the catalog under General Education Degree Requirements. If you have graduated from a two-year college with a 2.00 grade average, your Associate in Arts Academic Information Degree or Associate in Science Degree will be Assessment accepted at St. Ambrose University as fulfilling The primary purposes of assessment are to deter- 60 semester credits of baccalaureate require- mine whether St. Ambrose University is current- ments, and you will be given Junior status. You ly meeting its goals and objectives for teaching are still required to meet degree and residency and learning, and to improve the quality of requirements The residency requirement is “the teaching and learning in the future. At times, last 30 hours or 45 out of the last 60 credits to students will be asked to participate in the assess- be taken at SAU.” ment process by completing specialized assess- A maximum of 90 semester credits from ment activities. These assessment activities can senior colleges, universities, two year colleges, be completed in a variety of settings (such as the and community colleges combined may be classroom, at home, or at a testing center) as accepted in transfer and be applied to a bache- well as in a variety of ways (such as online, lor’s degree from St. Ambrose University. paper-and-pencil, in small or large groups) Credits from some non-accredited colleges depending upon the activity. All students, may be transferable in whole or in part, but they regardless of class level or enrollment status, are are not validated or posted to the permanent asked to assist with this important process. record until after the completion of 15 semester credits at St. Ambrose. Policies on Credit by Transfer and Other Means Registered nurses who have successfully com- If you already have completed some post-sec- pleted a three-year hospital diploma program

37 General Information ordinarily are awarded 90 semester equivalency information, see Assessment of Prior credits which are applicable to a Bachelor of Experiential Learning in this section.) Special Studies degree without a major. Those St. Ambrose University permits a maximum of who have completed a two-year hospital diploma 60 equivalency credits for non-classroom learning program ordinarily are awarded 60 semester to be applied to a degree or the equivalent of 90 equivalency credits applicable to the degree. semester credits for a combination of classroom Credits attached to courses successfully com- and non-classroom learning done elsewhere. pleted through the United States Armed Forces College-Level Examination Program (CLEP) may be transferable and applicable to a bachelor’s St. Ambrose University recognizes the five general degree at St. Ambrose University. examinations and most of the subject examinations of the College-Level Examination Program Accelerating Progress Toward a Second Bachelor’s of the College Board. Degree CLEP credits may be used to fulfill general Post-baccalaureate students seeking a second education and elective requirements. They also degree, whether they graduated from St. Ambrose may be used to fulfill major requirements with or another institution, will have all of their tran- Departmental approval. Credits are not given for scripts evaluated (including those from junior col- introductory courses when there are previously- leges) regardless of the order of attendance. A earned credits for a more advanced course in the possible total of 90 semester credits can be trans- same area. ferred in using a “pool” of all credits earned. CLEP examinations are administered at Students may be able to reduce the amount of St. Ambrose University on a regularly scheduled time ordinarily required to earn a bachelor’s basis. This schedule is available in the Student degree in one or more of the following ways: Success Center. Arrangements for taking the 1. Achieving sufficiently high scores on examina- examinations must be made three weeks in tions through the College-Level Examination advance of the date of administration. Program (CLEP) of the College Board. (For further information, see College-Level Assessment of Prior Experiential Learning Examination Program, in this section.) St. Ambrose has established a system for assessing 2. Obtaining equivalency credits through the and crediting prior experiential learning if you are Advanced Placement Examinations (AP) of the an adult student who brings practical knowledge College Entrance Examination Board. and experience when you come to the University. 3. Performing satisfactorily on some Subject If you can demonstrate to the satisfaction of an Standardized Tests of the United States expert in a given field that you have gained col- Armed Forces Institute (USAFI) and/or the lege-level learning outside the college classroom, Defense Activity for Non-Traditional you may be are able to obtain equivalency credits Education Support (DANTES). applicable to a degree. These credits may or may 4. Receiving recognition for studies completed not be transferable to other colleges. with certain non-collegiate organizations and Methods of demonstrating prior experiential companies. learning include portfolio development or special 5. Establishing the acquisition of certain Military examination by department. For further informa- Occupational Specialties (MOS’s), or even tion about policies and procedures on assessment having spent some time in military service. of prior experiential learning, contact the 6. Providing the attainment of college-level learn- Professional Development Center. ing from life and work experience. (For further

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Classification of Undergraduate Students check on graduating students, this is done pri- First Year: 0 to 29 semester credits marily to be sure its graduating students have Sophomore: 30 to 59 semester credits met the requirements. Advising individual stu- Junior: 60 to 89 semester credits dents of their progress is a service provided them Senior: 90 semester credits and does not relieve them of their responsibility to make certain they are meeting the require- Statement of Major ments. Students should check with their academ- At the time of admission to St. Ambrose ic advisors about the procedures they should fol- University, each student is encouraged to indi- low in this matter as they approach graduation. cate a specific area of academic interest. The Students will be billed for the graduation fee concentration in an academic subject is the stu- by the Student Account Services Office near the dent’s major. end of the last semester. The fee covers such Each major has a structured program of costs as the graduation audit and diploma. courses which provides an in-depth understand- Students who will complete no more than six ing and mastery of the area. These programs are semester credits during the interim and summer described in the catalog under their programs of sessions may apply to go through the May com- study and course descriptions. Students may mencement ceremony. These students should major in more than one department, and each contact the Records and Registration Office by major is pursued under supervision. March 31 of the graduation year. Enroll in the By the end of the sophomore year, students summer courses and pay the graduation fee by are to file a formal statement of major or majors the last week of April. in the Records and Registration Office. Students wishing to change their stated major or to add Graduation Honors another major are to file a new statement reflect- At graduation, honors are conferred upon stu- ing such a change. Forms for the statement are dents who have maintained the following grade- available in the Records and Registration Office. point averages: The statement is to include the approval and the cum laude 3.5 signature of the department chair of each major. magna cum laude 3.75 summa cum laude 3.9 Application for Graduation Generally, graduation honor status is based As candidates for a degree, students are to file in on the GPA of all courses taken (including trans- the Records and Registration Office an applica- fer courses) prior to the semester in which gradu- tion for graduation one year before the date they ation takes place. Students who have a higher plan to complete the requirements for gradua- GPA after their final semester, which puts them tion. In addition, a graduation audit of all into the honors category or moves them to a records is completed by the Records and higher level, will have the new category posted to Registration Office to make sure students are the permanent record and added to their diplo- meeting all graduation requirements. mas. Honors will not be removed or lowered if In addition to completing the steps for appli- the last semester GPA lowers the cumulative cation for graduation, students are responsible GPA. for determining that they are meeting all graduation requirements and have no outstanding financial obligation to the University. Even though the University provides an academic

39 General Information

Course Numbers are used: During the May interim (three weeks) a Course numbers have the following meaning: class load of three credits is considered full-time. Courses numbered from 100 to 199 normally are During the regular day or evening session (six first year courses. weeks), a class load of six credits is considered Courses numbered from 200 to 299 normally are full-time, and three credits is half-time. sophomore courses. Courses numbered from 300 to 499 normally are Graduate Class Load junior and senior courses. A graduate student with a class load of nine Courses numbered 500 through 900 normally are semester credits is considered a full-time student; graduate courses. one with six semester credits is considered a three-quarter time student; and one with three Undergraduate Class Load credits is considered a part-time student. For the The normal undergraduate full-time class load is summer session a class load of three credits is 15 to 17 semester credits. A student with a class considered full-time. load of 12 semester credits is considered a full- time student, and one with fewer than 12 semes- Class Attendance ter credits is considered a part-time student. All Students are encouraged to attend class regularly first year students are limited to a maximum of 18 to maintain their scholarship record. Each faculty semester credits. An exception may be made for member, however, establishes an individual class engineering and science students. Students on attendance and absentee policy. This policy is scholastic probation may not register for more explained at the beginning of each semester by than 13 semester credits without approval from each faculty member, who also places the policy their academic advisor and may not register for on file in writing in the Offices of Records and more than 15 semester credits without the written Registration and with the vice president for acad- approval of the Board of Studies. ACCEL stu- emic affairs. dents on academic probation may not take more than nine semester credits. Undergraduate Grading System A semester credit is defined as one 50-minute The grading system uses symbols with the follow- lecture or recitation period per week for one ing meanings: semester. Laboratory periods are two to three A = exceptional achievement periods in length and are equivalent to one lec- B+ = achievement qualitatively greater than ture period. that required for the grade of B Students who wish to register for more than 18 B = achievement superior to the basic level semester credits will need permission from the C+ = achievement discernably above basic Board of Studies before registering for the desired achievement extra course. This permission can be granted if C = basic achievement in which both qualitative students have achieved a grade-point average of and quantitative requirements are met ade- 3.0 for the last semester of recorded college work quately and satisfactorily and have an exceptional and satisfactory reason. D = work below the basic level of achievement Concurrent registration for transfer credits at but of sufficient quality to warrant credit another institution by full-time students is P = passing work completed in a course where allowed only if the students have prior approval of the student is registered pass/no pass the appropriate college dean. NP= not passing work completed in a course For the summer session, the following criteria where the student is registered pass/no pass

40 General Information

F=complete failure to meet course requirements the department chair at the beginning of each W = withdrawal from a course without an semester within the academic year. assigned grade 4. If the work is not completed within one acade- WF= withdrawal from a course while doing fail- mic year, the student will have to re-enroll in ing work the course and accept all financial conse- WP= withdrawal from a course while doing pass- quences of this action. ing work Grade Quality-Points I = incomplete work (a student needs to have Academic standing is communicated through a completed a majority of the course with a numerical system of “quality-points.” To be in passing grade and to have worked out a good standing, students need to have an average schedule of completion with the teacher) of two quality-points for each semester credit IP = in progress work (for students in courses attempted or a 2.0 cumulative grade average. that are not expected to be completed with- Each letter grade carries a specific quality- in the normal semester, i.e. occupational point value. The quality-points earned in a specif- therapy internships. See explanation ic course are equal to the value of the letter grade below.) multiplied by the number of credits. Each letter X = absence from the final examination (a grade has the following quality-points value: schedule of completion is to be worked out A = 4 quality-points with the teacher) B+ = 3.5 quality-points AU= course taken on audit basis B = 3 quality-points If a student receives an I or X, the course must C+ = 2.5 quality-points be completed by the pre-arranged date made with C = 2 quality-points the teacher of the course or by the end of the first D = 1 quality-points 10 weeks of the next semester. A grade of F will F = 0 quality-points be assigned if these deadlines are not met. An incomplete (I) grade is not assigned any All I or X grades assigned before July 1, 1986 quality-point value and the course is not included will be entered as F. Students wishing further in the calculation of the cumulative grade point consideration must apply to the Board of Studies. average until a grade for the course is assigned. A An IP grade is to be used with courses that are pass/no pass course does not figure in the not expected to be completed within a regular computation of the quality-point average. academic semester. Courses seeking to use this Quality-point averages are determined by mul- grade would have to be approved by the tiplying the numeric value of the letter grade by Educational Policy Committee. Courses approved the semester credits the course carries. The to use this grade have a notation within their cumulative GPA is calculated by adding up the course description. quality-points earned in each course and dividing The requirements for use of this grade are as by the total number of semester credits at- follows: tempted. 1. Completion of course work is limited to one academic year from date of enrollment. Graduate Grading System 2. This grade will carry “resident credit” that can For information on the graduate course grading be used to meet financial aid and loan defer- system, see the Graduate Level Grading System ment requirements for one academic year from heading in the Graduate Information section. date of enrollment. 3. Satisfactory progress has to be confirmed by

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Dean’s List Auditing The undergraduate Dean’s List is compiled at the Undergraduate students may register for a course end of each fall and spring semester. All full-time on an audit basis instead of for credit. Audit students who have achieved a 3.5 or more semes- courses are to be considered part of the student’s ter grade-point average are eligible for inclusion total credit load in computing the student’s on the list. tuition. Thus, a student who registers for 12 Part-time students may apply upon completion semester hours for credit and three semester hours of 12 semester credits with a grade-point average on an audit basis is considered (for tuition purpos- of 3.5 or more. After each subsequent block of 12 es) to have registered for an equivalent of 15 semester credits with a 3.5 grade point average, semester hours. part-time students may apply again for inclusion. Students may change their registration from Dean’s List application by part-time students may credit to an audit basis during the first four weeks be completed in the Records and Registration of the semester. However, an initial registration Office or the Professional Development Center. for audit may not be changed to a for credit registration once classes have begun. Pass/No Pass Option A pass/no pass option is available for students who Retaking a Course wish to explore an academic interest outside their Courses which are retaken to demonstrate addi- major program without jeopardizing their grade- tional proficiency in a content area will not be point average. counted toward the 120 semester credits required The following should be noted: for graduation if prior credit has been awarded for 1. Students should be enrolled for three or more the same course. The grades for both courses will semester credits at St. Ambrose University. be used in computing the cumulative grade-point 2. Only eight pass/no pass courses (24 semester average unless application is made for the Second credits) will count toward the 120 semester Grade Option (See below). credits required for graduation. 3. A pass/no pass course may not be used to fulfill Second-Grade Option general degree requirements, major, minor, or A student may repeat a course taken at concentration mandatory requirements. St. Ambrose University, unless obvious regression (Exceptions: upper division courses only is involved, and have only the grade and credit of offered on a pass/no pass basis and required for the second registration used in calculating total a major, minor, or concentration.) hours earned as well as cumulative and total 4. A pass/no pass course will not be figured in the cumulative grade-point averages. Under the provi- computation of grade-point average. sions of this option, the Records and Registration 5. Instructors have no notification of who is opt- Office will mark the permanent record to show ing for the pass/no pass privilege. that a particular course has been repeated. 6. Students may start a course declaring pass/no Students who wish to use this option should pass or a letter grade option, and change to a register in the usual manner for the course. Once letter grade or pass/no pass within three weeks the course has been completed and a grade from the beginning of the semester. received, the initial course grade will remain on the permanent record, but only the most recent course will be used in calculating the grade-point averages and hours earned.

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Restrictions: Withdrawal from the University 1. The second-grade option may be used only Official withdrawal from the university during the once per course. semester is arranged with the appropriate college 2. If the course was taken for a grade the first dean or the registrar before the student leaves time, it must be taken for a grade the second campus. Official withdrawal insures that all time. records properly reflect such action. Students who 3. If the course was taken pass/no pass the first leave unofficially will receive F grades in all class- time, it may be taken pass/no pass or for a es listed on the official registration. grade the second time. 4. The second-grade option may not be used if Satisfactory Progress, Probation and Dismissal the first grade was assigned as a result of disci- All undergraduate students are expected to main- plinary action. tain satisfactory progress toward a degree. 5. The second-grade option may be used in no Satisfactory progress is defined by the following more than four courses or no more than 12 scale: semester credits. END OF END OF 6. The second-grade option may be used only for FIRST SEMESTER SECOND SEMESTER courses taken and repeated at St. Ambrose. First-year students 1.70 1.80 Change of Registration (0–15 credits) (16–30 credits) Students who wish to change their registration Second-year must do so officially on the Change of students 1.90 2.00 Registration form in the Records and Registration (31–45 credits) (46–60 credits) Office. If not, students will receive an F in the Third-year unofficially dropped course and there will be no students 2.00 2.00 credit for the unofficially added course. It is the (61–75 credits) (76–90 credits) student’s responsibility to fill out the Change of Fourth-year Registration form, obtain signatures of the students 2.00 2.00 instructors involved and the academic advisor, (91–105 credits) (106–120 credits) and return the form to the Records and Registration Office. Students whose academic performance falls below During a 16-week academic semester, if a these standards will be reviewed at the end of course is dropped between the first week and the each semester by the Board of Studies, which end of the fourth week of class, no grade is offi- may recommend probation or dismissal. cially recorded. Probation is a proving period during which a stu- If a course is dropped between the end of the dent’s continuance at St. Ambrose is in jeopardy. fourth week and the end of the 10th week, the While on probation, students are limited to 13 grade of W (Withdrawal) is officially recorded. credits per semester, with allowances made to If a course is dropped after the 10th week, the take as many as 15 credits with the support of the change is officially recorded as WF (Withdrew student's academic advisor. ACCEL students on Failing) or WP (Withdrew Passing) as determined probation may enroll in no more than 3 semester by the instructor. credits per session with a total of 9 semester cred- During the shorter summer academic sessions, its for the semester. which are fewer than 16 weeks, the time periods Generally, a full-time student will only be are pro-rated for withdrawal. allowed to remain on probation for two consecu-

43 General Information tive semesters, and will either have the designa- extensive copying of words or ideas from outside tion removed (if they have made satisfactory sources. Possible penalties range from having to progress toward their degree) or will be dis- resubmit the assignment to receiving a grade of F missed. Students whose progress is notably poor for the course. may be dismissed without being placed on proba- “Cheating” refers to dishonesty in classroom tion. examinations. A student who has been academically dis- “Simple cheating” refers to occasional copying missed may be considered for readmission after from another’s paper during an examination. As a one full semester has passed. A summer session possible penalty, the student may be required to does not constitute a full semester. New students retake the examination. who are accepted with “Provisional Admission” “Aggravated cheating” refers to the use of are considered to be on probation during their “crib” notes or extensive copying from another’s first semester at St. Ambrose. paper. As a possible penalty, the student may Students may appeal an action taken by the receive an F on the examination or receive a WF Board of Studies. Students have the right to rep- or F for the entire course. resent themselves and their petition, though may “Organized cheating” refers to the use of a choose to make their case through the written stolen examination and to any attempt to change petition only. In either case, a completed petition a grade by dishonest means, such as changing must be submitted. Appeals must be initiated scores in an instructor’s grade book. As a possible through consultation with the Registrar and fol- penalty, the student may be suspended from the low the procedure outlined below: University for one semester, and serious cases Step 1: Obtain petition from the Registrar. may result in expulsion from the University. Step 2: Fill out the petition completely. Little distinction is made between the student Step 3: Submit petition to academic advisor for who is actually guilty of academic dishonesty and comments and signature. In cases where an advi- anyone who aids the student by such action as sor is not known or may not be in a position to providing a copy of a stolen examination or by comment, Registrar may authorize the petition. writing a paper for another student. Step 4: Submit petition to Registrar for schedul- An instructor and the University can change a ing at the next meeting of the Board of Studies. student’s grade at any time, even after a course has been completed if the student has committed Policy on Academic Dishonesty an act of academic dishonesty. “Plagiarism” involves submitting work prepared The following process will be used to investi- outside of class that is not entirely the student’s gate acts of cheating or plagiarism and to imple- own, such as papers, reports, and oral presenta- ment the suggested penalties: tions. 1. An investigation may be initiated by a profes- “Simple plagiarism” refers to the occasional sor, student or parties who have reason to use of words or ideas from outside sources with- believe an offense has taken place. Students or out documenting those sources. As a possible others need to notify the professor, the depart- penalty, the instructor may require the work to be ment chair, the appropriate college dean, or resubmitted with documentation and/or require dean of students, either verbally or in writing, the student to work on documentation at the that they think a violation has taken place. The Student Success Center. names of those supplying information will be “Aggravated plagiarism” refers to purchasing a held in confidence by the university. paper, having another person write a paper, or 2. The professor may pursue the matter either

44 General Information

informally or formally. The professor may met with overnight, same day, or next day confront the student with the charge informal- express mail. Loan deferment forms can be sent ly and suggest a sanction the professor feels is if the fax is located in the loan office. Original appropriate. The student may either accept forms will be sent as follow-up through the mail. the sanction or may request a formal hearing Documents received by fax are considered “unoffi- before the St. Ambrose Judicial Board.* cial” and may be used as working documents only. 3. The professor or the student may pursue the Completion of files, evaluations of credits, investigation formally through the office of the certification of athletes, or other official actions Dean of Students and the Judicial Board. will need receipt of an official, stamp/sealed tran- This method is suggested for those charged script. with organized cheating or aggravated plagiarism,; for example, those who may have sup- St. Ambrose University Organization plied a paper or sections of a paper to another College of Arts and Sciences student and who may or may not be enrolled Departments in the class in question may be charged. Art 4. The Dean of Students will give written notice Biology to the individual(s) involved within 24 hours Chemistry of the complaint, and the student will be Criminal Justice given 48 hours to prepare a defense. The English Judicial Board will determine guilt or inno- History and Geography cence in each case. In those cases where the Languages and International Studies student is guilty, the Judicial Board will apply Mathematics a penalty taken from these guidelines, taking Music into consideration the recommendation of the Philosophy professor. The ruling of the Judicial Board Physics, Engineering and Astronomy may be appealed to the vice president for aca- Political Science demic affairs, whose ruling will be final and Psychology binding. Social Work *The Board is made up of three professors (the three elected members of the Faculty Grievance Committee, with ex- Sociology officio members serving as alternates), and three students Theatre appointed by the Student Government Association. Theology

Transcripts College of Business Transcripts are issued upon written request to Departments the Records and Registration Office. There is no Accounting, Law and Taxation charge for transcripts. Official copies with a seal Communication are sent directly from institution to institution, Computer and Information Systems employer, or prospective employer. All personal Economics and Finance copies are unofficial and are without the official Industrial Engineering seal. Official copies are not given out as personal Information and Decision Science copies. Students should allow one week for the Managerial Studies preparation of a transcript of credits. Fax Policy: Faxed requests will be treated in the same manner as above. Emergencies can be 45 General Information

Health Sciences Programs St. Ambrose offers directed preparation for pro- College of Education and Health Sciences grams in medicine, osteopathic medicine, den- Departments tistry, medical technology, and veterinary medi- Education cine. For information, contact the chairs of the Health, Physical Education and Sports Science Biology or Chemistry Departments, or the direc- Nursing tor of Admissions. St. Ambrose also has several Occupational Therapy variations of programs to prepare for entry into a Physical Therapy school of chiropractic study. For information, College for Professional Studies contact the Biology Department. ACCEL Program Pre-Law Program and Certificate Continuing Studies and Conference Center There are a number of courses about law at Distance Education St. Ambrose to help students decide whether to Professional Development seek professional specialization as a lawyer. A guided program of pre-legal studies also is avail- Special Programs able to prepare students for law school. Pre-law Certificates advising is available through the Political Science Gerontology and the Philosophy Departments. Students Organizational Leadership receive help planning a course of study and law Organizational Management school placement. See the Political Science area Pre-Law (Political Science) in this catalog for information on the Pre-Law Youth Ministry Certificate. For more information, contact the Political Science Department. Concentrations Undergraduate Concentrations Study Abroad Programs Bio-Psychology The Study Abroad Office helps students plan Environmental Biology study abroad as part of their academic program. Forensic Psychology Students can earn up to 30 credit hours per year Molecular Biology and may satisfy some general education or major Pre-Health Professions requirements while living and studying abroad. Youth Ministries In addition to many accredited programs Graduate Concentrations through other colleges and universities, Finance (MBA) St. Ambrose holds a long-time affiliation with Human Resource Management (MBA) Central College in Pella, Iowa, and its study Information Systems (MAcc) abroad programs in France, Mexico, China, Information Systems (MBA) Spain, Austria, Holland, England and Wales. Marketing (MBA) Through Loyola University in Chicago, students can study in Rome. Interdisciplinary Minors There are also reciprocal exchanges with Catholic Studies Maynooth College and Portobello College in International Studies Ireland and the Centro de Estudios Irish Studies Interamericanos in Cuenca, Ecuador, for a Peace and Justice semester or academic year. At times, there are Pre-Law Studies groups going abroad led by SAU faculty. More Women’s Studies information is available from the Study Abroad Office. 46 General Information

discussion and activities at the initial meeting. ACCEL Program Because all ACCEL students are mature adults who have work experience, students learn The ACCEL Program from one another in addition to learning from The ACCEL program (Adult College the facilitator. All class meetings are highly inter- Curriculum for Education and Leadership) offers active. Students participate in group projects, students the opportunity to earn one of the fol- give presentations, and work within team struc- lowing degrees in an accelerated format: tures in addition to completing individual assign- Bachelor of Business Administration (BBA) ments. Students utilize leadership skills and Bachelor of Business Administration (BBA) apply the concepts which are learned each week (Accounting major) through the various methods described above. Bachelor of Applied Management Technology (BAMT)* Admission Information Bachelor of Arts (Computer Network • Contact the ACCEL Office, 563/441-9500. Administration major)* • Submit the free application for admission. Bachelor of Special Studies (BSS)* • Request transcripts from high school and Bachelor of Elected Studies (BES)* from other colleges or universities attended. Master of Organizational Leadership (MOL) • Prior to admission to ACCEL, undergraduate * also available in the traditional semester-long format students may need to complete placement ACCEL is open to mature adult students who tests. Admission to St. Ambrose does not nec- have at least three years of full-time work experi- essarily imply admission to ACCEL. ence and have completed a minimum of 24 cred- An individual advising/registration appoint- its with a grade point average of 2.0 or better. An ment will be scheduled. Students will be given a Associate of Applied Science (AAS) degree is degree plan indicating the courses they have required for admission to the Bachelor of completed and the courses they have yet to take. Applied Management Technology degree pro- The ACCEL Office is located in the gram. The Bachelor of Special Studies requires University’s Continuing Studies and Conference licensure or certification in an allied health pro- Center at 1950 E. 54th St., Davenport. fession. Potential students who meet the other Phone: 563/441-9500 or 1-888/222-3578 (toll- admission criteria but have fewer than 24 semes- free); fax: 563/441-9470; email: [email protected] ter credits may petition for admission. ACCEL offers an accelerated course format Policy on Students Enrolling in Campus and with most three-credit courses meeting once a ACCEL Courses week in five- or eight-week sessions. Nine ses- SAU students who sions are offered each year so that students may • have declared majors not offered by ACCEL “stop-in or stop-out” as work and family respon- • have met the ACCEL admission criteria sibilities require. Classes are held evenings and • 24 credits, weekends for the convenience of working adults. • GPA 2.0 or above, ACCEL students receive an extended syl- • 23 years of age or 3 years full time work labus, called a module, with their text books. experience Each module includes a comprehensive outline • have approval of their on campus advisor of the course assignments and activities. Students (cognizant that the ACCEL format may not complete an assignment prior to the first class so be appropriate for all students) they are prepared to participate in meaningful • are paying tuition either in the zone or by the credit hour 47 General Information

• are in good financial standing (no large out- Those interested in entering the seminary at standing tuition due) St. Ambrose must meet the undergraduate • have no outstanding incomplete grades admission requirements of the University. will be allowed to enroll in SAU courses offered Seminary students also need acceptance by their through the ACCEL program and pay the local Bishop and by the Seminary Rector at ACCEL tuition for each ACCEL course taken. St. Ambrose. If accepted, financial assistance in (Credits taken through ACCEL will not be the form of scholarships and loans is available included in the zone tuition rate. Institutional through the Bishop or Diocesan director of voca- grants/scholarships will not apply to ACCEL tions. St. Ambrose also offers a number of eccle- courses. Federal and state financial aid may be siastical scholarships through the Clement J. and applied to ACCEL tuition.) Mary L. Dunn Scholarship program. Students who have declared on-campus Further details may be obtained from the majors may take no more than 9 credits in the Rector of the Seminary Department. declared major in ACCEL without the department chair’s permission. Students who have declared majors offered by ACCEL and are in good financial standing will be eligible to enroll in on-campus courses and pay the on-campus tuition. If these students enroll in 12 or more credits of on-campus coursework in one semester, they shall pay the zone tuition. Any financial aid for which these students qualify would apply to the tuition for the on-campus credits.

Seminary The Catholic Diocese of Davenport maintains a college-level seminary on the St. Ambrose University campus for young men who feel they are called to the ordained priesthood. The Seminary Department helps prepare candidates so they may enter a school of theology after college. There also is spiritual supervision to help candidates discern if they have a voca- tion. Men in the St. Ambrose Seminary live in Hayes Hall, participating together in a community faith life and sharing common daily prayer experiences. They may pursue any of the bachelor degree programs offered by St. Ambrose. All seminary students are required to take the philosophy and theology courses needed for entrance into a major seminary.

48 Undergraduate Programs

51 Undergraduate Programs

German or Spanish. Majors are also required to Accounting have earned a 2.25 average GPA in all account- The Department of Accounting offers an under- ing courses. graduate major in Accounting, International Requirements for a Minor: 18 semester credits in Accounting and Modern Languages, and a accounting courses. Master of Accounting program. The objective of the undergraduate accounting program is to pro- Course Descriptions vide skills and knowledge necessary for a professional career in public and private accounting, as ACCT 101. Accounting for Small well as for the not-for-profit and government Business Operations 3 credits accounting arena. In addition to providing ser- A study of accounting for the financial opera- vices to other programs, the department offers a tions of a small business with emphasis on busi- minor in accounting. ness formation, maintenance of financial records, and periodic reporting. Requirements for a Major: MATH 151 or equivalent as determined by the Accounting ACCT 201. Accounting Principles I 3 credits Department; 27 semester credits in required Provides an understanding of the basics of finan- accounting courses including ACCT 201, 202, cial accounting and reporting. It includes trans- 301, 302, 304, 305, 307, 309, 312 and six elec- action analysis, recording of transactions in jour- tive credits from ACCT 306, 310, 314, 401, and nals and ledgers, accounting for assets, liabilities 402; nine credits in economics including and owner’s equity and preparation of financial ECON 201, 202, and 307 or 331; 15 credits in statements in conformity with Generally business administration including STBE 337, Accepted Accounting Principles (GAAP). BUS 301, 302, and six elective credits from ACCT 202. Accounting Principles II 3 credits FNCE 300, MKTG 309, MGMT 310, 316 or Provides a further understanding of the basics of INTL 321. Majors are also required to have financial accounting and reporting and provides earned a 2.25 average GPA in all accounting an understanding of the basics of managerial courses. accounting. It includes accounting for capital Requirements for a Major in International stock transactions, preparing and analyzing Accounting and Modern Language: MATH 151 or financial statements of corporations, product equivalent as determined by the department; 30 costing, budgeting and managerial control. semester credits in accounting including Prerequisite: ACCT 201. ACCT 201, 202, 301, 302, 304, 305, 307, 309, ACCT 301. Intermediate Accounting I 3 credits 312, 401 and three elective credits from First of two courses offering in-depth analysis of ACCT 306, 310, and 402; nine credits in eco- accounting principles and their potential impact nomics including ECON 201, 202, and 307 or on business and the profession. Topics include 331; 15 credits in business administration the balance sheet, income statement, current including STBE 337, BUS 301, 302; and six assets and current liabilities. Offered fall semes- elective credits from INTL 321, MKTG 322, ter. Prerequisites: ACCT 201 and 202 with a ECON 331 or MAC 618; 12 semester credits of 2.5 average GPA for those courses. a foreign language (all one language) at 300-level or above, including a course in Business French, ACCT 302. Intermediate Accounting II 3 credits In-depth analysis of some of the more challeng- + = Applicable toward general education degree require- ing accounting areas. Topics include fixed assets, ments WI = Writing intensive course 52 Undergraduate Programs contributed capital, revenue recognition, and Prerequisites: ACCT 201, and, 202 with a statement of cash flows. Offered spring semester. 2.5 average GPA for those courses. Prerequisites: ACCT 201, 202, 301. ACCT 312. Accounting Information ACCT 304. Auditing 3 credits Systems 3 credits Detailed analysis of auditing principles and tech- A study of computerized accounting information niques. Topics include professional ethics, inter- systems to explain how such systems are nal control, auditor’s report and various audit designed, used, controlled and protected. procedures. Prerequisites: ACCT 201, 202, 301, Spreadsheet and database assignments are 302. required to show how computers can be used by businesses. Prerequisite: ACCT 201, 202, 301. ACCT 305. Income Tax Procedures I 3 credits Study of the federal tax structure and the appli- ACCT 314. Internal Auditing 3 credits cation of income tax principles as they apply to An overview of the internal audit function. the individual taxpayer. Tax planning strategies Topics include establishing the function within and research methods will be introduced. an organization, risk assessment, sampling and Prerequisites: ACCT 201 and 202 with a other quantitative methods, report writing, fraud 2.5 average GPA for those courses. investigation, and professional ethics. Prerequisites: ACCT 201, 202, 301, 302, 304. ACCT 306. Income Tax Procedures II 3 credits A review of the federal tax code as it relates to ACCT 401. Advanced Accounting 3 credits corporations, partnerships, estates and trusts. An in-depth analysis of advanced, specialized Includes tax planning to maximize preferential phases of financial accounting. Topics include tax treatment. Prerequisites: ACCT 201, 202, consolidations, partnerships, foreign currency 301, 305. transactions, bankruptcy and Securities and Exchange Commission reporting requirements. ACCT 307. Cost Accounting 3 credits Prerequisites: ACCT 201, 202, 301, 302. Includes job order costing, process costing, activity-based costing, just-in-time inventory, cost- WI-ACCT 402. Accounting Issues volume-profit analysis, differential cost analysis, Seminar 3 credits capital investment decision models, standard Focuses on the theoretical and practical issues costing and cost variances. Prerequisites: and controversies in accounting. Discussion-ori- ACCT 201 and 202 with with a 2.5 average ented course which allows students to tie all they GPA for those courses. have learned in a meaningful manner, and to relate their learning to real world issues. WI-ACCT 309. Special Accounting Prerequisites: ACCT 201, 202, 301, 302. Topics 3 credits Specialized analysis of selected accounting topics including leases, earnings per share, bond transactions, accounting for income taxes and pen- Applied Management sions. Makes intensive use of cases and presentations. Prerequisites: ACCT 201, 202, 301, 302. Technology The Bachelor of Applied Management ACCT 310. Governmental Accounting 3 credits Technology (BAMT) degree program is An overview of fund accounting for governmen- designed to build on a two-year Associate of tal and nonprofit entities. Underlying concepts of Applied Science (AAS) degree. As an AAS fund accounting and interfund relationships. degree holder, the student will have already com- 53 Undergraduate Programs

pleted a specialized technical, vocational or pro- 4. Complete a minimum of 30 credits at the fessional study program and may now add general 300/400 level, and two writing intensive (WI) education and applied management studies to courses, one must be at the 300/400 level. earn a baccalaureate degree. 5. Complete the required courses and electives at This study program will provide the graduate SAU. Credits at SAU will vary from 60 to 74, with basic skills which may be used in the man- excluding developmental and prerequisite agement of materials, money and human courses. The total credits required may range resources within the various activities, functions from 120-134 depending on the courses taken and organizations which exist in manufacturing, as part of the AAS degree. industry, business and service areas. General Education Requirements Individual Student Curriculum Plan Skills complete: ENGL 101; MATH 151; Each student entering the program may have COMM 329; PED 149; IL 101. completed a different sequence of college-level Foreign Language or Multicultural Course select: courses considered for transfer—courses which one International Studies or Foreign Language are part of the AAS degree as well as other college course (3 cr). level courses. Therefore, modifications to the Humanities, from the Humanities general educa- required course list, which follows, may be neces- tion category select: PHIL 305; one Theology sary for individual students. An individual student course at the 200/300 level (3 cr); one Philosophy curriculum plan must be developed by the stu- or Theology course at the 300/400 level (3 cr); dent and advisor. one course, not from Philosophy or Theology, at the 300/400 level (3 cr); one elective course at the Program Delivery Format Options 300/400 level (3 cr). The BAMT may be taken through the Creative Arts, from the Humanities or Creative St. Ambrose University ACCEL accelerated Arts general education categories select: one Art, degree completion program or through the tradi- Music or Theatre course (3 cr). tional delivery format on the main campus. Natural Sciences, from the Natural Sciences gener- For more information about the ACCEL for- al education category select: one course (3–4 cr); mat and admission information, see the ACCEL if taking a 3-credit Natural Science, also select a Program section. Physical Education general education approved Requirements for the BAMT Degree course (1–2 cr). To earn the Bachelor of Applied Management Elective, from the Natural Sciences or Humanities Technology degree, students need to: general education categories select: one Natural 1. Take placement tests in writing, math and Science or one 300/400 level Humanities course reading. In cases where students have earned (3 cr). college level credit in writing or math, place- Depending on the coursework transferred into ment will be made based on prior coursework. the BAMT program, up to 10 substitution credits 2. Complete any developmental courses and/or may be required and will be selected from: Social prerequisites if necessary. Science (3 cr), History or Literature (3 cr), 3. Prior to completion of 12 semester hours at Science (3–4 cr), and Physical Education (1 cr). St. Ambrose University, complete IL 101: Refer to “Courses that Meet General Information Literacy, with a grade of “Pass.” Education Requirements of the 2003-2005 Catalog” in the Degree Information section + = Applicable toward general education degree requirements for more information. WI = Writing intensive course 54 Undergraduate Programs

BAMT Required Core Courses: take ART 100, 200, 201, 205, 206, 207, 208, ACCT 201, 202; BUS 201 or 301; ECON 201, 220, 251, 303, 305, 330, 340, 342 and 351. 202; ENGL 217; FNCE 303; MKTG 309; Education course requirements are found in the MGMT 310; MGMT 349 (350 for ACCEL stu- Education Department section. dents only); STBE 205. The Schatz Wildlife Art Scholarship, Meerbusch, Germany: This art scholarship is given to St. Ambrose art students for study abroad Art approximately every other year. Professor Manfred Schatz will take students for painting The Art Department believes that art is an all- and drawing instruction in his Meerbusch studio. inclusive discipline in which forms, ideas and Scholarship includes a stipend for room and times are connected. As educators and artists, we board and roundtrip airfare to Dusseldorf, teach our students how to understand and create Germany. Students may apply to the Art art that speaks to this interconnectedness. We Department chair. present students with a holistic experience in which aspects of their minds, bodies and spirits Course Descriptions are explored, challenged, expressed, and enriched. The Art Department offers three +ART 100. Drawing Introduction 3 credits degree programs—each conferring a bachelor of A course in the basics of the visual language as arts—in graphic design, fine art and art educa- expressed in drawing. Students initially draw tion. These courses of study prepare art majors from direct observation using a variety of media. for graduate studies, for careers in graphic design Lessons progress to increasingly expressive inter- and studio arts, for K–12 art teaching certifica- pretations of content. Concentration on pictorial tion, and for many other art-related, professional composition and technical fluency. occupations. +ART 120. Topics in Art History 3 credits Requirements for a Major: ART 100, and 26 An introductory exploration of art history, focus- semester credits above the first year level including on specific themes and topics to be specified ing ART 201, 205, 206, 207, 208, 250, 251, each semester offered. This course requires no 303, 351, and three further credits of art history. previous exposure to art history.

Fine Arts Major: 22 additional credits including +ART 150. Survey of Art Studio 2 credits ART 304, 330, 331, 400, 430, 431, and six Non-art majors only. This course offers hands- credits of electives. on studio experience in a variety of art media and familiarity with common art terminology and Graphic Design Major: 22 additional credits basic art history. including ART 200, 210, 231, 233, 306, 310, 401, 410. +ART 200. Calligraphy 3 credits An introductory study of Root Alphabets of Requirements for an Art Minor: ART 100 and Western calligraphy, utilizing shaded writing 251, and 12 additional credits of art. implements such as steel and felt-tipped pens, Requirements for an Art Education Teaching Major and brushes for writing and lettering. An under- K–6 and 7–12: Students majoring in art and standing of page design is developed as letter expecting to qualify for a license to teach art at forms, page decoration and illumination are the elementary or secondary level are required to combined. Eight to twelve alphabets studied.

55 Undergraduate Programs

+ART 201. Studio Fundamentals: three-dimensional design to a variety of problem Painting 3 credits solving experiences. Emphasis on conceptual Basic painting principles are investigated using growth and personal expression through the the tools and techniques of tempera, acrylic and investigation of the expressive nature of materi- watercolor paints. Paintings are created from als. Prerequisite: ART 100. Corequisite: ART both observation and imagination. Studies 206 or instructor’s permission. include the value scale, color theory, and color ART 210. Graphic Design I 3 credits interaction. Design theory, layout, and the creative process ART 205. Studio Fundamentals: come together to add purpose and meaning to a Computers in Art 3 credits variety of visual communications. Fundamentals An introductory course dealing with the ways in of typography are explored. Prerequisites: ART which the computer can be applied to the artistic 205, 206, 231, 233 or permission of instructor process. Basic drawing, painting, photo-manipu- #ART 220. Introduction to Prints 3 credits lation, and publishing techniques will be Students learn to make prints using a variety of explored. Prerequisite: ART 100. media such as monoprint, intaglio, lithography, +ART 206. Studio Fundamentals: relief printing and silk-screen. A brief history of 2-D Design 3 credits each medium with key artists will be included. This course provides the foundation for working ART 231. Survey of Advertising in 2 dimensions. A primary objective of the class Principles 3 credits is for students to appreciate and experience the Principles of design as used in printed advertis- many levels of organization relevant to creating ing. Students create layouts in a variety of con- successful artwork. In this course the basic ele- texts. Newspaper, magazine, poster-style and ments of design are studied. Line, shape, color direct mail advertising will be investigated. and composition are isolated, analyzed and experimented with and appreciated for their +ART 233. Photography I 3 credits communicative power. The course provides an Beginning course in black & white photography. investigation of the ways abstraction delivers Student will use their own camera (35mm manu- meaning. Prerequisite: ART 100. ally operated SLR) as a creative tool for personal investigation and storytelling. Film exposure and +ART 207. Studio Fundamentals: development, print enlargement and basic pictor- Drawing 3 credits ial composition are covered. Color use will be An exploration of the expressive possibilities of briefly introduced. representational image making. Special emphasis on the physical effects of light, linear perspective, +ART 234. Photography II 3 credits elementary figure composition and the creation Advanced course for students with experience in of narrative. Prerequisite: ART 100. basic photography. Personal projects in photo journalism, commercial studio practice and art +ART 208. Studio Fundamentals: photography will be completed. Prerequisite: 3-D Design 2 credits ART 233 or permission of instructor. Introductory level course involving the interpretation and application of the basic principles of +ART 250. Art Through the Ages I 3 credits An introduction to the different styles and functions of art during the historical periods leading + = Applicable toward general education degree requirements WI = Writing intensive course up to the late Middle Ages; provides the tools for 56 Undergraduate Programs understanding the visual culture of each period to problem solving within a professional practice. against the cultural background of their times. Design methodology, 4-color process and pro- Focuses primarily on the Western artistic tradi- duction techniques are studied. Prerequisites: tion. ART 207, 210.

+ART 251. Art Through the Ages II 3 credits ART 319. Independent Study in An introduction to the different styles and func- Art History 1–4 credits tions of art during the historical periods from the Individual study open to junior and senior art late Middle Ages through the present day; pro- students wishing to do further research in art his- vides the tools for understanding the visual cul- tory and research methodology. Permission of ture of each period against the cultural back- instructor required. ground of their times. Focuses primarily on the +ART 320. Advanced Topics in Western artistic tradition. Art History 3 credits +ART 303. Figure Composition and An advanced study of specific art historical Anatomy 3 credits themes, geographical regions, media, movements Figure Composition is designed as an intensive or artists. Topics will be announced each semes- study of the human form. A thorough perceptual ter the course is offered. Junior standing or understanding of the figure is gained from a instructor’s permission. combination of study from live models and an ART 330. Painting I 3 credits overview of the figure’s skeletal and muscular Painting I is designed to provide a strong foun- systems. The course emphasizes working from dation for the study of oil painting. A thorough life. Prerequisites: ART 206, 207. understanding of the techniques, materials and +ART 304. Figure Drawing 3 credits concepts is developed as awareness of the medi- Figure Drawing provides advanced study of the um’s expressive possibilities is advanced. posed human figure and its expressive potential. Prerequisites: ART 201, 206, 207. Experimentation with a variety of media, tech- +ART 331. Painting II 3 credits niques and concepts expands awareness of the Painting II, continues the foundation study of oil wide stylistic range of figuration. Prerequisites: painting. Study of technical aspects of oil paint- 206, 207, 303. ing is combined with awareness of the medium’s +ART 305. Ceramics 3 credits expressive potential. Prerequisite: ART 330. An introduction to working in clay with projects ART 335, 336. Special Topics In in pinch, coil, and slab methods as well as press Studio Art 1–3 credits and drape molded pieces. Wheel throwing will be Advanced, guided work in chosen medium to briefly introduced. meet specific needs of the art major. ART 306. Illustration 3 credits Prerequisite: Junior or senior standing, instructor Study of the uses of drawing, painting and other permission. media in commercial art. Techniques, and con- ART 340. Elementary Art Methods 3 credits texts of illustration will be explored along with its Concentrates on visual aesthetics, 2 and 3 major practitioners, past and present. dimensional arts, national and state art stan- Prerequisites: ART 201, 206, 207. dards, and other information useful to the ele- ART 310. Graphic Design II 3 credits mentary art teacher. Advanced study of type and image as they relate

57 Undergraduate Programs

ART 342. Secondary Art Methods 3 credits ART 400. Senior Honors: Fine Arts 1 credit Concentrates on visual aesthetics, 2 and 3 dimen- Advanced studio work in student’s area of con- sional arts, national and state art standards, and centration. In addition to completing sufficient information useful to the secondary art teacher. art work for the senior exhibit, students will create a resume, statement of artistic intent and a +-WI-ART 350. American Art 3 credits slide portfolio. Prerequisite: Permission of depart- The course covers the major issues and development chair. ments in American painting, graphic arts and sculpture, from the colonial period through con- ART 401. Senior Honors: temporary American art. Students will analyze Graphic Design 1 credit portrayals of the nation’s visual icons, investigat- Advanced studio work in student’s area of con- ing the ways the American visual culture has centration. In addition to completing sufficient reflected he nation’s history. Among the themes art work for the senior exhibit, students will cre- to be addressed are: the historical development of ate a resume, statement of artistic intent and a national imagery, meanings and agendas; repre- slide portfolio. Prerequisite: Permission of depart- sentations of race, class and gender; patronage in ment chair. American art; art and history; art and politics; art ART 410. Graphic Design III 3 credits and the frontier; art and the landscape; etc. Graphic design principles and skills are applied to Sophomore standing or instructor’s permission. projects at the professional level. The class is run +-WI-ART 351. Art of the Modern like a design studio with budget and time con- World 3 credits straints. Includes study of the Web within overall Course material will cover the development of the marketing strategy. major movements, ideas and artists of twentieth- ART 430, 431. Painting III, IV 3 credits century Western art, examining significant exam- These courses provide an opportunity for further ples within the cultural, social and political con- investigation of oil painting. Students will work text of their creation. Prerequisite: ART 251. towards a more individualized style and investi- +ART 352. Beyond the Western World 3 credits gate the role of content in painting. Emphasis As outlooks become more global, it is important placed on the development of the skills necessary to move outside of our Western focus, to study to convey ideas in a meaningful way. the heritage of other continents. Prerequisites: ART 331.

+ART 354. The Christian Heritage ART 499. Internship in Art 1–4 credits in Art 3 credits Junior or senior level art students work to gain The art of the Christian Church, from early practical experience in the fields of commercial Christian times to the present, has uniquely and fine art. Prerequisites: Junior or senior art molded the art history of the western world. This major status and permission of advisor. Pass/No course studies architecture, sculpture and paint- pass course. ing created to serve the purposes of the Christian church from its inception to the present day. Prerequisites: ART 250 or 251 or permission of instructor.

+ = Applicable toward general education degree requirements WI = Writing intensive course 58 Undergraduate Programs

Astronomy ments may only require one additional course. Please contact the Department of Education for Course Description further details.

+ASTR 201. Astronomy 3 credits Requirements for a Teaching Minor in Biology: 24 Observational descriptions of the moon, stars, semester credits of biology including BIOL 103, planets and galaxies. Theories of their origin and 104, 348; at least two courses from BIOL 202, evolution. Use of telescopes and other observa- 211, 221, 231, 241; and enough 200- or higher- tional equipment. Two lectures and one lab per level electives in biology to complete the required week. Prerequisite: MATH 121. 24 semester credits; CHEM 105; MATH 151.

Requirements for a non-teaching minor in Biology: 15 semester credits in biology. Biology Optional Concentrations The Biology Department offers a broad curricu- Courses below are taken in addition to the major lum with a flexibility that allows students to tai- requirements, unless indicated otherwise. lor their studies to individual goals. Courses for majors emphasize your development as a scien- Requirements for a Concentration in BIOL 241 (also meets tist and allow you to develop a variety of special- Environmental Biology: major requirement); BIOL 211 or 221 or 231; izations including environmental biology, pre- 310 or 321; 399, or 401 and 402; CHEM 333. health professions, and molecular biology. Recommended: PHIL 311. Students interested in teaching biology will also benefit from this broad-based training. Biology Requirements for a Concentration in Molecular students in any program are eligible for election Biology: BIOL 211 (also meets major require- to Beta Beta Beta, the national honorary biology ment), 330; BIOL 401 and 402, or CHEM 428 fraternity. and 429; MATH 191; PHYS 203, 204 or PHYS 251, 253, 254; CHEM 208, 210, 319. Requirements for a Bachelor of Science Degree with Recommended: PHIL 207 or 310. a Major in Biology: 31 semester credits of biology, including BIOL 103, 104, 300, 301, 303, Requirements for a Concentration in Pre-Health 307, 348; one of the following: BIOL 211, 221, Professions: Eight (8) hours from among the fol- 231, or 241; CHEM 105, 106, 207, 209; lowing: BIOL 202, 204, 211, 302, 304, 314, or MATH 151 or 171; STAT 213; PHIL 207, 310, 316; BIOL 399, or 401 and 402; CHEM 208 311, WI-THEO 219, 311 or another course and 210, or 319; MATH 191; PHYS 203 and approved by the department. 204, or 251 and 253 and 254. Requirements for a Bachelor of Science in Biology Course Descriptions Teaching Major: Complete the requirements for a Bachelor of Science Degree with a Major in +BIOL 101. Principles of Biology 4 credits Biology plus the following: One additional course Introduction to the science of biology including from: BIOL 202, 211, 221, 231, or 241; and genetics, evolution, ecology, molecular biology, BIOL 310 or 321. Students completing this with special reference to human biology. Lecture degree are strongly encouraged to pursue and laboratory. For non-majors. endorsements in General Science, Chemistry, or other science disciplines. Some of these endorse-

59 Undergraduate Programs

+BIOL 103. General Biology I 4 credits understanding basic ecological principles. Lecture Introductory course required of all biology and field study. For non-science majors. majors. Basic principles of biology, including +BIOL 112. Humans and Disease 3 credits molecular and cell biology, genetics, evolution An introduction to the biological sciences with a and origin of life. Lecture and laboratory. Lab special focus on the functioning of the human focuses on experimental design. Prerequisite: body in health and disease. High school chemistry. Corequisite: MATH 151 or 171 or equivalent. +BIOL 123. Selected Topics in Biology 2-4 credits Investigation of selected biological topics not +BIOL 104. General Biology II 4 credits treated in regular department course offerings. Continuation of General Biology I. Survey of plant and animal biology, and ecology. Required BIOL 150. Career Orientation in of all biology majors. Lecture and laboratory. the Biological Sciences 1 credit Prerequisites: BIOL 103, MATH 151 or 171 or Survey of careers in the sciences, particularly bio- equivalent. logical sciences and allied health science professions. Weekly discussions with practicing scien- +BIOL 106. Human Genetics 3 credits tists and health professionals. Introduction to Introduction to principles of classical and molec- career decisions, opportunities, and development. ular genetics and their application to human biol- Pass/No Pass only. Offered spring semester. ogy and society. Topics include human genetic disease, medical genetics and reproductive tech- BIOL 202. Human Anatomy and nology, biotechnology, and genetic engineering. Physiology 4 credits Systems-based introduction to the human body +BIOL 107. Plants and Civilization 3 credits with study of both normal structure and function- The use of plants by humans from botanical, eco- ing of all human organ systems. Lecture and lab- nomic and cultural perspectives. For non-science oratory. Prerequisite: One of BIOL 101, 103, majors. CHEM 101, 103 or 105. +BIOL 108. Principles of Evolutionary BIOL 203. Cadaver Dissection Lab 1 credit Change 3 credits A regional approach to anatomy utilizing human Introduction to Darwinian evolution and mecha- anatomical specimens (cadavers). Students gain nisms generating the diversity of life, and an knowledge of human anatomy and dissection introduction to human biological and cultural experience. Competitive enrollment. Applications evolution. Lecture and laboratory. are available from instructor and are due in +BIOL 109. Environmental Science 4 credits February. Pass/No Pass course. Corequisite: Application of basic ecological principles to BIOL 202. Offered fall semester. human environment, including current and future BIOL 204. Advanced Human Anatomy and energy sources, population growth and control, Physiology 4 credits pollution, and world food supply. Lecture and Regional-based study of the human body with an laboratory. For non-science majors. emphasis on certain significant regions. A more +BIOL 110. Natural History for Poets 3 credits detailed examination of some bodily systems than Students learn local flora and fauna as a tool for in BIOL 202. Survey of clinical applications of some injuries/diseases. Lecture and laboratory. Prerequisite: BIOL 202. + = Applicable toward general education degree requirements WI = Writing intensive course 60 Undergraduate Programs

BIOL 211. Microbiology 4 credits and molecular biology. Lecture and laboratory. Taxonomy, physiology and genetics of microor- Prerequisites: BIOL 104; CHEM 106, 207, 209; ganisms. Isolation, culturing and observation of MATH 151 or equivalent. bacteria. Role of bacteria in infection and immu- BIOL 302. Embryology 4 credits nity. Prerequisites: BIOL 103, 104; CHEM 105. Study of early development of animals, with par- +STAT 213. Applied Statistical Reasoning ticular emphasis on amphibian, avian, mam- for the Sciences 3 credits malian and human development. Lecture and Cross-disciplinary course on how and why scien- laboratory. Prerequisites: BIOL 103, 104. tists use statistics to describe and interpret infor- BIOL 303. Genetics 4 credits mation they gather. Topics include descriptive Principles of heredity including classical and statistics and basic inferential statistics. molecular genetics. Lecture and laboratory. Prerequisites: Introductory course in major; Prerequisites: BIOL 103, 104; CHEM 105; MATH 121 or passing grade on screening test. MATH 151 or equivalent. BIOL 221. Invertebrate Zoology 4 credits BIOL 304. Animal Histology 4 credits Phylogenetic study of invertebrate animals, Microscopic study of tissues and organs includ- emphasizing functional morphology and system- ing laboratory techniques involved in preparation atics. Laboratory includes dissection and study of of slides. Lecture and laboratory. Prerequisites: representative types. Lecture and laboratory. BIOL 103, 104. Prerequisites: BIOL 103, 104. WI-BIOL 307. Ecology 4 credits BIOL 231. Vertebrate Zoology 4 credits Principles of interactions of naturally occurring Survey of the natural history and evolution of plant and animal populations with their physi- vertebrates including discussion of major extinct cal/biological environments. Lecture and lab. groups. Laboratory includes study of structure of Prerequisites: BIOL 103, 104; CHEM 105; representative vertebrates and experimental work MATH 151 or equivalent; STAT 213. with vertebrate animals. Lecture and laboratory. Prerequisites: BIOL 103, 104. BIOL 310. Midwestern Ecosystems 3 credits A field-oriented examination of regional ecosys- BIOL 241. Plant Taxonomy 4 credits tems and how they have changed through geo- Principles of plant classification. Identification of logical and historical time. Prerequisites: Midwest vascular flora. Prerequisites: BIOL 103, BIOL 103, 104. 104. BIOL 314. Animal Physiology 4 credits WI-BIOL 300. Biological Literature and Study of mechanisms of animal function. Communication 3 credits Lecture and laboratory. Prerequisites: BIOL 103, Introduction to literature searching, critical read- 104; CHEM 105, 106, 207, 209; MATH 151 or ing and scientific writing in the biological sci- equivalent. ences. Required for biology majors. Prerequisites: Sophomore standing, a C or better BIOL 316. Toxicology 3 credits in ENGL 101, BIOL 103, 104. Introduction to nomenclature, principles, and scope of toxicology. Fate and effects of organic BIOL 301. Cell and Molecular Biology 4 credits and inorganic toxicants in the environment, in Introduction to principles of cell structure and animals and in various test systems. Lecture and function with emphasis on eukaryotic cells. discussion. Prerequisites: BIOL 103, 104; Laboratory focuses on current techniques in cell CHEM 105, 106. 61 Undergraduate Programs

BIOL 321. Special Topics in Field Biology and Business Ecology 2–3 credits Extended field investigations of major North Undergraduate education in Business is provided American biomes. Two-week field trip required. by two College of Business departments: Prerequisites: One semester of college-level biol- Economics and Finance, and Managerial ogy and permission of instructor. Studies. All six of the undergraduate non-teaching majors offered by these departments share a BIOL 323. Special Topics 2–3 credits common set of core business requirements, and Investigation of selected biology sub-disciplines are governed by the same national accreditation not treated in the department’s regular offerings. through the Association of Collegiate Business BIOL 330. Recombinant DNA Schools and Programs (ACBSP). Techniques 4 credits Students must specialize in one of the six Instruction and experience in the manipulation major areas of study: General Business, and study of genetic material. Introduction to Economics, Finance, International Business, some instruments and techniques used in a mod- Management, and Marketing. ern molecular biology laboratory. Prerequisites: Minors are available in some, but not all, of BIOL 103, 104, or instructor permission. the major areas.

BIOL 348. Evolution 3 credits CORE COURSES Introduction to theory of organic evolution including discussion of mechanisms of evolution- Requirements for a Bachelor of Arts for all (Non- ary change and the history of life. Prerequisites: Teaching) Majors in General Business, Economics, Two of the following: BIOL 301, 303, 307, or Finance, International Business, Management, and instructor permission. Marketing: ACCT 201, 202; BUS 201; ECON 201, 202; FNCE 300; MATH 151; MGMT BIOL 399. Internship in Biology 2–5 credits 310, 349; MKTG 309; PHIL 305; STBE 337. Work experience with professional supervision in any field of biology or its allied health profes- ADDITIONAL MAJOR REQUIREMENTS sions. Prerequisites: Junior standing in biology and consent of the internship director. Beyond the common core courses, students must complete additional requirements to earn one of BIOL 401, 402. Biological Research 1–3 credits the following non-teaching majors: Investigation of specific research problem. Prerequisites: Consent of advisor and instructor. Requirements for a General Business Major: MGMT 320, 332; FNCE 401; one of the fol- BIOL 500. Human Gross Anatomy 5 credits lowing: MKTG 328, ECON 321 or 331. A regional-based study of the human body involving cadaver dissection. Students will apply Requirements for an Economics Major: An addi- knowledge of anatomy to clinical practice. Some tional 18 hours of economics above ECON 201, discussion of embryonic development and how it 202 including ECON 312, 313; one of the fol- relates to adult anatomy will also occur. lowing ECON 329 or 331. MATH 191, 192 are Prerequisites: BIOL 202, 204; acceptance into recommended to pursue graduate work in eco- the DPT program or permission of instructor. nomics.

+ = Applicable toward general education degree requirements WI = Writing intensive course 62 Undergraduate Programs

Requirements for a Finance Major: FNCE 301, a 2.7 cumulative and major grade-point average, 302; and complete a concentration in one of the a 3.0 GPA in education course work and 70 following: Financial Institutions, Corporate, or hours of fieldwork. Finance and Economics. Requirements for an Economics Teaching Major (7- Financial Institutions Concentration: ECON 313; 12): 30 semester hours including ECON 201, FNCE 402; FNCE/ECON 403, 492; one of the 202, 312, 313; STBE 337; MGMT 349; nine following: FNCE 401, ECON 312 or 327. This semester credits in economic electives. sequence will earn a major in finance and a minor in economics. See Education Department section for education Corporate Concentration: ACCT 301, 302, 307; courses, teaching major and student teaching FNCE 401, 491; one of the following: ACCT requirements. 306 or 401. This sequence will earn a major in finance and a minor in accounting. MINORS Finance and Economics Concentration: ECON Requirements for a General Business Teaching 312, 313; two of the following: FNCE 402, Minor (7-12): ACCT 201, 202; BUS 201; FNCE/ECON 403 or 492; two of the following: STBE 337; MGMT 310; CSCI 205; EDUC ECON 323, 325 or 327. Must also have taken 342. Education courses required for teaching are MATH 191 and STBE 305. This sequence will found in the Education Department section. earn majors in both economics and finance. Requirements for an Economics Minor: ACCT Requirements for an International Business Major: 201, 202; STBE 337; ECON 201, 202; nine INTL 370, 377, 399; two of the following: additional credits in 300-level or higher econom- INTL 322, 372 or ECON 331; one of the fol- ics. lowing: HIST 220, 225, 230, 235 or 338; one of the following PSCI 309, 313 or 316; foreign lan- Requirements for a Finance Minor: ACCT 201, guage competence through 302-level. 202; STBE 337; ECON 201, 202; FNCE 300, 301, 302; three of the following: FNCE 401, Requirements for a Management Major: 402, 491 or FNCE/ECON 403, 492. MGMT 320, 332; STBE 333; two of the following: MGMT 316, 325, 337, 338 or 399. Requirements for a Management Minor: MGMT 310, 320, 332; one of the following: Requirements for a Marketing Major: MKTG 328, MGMT 316, 325, 337, 338, 399 or INTL 372. 347, 348; two of the following: MKTG 311, 330, 398 or INTL 322. Requirements for a Marketing Minor (for non-business majors): MKTG 309, 348; three of the fol- TEACHING MAJOR REQUIREMENTS lowing: MKTG 311, 328, 322, 330, 347 or ECON 202. Requirements for a General Business Education Teaching Major (7-12): ACCT 201, 202; STBE Requirements for a Business Marketing and 337; BUS 301, 302; FNCE 300; MKTG 309; Management Teaching Minor (7-12): MKTG 309, MGMT 310, 349; ECON 201, 202; CSCI 205; 348; MGMT 310, 316; 12 credits of economics EDUC 205/207 (B or better), 284, 300, 301, electives including ECON 202. Education cours- 305, 308, 309, 336, 342, 419; SPED 210; U.S. es required for teaching are found in the history or government. All grades must be C or Education Department section. better unless specified. For entrance into the Practitioner Preparation program, students need

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Course Descriptions +ECON 201. Principles of Macroeconomics 3 credits BUSINESS COURSES Introduction to national income accounting, income determination, unemployment, inflation BUS 201. Legal Environment of and monetary fiscal policy problems of business Business 3 credits cycles and economic growth. A practical overview of the law in relation to the transaction of business, with particular attention +ECON 202. Principles of given to the study of material on law and regula- Microeconomics 3 credits tion for managers. Prerequisite: Sophomore A study of behavior of individual economic units, standing or above. such as the household and the firm, together with various market structures of product and BUS 301. Business Law I 3 credits resource markets. A fundamental examination of the business aspects of law relating to the legal environment of ECON 307. Money, Banking and business, contracts, agency, sales and commercial Financial Institutions 3 credits paper. Prerequisite: Sophomore standing or Money and financial institutions in structure and above. movements of general economic system, monetary theory and growth, and selected domestic BUS 302. Business Law II 3 credits and international problems of monetary econom- A continuation of BUS 301, dealing with the law ics. Prerequisites: ECON 201, 202. of partnership, corporation, debtor and creditor relations, regulation of business, property, trusts, ECON 312. Intermediate Macroeconomic Theory 3 wills and insurance. credits Analysis of factors determining the level of out- BUS 341. Internship in Business 3–6 credits put, employment and the rate of inflation; study Competitive placement with selected businesses of consumption, investment, money and interest; and non-profit agencies. Prerequisite: Junior or analysis of business cycles, stabilization policies senior standing. and growth models. Prerequisites: ECON 201, BUS 345. Independent Studies 3 credits 202. Available for credit in economics or business ECON 313. Intermediate administration. Approval requested through Microeconomic Theory 3 credits department chair. Emphasizes economic efficiency, focusing attention on resource pricing, employment, how ECONOMICS COURSES prices function so as to allocate resources among +ECON 101. Economics Survey 3 credits competing alternatives, and evaluating and criti- Provides the student with a survey of the primary cizing economic controls of government over insights of economic theory, including national prices and production. Prerequisites: ECON income accounting, income determination, 201, 202; STBE 205. unemployment, inflation, monetary policies. ECON 321. Labor Economics 3 credits Interconnection between government, business Fundamentals of the economy of labor, its and individuals including practical applications impact on industrialized society including wages, for living in a market economy will be explored. standards of living, unemployment and occupational hazards, social security and workman’s + = Applicable toward general education degree requirements WI = Writing intensive course 64 Undergraduate Programs compensation, labor-management relations and countries; regional trade integration; and the labor legislation. Prerequisites: ECON 201, 202. international monetary system. Prerequisites: ECON 201, 202. ECON 323. Public Finance 3 credits Theory of public goods, externalities, distribu- ECON 375. Law and Economics 3 credits tion of income, fiscal politics, public expenditure Examines law and legal institutions and their evaluation, efficient pricing, taxation, welfare, effect upon human activity from the perspective intergovernmental grants. Course offered every of economics. Introduces students to the eco- two years spring semester. Prerequisites: ECON nomic approach to law using economic princi- 201, 202. ples, and focuses on how rules created by law establish implicit prices for different kinds of ECON 325. Urban and Regional behavior. Topics include economic analysis of Economics 3 credits common law, property rights, contracts, torts, Economic theories of the nature and function of criminal law and law enforcement institutions, cities, with emphasis on theory of location; theo- illicit drug policy, and an introduction to consti- ry of urban and regional planning in a market tutional economics. economy; examination of selected problems such as housing, land-use, transportation, urban histo- ECON 399. Topics in Economics 3 credits ry, regional development and fiscal federalism. Selected topics, announced as offered, covering Normally scheduled only during the fall semester various themes. Students may repeat course if it of even numbered years. Prerequisites: ECON is on a separate topic, not previously studied for 201, 202. credit.

ECON 327. Industrial Organization 3 credits FINANCE COURSES Effect of industrial market structure on market behavior and on economic efficiency, firm moti- FNCE 200. Personal Finance 3 credits vation, vertical firm relationships, measuring the This course studies the process of personal finan- degree of competition, price discrimination, cial planning. Emphasis is on the development of advertising, invention and innovation. Offered financial plans, the understanding of various every two years, spring semester. Prerequisite: instruments for borrowing and investing and the ECON 202. integration of the personal financial plans with the finances of the owner-run business. ECON 329. Economic Development and Prerequisite: Sophomore standing. Growth 3 credits Theory of growth and development; agricultural FNCE 300. Principles of Finance 3 credits development, costs and benefits of industrializa- Today’s student wants to learn about all areas of tion, domestic/foreign resources for development, finance rather than just how the large corpora- industrialization and trade policy and develop- tion functions. The course includes coverage of ment planning. This course is normally sched- the three main topic areas: markets and institu- uled only during the fall semester of even num- tions, investments, and managerial finance. bered years. Prerequisites: ECON 201, 202. While the greatest emphasis of the course is on corporate topics, the amount of detail has been ECON 331. International Economics 3 credits limited to facilitate coverage of areas that are of Theory of international trade, government policy interest to a greater number of students. This and trade restrictions; foreign exchange and bal- broad approach appeals to majors and non- ance of payments; trade policy and developing majors alike by allowing students to better

65 Undergraduate Programs

understand financial information for making FNCE 402. Investments: Bond, Fund and Risk business and personal finance decisions. Management 3 credits Prerequisites: ACCT 201, 202; ECON 201, 202. This course builds on the security analysis course in three fundamental areas: valuation and invest- FNCE 301. Financial Valuation in the Corporation ment in fixed income instruments, issues in the 3 credits management of funds (such as fund purposes This course stresses three critical elements of and active versus passive management), and the corporate finance: the relationship of the corpo- analysis and hedging of risk in all investment rate form to external funding in markets, the use decisions (derivative instruments and arbitrage- of valuation principles to evaluate new invest- based strategies will be surveyed). Prerequisite: ments by the company and the day-to-day duties FNCE 302. that are required in the Treasury function of corporate finance. Prerequisite: FNCE 300. FNCE 403/ECON 403. Management of Financial Institutions 3 credits FNCE 302. Investments: Security Analysis in a This course is an in-depth coverage of the issues Global Environment 3 credits involved in managing a financial institution. This This course is the first course in Investments, course could be focused on some subset of many focusing on security analysis. It covers a range of relevant issues: the management of the institu- topics related to security selection, with an tion from the asset and liability perspective, the emphasis on portfolio selection only where need- management of the institution from the risk ed. The topics include coverage of the institu- management perspective, the role of regulation tional structure of equity markets, fundamental in institutional management, the impact of mar- methods of security selection, a discussion of ket consolidation on bank management, the whether efficient markets, technical methods of impact of multi-function institutions and the spe- security selection, and valuation models for equi- cial management issues involved, etc. The course ty. Prerequisite: FNCE 300. could have a content or case focus, depending on FNCE 401. Financial Planning and Decision- the topics covered. Prerequisite: FNCE 301. Making 3 credits FNCE 491. Topics in Corporate This course may be approached as an advanced Finance 3 credits course in financial valuation and sources of funds This course is designed to have varying topics, or as a case course, depending on the instructor. depending on the issues relevant to at the time or In either case, relevance would be on practical the interests of students or faculty. Topics could application. The course would require students range from: off-balance sheet activity, mergers to apply valuation and financing methods to real- and acquisition, divestitures/downsizing, corpo- istic situations and emphasize both the role of rate diversification (synergistic versus tradition- financial analysis in strategic and tactical plan- al), corporate governance, etc. Prerequisite: ning and the interrelationship between functional FNCE 401. areas of the company in performing financial analysis. The end point of the course will be to FNCE 492/ECON 492. Topics in expose students to current best practices in the Valuation 3 credits analysis considered. Prerequisite: FNCE 301. This course is designed to have varying topics, depending on the issues relevant to at the time or the interests of students or faculty. Topics could + = Applicable toward general education degree require- range from: derivative valuation, hedge fund ments WI = Writing intensive course 66 Undergraduate Programs management, international valuation and risk, ing management, personnel, finances, marketing, arbitrage-based strategies, analyst due diligence, economics, business ownership and ethics. institutional trading activity, advanced technical WI-MGMT 310. Principles of analysis, etc. Prerequisite: FNCE 402. Management 3 credits Research from several social science disciplines INTERNATIONAL BUSINESS COURSES applied to the study of effective management of INTL 221. Survey of International organizational strategy, structure and behavior. Business 3 credits Topics include planning, organizing, leadership An introduction to the international dimensions and control. Interrelationships examined of doing business. Considers economics, history, between needs and expectations of the individual geography, and ethical and cultural aspects of and the organization and society. business. Current events supplement textbook MGMT 316. Entrepreneurship 3 credits study. Explores how and why new businesses are INTL 370. International Field founded. Considers the characteristics of suc- Experience 3 credits cessful entrepreneurs; the research, financial, and A study abroad experience of 8 weeks or more, management skills needed in a business start-up or a shorter-term study abroad experience com- taught through the development of a business bined with either a service project of 50 hours plan. with immigrants, or an international business MGMT 320. Human Resource internship of at least 50 hours. Management 3 credits INTL 372. Managing Across Cultures 3 credits Introduction to the Human Resource functions Introduction to the fundamentals of international of workforce planning, legal requirements, work management. Addresses the challenges of doing design, recruiting, selection, training and devel- business internationally including cultural opment, performance management, labor and dimensions, the strategic and structural issues, employee relations. and human resources issues. Prerequisite: WI-MGMT 325. Leadership in MGMT 310. Organizations 3 credits INTL 377. International Business An introduction to leadership in organizations, Environment 3 credits including both historical and current behavioral Reviews the historical causes of differences in theories. Application to life experiences will be national environments, as well as geographic, addressed. Prerequisite: MGMT 310 or permis- religious, cultural, political, and economic influ- sion of instructor. ences on current business environment. MGMT 332. Organizational Theory and Behavior 3 INTL 399. Topics in International credits Business 3 credits Concentrates on individual processes, inter-per- Selected topics on various themes. Students may sonal and group processes, organizational repeat course on a different topic. processes and design and organizational changes. Prerequisite: MGMT 310 or permission of MANAGEMENT COURSES instructor MGMT 101. Foundations of Business 3 credits MGMT 336. Mediation 3 credits Survey of the primary topics of business, includ- Explores and analyzes established and cutting

67 Undergraduate Programs edge alternative dispute resolution techniques for legislation), examination of basic elements of a resolving business disputes. Includes negotiation, marketing program (e.g. product design, pricing, mediation, arbitration, summary jury trial and distribution, and promotion), marketing and other third-party interventions. social responsibility. Prerequisite: ECON 202.

MGMT 337. Gender in Organizations 3 credits MKTG 311. Advertising and Promotions Explores the impact of gender issues on personal Management 3 credits and organizational effectiveness from a leadership A study of the theory and practice of advertising, and management perspective. touching upon economic and social aspects, history, market, product and consumer analysis, moti- MGMT 338. Diversity in the vation, art, copy and layout, media selection and Workplace 3 credits budgeting. Prerequisite: MKTG 309 or instructor Explores the impact of cultural diversity on per- permission. sonal and organizational effectiveness from a leadership and management perspective. Examines MKTG 322. International Marketing 3 credits the importance of appreciation for cultural diver- As businesses and economies expand into a global sity for the global manager. marketplace, traditional western ideas of marketing must be expanded. Survey of international WI-MGMT 349. Strategic Management and Policy 3 marketing theories and activities. Prerequisite: credits MKTG 309. The study of the formulation and implementation of corporate and business strategies to achieve the MKTG 328. Marketing Research 3 credits objectives of the organization. This emphasizes Planning, scientific investigation, conclusions and environmental, industry, and competitor analyses recommendations used in solving marketing prob- and includes stakeholder analysis of government, lems. Topics include survey techniques, observa- community, consumers, employees and the natur- tion techniques, experimentation, data tabulation al environment. This is the final, integrating and interpretation of results. Prerequisites: STBE course in the business core for all seniors. Senior 337; MKTG 309; or approval of department standing. chair.

MGMT 399. Topics in Management 3 credits MKTG 330. Professional Sales Selected topics, announced as offered, covering Strategies 3 credits various themes. Students may repeat course if on Discipline of sales, including special emphasis on a different topic. economic and social importance of selling, recruiting and selecting personnel, training, moti- MARKETING COURSES vation, evaluation and measurement; supervisory problems, techniques and solutions. MKTG 309. Principles of Marketing 3 credits Survey of theories and resulting activities MKTG 347. Consumer Behavior 3 credits employed by producers and sellers of goods and Theoretical concepts of consumer behavior, and services to determine wants of society and ways to application of these concepts to marketing strate- satisfy those wants. Topics include external envi- gies and decision-making. How individuals make ronment as it affects marketing decisions (e.g. decisions to spend their resources on consumable economic conditions, population, competition, goods. Prerequisite: MKTG 309.

MKTG 348. Marketing Strategy 3 credits + = Applicable toward general education degree requirements WI = Writing intensive course Analysis of management functions as applied to 68 Undergraduate Programs product development, market analysis and pric- Academic Information section. ing, control of marketing activities and use of dis- Admission Information tribution channels. Integrative course using case ACCEL programs are open to mature, adult stu- studies. dents who have at least three years of work expe- MKTG 398. Topics in Marketing 3 credits rience and a minimum of 24 semester hours of Selected topics, announced as offered, covering college credits with a 2.0 GPA on a 4.0 scale. various themes. Students may repeat course if on Complete admission criteria for ACCEL may a different topic. be found in the ACCEL Program section.

Bachelor of Business Administration BBA and STATISTICS BBA/Accounting major STBE 337. Statistics for Business The BBA and BBA/Accounting major provide a and Economics 3 credits broad foundation in liberal arts and sciences and Principles and applications of descriptive and introduce students to a wide variety of business inferential statistics. Topics covered are data sum- areas. The BBA/Accounting major provides skills marization, measures of central tendency, mea- and knowledge needed for a professional career in sures of dispersion, fundamental principles of accounting. Students may pursue areas of individ- probability, discrete and continuous probability ual interest through business elective courses. distributions, calculations of “z” and “t” scores, General Education Requirements confidence intervals, hypothesis testing, ANOVA, Skills (12–13 cr) all courses required: ENGL 101; correlation and regression, non-parametric statis- MATH 151; COMM 329; IL 101; PED 149; tics, statistical process control and decision theo- PED 206 or other general education approved ry. Prerequisites: MATH 151, ECON 201. Physical Education course. Foreign Language or Multicultural Course complete: the foreign language requirement; or an Business Administration, International Studies or Foreign Language course; Business Admin /Accounting or a course from the following list: ENGL 221; GEOG 205; HIST 220, 225, 230, 235, 342, 366; (ACCEL) SOC 228; WMST 315. Humanities (11–12 cr) select one of the following: Program Delivery Format PHIL 101, 201, 207, 208, 210, 217; select one of The Bachelor of Business Administration (BBA) the following: THEO 101, 201, 202, 215, 219, and Bachelor of Business Administration in 240, 250, 345, 346; select one course from two of Accounting majors are only offered through the the following departments: History, English, St. Ambrose University ACCEL accelerated International Studies, Art, Music, Theatre. degree completion program. ACCEL programs Creative Arts (2–3 cr) from the Humanities or are delivered in an accelerated format with most Creative Arts general education categories select: three-credit hour courses meeting once a week for one Art, Music or Theatre course. five- or eight-week sessions. Classes are held Social Sciences (3 cr) from the Social Sciences evenings and weekends for the convenience of general education category select: one course working adults, and most classes are held at the from CRJU 101 or 316; GEOG 205; or a university’s Continuing Studies and Conference Political Science, Psychology, Sociology or Center, 1950 E. 54th St., Davenport. Women’s Studies course. For more information about ACCEL, see the

69 Undergraduate Programs

Natural Sciences (3–4 cr) from the Natural Finance, Management or Marketing at the Sciences general education category select: one 300/400 level. course. Requirements for a BBA/Accounting Major Philosophy, Theology, or Catholic Studies (6 cr) General Education Requirements: Same as BBA from the Humanities general education category listed above. select: two Philosophy, Theology or Catholic Core Courses: ACCT 201, 202, 301, 302, 304, Studies courses, with at least one at the 300 level. 305, 307, 309, 312; BUS 301, 302: ECON 201, Multidisciplinary Study select one of the following 202, 307 or 331; STBE 205. Select 6 credits three options: from ACCT 306, 310, 314, 401, 402. Select 6 Option A (9–10 cr) Complete: from the credits from FNCE 303; MKTG 309; MGMT Humanities general education category one addi- 310, 316; INTL 321. tional course from a department other than Philosophy, Theology, or Catholic Studies; and Course Descriptions from the Social Sciences general education category complete, one additional course; and from FNCE 303. Corporation Finance 3 credits the Natural Sciences general education category, Survey of institutions and procedures involved in complete one additional course. financial planning; asset management; obtaining OR short term, intermediate and long term financing; Option B Complete an Interdisciplinary Minor of and evaluation of financial performance. Topics at least 15 credits. include working capital management, capital bud- OR geting, cost of capital analysis, discussion of alter- Option C Complete a second major in any native capital structures, investment banking, Department of the College of Arts and Sciences debt and equity issues. Offered in ACCEL format or in Economics. only. Prerequisites: ACCT 201, 202; ECON 201, Refer to “Courses that Meet General 202; STBE 205. Education Requirements of the 2003-2005 WI-MGMT 350. Capstone Seminar 3 credits Catalog” in the Degree Information section Final integrating course for seniors. Begins with for more information. an overview of economic history and history of Requirements for a BBA Major economic ideas and social movements. Covers Foundation Courses: ACCT 201, 202; STBE 205; the impact of interest groups on business and ECON 201, 202; ENGL 217; MATH 151; PHIL government. Discussion on issues of consumer 305; PSYC 105 or 201. protection, environmental concerns, equal rights Core Courses: BUS 201 or 301 and 302; FNCE and other social issues. Offered in ACCEL format 303; MGMT 310, 320, 332, 350; MKTG 309; only. Prerequisite: Senior status. STBE 305; and 12 credits selected from STBE 205. Elementary Economic and Accounting, Business, Economics, Finance, Business Statistics 3 credits International Business, Management, Marketing. Principles and techniques of basic descriptive sta- Requirements for a BBA Minor (27 credits) tistics with their applications in social and busi- ACCT 201, 202; STBE 205; FNCE 303; ness fields; probability models, random variables, MKTG 309: MGMT 310; ECON 201 or 202; probability distributions, expectations and estima- MATH 151; 3 credits of Business, Economics, tions. Offered in ACCEL format only. Prerequisites: MATH 151 or equivalent; ECON + = Applicable toward general education degree requirements 201 or 202. WI = Writing intensive course 70 Undergraduate Programs

STBE 305. Intermediate Economic and Chemistry Business Statistics 3 credits Estimations, time series, index numbers, regres- The goal of the Chemistry Department is to edu- sion and correlation analysis, chi-square and deci- cate majors to be sufficiently knowledgeable and sion theory. Offered in ACCEL format only. adaptable as to allow them to compete successful- Prerequisite: STBE 205 or equivalent. ly in chemistry or medical graduate programs, to assume appropriate responsibilities as industrial chemists, and to teach competently at the secondary level. Where ever you want your chemical Catholic Studies studies to lead, we can offer a plan of study that Requirements for an Interdisciplinary Minor in will fit your needs. The department has a wide Catholic Studies: A minimum of 18 semester cred- range of chemical instrumentation, such as its, including CATH 201; HIST 307, 308; FTNMR, FTIR, GC, HPLC, and Diode-array THEO 411; six semester credits the following: UV-VIS, to allow you important hands-on train- ART 354; CATH 301; HIST 245, 317, 319; ing in these modern chemical analysis methods. MUS 310; PHIL 343, 360; SVLN 201; THEO Requirements for a Bachelor of Arts Degree with a 202, 215, 219, 302, 309, 362, 404. Major in Chemistry: 32 semester credits in chem- Entry procedure for Catholic Studies Minor: A istry including CHEM 105, 106, 110, 150, 207, course of study should be worked out with an 208, 209, 210, 301, 303, 313 or 314, and 350; advisor. This will be submitted to the Catholic PHYS 203 and 204 or 251 and 253; and Studies program director for approval. MATH 191, 192. Requirements for a Bachelor of Science Degree with Course Descriptions a Major in Chemistry: 44 or 45 semester credits in +CATH 201. Introduction to Catholic chemistry including CHEM 105, 106, 110, 150, Studies 3 credits 207, 208, 209, 210, 301, 303, 313, 314, 321, Interdisciplinary foundations course. Students 350, 428 or 440, and one elective from 311, 319, receive an introduction to the rich heritage of the or 333; PHYS 251, 253; and MATH 191, 192. Catholic intellectual tradition, including Church Recommended courses: MATH 290 or 291. teachings, Catholic literary and artistic expres- Requirements for a Bachelor of Arts Teaching Major sions, and contemporary issues in the Catholic in Chemistry: 31 credits in chemistry, with a total community. Prerequisite: One 100- or 200-level of 47 semester credits in science and mathemat- theology course or instructor permission. ics, including: CHEM 105, 106, 110, 207, 208, CATH 301. Readings in Catholic 209, 210, 301, 303 or 333, 313 or 314, and 350; Studies 1–3 credits PHYS 203 and 204 or 251 and 253; and Directed readings in topics approved by the MATH 191, 192. Education courses, including Catholic Studies Advisory Committee. EDUC 343, required for a teaching major are Prerequisite: CATH 201 or instructor permission. found in the Department of Education section. Requirements for a Bachelor of Arts with a Pre-Med Concentration: In addition to courses required for the bachelor of arts in chemistry major, students

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must take the following courses: CHEM 319; +CHEM 105. General Chemistry I 4 credits BIOL 103, 104, 202, 204, 301 and 303. Introductory course required of all chemistry, Students are encouraged to tailor their studies to biology, physics and engineering majors. Basic admission requirements of medical schools in principles and terminology including atomic and which they are interested by taking other science molecular structure, nature of chemical bonds, and mathematics courses as electives. states of matter and reaction stoichiometry. Lecture and laboratory. Prerequisite or corequi- Requirements for a Teaching Minor in Chemistry: site: MATH 151. 25 semester credits of chemistry, including CHEM 105, 106, 110, 207, 208, 209, 210, 301, CHEM 106. General Chemistry II 4 credits and 303 or 333. Continuation of CHEM 105. Topics include kinetics, equilibria, thermodynamics, electro- Requirements for a Non-Teaching Minor in chemistry, nuclear chemistry, acid-base chem- Chemistry: 20 semester credits of chemistry istry and topics in descriptive chemistry of met- including CHEM 105, 106, 207, 209, and eight als, non-metals and organics. Lectures and labo- elective credits chosen from CHEM 110 or other ratory. Prerequisite: CHEM 105. chemistry courses at the 200-level or above. CHEM 110. Laboratory Safety 1 credit Course Descriptions Fundamentals of laboratory safety. Satisfies OSHA Right-to-Know training for student labo- +CHEM 101. Chemistry and Society 4 credits ratory workers. Topics discussed include regula- Fundamentals of chemical principles for non-sci- tory codes, guidelines and techniques in lab safe- ence majors, with emphasis on the world of ty, identification and handling of hazards, infor- chemistry surrounding us. Basic chemical laws mation resources, and emergencies. Lecture and theory are used to describe commonplace only. Prerequisite: CHEM 105. chemical reactions and properties, including those in organic and biochemistry. The final unit CHEM 120. Chemistry of Art 3 credits discusses current chemical issues. Lecture and Introduction to chemical principles for non-sci- laboratory. Prerequisite: MATH 121. ence majors with emphasis on the application of chemistry to the media and processes used in art. +CHEM 102. History of Chemistry 3 credits Studies investigate properties and formulations A historical look at the great discoveries of chem- of materials as well as the chemical and physical istry from the early alchemists to modern changes that occur in their use. Lecture and lab- chemists. Students will duplicate the great labo- oratory. ratory experiments of such chemists as Priestley, Lavoisier, and Pauling. For non-science majors. CHEM 150. Career Exploration in Lecture and laboratory. Chemistry 1 credit Students will investigate various career options +CHEM 103. Principles of Chemistry 4 credits within the chemical sciences through completing Survey of concepts and applications for students a career interest inventory, reading information in majors that require one semester of general on specific job opportunities provided by profes- chemistry. Topics selected from inorganic, sional organizations, engaging in job shadowing organic and biological chemistry. Lecture and experiences and informal discussions with profes- laboratory. Prerequisite: MATH 131. sional chemists. Prerequisite: Chemistry 105. Graded Pass/No Pass. + = Applicable toward general education degree requirements WI = Writing intensive course 72 Undergraduate Programs

CHEM 207. Organic Chemistry I 3 credits Offered alternate years. Prerequisite: CHEM 106. Introduction to the structure, nomenclature and CHEM 303. Instrumental Analysis 4 credits reactions of important classes of organic com- Basic theory, operation, and application of tech- pounds including hydrocarbons, halides, alcohols, niques of instrumental chemical analysis. Includes ethers, carbonyl compounds and amines. spectroscopy, chromatography, and electroanalyti- Structure-reactivity relationships and basic reac- cal methods. Lectures and laboratory. Offered tion mechanisms are stressed. Prerequisite: alternate years. Prerequisite: CHEM 106. CHEM 106. CHEM 311. Research Methods CHEM 208. Organic Chemistry II 3 credits in Organic Chemistry 3 credits A continuation of CHEM 207. Topics include By selecting and carrying out several mini molecular orbital theory of conjugated systems, research projects, students are introduced to electrophilic and nucleophilic aromatic substitu- strategies for solving problems in organic chem- tion, free radical and carbanion reactions, the istry. Progress shared at weekly research group chemistry of nitrogen-containing compounds and meetings. Lecture and lab. Prerequisite: further work with stereochemistry. Strategies for CHEM 210. organic synthesis are introduced and illustrated throughout the course. Prerequisite: CHEM 207. CHEM 313, 314. Physical Chemistry I and II 4 credits CHEM 209. Organic Chemistry Principles and applications of theoretical chem- Laboratory I 1 credit istry including thermodynamics, quantum Theory and practice of methods for preparation, mechanics and kinetics. Lecture and laboratory. purification and characterization of organic com- Offered alternate years. Prerequisites: pounds. Techniques studied include recrystalliza- CHEM 106, PHYS 204 or 251, and MATH 192. tion, distillation, extraction, chromatography and determination of physical properties. Prerequisite CHEM 319. General Biochemistry 4 credits or corequisite: CHEM 207. Application of chemical principles to the study of living systems. Structure and chemical properties CHEM 210. Organic Chemistry of biomolecules discussed, followed by analysis of Laboratory II 1 credit important metabolic processes within the cell. Continuation of CHEM 209. Emphasizes use of The lab provides experience with macromolecular modern instrumental methods for monitoring separation and characterization. Lecture and lab. chemical reactions and elucidation of structures of Prerequisite: CHEM 207. organic compounds. Practice provided in the collection and interpretation of data using mass, CHEM 321. Advanced Inorganic ultraviolet-visible, infrared and nuclear magnetic Chemistry 4 credits resonance spectrometers. Prerequisite: Advanced topics in inorganic chemistry emphasiz- CHEM 209. ing structure, periodicity, bonding, spectroscopy, transition metal chemistry and reactions. Lecture CHEM 301. Quantitative Inorganic and lab. Offered alternate years. Prerequisites: Analysis 4 credits CHEM 208/210. Study of the theory of chemical equilibria as it applies to gravimetric and volumetric analysis. CHEM 333. Environmental Chemistry 4 credits Laboratory experience with basic quantitative In-depth study of the environment using chemical techniques, including statistical methods of data principles. Covers the sources, reactions, trans- analysis, is included. Lectures and laboratory. port, effects and fates of chemical species in

73 Undergraduate Programs

water, soil and air environments. Laboratory pro- COMM 205, 225, 232, 240, 403. vides experience with environmental sampling Concentration Requirements: 16 credit hours and analysis techniques. Prerequisites: CHEM including COMM 224, 230, 251, 323, 329. 207, 209. Electives: 12 credit hours from COMM 203, 233, 306, 326, 327, 328, 394, 395. WI-CHEM 350. Introduction to Chemical Literature and Writing 2 credits Public Relations and Marketing Communication Introduction to literature searching, critical read- Major ing, and scientific writing. Required of all majors. Core Theory Requirements: 12 credit hours includ- Prerequisite: CHEM 106. ing COMM 232, 240, MKTG 309, 311. Research, Writing and Skills Requirements: 15 cred- CHEM 428, 429. Chemical Research 1 credit it hours including COMM 230, 225, 251, 329, Study of a research problem in current chemistry. 353. One hour conference and two three-hour labora- Capstone: Six credit hours of COMM 405, tory sessions per week. Prerequisite: Instructor MKTG 348. permission. Electives: 12 credit hours. Courses chosen must CHEM 440. Chemistry Internship 1–2 credits be from at least two areas, and at least six credits Students work part time in the laboratories of must be in communication. local industrial, clinical or government employers, Visual/Graphic Production: COMM 224, 335, gaining practical experiences in the application of 337; ART 205, 210, 231, 233. chemistry to “real world” problems. Prerequisite: Human Communication: COMM 203, 306, 326, Instructor permission. 328; THTR 105. Communication in Business: COMM 306, 327; MKTG 330, 347. Writing: COMM 323, 331; ENGL 216, 217, Communication 218. Journalism Major Requirements for a Minor in Communication: Core Requirements: 12 credit hours including COMM 203, 225, 306, 327 or 328, 329. COMM 205, 225, 232, 403. Concentration Requirements: 15 credit hours Requirements for a Minor in Mass Communication: including COMM 230, 331, 332, 334, 354. COMM 205, 232; 9 credit hours from the follow- Electives: Nine credit hours from COMM 224, ing: COMM 224, 225, 230, 233, 240, 251, 323, 233, 240, 323, 337, 338; ART 233. 331, 332, 334, 335, 337, 338, 339, 354. Six of the 9 credits must be in 300-level courses. Radio/TV Major Core Requirements: 12 credit hours including Transfer Students from Four-Year Colleges and COMM 205, 225, 232, 403. Universities: St. Ambrose accepts up to 25 semes- Concentration Requirements: 22 credit hours ter transfer credits of courses in any one of the including COMM 224, 335, 337, 338, 339; and communication sequences (with the exception of two of COMM 230, 233, 323, 334. COMM 390, 391, 399) applied toward a major in mass communication, provided the courses are Mass Communication Major equivalent in content to those taught at SAU. Core Requirements: 15 credit hours including Two-Year Colleges: St. Ambrose accepts up to 25 + = Applicable toward general education degree requirements WI = Writing intensive course 74 Undergraduate Programs semester credits of first and second year courses evaluative aspects of layout and design for print- (100- and 200-level courses at St. Ambrose ) in ed or on-screen presentation. Includes hardware, any one of the communication sequences applied software and terminology when using personal toward a major, provided the course content is computers for desktop publishing or web-site similar to those taught at St. Ambrose (with the creation. exception of COMM 390, 391, 399). COMM 230. Newswriting 3 credits First in a sequence of courses designed to devel- Course Descriptions op skill in basic reporting and newswriting tech- +COMM 101. Principles of Public niques. Focuses on writing and reporting for Speaking 2 credits newspapers and organizations. Establishes the Beginning course in public speaking, emphasiz- foundation for public relations and broadcast ing choice and organization of material, audience writing. Prerequisite: ENGL 101. analysis, oral style of delivery. Extemporaneous COMM 232. Mass Communication method stressed. and Society 3 credits +COMM 110. Basic Human Study of ethics, rights, responsibilities and the Communication 3 credits place of mass media in social change and social Introduction to the basic skills of oral communi- planning. cation. Study of basic communication theory in COMM 233. Topics in Communication 3 credits interpersonal, small group, and public speaking Studies various topics associated with the field of contexts. Students will apply these theories and communication. Specific topics are chosen by skills in formal speeches, classroom projects, and the faculty pursuant to faculty and student inter- assignments. est. Course may be repeated when topic changes. +COMM 203. Interpersonal Prerequisites: COMM 205, 232. Communication 3 credits COMM 240. Principles of Public Introduction to intrapersonal and interpersonal Relations 3 credits communication processes, perception, and deci- The history, tools and theories of public rela- sion-making. Verbal and nonverbal codes, trans- tions. Studies how public relations fits into an actional styles, and techniques of enhancing organization's marketing program; the practice, interpersonal relationships. procedures and duties of public relations profes- COMM 205. History of Mass sionals; and tactics used to develop a communi- Communication 3 credits cation plan consistent with the organizational History of media, regulation of the industry, goals. theories basic to electronic media in America. COMM 251. Writing for Public COMM 224. Radio and Television Relations 3 credits Production 4 credits Intermediate course in reporting and writing Theory and intense studio practice in all phases news, features, releases, newsletters, fact sheets, of radio and television production, culminating press kits, direct mail, advertising as well as basic in presentation and critical evaluation of student- business documents used in professional public created programs. relations. Stresses information gathering, excellence in writing, and adherence to professional COMM 225. Desktop Communication 3 credits style. Prerequisite: COMM 230. Introduction to the practical, theoretical and

75 Undergraduate Programs

WI-COMM 306. Group view. Investigates internal and external types of Decision-Making 3 credits communication, dyads, interviewing and coun- Introduction to the process of decision-making in seling, selling and persuading. a small group setting. Emphasis is on under- +COMM 328. Argumentation and standing how the dynamics of a small group Debate 3 credits influence decision-making. Activities focus on Basic principles of argumentation. Problem-solv- the use of a reflective thinking pattern to reach ing through evidence, reasoning and persuasion. satisfactory decisions. Use of a style manual for Classroom debate on topics of current interest. writing reports and reactions is emphasized. +COMM 329. Business and COMM 323. Writing Advertising Copy 3 credits Professional Speaking 3 credits Course in planning and writing advertisements Principles and strategies of presentational speak- for print, broadcast and other media. Stresses ing in a professional business setting. Focus is on information gathering, persuasive writing, and the presentation of demonstration, explanation, integration of verbal and nonverbal elements of and team sales presentations. Emphasis given to the message. the use of visual aids including but not limited to COMM 325. Introduction to Speech overhead projections and Powerpoint presenta- Pathology 3 credits tions. Prerequisite: Sophomore status or Review of language development, nature, causes Instructor permission. Recommended: and treatment of speech and hearing problems COMM 101 or prior public speaking experience. using assistive technology and augmentative COMM 331. Feature Writing and communication systems. Practical course for Editing 3 credits early childhood, elementary, secondary, and spe- Experience in beat reporting, exploration of cial education teachers. Prerequisite: Admission depth reporting and features, editing, headline to Teacher Education. writing and page layout. Prerequisite: COMM 326. Communication and COMM 230. Technology 3 credits COMM 332. Print News Practicum 1–6 credits Relationship between communication and tech- Supervised experience in print journalism work- nology. Emphasis on the historical nature of the ing with The Buzz, 1–3 credits each semester not relationship and how new technologies influence to exceed six credits toward graduation. human communication in the context of inter- Prerequisite: Instructor permission. personal, groups, organizations and society. COMM 334. News Broadcasting 3 credits COMM 327. Organizational Learning to report, write and edit for radio and Communication 3 credits TV news. Topics include writing for the ear, Emphasizes planning, organization and control. audio and video usage, developing sources and Examines how systems work, role of internal story ideas, interviewing, story structure, picking communication, flow, content, interpretation of sound bites, producing and ethics. Stories are messages, problem-solving, avoiding communi- submitted for airing on KALA or TV-11. cation breakdowns, changing attitudes, motiva- Prerequisites: COMM 230. tion, leveling, interpreting management’s point of COMM 335. Radio Practicum 3 credits Supervised practice in various departments of + = Applicable toward general education degree requirements WI = Writing intensive course University’s FM radio station, from preparation 76 Undergraduate Programs

of program log to on-the-air work. Prerequisite: COMM 360. Special Topics in COMM 224 or instructor permission. Communication 3 credits This course studies various topics associated with COMM 337. Television Practicum I 3 credits the field of communication. Specific topics are to Students work on TV-11 programs, especially be chosen by the faculty pursuant to faculty and weekly Dateline newscast, to write, shoot, anchor, student interest. Course may be repeated when produce and direct on a rotation basis. Each topic changes. week, one class is used for planning/critique and the other for actual production. Lab students COMM 390, 391. Independent Study also help with other productions where limited in Communication 1–2 credits television experience is required, are assigned Directed individual research, writing and pro- crew positions, and have opportunities for on- duction on approved project. A student may reg- the-air experience in all phases of studio and ister for one or two credits in any given semester, remote production. Prerequisite: COMM 224. and may repeat the course for not more than two credits. Prerequisite: Instructor permission. COMM 338. Television Practicum II 3 credits Advanced practical experience in studio and COMM 394, 395. Independent Study in Public remote programs produced by TV-11. Students Address and Forensics 2 credits work as floor directors, camera operators, news Individual research and fieldwork in communica- photographers, announcers, tape editors, direction as used in industry, business, government or tors, producers, and as audio, video and lighting in political, civic, and professional organizations, technicians. Prerequisites: COMM 224, 337; or and as an educational tool. Prerequisite: instructor permission. Instructor permission.

COMM 339. Broadcast Technologies 3 credits COMM 399. Internship in User/operator/manager-oriented course in pre- Communication 2–5 credits sent and future technologies for communication Students study in a professional environment. industries. Advanced desktop communication Experience assumes agreement between student techniques are included. Prerequisites: and instructor on the learning contract, place- COMM 224, 225, 337, 338. ment, academic project and placement evaluation. Internship requests should be made to the COMM 353. Communication Research department chair one semester prior to place- Methods 3 credits ment. The student will complete a resume to be Introduction to the methods of information gath- used in interviewing for the internship. Final ering used to plan and evaluate public relations grade includes completion of a daily journal, eval- strategies and campaigns. Includes secondary uation of the academic project and personnel research, focus group research, content analysis, evaluation by the organization. Prerequisite: and survey research. Prerequisite: COMM 240. Instructor permission, approval by department COMM 354. Advanced Broadcast chair. Reporting 3 credits WI-COMM 403. Seminar in Supervised experience developing, researching, Communication 3 credits writing, and presenting campus and local news. For advanced students with interest in a particu- Students will function in class as beat reporters lar problem, topic or methodology. Content for either KALA-FM or TV-11. Prerequisite: changes each semester in response to student COMM 334. needs and faculty interests. Prerequisite: Senior status in communication. 77 Undergraduate Programs

WI-COMM 405. Communication Requirements for a Minor in Computer Network Campaigns 3 credits Administration (24 credits): Computer Capstone course provides extensive practice in Component: CSCI 210, 370; six credits from the researching, planning, communicating with following: CSCI 470, 450, 420, CNA 499. publics, and evaluating a communication cam- Communication Component: COMM 203, 326, paign. Students produce a communication plan ENGL 217; Business Component: MGMT 310. and accompanying creative samples to provide a Requirement for a Minor in Computer Science: practical application of theories. Prerequisites: CSCI 195, 205, 210, 360, 370; a second pro- COMM 225, 240, 251. gramming course; MATH 151; and one CSCI elective at the 300 level or above. Computer and Requirement for a Minor in Computer and Network Security: CSCI 210, 370, 415, 420, 425, Information Sciences 435; Computer security project using one course from: CSCI 480, 490, 499; one course from: Requirements for a Bachelor of Arts with a Major in CSCI 195, 450, 480. Computer Information Systems: CSCI 195, 205, 210, 220, 275, 300, 360, 370; one from follow- Course Descriptions ing: CSCI 390, 395; one from following: CSCI 440, 450, 460, 470, 480; Business Component: WI-CNA 400. Capstone Seminar 3 credits ACCT 201, 202; ECON 101; FNCE 300; A general topics and readings course in core MKTG 309; MGMT 310; MATH 151; STBE computer networking technologies and manage- 337 or STAT 213; one business elective at 300 ment issues providing a foundation for integrat- level or above; one class from ENGL 217 or ing communications skills through research COMM 326 or COMM 327; CSCI 499 paper development, technical writing, group Internship strongly recommended. decision-making and business presentations. Prerequisite: Senior standing in CNA major. Requirements for a Bachelor of Science with a Major in Computer Science: CSCI 195, 240, 310, CNA 499. Internship 1–5 credits 320, 360, 370, 395, 400, 410; MATH 191; two Experiential learning in a professional business courses from: CSCI 385, 430, 440; one course setting, based on an agreement between the advi- from: CSCI 420, 450, 470; one course selected sor and student on learning contract, placement, from: CSCI 480, MATH 192, 290, 300; CSCI academic project, evaluation. Students prepare a 499 Internship is strongly recommended. resume and participate in job screening process. Prerequisite: Senior standing in CNA major. Requirements for Bachelor of Arts with a Major in Computer Network Administration (39 credits): CSCI 120. Introduction to Computer Component: CSCI 210, 370, 470; Computer Science 3 credits three courses totaling at least nine credits select- Survey of computer systems, the role of the com- ed from: CSCI 195, 420, 450, CNA 499. puter in different disciplines. Applications cov- Communication Component: COMM 203, 306, ered include an office suite (word processing, 326; ENGL 217, 218. Business Component: spreadsheet, and database), web browsing, and MGMT 310. CNA Component: WI-CNA 400. Internet research).

CSCI 130. Introduction to Programming 1 credit + = Applicable toward general education degree requirements WI = Writing intensive course Introduction to analyzing and designing a pro- 78 Undergraduate Programs gram. Topics include: top-down design, flow of and files, table handling, search and sort features control, pseudo-code, variables, reading from the and interactive programs. Emphasis on efficient keyboard, writing to screen, formatting output, and structured programming techniques. conditional statement, concept of function. Prerequisite: CSCI 195 or instructor permission. Prerequisite: CSCI 120 or instructor permission. CSCI 240. Assembler Language CSCI 150. Internet Programming Programming 3 credits and Applications 3 credits Number systems and conversions including nega- Internet navigation using web browsing software, tive numbers. Assembler language and machine including email, FTP, Usenet News, Telnet and language including the use of subroutines, stacks Gopher. Multimedia applications and plug-ins. and macros. Introduction to computer architec- Creating and publishing web pages using hyper- ture and program interrupts. The ability to use text markup language (HTML). Web scripting Assembler in conjunction with other languages. and developing using Java language. Includes a Prerequisite: CSCI 195. case study. Prerequisites: MATH 121 or CSCI CSCI 275. Visual Basic 3 credits 120 or instructor permission. Teaches students with some programming experi- CSCI 195. C++ Programming I 3 credits ence how to create sophisticated Visual Basic- Study and use of C++. Use of pointers, struc- based applications designed to solve business tures, problems. Students build applications that access ability to manipulate bits, bytes and addresses. databases, use OLE to integrate applications and Comparison of C++ with high-level and low-level act as OLE servers and add-ins. Prerequisite: languages, work with user-defined libraries. CSCI 195. Prerequisite: CSCI 120 or instructor permission. CSCI 300. Systems Analysis and Design 3 credits CSCI 205. Advanced Microcomputer Traditional analysis, design and implementation Applications in Business 3 credits through the data flow analysis and systems devel- A survey of the popular and standard hardware opment life cycle approach. Emphasis on the use and software used in business, and major micro- of case tools. Prerequisite: CSCI 195 or 220 or computer needs in business. Prerequisite: instructor permission. CSCI 120 or instructor permission. Not open to CSCI 310. Data Structures 3 credits computer science majors. Study and application of data structures. stacks, CSCI 210. Computer Systems 3 credits polish notations, queues, recursion, linked list Understanding of hardware and software compo- and list processing, binary trees and their applica- nents that comprise modern computer systems. tions, sorting, searching, graphs and their applica- Relationship between hardware and software as tions. Prerequisite: CSCI 195. the foundation of efficient computer systems. CSCI 320. Computer Organization 3 credits Elementary concepts of computer architecture Investigates evolution of computers, number sys- and its constraints on efficient system operations. tems and computer codes, Boolean functions and Operation system alternatives and capabilities in logic design. Basic computer organization: CPU, regard to ability to manage underlying systems memory, and input/output. Parallel processing, resources. Prerequisite: CSCI 120 or 195, communication networks, some case studies. instructor permission. Prerequisite: CSCI 195 or 240. CSCI 220. Programming with COBOL 3 credits The study and use of COBOL. Use of records 79 Undergraduate Programs

WI-CSCI 360. Database Management abstract datatypes, special purpose programming Systems 3 credits languages. Prerequisites: CSCI 195, 310. Use of ER diagrams and relational database CSCI 410. Operating Systems 3 credits design and structured query language. Emphasis Evolution of operating systems, process struc- is on normalization and introduction to different tures, parallel processing, mutual exclusion, sem- DataBase Management Systems. Prerequisite: aphores, concurrent programming, deadlock. CSCI 195. Organization and management of real and virtual CSCI 370. Networks and Data storage.and distributed computing. Prerequisites: Communications 3 credits CSCI 195, 310. Introduction to computer networks. Covers prin- CSCI 415. Computer and Network ciples of the ISO model, network topologies, Security 3 credits physical networks and connection schemes, pro- This course will present the basic concepts and tocols, error handling, security and local area techniques for securing a computer system and networks. Prerequisite: CSCI 195 or 210. for securing information systems in a network CSCI 385. Programming in Java 3 credits environment. Topics to be studied include site The course covers the basics of the Java pro- security, security management, intrusion detec- gramming language and how it is used for net- tion/protection, integrity management, and event work programming. It presents extensions of Java recovery. Prerequisite: CSCI 370. such as data encapsulation, data abstraction, CSCI 420. TCP/IP and Internet classes, and methods. Prerequisite: CSCI 195. Management. 3 credits CSCI 390. Advanced COBOL This course is designed to provide an in-depth Programming 3 credits investigation of the TCP/IP protocol suite. Continuation of CSCI 220. Structured program- Students will study the internals of TCP/IP and ming techniques, searching, sorting, sequential then immediately apply the knowledge gained files, indexed files, relative files, report writers. through a series of hands-on projects. Prerequisites: CSCI 220. Prerequisite: CSCI 370.

CSCI 395. C++ Programming II 3 credits CSCI 425. Computer Forensics 3 credits Covers user-defined libraries and using files for Incident handling, investigative methods, track- input/output with different structures. Will work ing, evidence collecting and reporting on com- with extensions of C++ such as data encapsula- puter systems. Detailed analysis of log and sys- tion, data abstraction, classes and function/oper- tem files. Intrusion detection/protection tech- ator overloading. Prerequisite: CSCI 195. niques will be introduced. Hands-on work with compromised systems and case studies of com- CSCI 400. Programming Language puter break-ins. Prerequisite: CSCI 370. Concepts 3 credits Evolution of major programming languages. CSCI 430. Artificial Intelligence 3 credits Comparative study of programming languages The area of artificial intelligence will be including PASCAL and C and C++ languages. explored. The student will work through many of Syntax and semantics, formal grammars, the artificial intelligence concepts using an AI datatypes, control structures, subprograms, language such as prolog or lisp and through expert systems. Neural nets will also be dis- + = Applicable toward general education degree requirements cussed. CSCI 195 or instructor permission. WI = Writing intensive course 80 Undergraduate Programs

CSCI 435. Legal and Ethical Issues in CSCI 480. Topics in Computer Computing 3 credits Science 1–3 credits Addresses the social, legal, ethical, and economic Selected topics in computer science. May be issues related to computing. Topics will include repeated. Prerequisites: Junior or senior standing ethical theory and its relation to the use of com- and instructor permission. puters, current law pertaining to intellectual CSCI 490. Independent Study in property, and contract negotiations for hardware, Computer Science 3 credits software, and consulting. Reading, research, writing programs or supervis- CSCI 440. Multimedia Development 3 credits ing programming projects in computer science Students study a variety of different ways of not available in other courses. Prerequisite: using the computer to convey ideas. They will Departmental approval. emphasize the use of graphics, sound and video. CSCI 499. Internship in Both standard mediums such as word processors Computer Science 3 credits and instructional tools such as course-ware prod- Merging course work with practical training in ucts will be evaluated for their ability to stimu- computer science. Emphasis on how practical late and instruct. The aim will be to learn to pro- experience directly relates to course work. duce multimedia presentations though hands-on Pass/No Pass course. Prerequisite: Departmental programming and usage. Prerequisite: CSCI 195 approval. or instructor permission.

CSCI 450. Network Operating System Topics 3 credits Experience designing, installing and managing a Cooperative Education computer network using a current Network Course Description Operation System. May include Novel NetWare, COOP 404. Cooperative Education 1–3 credits Windows 2000 server, Cisco routing and UNIX. Practical work experience or training under pro- Course may be repeated for credit as long as the fessional supervision for all majors. Pass/No Pass topic is not repeated. Prerequisite: CSCI 370. course. Prerequisites: 2.0 cumulative GPA, pur- CSCI 460. Advanced Database suing a designated program of study, meet Management Systems 3 credits employer requirements, sophomore standing at Expanded coverage on normalization and SQL. St. Ambrose or meet departmental requirements. Developing databases in different DBMS systems. Evaluate other means of accessing a database. Prerequisite: CSCI 360. Criminal Justice CSCI 470. Advanced Computer Networks and Data The Criminal Justice program at St. Ambrose Communication 3 credits University provides students with a broad-based This course extends the student’s understanding course of study designed to provide them with of network topics such as network protocols, the knowledge and skills necessary for employ- topologies, frame relay, ATM, virtual networks, ment in criminal justice and related fields. The WAN, encryption and any other current topics. program offers courses in law enforcement, cor- Prerequisite: CSCI 370. rections, criminological theory, juvenile justice, crime prevention and security, and research methods and statistics. The various electives 81 Undergraduate Programs

available are designed to broaden the student’s development of American criminal justice with knowledge in the field and challenge them to emphasis on constitutional requirements. Survey develop intellectually. In addition, the Criminal of enforcement, court and corrections subsys- Justice Bachelor of Arts program and the Master tems on a national, state and local level. of Criminal Justice program are highly integrat- +CRJU 102. Introduction to ed. This enables students desiring to continue Law Enforcement 3 credits their education the opportunity to complete their This course is designed to be an introduction to master’s degree in one additional year. the social scientific study of police in the United Requirements for a Major in Criminal Justice: 48- States. The historical development of police, the 54 credits in criminal justice including functions of police, different types and styles of Foundation Courses (15 credits): CRJU 101, 102, policing, and factors affecting policing in the 231, 400, 411. U.S. will be examined. Prerequisite: CRJU 101. Core Courses (21 credits): CRJU 222, 250, 316, CRJU 221. Criminal Law and Procedure 3 credits 330, 407, 421. Examines the goals and purposes of American Justice Subsystems (12 credits): Complete courses criminal law. Explores elements of crime, crimi- in two of the following three areas: Policing: nal defenses, rules of law regarding police proce- CRJU 303, 342; Corrections: CRJU 313, 314; dures such as searches, seizures, interrogations, Crime Prevention & Security: CRJU 241, 340. and testimony. Prerequisites: CRJU 101, 102. Electives (6 credits) from the following: CRJU 402, 403, 410, 432, 487, 499; PSYC 321, PSYC CRJU 231. Contemporary Corrections 3 credits topic course of Psychology and Criminal Developmental history of American corrections Behavior; SOC 313, 320, 321, 322; or courses with emphasis on contemporary issues related to from the justice sub-systems not chosen. the correctional system and process, correctional clientele, treatment of inmates in institutions and Requirements for a Minor in Criminal Justice: 21 community programs and the future of correc- semester credits including CRJU 101, 102, 231, tional practice. Prerequisite: CRJU 101. 241, 316, 400, 407. CRJU 241. Crime Prevention Strategies 3 credits Requirements for a Criminal Justice and Computer Crime opportunity reduction with emphasis on Security Major: (51 credits total). Criminal Justice the development and implementation of crime courses (27 credits): CRJU 101, 102, 221, 241, prevention strategies, the role of crime preven- 342, 400, 407, 411, 421 (for 3 credits). tion specialists in policing and private security, Computer Security courses (24 credits): CSCI the use of security devices and procedures and 210, 370, 415, 420, 425, 435, 490; CSCI 195 or crime risk reduction through environmental 450 or 480 (when topic applies to computer design. Prerequisite: CRJU 101. security). CRJU 250. Applied Criminal Course Descriptions Justice Issues 3 credits Examines each branch of the criminal justice sys- +CRJU 101. Introduction to tem for examples of current ethical problems. Criminal Justice 3 credits Examples include prosecutorial, misconduct, the Historical and philosophical account of the application of excessive force, police brutality, racial profiling, and passing and enforcing unjust + = Applicable toward general education degree requirements laws. Prerequisites: CRJU 101, PHIL 207. WI = Writing intensive course 82 Undergraduate Programs

CRJU 303. Police, Problems, and CRJU 340. Public and Private Security 3 credits Practices 3 credits The purpose of this course is to understand the This course examines how law enforcement agen- relationship between public and private security cies, faced with budgetary constraints, balance through the examination of historical develop- social, legal and political interests when developments, organizational structures, trends, goals, ing responses to community problems. Issues of and ramifications of social and economic forces as accountability and responsibility, civil liability, they relate to the security industry. Prerequisites: and integration of technology, police misconduct, CRJU 101, 102. excessive use of force, and selection are explored. CRJU 342. Criminal Evidence and Prerequisites: CRJU 101, 102, 222. Investigation 3 credits CRJU 313. Offender Treatment and This course examines the process of investigating Theories 3 credits crimes beginning with the first officer on the This course discusses the foundations of correc- scene and ending with prosecution. Emphasis is tional settings. Theories pertaining to the treat- placed on search and seizure, suspects’ rights to ment of offenders will be discussed as well as the counsel, interviewing practices, and expert wit- classification of offenders. Prerequisites: CRJU nesses. Prerequisites: CRJU 101, 102. 101, 231. CRJU 400. Criminological Theory 3 credits CRJU 314. Probation, Parole, This course examines theories of crime causa- and Community Corrections 3 credits tion,. Topics covered include: prominent theories This course is an examination of probation and in the study of crime, the use of official and unof- parole, treatment philosophies, and strategies for ficial statistics in assessing crime in US society, supervision in the community. Practice in use of the inter-play of theory and social policy/program presenting investigation and examination of inno- implementation. Prerequisites: CRJU 101; junior vations in community-based correctional alterna- or senior status. tives. Prerequisites: CRJU 101, 231. CRJU 401. Individual Research 3 credits +CRJU 316. Juvenile Justice 3 credits Applied research in a related area of interest to Crime and delinquency as an individual and the student. Requires an empirical component in social problem. Included are conceptual models the research design. Arranged in consultation with of social deviance, theories of criminal and delin- the instructor. Enrollment subject to instructor quent behavior and the administration of justice approval. in democratic society. An applied research project CRJU 402. Directed Readings 1–3 credits is required. Prerequisite: CRJU 101 or SOC 101. Specialized readings and reviews on an indepen- CRJU 330. Criminal Justice Statistics dent basis. May be repeated for a maximum of and Methods 3 credits three credits if topics differ. Requires departmen- Introduces criminal justice majors to the method- tal approval. ology and statistics used to explore and explain CRJU 403. Workshop 1–3 credits phenomenon relating to the study of crime and Topics and activities are designed to offer practi- criminal justice. The scientific method, hypothesis cal skill development opportunities useful to crim- testing, descriptive and inferential statistics sam- inal justice practitioners. May be repeated for a pling, experimental and quasi-experimental, and maximum of three credits if topics differ. survey designs are explored. Prerequisites: CRJU Requires departmental approval. 101, 102, 231, 400.

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WI-CRJU 407. Seminar in CRJU 487. Race, Class, and Criminal Justice 3 credits Criminal Justice 3 credits A capstone seminar focusing on analysis and This class is designed to examine and address evaluation of current practice, with emphasis on the stereotypes surrounding the issues of race ethical and operational issues confronting the and class and their impact on the criminal justice criminal justice practitioner. Prerequisite: 12 system. Specifically, it will discuss how race and criminal justice credits including CRJU 316, or class influence the decision-making process from instructor consent. arrest through sentencing. Prerequisite: CRJU 101 or instructor’s permission. CRJU 411. The Constitution and Criminal Justice 3 credits CRJU 499. Comparative Justice Systems 3 credits This course will examine the organization of the Examines the four justice traditions covering American judicial system, the historical origins of most of the worlds legal systems. These include the Constitution and the Bill of rights. Students the Common, Civil, Socialist and Islamic tradi- will also explore the rights of the accused that are tions. Justice systems of countries representative protected by the constitution. Prerequisite: of each tradition will be examined. Prerequisite: Senior standing or instructor’s permission. CRJU 101 or instructor’s permission.

CRJU 410. Crime Policy Analysis 3 credits This course examines the development and implementation of crime policy from a political, Economics institutional, and administrative perspective. See Business Application of political theories and policy analysis research techniques to better understanding and improving crime policy. Prerequisite: CRJU 101 or instructor’s permission. Education CRJU 421. Practicum 3–6 credits The Practitioner Preparation (Teacher Field observation and research under profession- Education) program includes areas of study nec- al supervision in a criminal justice or human ser- essary to prepare competent and professional vices related agency. Arranged by the department classroom teachers, and is approved by the Iowa with chair approval. Pass/No Pass course. Department of Education.

CRJU 432. Organized and Mission Statement White-Collar Crime 3 credits As a department within an independent, dioce- This course discusses the structure and environ- san, Catholic institution of higher learning comment of organized and white-collar crime. It pro- mitted to professional preparation within a vides a detailed analysis of the origins, history, strong liberal arts tradition, it is the mission of theoretical explanations, and structure of orga- the SAU Education Department to prepare nized and white-collar crime. The methods teachers who are professionally ethical, possess employed by law enforcement agencies to com- the knowledge and skills in current educational bat organized crime. Prerequisite: Junior stand- theory and practice needed to serve all learners ing. in diverse current educational environments, and possess the general skills needed to adapt to and create the learning environments of the future. + = Applicable toward general education degree requirements WI = Writing intensive course 84 Undergraduate Programs

Licensure creating environments that encourage positive Successful completion of the Practitioner social interaction, active engagement, and self Preparation program enables students to receive a -motivation. provisional license to teach in Iowa agencies and 6. Demonstrates knowledge of effective verbal, schools. Students who plan to teach in a state nonverbal, and media communication tech- other than Iowa should consult the Education niques, and other forms of symbolic represen- Department concerning certification requirements. tation, to foster active inquiry, collaboration, All licenses for teachers are issued by the and support interaction in the classroom. State of Iowa Board of Educational Examiners 7. Demonstrates formal and informal assessment upon recommendation of the university through strategies to evaluate the intellectual, social which the applicant has completed an approved and physical development of learners. program. All applicants must comply with the 8. Demonstrates his/her professional role State of Iowa FBI background check prior to through continually evaluating the effects of applying for licensure. An applicant who has not his/her choices and actions on students, par- completed the Practitioner Preparation program ents, and other professionals in the learning will not be recommended by this university. community and actively seeks out opportuni- The Practitioner Preparation program is sub- ties to grow professionally. ject to requirements mandated by the Iowa 9. Demonstrates an understanding of the role of Department of Education. Any change in the professional educator through fostering requirements which occurs after publication of relationships with parents, school colleagues, this catalog may require additional course work and organizations in the larger community to in order to complete licensure. support students’ learning and development. 10. The teacher understands the central con- Objectives of Pre-Service Educator: cepts, tools of inquiry, and structures of the 1. Demonstrates an understanding of how stu- discipline(s) he or she teaches and can create dents learn and develop and provides learning learning experiences that make these aspects opportunities that support intellectual, career, of subject matter meaningful for students. social, and personal development. 2. Demonstrates an understanding of how stu- Admission to Teacher Education dents differ in their approaches to learning In either EDUC 205 or 207, students apply for and creates instructional opportunities that admission to the Teacher Education program. are equitable and are adaptable to diverse Full admission is granted if the following require- learners. ments are met: 3. Demonstrates an ability to plan instruction 1. Maintain a 2.7 cumulative grade point average based upon knowledge of subject matter, stu- (GPA). dents, the community, curriculum goals, and 2. Maintain a 3.0 in Education. state or other tested curriculum models. 3. Maintain a 3.0 in major field (for early child- 4. Demonstrates an understanding of the need hood and secondary education majors only). for higher level thinking through the use of a 4. Submit a completed audit sheet. variety of instructional strategies to encourage 5. Pass C-Base examination. students’ development of critical thinking, 6. Complete 70 field hours in 205 or provide problem solving, and performance skills. verification indicating completion of required 5. Demonstrates an understanding of individual field hours through EDUC 207. and group motivation and behavior through 7. Submit three professional rating forms

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(EDUC 205 or 207 instructor, cooperating College Basic Academic Subjects Examination teacher’s final evaluation, St. Ambrose faculty Requirements: member) and achieve a combine score of at Before gaining full admission to the least 75 percent. St. Ambrose Teacher Education program, 8. Receive a grade of B or above in Field students must pass the College Basic Experience or Orientation to Teaching. (for Academics Subjects Examination (C-BASE). students who do not achieve any required Students are allowed a maximum of three GPA at the conclusion of the 205 or 207 attempts at C-BASE while enrolled as stu- semester, GPA will be reviewed at the end of dents at St. Ambrose. If a student does not the following conditional semester. Full pass C-BASE on the first attempt, he or she admission will be granted if all coursework for must communicate with the Education the past two semesters (summer is considered Assessment Coordinator to develop a plan of a semester) meets the required 2.7 and 3.0 remediation before again attempting the standards. Note that for full admission all exam. other requirements must be met, and full Composition of C-BASE Test admission can only be maintained by continu- Subject: English-Sub-sections: Reading, liter- ing to meet all requirements each semester. ature, writing 9. Submit an application for admission to teacher Subject: Mathematics-Sub-sections: General education program form (including statement mathematics, algebra, geometry of fraud section and necessary signatures). The English examination consists of (1) 45 Students lacking in one or more of these areas multiple choice questions dealing with reading may be admitted on a conditional basis. and literature. It also includes (2) a segment During the semester enrolled in EDUC during which students are asked to write an 205/207 and the following conditional semes- essay in response to a question presented to ter, students may register for education, early them. The mathematics examination consists childhood, and special education courses to of 45 multiple choice questions dealing with be held the following semester. If the students general mathematics, algebra, and geometry. do not receive full or conditional admission Students are allowed 40 minutes for the writ- by the end of the 205/207 semester or full ing segment and 90 minutes for multiple admission by the end of the conditional choice questions. The total test, including semester, registration will be cancelled and time for instructions and a short break, they will be dropped from any education, requires approximately 150 minutes. early childhood, or special education courses Passing Scores for the following semester. This allows stu- Potential scores may range from 40–560. dents one semester to correct any deficiencies. Overall scores are reported for English and Failure to remove any deficiencies will result mathematics. Sub-scores are reported for in denial of admission at the end of the condi- reading/literature, writing, general mathemat- tional semester. Appeals may be filed with the ics, algebra, and geometry. Entrance to the Teacher Education Appeals Committee. Teacher Education program requires the fol- 10. All coursework required in education or by lowing scores: the major must achieve a grade of C or above. Overall English 235 Overall Mathematics 235 Writing sub-section 235 + = Applicable toward general education degree requirements WI = Writing intensive course 86 Undergraduate Programs

Requirements for Admission to Student Teaching Bachelor of Education and Graduation from the Education Department: The Bachelor of Education is for individuals who 1. Be admitted to the Practitioner Preparation have completed a bachelor’s or master’s degree program. The applicant completes a proposed and are seeking teacher licensure. Required sequence of courses leading to licensure. course work is identical to that described for 2. Maintain a cumulative GPA of 2.7 and main- early childhood, elementary or secondary licen- tain a GPA of 3.0 in education and major/ sure. Bachelor of education students are exempt endorsement courses, with all grades at C or from general education requirements. Changes in above. Grades of D or F are not acceptable. licensure guidelines may result in changes in 3. Complete two writing intensive courses before degree requirements. the student teaching semester. Requirements for Admission to the Bachelor of An appeal process is available for the above Education Program: requirements. All appeals must be made in writ- 1. Thirty of the student’s last 45 semester credits ing to the Teacher Education Appeals in the previous degree program must meet the Committee through the Education Department Practitioner Preparation program’s require- chair. Student teaching appeals must be made ment of 2.7 cumulative GPA, and 3.0 GPA in before the student teaching semester begins. the major/endorsement area, including any Student Teaching Semester hours applicable to the Practitioner Points to Remember for Students and Advisor Preparation program. 1. All students who wish to student teach in 2. The student needs to complete 30 of the last grades PK–12 during the following school 45 semester credits through St. Ambrose. year must apply by November 1. 3. All other degree requirements are identical to 2. Student teachers are assigned by the those described under the Practitioner Education Department to public or private Preparation program section. agencies or schools in the Quad City area. Iowa Endorsement Early Childhood Education 3. The length of assignment is all day, every day, (100) for one entire semester. Students earn 12 to Students who major in early childhood education 15 semester credits. are prepared to teach children, including those 4. Applicants seeking licensure in art, music or with disabilities and developmental delays, from physical education are assigned to elementary birth to age 8 in a variety of settings, including and secondary schools. Early childhood edu- public and private pre-school, kindergarten, first, cation applicants teach at two age levels, 0–3 second and third grade. To acquire an Iowa early years, 3–6 years, or kindergarten-third grade. childhood endorsement to be licensed to teach Special education applicants teach a split children birth to age 8 with and without disabili- assignment with half in elementary and half in ties. An applicant needs the following to com- a special education area. plete a major in early childhood education: 5. During the student teaching semester, all stu- Required Courses: EDUC 205 or 207, 284, 301, dent teachers return to the University about 308, 309, 312; two of the following: EDUC 440, five times to attend Student Teaching 441, 442; WI-HED 240; PSYC 105; SPED 210; Seminars. Student teaching is a full time pro- ECSE 204, 311, 410, 420; COMM 325; SPED fessional obligation, and additional course 412; ECE 303, 306, 315, 320, 350, 365; EDUC work or employment is discouraged. 300, EDUC 371; a course in U.S. history or government; seven semester credits in science

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(biology and natural science). Early Childhood Courses: ECE 303 or EDUC 369, EDUC 371 and majors complete MATH 210 and ENGL 101. A 372, 452, 453, 460; ENGL 101, 313; COMM minimum of 200 clock hours of pre-student 101 or 203 or 328 or 329, 325. teaching experiences in a school or agency setting Approved Endorsement in Science (K–6). Suggested at three different age levels (0–3 or 3–6 years or Courses: 12 hours physical science from the fol- grades K–3) are required before student teaching. lowing: PHYS 110, 160, 201; NSCI 105; CHEM Early Childhood Education majors also must pre- 101, 102, 103, or 105; six hours of biology from sent evidence of current certification in infant, the following: BIOL 101, 103, 104, 106, 107, child, and adult CPR and first aid during the stu- 109, 110, or 123; six hours from earth/space sci- dent teaching semester. ence including ASTR 201 or NSCI 202, 205; GEOG 201. Iowa Endorsement Elementary Education Approved Endorsement in Social Studies: History To acquire an Iowa elementary endorsement, (K–6). Required Courses: HIST 101, 102, 111, applicants must complete an elementary educa- 112; EDUC 329, plus six credits of electives in tion major. American history and six credits of electives in Required Courses: EDUC 205 or 207, 284, 301, world history. 308, 309, 329, 452, 353, 354, 369, 371, 372, Approved Endorsement in Social Science: Social 409; PSYC 105; SPED 210; EDUC 300; MATH Studies (K–6). Required Courses: 24 credits 210; ENGL 313; three of the following: including U.S. history, world civilization, political ART 340, HED 201, PED 210, MUS 244; a science, economics, geography, psychology, course in U.S. history or government; seven and sociology. EDUC 329 and EDUC 300 are in semester credits in science (biology and natural addition to the 24 semester credits. science); and an approved area of concentration Special Education Endorsement: Instructional leading to an endorsement in one of the following Strategist I. Mild/Moderate. Required Courses: areas: math, science, social sciences, social studies SPED 210, 311, 312, 313, 314, 411, 416, 417, or history, English/language arts, reading, or spe- 418; EDUC 452. cial education. A minimum of 190 clock hours of pre-student teaching experiences in a school set- Iowa Endorsement Secondary Education ting at two different grade levels are required Students interested in Secondary Education before student teaching. should apply for admission during the semester Approved Endorsement in English/Language Arts enrolled in EDUC 205 or 207. Bachelor of educa- (K-6) Required Courses: ENGL 101, 120, 210 or tion applicants need at least three semesters to 211, 216, 313; COMM 101 or 203 or 328 or complete professional core courses for a license; 329; EDUC 369, 371, 372, 452; THTR 105. major/endorsement areas may require further Approved Endorsement in Mathematics (K–6). preparation. Required Courses: EDUC 354; three credits in Secondary practitioner applicants must fulfill computer science; MATH 151 or 171, 152, (or at endorsement requirements in a teaching major; least five semester credits of higher level math complete a course in U.S. history or government; courses if placement scores indicate that the stu- EDUC 300; SPED 210; EDUC 205 or 207, 284, dent should begin with 191) 191, 192, 210, 300, 301, 305 (except for art, music and physical edu- 360. cation majors), 308, 309, 336 (except art, math, Approved Endorsement in Reading (K–6). Required music and physical education majors unless they are seeking another endorsement), 419, or 430 or + = Applicable toward general education degree requirements WI = Writing intensive course 88 Undergraduate Programs

432 or 433. A minimum of 140 clock hours of Admission Requirements for Special Education pre-student teaching experiences in two different Endorsement Program (500-level or above): school settings is required before student teach- 1. Hold junior level status (completion of ing. Department majors approved for endorse- 60 credit hours). ment areas (7–12) include: art, business-general, 2. Obtain a positive recommendation from an marketing/management, English language arts, education advisor and one member of the French, German, Spanish, mathematics, music, special education program. physical education, biology, chemistry, physics, 3. Possess an overall GPA of 3.0 or above. economics, American government, history, psy- Special education course descriptions, admis- chology, general science, reading, sociology, and sion information and degree requirements are speech communication/theatre. found in the Graduate Information and Master of Education in Special Education sections. Approved Endorsement in Reading (7–12). Required Courses: EDUC 336, 368 or 369, 372, Requirements for Special Education Endorsement 452/552, 556, 453; ENGL 101, 216, 316, 313; in Learning Disabilities: EDUC 556; SPED 210, COMM 101 or 110, or 203 or 328 or 329, 325. 410, 411, 412, 413, 414, 420, 622, 629, 660. See the Master of Education in Special Fifth Year Special Education Secondary Education section for course descriptions. Endorsement Program The Special Education Endorsement program is Requirements for Special Education Endorsement designed to assist in the development of teaching in Mental Disabilities: SPED 210. 410, 411, 412, skills specific to working with adolescents with 413, 414, 440, 641, 643, 647, 649, 660. See the special needs. The Special Education Endorse- Master of Education in Special Education sec- ment links the practical application of teaching to tion on page 154 for course descriptions. the theoretical underpinnings involved in human Illinois Requirement for Middle School motivation and learning. Endorsement St. Ambrose offers Iowa special education Both Iowa and Illinois classify grades fifth endorsement in the areas of mental disabilities through eighth as middle school grades. Illinois and learning disabilities. The mental and learn- requires a middle school endorsement. Although ing disabilities endorsements are 38–41 semester individual school districts may establish stricter hour preparation programs. Students may take standards, Illinois typically gives new teachers a 400-level courses after completion of their one-year grace period to obtain a middle school sophomore year. Five-hundred (500) level cours- endorsement. Students who plan to apply for the es can be taken at the graduate level for qualify- Illinois endorsement through the state should ing juniors, and qualifying seniors can take 600- complete six semester hours of approved course level courses (see degree requirements for qualifi- work in middle school methods and middle cation information). All courses numbered 500 school psychology. Iowa encourages educational or above may be transferred into St. Ambrose’s course work specifically dealing with middle master’s degree program with advisor approval school grades, but the Iowa middle school providing they meet the transfer policies of the endorsement is optional. Contact the Education Graduate Special Education Programs. Department for more information.

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Course Descriptions EDUC 300. Diversity and Culturally-Responsive Teaching 3 credits EDUC 205. Field Experience (First or Second Year) This course focuses on the study of inter-group 2 credits and minority group relationships as they are Course provides orientation to the performance- applicable to the educational system, specifically based approach utilized in teacher education at addressing how such relationships can enrich yet St. Ambrose. Requires 70 hours of field observa- complicate the classroom community. An exami- tions. Intended for student with no PK – 12 nation of multicultural, non-sexist teaching, as observational experience. Students must enroll in well as personal philosophies of education will be either EDUC 205 or 207. Required of all educa- conducted to bridge the realities of multicultural tion students. C-BASE exam required during education with best practice and in order to pro- course. Application to program part of course mote the intellectual and personal growth of stu- requirements. Prerequisite: Minimum of 15 dents with regards to diversity as individuals, semester hours credit completed before enrolling. teachers, and members of communities. EDUC 207. Orientation to Teaching 1 credit Prerequisites: EDUC 205 or 207; EDUC 284 or Course provides orientation to the performance PSYC 284; admission to Teacher Education pro- based approach utilized in teacher education at gram or consent of instructor. St. Ambrose. Intended for transfer students who WI-EDUC 301. History and completed equivalent of EDUC 205 at another Philosophy of Education 3 credits institution (including 70 field hours) or students Provides teacher education majors with a back- who have already met the 70 field hour require- ground in the historical development of U.S. ment. Course does not require field hours. All education and in-depth analysis of its structural, students must enroll in either EDUC 205 or philosophical, legal and ethical concerns. Panel 207. Prerequisite: Students must already have discussions, debates and written reports are used. met the 70 field hour requirement either by doc- Prerequisites: EDUC 205 or 207; sophomore umented completion of the hours at another col- status; ENGL 101 with C or better. lege or university or through documented teaching experience such as in the position of a parae- EDUC 305. Special Secondary Methods 3 credits ducator or substitute teacher. Because this Design of differentiated lessons, classroom man- course is basically designed for transfer students, agement, teaching techniques, and micro-teach- it should be taken during the first semester at St. ing. Field hours are required. Prerequisites: Ambrose. Students must enroll in either EDUC EDUC 205 or 207, 284, 309. (Department 205 or 207. C-BASE exam required during methods of art, music and physical education are course. Application to program part of course accepted in place of this course.) requirements. EDUC 308. Educational Technology 2 credits +EDUC 284. Child and Adolescent An introduction to a variety of technologies and Psychology 3 credits media. Students construct a lesson incorporating Studies the physical, cognitive, emotional and technology relevant to their particular teaching social development from birth through adoles- endorsement. Prerequisites: Sophomore status; cence. Prerequisites: PSYC 105. EDUC 205 or 207.

EDUC 309. Educational Psychology: Tests and Measurements 3 credits + = Applicable toward general education degree requirements WI = Writing intensive course Psychological principles in teaching and learning, 90 Undergraduate Programs preparation and use of devices to evaluate learn- 284, and 309 or concurrent enrollment. ing and instruction. Prerequisites: EDUC 205 or EDUC 340. Teaching English/Language Arts and 207; EDUC 284 or PSYC 284; admission to Literature in the Secondary School 1 credit Teacher Education. This field-based course, delivered and taught by EDUC 310. Child and the Community 3 credits a skills 7-12 teacher provides the future An overview of children from infancy through English/language arts and literature teacher with age 8 and the relationships that they develop methods and techniques for establishing, main- with their families in care-giving situations, at taining and documenting an effective, well orga- school, and in the large community. Students nized classroom and curriculum which meets the learn procedures to help children develop these needs of diverse learners. Prerequisite: EDUC relationships. Students will also become knowl- 305 or 336. Corequisite: EDUC 305 or 336. edgeable about community resources which fur- EDUC 341. Teaching History and Social Sciences ther children’s development. Prerequisites: in the Secondary School 1 credit EDUC 205 or 207; EDUC 284 or PSYC 284; This field-based course, delivered and taught by faculty consent. a skills 7-12 teacher provides the future teacher EDUC 312. Curriculum Development of history, political science, or economics with for Young Children (Ages 5-8) 3 credits methods and techniques for establishing, main- Techniques of planning, presenting and evalua- taining and documenting an effective, well orga- tion child centered experiences for young chil- nized classroom and curriculum which meets the dren of typical and atypical needs, with emphasis needs of diverse learners. Prerequisite: EDUC on kindergarten to grade three. Required field 305 or 336. Corequisite: EDUC 305 or 336. hours. Prerequisites: EDUC 365; ECSE 204; EDUC 342. Teaching Business in the Secondary admission to Teacher Education program. School 1 credit EDUC 329. Methods of Teaching This field-based course, delivered and taught by Social Studies 3 credits a skills 7-12 teacher provides the future teacher Development of basic concepts in social sciences of business with methods and techniques for taught in elementary schools, including multicul- establishing, maintaining and documenting an turalism. Examines management techniques and effective, well organized classroom and curricu- methods such as inquiry, cooperative learning, lum which meets the needs of diverse learners. and problem-solving. Several projects, including Prerequisite: EDUC 305 or 336. Corequisite: unit and lesson planning, are required. Field EDUC 305 or 336. hours required. Prerequisites: EDUC 205 or EDUC 343. Teaching Science in the Secondary 207, EDUC 284 or PSYC 284; admission to School 1 credit Teacher Education program. This field-based course, delivered and taught by EDUC 336. Content Reading 3 credits a skills 7-12 teacher provides the future teacher Examines literacy skills and instructional needs of science with methods and techniques for of middle and secondary school students, with establishing, maintaining and documenting an emphasis on teaching and management tech- effective, well organized classroom and curricu- niques for a range of reading levels. Strategies for lum which meets the needs of diverse learners. teaching comprehension study skills and recre- Prerequisite: EDUC 305 or 336. Corequisite: ational reading are introduced (field hours in a EDUC 305 or 336. classroom setting). Prerequisites: EDUC 205,

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EDUC 344. Teaching Foreign Language in the EDUC 354. Methods of Secondary School 1 credit Elementary Mathematics 3 credits This field-based course, delivered and taught by Current issues, approaches and materials in ele- a skills 7-12 teacher provides the future teacher mentary school mathematics teaching, including of a foreign language with methods and tech- philosophy and objectives, technology, curricula niques for establishing, maintaining and docu- problems, review and evolution of current litera- menting an effective, well organized classroom ture. Field hours in a math classroom. and curriculum which meets the needs of diverse Prerequisite: MATH 210; EDUC 284 or PSYC learners. Prerequisite: EDUC 305 or 336. 284; admission to Teacher Education program. Corequisite: EDUC 305 or 336. EDUC 355. Methods of Teaching the Catholic EDUC 345. Teaching Speech and Theater in the Faith (K-12) 2–3 credits Secondary School 1 credit This course is designed to provide students inter- This field-based course, delivered and taught by ested in teaching religion in Catholic K-12 pro- a skills 7-12 teacher provides the future teacher grams an orientation to Catholic Catechesis and of speech and theater with methods and tech- an exploration of topics generally taught at the niques for establishing, maintaining and docu- K-12 levels including faith, liturgy and sacra- menting an effective, well organized classroom ments, Catholic morality, prayer and spirituality, and curriculum which meets the needs of diverse and scripture. Students may also elect to com- learners. Prerequisite: EDUC 305 or 336. plete a practicum experience in teaching the Corequisite: EDUC 305 or 336. Catholic faith at a selected grade level.

EDUC 346. Teaching Psychology/Sociology in the EDUC 368. Literature for Secondary School 1 credit the Young Adult 3 credits This field-based course, delivered and taught by Evaluation of literature for young adults. a skills 7-12 teacher provides the future teacher Methods of choosing books related to reading of psychology or sociology with methods and interest, promoting reading as an enjoyable and techniques for establishing, maintaining and doc- meaningful activity and developing competence umenting an effective, well organized classroom in presenting literature to young adults. and curriculum which meets the needs of diverse Prerequisites: EDUC 205 or 207; EDUC 284 or learners. Prerequisite: EDUC 305 or 336. PSYC 284; ENGL 101 with a grade of “B” or Corequisite: EDUC 305 or 336. better; college level literature class with grade of “B” or better or permission of instructor. EDUC 353. Methods of Elementary Science 3 credits EDUC 369. Child and Lesson and unit planning, problems of instruc- Adolescent Literature 3 credits tional design, use and development of curricular Evaluation of quality literature written for and materials which foster science teaching and read by children and young adolescents. learning as a dynamic human enterprise. Lecture Methods of choosing books related to promoting and field hours in a science classroom. reading as an enjoyable and meaningful activity Prerequisites: EDUC 205 or 207; EDUC 284 or and developing competence in presenting litera- PSYC 284; admission to Teacher Education pro- ture to children and adolescents (including oral gram. interpretation of literature and creative dramat- ics). Prerequisites: EDUC 205 or 207; EDUC + = Applicable toward general education degree requirements 284 or PSYC 284. WI = Writing intensive course 92 Undergraduate Programs

EDUC 371. Language Arts and Reading in the experience. The student is required to spend a Elementary Schools: K–3 3 credits full day, five days a week, for a semester in the This course is designed to teach students about elementary schools. Prerequisites: Admission to curriculum organization and instructional plan- the Teacher Education program; senior standing; ning for children in kindergarten through grade all requirements in elementary education 3. Strategies for language development in prima- endorsement areas; recommendation of the ry children are explored. This course includes Education Department chair. Student teaching methods and materials for teaching all areas of should be considered a full-time professional the language arts and developmental reading. obligation. Lecture and field hours in a classroom setting are EDUC 419. Observation and Student Teaching: involved. Course Prerequisites: EDUC 205 or Secondary Grades 12–15 credits 207; EDUC 284 or PSYC 284; admission to Directed observation and supervised teaching Teacher Education program. experience. Students are required to spend a full EDUC 372. Language Arts and Reading in the day, five days per week, for a semester in a sec- Elementary Schools: 4–6 3 credits ondary school. Prerequisites: Admission to the This course is designed to teach students about Teacher Education program; senior standing; all curriculum organization and instructional plan- requirements in secondary education; major, ning for children in grades 4 through 6. minor areas; recommendations of chairs from the Strategies for language development in upper major, minor and Education Departments. primary children are explored. This course Student teaching should be considered a full- includes methods and materials for teaching all time professional obligation. areas of language arts and developmental read- EDUC 430. Observation and ing. Content area reading is a major focus. Student Teaching: Art 12–15 credits Lecture and field hours in a classroom setting are Directed observation and supervised teaching involved. Prerequisite: EDUC 371. experience. The student is required to spend a EDUC 403. Observation and Student Teaching: full day, five days a week, for a quarter in the ele- Pre-Kindergarten–Kindergarten 6 credits mentary schools and for a quarter in the sec- Directed observation and supervised teaching ondary schools. Prerequisites: Admission to the experience. The student is required to spend a Teacher Education program; senior standing; all full day, five days a week, for six weeks at the requirements in art education; recommendation PK–K levels. Normally completed with ECSE of the Art and Education Department chairs. 434 or by teachers holding elementary licensure. Student teaching should be considered a full- Prerequisites: Admission to Practitioner time professional obligation. Preparation program; senior status; EDUC 205 EDUC 432. Observation and or ECSE 200/201, EDUC 310, 311, 312; rec- Student Teaching: Music 12–15 credits ommendation from PK–K coordinator and the Directed observation and supervised teaching Education Department chair. Student teaching experience. The student is required to spend a should be considered a full-time professional full day, five days a week, for a quarter in the ele- obligation. mentary schools and for a quarter in the sec- EDUC 409. Observation and Student Teaching: ondary schools. Prerequisites: Admission to the Elementary Grades 12–15 credits Teacher Education program; senior standing; all Directed observation and supervised teaching requirements in music education; recommenda-

93 Undergraduate Programs

tion of the Music and Education Department EDUC 442. Student Teaching Early chairs. Student teaching should be considered a Childhood: Ages 5 to 8 6 credits full-time professional obligation. Directed observation and supervised teaching experience in a school-age classroom with prima- EDUC 433. Observation and Student Teaching: ry children, kindergarten-third grade. Full day, Physical Education 12–15 credits five days a week for one half a semester. Directed observation and supervised teaching Application is to be made by February 1 of the experience. The student is required to spend a year before student teaching. Prerequisites: full day, five days a week, for a quarter in the ele- Admission to Teacher Education program; mentary schools and for a quarter in the sec- senior standing; all requirements for early child- ondary schools. Prerequisites: Admission to the hood major; recommendation of Education Teacher Education program; senior standing; all Department chair. Student teaching should be requirements in physical education; recommen- considered a full-time professional obligation. dation of the Physical Education and Education Department chairs. Student teaching should be EDUC 450. Seminar 1–3 credits considered a full-time professional obligation. Current research and trends in education. Prerequisites: EDUC 205 or 207; EDUC 284 or EDUC 440. Student Teaching Early Childhood: PSYC 284; admission to the Education Birth to 3 6 credits Department or instructor permission. Directed observation and supervised teaching experience in a home-based model with infants, WI-EDUC 452/552. Diagnostic and Prescriptive toddlers and families. Full day, five days a week Techniques of Teaching Reading 4 credits for one half a semester. Application is to be Diagnostic and prescriptive techniques for class- made by February 1 of the year before student room teachers of reading. Corrective techniques teaching. Prerequisites: Admission to Teacher appropriate for less severe reading disabilities; Education program; senior standing; all require- writing diagnostic and progress reports; parent ments for early childhood major; recommenda- interviews; designing prescriptions for teaching, tion of Education Department chair. Student tutoring and evaluating children in clinical set- teaching should be considered a full-time profes- ting. Lecture and laboratory. Graduate students sional obligation. (552) are required to fulfill 452 requirements, complete a daily reflection form, and transcript EDUC 441. Student Teaching Early Childhood: six interactions with their child. Prerequisites: Ages 3 to 6 6 credits ECE 303 or EDUC 371; minimum 25 clock Directed observation and supervised teaching hours of clinical work with students. EDUC 552 experience in a center-based model with pre-pri- prerequisites: One foundation course in reading mary age children. Full day, five day a week for and at least two years teaching experience. one half a semester. Application is to be made by February 1 of the year before student teaching. EDUC 453. Reading Clinic: Prerequisites: Admission to Teacher Education Advanced Teaching Practicum 4 credits program; senior standing; all requirements for Diagnosis and correction of reading problems in early childhood major; recommendation of a clinical setting. Using and evaluating formal Education chair. Student teaching should be and informal test instruments; writing diagnostic considered a full-time professional obligation. and progress reports; parent interviews; designing prescriptions for teaching, tutoring and eval- + = Applicable toward general education degree requirements uating children in reading programs and content WI = Writing intensive course 94 Undergraduate Programs areas. Prerequisites: Senior standing; EDUC teaching developmental reading in junior and 369, 372, 452; minimum 25 clock hours of clini- senior high content courses. Prerequisite: cal work with students. Graduate status or permission of instructor.

EDUC 455/PSYC 555. Middle School Psychology 3 EDUC 567. Methods of Teaching the Catholic credits Faith (K-12) 2–3 credits Examines growth and development of middle This course is designed to provide students inter- school age child with particular emphasis on ested in teaching religion in Catholic K-12 pro- emotional, physical and mental characteristics grams an orientation to Catholic Catechesis and and needs of middle school children. Course also an exploration of topics generally taught at the examines role of teacher in assessment, coordina- K-12 levels including faith, liturgy and sacra- tion and referral of students to health and social ments, Catholic morality, prayer and spirituality, services. Prerequisites: EDUC 205 or 207, 284, and scripture. Students may also elect to com- 309. [Prerequisites for PSYC 555: Hold teaching plete a practicum experience in teaching the license or certificate. (Some states, such as Iowa, Catholic faith at a selected grade level. issue a license. Other states, such as Illinois issue Prerequisites: EDUC 205 or 207: EDUC 284 or a certificate.)] PSYC 284; admission to the Education Department or instructor permission. EDUC 460. Developing Evidence-Based Reading Instruction Programs 1 credit EDUC 600. Summer Writing Institute 5 credits The purpose of this class is to synthesize all the This course is designed to develop teachers’ abil- information from previous reading and language ities and dispositions to use writing for their own arts classes in order to organize evidence-based purposes as well as for classroom purposes. reading instruction programs, as well as to orga- Students are expected to do as much writing for nize a student’s instructional reading strategies. professional as for personal purposes so that writing becomes a natural part of their own EDUC 461/561. The Middle School 3 credits learning. Studying and reflecting on writing ped- Examines middle school philosophy, research on agogy is a major part of this course. Students will current middle school practices, instructional create a professional development experience for methods including technology and pedagogical teachers that will be presented to the class and styles, design and curriculum. EDUC 461 pre- then used in a local district. requisites: EDUC 205 or 207, 284, 305. EDUC 561 prerequisites: Teaching license or certificate. EDUC 610. Special Topics in Education 1–4 credits EDUC 542. Counseling Theories Designed to provide follow-up depth in areas and Practices 3 credits specific to the Summer Writing Institute in order Provides students with an overview of contempo- to develop teachers’ abilities and dispositions to rary counseling theories, critically examining the use writing for their own purposes as well as for strengths and weaknesses of each theoretical classroom purposes. Students are expected to do approach. Students will be trained in effective as much writing for professional purposes so that counseling techniques designed for therapeutic writing becomes a natural part of their own change. Prerequisite: Graduate status. learning. Studying and reflecting on writing ped- EDUC 556. Teaching Reading agogy is a major part of this course. Students will to Adolescents 3 credits create a professional development experience for Assessment of adolescent reading skills in various teachers that will be presented to the class and content areas. Methods and materials used in then used in a local district. 95 Undergraduate Programs

EDUC 620. College and dren while integrating curriculum and supporting University Curriculum 3 credits active learning. Science is emphasized for all stu- Emphasis on the various intricacies of the cur- dents connecting it to technology and society; riculum at the post secondary level. Students will social studies examines people in society as they be exposed to the various aspects of college- and interact with each other and their many environ- university-level curriculum including two- and ments. Prerequisites: ECSE 204; EDUC 312. four-year preparatory programs. Students explore ECE 315. Creative Expression in Early Childhood issues in post-secondary curriculum, basic con- Curriculum 3 credits siderations in curriculum development, instruc- Integrates drama, dance, movement music and tional processes that interact with the curricu- art into developmentally appropriate curriculum. lum, evaluation and curriculum, and curriculum Prerequisites: ECSE 204; ECE 365; admission models. Prerequisite: Graduate status. to Teacher Education. EDUC 710. Educational Research ECE 320. Management of and Statistics 3 credits Young Children 3 credits Provides basic skills in conducting educational Includes principles of administration, organiza- research including methodology and statistical tion, and operation of programs for children ages procedures. Prerequisite: Graduate status. birth to 8 and their families. Students study EDUC 715. Teaching Culturally Diverse behavior management, preventive discipline, Children in Special Education Settings 2 credits quality program design, positive guidance, transi- Designed to assist special education teachers in tion, collaboration, and ethical standards that developing the understanding of issues surround- support the development, learning and well ing cultural and gender diversity within special being of all young children. Prerequisites: ECE education settings. Prerequisites: SPED 500; 365; ECSE 204; admission to Teacher graduate status or instructor permission. Education.

ECE 303. Literacy for Young Children 3 credits ECE 350. Math Education for Students learn to foster developmentally appro- Young Children 4 credits priate literacy practices for the birth through Teaches how to help young children make age 5 population in child care, and early child- important connections among physical, pictorial, hood through preschool classrooms. Techniques graphic, symbolic, verbal and mental representa- supporting speaking, listening, writing and read- tions of mathematical ideas. Incorporates con- ing are introduced, and children’s literature is structive activities to help children develop math- emphasized. 25 field hours are required for this ematical reasoning and to understand fundamen- methods course. Prerequisites: EDUC 205 or tal operations of addition, subtraction, multipli- 207; ECE 365; ECSE 204; admission to the cation and division. Prerequisite: ECSE 420; Education Department. EDUC 312.

ECE 306. Science and Social Studies for ECE 365. Early Childhood Development 3 credits Young Children 5 credits Child growth and development for infants, tod- Explores the learning dimensions of science and dlers, preprimary and primary school children, social studies for preprimary and primary chil- both typical and atypical in areas of cognition, communication, physical motor, social-emotional, aesthetics and adaptive behavior. Students + = Applicable toward general education degree requirements WI = Writing intensive course explore individual differences in development 96 Undergraduate Programs

and learning, including risk factors, developmen- ECSE 410. Infant Toddler Curriculum tal variations and developmental patterns of spe- and Methods 3 credits cific disabilities and special abilities. Prerequisites: Students will plan, implement and learn to evalu- EDUC 205 or 207; EDUC 284 or PSYC 284. ate developmentally and individually appropriate Corequisite: ECSE 204. curriculum goals, content and teaching practices for infants and toddlers based on the needs and ECE 450. Seminar in Early Childhood 3 credits interests of individual children and their families. Current research and trends in early childhood Techniques for adapting material, equipment and education. Prerequisite: Admission to the the environment will be emphasized to meet Education Department. social, cognitive, physical motor, communication, ECSE 204. Introduction to Early Childhood and medical needs for children of varying abilities. Education, Birth to Age 8 3 credits 25 field hours required. Prerequisites: ECE 365; An overview of intervention from birth through ECSE 204; admission into Teacher Education the age eight population including typical infants, program. toddlers, preprimary and primary children and ECSE 420. Developmental Curriculum and Methods: those with special health concerns, developmental Ages 3 to 6 3 credits delays, and at-risk conditions including children Students will develop and implement learning with sensory impairments, physical disabilities, experiences for pre-primary children with focus on emotional and behavioral disorders, and learning multicultural content that includes development disabilities. Applies theories and knowledge of of responsibility and aesthetic, artistic, physical, dynamic roles and relationships between families, cognitive, language, emotional and social develop- schools, and communities. Identifies resources ment. Through developmentally and individually and service delivery options in meeting the needs appropriate curriculum goals, content and teach- of children birth through age eight and develops ing practices, students learn to adapt materials, an understanding of the Individual Family Service equipment, the environment, programs and Plan (IFSP) and the Individual Education Plan resources to meet the diverse learning needs of (IEP) process. Prerequisites: EDUC 205 or 207. pre-primary children. 25 field hours required. Corequisite: ECE 365 (required). Prerequisites: ECE 365; ECSE 204; admission ECSE 311. Assessment of Young into Teacher Education program. Children 3 credits ECSE 434. Student Teaching Early Childhood Teaches skills in administrating informal and for- Special Education 6 credits mal assessments and in interpreting information For students seeking endorsement in ECSE and from testing and observation for the purpose of PK-K (Option 1). Directed observation and monitoring development and planning interven- supervised teaching experience. The student is tion for young children. Links assessment tech- required to spend a full day, five days a week for niques to planning, implementing and evaluation one-half a semester in an approved early child- curriculum goals and teaching practices for hood setting. Corequisite: EDUC 403. infants, toddlers, preprimary and primary children based on the needs and interests of individual ECSE 619. Practicum in Early Childhood Special children, their families, and community. Education 3 credits Prerequisites: EDUC 205 or 207; EDUC 309; For students seeking an approved endorsement in ECE 365; admission into Teacher Education pro- ECSE and who already hold an Iowa Teaching gram. Elementary License (Option 3). Provides field and

97 Undergraduate Programs

supervised teaching experience in an early child- ical, social-emotional, and career characteristics hood special education setting. Students obtain of students with disabilities are considered in practical, first-hand experience working with cur- determining appropriate educational program- riculum, behavior management and teaching ming, necessary supports, and related services. strategies. Requires a minimum of 145 hours, at Requires a minimum of 10 field hours. least 90 must be in direct contact with preschool Prerequisites: EDUC 205 or 207 or instructor children with disabilities. Prerequisite: Faculty approval. Corequisite: SPED 311. consent. SPED 313. Collaboration with Families and SPED 210. Inclusion Strategies for Students with Professional 3 credits Special Needs 3 credits The collaborative and consultative role of the The inclusion of students with disabilities in the special education teacher is discussed in relation general classroom focuses attention on ways to to working with families of students with special accommodate these unique learners. This course needs, general education classroom teachers, addresses, at an introductory level, characteristics paraeducators, other support service personnel, of these learners, techniques and strategies for and community agencies. Tools such as effective accommodating them in the general classroom communication skills, problem solving strategies, and the communication skills needed to collabo- and conflict resolution will be emphasized. Legal rate with parents, teachers and specialists. issues including parental rights will be included. Requires a minimum of 25 field hours in inclu- Models for collaborative teaching in the general sionary or special education settings. education classroom are discussed along with the Prerequisites: EDUC 205 or 207; EDUC 284 or roles of specific members of the multidisciplinary PSYC 284; admission to Teacher Education pro- team. Prerequisites: EDUC 205 or 207; SPED gram. 311; SPED 312 or ECSE 204.

SPED 311. Foundations of SPED 314. Managing Behavior and Social Special Education 2 credits Integration Skills 3 credits A review of the historical and philosophical Theories of behavior problems of students with development of the field of special education as special needs are reviewed along with classroom it relates to principles, issues, and trends for the behavior management methods, behavior change education of individuals with mild/moderate dis- strategies, and attention maintenance techniques. abilities. Accompanying legislation and legal Appropriate participation for the students in aspects are discussed along with relevant ethical, family, school, and community activities is professional, and multicultural issues. emphasized through the design and evaluation of Prerequisites: EDUC 205 or 207 or instructor instructional programs including behavior inter- approval. Corequisite: SPED 312. vention plans and social skills training programs. Requires a minimum of 15 field hours. SPED 312. Characteristics of Learners with Prerequisites: EDUC 205 or 207; SPED 311; Mild/Moderate Disabilities 2 credits SPED 312; or instructor approval. The etiologies of learning disabilities, mental disabilities, and behavior disorders of students at SPED 411. Assessment in the mild and moderate levels are discussed. Special Education 3 credits Developmental, functional, academic, psycholog- The unbiased use of psychometric instruments and instructional assessment for individuals with + = Applicable toward general education degree requirements mild and moderate learning disabilities, mental WI = Writing intensive course 98 Undergraduate Programs disabilities, and behavior disorders is viewed standing; all requirements in elementary educa- based upon legal provisions and guidelines. Basic tion and special education endorsement; recom- and specific terminology is considered. Results mendation of Education Department Chair. from formal and informal assessments are interpreted. Prerequisites: EDUC 205 or 207; EDUC 309; SPED 311; SPED 312; or instructor approval. Elected Studies Admission Information SPED 416. Curriculum: Content and Materials for The Bachelor of Elected Studies (BES) degree Learners with Mild/Moderate program is meant to meet the needs of mobile Disabilities 3 credits adults with diverse backgrounds who have already Sources and specific curriculum for the develop- earned college credits, probably from several insti- ment of cognitive academic, social, language, and tutions of higher education. The BES degree lets functional life skills for individuals with mild and students work with advisors to design a program moderate learning disabilities, mental disabilities, consisting of courses oriented toward personal and behavior disorders will be reviewed along interests, needs, and goals. The curriculum with the components of the IEP. Methods for includes a general education requirement that accommodation and adaptation of the general allows flexibility in course work, yet emphasizes education curriculum will be emphasized. the liberal arts. Transition needs across age and ability levels are considered. Prerequisites: EDUC 205 or 207; Program Delivery Format Options SPED 311; SPED 312; SPED 411; or instructor The BES may be taken through the St. Ambrose approval. University ACCEL accelerated degree completion program or through the traditional delivery format SPED 417. Methods for Teaching Elementary on the main campus. Learners with Mild/Moderate For more information about the ACCEL for- Disabilities 3 credits mat and admission information, see the Academic Effective teaching methods, techniques, and Information section. strategies for students with mild and moderate learning disabilities, mental disabilities, and Requirements behavior disorders are reviewed. Considerations To earn the Bachelor of Elected Studies Degree, include age-appropriate and ability-level instruc- students need to: tional student needs. Models for providing 1. Attain the age of 23 years or more before purs- instruction both in and outside of the general ing the final 30 credits of the degree. education classroom environment will be covered, 2. Complete 45 semester and/or equivalency cred- along with student transition needs. Requires a its oriented toward personal interests, needs, minimum of 25 field hours. Prerequisites: EDUC and goals. 205 or 207; SPED 311; SPED 312; SPED 416; 3. Submit a degree plan along with an essay stat- or instructor approval. ing the goals and purposes in pursuing the courses included in the degree plan to the BES SPED 418. Student Teaching: Special Education in Committee at least two semesters prior to the the Elementary School 7–8 credits anticipated graduation date. Once the BES Student teaching will take place in a mild/moder- Committee approves the student’s degree plan, ate special education program. Prerequisites: any deviation from that plan must be approved Admission to Teacher Education program; senior by the committee.

99 Undergraduate Programs

4. Submit an exit essay and portfolio to the BES Engineering Committee in the final semester before graduation. In addition to a Bachelor of Science in Industrial 5. Complete the following course requirements: Engineering, St. Ambrose offers a program for Skills (11-12 cr) all courses required: ENGL 101 students preparing to enter other engineering (grade of “C” or better); IL 101; MATH 131, fields. For information on Industrial 151 or STAT 213 or higher level course; a Engineering, see the Industrial Engineering sec- Communication course that includes public tion. speaking as a major component (2–3 cr); Core Courses Recommended for First Two Years of Physical Education course(s) (2 cr). an Engineering Program: (for students with a Humanities (18 cr) from the Humanities: one strong preparation in mathematics) First semes- Theology course (3 cr); one Philosophy course ter: ENGR 110; MATH 191; CHEM 105. (3 cr); one Theology or Philosophy course at the Second semester: CSCI 195; PHYS 251; 300/400 level (3 cr); one Literature course (3 MATH 192. Third semester: ENGR 220; cr); one Art, Music or Theatre course (3 cr); one MATH 291; PHYS 253. Fourth semester: elective course (3 cr). ENGR 302, 310; MATH 300, 320; PHYS 254. Foreign Language or Multicultural Course Also, 15 to 18 elective semester credits in the Complete an International Studies or Foreign Engineering program. Language course; or a course from the following list: ENGL 221; GEOG 205; HIST 220, 225, Recommended for Three-Year, Two Degree 230, 235, 342, 366; SOC 228; WMST 315. Engineering Program: For a broader liberal arts This course must be approved by the BES background in career preparation, three years of Committee. study at St. Ambrose and two years at an engi- Social Sciences (3 cr) from the Social Sciences neering school can lead to two degrees—a general education category select: one course. Bachelor of Arts degree from St. Ambrose and a Natural Sciences (6 cr) from the Natural Sciences Bachelor of Science degree from the engineering general education category select: two courses. school. The technical courses listed in the Special curriculum area (45 cr) Engineering Core program are suggested along Upper level credits (30 cr) courses designated at with electives to satisfy Bachelor of Arts require- the 300/400 level. ments number two to six, which are specified in Writing Intensive courses: select two writing the Academic Information section. intensive (WI) courses, with at least one at the Requirements for the Bachelor of Science Degree 300/400 level. with a Major in Engineering Physics: 37 semester NOTE: While not all courses in the BES credits in physics and engineering including degree may be included in the list of approved PHYS 317, and 18 additional semester credits at general education courses, the distribution of the 300 level; 18 semester credits in mathematics course work from the various departments is in including at least six semester credits at the 300 keeping with the special characteristics of the level; CHEM 105, 106; 12 semester credits in institution and the original intent of the degree. computer science including at least six semester No major is required, but students may earn one credits at the 300 level. Students with a major in or more majors or minors by fulfilling those engineering physics are able to select courses requirements. which make them eligible for entry level engineering positions with the federal government. + = Applicable toward general education degree requirements WI = Writing intensive course 100 Undergraduate Programs

Course Descriptions libria, cyclic and noncyclic processes; applications to chemical and engineering problems. ENGR 110. Engineering Graphics 3 credits Prerequisite: PHYS 253 and MATH 280. (Same The graphic solution of space problems involving as PHYS 321 and IE 312) points, lines and planes, geometric construction, pictorial representation, auxiliary views, section- ENGR 320. Electromagnetic Theory 3 credits ing, dimensioning. Four and a half hours per Time dependent electric and magnetic fields, week. (Same as IE 110) boundary value problems, solutions to Maxwell’s equations, transmission lines and wave guides, ENGR 220. Engineering Statics 2 credits antennae and radiation. Prerequisites: Vector and scalar treatment of forces. Resultants, PHYS 253, MATH 291. (Same as PHYS 304) equilibrium friction, centroids, moments and products of inertia, external and internal forces. Applications to pulleys, trusses, frames, beams, friction. Prerequisite: PHYS 251. (Same as English IE 220) Requirements for a Major: 39 credits; ENGL 201, ENGR 302. Engineering Dynamics 3 credits 202, 210, 211,303, 401, plus 21 elective English Dynamics and kinematics of particles and rigid credits. Twelve elective credits must be 300 bodies in rectangular, polar and spherical coordi- level. One 200- level course may be a writing nates. Work-energy and impulse-momentum the- course. All majors must put together a portfolio orems for rigid body motion. Oscillations of par- of their written work in English courses. ticles and systems. Applications to engineering Requirements for an English Education Major: 36 systems. Prerequisite: ENGR 220. (Same as credits, EDUC 368 or 369; ENGL 201, 202, IE 302) 210, 211, 303, 313, 316, plus 12 elective credits: ENGR 303. Strength of Materials 3 credits six credits must be 300 level. Education courses Plane stress, plane strain, stress-strain relation- required for a teaching major are found in the ships, and elements of material behavior. Education Department section. Elements of stress and deformation analysis Requirements for an English Minor: 21 credits; applied to members subject to centric, torsional, two courses from the following: ENGL 201, 202, flexural and combined loadings. Elementary con- 210, 211, and 15 elective credits. Nine credits siderations of theories of failure, buckling, must be 300- level. One course must be writing repeated and impact loads. Prerequisite: intensive in English or a writing course. ENGR 220. (Same as IE 303) Requirements for a Writing Minor: 18 credits ENGR 310. Materials Science 3 credits from: ENGL 216, 217, 218, 219, 316, 317, 319, Crystal structure and mineralogy, imperfections 320, 400 or COMM 331. and bonding in solids, relation of structure to properties. Mechanical, electrical, and thermal Course Descriptions behavior of materials. Mechanisms of deformation and transformation. Prerequisites: ENGL 100. Introduction to Writing 3 credits CHEM 105; PHYS 251, 253. (Same as IE 310) Introduction to the writing process with an emphasis on fluency. Students learn to develop ENGR 312. Thermodynamics 3 credits and structure their ideas in writing through a Introduction to classical and quantum statistics; variety of one-page assignments and longer thermodynamic laws, energy, entropy and equi-

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papers. Discussions of grammar, mechanics, +ENGL 211. American Literature II 3 credits spelling and usage are designed specifically A survey of American literature from the Civil around student needs. ENGL 100 counts toward War to the present, emphasizing cultural identity graduation as an elective. A competency level of and diversity. Prerequisite: ENGL 101. C is required before a student may enroll in a ENGL 216. Persuasive Writing 3 credits higher level course. An intermediate writing workshop on argument ENGL 101. Written Communication 3 credits that asks the following questions: Why is argu- An introduction to university writing. Practices ment important? What is a good argument? How may include writing as rewriting, writing from do writers motivate and persuade readers?. sources, writing for an audience, developing a Emphasis will be on argument in the “real” voice and editing. A grade of C or better is world: ads, letters to the editor, as well as presen- required to pass this course. tations and proposals. Prerequisite: ENGL 101.

+ENGL 120. Literary Topics 3 credits ENGL 217. Written Business Primarily for non-majors. An introductory explo- Communication 3 credits ration of literature, focusing on specific themes This course introduces practical strategies for cre- and topics. Topics will be specified each semes- ating effective business letters, memos, email and ter. Cannot be used as an elective credit for short, research-oriented reports. Emphasis is on English majors or minors or English education writing practice and problem-solving through the majors. Can be taken more than once to fulfill use of simulated business communication situa- general education requirements. tions. Designed primarily for those students whose majors require it or who will use business- +ENGL 201. British Literature I 3 credits writing skills in their careers. A survey of the poetry, prose and drama com- Prerequisite: ENGL 101. posed in the English language during the Middle Ages, the Renaissance and “the long eighteenth ENGL 218. Technical Writing 3 credits century.” Prerequisite: ENGL 101. This course teaches practical strategies for communicating technical information. It prepared +WI-ENGL 202. British Literature II 3 credits students to write documents that are clear, pre- A survey of British poetry, prose and drama from cise, detailed, accurate and functional. Forms the Age of the French Revolution through the may include definitions, descriptions, instruc- long reign of Queen Victoria and to watershed tions, processes, proposals, and reports. events of the twentieth century, the Great War, Appropriate for students who will write in techni- Depression and World War II. Prerequisite: cal fields or are interested in this form of writing. ENGL 101. Prerequisite: ENGL 101. +WI-ENGL 210. American Literature I 3 credits WI-ENGL 219. Critical Reading A survey of American literature from the explo- and Writing 3 credits ration and settlement to the Civil War, emphasiz- This workshop is an introduction to the methods ing cultural identity and diversity. Prerequisite: of critical analysis and writing employed by the ENGL 101. literary profession and other disciplines focusing on texts. The course generates and explores a variety of critical conversations about a small number of texts. Writing assignments train stu- + = Applicable toward general education degree requirements WI = Writing intensive course dents to participate in scholarly dialogues by 102 Undergraduate Programs incorporating and evaluating sources in their the cultural and political struggles within Ireland. writing. Prerequisite: ENGL 101. The course examines the role literature in relation to Irish history, politics and Irish identity. Note: The focus of these 200-level courses will be Prerequisite: ENGL 101. specified when offered: +ENGL 244. Literature of the Sacred 3 credits +ENGL 221. Literature in English Outside the UK A study of the spiritual dimensions of literature. and US 3 credits Readings may be drawn from Christian and non- A survey of literature written in English from Christian traditions, and sections may focus on such places as the Caribbean, Canada, Australia, particular topics or issues. Prerequisite: ENGL India and Africa, exploring questions such as 101. colonial attitudes toward the “mother” country, racism and exploitation, and the establishment of +ENGL 246. Literature of Place 3 credits. national identity through literature. Prerequisite: A study of literature by authors who have a cen- ENGL 101. tral concern within their work for issues pertaining to the environment, wilderness, travel, loca- +ENGL 222. Women’s Literature 3 credits tion, and urban landscapes. Each section will A study of literature by women that explores specify a particular theme or focus. Prerequisite: issues and questions central to the experience of ENGL 101. women. Prerequisite: ENGL 101. Note: Students should have some background in col- +ENGL 223. Minority Voices 3 credits lege English before taking 300-level courses. An examination of minority voices in literature through either a survey approach or a focus on a +WI-ENGL 303. Shakespeare 3 credits particular minority group. Further, it explores A critical examination of Shakespeare’s poetry both literature as a mechanism of identity and and/or drama, this course explores the language empowerment and the social context out of of his comedies, tragedies, romances, and/or his- which literature emerges. Prerequisite: ENGL tories, as well as the ways in which they resonate 101. with the concerns of early modern culture. Prerequisite: ENGL 101. +ENGL 240. Fiction into Film 3 credits A study of fiction that has been reproduced as +ENGL 304. Renaissance Literature 3 credits film, including a critical examination of the char- A critical examination of the literature of 16th- acteristics and techniques of both media. The and 17th-century England in its cultural and aes- course will consider the nature of “text” in cine- thetic context, focusing on one or more of the lit- ma, make connections between the two media, erary genres flourishing in the period: drama, and encourage students to use each to illuminate poetry, the epic. Prerequisite: ENGL 101. the other. Prerequisite: ENGL 101. +ENGL 307. Romanticism 3 credits +ENGL 242. Popular Literature 3 credits A critical examination of British poetry and fic- A study of literature in “popular” forms such as tion—by writers such as Wordsworth, Byron, science fiction and detective fiction. Prerequisite: and Mary Shelley—that emerged from the revo- ENGL 101. lutionary spirit that swept through Europe and America at the end of the 18th and beginning of +ENGL 243. Irish Literature 3 credits the 19th centuries. Prerequisite: ENGL 101. A study of prominent Irish authors and the ways in which their works shaped and were shaped by

103 Undergraduate Programs

+ENGL 309. Victorian Literature 3 credits of the course, supported by outside reading and A critical examination of British poetry, fiction writing exercises. Prerequisite: ENGL 101. and non-fiction from the 1830s to the end of the ENGL 318. Tutorial Writing 1 credit century. The threat of revolution, urban collapse, Theory and practice of tutoring writing. This the captains of industry and imperialist adventur- course has specific applications for students tutor- ers, the fallen woman and the angel of the house, ing writing in the Student Success Center. the aesthetes and decadents are among possible Instructor approval required. Prerequisite: ENGL targets for investigation. Prerequisite: ENGL 101. 101. +ENGL 310. Nineteenth-Century Fiction 3 credits ENGL 319. Writing about Place 3 credits A critical examination of the novel in the U.S., An advanced workshop in expository writing that Great Britain, and on the European Continent, focuses on writing about place. Includes reading considering questions such as why the novel as well as writing. An important component of the becomes so important in the West, what distin- course is developing an effective style. guishes the novels of different countries from each Prerequisite: ENGL 101. other, and what characteristics these novels share. Prerequisite: ENGL 101. ENGL 320. Writing Topics 3 credits A workshop focusing on a specific writing genre ENGL 313. Linguistics: Language and or theme such as journals, biography, spiritual Learning 3 credits reflection, art and theater reviews, humor, or A general overview of the structure of the English playwriting. Reading, writing exercises, and dis- language, with an emphasis on topics that will be cussion create the context for student writing. useful for educators. Topics covered include sen- Prerequisite: ENGL 101. tence level grammar and syntax, words and word parts, and the sounds of English. Issues surround- ENGL 321. Memoir Writing 3 credits ing dialects, profanity, the link between language An advanced writing course with a focus on the skills and intelligence, and the relationship memoir as an art form. Life experience will be between grammatical knowledge and writing abili- explored as the material for memoir. Some study ty are among those explored. of examples of the genre will accompany writing assignments, workshop critiques and portfolio ENGL 316. Expository Writing presentation. Prerequisite: ENGL 101. Workshop 3 credits An advanced workshop in expository writing +ENGL 341. American Poetry 3 credits intended for students who already have a com- An exploration of the American voice in poetry. mand of essay-writing skills. Includes work on Writers may include early poets such as Taylor and cultivating an effective style and a methods com- Bradstreet; 19th-century poets such as Whitman ponent for prospective writing and language-arts and Dickinson; 20th-century poets such as Pound, teachers at all levels. Prerequisite: ENGL 101. Williams and Hughes; and contemporary poets such as Rich, Ginsberg and Jordan. Prerequisite: ENGL 317. Creative Writing ENGL 101. Workshop 3 credits A workshop focusing on the creative forms of +ENGL 343. American Realism poetry and fiction. Student work forms the center and Naturalism 3 credits This course explores realism and naturalism as literary movements rooted in social changes and sci- + = Applicable toward general education degree requirements WI = Writing intensive course entific beliefs in late19th- and early 20th-century 104 Undergraduate Programs

America. Writers may include Twain, Howells, ENGL 400. Writing Internship 1–6 credits James, Chopin, Wharton, Gilman, Norris, Supervised experience working as a writer in a Crane, Dreiser and others. Prerequisite: ENGL professional environment. Selected candidates 101. will keep a journal, write a reflective paper and submit a portfolio of written work. Credit will be +ENGL 344. Modernism 3 credits determined through consultation between work A multinational examination of Modernist forms, supervisor and faculty supervisor. Prerequisite: concepts, and sensibilities during the early 20th ENGL 101 and departmental approval. century. Writers may include Joyce, Woolf, Hemingway, Faulkner, Mann, Kafka, Yeats, WI-ENGL 401. Senior Seminar 3 credits Eliot, Pound and O’Neill. Connections with A capstone to the major in English, including a other art forms may also be explored. research paper which uses critical and scholarly Prerequisite: ENGL 101. methods to explore a student-selected topic. Prerequisite: ENGL 101; English major. +ENGL 345. Twentieth-Century Fiction 3 credits A critical examination of 20th-century fiction originating from the United States and the United Kingdom in addition to other parts of the Finance world. The course might look at the formal prop- See Business erties of fiction as well as cultural and social issues depicted in the literature. Prerequisite: ENGL 101. French +ENGL 346. Contemporary Fiction 3 credits A study of fiction in the last 25 years. See Languages and International Studies Prerequisite: ENGL 101.

ENGL 350. Independent Study 1–3 credits Advanced critical study or research in an area General Business agreed upon by student and instructor. Topics See Business are not taught in regularly offered courses. May be scheduled for a maximum of three credits. Prerequisite: ENGL 101. General Science +ENGL 360. Advanced Topics 3 credits An advanced critical study of specific literary Requirements for an Interdisciplinary Teaching forms, themes, movements or authors. Topics Major (7–12): 36–38 semester credits in the nat- will be announced each semester the course is ural and mathematical sciences, including offered. Prerequisite: ENGL 101. BIOL 103, 104; CHEM 105, 106; PHYS 203, 204; six to eight semester credits of science elec- ENGL 380. Teaching English as a Foreign/Second tives; MATH 151 and CSCI 120; completion of Language 3 credits a teaching minor in one of the following depart- An intensive course in the theory and practice of ments: biology, chemistry, mathematical sciences teaching English as a foreign or second language. or physics. Suggested electives: ASTR 201, The course includes lectures, workshops and BIOL 109, 202, NSCI 202; other courses in the teaching practicum. sciences may be substituted if approved by the

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major department involved. GEOG 370. Studies in Geography 3 credits Particular world regions or problems. Topics Courses required for teaching majors are found change according to world events and needs of in the Department of Education section. students. Prerequisite: GEOG 201 or 205, or instructor permission. Geography Course Descriptions German +GEOG 201. Physical Geography 3 credits See Languages and International Studies Natural environment with emphasis on spatial interaction of elements, resources and their uses. (Same as Natural Science 205) Greek +GEOG 205. Human Geography 3 credits See Languages and International Studies Principles of human spatial behavior and how they apply to social, economic, and political problems. Health, Physical Education GEOG 310. World Regional Geography 3 credits The world's major regions (North America, Latin and Sport Science America, Europe, Asia, North Africa, Southwest General Physical Education Major Asia and Sub-Saharan Africa) are studied in this Foundation Requirements for a major in Physical course. Emphasis on comparing the impact of Education (Non-teaching): PED 149, 260, 363; economic development, globalization, and local BIOL 101 or 103 or 112, 202. Core diversity on world regions. Prerequisite: GEOG Requirements: PED 113, 206, 220, 221, 222, 201 or 205, or permission of instructor. 280, 282, 304, WI-361, 407, 418. Activity GEOG 322. Economic Geography 3 credits Requirements: PED 210 and 309 or PED 316 Location and spatial organization of world eco- and 331; PED 200 or 300 or 400; PED 214 or nomic activity such as manufacturing and trade. 301. Prerequisites: GEOG 201 or 205, or instructor Fitness and Human Performance Major permission. Foundation Requirements: BIOL 101 or 103 or GEOG 340. Urban Geography 3 credits 112; CHEM 103 or 105; Math 131 or 151 or Urban space and activities, theories and process- 191 or successful comp out of math requirement; es of urbanization, and contemporary urban PED 260 or PSYC 403; PED 149, 206, 363; problems in geographic perspective. Prerequisite: PSYC 105; STAT 213. Core Requirements: GEOG 201 or 205, or instructor permission. BIOL 202, 203 (optional), 204; PED 215, 258, 282, WI-340, 341, 350, WI-361, 390, 395, 407, GEOG 360. Maps and Mapping 3 credits 418. Types, design, and functions of maps. Prerequisite: GEOG 201 or 205, or instructor Sports Management Major permission. Foundation Requirements for Majors in Sports Management: PED 113, 149, 265; ACCT 201; + = Applicable toward general education degree requirements CSCI 120; ECON 201, 202. Core Requirements: WI = Writing intensive course MKTG 309; MGMT 310; PED 305, WI-306, 106 Undergraduate Programs

307, 363, 407, 418; PHIL 305. Three credit Requirements for a Minor in Health Education: 24 hours from the following: ACCT 202; FNCE credit hours including: Foundation Requirement: 300; MKTG 311; MGMT 316, 320; PED 206 PED 149; Core Requirements: HED 201, 202, or another course with department chair permis- 205, 303, 305; PED 206, WI-340, BIO 101, 103 sion. or 112. Eight hours from the following: HED 207; PED 215, 282, 300, 390, 400; PHIL 342; Physical Education Teaching Majors PSYCH 201, 205, 284, 305, 350; SOC 310, All students should apply for admittance to the 321. Department of Education after completing EDUC 205/207 and one other Education course. Athletic Coaching Students planning to qualify for a teaching Requirements for Coaching Authorization: The license are responsible for knowing the certifica- State of Iowa requires four major courses (or five tion requirements in the state where they wish to equivalent non-credit bearing workshops) to teach. Students must maintain a 3.00 GPA in receive a coaching authorization: EDUC 284 or major courses with no grade below C and a 2.70 PSYC 284 or PSYC 305; PED 215; BIOL 202 cumulative average. Membership in the state or PED WI-361 or PED 265 with department level association for health, physical education, chair permission; PED 412 or a coaching course. recreation, and dance and / or the state education association is strongly recommended. Course Descriptions

Foundation Requirements for a Physical Education HED 201. Personal and Consumer Teaching Major: PED 149, 260, WI-361, 363, Health 2 credits 390; BIOL 202; HED 201. Core Requirements: Study of personal and consumer health, includ- PED 113; 200 or 300 or 400; 206, 207, 210, ing disease prevention and health promotion, 215, 220, 221, 222, 280, 301, 304, 309, 311, alcohol and other drug use, sexuality, emotional 316, 331, 407, 412, 415; HIST 111 or 112 or health, and quackery. Consumer skills including PSCI 101 or 102; SPED 210;. EDUC 205/207, selection and evaluation of health-related infor- 284, 300, WI-301, 308, 309, 433. mation, goods, and services are emphasized. Prerequisite: PED 149. Requirements for a Second Teaching Area which includes the requirements for a K-12 Health HED 202. Health Topics I: Substance Use & Endorsement: Completion of course requirements Abuse, Family Life, Mental Health 2 credits for an approved teaching major and 24 semester Focus on substance use and abuse, family life, credits including: Foundation Requirement: PED and mental health with an emphasis on health 149. Core Requirements: BIOL 202, HED 201, promotion and disease prevention. Signs and 202, 205, 303, 305; PED 206, WI-340. Eight symptoms of disease, prevention strategies, early hours from the following: HED 207; PED 215, intervention options and current treatments are 282, 300, 390, 400; PHIL 342; PSYC 201, 205, emphasized. Includes focus on prevention strate- 284, 305, 350; SOC 310, 321. Education cours- gies for individuals, families, and communities. es required for teaching are listed in the Prerequisites: PED 149; HED 201. Education Department section. HED 205. Health Topics II: Public Requirements for a Physical Education Teaching and Community Health Theories Minor: 24 semester credits including PED 206, and Systems 2 credits 309, 331, 311 or 412, 316. Recommended: PED Overview of public and community health sys- 113, 210, 220, 260, 304. tem and programs with emphasis on protection

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and care of individual and family. Focus on theo- development, delivery, and evaluation of health- retical frameworks for change and delivery of related prevention, education, early intervention health-related prevention, early intervention, and and treatment programs. Prerequisites: treatment programs. Prerequisites: PED 149; Instructor’s permission, junior status. HED 201. A medical certificate of physical fitness is required of HED 207. Women’s Health Issues 3 credits all students who participate in any PE activity Explores women’s health issues within a contem- course. The medical certificate filed at the time of porary and historical context utilizing related bio- admission is sufficient if it has been filed within the logical, political, social, religious and economic past four years. perspectives. +PED 149. Wellness Concepts 1 credit WI-HED 240. Child Health, Safety, and Nutrition 3 Holistic overview of basic wellness concepts credits including health-related fitness, body mainte- This writing intensive course examines health, nance, nutrition and weight management, sub- safety, and nutritional concerns that apply to the stance use and misuse, stress management, and young child. Nutritional practices that support chronic disease prevention. This course is a pre- cognitive, cultural, and physical development of requisite to the activity courses. children are emphasized. Classroom strategies General Education Courses Open to All Students focus on the appraisal and management of health Lifetime Activity Classes and safety concerns of children including proce- Activity Classes cover the theory and practice of dures for children with special needs. Compre- the activities and sports listed, including skills hensive health education programming including fundamentals, strategy, rules, and safety/con- implementation of health instruction, utilization sumer practices. of health-related services, and development of health learning environments is supported. +PED 100. Beginning Swimming 1 credit

HED 303. Methods and Materials in Health +PED 101. Fitness Swimming 1 credit Education 2 credits +PED 120. Conditioning and Self-Defense 1 credit Concepts of health education program design, development, delivery, and evaluation to include +PED 122. Personal Defense for Women 1 credit analysis of objectives and content, construction +PED 151. Racquetball 1 credit of teaching/learning modules, selection of resources, and application of assessment and +PED 155. Fitness 1 credit evaluation strategies. Emphasis on components +PED 158. Weight Training 1 credit of comprehensive school health program. Prerequisites: HED 201, 202, 205; PED WI- +PED 159. T’ai Chi 1 credit 340. +PED 160. Basketball 1 credit HED 305. Practical Experience in Health Education +PED 161. Softball 1 credit 1 credit Supervised practicum in a school or community- +PED 165. Developmental based health education setting to develop first Physical Education 1 credit hand knowledge and experience in the design, For students unable to participate in regular physical education classes. Prerequisite: Permis- + = Applicable toward general education degree requirements sion of the instructor. WI = Writing intensive course 108 Undergraduate Programs

+PED 199. Beginning Volleyball 1 credit +PED 206. First Aid/CPR 2 credits Safety awareness as an individual and as a mem- +PED 200. Intermediate Swimming 2 credits ber of society. Various first aid and CPR skills +PED 201. Beginning Bowling 1 credit will be emphasized. +PED 203. Beginning Tennis 1 credit PED 207. Stunts & Tumbling 1 credit Developmental approach to body management +PED 204. Beginning Badminton 1 credit and strength building through stunts and tum- +PED 205. Beginning Golf 1 credit bling activities. Emphasis on creativity, form and quality of performance. Skills progressions will +PED 208. Cycling 1 credit be identified. +PED 211. Beginning Modern Dance 2 credits PED 210. Games and Rhythms 2 credits This course provides instruction in beginning Participation in games and rhythms related to modern dance techniques. Students will gain elementary school children. Focus on inclusive basic skills in modern dance techniques. strategies and adaptation of activities to specific +PED 212. Beginning Jazz Dance 2 credits grades. Minimal time on lesson plans, unit out- This course provides instruction in beginning lines, teaching methods, playground supervision. jazz dance techniques. Students will gain basic PED 215. Basic Athletic Training 2–3 credits skills in jazz dance. Basic principles and techniques of athletic train- +PED 213. Beginning Ballet 2 credits ing. Allows the student to gain a working knowl- This course provides instruction in beginning edge of basic skills required to provide athletic ballet technique. Students will gain basic skills in training assistance. Content areas covered ballet technique. include: prevention of athletic injuries, evaluation of athletic injuries, first aid and emergency pro- +PED 214. Aerobic Dance 2 credits cedures, therapeutic exercise, therapeutic modal- This course provides instruction in aerobic ities, and administration of athletic training. dance. Students will gain basic skills in aerobic dance techniques. PED 220. Introduction to Motor Skills and Aerobic Development 2 credits +PED 218. Irish Social Dancing 2 credits For PE majors/minors only. Develops basic loco- Development of movement patterns fundamental motion and non-locomotion skills as well as to Irish social and folk dancing. Concentration developing a fitness profile for each participant. on performance of selected ceili and set dance Taken in first year or sophomore year. Class will patterns utilizing soft jig, reel, and polka steps focus on motor skill development and progres- and rhythms. Focus on Irish dancing as a living sion as well as health-related fitness, especially reflection and expression of social, cultural, his- aerobic fitness and development. Prerequisites: torical and political change. Majors only or instructor’s permission. Professional Development Courses PED 221. Skills in Team Sports 2 credits PED 113. Introduction to and History of Health, Basic through advanced motor skill development Physical Education, and Sport Science 2 credits in team handball, soccer, and volleyball. For Acquaints students with professions of Physical Physical Education majors/minors only. Education as a career. Prerequisites: PED 220; majors only or instructor’s permission.

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PED 222. Skills in Individual Sports 2 credits health-related aspects of aging that are largely Develops motor skill abilities in individual sports biological and immutable and those that are of tennis, badminton, and golf taken in the first largely a function of lifestyle, behavior and atti- year or sophomore years. For physical education tudes. Emphasis on exercise health promotion, majors/minor only. Prerequisites: PED 220; and wellness among older adults. Examination of majors only or instructor’s permission. health dimensions important to building exercise and leisure programs for older adults. PED 258. Advanced Weight Training 2 credits Focuses on the proper mechanical techniques in PED 300. Advanced Swimming (Lifeguard weight training. Students will gain a knowledge Training) 2 credits and understanding of muscle development, and Knowledge and practical experience in lifeguard proper alignment of lifting with free weights and training. The American Red Cross certification machines. Focus is on both strength and for Lifeguard and CPR for the Professional endurance development of muscle. Equipment Rescuer will be given to those who successfully safety and care will also be required. complete the necessary requirements. Prerequisite: Majors only or with instructor’s Prerequisite: PED 200 Intermediate Swimming permission. or equivalent ability.

PED 260. Motor Learning 2 credits PED 301. Ballroom, Square and The interplay of subsystems as they interact to Folk Dance 2 credits explain human behavior in the area of motor Development of knowledge and skill in folk and learning and performance. Systems include square dances, American country dances and human behaviors such as serving a tennis ball, ballroom dancing, cultural influences of folk arts. hitting a golf ball, kicking a soccer ball. Participation in a variety of dances for school and adult recreation. PED 265. Introduction to Exercise Science 3 credits PED 304. Administration and This course will introduce students to the field of Organization of Health, Physical Education, Exercise Science that involves the following topic and Athletics 3 credits areas: motor learning/control, kinesiology/biome- Administrative duties, responsibilities and prob- chanics, and exercise physiology. lems, special emphasis on qualifications of administrative staff, policies, teaching load, PED 280. Special Physical Education 3 credits indoor and outdoor facilities, purchase and care Provides an overview of general program devel- of equipment, budget and finance, office man- opment related to impairments, disabilities, and agement, liability and intercollegiate athletics. handicapping conditions of the mentally, physical, and emotionally challenged individual. PED 305. Sport Management 3 credits Emphasis is placed on both medical and educa- Principles and theory of management relating to tional methods to meet needs of these challenged sport, sport facilities and corporation fitness cen- individuals. ters. Prerequisites: ECON 201 or 202.

PED 282. Exercise and Aging 3 credits WI-PED 306. Sport Promotions and Introduction to basic physical changes that occur Marketing 3 credits with aging, focusing on the difference between Topics of fundraising, promotions, public relations, and marketing plans will be examined from perspective of coach, athletic administrator + = Applicable toward general education degree requirements and sports manager. Emphasis will be placed on WI = Writing intensive course 110 Undergraduate Programs strategies, planning methods and implementation PED 331. Principles and Methods of Secondary techniques associated with fundraising and sport Physical Education 2 credits promotion efforts. Prerequisites: ECON 201 or Investigation and evaluation of methods involved ECON 202. in teaching physical education at the secondary level; learning to develop a daily lesson plan, a PED 307. Planning and Management unit, and a curriculum calendar. Prerequisites: of Sport Facilities and Events 2 credits PED 220, 221, 222 or instructor’s permission. This course is designed for the Sports Management major. Details concerning facility +WI-PED 340. Introduction to Nutrition 3 credits and event construction. Prerequisites: PED 305; Study of the relationship between food and the junior level or instructor permission. human body and its impact on growth and development, performance, and general well-being. PED 309. Elementary Physical Education Methods2 Prerequisites: PED 149; BIOL 101 or 103 or credits 112. Developing a plan of a total program of physical education for elementary school children. PED 341. Exercise Pharmacology 3 credits Progressions of skill activities, techniques, orga- This course will provide students with the skills nization, and methods of teaching age-appropri- to understand drugs and supplements that are ate programs. Emphasis is placed on child devel- frequently used by the physically active popula- opment and physical education objectives. tion and those seeking to be physically fit. Prerequisites: PED 220, 221, 222 or instructor’s Students will also learn how various commonly permission. used drugs and supplements can affect exercise performance in their patients and athletes. PED 311. Practical Experience in Teaching Physical Practical guidelines are offered to enable the stu- Education 1 credit dent to monitor and circumvent adverse reac- Supervised clinical experience at the elementary tions to drug therapies. Prerequisite: BIOL 202. and/or secondary level. Open only to Physical Education majors and minors. Prerequisites: PED 350. Scientific Principles of Strength EDUC 205, junior level status, PED 309 or and Conditioning 2 credits PED 331. This course will introduce the scientific principles based on science knowledge obtained in PED 316. Individual and Team Sports 3 credits BIOL 202 and BIOL 204. Emphasis within this Methods and procedures in teaching team and course will focus on the scientific principles of individual sports. Emphasis on task analysis, cri- strength and conditioning and on optimizing teria, evaluation, and behavioral instructional human performance in an aerobic state. Critical objectives. Prerequisites: PED 220, 221, 222, reading and scientific writing will be required for 331 or instructor’s permission; majors/minors student to incorporate aerobic exercise principles only. into a variety of training modes. Prerequisites: PED 321. Coaching Football; PED 322. Coaching BIOL 202 (“C” or better), WI-PED 361 or Basketball; PED 323. Coaching Track; PED 324. instructor’s permission. Coaching Baseball; PED 325. Coaching Volleyball; WI-PED 361. Kinesiology 3 credits PED 326. The study of skeletal and muscular systems of Coaching Soccer 2 credits the body as related to motion. Analysis of muscle Basic principles and practices underlying modern function in performance of physical activities. coaching methods in football, basketball, track, Prerequisites: BIOL 202 (“C” or better). baseball, volleyball and soccer.

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PED 363. Legal Aspects of Sport 2 credits resources. Prerequisite: Senior status. Legal aspects related to sport, sport facilities, PED 412. Practical Experience in programs, and personnel; including tort law, lia- Coaching Sports 1–2 credits bilities and negligence. Prerequisites: PED 304 Supervised coaching in local elementary, junior or 305 or instructor’s permission. high or high schools. Open only to students PED 390. Exercise Physiology 4 credits majoring, minoring or seeking coaching endorse- Physiological changes and adaptation corre- ment in physical education. Prerequisite: sponding to exercise, the benefits of various types Instructor permission. of training and the factors which affect physio- PED 414. Independent Research 1–3 credits logical function during exercise such as nutrition, An independent research project with permission age, disease, gender and the environment. of department chairperson to broaden the foun- Includes lab. Prerequisite: BIOL 202 (“C” or dation of knowledge within the field of Health, better); Junior status. Physical Education and Sport Science. PED 395. Exercise Prescription and Supervision is assigned to a faculty member with Program Design 3 credits expertise in area of requested research. Student Course content builds upon content areas of with an interest in any aspect of sport or health physiology, kinesiology, and scientific principles can integrate information from several fields of strength and conditioning. Emphasis on opti- within sport or health and focus on question to mizing human performance. Critical reading and be researched. Prerequisite: Junior or senior sta- scientific writing will be required for student to tus. incorporate current principles and theories to PED 415. Tests and Measurements 3 credits designing and prescribing exercise programs. Evaluation as part of teaching statistical tech- Prerequisites: BIOL 202 (“C” or better) PED niques, construction and use of motor and 350, WI-361. Corequisite: PED 390 or permis- knowledge tests, criteria for test selection. sion of instructor. Prerequisite: MATH 151. PED 400. Water Safety Instructor 2 credits PED 418. Internship 6–8 credits Knowledge and practical experience in water Internship is designed to provide practicum safety instructor skills. The American Red Cross experience for majors in Sport Management, certification for WSI will be given to those who General Physical Education, and Fitness and successfully complete the necessary require- Human Performance. Placement includes profes- ments. Prerequisites: PED 200 or equivalent sional sports organizations, YMCA, Park and ability. Recreation, and Wellness Centers. Prerequisites: PED 407. Senior Seminar: Physical Education, Junior status; permission of department; majors Fitness, & Sport Management 1 credit only. A capstone seminar focusing on trends and issues in Physical education, fitness and sports business, with emphasis on career development, employment, professional organizations, continu- Health Science ing education requirements, and informational See Master of Occupational Therapy

+ = Applicable toward general education degree requirements WI = Writing intensive course 112 Undergraduate Programs

+HIST 112. United States Since 1865 3 credits History Survey of United States history from the Civil Requirements for a Major: 33 semester credits in War to the present. history, including HIST 101, 102, 111, 112, 220 +HIST 115. Topics in History 3 credits or 225 or 230 or 235, 400, and 18 additional A cross-cultural survey of history with a topical credits above the first year level. focus designed for the first-year student. Requirements for a Minor: +HIST 140. History of Sport and US History minor: 15 semester credits in History, Recreation 3 credits including HIST 111, 112, and nine additional A survey of western civilization with a focus on credits above the first year level. sporting and recreational pastimes. Students will World History minor: 15 semester credits in gain an appreciation of how sport both reflects History, including HIST 101, 102, 220 or 225 its historical context and helps shape the future. or 230 or 235, and six additional credits above the first year level. +HIST 220. Modern East Asia 3 credits General History minor: 15 semester credits in History of modern China and Japan, emphasis History, including HIST 101 or 102 and HIST on Western impact and Eastern response. 111 and 112. Three credits must be earned in a +HIST 225. The Modern Middle East 3 credits course numbered 200 or above. History of the Middle East and North Africa Requirements for a Teaching Major: 33 semester during the Islamic period. Origins of Islam, its credits in history, distributed as follows: 15 cred- development through the Ottoman era, with its in US History (HIST 111, 112, and nine major emphasis on 20th century. additional credits above the first year level); 15 +HIST 230. Modern Latin America 3 credits credits in World History (HIST 101, 102, 220 or An introduction to Latin American history from 225 or 230 or 235, and six additional credits 1800 to the present. above the first year level); HIST 400. Education courses required for certification are listed in the +HIST 235. Modern Africa 3 credits Education section of this catalog. Students must An introduction to African history from 1800 to maintain a 3.00 GPA in History with no grade the present. lower than a C. +HIST 245. Catholicism in America 3 credits A study of the history of the Catholic Church in Course Descriptions America with special emphasis on the lives of +HIST 101. World Civilization to 1300 3 credits Catholic people. (Same as THEO 245) Major historical developments from earliest times +HIST 260/560. History of Iowa 3 credits to the beginning of the modern period. Study of the state and people of Iowa and its +HIST 102. World Civilization place in the themes of United States history. Since 1300 3 credits Graduate students have work appropriate to the Major historical developments from the begin- master’s level. ning of the modern period to the present.

+HIST 111. United States to 1865 3 credits Survey of United States history from the beginnings to the Civil War.

113 Undergraduate Programs

Note: The following 300-level history courses should +HIST 337. Europe 1815 to 1918 3 credits not be taken by freshmen. An advanced survey of European history from the Congress of Vienna to the November 1918 +WI-HIST 307. History of Christianity armistice ending World War I. Topics in politi- Early and Medieval 3 credits cal, cultural, intellectual, social and diplomatic The Church and Western society in the early and history will be explored. Prerequisite: HIST 102 medieval periods. (Same as THEO 307) or instructor permission. +WI-HIST 308. History of Christianity: +HIST 338. The Twentieth-Century Reformation and Modern 3 credits World 3 credits The Church and society from the Reformation An advanced survey of world history from World through the Modern Age. (Same as THEO 308) War I to the present. Topics in political, cultural, +HIST 310. Greece and Rome 3 credits intellectual, social, and diplomatic history will be History and culture of Greece and Rome during explored. Prerequisite: HIST 102 or instructor the classical era. Prerequisite: HIST 101 or permission. instructor permission. +HIST 340. Modern Britain: +HIST 315. Advanced Topics 1603 to the Present 3 credits in History 1–3 credits The study of modern British history from the Advanced topics in world and American history. Stuart dynasty to the present. The course Variable content. Prerequisite: Sophomore explores Britain’s emergence as the world’s pre- standing and instructor permission. eminent industrial nation while examining its rise and fall as a world power. Prerequisite: +HIST 317. The Middle Ages: HIST 102 or instructor permission. 300 to 1300 3 credits Europe from the end of the Western Roman +HIST 341. History of the Empire to the beginnings of the national monar- British Empire 3 credits chies. Prerequisite: HIST 101 or instructor per- A study of the British Empire since the sixteenth mission. century. The course will examine the Empire from the perspectives of both the colonizers and +HIST 319. The Renaissance and the colonized. Prerequisite: HIST 102 or instruc- the Reformation 3 credits tor permission. Europe from the development of national monar- chy to the end of wars of religion. Prerequisite: +HIST 342. Modern Ireland 3 credits HIST 101 or instructor permission. A study of modern Irish history since the sixteenth century. Prerequisite: HIST 102 or +HIST 336. Europe 1648 to 1815 3 credits instructor permission. An advanced survey of early modern European history from the Peace of Westphalia to the +HIST 345. Modern Germany 3 credits Congress of Vienna. Topics in political, cultural, A survey of German history in the nineteenth intellectual, social and diplomatic history will be and twentieth centuries, including German unifi- explored. Prerequisite: HIST 102 or instructor cation, German emigration to the New World, permission. the two World Wars, the Holocaust, the division of Germany, and the unification of 1990. Prerequisite: HIST 102 or instructor permission. + = Applicable toward general education degree requirements WI = Writing intensive course 114 Undergraduate Programs

HIST 356. Colonial America and the Atlantic World the Irish-American experience in order to place 3 credits the Irish-American story within the larger context Advanced survey of colonial American history of migration history. Prerequisite: HIST 111 or from the first European encounter with the New HIST 112 or instructor permission. World to 1760. Spanish, Portuguese, English and HIST 393. Directed Readings French settlement in the Americas investigated, in History 1–3 credits with special attention to religious, economic, Readings in areas of historical interest not provid- social and political history. Includes a compara- ed by other history courses. Open only to junior tive investigation of slavery in the Americas. and senior history majors with prior approval of Prerequisite: HIST 111 or instructor permission. instructor and department chair. HIST 360. Revolutionary America: WI-HIST 400. Historical Methods 3 credits 1776 to 1836 3 credits Introduction to historical method. Emphasis on The beginnings of the new nation and its coming doing history through readings and project work. of age. Prerequisite: HIST 111 or instructor per- For history majors in their junior or senior year. mission. HIST 410. Independent Study 1–3 credits HIST 361. Civil War Era: 1840 to 1877 3 credits Directed individual reading, research and writing A study of the issues that led up to the Civil War on a topic approved by the department. Open and the society created in post-war America. only to junior and senior history majors. Prior Prerequisite: HIST 111 or HIST 112 or instruc- approval by instructor and the department chair tor permission. required. Prerequisite: HIST 400. HIST 362. Early 20th Century America: HIST 560. History of Iowa 3 credits 1900 to 1940 3 credits Study of the state and people of Iowa and its America from Progressivism through the New place in the themes of United States history. Deal. Includes World War I and the Roaring 20s. Graduate students complete work appropriate to Prerequisite: HIST 112 or instructor permission. the master level. (see HIST 260) HIST 363. US Since World War II 3 credits America’s rise to world power and the ramifications at home and abroad. Prerequisite: HIST 112 or instructor permission. Industrial Engineering The department of Industrial Engineering offers a +HIST 365. American Immigration four-year program leading to a Bachelor of History 3 credits Science in Industrial Engineering (BSIE) degree. This course explores how migrants from Europe, The Engineering Accreditation Commission of Asia, Africa, Latin America and the Caribbean the Accreditation Board of Engineering and transformed America into a diverse and pluralistic Technology (ABET) accredits the IE program. society, made possible America's emergence as an Course requirements, quality of instruction and industrial power, and continue to shape public the control of the curriculum meet or exceed policy debates. Prerequisite: HIST 111 or HIST nationally established requirements. This assures 112 or instructor permission. the student that their investment in education is +HIST 368. The Irish-American valuable and protected. The Industrial Experience 3 credits Engineering program is designed to make a differ- This course examines many different aspects of ence for its students. As a faculty, we focus on the

115 Undergraduate Programs

student’s learning needs to ensure their success dents use engineering skills to determine a real and maximize their knowledge gains. The vital world problem, developing and analyzing alter- role played by people in achieving superior per- natives, and recommending a feasible solution. formance in an organization is given major Introducing design issues throughout the pro- emphasis. The emphasis is on quality through gram assures that students are well prepared for accomplishment. this experience.

Mission Educational Environment The mission of the St. Ambrose Industrial As a teaching university, the quality of professor Engineering program is to develop graduates performance is measured by student learning. who possess a strong fundamental knowledge of Professionally qualified faculty members, who engineering and the world. Students will design recognize the importance of high academic and and communicate practical solutions and alterna- professional engineering standards, are dedicated tives to real problems that consider efficiency, to ensuring the success of students while at St. economics, technology, and human welfare. Ambrose and in the working world. Their focus is on preparing students for life. The faculty’s Program Objectives concentration is on educating students in funda- Students are educated through a carefully engi- mentals and examining the most current theories neered curriculum that includes proven engineer- and applications. Our method of instruction is ing design knowledge, a breadth of general edu- based on an open, relaxed environment in which cation, exposure to modern computer technolo- the students can flourish. Many students com- gies, the development of thinking, writing, and ment that they see the friendliness and approach- presentation skills, an understanding of spatial ability of the professors as a significant factor in relationships, and an ability to solve real prob- helping them develop to their fullest potential. lems. Admissions Requirements Integrated Design Experience The general admissions requirements listed in The program’s philosophy is that the whole must this catalog apply to the Industrial Engineering be greater than the sum of parts to be most effec- program. Students who enter the Industrial tive. The fundamental skills of model-building, Engineering program directly from high school creativity, problem solving, and communication should have completed one and one-half units of are integrated into the topic threads of graphics, algebra, one unit of plane geometry and one-half design and writing. These threads are then unit of trigonometry. Students who have not will drawn upon to link important concepts across be required to take additional mathematics many courses. This linking forms a network of courses before enrolling in calculus at St. experiences that is the foundation of engineering, Ambrose. High school physics and chemistry are beginning in the first year course, IE 290: recommended for all applicants. Problem Solving with Microcomputers and culminating in IE 490: Senior Design Seminar. Requirements for a Bachelor of Science in Throughout the program, students study indus- Industrial Engineering Degree: 132 semester cred- trial engineering topics and explore problem- its as follows: solving using with traditional methods and com- Mathematics and Basic Science Courses (33 credits): puter technology. In Senior Design Seminar, stu- MATH 191, 192, 280, 300, 301, 390, 391; PHYS 251, 253; CHEM 103 or 105. + = Applicable toward general education degree requirements Engineering Courses (62 credits): IE 110, WI-290, WI = Writing intensive course 295, 300, 304, 315, 335, 340, 350, WI-351, 116 Undergraduate Programs

375, 400, 415, 450, WI-490, 201, 301, 401; friction. Prerequisite: PHYS 251. (Same as ENGR 220, 302; Two of the following: ENGR 220) ENGR 303 or 312 or PHYS 306. WI-IE 290. Problem-Solving with Other Courses: CSCI 195; PHIL 207 or 305. Microcomputers 3 credits The Industrial Engineering Seminars (IE 201, Application of microcomputers to solve a variety 301, 401) are required for all industrial engineer- of industrial engineering problems. Includes use ing majors and should be taken by the time a of packaged programs as well as designing pro- student has completed approximately 25, 50, grams for specific applications. Students receive and 75 percent, respectively, of the industrial hands-on experience on lab computers and engineering course requirements. become familiar with modern industrial engi- To graduate with an industrial engineering neering algorithms and problem-solving tech- degree, a minimum GPA of 2.50 must be earned niques. for all semester credits used to satisfy the course requirements shown above (including a mini- IE 295. Manufacturing Materials mum GPA of 2.00 in the subset of requirements and Processes 3 credits which includes MATH 390, 391 and all IE and Fundamentals of manufacturing processes ENGR prefixed course numbers). A minimum including founding processes, machining, form- GPA of 2.00 must be earned in the combination ing, and assembly. Characteristics of basic mate- of semester credits and attempted transfer cred- rials including ferrous and nonferrous metals, its. In addition, MATH 191 and 192, or their plastics, and other materials. Instruction includes equivalents, must be completed with a grade of classroom and field trips. C or better. IE 300. Industrial Engineering Methods 3 credits Students attending continuously but on a part Measurement and analysis of work systems. time basis are expected to complete the require- Ergonomics and the environmental, physical, ments within eight years. and psychological aspects of work. Work mea- Requirements for a Minor in Industrial surement techniques including time study, pre- Engineering: MATH 191, 300; Five courses from determined time systems and work sampling. following: IE 295, 300, 304, 315, 335, 340, 350. Classroom and laboratory experiences are utilized in instruction. Prerequisites: MATH 300, Course Descriptions IE 290.

IE 110. Engineering Graphics 3 credits IE 302. Engineering Dynamics 3 credits The graphic solution of space problems involving Dynamics and kinematics of particles and rigid points, lines and planes, geometric construction, bodies in rectangular, polar, and spherical coor- orthographic and pictorial representation, auxil- dinates. Work-energy and impulse-momentum iary views, sectioning, dimensioning, basic engi- theories for rigid body motion. Oscillations of neering symbols, solids modeling and computer- particles and systems. Applications to engineer- aided design. (same as ENGR 110) ing systems. Prerequisite: IE 220. (Same as ENGR 302) IE 220. Engineering Statics 2 credits Vector and scalar treatment of forces. Resultants, IE 303. Strength of Materials 3 credits equilibrium friction, centroids, moments and Plane stress, plane strain, stress-strain relation- products of inertia, external and internal forces. ship, and elements of material behavior. Applications to pulleys, trusses, frames, beams, Elements of stress and deformation analysis

117 Undergraduate Programs applied to members subject to centric, torsional, ronment. Concepts from signal detection theory, flexural and combined loadings. Elementary con- anatomy, physiology and controls are presented siderations of theories of failure, buckling, repeat- and then used to solve design problems in a wide ed and impact loads. Prerequisite: IE 220. (Same variety of applications Prerequisite: MATH 300. as ENGR 303) IE 350. Operations Planning, IE 304. Design Fundamentals Scheduling and Control 3 credits for Industrial Engineers 3 credits Addresses those activities in an organization that Introduction to the process of engineering design. are directly related to producing goods or provid- Application of this process via student projects ing services. Planning, execution, and control of which are related to industrial engineering func- functions are examined. The focus is on organizational areas. Prerequisites: IE 110, 295. tional processes in which people, capital, and material (inputs) are combined to produce ser- IE 312. Thermodynamics 3 credits vices and goods (outputs). Such processes may be Introduction to classical and quantum statistics; found in banks, factories, stores, hospitals, etc. thermodynamic laws, energy, entropy and equilib- Subjects include forecasting, capacity planning, ria, cyclic and noncyclic processes; applications to operations design, scheduling, and quality con- chemical and engineering problems. Prerequisites: trol. Prerequisite: IE 315. PHYS 253, MATH 280. (Same as PHYS 321 and ENGR 312) WI-IE 351. Industrial Engineering Design Laboratory 3 credits IE 315. Engineering Economy 3 credits The student designs industrial engineering mech- Evaluation of private and public sector project anisms (people, equipment, information proce- alternatives in quantitative and qualitative terms. dures) in a laboratory setting. Projects may Cost/benefit analysis. Time value of money and include typical industrial engineering topics such application of this concept to evaluation of eco- as work methods and design, facilities layout, sim- nomic feasibility and alternatives, including pay- ulation, etc. Prerequisites: IE 300, 315, 350. back, present value, and return on investment. Prerequisite: MATH 191. IE 375. Computer-Aided Manufacturing Systems 3 credits IE 335. Quality Control and Reliability 3 credits Provides knowledge and an ability to apply Introduction to total quality management, statisti- computer-aided manufacturing technology as a cal quality control methods and systems useful for cost-effective strategy. NC, CNC, CAD/CAM, analyzing and controlling product quality in robotics, vision systems, PLCs, and other tech- industrial and business settings. Design of inspec- nologies are investigated and their applications tion plans for various quality characteristics. explored. Strategic implementation, optimization, Statistical process control charts and acceptance and systems integration issues are addressed. sampling. Introduction to reliability. Prerequisite: Theory of feedback control systems and computer MATH 300. control of processes. Prerequisites: IE 110, 295. IE 340. Ergonomics and IE 400. Introduction to Simulation 3 credits Occupational Safety 3 credits Introduction to simulation modeling using Ergonomics focuses on human capabilities and SIMAN programming language. Focuses on the the interfaces between individuals and their envi- formulation of relevant, tractable questions, the development of models which provide appropriate

+ = Applicable toward general education degree requirements information, and the analysis of this information WI = Writing intensive course 118 Undergraduate Programs for decision-making. Simulation is presented as an engineering activities. Subjects may include typi- integrated subject in which the methodology of cal industrial engineering on-the-job-activities, the simulation, model building, verification, valida- engineering challenge, professional ethics, profes- tion, and execution are addressed. Prerequisite: sional societies, professional engineering registra- MATH 300. tion, career opportunities, computer and automation impact. Prerequisite: Industrial engineering IE 415. System Integration and Design 3 credits student. The systems integration process including planning, design, implementation, and control. Student projects apply this process to industrial engineering functional areas. Prerequisite: IE 350. Information Literacy IE 450. Professional Experience 3 credits Course Description Students are exposed to the working environment IL 101. Information Literacy 1 credit of an industrial engineer in a business, industry, This course provides an introduction to tech- government, military, hospital, education, or simi- niques of information retrieval and information lar functional activity that uses problem-solving evaluation. Students completing this course will and/or design methods. Exposure may be have the skills needed to conduct undergraduate obtained through suitable work experience. If stu- level research using print and online resources. dents do not have such experience, they must reg- Pass/No Pass course. ister for this course and will be given an assignment to complete with industrial engineering faculty advisory assistance, involving a significant industrial engineering project with local industry International Business or an on-campus project. Prerequisite: See Business Completion of at least one IE course.

WI-IE 490. Industrial Engineering Senior Design Seminar 3 credits A significant project involving design or re-design Irish Studies of an operational product, process or procedure in Requirements for an Interdisciplinary Minor in Irish either an industrial or a service setting. As a mini- Studies: A minimum of 15 semester credits. Six mum, students will consider objectives and crite- credits must include these two Core Courses: ria, resources, interface with other functional HIST 342 and ENGL 243. At least six credits areas, constraints, alternatives and operational must come from these Affiliate Courses: HIST specifications. The student will prepare a written 343, 368; THEO 245 (HIST 245), 313; THTR report. Corequisites: IE 415; senior status. 386; MUS 114; PED 218. At least three credits must come from these British Courses: HIST IE 201, 301, 401. Industrial 318, 340, 341; ENGL 201, 202, 303, 304, 307, Engineering Seminar 0 credit 309; THTR 385. Three seminars are required for all industrial engineering students at approximately first semes- Entry procedure for Irish Studies Minor: A course ter of the sophomore, junior and senior levels of of study should be worked out with an advisor, the industrial engineering curriculum. Each semi- and then submitted by the student to the Irish nar offering will be unique and will feature guests Studies program director for approval. who are experienced in or are associated with

119 Undergraduate Programs

Languages and enrolling in college in order to receive credit, and in order to be placed at the appropriate level of International Studies language study. In order to ensure enrolling at The Department of Languages and International the appropriate level, students wishing to contin- Studies offers a combination language major, ue their language study beyond the 101 level with the first language option of Spanish. must take either the CLEP exam or a placement Students can also fulfill requirements for a exam. Information on the latter is available at the Spanish major on campus, or they can complete Student Success Center. a major in French, German or Spanish by study- Students planning to teach must show credit ing abroad. A non-teaching minor is available in earned in lower level courses either through French, German and Spanish on campus and CLEP credit, by taking the courses in high abroad. Education courses required for a teach- school or college, or by demonstrating proficien- ing major or minor are found in the Education cy. Department section. Details on programs both at Many courses are offered on a cycled basis. home and abroad are available from the depart- Please consult with the department chair in order ment chair. All language majors and minors must to avoid delays in beginning a language take at least six hours of language on the SAU sequence. campus. General Education Foreign Language Requirement Those studying foreign language are encour- Students may meet the general education lan- aged to study abroad. For those who cannot do guage requirement by meeting any one of the fol- so, the requirements for a combination language lowing criteria: major are 12 semester credits at the 300-level in 1. Pass three years of the same language in high the same first language, and six semester credits school. at the 300-level in the same second language. 2. Achieve a score on CLEP that is the equiva- First language option on campus: Spanish. lent of 14 semester hours at SAU. Second language options: French, German 3. Achieve a sufficient score on a placement and Spanish. exam approved by the SAU Department of Students who seek to earn foreign language Languages and International Studies. credits from an overseas program not sponsored 4. Pass college language courses through the by St. Ambrose need to receive departmental equivalent of 201 (second year, first semester) approval prior to going abroad. at SAU. The department encourages students who 5. Pass intermediate-level language courses have language experience, either through high taken in study abroad programs affiliated with school credit or because they are native speakers St. Ambrose. of languages other than English, to take CLEP Students with two years of the same language exams. The department accepts up to 14 semes- in high school have completed two-thirds of the ter hours of credit, depending on the scores St. Ambrose requirement and should enroll in obtained on the exams. CLEP exams cannot be the appropriate 201 class. Students with one year taken after students have received credit in a col- of high school language should enroll in the lege language course. Therefore, students are appropriate 102 class. encouraged to take CLEP exams prior to Students who have studied less than three years of high school language in a language not + = Applicable toward general education degree requirements offered at St. Ambrose may complete this WI = Writing intensive course 120 Undergraduate Programs requirement by taking course work in any lan- Latin America, as well as from the U.S., some guage offered at St. Ambrose. Their total for- originally written in English. Content varies. All eign language course work must total to an material is in English. equivalent of three semesters of college-level +IS 210. Selected Topics in Culture and language study. Civilization 3 credits An international student for whom English is Acquaints students with major developments in not the first language is exempt from the the history, culture and civilization of specific Foreign Language competency requirement. countries or regions of the world. Content International Studies varies. All material is in English. Requirements for an International Studies Minor IS 310. Capstone Experience 3 credits Core courses: 15 credit hours including: a for- Team-taught, interdisciplinary course bringing eign language through level 302; HIST 102 or together all previous course work done in pur- 338; IS 310; PSCI 309 or 313 or 316. Electives: suit of an international studies minor. Choose two of the following: PSCI 309, 313, 316; BUS 321, 322; ECON 331; HIST 102, French 220, 225, 230, 235, 316, 337, 338; ART 351, 352, 353; PHIL 365; IS 101, 103, 201, 204, Requirements for a Teaching or Non-Teaching 210; THEO 250; SOC 228; GEOG 205, 370; Major: 18 semester credits of French at the 300- MUS 115 (2 cr); WMST 201; ENGL 221. level, including at least six credits of French literature, fulfilled only by studying abroad. At Course Descriptions least six credits must be taken on the SAU campus. Teaching majors need to complete EDUC Note: The following courses require no knowledge of 344, and a program of study approved by both a foreign language. the Language and Education Department +IS 101. Cultures of the World 3 credits chairs. Introduction to culture in general and specifi- Requirements for a Teaching or Non-Teaching cally to the study of the cultures of countries Minor: 12 semester credits of French in courses where French, German, Russian and Spanish at the 300-level. Students who minor in French are spoken. Content varies. All material is in must take at least six hours on campus. English.

+IS 103. International Experience 4 credits Course Descriptions Foreign experience. Introduction to culture in +FREN 101. First Semester French 4 credits general and specifically to the study of the cul- Acquaints the student with French through tures of the country or countries visited as they experiences in the five language skills of under- contrast with U.S. culture. standing, speaking, reading, writing and culture. +IS 201. Selected Works of +FREN 102. Second Semester French 4 credits French Literature in Translation 3 credits Continuation of FREN 101. Prerequisite: Study of selected French novelists including French 101 or equivalent score on placement familiar authors such as Balzac, Hugo, Zola and exam. Flaubert and others. Content varies. All material is in English. +FREN 201. Third Semester French 3 credits Review and greater mastery of written and spo- +IS 204. Selected Works of Hispanic ken French. Readings of French texts. Literature in Translation 3 credits Prerequisites: FREN 101, 102 or equivalent Selected works in translation from Spain and score on placement exam. 121 Undergraduate Programs

+FREN 202. Fourth Semester French 3 credits FREN 301, 302; five years of high school Continuation of FREN 201. Prerequisites: French or equivalent on placement exam. FREN 101, 102 and 201 or equivalent score on placement exam. German

+FREN 301. French Composition and Requirements for a Teaching or Non-Teaching Conversation I 3 credits Major: 18 semester credits of German at the Advanced study of grammar, stylistics, and 300-level, including at least six credits of vocabulary. Development of both written and German literature, fulfilled only by studying oral skills. Emphasis on acquisition of composi- abroad. At least six credits must be taken on the tion skills. Readings on contemporary French SAU campus. Teaching majors need to com- culture. Prerequisites: FREN 101, 102, 201, plete EDUC 344, and a program of study 202; four years of high school French or equiva- approved by both the Language and Education lent score on placement exam. Department chairs.

+FREN 302. French Composition and Requirements for a Teaching or Non-Teaching Conversation II 3 credits Minor: 12 semester credits of German in courses Continuation of FREN 301 with greater empha- at the 300-level. Students who minor in German sis on conversational skills and use of some col- must take at least six hours on campus. loquial French. Readings of French texts, television and radio. Prerequisites: FREN 101, 102, Course Descriptions 201, 202; four years of high school French or +GERM 101. First Semester German 4 credits equivalent score on placement exam. Acquaints the student with German through Recommended: FREN 301. experience in the five language skills of under- FREN 310. Special Topics in French 3–9 credits standing, speaking, reading, writing and culture. Includes the study of topics, sometimes a liter- +GERM 102. Second Semester German 4 credits ary genre or period, which are dealt with in Continuation of GERM 101. Prerequisite: more detail than is possible in a survey of litera- GERM 101 or equivalent score on placement ture course, or work in syntax or vocabulary exam. building as a means of expression, or problematic points in grammar. Topics to be announced. +GERM 201. Third Semester German 3 credits May be repeated if topics are different. Review and greater mastery of written and spo- Prerequisites: FREN 301, 302. ken German. Readings of German texts. Grammar review. Prerequisites: GERM 101, FREN 311. Introduction to 102 or equivalent score on placement exam. Business French 3 credits Introduction to the language and climate of the +GERM 202. Fourth Semester German 3 credits French business world, including vocabulary, Continuation of GERM 201. Prerequisites: formalities, procedures and policies. GERM 101, 102 and 201 or equivalent score on Prerequisite: FREN 302 suggested. placement exam.

FREN 320. Independent French 1–6 credits +GERM 301. German Composition and Department approval. Repeatable. Prerequisites: Conversation I 3 credits Advanced study of grammar, style and syntax. + = Applicable toward general education degree requirements Development of both written and oral skills. WI = Writing intensive course 122 Undergraduate Programs

Emphasis on acquiring composition skills. Testament. Readings from collections of short stories. Prerequisites: GERM 101, 102, 201, 202 or four International Accounting and Modern Languages years high school German or the equivalent score Major on placement exam. See Accounting section for major requirements.

+GERM 302. German Composition and Latin Conversation II 3 credits Continuation of GERM 301 with greater empha- Course Description sis on conversational skills and use of colloquial German. Readings from German texts, television +LAT 101, 102. Introduction to Latin 3 credits and radio. Prerequisite: GERM 301 suggested. Designed to develop accuracy in translation. Emphasis on grammatical structure, syntax and GERM 310. Special Topics in graded reading of prose selections. German 3–9 credits Topics, sometimes a literary genre or period, Spanish which are dealt with in more detail than is possible in a survey of literature course, or work in Requirements for a Teaching or Non-Teaching syntax or vocabulary building as a means of Major: 18 semester credits of Spanish at the 300- expression, or problematic points in grammar. level, including at least six semester credits of Topics to be announced. May be repeated if top- Spanish or Latin American literature. Spanish ics are different. Prerequisites: GERM 301, 302 majors who participate in a study abroad program or equivalent on placement exam. or transfer to St. Ambrose need to take at least six Spanish credits on campus. GERM 311. Introduction to Business German 3 credits Requirements for a Spanish Major for students who Introduction to the language and climate of the do not study abroad for a full academic year: 18 German business world, including vocabulary, semester credits of Spanish at the 300-level formalities, procedures and policies. Prerequisite: including nine semester credits of Spanish or GERM 302 suggested. Latin American literature of which at least six semester credits are taught in Spanish, and three GERM 320. Independent German 1–6 credits semester credits in either Spanish Civilization or Department approval. Repeatable. Prerequisites: Latin American Civilization and HIST 230. GERM 301, 302 or equivalent. Teaching majors need to complete EDUC 344, and a program of study approved by both the Greek Language and Education Department chairs. If study abroad is in a Latin American country Course Descriptions (rather than Spain), a Latin American civilization +GREE 101, 102. Introduction to Greek 3 credits course, or a course in the history and/or culture of Basic elements of grammar and syntax, culminat- the country in which the student studies, may be ing in graded passages for translation. taken in lieu of Spanish civilization.

GREE 402. Directed Readings in Requirements for a Teaching or Non-Teaching Scriptural Greek 3 credits Minor: 12 semester credits of Spanish courses at Study of Koine dialect as distinct from Attic the 300-level. Greek illustrated through passages from New

123 Undergraduate Programs

Course Descriptions just comprehending the meaning of the text. Prerequisite: SPAN 301. +SPAN 101. First Semester Spanish 4 credits Acquaints the student with Spanish through +WI-SPAN 304. The Hispanic Short experience in the five language skills of under- Story 3 credits standing, speaking, reading, writing and culture. A survey of the short story from its beginnings, to the present day. Stories will be selected both +SPAN 102. Second Semester Spanish 4 credits from Spain and Latin America. Continuation of SPAN 101. Prerequisite: SPAN 101 or equivalent on placement exam. +SPAN 305. Selected Readings from Latin American Literature I 3 credits +SPAN 201. Third Semester Spanish 3 credits Readings selected from Latin American texts Review and greater mastery of written and spo- written from 1492 to 1880. Discussion of works ken Spanish. Readings of Spanish texts. and their importance in Hispanic literature and Prerequisites: SPAN 101, 102 or equivalent on culture. Prerequisite: SPAN 202 or equivalent. placement exam. +SPAN 306. Selected Readings from Latin +SPAN 202. Fourth Semester Spanish 3 credits American Literature II 3 credits Continuation of SPAN 201. Prerequisites: Readings selected from Latin American texts SPAN 101, 102 and 201 or equivalent score on written from 1880 to the present. Discussion of placement exam. works and their importance in Hispanic literature +SPAN 301. Spanish Composition and and culture. Prerequisite: SPAN 202. Conversation I 3 credits WI-SPAN 307. Spanish Civilization 3 credits Development of written and oral skills through Spanish cultural heritage from the beginnings to writing compositions and discussing reading the present day with special regard to its signifi- materials in Spanish. Advanced study of gram- cance for literature. mar, stylistics and vocabulary. Prerequisite: SPAN 202 or equivalent on placement exam. WI-SPAN 309. Latin-American Civilization 3 credits +SPAN 302. Spanish Composition and Introduction to culture and civilization of Latin Conversation II 3 credits America including political, literary, economic, Continuation of SPAN 301 with emphasis on social and artistic life in Latin America. written and conversational skills and a general Prerequisite: SPAN 202 or equivalent. introduction to Spanish and Latin American civilization. Prerequisite: SPAN 301 or equivalent. SPAN 310. Special Topics 3–9 credits Literary genre or period, either of Peninsular or +SPAN 303.Introduction to of Latin American literature, or both, which is Hispanic Literature 3 credits dealt with in more detail than is possible in a An introduction to Hispanic literature including survey of literature course. Work may also be the narrative, poetry, drama and the essay. done in syntax or stylistics as a means of expres- Works of Spanish, as well as Latin American sion, or problematic points in grammar. authors, including both contemporary, and older Prerequisites: Spanish major with junior or works will be read and analyzed. Focus will be senior standing or instructor permission. on learning to interpret literary works rather than

+ = Applicable toward general education degree requirements WI = Writing intensive course 124 Undergraduate Programs

SPAN 311. Introduction to Business LS 100. College Reading and Study Spanish 3 credits Skills 3 credits Review of basic Spanish grammar, while studying Develops effective college-level reading skills dialogs and reading materials on a range of busi- including vocabulary-enrichment, increased com- ness-related topics. Students will carry on con- prehension, concentration, and recall. Introduces versations, write memos, letters, and reports as and facilitates study skills which characterize suc- they relate to finance, accounting, banking, busi- cessful academic behavior, including listening, ness travel, shipping, tariffs, job applications, etc. note-taking, test-taking, studying, and time man- Students will discuss cultural differences in doing agement. Offers analytical reasoning and prob- business in Spanish speaking countries as lem-solving as aspects of learning and use of opposed to doing business in English in the US. writing as a mode of understanding text. Elective credit only. Competency level of C required SPAN 312. Spanish for Health before student may enroll in higher level course. Professionals 3 credits Review of basic Spanish grammar, while studying LS 201, 202, 203. Advanced College dialogs and reading materials on a wide range of Reading 1 credit per course health related topics. Cultural differences in Three one-credit courses, each meeting for five health care and practice will also be discussed. weeks: Vocabulary; Rate and Comprehension; Critical Reading. Includes intensive work in SPAN 320. Independent Spanish 1–9 credits advanced vocabulary, introduces strategies for Department approval. Repeatable. Prerequisites: increasing reading rate and flexibility, and SPAN 301, 302; five years of high school enables the student to improve ability to analyze Spanish or equivalent. and criticize texts. Students may enroll in one, two, or all three segments.

LS 399. Supplemental Instructor 1–2 credits Latin Student will serve as a supplemental instruction See Languages and International Studies leader for a designated course. Enrollment only permitted by the SI supervisor. Learning Skills Course Descriptions Management See Business LS 090. Pre-College Reading and Study Skills 3 credits Reading and study skills class required of students with certain ACT reading scores. It Managerial Studies See Business emphasizes listening skills, vocabulary skills, textbook reading skills, effective memory techniques, and how to be a better overall reader. Students in this course take LS 100 in the spring semester Marketing at the recommendation of the instructor. A com- See Business petency level of C is required before a student may enroll in a higher level course. LS 090 does not count toward the 120-hour requirement. 125 Undergraduate Programs

MATH 121. Intermediate Algebra 3 credits Mathematics Algebraic operations, linear equations and Requirements for a Bachelor of Science with a inequalities, problem solving, polynomial expres- Major in Mathematics (35 credits): including sions, factoring rational expressions and equa- MATH 191, 192, 290, 300, 370, 380; five tions, radical expressions and equations, quadrat- courses from: MATH 291, 301, 320, 350, 360, ic equations. Competency level of “C” or better 371, 381, 390, 391, 400; six semester credits in is required to enroll in higher level courses. computer science, including a programming lan- Prerequisite: MATH 090 or appropriate place- guage. ment test score. Requirements for a Minor in Mathematics: 21 +MATH 131. Math for the Liberal Arts 3 credits credits in math at MATH 191 level or above. A survey of topics in applied mathematics stress- Mathematics Education ing the connections between contemporary *Requirements for a Bachelor of Science with a mathematics and modern society. Topics include Major in Mathematics Education: 29 semester management science, statistics and probability, credits in mathematics including MATH 191, geometry, and social choice. The course meets 192, 290, 300, 340, 350, 360, two mathematics general education requirements in mathematics. elective beyond Calculus II, and six semester It may not be used to meet prerequisites for credits in computer science, including a pro- MATH 151. Prerequisite: MATH 121 with “C” gramming language. or better or equivalent score on placement test. Requirements for a Secondary Teacher’s Certificate +MATH 151. College Algebra 3 credits with a Minor in Mathematics: 26 semester credits Functions, relations, coordinate systems, proper- in mathematical sciences including MATH 191, ties and graphs of elementary functions including 192, 290, 300, 340, 350, 360, and three semes- polynomials, logarithmic and exponential func- ter credits in mathematics electives; three semes- tions. Elementary manipulations of matrices and ter credits in a computer science programming determinants. Systems of linear equations and language. Education courses required for a their solution methods. Linear programming teaching major are listed in the Education models and solutions. Sequence and series of Department section. real numbers. Prerequisite: Three years college high school mathematics and appropriate place- Course Descriptions ment test score or grade of C or better in MATH MATH 090. Fundamentals of 121. Mathematics 3 credits MATH 152. Trigonometry 2 credits Designed to isolate, diagnose and overcome Elementary trigonometric functions and their weaker areas of a student’s mathematics back- graphs. Trigonometric identities. Inverse trigono- ground. Offers short review of arithmetic and metric functions and their graphs. Applications extended study of elementary algebra. Computer of trigonometric functions in calculus. assisted. Students should enroll only if indicated Prerequisite: MATH 151 or 171 or concurrent by placement test results. MATH 090 does not registration. count toward the 120-hour requirement. Competency level of “C” or better is required to +MATH 171. Elementary Functions 3 credits enroll in higher level courses. Introductory course for students planning to take MATH 191. Definition of function and opera- + = Applicable toward general education degree requirements tions on functions in a variety of settings and WI = Writing intensive course applications. Concentrates on increasing student 126 proficiency with all three methods of describing Undergraduate Programs functions: rules, graph and tables. Prerequisite: Prerequisite: MATH 192. Three years college preparatory high school MATH 291. Calculus and mathematics and appropriate placement test Analytic Geometry III 4 credits score or grade of C or better in MATH 121. Infinite series, limits and continuity of functions +MATH 191. Calculus and of several variables, partial derivatives, direction- Analytic Geometry I 4 credits al derivatives, multiple integration, sequences Functions of single variables; limits, continuity, and series, vectors and vector differential equa- differentiability, and integrability. Applications of tions. Computer assisted. Prerequisite: limit, derivatives, differentials and integrals to MATH 192. solutions of physical and social problems. WI-MATH 300. Probability and Computer assisted. Prerequisite: MATH 151 or Statistics I 3 credits 171; and 152, or appropriate placement test Descriptive statistics, probability concepts, ran- score. MATH 152 may be taken concurrently. dom variables, discreet and continuous distribu- MATH 192. Calculus and tions, and sampling distributions. Sampling con- Analytic Geometry II 4 credits siderations. Point and interval estimation of dis- Techniques of integration; polar coordinates; tribution parameters and single sample tests of sequences and series. Modeling with differential hypotheses. Prerequisite: MATH 192 or permis- equations. Introduction to partial differentiation sion of instructor. and multiple integration. Computer assisted.. MATH 301. Probability and Statistics II 3 credits Prerequisite: MATH 191. Linear, curvilinear and multiple regressions. Two +MATH 210. Theory of Arithmetic 3 credits sample inferences. Analysis of variance for facto- Limited to candidates for elementary teaching li- rial, blocked, and Latin-squares experimental censure or certificate. Topics include problem designs. Nonparametric tests of hypotheses. solving strategies, elementary number theory and Testing for independence, randomness and number systems, probability and statistics, infor- goodness-of-fit. Prerequisite: MATH 300. mal geometry and measurement. Prerequisite: MATH 320. Ordinary Differential MATH 121 or appropriate placement score and Equations 3 credits 1.5 units of high school algebra. First-order ordinary differential equations, linear MATH 280. Engineering Mathematics I 4 credits second order and higher differential equations, Development and application of linear algebra series solutions, systems of differential equations and ordinary differential equation topics. These and their applications, matrix methods for linear topics are selected with primary concern for engi- systems, existence and uniqueness theorems. neering applications. Included topics are matri- Computer assisted. Prerequisite: MATH 290. ces, systems of linear equations, vectors, first and MATH 340. Secondary Math Methods 3 credits second order differential equations. Not open to Limited to secondary teaching certificate candi- mathematics or mathematics education majors. dates. Current issues, approaches, and materials Prerequisite: MATH 192. in school mathematics teaching, including philos- MATH 290. Linear Algebra 3 credits ophy and objectives, curricula problems, review Matrices and systems of linear equations. and evaluation of current literature. Students are Determinants. Lines and planes in three-space. required to complete a field component of 25 Vector spaces and linear transformations. class contact hours. A minimum of two field Characteristic equations and eigen values. components (80 hours) is required after field 127 Undergraduate Programs

experience and before student teaching. MATH 391. Operations Research II 3 credits Prerequisites: MATH 192; EDUC 205, 284, Emphasis on algebraic and computer solutions of 309. probabilistic models: decision theory, games, scheduling, inventory, queuing, Markov chains MATH 350. History of Mathematics 3 credits and forecasting. Prerequisites: MATH 280 or An historical survey of mathematics and mathe- 290 and 300. maticians; selected topics in important developments and contributions in mathematics. MATH 400. Topics in Mathematics 3 credits Prerequisite: MATH 192. Selected topics in pure or applied mathematics. Prerequisites: Departmental approval. MATH 360. Modern Geometry 3 credits Euclidean and non-Euclidean systems. MATH 490. Independent Study Axiomatic approach. Prerequisite: MATH 192. in Mathematics 3 credits Reading, writing, or research in mathematics. MATH 370. Real Analysis I 3 credits Prerequisite: Departmental approval. Basic elements of real analysis for students of mathematics. Topics include limits of functions, MATH 499. Internship in Mathematics 3 credits continuity, and metric space. Prerequisite: The merging of course work with practical train- MATH 192. ing in mathematics. Emphasis will be on how the practical experience is directly related to the MATH 371. Real Analysis II 3 credits course work the student has taken. Pass/No Pass Continuation of MATH 370. Topics include only. Prerequisite: Prior departmental approval. sequences and series of function, differentiation, and integration. Prerequisite: MATH 370. MATH 601. Topics in Mathematics Education 3 credits MATH 380. Abstract Algebra I 3 credits Selected topics in math education for graduate Basic elements of abstract algebra for math stu- students in education and math education, and dents. Topics include definitions and examples for professionals in particular topics. of groups, homomorphisms, direct products, and Prerequisite: Graduate status or instructor per- finite Albelian groups. Prerequisite: MATH 192. mission. MATH 381. Abstract Algebra II 3 credits Continuation of MATH 380. Topics include definitions and examples of rings, quotient rings, fields, and field extensions. Prerequisite: Music MATH 380. Requirements for Bachelor of Arts Degree with a Major in Music: MUS 099, 201, 202, 207, 208, MATH 390. Operations Research I 3 credits 301, 302, 307, 308, 319, 325, 326, 327, 401, Emphasis on graphical, algebraic, and computer 407; eight semester credits of applied major, solutions of deterministic models: linear, integer, eight semester credits of major ensemble (band and dynamic programming. Duality of linear or choir) with participation each semester of programming models and sensitivity analysis. enrollment; two semester credits of MUS 236; Extension of concepts to transportation and net- two semester credits of MUS 235, 237, 238, work models. Prerequisites: MATH 280 or 290. 239, 240, or 242; 14 semester hours of foreign language; a piano proficiency exam administered by the department, and a recital in the applied + = Applicable toward general education degree requirements WI = Writing intensive course major during the senior year. 128 Undergraduate Programs

Requirements for Bachelor of Music Education +MUS 103. Applied Music Degree: General and Vocal, K-12: MUS 099, 201, (Voice or Instrument)* 1–2 credits 202, 207, 208, 237, 240, 301, 302, 307, 308, +MUS 303. Advanced Applied Music 319, 320, 322, 324, 325, 326, 327, 401, 407. (Voice or Instrument)* 1–2 credits Instrumental: MUS 099, 201, 202, 207, 208, Private lessons in selected instrument or voice. 235, 238, 239 (recommended), 319, 321, 323, Can be repeated up to eight credits (16 for music 324, 325, 326, 327, 401, 407. Eight credits of majors). One 30-minute lesson per week for each applied major; seven credits of major ensemble semester hour of credit. Students studying their (band or choir) with participation each semester instrument/voice for 2 credits are expected to of enrollment; two credits of MUS 236; MUS practice twice as much. They are expected to 308 with a grade of C or better, or successful cover more repertoire, make greater progress in completion a sight singing/ear training exam; a technique, and to perform ar a higher level than piano proficiency exam administered by the those registered for 1 credit. For fees, see department, and a public recital in the applied Expenses section. Permission of instructor major during the senior year. For education required for 2 credit option and for the first reg- courses required for a teaching license see the istration in 303. Private instruction offered in: Education Department section. a. Voice h. Clarinet o. Tuba Requirements for a Minor in Music: Eight credits b. Piano i. Flute p. Percussion of music theory; six credits of MUS 325, 326, c. Organ j. Oboe q. Guitar 327; four semesters of lessons in an instrument d. Violin k. Bassoon r. Saxophone or voice; participation in chorus or band every e. Viola l. French Horn s. Euphonium semester to total at least four semester credits. f. Cello m. Trumpet g. String Bass n. Trombone Course Descriptions +MUS 104. Piano Class 1 credit Beginning instruction in piano. No previous GENERAL COURSES knowledge of piano or music needed. MUS 099. Concert Attendance 0 credit +MUS 110. Music Orientation 2–3 credits Attendance at six approved on-campus recitals or Designed to acquaint students with a listening concerts in the semester, in addition to those in appreciation of music, musical form, and musical which the student is a performer. Required each history. For non-majors. Three-credit option semester of all music and music education ACCEL format only. majors. Pass/Fail grade option. +MUS 114. Irish Music in the World 2 credits +MUS 101. Basic Musicianship 2 credits A listening course focusing on the music of Notation of pitch and rhythm on the staff, geog- Ireland and its social, cultural, artistic and politi- raphy of the piano keyboard and basic theoretical cal significance. The migration and influence of materials such as scales, intervals, keys and tri- Irish music to other parts of the world, particu- ads. Written work reinforced and enhanced larly North America, is stressed. through keyboard and ear training exercises. +MUS 115. Music in Culture 2 credits +MUS 102. Guitar Class 1 credit A listening course exploring the role of music in Beginning instruction in guitar. No previous several world cultures. Recommended for non- knowledge of guitar or music needed. majors.

129 Undergraduate Programs

+MUS 120. Jazz Appreciation 2 credits +MUS 121–127. Ensemble* 1 credit Presentation and analysis of American jazz, Ensemble work in the following groups: including listener’s understanding of various 121. Vocal Ensemble styles from blues to modern rock. 122. String Ensemble 123. Woodwind Ensemble MUS 317. Introduction to 124. Brass Ensemble Musical Theatre 3 credits 125. Piano Ensemble Cross-disciplinary course providing musical and 126. Mixed Ensemble theatre background for music and theatre majors 127. Percussion Ensemble and minors. Explores areas common to both dis- Enrollment by consent of the appropriate faculty ciplines and enables students to share strengths. member. Offered on as-needed basis. Maximum Helps students develop basic and more advanced of four credits may be used toward a degree. skills in the musical theatre and gives a broad knowledge of the medium. Same as THTR 317. MUS 311. Chamber Singers 1 credit A mixed-voice chamber choir of eight to 16 MUS 450. Independent Study singers which studies and performs significant lit- in Music 1–3 credits erature for the chamber choir. Enrollment by Students must have successfully completed MUS audition. Maximum of four credits may be used 302 (with C or better) and have junior or senior toward completion of a degree. standing as a music major. Signature of instructor required. +MUS 313. STAMVOJA 1 credit Vocal jazz performing ensemble. Membership by ENSEMBLES audition. +MUS 111. Choir* 1 credit MUSIC THEORY A select mixed-voice choir which studies and performs significant choral literature of all peri- MUS 201, 202. Harmony 2 credits ods and styles, and which serves the university Triads, chord positions, figured bass, harmoniza- through participation in official events. tion of melodies, cadences, dominant seventh Enrollment by audition and consent of the direc- chord and diatonic modulation. Three meetings tor. Maximum of eight credits may be used per week. toward a degree. MUS 207, 208. Sight-Singing and +MUS 117. Band* 1 credit Ear Training 2 credits A performing group, concentrating on concert Singing, writing and auditory recognition of band literature. Enrollment by consent of direc- intervals, triads, melodies and rhythms. Three tor. Maximum of eight credits may be used meetings per week. Prerequisite: Practical knowl- toward a degree. edge of musical notation. Corequisite: MUS 201, 202. +MUS 118. Jazz Band 1 credit Ensemble with traditional “big band” instrumen- MUS 301, 302. Advanced Harmony 2 credits tation studying and performing music in various Seventh chords, dominant ninth, 11th and 13th jazz styles. Enrollment by audition. chords, sequences, non-chord tones, chromati- cally altered chords and chromatic modulation. Prerequisite: Completion of MUS 201, 202 with + = Applicable toward general education degree requirements “C” or better. WI = Writing intensive course 130 Undergraduate Programs

MUS 307, 308. Advanced Sight-Singing MUSIC EDUCATION and Ear Training 2 credits MUS 235. Technique for Brass Continuation of MUS 207, 208. More complex and Percussion Instruments 1 credit melodies and rhythms, harmonic progressions Basic skills for playing brass and percussion and aural perception of musical structures. instruments. Relates to elementary and high Prerequisite: Completion of MUS 207, 208 with school classroom situation. Meets twice weekly. “C” or better. Music majors only. MUS 401. Counterpoint 2 credits MUS 236. Technique for Piano 1 credit Two-, three- and four-part counterpoint in five Basic keyboard skills for classroom and personal species. Invertible counterpoint at more com- use, including scales, chords, harmonization, monly used intervals, imitation, and canon. sight reading, and transposition. Required for Prerequisite: MUS 302. first-year music majors. May be repeated for MUS 407. Form and Analysis 3 credits credit. Music majors and minors only. Structural analysis of forms: binary, ternary, MUS 237. Technique for Voice 1 credit rondo, suite, variation, sonata, sonata-rondo, Theoretical and practical aspects, such as voice passacaglia, invention, chorale prelude and classification, technical training methods, breath- fugue. Harmonic, thematic and rhythmic analy- ing, the adolescent changing voice, style, and sis. Prerequisite: MUS 302. interpretation. Music majors only.

MUSIC HISTORY AND LITERATURE MUS 238. Technique for Woodwind Instruments 1 credit +MUS 310. Music in Liturgy 3 credits Basic skills for playing woodwind instruments. The history and development of Christian wor- Planning a course of study. Simulates classroom ship with special emphasis on musical traditions. situations and methods. Music majors only. The theological, pastoral, and practical aspects of planning contemporary Catholic and Protestant MUS 239. Technique for worship services. Practical experience in liturgical String Instruments 1 credit planning. Prerequisite: Instructor permission. Basic skills for playing string instruments. (Same as THEO 310) Planning a course of study. Simulates classroom situations and methods. Music majors only. WI-MUS 325. Music History and Literature: Antiquity to 1750 3 credits MUS 240. Technique for Guitar 1 credit Detailed study of the history of music and music Fundamentals for music education majors and literature of the period. Prerequisite: MUS 202 elementary classroom teachers. Develops such skills as chording, harmonizing, transposing and MUS 326. Music History and reading of melodic lines. Music majors only. Literature: 1750 to 1910 3 credits Detailed study of history of music and music lit- MUS 242. Piano Pedagogy and Literature 1 credit erature from 1750-1910. Prerequisite: MUS 202. Overview of methods and materials for teaching piano at all levels. Listening lectures pertaining WI-MUS 327. Music History and to piano literature from 1700 to the present. Literature III 3 credits Detailed study of art music since 1910, popular MUS 244. Music for the Elementary music styles (especially in U.S.) and ethnomusi- Classroom Teacher 3 credits cology. Prerequisite: MUS 202. Designed for elementary classroom teachers to

131 Undergraduate Programs provide materials and skills for teaching music in the classroom. Emphasis on basic theory, funda- Natural Science mental piano, guitar and singing. Course Descriptions

MUS 319. Conducting 3 credits +NSCI 105. Introduction to Essentials of conducting, with technique and Physical Science 4 credits mechanics of the baton. Literature pertaining to Selected concepts underlying present under- art of conducting. Rehearsal procedure and con- standing of the physical universe. Topics include ducting practice. Prerequisites: MUS 301, 302. motion and Newton’s Laws, energy, electricity and electromagnetism; chemical structure and MUS 320. Conducting II: Choral 3 credits reactions; and elements of astronomy and geol- Refining the techniques of rehearsing and con- ogy. Some lecture demonstration and laboratory ducting choral music. Prerequisite: MUS 319. experience. Prerequisite: MATH 121 or equiva- MUS 321. Conducting II: Instrumental 3 credit lent. Refining the techniques of rehearsing and con- +NSCI 201. Astronomy 3 credits ducting instrumental music. Prerequisite: MUS Observational descriptions of the moon, stars, 319. planets and galaxies. Theories of their origin and MUS 322. Vocal Materials and Methods for Music evolution. Use of telescopes and other observa- Education 3 credits tional equipment. Two lectures and one lab per Study of materials, media, and methods used in week. Prerequisite: MATH 110 or 121. teaching general and vocal music in grades K-12. +NSCI 202. Earth Science 3 credits Prerequisite: MUS 202. Evolution of earth’s land forms. Atmospheres, MUS 323. Instrumental Materials and Methods for surface features and interior of the earth. Rocks Music Education 3 credits and minerals. Plate tectonics theory. Two lec- Study of materials, media, and methods used in tures and one laboratory period per week. teaching instrumental music in the schools. Prerequisite: Math 110 or 121. Prerequisite: MUS 202. +NSCI 205. Physical Geography 3 credits MUS 324. Music Technology Natural environment with emphasis on spatial and Practicum 3 credits interaction of elements; resources and their uses. Educational use of various technologies including (Same as GEOG 201) computers; MIDI and electronic keyboards; amplification, recording and playback of sound. Individualized projects with technological components. Includes 50 clock hours of junior-level New Student Seminar field experience. Course Description

NSS 101. New Student Seminar 1 credit An extended orientation course. Students learn effective time management, reading, note-taking and test-taking skills, as well as information about campus resources and academic policies. Personal adjustment to college and career goals + = Applicable toward general education degree require- are also explored. Pass/No Pass course. ments WI = Writing intensive course 132 Undergraduate Programs

Nursing practice as members of the health care team. Senior students spend about 46 percent of their The Department of Nursing, as an integral part time in clinical nursing experiences. Students of St. Ambrose University, holds a philosophy receive an introduction to nursing informatics. that is consistent with the mission and beliefs of Students graduate with a minor in biology. the university. The faculty assumes the responsi- The Nursing Department offers an option to bility to educate baccalaureate nurses within the Registered Nurse (RN) learners who desire to framework of St. Ambrose University’s Christian earn a BSN. RN students can choose between beliefs and values. The Department of Nursing is two years of full time study or four years of part committed to program excellence, service to the time study. RNs who have completed additional community, and development of a professional general education credits will be able to complete nurse with an appropriate balance of caring, ethi- program requirements in less time. cal sensitivity, and critical thinking. The Bachelor of Science in Nursing (BSN) is Degree Requirements for a Bachelor of Science in a four-year program of study. Upon degree com- Nursing (124 credits) pletion, the graduate is eligible to sit for the Non-licensed nursing students and RN students National Council Licensure Examination for are required to complete the general education Registered Nurses (NCLEX-RN). The licensure courses as identified in this catalog. examination changes every three years in Required Support Courses: response to current job analysis for new nurses. BIOL 101, 106, 211, 202; PED 340; PHIL 310; The nursing major is 53 semester credit PSYC 105, 305; SOC 101; PHARM 320 hours. Students complete three credits of nursing Nursing Courses Required for Non-licensed during their first year of study. This early intro- Nursing Students in BSN Program: duction to the socialization process for nurses NURS 150, 160, 260, 300, 310, 350, 351, 352, and the early acquisition of nursing intervention 353, 354, 355, 390, 400, 410, 420, 430, 450, skills assist the learner to solidify career choice 460, 470, and 480. and gain employment skills for the summer recess in a nursing environment. Nursing Courses Required for Licensed RN stu- At the sophomore level students complete dents: nine credits of nursing. These courses assist with NURS 150, 300, 310*, 390, 410, 420, 430, 450, the attainment of assessment knowledge and 460*, 470 and 480.*RN students take NURS additional nursing intervention expertise. The 310 for 3 credits and NURS 460 for 4 credits. sophomore nursing credits are repeated in the Admission, Transfer, Progression Requirements summer session to allow transfer students to Admission Policies: remain on a four-year plan of study if the majori- The Nursing Department follows the admission ty of science prerequisites are completed. requirements for first year students as outlined in The remaining 41 nursing credits are distrib- the university catalog. uted between the junior and senior levels. Nursing students gain nursing skills in the uni- Transfer Policies: versity’s nursing learning laboratory and at External Transfers selected clinical sites during their first three years The Nursing Department follows the admission of study and practice. requirements for transfer students as outlined in During the senior year, students have the the university catalog. RN applicants are transfer opportunity to develop and refine their nursing students.

133 Undergraduate Programs

Internal Transfers the presence of behaviors consistent with profes- Internal SAU transfer applicants to the nursing sional role development. Students unable to major need to follow the guidelines identified meet the criteria may petition the faculty for a under “Statement of Major” in the university waiver to progress. Students granted a waiver catalog. Internal transfer students who experi- may be required to complete departmental stipu- ence academic difficulty (grades lower than a lations identified in the waiver agreement. “C”) prior to enrollment in nursing courses may Failure to achieve a pass rating on the skills have their approval to transfer to the nursing checklist for Nursing Intervention II will also major rescinded, be placed on probation in the prevent a progression to the junior year. Department of Nursing, or may be administra- Registered Nurse Student (Licensed) tively withdrawn from a scheduled nursing class The Nursing faculty will review student progress. or classes. Prior to removal from the nursing After completion of NURS 150: Introduction to major or administrative withdrawal from nursing Nursing, NURS 390: Foundations of Nursing classes, the student will have an opportunity to Knowledge, and NURS 300: Health and meet with a nursing faculty committee to discuss Physical Assessment, faculty will make a deter- proposed action. mination on student progression. This determi- Nursing Courses with a Clinical Component nation will be based upon a GPA of 3.0 on a 4.0 According to the State of Iowa Board of scale; a student portfolio that contains acceptable Nursing, please be advised that a nursing course examples of written, oral, and electronic commu- with a clinical component may not be taken by a nication skills; and the presence of behaviors person: consistent with professional role development. 1. Who has been denied licensure by the State Students unable to meet the criteria may petition Board of Nursing. the faculty for a waiver to progress. Students 2. Whose license is currently suspended, surren- granted a waiver may be required to complete dered or revoked in any U.S. jurisdiction. departmental stipulations identified in the waiver 3. Whose license/registration is currently sus- agreement. pended, surrendered or revoked in another coun- Grading try due to disciplinary action. 92 – 100 = A 74 – 79 = C Program Progression 89 – 91 = B+ 71 – 73 = D+ Basic Student (Unlicensed) 83 – 88 = B 65 – 70 = D The nursing faculty will review student progress 80 – 82 = C+ 0 – 64 = F in the semester the student is enrolled in NURS Passing Grades and Repeating Courses 260 Nursing Interventions II and NURS 310 A grade of “C” or above must be earned in each Pathophysiology. The decision to grant progres- nursing course or required support course. A stu- sion will be based on the following: a recom- dent who receives a grade below “C” in a nurs- mended cumulative GPA of 3.0 on a 4.0 scale; a ing course may repeat the course one time only. student portfolio that contains acceptable exam- A student who receives two below “C” grades in ples of written, oral, and electronic communica- nursing courses at any time during the program, tion skills; achievement of a pass rating on the in either the same course or in separate courses, skills checklist for Nursing Interventions I; and will be dismissed from the nursing program. Students who are dismissed from the nursing + = Applicable toward general education degree require- program may apply for readmission to the pro- ments WI = Writing intensive course 134 Undergraduate Programs gram. Students seeking readmission may be during tenure in nursing program. Student may requested to fulfill additional requirements prior be ineligible to proceed in nursing program if an to or concurrent with readmission. Readmitted agency requires health insurance. The National students who subsequently earn another below Student Nurse Association offers affordable “C” grade in any nursing course will be perma- health care coverage. nently dismissed from the program. Malpractice Insurance Coverage Health, Immunization, Screening, Post-Exposure Basic students will be charged a fee of approxi- SAU requires all undergraduate students to have mately $15 to cover the cost of group malprac- on file in the Health Services Office a properly tice insurance coverage. This fee will be collected completed health form that includes a health his- at the beginning of each academic year. tory, a physical examination by a physician, and Participation in group malpractice insurance cov- immunization dates. Because of clinical agency erage allows a better rate and ensures that all requirements and Centers for Disease Control students are covered when in the nursing pro- and Prevention recommendations, the Nursing gram. Department also requires a completed Hepatitis RN students must provide documentation of B immunization series; proof of immunization or their malpractice insurance coverage to the documented immunity to Rubeola (measles), Administrative Assistant at the start of the nurs- Rubella (German measles), and Varicella (chick- ing program and after each renewal. RNs with- enpox); and annual TB testing. out individual coverage may request to be covered with basic students in the group malpractice Cardiopulmonary Resuscitation (CPR) Certification insurance policy provided they make this request Nursing students are required to possess CPR at the time of registration. certification prior to practice in a clinical agency. It is the student’s responsibility to obtain this Background Searches certification and provide proof of such to the Selected clinical agencies require a background Administrative Assistant in the Department of search prior to student placement. Any fees relat- Nursing at the beginning of each academic year. ed to such record searches are the responsibility of the student. National Student Nurses Association (NSNA) St. Ambrose University Department of Nursing Fees students are required to belong to the National NURS 160, 260, 300, 352, and 354 will have a Student Nurses Association (NSNA). NSNA is $20 lab fee. Each of these courses will require an the largest independent student nursing organi- additional $35 for an equipment kit. NURS 460 zation in the country and is organized at the requires a $35 kit for community health clinical. national, state and local levels. NSNA provides Other costs include: NSNA Membership—$40, students with opportunities to practice self-gov- Malpractice Insurance—$15, Diagnostic Test ernance; advocate for student rights and the Fee—$50, Criminal Background Check— rights of patients; and take collective, responsible $20–$40, Lab coats, uniform and name pin— action on vital social and political issues. approximately $140. Additional costs will be associated with Health Insurance required immunizations, required student partici- Students must provide proof of health care insur- pation at an Iowa Board of Nursing Meeting ance coverage. Students without health care ($20–$100) and a trip to Iowa City for insurance will need to sign a waiver releasing the Progressive Nursing Student Day ($5–$10), University from fiscal responsibility if injured

135 Undergraduate Programs

stethoscope, sphygmomanometer, dissection kits, course includes: medication administration by an textbooks and current CPR certification. Personal RN, and a perioperative experience. Prerequisites: health insurance coverage must be documented NURS 160. Non-nursing majors need department for clinical experiences. Starting with the junior permission. year use of an automobile will be necessary for NURS 300. Health & Physical transportation to regional clinical education sites. Assessment 3 credits Professional Licensure This course provides a theoretical basis and assists It is the student’s responsibility to apply in a time- the student to develop beginning skills in the per- ly manner to individual state licensing agencies for formance of health and physical assessment. licensure as a registered nurse. All application and Utilizing nurses’ holistic approach, the student examination fees are borne by the license appli- learns data collection techniques that include cant. The licensure examination (NCLEX) is a physical examination, interviewing, and obtaining national examination and uses a computer adap- a health history. By the end of the course the stu- tive format. The testing sites are worldwide and dent will be able to perform physical examination the applicant requests results to be sent to the of the respiratory, cardiovascular, neurological Board of Nursing jurisdiction of their choice. The and musculoskeletal systems. Focused head and nursing license may be endorsed from state to neck and abdominal examination will be included. state after initial licensure. Applicants to nursing Additionally, the student will be able to teach programs with a felony history may wish to con- breast and testicular self-examination. Allow 2 sult the Board of Nursing prior to enrolling in a hours per week of lab time for practice. nursing program. Prerequisites: NURS 160; BIOL 202 completed or concurrent; department approval required for Course Descriptions non-majors.

NURS 150. Introduction to Nursing 1 credit NURS 310. Pathophysiology 4 credits This course provides an introduction to a number This course provides students with basic informa- of topics baccalaureate-nursing students will use tion about pathophysiologic mechanisms, mani- as they progress through the nursing major. festations of disease, treatment for specific dis- Prerequisites: Department approval required for eases, and the body’s response to those treat- non-majors. ments. The general organization of each alteration includes risk factors and epidemiology, patho- NURS 160. Nursing Interventions I 2 credits physiology, clinical manifestations, and selected This course will introduce the entry-level student review of treatment. Prerequisite: BIOL 202. to basic concepts and interventions related to the practice of nursing. Legal/ethical considerations NURS 350. Nursing the Beginning are explored in each content area. Prerequisites: Family 3 credits Non-nursing majors need department permission. This course introduces the learner to the physiological and psychosocial changes that occur in NURS 260. Nursing Interventions II 2 credits women and families during the childrearing peri- Nursing Interventions II builds on and continues od. Concepts related to the normal antepartum, to develop the theory and skills related to nursing intrapartum, postpartum, and care of the newborn interventions. Observational experience for this will be addressed. Learning to be advocates for the woman and her family during the childbearing + = Applicable toward general education degree requirements period will be important as students explore cul- WI = Writing intensive course 136 Undergraduate Programs tural, financial, ethical, legal, and political issues. concepts and interventions related to the practice Prerequisites: NURS 310, PSYC 305, and con- of nursing and focuses on more complex techni- current with NURS 352. cal and communication skills. Allow 2 hours per week of lab time for practice. Prerequisites: NURS 351. Nursing Developing Family 3 credits NURS 300, 310, 352; PHARM 320; concurrent This course will apply growth and development with NURS 353. principles with family systems theory to the assessment, intervention, and evaluation of out- NURS 355. Mental Health Nursing 2 credits comes in the pediatric patient across the continu- This course provides a theoretical and practice- um of care. Basic to the care of the pediatric based overview of psychiatric/mental health nurs- patient, fundamental differences in the physio- ing. Employing a holistic foundation of nursing logical and psychosocial aspects of the pediatric principles, a contextual overview is applied that patient will be covered based on age, develop- includes neurobiological, socio-cultural, family mental norms, and disease processes. Learning ethical and legal perspectives. The student will to be advocates for the pediatric patient and the examine the role of the nurse in varied settings related family unit will be essential as students throughout the community to include hospital explore the familial, cultural, ethical, political and community based care. The student will and legal forces that impact children’s health. examine the principles used in the development Prerequisites: NURS 310, PSYC 305, and con- of a therapeutic nurse-patient relationship. The current with NURS 352, 350. student will be expected to use Internet sources for meeting course objectives. Prerequisites: NURS 352. Nursing Interventions III 1 credit PSYC 305, NURS 300, 310, PHARM 320. This course focuses on the theoretical and psychomotor skills related to nursing interventions NURS 390. Foundations of Nursing that complement the content contained in the Knowledge 2 credits beginning family and developing family courses. This course reviews and extends the study of the Allow 2 hours per week of lab time for practice. contributions of nurse theorists begun in NURS Prerequisites: NURS 310, PSYC 305, and con- 150. It also provides an overview of classification current with NURS 350, 351. systems and taxonomic structures used to communicate the phenomena of concern for the dis- NURS 353. Nursing the Adult 4 credits cipline of nursing. Students explore current liter- This course utilizes a body systems approach and ature and practice related to the identification, emphasizes critical thinking to identify nursing development, and validation of: (1) nursing diag- management of the adult experiencing various noses; (2) nursing intervention and nursing out- diseases and disorders. The course focuses on come classifications; and (3) nursing intervention the use of the nursing process in providing health and nursing outcome taxonomic structures. promotion; and nursing management for acute Other related topics include Nursing Diagnosis and chronic illness in the adult population. Extension Classification and Nursing Cultural and ethnic considerations, ethical and Management Minimum Data Set. Prerequisite: legal dilemmas, research and professional stan- NURS 260 or Nursing Department permission. dards of practice are integrated throughout the course. Prerequisites: PHARM 320, NURS 260, NURS 399. Independent Research 1–6 credits 300, 310. An independent nursing project with permission of department chairperson to broaden the foun- NURS 354. Nursing Interventions IV 1 credit dation of knowledge within the field of nursing. Nursing Interventions IV is a continuation of

137 Undergraduate Programs

Supervision is assigned to a faculty member with thinking skills enable the student to read, ana- expertise in an area of requested study. Student lyze, critique, and apply nursing research find- with an interest in any aspect of nursing can inte- ings to clinical practice. Health services research, grate information from several fields within nurs- collaborative inquiry, and outcomes research will ing and focus on the question to be investigated. also be explored. Prerequisite: NURS 400. Prerequisite: Department permission. WI-NURS 430. Nursing the Older Adult 2 credits NURS 400. Clinical Practice I 4 credits This course is a comprehensive overview of This course provides students with opportunities issues related to older adults. Throughout the to apply the knowledge, skills, and values previ- course there is emphasis on nursing diagnoses ously learned in nursing and general curricula to and interventions that are age and culturally the care of adults in acute care settings. Students appropriate. Interventions at all levels of preven- identify actual or potential alterations in health tion are presented to emphasize the importance patterns and implement appropriate therapeutic of wellness and health promotion, as well as nursing interventions that promote, maintain, detection and treatment of disease, in the care of and restore health of adults. Students apply criti- older adults. Prerequisites: NURS 300, 355. cal thinking skills to plan, implement, and evalu- Department of Nursing approval required for ate care and collaborate with multidisciplinary non-majors. colleagues. Faculty provides 240 hours of clinical NURS 450. National and International supervision in acute care and ambulatory set- Nursing Perspectives 2 credits tings. By the end of the course students are National and International Nursing is designed expected to provide nursing care for a group of 3 to broaden the learner’s view about nurses, nurs- to 5 adults with actual or potential health alter- ing and health issues. The course explores the ations. Prerequisites: Completion of nursing role, function and impact of major national and course work at the first year, sophomore, and international nursing organizations on the devel- junior levels. Patient care work experience opment of nursing. The relationship of the approved by Department of Nursing. respective local and state nursing organizations NURS 410. Community Health Nursing 3 credits to their parent organizations also will be This course provides a foundational knowledge explored. Selected issues that impact health at base for community-oriented nursing practice. the national and international levels are identi- The importance of a health promotion and dis- fied. Students will develop a project that utilizes ease prevention orientation is emphasized. knowledge of political realities and cultural com- Prerequisites: Completion of nursing course petence. Prerequisite: Department permission. work at the first year, sophomore, and junior lev- NURS 460. Clinical els and NURS 400 at the senior level. Practice II 8 credits NURS 420. Research Utilization 2 credits This course is the culminating clinical experience This course is designed to build on previous that provides students with opportunities to syn- learning about the basic components of the thesize knowledge, skills, and values previously research process. The course analyzes the learned in nursing and general curricula in caring research process and focuses on critique and uti- for individuals and families across the life span lization of nursing research. The use of critical and in a variety of settings. In this final clinical experience, students give evidence of mastering + = Applicable toward general education degree requirements the skills related to: communication; critical WI = Writing intensive course 138 Undergraduate Programs thinking; decision-making; and management to management in a traditional body systems/drug plan, implement, and evaluate comprehensive function framework will be used. For each select- nursing care for individuals and families. In addi- ed drug group, the following areas will be cov- tion, students’ clinical performances reflect ered: mechanism of action; drug effects; therapeu- accountability, responsibility, and evidence of tic uses; side effects and adverse effects; toxicity one’s value system for nursing practice and life- and management of overdose; interactions; long learning. Faculty provide 480 hours of clini- dosages; and nursing implications. Prerequisites: cal supervision. Prerequisites: NURS 400, 410, BIOL 202; NURS 260, 310; or permission of the 420, 430. Department of Nursing.

NURS 470. Nursing Management 2 credits This course is built on the assumption that leading and managing is an integral part of profession- Peace and Justice al nursing practice, either at the point of care or in Requirements for Interdisciplinary Minor in Peace a management position. The course provides an and Justice: 18 semester credits including overview of concepts relevant to contemporary THEO 362, PHIL 343 or CRJU 303; PHIL 302 leadership and management practices as well as (Interdisciplinary Peace and Justice Seminar with principles related to managing the healthcare student presentations and defense of research pro- organization, its resources, the people comprising jects); and nine semester credits in courses related the nursing team, consumer relationships, and to peace and justice selected from at least two dif- professional and personal resources. Prerequisite: ferent departments. Prerequisite: Program coordi- NURS 400. nator’s approval. NURS 480. Professional Trends Entry Procedures for Peace and Justice Minor: and Issues 2 credits 1. Ask faculty member participating in the inter- This course, as the final course in the baccalaure- disciplinary minor to act as a sponsor (may be ate-nursing curriculum, stimulates students to a faculty advisor). analyze and evaluate a variety of trends and issues 2. The student seeks approval of his/her program related to concepts and topics introduced in previ- of study from the coordinator(s) and partici- ous courses and to study the impact of these pating faculty members. trends and issues on contemporary nursing practice. Concepts, topics, trends, and issues related to economic, political, social, cultural and professional aspects of health care delivery as well as Philosophy history and development of nursing as a profes- Requirements for a Major in Philosophy: 33 semes- sion, legal and ethical accountability, and roles in ter credits including PHIL 101, 201, 207, 217, developing a career in nursing and growing pro- 360, 365, 367, 405 or 420, 495; and two courses fessionally will be studied. Prerequisite: NURS from 300- or 400-level philosophy. 400. Requirements for Philosophy as a Second Major: 27 PHARM 320. Pharmacology 3 credits semester credits including PHIL 101, 201, 207, This course introduces the learner to pharmaco- 217, 360, 365, 367, 405 or 420, 495. logic principles; drug classifications with examples of drugs within each classification; and nursing Requirements for a Minor in Philosophy: PHIL implications for drug actions, adverse effects, and 201, 207, 217 (or 360, 365 or 367 with instructor selected interventions. Pharmacology and nursing 139 Undergraduate Programs

permission), and two courses from 300- or 400- Marx may be considered. level philosophy. +PHIL 217. History of Ancient Requirements for a Minor in Applied Ethics: PHIL Philosophy 3 credits 207 and four of PHIL 208, 210, 302, 305, 310, Introduces the history of western philosophy by 311, 325, 342, 343, 415. examining the positions of, among others, the Pre-Socratics, Plato and Aristotle. Course is a Requirements for Minor in History of Philosophy: study of philosophical thought characteristic of PHIL 217, 360, 365, 367 and one of PHIL 208, the period 600 B.C.E. to 400 C.E. 210, 370, 375, 451, 490 or Oriental Philosophy. 300- and 400-level courses require completion of at Course Descriptions least one course at the 100- or 200-level.

+PHIL 101. Introduction to Philosophy 3 credits +PHIL 302. Peace and Justice Seminar 3 credits Introduces individuals and issues representing Coordinated by faculty from theology, philoso- western philosophy. Students are also introduced phy and sometimes by an instructor from anoth- to topic areas covered in-depth in other course er field. The course is part of the interdiscipli- offered by the department. Can be taken concur- nary minor in peace and justice. Research project rently with other courses in philosophy. required. Recommended prerequisite: PHIL 207, 219, or THEO 280. (Same as +PHIL 201. Logic 3 credits THEO 302) Designed to strengthen a student’s ability to analyze and evaluate arguments, to recognize falla- +PHIL 305. Business Ethics 3 credits cious arguments, and to work with formal sys- Study of ethical principles and the application of tems of inductive and deductive reasoning. ethical principles to situations relevant to decision-making in the professional and business +PHIL 207. Ethics 3 credits world. Students will be expected to reflect on Involves a study of the foundations of human question-raising situations that demand careful, happiness and moral reasoning. It directs atten- informed moral deliberation. tion to such contemporary moral issues as social justice, sex and love, prejudice and abortion. +PHIL 310. Bio-Medical Ethics 3 credits Detailed study of ethical principles and the appli- +PHIL 208. Philosophies of Life 3 credits cation of those to situations relevant to decision- Examines what great thinkers have said about making in medicine and the life sciences. the goals and values of human existence, and Particular emphasis on such topics as the termi- how life should be led. Utilizes both literary and nation of life, the allocation of scarce resources philosophic sources to raise questions concerning and genetic research. Prerequisite: PHIL 207 or the self, and the relation of the individual to instructor permission. other persons. +PHIL 311. Environmental Ethics 3 credits +PHIL 210. Social/Political Philosophy 3 credits Discusses environmental issues, analyzes philo- Philosophical analysis of social process as well as sophical and theological responses, calls for an attempt to develop the criteria for judging an evaluation of those responses and challenges political institutions. Individuals such as Plato, the students to draw their own critical conclu- Aristotle, Aquinas, Hobbes, Locke, Mill and sions. Prerequisite: PHIL 101, THEO 101 or instructor permission. (Same as THEO 311) + = Applicable toward general education degree requirements WI = Writing intensive course 140 Undergraduate Programs

PHIL 325. Ethical and Logical Issues British analytic philosophy and continental trends in the Mass Media 3 credits such as existentialism, phenomenology and post Study of the basic principles of formal logic with modernism. Prerequisite: PHIL 217 or instructor particular emphasis on fallacious reasoning and permission. the subsequent application to the various modes +PHIL 370. History of of reasoning found in the mass media. American Philosophy 3 credits Recommended prerequisite: PHIL 207. Examination of the development of American +PHIL 342. Ethics of Sexuality 3 credits philosophy, especially of American pragmatism. Detailed study of human sexuality and the ethical Among others, it considers the positions of reasoning pertinent to it for the purpose of formu- Pierce, James and Dewey. Recommended prereq- lating a rational and cohesive sexual ethic. uisite: PHIL 217.

+PHIL 343. Ethics of Peace and +WI-PHIL 375. Existentialism 3 credits Non-Violence 3 credits Examines the philosophical and literary works of An inquiry into the concepts of peace and justice, such thinkers as Kierkegaard, Nietzsche, Camus, the methods of conflict resolution, and the vari- Marcel, Sartre and Heidegger. The major ques- ous dimensions of a peaceful world. Among oth- tion pursued in the course is, “What is it to be ers, the positions of Mahatma Gandhi, Martin human?” Recommended prerequisite: PHIL 217. Luther King Jr. and Thomas Merton are ex- +PHIL 390. Special Topics in amined. Recommended prerequisite: PHIL 207. Philosophy 3 credits +PHIL 360. History of Medieval For non-majors as well as majors. Deals with spe- and Renaissance Philosophy 3 credits cific topics not covered in regular course offer- Examination of the philosophical thought charac- ings, including special topics in ethics, the history teristic of the period 400–1550. Among others, of philosophy, or other areas of philosophical in- looks at thinkers whose positions reflect the quiry. May consider such topics as work/leisure, Christian world view, such as Augustine and alienation, oriental philosophy, feminist thought, Thomas Aquinas. Prerequisite: PHIL 217 or utopian thought, Afro-American thought, Marxist instructor permission. thought and the philosophy of science.

+PHIL 365. History of 16th to 18th PHIL 405. Epistemology 3 credits Century Philosophy 3 credits Considers questions associated with the nature, Examination of the positions of thinkers who lived scope and reliability of human knowledge. Topics within the period 1550–1800, among others such as philosophical skepticism, idealism, real- Descartes, Hume and Kant. Considers such top- ism, and opinion vs. knowledge are examined. ics as the rationalist/empiricist tension in episte- PHIL 410. Symbolic Logic 3 credits mology, the deontological/utilitarian tension in Covers a broad spectrum of topics in logic, some ethics and social contract theory. Prerequisite: highly mathematical, some highly philosophical. It PHIL 217 or instructor permission. involves a study of the development of formal +PHIL 367. History of 19th and 20th logic, and a study in detail of the major system of Century Philosophy 3 credits symbolic logic, namely predicate logic. It also Examination of the dominant philosophical move- examines how predicate logic can be extended in ments of the last two centuries including Hegelian such a way as to create more sophisticated sys- idealism, Marxist materialism, pragmatism, tems such as modal logic and fuzzy logic.

141 Undergraduate Programs

PHIL 415. Issues in Ethical Theory 3 credits Considers questions associated with the nature of Physics ethical reasoning. Topics such as the is/ought Requirements for a Bachelor of Science with a problem, the role of reason in ethical delibera- Major in Physics: PHYS 251, 253, 254, 304, 306, tion, the tension between a Utilitarian and a 309, 312, 317, 321; CHEM 105, 106; Deontological approach to ethics and the foun- MATH 191, 192, 291; CSCI 195; MATH 320; dations of value are examined. two semester credits in both Advanced Laboratory and Experimental Research. PHIL 420. Metaphysics 3 credits Since interdisciplinary fields such as bio- Study of the most basic principles of reality. It physics, medical electronics, geophysics and asks what we can know about the whole of reality oceanography are very active areas; students are (being), the sorts of beings which exist, the status urged to obtain a broad science background. of concepts such as existence, being, body, soul (or mind), matter, freedom and God. Requirements for Concentration in Physics for a General Science Teaching Major (7–12): PHIL 451. Directed Readings EDUC 343, and 30 semester hours in the broad in Philosophy 3 credits area of science to include 15 semester hours in Designed for advanced students, typically physics (PHYS 203, 204, 306, 317, and 1 to 3 majors. Allows a student to organize a reading semester hours of PHYS 329) and 15 semester program centering on some topic not covered in hours of science electives drawn from at least regular courses. Prerequisite: Approval from a two disciplines (Biology, Chemistry, Natural cooperating faculty member. Science, Astronomy). PHIL 490. Special Seminar in Philosophy 3 credits For information on education courses required An in-depth study of some particular figure or for a teaching major see the Education movement in the history of philosophy, such as Department section. Plato, Aristotle, Hegel, Wittgenstein, Social Contract Theory, Logical Positivism or Natural Course Descriptions Figures Law Tradition. Students are primarily responsible for class discussions. +PHYS 110. Physics of Sound and Light 3 credits Waves and oscillations, vibrating systems, hear- WI-PHIL 495. Senior Seminar 3 credits ing and vision, light, lenses, atmospheric phe- A capstone course for seniors. Students are pri- nomena, lasers, compact discs. For non-science marily responsible for class discussions. Since majors. Lectures and laboratory sessions. this is a writing-intensive course, students are expected to express their reactions to class materi- +PHYS 160. Concepts in Electronics 3 credits als in a clear and cogent manner. Electrical quantities, simple DC circuits, magnetism, motors and generators, AC circuits, radio and television communications, digital and ana- log electronic devices. For non-science majors. Physical Education Lectures and laboratory sessions. See Health, Physical Education and Sport +PHYS 201. Principles of Physics 4 credits Science Forces and motion, energy and waves, electricity and magnetism and light and optics with empha- + = Applicable toward general education degree requirements sis on topics of particular importance for stu- WI = Writing intensive course 142 Undergraduate Programs dents in fields such as occupational therapy, bio- Equations, boundary value problems, transmis- psychology, and athletic training. Does not meet sion lines, wave guides, and radiation. Three lec- the requirements for professional programs in tures per week. Prerequisite: PHYS 253. (Same medicine, dentistry and physical therapy. Three as ENGR 320) lectures and one lab per week. PHYS 306. Electronics 3 credits +PHYS 203. College Physics I 4 credits For science and engineering majors. Digital cir- For majors in biology, health sciences and liberal cuits and design techniques, transistor and diode arts. Principles of mechanics, thermodynamics, circuits, operational amplifiers, filters and signal waves, acoustics, and fluids. Three lectures and sampling. Two lectures, one laboratory period one lab per week. Prerequisite: MATH 151. per week. Prerequisite: PHYS 204 or 253, or consent of instructor. PHYS 204. College Physics II 4 credits For majors in biology, the health sciences and PHYS 309. Theoretical Physics: the liberal arts. Principles of electricity magnet- Mechanics 3 credits ism, optics, modern physics, and elementary par- Principles of Newtonian mechanics; particle ticles. Three lectures and one lab per week. dynamics, simple harmonic motion, central Prerequisite: PHYS 203. forces; statics and dynamics of rigid bodies; elas- ticity; Lagrange equations; the mechanics of con- +PHYS 251. General Physics I: tinuous media. Three lecture periods per week. Mechanics 4 credits Prerequisites: PHYS 251, MATH 291. Calculus-based physics course for majors in engineering and the physical sciences. Introduction PHYS 312. Optics 3 credits to mechanics, rotational motion, and fluids. Geometrical optics: image formation, optical sys- Three lectures and one laboratory per week. tems, thick lens theory, aberrations; wave optics; Prerequisite: MATH 191. Corequisite: superposition, coherence, interference, diffrac- MATH 192. tion, dispersion, polarization. Three lectures per week. Prerequisite: PHYS 254. PHYS 253. General Physics II: Thermodynamics, Electricity and Magnetism 4 credits WI-PHYS 317. Modern Physics 3 credits Heat and thermodynamics, electrical and mag- Spectroscopy, x-rays, photoelectric effect, intro- netic properties of matter, AC and DC circuits, duction to quantum mechanics, special relativity, electrical fields and particles, magnetic fields natural and induced radioactivity, nuclear energy induction, Maxwell’s equations and introduction levels and structure, nuclear reactions, shielding, to electronics. Three lectures and one laboratory accelerators, and reactors. Three lectures per per week. Prerequisites: MATH 192, PHYS 251. week. Prerequisite: PHYS 204 or 254.

PHYS 254. General Physics III: Introduction PHYS 321. Statistical Physics and Thermodynamics to Optics and Modern Physics 3 credits 3 credits Physical and geometrical optics, relativity, atomic Introduction to classical and quantum statistics; physics, quantum mechanics and nuclear thermodynamic laws, energy, entropy and equi- physics. Two lectures and one laboratory per libria, cyclic and noncyclic processes; applica- week. Prerequisites: MATH 192, PHYS 253. tions to chemical and engineering problems. Prerequisite: PHYS 204 or 253. (Same as PHYS 304. Electromagnetic Theory 3 credits ENGR 312 and IE 312) Static and time-dependent electric and magnetic fields. Ferromagnetic materials, Maxwell’s

143 Undergraduate Programs

PHYS 325. Advanced Mission Statement Laboratory 1–6 credits The word “politics” comes from the Greek word Individual experiments in mechanics, thermody- polis meaning “city” or “regime.” According to namics, optics, and atomic, nuclear and modern Aristotle—the first political scientist—the polis is physics. Experiments usually scheduled to relate the comprehensive association whose end or pur- to material in 300-level courses in which students pose is the complete human life. Political Science, are enrolled. May be repeated. then, involves not only the scientific study of political and legal institutions, but of human PHYS 329. Experimental Research 1–3 credits nature, justice and the common good. The St. Individual research projects selected by student. Ambrose University Department of Political Design and installation of experimental apparatus Science is thus committed to the following goals: will be involved. Prerequisite: Instructor permis- The department seeks to provide quality sion. instruction in the liberal arts tradition. Courses PHYS 401. Physics Internship 1–3 credits are designed to present different and often con- Work experience in industrial, government or flicting points of view on a variety of important non-profit institutions in which physics, comput- political questions. Study of how different persons ing or engineering is used. Permission of depart- have answered these questions enlarges the mind ment chair required. Summary report required. and serves to cultivate critical reasoning. Prerequisite: Junior or senior class standing in The department seeks to promote enlightened physics or engineering physics with at least nine and responsible citizenship. Students not only hours of 300-level physics or engineering courses. study in-depth the historical and continuing controversies which inform our regime, they are also PHYS 403. Advanced Topics provided opportunities to participate in public life in Physics 1–3 credits through internships and field experiences. Elements of quantum mechanics, relativity, solid The department seeks to prepare students for state physics, and other areas of physics are graduate study in political science, or for training selected according to student and faculty inter- in the professional fields of Law and Public ests. Prerequisite: Nine hours of 300-level physics Administration through the Pre-Law Studies pro- courses. gram and the Public Administration Major.

Overview of Departmental Programs The Department of Political Science offers majors Political Science in Political Science, Public Administration, and a For more information about the Political Science teaching major in American Government (7-12). department, the Pre-Law program, and the Minors are offered in political science and public Public Administration major at St. Ambrose administration. An interdisciplinary minor in pre- University, go to http://web.sau.edu/politi- law studies is also based in Political Science. A calscience/. All Political Science and public more extensive certificate in pre-law is also avail- administration majors are required to fill out the able. The Department offers advising for pre-law evaluation form available at students regardless of major as well as for political http://web.sau.edu/politicalscience/ when they science and public administration majors. The declare the major. political science and public administration majors are designed to acquaint students with the broad scope of activities involved in public service. + = Applicable toward general education degree requirements WI = Writing intensive course 144 Undergraduate Programs

Requirements for a Major in Political Science: more than one business course, credits must be 30 semester credits of political science including divided between Economics and Accounting); any PSCI 101, 102; STAT 213; PSCI 307, 308, and 300-level writing or literature course; PHIL 201, 349 or 370. 210; CRJU 101, 221; any four of PSCI 102, 103, 110, 304, 305, 316, 330, 360. A minimum 2.0 Requirements for a Major in Public Administration: grade point average is required of the courses 33 semester credits of political science and either needed to complete the program. a second major or a minor in a field of study where the student envisions working in public ser- Requirements for a Minor in Political Science: vice (i.e. criminal justice, sociology, etc.). The 15 semester credits of political science including second area of study must be approved by the PSCI 101 and 102. Public Administration director. Political Science Requirements for a Minor in Public Administration: requirements for the public administration major 18 credits including PSCI 101, 102, 322, 360, include; PSCI 101, 102, 303, 304, 322, 360, 370, 370; one of the following PSCI 301, 304, 320, 401, and STAT 213. Two of the following elec- 325, 352 or 353, 401; ORGL 201. tives: PSCI 301, 320, 325, 352 or 353; ORGL 201. Course Descriptions Requirements for a Teaching Major in American +PSCI 101. Government of the Government (7-12): 36 semester credits including: United States I 3 credits PSCI 101, 102; STAT 213; PSCI 303, 304, 307, The constitution, presidency, congress, courts, 308, 309, 349 or 370; HIST 111, 112. One of and citizen participation in the political system. the following: PSCI 301, 320, 325. Education This course satisfies requirements for a teacher’s courses required for a teaching major are found in certificate in Iowa and Illinois. the Education Department section. +PSCI 102. Government of the Requirements for Interdisciplinary Minor in Pre- United States II 3 credits Law Studies: 15 semester credits. Students may Survey of American policy problems in such areas not count more than nine hours of Political as civil rights, foreign policy, the economy, regu- Science toward the minor. Nine hours must be lation and subsidization, and poverty. Study of from approved General Education courses the American public policy process. (marked by +). Foundation Course (3 credits): +PSCI 110 +PSCI 103. Politics in Film 3 credits Two of the following (six credits): +PSCI 303, The portrayal of American government through +PSCI 304, +PSCI 305, PSCI 316, PSCI 360, Hollywood film productions. Comparison and +PSCI 305, BUS 201, ECON 399, ECON 327, contrast of American politics as presented in +CRJU 101, CRJU 221. movies with the text book approach of how gov- Two of the following (six credits): +ECON 101, ernment “really” works. +ECON 202 [NOTE: Students may not take +PSCI 110. Law and Society 3 credits both ECON 101 AND ECON 202], ECON 399, Exploration of relationship between law and liber- +PHIL 201, +PHIL 210, +PSCI 307, +PSCI ty, basic introduction to the American legal sys- 102, ENGL 216, +ENGL 210, +ENGL 303. tem (civil, criminal, Constitutional), and consid- Requirements for the Pre-Law Certificate: eration of the legal profession. Foundation course 33 semester credits including: ACCT 201, 202; for Pre-Law Studies Interdisciplinary Minor. ECON 101, 201, 202 (NOTE: If students take

145 Undergraduate Programs

+PSCI 199/299/WI-399. Special Topics 3 credits +PSCI 308. History of Political Advanced study of a topic not part of the regular Thought II 3 credits course offerings. Possible topics include (but are Survey of ideas of great political thinkers who not limited to): Afro-American Political shaped modern political thought, from Thought; Women in Politics; Comparative Machiavelli to Marx. Prerequisite: PSCI 101 or Government; and Research Methods. Topics will instructor permission. be announced each semester the course is +PSCI 309. International Politics 3 credits offered. Note: Only PSCI 399 qualifies as a writ- Behavior of nations in international political sys- ing intensive course. tem and problems of war, peace, justice, change, +PSCI 301. Political Parties and and international organization. Current interna- Electoral Policies 3 credits tional problems analyzed in perspective of theo- Examination of voting behavior and workings of retical concerns discussed. American party system. Special focus on recent +PSCI 313. Foreign Policy of the U.S. 3 credits presidential elections. The United States in international affairs, study +PSCI 303. The Constitution of the of methods, policies and goals of United States United States 3 credits foreign policy. Survey of leading decisions of Supreme Court, PSCI 316. International Law 3 credits focusing on development of judicial power and Case study of principles of modern international limitations on government. law. Prerequisite: PSCI 101 or instructor permis- +PSCI 304. Civil Liberties and sion. the Constitution 3 credits PSCI 320. The President, Congress, Survey of leading decisions of the Supreme and Court 3 credits Court on the Bill of Rights. Advanced study of American institutions of gov- +PSCI 305. Mock Trial 1 credit ernment. Focus on politics and policy making in Preparation for mock trial competition. Focus on the context of separation of powers and checks judicial procedure and the court system, legal and balances. argumentation and rhetoric, and courtroom per- PSCI 322. Urban Politics 3 credits formance. Student must successfully complete at Environment and structure of urban govern- least two semesters of Mock Trial to receive gen ments from the political machine to present. ed credit. Students must be willing/available to Problems faced by city residents and their travel and participate in mock trial competition. attempts to influence government response. +PSCI 307. History of Political +PSCI 325. Public Opinion and Thought I 3 credits Propaganda 3 credits Survey of ideas of great political thinkers who Process of public opinion formation and attitude shaped ancient and medieval political thought, change, including psychological basis. A descrip- from Plato to St. Thomas Aquinas. Prerequisite: tion of American ideology, and the shape of con- PSCI 101 or instructor permission. temporary opinion, influence of mass media, and problems faced in translating public opinion into government policy. Emphasis on the public opinion polling process and interpretation of public + = Applicable toward general education degree requirements WI = Writing intensive course opinion polls. 146 Undergraduate Programs

PSCI 330. Interpreting the U.S. Constitution: practices, policies, and issues. Impact of adminis- An Introduction to the American trative law and regulatory policy on politics, the Legal System 3 credits policy process, and the implementation of law. Advanced course in constitutional theory and Prerequisites: PSCI 101, 102. interpretation. Examination of some of the most WI-PSCI 370. Public Administration 3 credits controversial decisions in recent Supreme Court Examines the classics of public administration to history, including cases on school prayer, flag- help attain a working knowledge of organization- burning, abortion and pornography. Includes al behavior. reasoning behind these rulings and how they were formed by various approaches to constitu- PSCI 401. Leadership Theory 3 credits tional interpretation. Analysis of contemporary theories and practices of leadership. Emphasis on application of theo- PSCI 340. Independent Study 1–3 credits retical concepts to actual leadership situations. Directed individual research on topic approved Comparison and contrast of leadership theory in by instructor before registering and by depart- the context of political, public, non-profit, and ment chair. private organizations. WI-PSCI 349. Seminar in Contemporary +STAT 213. Applied Statistical Reasoning for the Political Thought 3 credits Sciences 3 credits Readings and discussions in contemporary politi- Cross-disciplinary course on how and why scien- cal thought. tists use statistics to describe and interpret infor- PSCI 351. Internship in Law 3 credits mation they gather. Topics include descriptive Students will be placed in area law firms where statistics and basic inferential statistics. they will perform a variety of tasks. Open to Prerequisites: Introductory course in major; upper-level political science and pre-law students MATH 121 or passing grade on screening test. on arranged basis. Credit is in addition to the 27 ORGL 201. Introduction to Leadership credit minimum required for major. Regular Development 3 credits grade or Pass/No Pass option. Intended to familiarize students with a variety of PSCI 352. State House Internship 3 credits aspects of leadership. Focus on assisting students Directed internship in political service. Open to to realize how they can develop as leaders and upper-level political science and pre-law students put theory into practice in their collegiate experi- on arranged basis. Credit is in addition to 27 ence. Students will also learn multiple and credit minimum required for major. Regular diverse perspectives and the importance of criti- grade or Pass/No Pass option. cal thinking as it pertains to leadership.

PSCI 353. Internship 3 credits Directed internship in political or public service. Open to upper-level political science and pre-law Psychology students on arranged basis. Credit is in addition The primary mission of the Psychology to 27 credit minimum required for major. Department at St. Ambrose University is to pro- Regular grade or Pass/No Pass option. mote the science of psychology, and along with PSCI 360. Administrative Law and instruction in the liberal arts, prepare students Regulations 3 credits for post-baccalaureate careers, graduate educa- Examination of administrative law, regulatory tion, and a life of learning. This is accomplished,

147 Undergraduate Programs

in part, through effective teaching and treating least 21 more hours in psychology, 12 of which students as partners in the learning process. must be at the 300 level or above. Students obtain a broad background in theoreti- Bachelor of Science in Psychology cal and applied areas in psychology through their The bachelor of science degree in psychology is coursework, supervised field experiences, and intended for students who are contemplating internships. Students are provided opportunities advanced work in psychology or a related field for research through coursework and through and for students entering the work force immedi- independent study and laboratory practicum ately after graduation. While the bachelor of arts experiences with faculty, and through attendance offers more flexibility, the bachelor of science and presentations at research conferences. The more adequately prepares students for post-bac- curriculum stresses the ethical treatment of calaureate education and ensures a broad back- human and animal research participants, and of ground in the scientific bases of psychology. clients in applied settings. Further, it promotes Many graduate programs in psychology are an understanding and appreciation of individual increasing the required number of prerequisite differences. In keeping with the mission of hours in the natural sciences and mathematics, St. Ambrose University, community service, both regardless of the concentration. The concentra- on and off campus, is promoted. Additional tion in biopsychology fulfills the requirements for opportunities to develop socially, ethically, spiri- the bachelor of science degree. tually and intellectually are provided through involvement in Psi Chi (the National Honor Requirements for a Bachelor of Science Major: At Society in Psychology) and Psychology Club least 30 semester credits in psychology, including activities. The Psychology Department at St. PSYC 105, 215, 404 (at least one semester), Ambrose University seeks to enrich the lives of STAT 213, and at least one course from each of individual students and others with whom they the following four areas: come into contact. 1. Child and Developmental Psychology/Social Psychology: PSYC 284, Bachelor of Arts in Psychology 305, 306, 333. The bachelor of arts degree in psychology is pri- 2. Biopsychology: PSYC 350, 355, 360, 403 marily intended for students who plan to enter or 540 for students admitted to the DPT pro- the job market immediately after completing an gram. undergraduate degree, although it could be used 3. Clinical/Counseling Psychology: PSYC by qualified students as a foundation for post- 323, 324, 332, 342, 343. baccalaureate training in psychology and closely 4. Cognitive Psychology/Human Learning and related fields. Students earning the bachelor of Memory/History: PSYC 314, 331, 402, 414 arts are advised to complete additional work in (strongly recommended for those considering another program closely tied to the work force advanced study). (business, communication, economics, criminal In addition, Bachelor of Science students justice, or sociology). must complete the following: Choose one biolo- Requirements for a Bachelor of Arts Major: gy course from BIOL 101 or BIOL 103 and 104; 30 semester credits of psychology, including CHEM 103, or CHEM 105 and 106; CSCI 120; PSYC 105, 215, STAT 213, MATH 121, and at MATH 151 (and MATH 191 is strongly recommended); and choose one physics course from PHYS 110, 160, 201, 203 or 204. + = Applicable toward general education degree requirements WI = Writing intensive course 148 Undergraduate Programs

Requirements for a Concentration in Requirements for a Bachelor of Science Major in Biopsychology: STAT 213, PSYC 105, 215, 331, Forensic Psychology: For students interested in 355, 360 or 403 (or 540 for students admitted to graduate work, it is suggested they work toward a the DPT program), 402, 404; BIOL 103, 104; B.S. in Forensic Psychology. These requirements CHEM 105, 106; three computer science cred- are the same as those for a B.S. in Psychology its; one of the following: PHYS 110, 160, 201, plus the Criminal Justice requirements above. 203, or 204; six mathematics credits through at Requirements for a Teaching Major in Psychology least MATH 151 (MATH 191 strongly recom- (7–12): 30 semester credits including PSYC 105, mended). Students applying to the Physical 201, 215, 284, 309, 324, STAT 213; three Therapy program must also complete BIOL 202, semester credits of psychology electives from the 204, PHYS 203 and 204. Biopsychology content area (listed above), three Requirements for a Minor: 15 semester credits of semester credits of psychology electives from the psychology, including PSYC 105 and two or Cognitive Psychology/Human Learning and more 300-level courses. Memory/History content area (listed above), and three semester credits of psychology electives Requirements for a Forensic Psychology Major: from any area (PSYC 205 is strongly recom- (Interdisciplinary Program) 51 credits including mended). Education courses required for a the prerequisites below (for the B.A. Degree). teaching major are found in the Education The General Education requirement for Department section. Mathematical Reasoning will be met through receiving a “C” or better in the statistics course Requirements for a Teaching Minor in Psychology mentioned below (which requires a “C” in Math (7–12): 24 semester credits including PSYC 105, 121 as a prerequisite or a sufficient placement 201, 284, 309, 324, three semester credits of test score). psychology electives from the Biopsychology con- Internship Program: Students will be able to tent area (listed above), three semester credits of receive practical experience in Forensic psychology electives from the Cognitive Psychology by enrolling in fieldwork placements Psychology/Human Learning and in such settings as forensic psychology hospitals Memory/History content area (listed above), and (emotionally disturbed offenders), prisons/jails, three semester credits of psychology electives and agencies related to the family court or treat- from any area (PSYC 205 is strongly recom- ment of youthful offenders. mended). Prerequisites (12 credits): PSYC 105; CRJU 101; Requirements for Master of Occupational Therapy STAT 213; PSYC 215. (MOT) students completing an undergraduate Requirements for a Bachelor of Arts Major in degree in psychology: Must meet all of the Forensic Psychology: Courses in Psychology requirements for either the Bachelor of Arts (rec- (18 credits): PSYC 306, 321, 324, 325, 342 and ommended) or the Bachelor of Science degree in one of the following PSYC 203, 305, 332, 343 Psychology. Some of the course work required or 360 (other psychology courses could be taken for the MOT degree may also meet some of the as electives). Courses in Criminal Justice (12 requirements for the undergraduate degree in credits): CRJU 222, 400, 411, 421. One of the Psychology. Students should contact their following concentrations (9 credits): Policing Psychology faculty advisor for current informa- Concentration: CRJU 102, 303, 342 or tion. Corrections Concentration: CRJU 231, 313 and SOC 321.

149 Undergraduate Programs

Course Descriptions +PSYC 284. Child and Adolescent Psychology 3 credits +PSYC 105. Introductory Psychology 3 credits Motor, mental, social and emotional develop- Basic introduction to concepts, theories, and ment through adolescent years. Prerequisite: methods of studying human and animal behavior PSYC 105. (Same as EDUC 284) and cognitive process. Gives an overall perspective of the field of psychology including its histo- PSYC 294, 394, 494. ry and research methods, sensation and percep- Laboratory Practicum 1–2 credits tion, the biology of behavior, health and stress, Practical and/or research experience working consciousness, learning, memory, personality, directly with a faculty member on scientific or psychological disorders, and social thought and applied projects of mutual interest. Prerequisites: behavior. PSYC 105 and instructor permission.

+PSYC 201. Personal Adjustment 3 credits +PSYC 305. Life-Span Serves in the process of self examination, clarifi- Developmental Psychology 3 credits cation of personal goals, skills, interpersonal rela- Biological, behavioral, cognitive and social tions, and study habits. Innovative techniques, processes and development from conception such as group dynamics. through death and dying. Topics include the role of genetics in development, physical and cogni- +PSYC 203. Psychology of Gender 3 credits tive growth, environmental influences on devel- Theory, research, and discussion on the physical, opment, intelligence and moral development. psychological, and social aspects of the similari- Prerequisite: PSYC 105 or instructor permission. ties and differences between men and women. Prerequisite: PSYC 105. PSYC 306. Social Psychology 3 credits Scientific study of how the social environment PSYC 205. Psychology of influences individuals’ behaviors and cognitive Human Sexuality 3 credits processes. Topics include social cognition, per- Physical, psychological, and social aspects of sex- sonal perception, attitudes and attitude change, uality as a natural part of human living, includ- conformity, prejudice, attraction, aggression and ing various problems associated with this inter- helping behavior. Prerequisite: PSYC 105. personal role. Prerequisite: PSYC 105. PSYC 309. Educational Psychology: PSYC 215. Research Methods 3 credits Tests and Measurements 3 credits Introduction to research methods used in study- Psychological principles in teaching and learning, ing human and animal behavior and cognitive preparation and use of devices to evaluate learn- processes. Provides skills for critical evaluation, ing and instruction. Prerequisites: PSYC 105, public and professional literature dealing with EDUC 205, 284. (Same as EDUC 309) the scientific study of behavior. Topics include the philosophy of scientific psychology, methods PSYC 310/510. Introduction to of investigation, principles of experimental design Exceptional Children 3 credits and control, psychological testing and discussion Focuses on the characteristics, needs, and talents of applications in several areas of research. Some of children and youth who differ in mental, phys- practice in design, implementation and research ical, emotional, social, and/or sensory areas of analysis. Prerequisite: PSYC 105. development. Designed to provide students entering the helping professions with various + = Applicable toward general education degree requirements educational, psychological, and sociological views WI = Writing intensive course 150 Undergraduate Programs

of exceptionalities. Prerequisite: PSYC 105. PSYC 325. Psychology of Criminal Behavior 3 credits PSYC 312. Women and Aging 3 credits This class will allow students to become familiar- Biological, cognitive, social, and emotional devel- ized with the most common psychological disor- opment of women from age 20 through death. ders in the offender population. Additionally, Includes a survey of the research that is focused treatment options in various settings (i.e., jail, on women’s development, an exploration of the prison, forensic hospital, or outpatient clinic) will changing roles and expectations for women today, be explored with the legal implications discussed. and of how women can maximize their adult We’ll spend much of the course covering general experiences. Prerequisite: PSYC 105. topics related to offenders with mental disorders. WI-PSYC 314. Human Motivation 3 credits Treatment of special types of offenders will be Study of the causes for the variety of human discussed (i.e., sex offenders, offenders with men- actions. Comparison of behavioral, cognitive, and tal retardation, and juvenile offenders) as time biological models. Application of motivational allows. Discussions about victims of crime (i.e., models to organizational environments. victimology) will also be covered as time allows. Prerequisite: PSYC 105. Prerequisite: PSYC 105.

PSYC 321. Psychology and Law 3 credits PSYC 331. Learning and Memory 3 credits This course is an overview of the interface Research and theories in classical and instrumen- between psychology and the law (sometimes tal conditioning, human verbal learning, and called Forensic Psychology). It examines the use memory. Lecture and laboratory. Prerequisite: of psychology and psychological experts in the PSYC 105. legal system. Topics include evaluation of mental PSYC 332. Psychological Tests competency of defendants, assessment of poten- and Measurements 3 credits tial dangerousness, and expert testimony about Various assessment procedures, particularly those the legal definition of insanity. Other areas concerned with intelligence and personality. reviewed ar jury selection, witness preparation, Prerequisites: PSYC 105, STAT 213, or instruc- and children/adolescents in the judicial system. tor permission. Offered alternate years. Prerequisite: PSYC 105. WI-PSYC 342. Theories of Counseling 3 credits PSYC 323. Personality Theories 3 credits Introduction to counseling course that focuses on Major theories of personality with emphasis on counseling theories and practices from a variety of normal personality. Prerequisite: PSYC 105. cultural perspectives. Students examine their per- +PSYC 324. Abnormal Psychology 3 credits sonal counseling strengths and weaknesses as they Introductory course to acquaint students with the begin to develop a more appreciative understand- hypothesized biological, psychological, and socio- ing of the counseling needs of our diverse popula- cultural causes of various mental disorders. It also tion. Prerequisites: Junior status, PSYC 105. includes a presentation of different treatment PSYC 343. Family Counseling 3 credits modalities for abnormal behavior. Students are The structure and process of family counseling, provided with an introduction to the Diagnostic its historical and theoretical foundations, the and Statistical Manual of Mental Disorders. practice of family counseling and training for and Prerequisite: PSYC 105. evaluation of family therapy. Prerequisites: PSYC 105, junior status or instructor permission.

151 Undergraduate Programs

PSYC 348. Supervised Field Experience 3 credits empirical and experiential. Prerequisite: Participation in service projects and field intern- PSYC 105 or instructor permission, one semes- ship placements for which students have had ter of biology or chemistry. suitable course preparation. Students must PSYC 397, 398. Topics in Psychology 3 credits arrange a placement site no later than the Courses in areas of psychology not included in semester prior to enrollment in the course. other offerings in the department. Class topics (Double majors in sociology and psychology will change each semester. Prerequisites: may substitute SOC 355 for PSYC 348.) PSYC 105 and instructor permission. Prerequisites: Junior status, PSYC 105, 12 semester credits in psychology, and instructor PSYC 402. Psychology of Sensation and Perception permission. Transfer students must wait at least 3 credits one semester before taking 348, but may arrange Examination of theoretical knowledge and placement during the first semester. experimental study of how information is gath- ered from the environment. Topics include psy- PSYC 350. Health Psychology 3 credits chophysics, vision, audition, touch and pain, Examines psychological influences on the pro- smell and taste. Prerequisite: PSYC 105. motion and maintenance of physical health, pre- Offered alternate years. vention and treatment of illness and the causes and correlates of health and illness. Prerequisite: PSYC 403. Behavioral Neuroscience 4 credits PSYC 105. Examination of the functional neuroanatomy and neurophysiology of human beings. PSYC 355. Brain and Behavior 3 credits Emphasis on the physiology and anatomy of the Analysis of the anatomy and physiology of the nervous system, and the relationship between nervous system of animals and humans, with a the nervous system and behavior and disorders focus on biological mechanisms most relevant to that affect the nervous system. Prerequisites: key issues in psychology. Topics include the PSYC 105, BIOL 101 or 103. Recommended: mind-body problem, development of language CHEM 101 or 105, or PHYS 203 or 251. and learning, sexual behavior, alcoholism, psy- chosomatic illness, anxiety, aggressive behavior, WI-PSYC 404. Advanced Experimental recovery from brain damage, depression and Design and Analysis 4 credits schizophrenia. Prerequisite: PSYC 105 or In-depth examination of research and methodol- instructor permission. Recommended: ogy with hands-on research experience during Introductory biology or chemistry course. all phases of the course. Students are required to initiate a research project and carry it through to PSYC 360. Behavioral Pharmacology 3 credits completion under instructor supervision. Behavioral Pharmacology analyzes the effects of Prerequisites: PSYC 105, STAT 213 with C+ drugs on behavior, with particular emphasis on or above, 215 with C+ or above. the development and classification of drugs; the effects of drugs on cognition, emotions, and psy- PSYC 414. History of Psychology 3 credits chomotor abilities; and the study of the chemi- Historical roots of modern psychology in rela- cal reactions and functions of the individual tion to current trends. Offered alternate years. neuron or small populations of neurons. Course Prerequisites: Junior status, PSYC 105, 215. takes a biopsychological perspective in an PSYC 540. Neuroanatomy attempt to build relationships between the and Neurophysiology 5 credits Comprehensive examination of neuroanatomy + = Applicable toward general education degree requirements WI = Writing intensive course and neurophysiology, including cell and molecu- 152 Undergraduate Programs lar biology of the neuron, synaptic transmission, functional anatomy of the central and peripheral Service Learning nervous system, sensory and motor functions, Course Description homeostatic and arousal mechanisms, localiza- SVLN 201. Service Learning 1 credit tion of higher functions and development of the Offers students an opportunity to apply their nervous system. Laboratory sessions emphasize academic learning in a community service set- traditional work on nervous system anatomy and ting. The one credit is tied specifically to an aca- physiology, as well as application of neuroanato- demic course taken during the semester. my and neurophysiology in an applied setting. Students must complete 25 hours of service, par- Prerequisite: Admission to PT program or ticipate in regular class reflection periods, and instructor permission. complete a final paper. One credit course may be PSYC 555/EDUC 455. Middle School Psychology 3 taken up to three times for a total 3 credits. credits Pass/No pass grade. The volunteer service is Examines growth and development of middle determined by the student from a list approved school age child with particular emphasis on by the course instructor and SVLN coordinator. emotional, physical and mental characteristics Prerequisites: Specific course prerequisites and and needs of middle school children. Course also co-requisites are determined by participating aca- examines role of teacher in assessment, coordina- demic departments. Contact the service learning tion and referral of students to health and social coordinator for details and registration. services. Prerequisites for PSYC 555: Hold teaching license or certificate. (Some states, such as Iowa, issue a license. Other states, such as Illinois issue a certificate.). [Prerequisites: Sociology EDUC 205 or 207, 284, 309]. A bachelor’s degree in sociology from St. Ambrose University provides an excellent lib- +STAT 213. Applied Statistical Reasoning for the eral arts foundation for embarking on the wide Sciences 3 credits range of career paths that many liberal arts Cross-disciplinary course on how and why scien- majors pursue. Your undergraduate training in tists use statistics to describe and interpret infor- sociology can open a variety of doors in business mation they gather. Topics include descriptive and the human services. Sociology majors who statistics and basic inferential statistics. enter the business world work in sales, market- Prerequisites: Introductory course in major; ing, customer relations, or human resources. MATH 121 or passing grade on screening test. Those who enter human resources work with youth at risk, the elderly, people experiencing problems related to poverty, substance abuse, or Public Administration the justice system. See Political Science Requirements for a Major: 30 semester credits of sociology, including SOC 101, 220, 260, 301, 315, 400 and STAT 213.

Requirements for a Minor: 15 semester credits of sociology, including SOC 101, 220, 260, and 6 semester credits of 300-level courses.

153 Undergraduate Programs

Requirements for a Secondary Teaching Major SOC 210. Cultural Anthropology 3 credits (7–12): 33 semester credits in sociology, includ- A cross-cultural examination of those structures ing SOC 101, 120, 220, 235, 240, 260, 265, in society that are common to all groups: family, 323, and 12 semester credits of social science subsistence strategies and distribution of wealth, electives. For education course requirements, see political arrangements, religion, art, science and Education Department section. technology. Through focused study of the multi- level struggles for cultural and environmental Requirements for a Teaching Minor: 30 semester survival, students will bring new knowledge and credits in sociology, including SOC 101, 120, analytical skills to their understanding of the cul- 220, 260, 265, 323, and 12 semester credits of tural histories and issues in adaptation. electives in the social sciences. Prerequisite: SOC 101 or instructor permission. Gerontology Certificate Program Requirements: +SOC 220. Social Psychology 3 credits Complete 21 hours, as follows: Focus is on the development of the social self, (a). SOC 230, 405, and either SOC 386 or with emphasis on socialization, symbolic interac- PSYC 348. tion, and development and presentation of self. (b). Three or four courses from the following: Prerequisite: SOC 101 or instructor permission. SOC 331, 336, 380, 399 (Independent study: Directed Research in Aging), PSYC 305, 312, +SOC 225. Sex and Gender 3 credits 397, 398, PED 382, NURS (WI) 430. Introduces students to major sociological per- (c). If students take only three of the courses in spectives on sex and gender. Topics include (b) above, then students may take one credit per socialization, intellectual and personal develop- course up to a total of three credits from the fol- ment of women and men, theories of gender lowing courses: MGMT 310; MKTG 347; HED inequality, and analysis of the major social insti- 205, 207; PED 340 (WI), 390, 395; PHIL 310; tutions organizing gender relations, such as the PSYC 322, 324, 331, 342, 343, 350, 360, 402, family, economy, and politics. Prerequisite: 403; SOC 210, 240, 265, 323, 326, 342, 364. SOC 101 or 120.

+SOC 230. Introduction to Gerontology 3 credits Course Descriptions Survey course designed to study the aging popu- +SOC 101. Introduction to Sociology 3 credits lation. Topics include: an overview of biological, Essential characteristics of life in society, includ- psychological, sociological and social psychologi- ing culture, socialization, subcultures, primary cal aspects, studies, and theories of aging; study and secondary relations, stratification, face-to- of issues important to social policy and programs face interaction, large-scale organizations, con- aimed at the elderly; and an examination of the flict, deviance and social change. range of the gerontology professions as an interdisciplinary field of study. Prerequisite: SOC 101 +SOC 120. Social Problems 3 credits or 120. Analyzing the major social problems in the United States and other countries. The problems +SOC 235. Deviant Behavior 3 credits include: racism, sexism, overpopulation, poverty, A cross-cultural examination of those structures crime, homelessness, and other problems. in society that are common to all groups: family, Prerequisite: SOC 101 or instructor permission. subsistence strategies, distribution of wealth, political arrangements, religion, art, science and technology. Prerequisite: SOC 101 or instructor + = Applicable toward general education degree requirements WI = Writing intensive course permission. 154 Undergraduate Programs

+SOC 240. Race and Ethnicity 3 credits lish a foundation for sociology as an academic Intensive examination of the history and evolu- discipline. Prerequisites: SOC 101 and nine tion of human diversity, including the develop- semester credits in sociology. ment of concepts of race and ethnicity. The his- SOC 314. Research Methods in the Social Sciences 3 tory and concerns of special populations such as credits Native Americans, African Americans, Hispanic History and philosophy of science and its influ- peoples, and Asian peoples are examined. ence on modern social research. Specific training Prerequisite: SOC 101 or instructor permission. in several modern research techniques, including +SOC 260. Social Organization 3 credits survey research, experiments, field research, and Focus on large-scale social patterns and trends non-obtrusive methods. Special emphasis on over time, including the formation and evolution proposal writing and research design. of social groups, communities, organizations, Prerequisites: SOC 101, 301; STAT 213; 12 institutions, and societies from a historical com- semester credits in sociology. parative perspective. Prerequisite: SOC 101 or SOC 315. Qualitative and Ethnographic Research instructor permission. Methods 3 credits +-WI-SOC 265. Social Stratification and Inequality Introduction to micro theory and methods of 3 credits conducting research in social settings through How societies rank people by class, status, age, extended participant observation, field work, sex, race, and power. Emphasis on both theoreti- ethnography, case study, and in-depth inter- cal and empirical studies. Prerequisite: SOC 101 views. Prerequisites: SOC 101, 301. or instructor permission. +SOC 323. Marriage and the Family 3 credits SOC 270. Social Change 3 credits Explores the relationship between the family and How and why societies change over time. other institutions such as the economy, politics, Includes theories of social change and the study and education. Also explores role relationships of modernization and international development. prior to marriage and afterward and the impact Special focus on the influence of science and of social change on the family. Prerequisite: technology. Also current events on the interna- SOC 101 or 120. tional scene. Prerequisite: SOC 101 or instructor +SOC 326. Medical Sociology 3 credits permission. Explores the areas and issues associated with +SOC 280. Conflict Resolution 3 credits health and health care delivery in the United In-depth analysis of the social dynamics and States. Topics covered include: epidemiology dimensions of conflict and the ways in which and social demography of health, disease, mor- conflict can be channeled into productive and tality, and morbidity, physical-patient relation- positive opportunities for change. Covers individ- ships, structure of health care, relationships ual, group, organizational, and global examples. among health care providers, and physician Includes training in the Harvard Model of socialization. Prerequisite: SOC 101 or 120 or Conflict Resolution. Prerequisite: SOC 101 or instructor permission. instructor permission. SOC 331. Social Gerontology 3 credits WI-SOC 301. Sociological Theory 3 credits Explores the social aspects of aging and the Examines the background, assumptions, and nature of the aging experience as it is shaped by ideas of early sociologists as they tried to estab- the social context in which it occurs. A review of

155 Undergraduate Programs

the historical, philosophic and demographic SOC 386. Field Experience 3–6 credits aspects of aging, theories of social gerontology, Guided experience in local agencies. cross-cultural perspectives on aging, retirement Prerequisites: SOC 101; junior status; instructor and economics, and death and dying. permission. Prerequisite: SOC 230 or permission of instruc- SOC 399. Independent Study 3 credits tor. Directed individual reading, research and/or SOC 336. Death and Dying 3 credits writing on topics approved by the department. Trends and patterns in death and dying includ- Open only to junior and senior sociology majors. ing historical perspectives, death in popular cul- Prerequisite: Instructor permission. ture, demography of death, medical technology SOC 400. Senior Seminar 3 credits and dying, dying patient's perspective, and ethi- A capstone course designed for seniors or cal dilemmas of death and dying. Prerequisite: advanced students in the discipline. Seminar will SOC 101 or instructor permission. cover current trends in the discipline and be a SOC 342. Drugs and Society 3 credits preparation for students seeking employment or Theories of use and addiction; social and social graduate school admission. Prerequisite: psychological correlates of use and abuse; exami- Instructor permission. nation of effects of alcohol, heroin, cocaine and SOC 405. Senior Thesis in Gerontology 3 credits other substances on the individual and on vari- Capstone course to develop a final paper aimed ous social institutions; program evaluation. at integrating specific gerontology coursework Prerequisite: SOC 101 or instructor permission. and practicum experience with major and career +SOC 356. Sociology of Religion 3 credits goals. The thesis will be read by the Gerontology Presents views from numerous sociological per- director and one other faculty member relevant spectives with special emphasis on the social psy- to the student’s major or a practicing gerontolo- chological aspects of the individual and society gist in the student’s intended career area. and the relationships to religion as a social insti- Prerequisite: SOC 230 and Gerontology direc- tution. Presents religion’s influence on society, tor’s permission. which legitimates some existing social and eco- +STAT 213. Applied Statistical Reasoning nomic arrangements. Prerequisite: SOC 101 or for the Sciences 3 credits permission of instructor. Cross-disciplinary course on how and why scien- SOC 364. Social Welfare Policy 3 credits tists use statistics to describe and interpret infor- Concept and functions of social policy, processes mation they gather. Topics include descriptive of policy analysis, and explanation of interrela- statistics and basic inferential statistics. tionships of social policy, social problems and Prerequisites: Introductory course in major; social welfare. Prerequisite: SOC 101 or instruc- MATH 121 or passing grade on screening test. tor permission.

SOC 380. Special Topics in Sociology 3 credits Focuses on issues and topics not covered in Spanish other courses. Prerequisite: SOC 101 or instruc- See Languages and International Studies tor permission.

+ = Applicable toward general education degree requirements WI = Writing intensive course 156 Undergraduate Programs

Special Studies Communication course that includes public speaking as a major component (2–3 cr); IL 101 Admission Information (1 cr); Physical Education course(s) (2 cr). St. Ambrose offers registered nurses and allied Humanities (9 cr) from the Humanities general health professionals a program leading to a education category select: one Philosophy course Bachelor of Special Studies (BSS). and one Theology course with at least one from Registered nurses who have completed an the 300 level; and one Art, Music or Theatre Associate Degree in Nursing or a two-year hospi- course (3 cr). tal nursing program may receive up to 60 semes- Foreign Language or Multicultural Course (3 cr) ter credit hours and need to complete at least 60 Students may elect to complete the foreign lan- semester credits to obtain the BSS. Additional guage requirement; an International Studies or hours beyond the 60 credits for nursing studies foreign language course; or a multicultural (up to a maximum of 90 credit hours) may be course from the following list: ENGL 221; obtained from college courses taken after com- GEOG 205; HIST 220, 225, 230, 235, 342, pletion of nursing studies, through completion of 366; SOC 228; WMST 315. CLEP exams, or for certain non-collegiate pro- Social Sciences (3 cr) from the Social Sciences grams recognized by the American Council on general education category select: one course. Education. Registered nurses who have complet- Natural Sciences (3 cr) from the Natural Sciences ed three-year hospital diploma programs may general education category select: one course. receive up to 90 hours of credit and need to Upper level credits (30 cr) courses designated at complete at least 30 semester credits for the 120 the 300/400 level. hours required for the BSS. Writing Intensive courses: select two writing Allied health professionals (licensed practical intensive (WI) with at least one at the 300/400 nurse, respiratory therapist, radiology technician, level. surgical technician or operating room technician) Refer to “Courses that Meet General may be able to pursue the BSS. Applicants with Education Requirements of the 2003-2005 degrees or certificates in allied health areas will Catalog” in the Degree Information section be subject to a review of their course work to for more information. determine what requirements will need to be met to receive the BSS degree. Program Delivery Format Options Theatre The BSS may be taken through the St. Ambrose University ACCEL accelerated degree comple- Requirements for a Major in Theatre: 35 semester tion program or through the traditional delivery credits of theatre courses, including THTR 202, format on the main campus. 205, 209, 304, 305, 380, 480 and 18 semester For more information about the ACCEL for- credits of theatre electives, and ENGL 303. mat and admission information, see the ACCEL Requirements for a Minor in Theatre: 17 semester Program section. credits of theatre courses, including THTR 202, 205, 209, 304, 380, 480, and three semester Requirements for the BSS Degree The credits indicated are the minimum required credits of theatre electives. in each area. Requirements for a Secondary Speech and Theatre Skills (11-12 cr): ENGL 101 (3 cr); MATH 131, Teaching Major (7–12): 38 semester credits, 151 or STAT 213 or higher level course (3 cr); a including COMM 203, 205, 232, 325, 328, 329;

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EDUC 345; THTR 202, 205, 209, 304, 305, THTR 220. Topics in Theatre 1 - 3 credits 312, 380, 480. For education courses required Topic varies each semester. Depending on topic, for a teaching major see Education Department explores critical and literary aspects of theatre, section. new forms of drama and performance, technical and design break through and applications tech- Requirements for a Secondary Speech and Theatre niques. Recommended: THTR 202. Teaching Minor (7–12): 26 semester credits, including COMM 205, 232, 325, 328, 329; +THTR 304. Theatre History I: THTR 202, 209, 312, 380, 480. to 1642 3 credits Deals with the global beginnings of theatre, in- Course Descriptions corporating pertinent information from cultures around the world while concentrating on the his- +THTR 105. Beginning Acting: Voice and Body for torical flow of western theatre from the Greeks Non-Majors 3 credits through the Elizabethan Age. This course is designed to develop an individual’s self-confidence through stage action tech- +THTR 305. Theatre History II: niques of relaxation and memorization, vocal and 1642 to Present 3 credits physical exercises tested in monologues and short Factual knowledge of theatre history from 1642 scenes. to the present. Aids in viewing theatre as a mirror of society and affords a better understanding +THTR 202. Survey of the Theatre 3 credits of the cultures that surrounded and shaped the Fundamental classification of plays, function of different theatrical movements and trends. various production roles, and principles and the- Recommended prerequisite: THTR 304. ory of the drama. +THTR 307. Advanced Acting 3 credits THTR 205. Acting: Voice and Body 3 credits Analysis of a character’s ideas, emotions, purpos- Designed to develop the student’s basic acting es of being and relationship to others. skills and prepare them for future dramatic roles Prerequisite: THTR 105 or 205, or instructor through physical and vocal exercises, mono- permission. logues and scenes study. Prerequisite: Majoring or minoring in Theatre or permission of instruc- THTR 309. Costume Design for tor. the Theatre 3 credits Acquaints the student with the knowledge and THTR 209. Stagecraft 3 credits methods to organize, plan and design costumes Planning, construction, painting, rigging and for a theatre production. Students are given the lighting of scenery. Basic technique course. Shop basic methods of costume cutting and construc- participation required. tion and are provided with an understanding of +WI-THTR 210. Survey of costume history. Prerequisite: THTR 202 or American Film 3 credits instructor permission. Introduction to narrative fiction film as art and THTR 312. Directing 3 credits entertainment in the American social context. Basic principles of directing theory and tech- Aesthetic principles applied to film genres from nique. Includes play selection, interpreting script, the silent era to modern color/sound produc- tryouts, casting rehearsal, and performances. tions. Prerequisite: THTR 202, 105 or 205.

+ = Applicable toward general education degree requirements THTR 313. Stage Lighting 3 credits WI = Writing intensive course This course will familiarize the student with the 158 Undergraduate Programs knowledge and abilities to organize and execute a THTR 380. Junior Seminar 1 credit lighting design for a production. We will be look- This course is designed to prepare the students ing at combining the equipment with aesthetic sen- exit portfolio. Including resume, examples of pro- sibilities to create an atmosphere appropriate for gression of work, evidence wide range of participa- the production. Prerequisite: THTR 209 or per- tion in department’s productions. Prerequisite: mission of instruction. Junior standing or permission of department.

THTR 314. Scenic Design for Stage 3 credits +THTR 385. Theatre in London 3 credits Production design from concept to execution. Survey of the theatre of London, past and present. Prerequisite: THTR 209 or permission of instruc- This course is designed to meet one week on the tor. SAU campus preparing students to see and appreciate London, England’s theatre experience. The +WI-THTR 315. Survey of Classic Dramatic final two weeks of the course are held in London, Literature 3 credits with the possibilities of out-of-town trips. Survey of classic dramatic literature from fifth cen- London’s fine arts history will also be explored tury B.C. to 1900. through plays, museums, tours and lecture/discus- +WI-THTR 316. Survey of sions. Current Dramatic Literature 3 credits +THTR 386. Irish Theatre 3 credits Survey of dramatic literature written from 1950 to The purpose of this course is to provide the stu- the present. dent with an introduction to Irish dramatic litera- THTR 317. Introduction to ture and Irish theatre. The history of Ireland will Musical Theatre 3 credits also be studied in order to place plays and play- Cross-discipline course providing musical and the- wrights in a historical context. This course may atre background for music and theatre majors. include a two-week residency in Ireland to attend Explores areas common to both disciplines and plays and study the Irish theatre culture. enables students to share strengths. Helps students THTR 392, 393. Independent Study develop basic and more advanced skills in the in Theatre 1–3 credits musical theatre and gives a broad knowledge of the Research and paper, or practical exercise, such as medium. design and execution of design for a major produc- THTR 320. Topics in Theatre 1–3 credits tion. Topic varies each semester. Depending on topic, THTR 399. Internship in Theatre 3–5 credits explores critical and literary aspects of theatre, new Work experience with professional supervision in forms of drama and performance, technical and one or several facets of theatre, including manage- design break through, and applications techniques. ment, set design and construction, production- Recommended: THTR 202. direction, acting, costuming, advertising, and pub- +THTR 321. Topics in Theatre with lic relations. Pass/No Pass course. General Education Status 1–3 credits THTR 480. Senior Seminar 1 credit Topic varies each semester. Depending on topic, This course is designed to prepare the students explores critical and literary aspects of theatre, new exit portfolio. Including resume, examples of pro- forms of drama and performance, technical and gression of work, evidence wide range of participa- design break through, and applications techniques. tion in department’s productions. Prerequisite: Places the topic in a historical context and explores Senior standing or permission of department. its cross-disciplinary status and possibilities. Recommended: THTR 202.

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and Philosophy Departments jointly sponsor an Theology interdisciplinary Minor in Peace and Justice. The Theology Department is the academic focal Mission point of St. Ambrose University as a Catholic The primary mission of the Department of institution of higher learning. Together with the Theology is to introduce undergraduate students Philosophy Department it attempts to provide to the foundations of their religious beliefs and students and faculty an opportunity to come into practices. The courses are founded upon Judeo- contact with the rich tradition of the Catholic/ Christian Revelation and experience of faith, Christian community as well as the contempo- grounded in the Roman Catholic Tradition of rary developments and vision rooted in the theological inquiry and growth in faith. The renewal of the Second Vatican Council. It Theology Department is committed to ecumeni- attempts to communicate the discipline of theol- cal diversity, theological investigation, social jus- ogy as a speculative science (faith seeking under- tice, and ecclesial dialogue. Our faculty and standing) and at the same time to meet both the courses strive to support the mission of needs of the individual through courses in moral- St. Ambrose University by: 1) implementing the ity, worship, prayer, and spirituality, and the General Education program in leading students faith community by providing courses in pastoral to the study of religion and theology as an acade- theology, ministry, social justice and ecumenical mic discipline; 2) teaching students critical studies. The Theology Department forms part of awareness and reflection upon the problems and the College of Arts and Sciences and helps pro- challenges of mature religious faith; 3) acquaint- vide the general educational requirements for all ing students with a diversity of students. Through the Chair of Catholic Studies Christian/Catholic theologies as they impact all together with other university departments it of human life; 4) incorporating into our Catholic helps sponsor noted lecturers on campus for the theology courses an ecumenical dimension and benefit of students, faculty and administration. spirit of renewal made normative by Vatican With a broad range of courses in scripture, Council II; 5) educating the whole person— systematic and moral theology, church history, body/mind, and spirit, to heighten our conviction pastoral theology, and liturgical/sacramental the- that all human beings have absolute dignity; 6) ology, the department offers both a theology grounding Catholic theology courses on the well- major and minor. It combines the theoretical, defined history of social teaching and social practical, and pastoral aspects of theology as a responsibility within the Church and the tradi- basis for a ministries concentration within the tion of peace and justice engagement at St. theology major. The department also works Ambrose University. closely with the Master of Pastoral Studies program through faculty and source sharing. In Theology Major addition, the Theology Department provides our By actively participating in our theology courses, college seminarians with the theological founda- students will become knowledgeable in our tions necessary for the major seminary. Christian/Catholic understanding of a faith rela- Continuing the tradition of the university's tionship to God and humanity. Majors will be emphasis on issues of justice, peace, and social assured of an open, respectful, supportive, and teaching of the Catholic Church, the Theology creative environment in which to engage the doctrines, traditions, and future challenges of articu- lating our faith experience. Majors are intro- + = Applicable toward general education degree requirements WI = Writing intensive course duced to a balanced and thorough curriculum 160 Undergraduate Programs

defined by ongoing theological and spiritual tion. development implementing scholarly tools of Peace and Justice Program: See Peace and Justice research and methods of analytical and critical section. thinking. While grounded in the Judeo-Christian tradition students are encouraged to engage THEO 101 or one other introductory level other religious traditions with reverence and course in theology is a prerequisite for all upper- through dialogue. Ultimately the major and level (300–400) courses. In unusual circum- minor in theology equips students to grapple stances, courses can be taken without the prereq- with fundamental questions of truth, faith, value, uisite with the consent of the department chair. growth, renewal, and engagement. Courses not More than one introductory level course may be only explore the full dimension of human experi- used to fulfill the general education requirement. ence but challenge students to seriously investigate the most sacred and transcendent qualities Course Descriptions of life. +THEO 101. Introduction to Theology 3 credits Professional Development The course is divided into two parts. The first Vatican Council II named the generations of the explores the fundamental issues in Christian the- new millennium as “The Age of the Laity.” Our ology; revelation and faith, the role of the Bible theology majors are offered unlimited opportuni- in theology, the Church and the churches. Part ties of leadership and service to the Church and two explores how Christians ought to respond in humankind. A variety of Church careers, such as the moral and spiritual life because of their faith youth ministry, religious education/ spiritual for- in Jesus Christ. mation, ecclesial/pastoral management, liturgy +THEO 201. Introduction to and music are given a solid foundation in the the Old Testament 3 credits undergraduate program, preparing students for Interpretation of Hebrew and Septuagint Old the possibility of future graduate work in the Testament, attempting to understand what the Master of Pastoral Studies program. ancient writers intended to convey. Emphasis on Requirements for a Major: 31 semester credits in various authors appearing in Old Testament. theology including THEO 101, 201, 202, 215, +THEO 202. Introduction to 307, 308, 411; one course each in moral theolo- the New Testament 3 credits gy and systematic theology. Majors are also Introduction to principles of interpretation of required to do one credit in Service Learning. New Testament and survey of themes and the- Majors must also maintain a B average in theolo- ologies of New Testament books. gy courses with no grade lower than a C. +THEO 215. Introduction to Requirements for a Minor: 15 semester credits of the Sacraments 3 credits theology including THEO 101, one course each The life of the Church as expressed in ritual wor- in scripture, moral theology and systematic the- ship is treated from the historical, theological, ology. and pastoral viewpoints. It encompasses the Requirements for a Concentration in Youth Church’s discipline for the celebration of the Ministries: THEO 101, 201, 202, 215, 260, 390, seven sacraments as well as the sources and 391–399; PSYC 294; SOC 399 (two semester interpretation of sign and symbol within the credits); THEO 307 and 308 recommended. sacramental system.

Catholic Studies Minor: See Catholic Studies sec- 161 Undergraduate Programs

+WI-THEO 219. Introduction to religious issues in America. Moral Issues 3 credits +WI-THEO 260. New Directions Includes theories of moral development, basic In Ministry 3 credits principles of moral theology and discussion of A foundation course in pastoral theology examin- current moral issues. ing significant trends taking place within the +THEO 240. Introduction to Church with regard to ministry, the identity of Black Theology 3 credits ordained and non-ordained ministers, as well as Demonstrates historically how Blacks and various forms of collaborative ministry. It stresses minorities have appropriated the truth of the historical, pastoral, and spiritual foundations Christian Gospels given and interpreted for them of Christian discipleship, emphasizing a vision of by their oppressors. It challenges participants, in ministry for the new millennium. particular the African-American community, to +THEO 300. Contemporary express their own contemporary theology in a Theological Issues 3 credits language and way that speaks to present day This course will survey and study examples from needs, experience, values and faith commit- five current movements in theology: ecumenical, ments. liberation, Black, feminist, and Christian paci- +THEO 245. Catholicism in America 3 credits fism. It will focus on how those movements grow General history of the Catholic Church in out of and challenge the Christian theological America as an institution and a people. Special tradition. emphasis on how Catholics lived their faith and +THEO 301. Jesus Christ: His Person how their faith was affected by the American and Mission 3 credits experience. Recommended: HIST 111, 112. Study of Jesus Christ as both divine and human. (Same as HIST 245) Sources of revelation as interpreted by contem- +THEO 250. Introduction to porary systematic theology and psychology. Comparative Religions 3 credits +THEO 302. Interdisciplinary Introduction to five major religions of the world, Seminar on Peace and Justice 3 credits their cultural/social foundations, spirituality, and This seminar is coordinated by faculty from the- contemporary ritual celebrations. Concentration ology and philosophy with an instructor from on Buddhism, Judaism, early Christianity, Islam, another discipline often invited to participate. and Hinduism. Part of the interdisciplinary minor in peace and +THEO 255. Religion in America 3 credits justice. (Same as PHIL 302) Through a consideration and analysis of the reli- THEO 303. The Theology of St. John 3 credits gious history and the unique experiences of the John’s theology discovered by a reading and various churches, religious sects, and religious, interpretation of his writings. Prerequisite: spiritual and philosophical movements within the THEO 202 or instructor permission. United States, this course explores the unique character of the American religious experience THEO 304. The Theology of the and examines America's pluralistic religious tra- Synoptic Gospels 3 credits dition. Special attention will be given to current Major themes and detailed interpretation of the first three Gospels: Matthew, Mark and Luke. Prerequisite: THEO 202 or instructor permis- + = Applicable toward general education degree requirements WI = Writing intensive course sion.

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THEO 305. The Theology of St. Paul 3 credits challenges students to draw their own critical Pauline theology discovered by a reading and conclusions. Prerequisite: Introductory philoso- interpretation of his writings. Application made phy or theology course. (Same as PHIL 311) to modern religious questions. Prerequisite: +THEO 312. Rome and Christianity 3 credits THEO 202 or instructor permission. Requires international travel. Consists of an +THEO 306. Peace and Nonviolence in interpretive exploration of the city of Rome and Comparative Scriptures 3 credits other sites of interest in Italy with an eye toward Studies selections from the Scriptures of understanding the theological development of Judaism, Christianity, Islam, Buddhism, and Christianity particularly in its sacraments, liturgy, Hinduism that address peace and nonviolence. martyrology, and doctrinal hierarchy. Course Introduces students to methods of reading scrip- notes and readings supplement the cities muse- tures in their historical and cultural contexts, as ums, galleries, archeological sites and public well as investigating a range of subsequent inter- monuments as the primary educational tools. pretations and applications. Teachings of other +THEO 313. Celtic Spirituality 3 credits religious traditions will also be surveyed. Studies Celtic spirituality from its earliest pre- +WI-THEO 307. History of Christianity: Christian origins through contemporary times. Early and Medieval 3 credits Sources include key texts, art and artifacts, The Church and Western society in the early and which function to introduce students to key medieval periods. (Same as HIST 307) themes that are inherent in Celtic spirituality. Students will be asked to consider these key +WI-THEO 308. History of Christianity: themes and evaluate the contributions of Celtic Reformation and Modern 3 credits spirituality to contemporary theological discus- The Church and society from the Reformation sion. through the modern age. (Same as HIST 308) +THEO 315. The Church: Its Meaning +THEO 309. Prayer, Spiritual and Mission 3 credits Life and Liturgy 3 credits Current theological thought on the faith commu- Examination of the historical patrimony of writ- nity as it actualizes itself in the modern world. ing on prayer and the spiritual life. Serious attention is given to the full meaning and process of +THEO 317. Problems of Faith, growth in holiness. Particular emphasis will be Theological Anthropology 3 credits placed on the eucharistic liturgy as the source Examination of the human being as the perceiver and summit of personal/communal prayer, as of God. Takes into account the question of well as authentic ways of celebration. doubt and the historical and cultural development of the person as one open to the transcen- +THEO 310. Music and Liturgy 3 credits dent. Introduces liturgical music of the past and present and gives a practical knowledge of how, +THEO 340. Women Theologians 3 credits why, and when to use it. Practical experience in Focus on selected readings from contemporary liturgical planning. Prerequisite: Instructor per- women who are recognized for their contribu- mission. (Same as MUS 310) tions in the field of Christian Theology. It will also look briefly at some women from earlier +THEO 311. Environmental Ethics 3 credits centuries of Christian history. Class conducted Discusses environmental issues, analyzes the var- primarily as a seminar with emphasis on class ious philosophical and theological responses, discussion. calls for an evaluation of those responses and 163 Undergraduate Programs

+THEO 345. Introduction to Religions THEO 362. Social Justice 3 credits of the West 3 credits Church teaching on social justice since Leo XIII. Presents three religions known as “Peoples of the Application of principles to contemporary issues Book.” Judaism, Christianity, and Islam are such as discrimination, capital punishment, war- defined as monotheistic religions. Examines four fare, peace and nonviolence, poverty and hunger. basic foundations of all three religions: Creed, +THEO 365. Theology of basic beliefs and theological positions; Code, eth- Christian Marriage 3 credits ical/moral dimensions of faith; Cult, the practice Examines the fundamental factors governing the of prayer, rituals, and worship, and Community, contemporary experience of married life. Deals the cultural, social, geographical, religious, and with principles and beliefs which enhance the spiritual dimensions unique in all ethnic popula- Christian understanding of covenant love as cele- tions and every religion. brated in the Christian/Catholic sacrament of +THEO 346. Introduction to Eastern marriage. Religions 3 credits THEO 370. Special Topics in Examines oriental spiritual traditions that may be Theology 1–3 credits non-theistic or polytheistic in nature. Four reli- For students with special interest in theology. gions will represent this oriental tradition: Students organize a reading program with the Hinduism, Buddhism, Confucianism, and guidance and approval of the instructor. Taoism. Like religions of the West, Eastern religions are rooted in four basic foundations: THEO 375. Special Topics in Scripture 3 credits Creed, basic doctrines and theological or philo- Study of a particular aspect of the thought of the sophical/spiritual positions; Code, the Old or New Testament. May be offered as a ethical/moral dimensions of faith; Cult, the prac- class or as individual directed study. Prerequisite: tice of spiritual disciplines, such as meditation, THEO 201 or 202, depending on the nature of yoga, Tai Chi, prayer, rituals, and Bhakti devo- the special topic. tion; and Community, all the cultural, social, THEO 390. Sharing Faith: geographical, religious, and spiritual dimensions Contemporary Catechesis 3 credits unique to these Eastern traditions. Principles of faith sharing according to contem- +THEO 350. The Protestant Perspective 3 credits porary catechetical models and methodologies. Introduction to spirit and forms of Examination of materials, structures, and Protestantism, with consideration of historical approaches suitable for people at the various perspectives, and emphasis on theological and stages of faith development from infancy through ecclesial development. adulthood.

+THEO 354. The Jewish Perspective 3 credits THEO 399. Ministry Internship 1–6 credits Examines perspectives on Jewish life and An off-campus experience in ministry with a thought. Topics may include Jewish theology, strong educational component. Includes a begin- worship, writings, personages and the fun- ning and ending six-session seminar with a ten- damentals of Judaism. week supervised parish apprenticeship. May be taken for a “regular” grade or pass/fail. Offered in cooperation with the Diocese of Davenport.

THEO 401. Bioethics 3 credits + = Applicable toward general education degree requirements WI = Writing intensive course Study of the intricate relationship among science, 164 Undergraduate Programs medicine, law, and ethics today. Prerequisite: A cy and faith growth. Focuses on a synthesis of basic course in moral theology, ethics, or instruc- four areas of required theological study, i.e. bibli- tor permission. cal, historical-systematic, moral, and sacramental-spiritual. +THEO 403. The Holocaust 3 credits Study of the historical event known as the THEO 444. Art of Christian “Holocaust.” After a brief overview of the history Pastoral Counseling 3 credits of anti-semitism, attention will focus on condi- An introductory survey of the dynamic principles tions which gave rise to Nazi anti-semitism, the of theology, tradition, and applied pastoral skills “Final Solution,” and Jewish existence in the and experience within the Christian tradition. Nazi ghettos and death camps. Jewish resistance, Prerequisite: PSYC 342 or instructor permission. the help of “Righteous Gentiles,” and ethical THEO 450. Theology of Eucharist 3 credits issues addressed by post-Holocaust theologians The Authors of “The Constitution on the Sacred will be considered. Liturgy,” in the Documents of Vatican II have +THEO 404. The Catholic Perspective 3 credits defined the Eucharist as “the summit and means Study of the qualities and characteristics, the by which all the prayers of the church are direct- philosophy and theology that distinguishes the ed. Eucharist is the core mystery and sacrament Catholic perspective from others within the of Christ's Incarnation presence in the church human family, among the religions of the world, and in the World.” Sacrosanctum Concilium and as a part of the broader Christian communi- states: “The eucharistic liturgy is thus the out- ty. Prerequisites: HIST 307, 308, or instructor standing means by which the faithful can express permission. in their lives, and manifest to others, the mystery of Christ and the real nature of the true church. +THEO 409/MPS 571. Christian Mystical It is of the essence of the church that she be both Tradition 3 credits human and divine, visibly and invisibly endowed, Explores the soul’s process of passing from eager to act and yet devoted to contemplation, “ordinary” prayer to the contemplative and mys- present in this world and yet not at home in it tical life and the characteristic stages of that evo- (S.C.I.2).” This course will explore in detail the lution. Presents a “Summa” of contemplative/ theological, spiritual, and pastoral implications of mystical prayer treated in a few of the original Eucharistic doctrine outlined in the entire docu- sources or writings in the Christian mystical tra- ment on the Liturgy. Special emphasis will be dition. Prerequisite: THEO 309 or instructor placed on exploring the theological and pastoral permission. dynamic of Eucharist as “sacrifice” and as THEO 411. Senior Seminar in Theology 3 credits “meal.” The ultimate goal of the course is to This capstone course for senior theology majors challenge students to investigate the possibilities challenges them to create a synthesis and integra- of Eucharist as a transforming power in the tion of various theological disciplines utilizing world, secular and sacred. tools of theology method, theological reflection and personal integration. Requires in depth Certificate in Youth Ministry research and writing of various themes deter- The Certificate in Youth Ministry Studies is a mined by collaboration between student and pro- ministry-education program for those in ministry fessor. The research, writing, and oral delivery of with youth, ages 8 to 18, in both parish and completed research/integration projects serves as school settings. It equips leaders with the knowl- a means of assessing both theological competen- edge, skills, and practical tools and techniques

165 Undergraduate Programs

needed for creative and comprehensive ministry of adolescent spirituality and spiritual de- with you. The program includes eight courses. velopment, and of the contexts and approaches The primary aim is to promote personal, spiritu- for nourishing the spiritual growth of youth. al, and ministerial growth. Courses will be THEO 396. Foundations for Ministry offered on SAU Campus during two separate Leadership 1 credit weekends in June and July. Presents principles for doing youth ministry in a THEO 391. Practices of Youth Ministry 1 credit multi-cultural society and church. Special Develops practical principles for ministry with emphasis is given to a basic understanding of youth drawn from psychology, sociology, culture, culture, the dynamics of cross-cultural contact at family, and social trends which are relevant for the systemic and interpersonal level, cross-cultur- ministry with youth. al communication, and the problem of prejudice. Specific issues facing youth of various cultures in THEO 392. Principles of Youth Ministry 1 credit the U.S. and models of multi-cultural youth Deepens and expands understanding of the theo- ministry will be treated so as to enable youth logical foundations of Christian ministry and of ministers to more effectively work with youth contemporary spirituality for ministry. A contem- from their own and other cultural groups. porary view of the mission and ministries of the Church will integrate theological and historical THEO 397. Skills for Christian analysis. Course concludes by exploring the Leadership 1 credit future direction of Church ministries. This course is a practical guide to working effectively in identifying, enabling and exemplifying THEO 393. Fostering the Faith Growth of Youth talent, gifts, skills in self and others. Principles of Through Evangelization and Catechesis 1 credit leadership will be examined as both temporal Develops skills for evangelizing and storytelling, and spiritual. The purpose of the course is to organizing a catechetical curriculum for younger empower the participants spiritually in order to and older adolescents, and creating learning recognize the operative gifts of the Spirit in experiences that respect the learning styles of themselves and others. It will provide students adolescents from different cultures. with a vocabulary and tools to minister in their THEO 394. Fostering the Faith Growth of respective churches effectively and skillfully. Youth Through Justice and Service 1 credit THEO 396. Fostering the Faith Growth of Youth Explores the foundations of fostering a justice through Pastoral Care 1 credit and peace consciousness and spirituality in youth This course approaches the ministry of care as a drawn from theology and scripture, social analy- service to individual persons, those ministering to sis, and adolescent development. Develops prin- them, and the broader service of the Church and ciples and skills for creating educational pro- world. The course develops a theoretical and grams, service/action projects, and infusion practical interpretation of the meaning of pas- strategies for justice, peace and service. toral care within the context of the Judeo- THEO 395. Fostering the Faith Growth of Christian faith tradition. In combining theory Youth Through Prayer and Worship 1 credit and practice the course will introduce students to Explores the interrelationship of growth in faith the multi-dimensions of pastoral care within a and spiritual development. Includes an analysis variety of ministries, more specifically in youth ministry. Emphasis will be placed on communi- + = Applicable toward general education degree requirements cation and listening skills, assessment of symp- WI = Writing intensive course 166 Undergraduate Programs

toms, crisis, and conflict while demonstrating the WI-WMST 390. Women’s Studies potential for spiritual and psychological change Seminar 3 credits within a process of transformation, utilizing the The capstone experience in the program. power of freedom, creativity, community, rela- Provides an opportunity for scholarly research tionship, and redemptive love. and writing in an interdisciplinary setting. Prerequisites: WMST 201 and six credits of course work in the minor, or instructor permis- Women’s Studies sion. Students pursuing a women’s studies minor must select a mentor from members of the Women’s Studies Advisory Committee. The mentor will guide and direct the student in selecting courses.

Requirements for the Interdisciplinary Minor: (18 credits) including WMST 201, 390. At least six credits from: ENGL 222, PSYC 203, 312, SOC 322, THEO 340, WMST 310, 315. Up to six credits from: MGMT 325, COMM 203, ENGL 304, HED 207, HIST 240, 336, 337, 338, SOC 310, SVLN 201, THEO 300, 362, WMST 350.

Course Descriptions

WMST 201. Women’s Studies: A Cross-Cultural Introduction 3 credits Provides an overview of topics and approaches that mark women’s studies across disciplinary and cultural boundaries.

WMST 310. Topics in Women’s Studies 3 credits Explores a particular issue related to women and/or gender in an interdisciplinary setting. Prerequisite: Instructor permission.

+WMST 315. Latin American Women’s Issues 3 credits Explores the challenges and the opportunities faced by Latin American women of the past and present. Prerequisite: Sophomore status.

WMST 350. Independent Study 1–3 credits Directed individual reading, research and/or writing on topics approved by the Women’s Studies Advisory Committee. Prerequisite: Instructor permission.

167 Graduate Information

169 Graduate Information

Academic and Each program has additional policies which are explained in that program’s admissions packet. General Information In addition, some programs have a student handbook which provides additional information. Degrees St. Ambrose University offers courses leading to Admission the following graduate degrees: 1. To be considered for admission to most grad- Master of Accounting uate programs as a regular student, the appli- Master of Business Administration cant must be a bachelor’s degree recipient Master of Business Administration in Health from an accredited institution (exceptions to Care this are the Doctor of Physical Therapy and Master of Criminal Justice Master of Occupational Therapy.) The Master of Criminal Justice in Juvenile Justice Doctor of Business Administration requires a Education master’s degree. Beyond this, each depart- Master of Education in Disability Services mental program has its own specific require- Master of Education in Educational Leadership ments for admission which are detailed in the Master of Education in Special Education departmental admission application packet. Master of Information Technology Management 2. The application procedure is as follows: Master of Occupational Therapy • Obtain application packet from program of Master of Organizational Leadership interest. Complete application forms and Master of Pastoral Studies return them to the program of interest, Master of Social Work along with the non-returnable application Doctor of Business Administration fee. Doctor of Physical Therapy • Request that the registrar of each college or university attended send official transcripts Degree Requirements directly to the program of interest. Each graduate program has its degree require- • Take any examinations required by the pro- ments listed with the curricula and course gram (GRE, GMAT, etc.) and have the descriptions immediately following the graduate results sent to the program of interest. information section of the catalog. • Fulfill any additional program requirements and have the items sent to the program of Graduate Class Load interest (such as letters of recommendation A graduate student with a class load of nine or a personal statement). semester credits is considered a full-time student, • Applicants whose native language is not one with six semester credits is considered a English must supply results of an English three-quarter time student, and one with three proficiency exam. Usually, the Test of credits is considered a part-time student. For the English as a Foreign Language (TOEFL) is summer session, a class load of three credits is submitted. A minimum TOEFL computer considered full time. score of 213 (550 paper score) is recommended by the Graduate Council, but Graduate Education Academic Policies requirements will vary by program. For The following are minimal policies and proce- additional information see the International dures which apply to all St. Ambrose University Student Admissions section. graduate programs, and which were approved by • Admission deadlines vary by program. the St. Ambrose University Graduate Council. 170 Graduate Information

Graduate Level Grading System Note: An “IP” grade is to be used with courses The Graduate Council has approved the follow- that are not expected to be completed within a ing as the acceptable description of grades and regular academic semester. Courses seeking to grade quality points. Some programs may not use this grade are approved by the Educational use the entire range of grades. Students should Policies Committee. Courses approved to use refer to their program’s student handbook for this grade have a notation within their course grading policies specific to their area of study. description. The requirements for use of this A Superior performance grade are as follows: A- ; B+, B Suitably proficient performance 1. Completion of course work is limited to one B-; C+, C Marginal performance academic year from date of enrollment. C-; D Unsatisfactory performance 2. This grade will carry “Resident Credit” that F Failure can be used to meet financial aid and loan P Passing work completed in a course deferment requirements for one academic where the student is registered year from date of enrollment. Pass/No Pass 3. Satisfactory progress has to be confirmed by NP Not passing work completed in a the department chair at the beginning of each course where the student is regis- semester within the academic year. tered 4. If the work is not completed within one acad- Pass/No Pass emic year, the student will have to re-enroll in Note: With regard to “P” and “NP” grades, a the course and accept all financial conse- “P” grade would indicate work equivalent to an quences of this action. A, B, or C. An “NP” grade would indicate work X Absence from the final examination (a sched- equivalent to a D or F. If further clarification of ule of completion is to be worked out in a “P” or “NP” grade is required, such as when a accordance with regular University and gradu- student transfers coursework to another program ate program policies.) or institution, the student should consult with AU Course taken on audit basis the director of the program in which she or he Grade Quality Points earned the Pass/No Pass grade. A = 4.00 W Withdrawal from a course (not a A- = 3.75 grade) B+ = 3.50 WF Withdrawal from a course while B = 3.00 doing failing work B- = 2.75 WP Withdrawal from a course while C+ = 2.50 doing passing work C = 2.00 Incomplete Student does not complete all course C- = 1.75 requirements (grade must be amend- D = 1.00 ed in accordance with regular uni- F = 0.00 versity and graduate program policies.) IP In Progress work (for students in courses that are not expected to be completed within the normal semester, i.e. Special Education Thesis. See explanation below.)

171 Graduate Information

Good Academic Standing experiential learning by awarding a limited number A “B” (3.0 point) average or above is to be main- of credits for documented learning (documented tained in all course work to remain in good acade- through exam or portfolio preparation). Check mic standing. Individual programs may have with the director of the program of interest for spe- requirements in addition to this. Consult the cific information. departmental admission packet for information on Criminal Record Check your program. Many departmental programs have policies regard- Failure to meet these academic requirements ing individuals convicted of a felony or with a crim- will cause a probationary status. Students need to inal record. Students should refer to the depart- remove themselves from probation within two con- mental admissions packet for information. secutive semesters. Application materials for those programs requiring A student dropped for academic deficiency may a criminal record check, generally require students appeal to the appropriate program director accord- to complete a form indicating that they have read ing to each program’s policy. the departmental policy, and return the signed A 3.0 grade point or above is required to gradu- form with their admissions materials. ate. Review of Academic Progress Full-time and Part-time Status Each program has its own policy for handling acad- For financial aid, the Registrar certifies a graduate emic review of students on academic probation and student with a class load of nine semester credits as related appeals. In addition the Board of Studies a full-time student, one with six semester credits as reviews student grades. a three-quarter time student, and one with three credits is considered as a part-time student. For the Change of Registration summer session, a class load of three credits is con- Students wishing to change their registration must sidered full time. record it officially on the appropriate form in the Office of Records and Registration, or the student Re-taking Coursework will receive an “F” in the unofficially dropped A student may retake on a one time only basis, any course and there will be no credit for the unofficial- course with a “C” or lower grade. The repeat may ly added course. It is the student’s responsibility to be from another accredited institution (pre- inform the appropriate graduate office and confirm approved in writing by the departmental program that the change has been recorded in Records and director) or through pre-approved course work at Registration. St. Ambrose. No more than two courses may be During a 15-week academic semester, if a retaken. Students should refer to their departmen- course is dropped between the first week and the tal program student handbook for policies specific end of the fourth week of class, no grade is official- to their area of study. ly recorded. During sessions, which are less than Transfer Credits 16 weeks, the time periods are prorated for with- Transfer policies vary across departmental pro- drawal. grams, and each program has its own rules. If a course is dropped between the end of the Transfer credits must be from an accredited pro- fourth week and the end of the 10th week, the gram. Additional information is available in the grade of “W” (Withdrawal) is officially recorded. If department of interests application packet. a course is dropped after the 10th week, the change is officially recorded as “WF” (Withdrew Failing) Experiential Learning Credit / Credit Through or “WP” (Withdrew Passing) as determined by the Examination instructor. Some departments acknowledge the role of prior

172 Graduate Information

Withdrawal From the University graduate assistants provide one-to-one learning Official withdrawal from the University during the skills instruction. The University also has a FM semester is arranged with the appropriate college hearing assistance system for use in the Galvin dean or the registrar before the student leaves the Fine Arts Center and Christ the King Chapel. campus. Official withdrawal insures that all records Personal transmitters and receivers are available properly reflect such action. Students who leave for use in the classroom. unofficially will receive “F” grades in all classes Services and accommodations are not limited to listed on the official registration. those listed above. Students are encouraged to meet with the coordinator of Services for Students Research, Theses, and Comprehensive Exams with Disabilities to discuss services that will allow Research, theses, dissertations, and comprehensive equal access to the opportunities provided by the examination requirements are established by the university. individual graduate programs within the University. Graduate departments see that theses Policies Regulating Academic Honesty and dissertations are consistent in style and for- “Plagiarism” involves submitting work prepared mat, suitable for publication, binding, and perma- outside of class that is not entirely the student’s nent storage in the O’Keefe Library. own, such as papers, reports, and oral presentations. Certification for Degree Completion “Simple plagiarism” refers to the occasional use The graduate department completes a degree audit of words or ideas from outside sources without which states the student has completed the degree documenting these sources. As a possible penalty, requirements. This degree audit is then reviewed the instructor may require the work to be resub- by the Office for Records and Registration which mitted with documentation and/or require the stu- verifies degree completion for the student’s official dent to work on documentation at the Student record and for graduation. The Office for Records Success Center. and Registration asks that students submit an “Aggravated plagiarism” refers to purchasing a application for graduation one year before the date paper, having another person write a paper, or of planned completion of requirements for gradua- extensive copying of words or ideas from outside tion. Late applications will be accepted by the sources. Possible penalties range from having to office up to three months before graduation day. resubmit the assignment to receiving a grade of F Disabilities Services for the course. Students with disabilities may use a variety of ser- “Cheating” refers to dishonesty in classroom vices or reasonable accommodations intended to examinations. reduce the effects that a disability may have on “Simple cheating” refers to occasional copying their performance in a traditional academic setting. from another’s paper during an examination. As a Services do not lower course standards or alter possible penalty, the student may be required to degree requirements, but give students a better retake the examination. opportunity to demonstrate their academic abili- “Aggravated cheating” refers to the use of “crib” ties. notes or extensive copying from another’s paper. Services may include readers, scribes, notetak- As a possible penalty the student may receive an F ers, sign language interpreters, alternate exam on the examination or receive a WF or F for the arrangements, advocacy, academic advising, books entire course. on tape, screening and referral for diagnosis of a “Organized cheating” refers to the use of a disability, and liaison with other university and stolen examination and to any attempt to change a state agencies. A learning disabilities specialist and grade by dishonest means, such as changing scores 173 Graduate Information in an instructor’s grade book. As a possible given 48 hours to prepare a defense. The penalty the student may be suspended from the Judicial Board will determine guilt or inno- university for one semester, and serious cases cence in each case. In those cases where the may result in expulsion from the university. student is guilty, the Judicial Board will apply Little distinction is made between the student a penalty taken from these guidelines, taking who is actually guilty of academic dishonesty and into consideration the recommendation of the anyone who aids the student by such action as professor. The ruling of the Judicial Board providing a copy of a stolen examination, or by may be appealed to the vice president for aca- writing a paper for another student. demic affairs, whose ruling will be final and An instructor and the university can change a binding. student’s grade at any time, even after a course *The Board is made up of three professors (the three elected has been completed if the student has committed members of the Faculty Grievance Committee, with ex-officio members serving as alternates), and three students elected by an act of academic dishonesty. the Student Government Association. The following process will be used to investigate acts of cheating or plagiarism and to imple- Graduate Commencement Policy ment the suggested penalties: Graduate students can participate in commence- 1. An investigation may be initiated by a profes- ment upon certification by a graduate program sor or a student or parties who have reason to director. Each program will develop its own poli- believe an offense has taken place. Students cy regarding whom may participate in com- or others need only notify the professor, the mencement, and upon approval by the department chair, the appropriate college Educational Policies committee, publish it in the dean, or dean of students, either verbally or in program’s handbook. writing, that they think a violation has taken place. Names of those supplying information Graduate Student Government will be held in confidence by the university. All registered graduate students are eligible to 2. The professor may pursue the matter either serve in the Graduate Student Government informally or formally. The professor may Association (GSGA). The GSGA elects its offi- confront the student with the charge informal- cers and meets monthly, representing student ly and suggest a sanction that the professor concerns, planning student activities and provid- feels is appropriate. The student may either ing certain services to the graduate students not accept the sanction or may request a formal otherwise provided by the university administra- hearing before the SAU Judicial Board.* tion and staff. 3. The professor or the student may pursue the investigation formally through the office of the Graduate Expenses dean of students and the Judicial Board. This Tuition and fees vary by program. Contact the method is suggested for those charged with program director for current information. organized cheating or aggravated plagiarism, for example, those who may have supplied a Tuition Refunds paper or sections of a paper to another stu- Students are obligated for the full amount of dent and who may or may not be enrolled in tuition for which they are registered, subject to the class in question. the refund schedule. For information on the 4. The dean of students will give written notice tuition refund schedule, contact program office, to the individual(s) involved within 24 hours the Records and Registration Office, or the of the complaint, and the student will be Student Account Services Office.

174 Graduate Programs

177 Graduate Programs

Master of Accounting requisite requirements. • Official transcripts from each undergraduate College of Business and graduate school attended must be sent to With the ever-changing environment in business the College of Business Graduate Office. due to technological advances, environmental • Candidates for the MAcc program must sub- changes, international competition, as well as mit an official score from the Graduate government and tax regulation, today’s accoun- Management Admissions Test (GMAT). No tant must be prepared to meet the challenges of GMAT score older than five (5) years is clients and other professionals. In order to be accepted. successful in this environment, the accountant • The candidate must achieve a minimum score needs to be professionally oriented, socially con- of 1100 on the admission formula (calculated scious, and academically prepared. The Master by multiplying the undergraduate grade point of Accounting program prepares individuals for average by 200 and adding the GMAT score) professional careers and ultimately for leadership to be fully admitted to the Master of positions in today’s business world. In addition, Accounting program. in many states, those desiring to become certified as a Certified Public Accountant (CPA) must Admission Status have 150 hours of college education. A natural Students may be admitted for the fall, spring, or extension in the pursuit of this requirement is, summer semesters. and will continue to be, graduate education in 1. Full Admission. The student’s file is com- the field of accounting. plete. The College of Business Graduate Office must have received; an application with Master of Accounting Program the non-refundable application fee; official The Master of Accounting program (MAcc), transcripts; and an official GMAT score, not nationally accredited by the Association of older than five (5) years. A minimum admis- Collegiate Business Schools and Programs sion formula score of 1100 points is required. (ACBSP), is an interdisciplinary program. The 2. Conditional admission may be granted when 30-hour MAcc degree has the flexibility to the student’s file is incomplete. The College accommodate students with a variety of educa- of Business Graduate Office must receive the tional backgrounds and career objectives. student’s official transcripts by the end of the Students have the choice of taking nine to fifteen first semester and the GMAT must be taken of the graduate credit hours required for the before the student registers for more than 9 MAcc degree in the MBA or other graduate pro- credit hours or for a 2nd term. If these condi- grams. Student have the option to earn their tions are not met the student may be dis- degree in either an accelerated, a one-year, or a missed from the program. part-time two-year format, all with convenient 3. Probationary admission occurs when a stu- day and evening class times. dent has an admission formula score below 1100. These applications are reviewed for Admission Requirements Individuals with a bachelor’s degree in any field probationary status on a case-by-case basis by from an accredited institution may apply to the the MAcc director. Admission decisions will Master of Accounting program. take into consideration the student’s personal • Those with undergraduate accounting degrees motivation to succeed. have fulfilled all prerequisites. Those with 4. Special Student Status is granted to students other undergraduate degrees must fulfill pre- who wish to enroll in graduate level courses,

178 Graduate Programs

but are not seeking a graduate degree or cre- gram. A student dismissed from the program due dential. Special Status Students are allowed to to academic deficiency may reapply for admission take up to three graduate courses without after a minimum of one elapsed semester. declaring a program of study. They are Prerequisites required to follow regular application and reg- The equivalent of an undergraduate degree in istration procedures (except for the GMAT). accounting from an accredited 4-year college will Application Procedures meet the prerequisite requirements for the MAcc To apply for the MAcc program, submit the fol- program. lowing to the College of Business Graduate Office The prerequisites for other undergraduate 1. A complete Application for Admission form degrees include: 24 hours of accounting; 6 hours with the non-refundable application fee. If of economics; 9 hours of business (3 hours of applying electronically, the fee is waived. business law; 3 hours of business statistics; and 3 2. In order for the student to register for classes, hours of business elective); and 3 hours of college the College of Business Graduate Office must math at the level of college algebra or higher. A receive evidence that the student has met the candidate may enroll in a Master of Accounting academic admission requirements of the pro- course as soon as the prerequisites for the course, gram. Examples of evidence include student which are listed in this catalog, are met. copies of transcripts or a copy of their degree Graduate Course Requirements for the Master of diploma. Official transcripts must be on file Accounting: 30 semester credits including MAC before a student will be allowed to register for 601, 603 and 609 and a minimum of six semester a second semester or session. credits of graduate accounting electives from the 3. An official GMAT score. Students will not be following courses: MAC 605, 606, 607, 608, 610, allowed to register for more than three (3) 614, 616, 618, 620, 625; and a maximum of fif- courses in their first term and will not be teen semester credits of graduate electives which allowed to register for a second term until the must be approved by the accounting department. official GMAT score is received, and the minimum score of 1100 on the admission formula Graduate Course Requirements for the Master of is met. Requests to waive this requirement due Accounting with a Concentration in Management to extenuating circumstances must be Information Systems: 30 semester credits including reviewed by the Master of Accounting pro- MAC 601, 603, 609 and 608 and a minimum of gram director. three semester credits of graduate accounting electives from the following courses: MAC 605, Academic Status 606, 607, 610, 614, 616, 618, 620, 625; six hours MAcc students are required to maintain a 3.0 (B) of required graduate systems courses chosen from grade point average or above. At any point in the MBA 780, 781, 782, 783, three hours of elective process of completing the MAcc program where a graduate systems courses chosen from MBA student falls below a 3.0 grade point average, 780*, 781*, 782*, 783*, CSCI 650, 660, 750 and he/she is placed on academic probation. Students a maximum of six semester credits graduate elec- must remove themselves from academic proba- tives which must be approved by the accounting tion within their next two semesters. For each C department. grade earned, there must be an offsetting A *May be taken as an elective if not taken as part of the required grade. Only two C grades are permitted in the graduate systems courses. MAcc program. A third C grade or an F grade will result in academic dismissal from the pro-

179 Graduate Programs

Course Descriptions at business problems in a total financial sense including how taxes will impact various alterna- MAC 601. Advanced Financial tives. Tax aspects of corporate mergers, acquisi- Accounting Theory & Emerging Issues 3 credits tions, reorganizations, and liquidations are stud- A study of financial accounting theories such as ied along with the state taxation of corporations. efficient market hypothesis and equity theories Prerequisites: ACCT 301, 302; ACCT 305, 306, and their treatment in the accounting for pen- or equivalent. sions, leases, deferred income taxes, and other financial accounting issues. Includes the study of MAC 608. Advanced Accounting FASB, the Emerging Issues Task Force, SEC, Information Systems 3 credits AICPA and other influential organizations. Study of the design and analysis of accounting Emphasis on the analysis of pros and cons of information systems, automated data processing alternative treatments. Prerequisites: ACCT 301, methods for independent and internal auditing 302, or equivalent. procedures, and the role of accounting in the management process. Prerequisites: ACCT 301, MAC 603. Advanced Managerial 302, 312, or equivalent, or instructor’s permis- Accounting Theory & Controllership 3 credits sion. Contemporary managerial accounting models and applications including activity based costing, MAC 609. Research Methods/Report Writing kaizen costing, target costing, quality costs, JIT, and Communication in Business 3 credits decentralization, and investment decisions. Also A study of the examination of methods of inquiry discussed are skills requisite for a career as a con- and research and development of competence in troller, including accounting and budgeting for professional writing. Includes extensive library management control and performance and evalu- research and outside readings in areas of selected ation issues. Prerequisites: ACCT 307 or MBA accounting literature. Numerous writing projects 507, or equivalent. are required including a major research paper. Prerequisites: ACCT 301, 302, or equivalent. MAC 605. Advanced Tax Topics 3 credits A review of the federal tax code as it relates to MAC 610. Advanced Financial Accounting Topics 3 corporations, partnerships, estates and trusts. credits includes tax planning to maximize preferential An in-depth analysis of advanced, specialized tax treatment. Prerequisites: ACCT 301, 305, or phases of financial accounting. Topics include equivalent consolidations, partnerships, foreign currency transactions, bankruptcy, and Securities and MAC 606. Advanced Auditing 3 credits Exchange Commission reporting requirements. A critical study of the public accounting profes- Prerequisites: ACCT 301, 302, or equivalent. sion, structure, and problems. Examination of public accounting issues such as regulation, MAC 614. The Management Consulting Profession opinion shopping, legal liability, and audit pric- 3 credits ing with particular emphasis on current develop- Insights to building and managing a successful ments in the profession. Prerequisite: ACCT 304 management consulting practice. Organized into: or equivalent. the Consulting Profession, the Marketing of Consultant Services, Models and Methods for MAC 607. Research/Cases in Consulting, Stages in Consulting, and Key Taxation 3 credits Factors for a Successful Practice. Prerequisites: Covers individual and corporate taxation. Looks ACCT 301, 302, 307, or equivalent.

180 Graduate Programs

MAC 616. Government and Nonprofit Accounting Master of 3 credits A study of accounting and financial reporting Business Administration principles for federal, state and local govern- College of Business ments; public and private colleges, hospitals, The H.L. McLaughlin MBA program is and other nonprofits. Prerequisites: ACCT 201, designed to prepare managers and administra- 202, or equivalent tors for positions in business and industry as MAC 618. International Accounting 3 credits well as not-for-profit organizations. The MBA is A study of financial accounting concepts at the a professional degree which is available to stu- international level. Concepts include foreign dents with a bachelor’s degree in any major. currency transactions, interpreting foreign finan- The College of Business (including The H.L. cial statements, presentation of foreign/domestic McLaughlin MBA program) is nationally financial statements, and the role of the ac- accredited by the Association of Collegiate countant in international monetary transactions. Business Schools and Programs (ACBSP). It is Prerequisites: ACCT 301, 302, or equivalent. also a member of the American Assembly of Collegiate Schools of Business (AACSB) and MAC 620. Seminar in Graduate Accounting Topics makes every effort to comply with their curricu- 1–3 credits lum and admission guidelines. An advanced study of specific accounting top- The part-time H.L. McLaughlin MBA pro- ics, issues or themes. Topics will be specified gram, at the Davenport campus and each of its each semester. Students may repeat course if it eight locations, provides an ideal educational is on a separate topic not previously studied for opportunity for many professionals. They are credit. Examples of topics offered include: able to earn a nationally accredited MBA degree Forensic Accounting, Taxation of Closely Held by attending class in the evenings (and Businesses, and Financial Planning for Clients. Saturdays or in the daytime at the Davenport Prerequisites: minimum of ACCT 301 and campus) while maintaining a full-time career. ACCT 302, or equivalent. Other prerequisites The one-year MBA format is identical to the vary with topic being offered, subject to instruc- part-time MBA program in terms of require- tor’s discretion. ments and course work. To complete the MBA MAC 625. Graduate Accounting requirements in just one year, students take Internship 1–3 credits courses during the pre-semester (pre-fall), fall This course provides student with a practical, semester, winter interim, spring semester, and real world experience in the field of accounting summer sessions during the day and/or evenings by working under the supervision of an account- and Saturdays at the St. Ambrose campus in ing professional. A research project related to Davenport and/or evenings at the satellite cam- this work experience is required. Pass/No Pass puses. Because of the rigorous course schedule, course. Director approval required. students in the one-year program are encouraged to keep outside employment to a minimum.

Admission Requirements Individuals with a bachelor’s degree in any field from an accredited institution may apply to the St. Ambrose University H.L. McLaughlin MBA program. 181 Graduate Programs

• Official transcripts from each undergraduate level courses, but are not seeking a graduate and graduate school attended must be sent to degree or credential. Special Status Students the College of Business Graduate Office. are allowed to take up to three graduate • Candidates for the MBA program must sub- courses without declaring a program of study. mit an official score from the Graduate They are required to follow regular applica- Management Admissions Test (GMAT). No tion and registration procedures (except for GMAT score older than five (5) years is the GMAT). accepted. Application Procedures • The admission formula is calculated by multi- To apply for the MBA program, submit the fol- plying the undergraduate grade point average lowing to the College of Business Graduate by 200 and adding the GMAT composite Office: score. A minimum score of 950 based on this 1. A complete Application for Admission form formula is required for fully admitted status. with the non-refundable application fee. If Admission Status applying electronically, the fee is waived. Students may be admitted for the fall, spring, or 2. In order for the student to register for classes, summer semesters. the College of Business Graduate Office must 1. Full Admission – the student’s file is com- receive evidence that the student has met the plete. The College of Business Graduate academic admission requirements of the pro- Office must have received: an application with gram. Examples of evidence include student the non-refundable application fee, official copies of transcripts or a copy of their degree transcripts, and an official GMAT score not diploma. Official transcripts must be on file older than five (5) years. A minimum admis- before a student will be allowed to register for sion formula score of 950 points is required. a second semester or session. 2. Conditional admission may be granted when 3. An official GMAT score. the student’s file is incomplete. The College Students will not be allowed to register for of Business Graduate Office must receive the more than three (3) courses in their first term student’s official transcripts by the end of the and will not be allowed to register for a second first semester and the GMAT must be taken term until the official GMAT score is received. before the student registers for a second term. Requests to waive this requirement due to exten- If these conditions are not met the student uating circumstances must be reviewed by the may be dismissed from the program. director of MBA Academic Services. 3. Probationary admission occurs when a stu- In order to register for MBA 505 Statistical dent has an admission formula score below Methods for Decision Making, the student must the minimum standard of 950 points, or s/he have a GMAT quantitative score above the 35th falls below a composite score of 400 on the percentile. If initially the score is below the 35th GMAT. These applications are reviewed for percentile there are two options the student can probationary status on a case-by-case basis by pursue to meet this requirement: the MBA Admissions and Retention a. retake the GMAT and receive a score Committee. Full admission is achieved upon above the 35th percentile, or completion of the first four courses with b. take MBA 500: Mathematics for grades of “B” or better. Management and Economics. 4. Special Student Status (Non-Degree Seeking) Courses By Examination – students who wish to enroll in graduate Students who have developed a competency in

182 Graduate Programs

Financial Accounting (MBA 506), Managerial test-out, s/he cannot re-take the exam and Accounting (MBA 507) or Macroeconomics must take the course. (MBA 526) may wish to seek equivalency credit Even though a student may test-out of as through test-out, the equivalent to an end-of- many as three (3) courses, s/he may only have one course comprehensive final examination. (1) pending test-out at a time. Upon completion The following process will be followed: of the test-out, the student may request to test- 1. To be eligible to test-out, the student must be out of another course. The test-out can be used proficient in the area that s/he seeks to test- to satisfy the prerequisite for another course only out. The student must submit a written when the process is complete and credit is grant- request to the director of MBA Academic ed. Services with a detailed explanation of the Academic Status competency and how it was acquired. A $100 MBA students are required to maintain a 3.0 (B) fee must be submitted along with the request. grade point average or above. At any point in the Note: if the request is not approved, the fee process of completing the MBA program where a will be returned. student falls below a 3.0 grade point average, 2. The request is reviewed by faculty and he/she is placed on academic probation. Students approved or disapproved by the director of must remove themselves from academic probation MBA Academic Services. within their next two semesters. For each C grade 3. If approved, the director of MBA Academic earned, there must be an offsetting A grade. Only Services signs the approval and assigns and two C grades are permitted in the graduate pro- notifies an instructor who provides a syllabus gram. A third C grade or an F grade results in to the student and prepares the test. academic dismissal from the program. Any stu- 4. The student has thirty-five calendar (35) days dent dismissed from the MBA program due to from the date on the letter of notification of academic deficiency can reapply after a minimum approval to complete the competency exam. It of one elapsed semester. (Refer also to grading is the student’s responsibility to contact the policies and grade point determination). College of Business Graduate Office to schedule the exam. Failure to complete the exam MBA Programs of Study within the 35 calendar day period will result in The MBA Management Generalist program con- losing the right to proceed with the test-out. sists of 15 three-semester hour courses (13 S/he will also forfeit the $100 test-out fee. required, 2 individual career needs) for a total of 5. A test-out form with the assigned instructor’s 45 graduate credit hours. All course work should name, phone number, and office number will be completed within five years. The program is be completed and sent to the student with offered to students from any academic discipline. attached information regarding the exam (e.g. Some academic backgrounds outside of the syllabus) including the text. area of business may not fully provide students 6. The assigned instructor grades the exam. If a with adequate coverage of the fundamental busi- grade of B or better is earned, the student is ness disciplines. Therefore, three specific gradu- granted equivalency credit. The student will be ate-level courses have been designated as leveling, notified of the results and an earned equivalen- or CPC (Common Professional Components) cy will be recorded in the student’s permanent courses. These three courses are: MBA 506, file as such and will have no bearing on their Financial Accounting; MBA 507, Managerial grade point average. Accounting, and MBA 526, Macroeconomics. All 7. If a student does not successfully complete the students from an academic background in other

183 Graduate Programs than business related fields must take these cours- 3. Management Decision-Making Courses: es to improve their education experience in the MBA 670, 675, 680, 685. areas of the CPC. 4. Individual Career Needs Courses: Students Students with an academic background in busi- must take two individual career needs courses ness areas may meet the requirements of the level- (electives). MBA 700, 710, 715, 721, 730 ing (CPC) courses through equivalence examina- 5. Capstone Seminar: MBA 800 tion with permission of the director (see “Course The ten required courses (Core, Management by Competency Examination”). Students with a Decision Making, and Capstone) are mandatory bachelor’s degree in accounting or eighteen (18) courses and must be taken by all MBA students. credit hours in accounting earned within the past No credit by examination is allowed for these five (5) years, or CPA or CMA credentials are courses. given equivalency credit for MBA 506 (Financial Students select any two 700-series courses list- Accounting). The same applies to MBA 507 ed in the Individual Career Needs and (Managerial Accounting), if the eighteen (18) Concentration sections of this catalog to satisfy hours include a three (3) hour upper-level cost individual career needs requirements. accounting class. A fourth course, MBA 500 Leadership Through People Skills (LTPS) (Mathematics for Management and Economics), MBA 690 is a mandatory course. It is taught over is only required for students who do not score one full week (8 a.m.–6 p.m.). It may be taken above the 35th percentile on the quantitative por- any time during the program. It may be taken in tion of the Graduate Management Admissions residence at St. Ambrose University anytime dur- Test (GMAT). ing the program or on location, on dates to be In addition to the three leveling (CPC) cours- negotiated, if twelve or more students attend the es, MBA students must enroll in two individual course. career needs courses. These courses are listed in Some students may wish to focus their studies the Individual Career Needs and Concentration in a specific discipline rather than take two sections of the course catalog. The specific selec- Individual Career Needs courses. A concentration tion of courses is dependent upon the student’s concept has been developed for this purpose. academic and/or professional background and Students electing this concentration concept career needs. Students from other than business will take 17 three-semester hour courses (13 backgrounds are advised to take courses which required courses, 4 concentration courses). will provide them more depth in the areas outlined Currently the four areas of concentration are: by the Common Professional Components. Finance, Human Resource Management, Management Information Systems, and Requirements for the Management Generalist Master Marketing. Concentration courses are available on of Business Administration Degree: 45 semester the main campus in Davenport, Iowa and in the credits in Master of Business Administration satellites if sufficient demand warrants. courses including MBA 500, 505, 506, 507, 526, 621, 626, 635, 670, 675, 680, 685, 690; six Course Descriptions semester credits of individual career needs courses, and MBA 800. Leveling (CPC) Courses A summary of the leveling, required, and individu- MBA 500. Mathematics for Management als career needs courses follows: and Economics 3 credits 1. Leveling Courses: MBA 500, 506, 507, 526. Functions, graphs of elementary functions, matri- 2. Core Courses: MBA 505, 621, 626, 635, 690. ces and determinants, systems of linear equations.

184 Graduate Programs

Emphasis on applications to management, deci- ernment policy and international business. Note: sion-making and economics. Note: MBA 500 MBA 526 can be waived if the student has an must be taken prior to enrolling in MBA 505 undergraduate or graduate degree in economics; (Statistical Methods for Decision Making), if the or has successfully completed at least 18 credit student scores below the 35th percentile on the hours in economics within the last five (5) years. quantitative portion of the GMAT. Core Courses MBA 506. Financial Accounting 3 credits Discussion of the generally accepted accounting MBA 505. Statistical Methods for Decision-Making principles as they relate to recording of financial 3 credits transactions and the preparation, use and analy- Basic statistical techniques for decision-making: sis of financial statements. Topics include an frequency distribution, descriptive measures, overview of the accounting cycle, income mea- probability, sampling, estimation, tests of surement, financial reporting, cash flow state- hypotheses, regression and correlation analysis. ment, and financial statement analysis. Note: Prerequisites: 35th percentile or higher ranking MBA 506 can be waived if the student has an on the quantitative portion of the GMAT or undergraduate or graduate degree in accounting; MBA 500 if below the 35th percentile. or has successfully completed at least 18 hours of MBA 621. Organizational Theory, Behavior and accounting within the last five (5) years; or has a Communication 3 credits CPA or CMA certificate. Study of the organization (for profit and non- MBA 507. Managerial Accounting 3 credits profit) as a complex system: line and staff func- Discussion of methods for analyzing and report- tions, administration/leadership styles, motiva- ing accounting information for planning, control- tion and group dynamics – and impact of each ling, and decision making. Topics include prod- on the achievement of organization goals. Special uct costing, budgets, performance measurement, emphasis on organization communication. quality costs and international operations. MBA 626. Managerial Economics 3 credits Prerequisites: 506. Note: MBA 507 can be Application of economic principles to manage- waived if the student has an undergraduate or ment decision-making: decision theory, demand graduate degree in accounting; or has successful- theory/sales forecasting, linear programming, ly completed at least 18 hours of accounting production and costs, pricing and capital budget- within the last five (5) years; or has a CPA or ing. Prerequisite: MBA 505. CMA certificate. MBA 635. Legal and Social Environment MBA 526. Macroeconomics Analysis for Business 3 of Business 3 credits credits Substantive law affecting American business: This course provides for a review of introductory contracts, the uniform commercial code, credi- economics. Topics include the production possi- tors and debtors, kinds of business organizations, bilities curve (transformation curve), market sup- litigation and other means to resolve disputes, ply and, circular flow, and the production func- consumer protection, torts, anti-trust law and tion (Law of Diminishing Returns). An analysis legal aspects of management-labor relations. of the nation’s economy and its impact on busi- Public law and government regulations of business, employment/unemployment, price levels, ness. Social responsibilities of business and ethics consumption, investment, interest rates, business in business practice. cycles, forecasting, general growth theory, gov-

185 Graduate Programs

MBA 690. Leadership Through exchange of products and services. The emphasis People Skills 3 credits of this course is on how the marketing manager Intensive five-day seminar (8 a.m.–6 p.m.) with can achieve desired outcomes with the target mar- objective of creating better business managerial ket. Broad topics include analyzing marketing results through the study of behaviors, leadership opportunities, researching and organizing, imple- styles, communication processes, and motivation. menting and controlling the marketing effort. Course completion graded on Pass/Fail basis. Students will prepare and present a marketing Prerequisites: Two to three hours of pre-work plan. assignments which must be completed prior to MBA 685. Human Resource the five-day seminar. Course may be taken any Management 3 credits time during the program. Consult with the MBA This course focuses on the strategic use of human office to reserve a place in LTPS. Advance notice resources. Major topics covered may include of intent is recommended. Pre-work is mailed equal employment opportunity laws, job analysis, from the MBA office prior to each seminar. human resource planning, recruitment and selection, performance appraisal, training and develop- Management Decision-Making Courses ment, compensation and benefits, and labor/man- MBA 670. Operations Management 3 credits agement relations. Quantitative techniques and the systems approach applied to understanding and improving the oper- Capstone Seminar ations of both manufacturing and service organi- MBA 800. Policy Formation and zations. Techniques from quality, learning, fore- Implementation 3 credits casting, process design, scheduling, waiting lines, Formulating and implementing business policy. inventory and MRP are utilized. Underlying prin- Draws upon all analytical tools and business ciples such as tradeoff analysis, Pareto, process administration knowledge developed in all previ- control, and optimization of resource usage are ous graduate-level courses. Normally scheduled in emphasized throughout. The objective is for the the last semester of the MBA program. student to understand how organizations actually achieve results and how to identify opportunities Individual Career Needs Courses to improve their operation. Prerequisites: MBA 505, 621. MBA 700. Entrepreneurship and Small Business Management 3 credits MBA 675. Financial Management 3 credits This course is designed to trace the entrepreneur- Analysis of business financial management: ial process from the initial idea through business sources and uses of funds, raising funds from operations to the harvest. It is organized into four internal versus external sources, long-term versus parts: (1) The Entrepreneurial Process; (2) short-term funding decisions, the cost of capital, Evaluating Opportunity and Developing the alternate uses of capital, using leverage, security Business Concept; (3) Assessing and Acquiring in borrowing/lending, dividends versus retained Resources; and (4) Managing and Harvesting the earnings, and use of the financial market. Venture. Cases are extensively used throughout Prerequisites: MBA 505, 507, 526. the course. MBA 680. Marketing Management 3 credits MBA 710. Business Ethics 3 credits Marketing is the managerial process by which A study of the basic concepts of ethics as typically firms create value for their customers through the referred to in western civilization and a testing of

186 Graduate Programs the basic hypotheses of the concepts. Through are required to take the same thirteen specified formal lecturing, case studies, from dialogue, and graduate courses plus the four respective courses with the help of guest lecturers, working premis- listed in the catalog – consequently, no individ- es, assumptions, and principles regarding busi- ual career needs courses are taken. The concen- ness ethics are analyzed. Delivery of a case study trations are Finance, Human Resource Manage- required. ment, Marketing and Management Information Systems. MBA 715. Executive Management Seminar/Selected Students who wish to complete a concentra- Topics 3 credits tion, or take a concentration course as a career Specially selected courses are introduced into the needs elective, may have to take certain prerequi- program at appropriate times to meet student site courses beforehand. Students with appropri- needs. ate practical experience and/or related under- MBA 721. Labor Management graduate coursework in lieu of prerequisites will Partnerships 3 credits be evaluated for admission on an individual Pertinent topics involving workers, management, basis. and their common goals; development of Finance Concentration improved labor/management relations; identifying risks involved in implementing successful MBA 750. Financial Policy and labor/management relations; recognizing barriers Decision Making 3 credits to proposed improvements; insights into the Analyzes financial management through case structure and responsibilities of unions; and study and a prescribed set of readings. Teaches understanding corporate organization charts and the identification and evaluation of financial their implications. problems and the weighing of feasible solutions in order to recommend the “best” course of MBA 730. International Management Environment action. Special emphasis will be on decision 3 credits making and policy formulation involving alloca- This course is designed to provide the student tion of capital, planning of capital spending for with an understanding of the challenging new long- and short-run, capital budgeting problems, international environment in which American mergers and acquisitions, and cost of capital. business must operate. The course examines in Prerequisite: MBA 675. turn: patterns of international interdependence; international trade; foreign exchange; interna- MBA 751. Investment and Portfolio Management 3 tional monetary system; balance of payments and credits international debt; foreign investment and multi- This course involves an intensive study of the national corporations; and the effect of culture theory and practices underlying management of upon doing business abroad. investment portfolios for individuals and for institutional investors in view of the particular Concentrations objectives of each. Risk management techniques Many students opt for the Management for portfolio management, bond portfolio tech- Generalist program, consisting of 15 courses niques, capital asset pricing theory, efficient mar- (45 credit hours). However, there are four con- ket hypotheses, arbitrage pricing theory, valua- centrations offered only at the main campus, tion of corporate debt, and special topics are requiring a student to take 17 courses (51 credit covered. Prerequisite: MBA 675. hours). Students electing a basic concentration

187 Graduate Programs

MBA 752. Capital Sources and Return on Investment MBA 762. Training and Development 3 credits 3 credits This course is a research-based examination of Designed to cover key areas of finance in greater training, and development programs with empha- depth than in MBA 675 (Financial Management), sis on societal, legal and organization factors to apply basic financial analysis techniques, to affecting relationships among training, careers and investigate the latest financial theories, and to management of organizational development. allow students to investigate financial topics of Prerequisite: MBA 685. their choice in depth. Special emphasis will be MBA 763. Contemporary Labor Relations and given to developing new skills, techniques and Dispute Resolution 3 credits viewpoints, especially as they relate to cash flow This course focuses on union and management analysis and to various sources and forms of capi- policies and strategies for, as well as outcomes of, tal available to firms. Prerequisite: MBA 675. union organizing, negotiations, pressure tactics, MBA 753. Security Investments, Markets and grievance/arbitration systems, and union-manage- Techniques 3 credits ment cooperation. Prerequisite: MBA 685. Gives the participant an in-depth understanding of Marketing Concentration corporate and personal security investments. Attention will be given to corporation earning per- MBA 771. Ethical Issues in Marketing 3 credits formance and its effect on the valuation of its This course covers contemporary ethical issues in common stock and preferred securities. Equal marketing. Subjects include ethical issues that attention will be given to understanding the stock relate to all aspects of the marketing mix: prod- exchanges, personal investment analysis, portfolio ucts, pricing, promotion and distribution. The role construction, trading techniques and profit maxi- of the marketing manager with respect to ethics is mization. Prerequisite: MBA 675. covered as it relates to products, markets, consumers, society and company strategy. A position Human Resource Management Concentration paper is required. Prerequisite: MBA 680. MBA 760. Strategic Staffing and Career Management MBA 772. Advanced Marketing 3 credits Research 3 credits Focuses on people as a strategic resource whose This course covers the research process including availability and capabilities influence organization problem identification to preparation of the mar- effectiveness. Strategies for attracting, assessing, ket research report and includes project design, and acquiring personnel. Career management data collection and data analysis and interpreta- from the individual and organization perspective, tion. The role and scope of marketing research in with implications for planning and executing marketing management will be covered through staffing policies. Prerequisite: MBA 685. case analysis and in-class projects. A market MBA 761. Compensation and Benefits Management 3 research report is required. Prerequisites: MBA credits 505, 680. Focuses on specific aspects of compensation and MBA 773. Strategic Marketing benefits systems. Major topics covered include Decision Making 3 credits legal issues, types of compensation plans, job eval- The pivotal role of strategic marketing in business uation methods, wage and salary structures, cur- performance is demonstrated in the market-driven rent compensation issues, types of benefits, and strategies of successful organizations competing in benefits administration. Prerequisite: MBA 685. a wide array of product and market situations.

188 Graduate Programs

The escalating importance of providing customer development of DSS. Major topics will include satisfaction, responding to diversity in the mar- the framework of DSS, process of building a ketplace, developing really new products, and DSS, System Analysis Interface with DSS, inte- recognizing global competition challenges require gration of DSS within the organization, technol- effective marketing strategies for gaining and ogy components for DSS, and the role of keeping competitive advantage. Examines the Database Management in DSS. concepts for gaining competitive advantage in MBA 783. Data Communication 3 credits the marketplace. Uses a combination of text, This course will give the student an appreciation readings, case studies and projects to develop rel- for the scope of business and industry telecom- evant concepts and their application to business munications, explain the basic principles that situations. Prerequisite: MBA 680. apply to the design of telecommunications and MBA 774. Consumer Behavior 3 credits present methods for solving telecommunications Covers the ways in which consumers are moti- problems. Major topics to be covered are funda- vated to action by marketers. Motivation theories mental concepts, transmission systems, software, will be discussed with respect to their relevance hardware and overview of telecommunications to marketing. Case studies will be used to industry. demonstrate practical application to the subject material. A research paper is required. Prerequisite: MBA 680. Master of Management Information Systems Concentration Business Administration MBA 780. Database Management 3 credits Introduces the fundamental concepts necessary in Health Care for designing, using, and implementing database College of Business systems. Major topics include fundamental ter- The Master of Business Administration in minology, the rational data model, network and Health Care is a 16 course, 48 semester credit hierarchical database stems, algorithms for data- hour program that is an expansion of the nation- base design, and techniques of implementation. ally-accredited St. Ambrose University H.L. McLaughlin MBA program. MBA 781. Structured Systems Analysis 3 credits Allows the student to communicate with profes- Mission and Goals sional CIS Personnel, to gain experience in the The MBAH program’s mission is to enrich the computerization of business principles, to learn professional lives of health-care administration integrated structured techniques of problem solv- professionals and aspirants by creating compe- ing for the user manager, and to understand ter- tent and socially aware health care executives minals and database systems. Major topics will able to adjust to rapidly changing business and include detailed analysis and feasibility studies, social environments. To achieve program goals, systems design, system development, implemen- students complete traditional graduate-level tation and testing. courses in business, plus courses specific to contemporary health-care issues. MBA 782. Decision Support Systems 3 credits This course will use current technology in deci- Program Structure sion making, the development of a Decision Typically, students complete the program in Support System and practical experience in the three years by taking two courses each fall and

189 Graduate Programs spring, one each summer, and a one-week semi- Office with a $25 non-refundable application nar. fee payable to St. Ambrose University. 2. Supply official transcripts from all undergrad- Class Schedule uate and graduate institutions attended. An Davenport Class Schedule: Classes at the universi- official transcript is one sent directly to ty’s main campus are conducted Monday St. Ambrose from the institutions attended. through Thursday and on Saturday. In the fall 3. Submit an official GMAT score. Students and spring, each night course meets once a week may be admitted provisionally without taking from 6:15–9:15 p.m. Classes meet 12 times over the GMAT, provided they submit a GMAT a 15 week period. In the summer, each night score by the completion of 9 credit hours or course meets twice a week for six weeks. prior to enrolling in the second semester. Saturday courses are available in two sessions: The first meets from 7:45–10:45 a.m.; the second Admission Status meets from 11:15 a.m.– 2:15 p.m. Saturday The admission formula is figured by multiplying courses are held 12 times over a 15-week period. the undergraduate grade-point average by 200 Students may also elect to take traditional and adding the GMAT composite score. A mini- MBA courses offered as daytime classes, at mum score of 950 based on this formula is 9 a.m.–noon and 1–4 p.m. required for full-status admission. Students with Cedar Rapids Class Schedule: St.Ambrose also a total score of less than 400 on the GMAT or offers its MBA in Health Care program in Cedar less than 950 on the admission formula are Rapids. Courses and faculty are identical to the reviewed for conditional admission status (provi- main campus program. Each course meets 12 sional or probationary) on an individual basis by times each fall and spring semester from 6–9 the Graduate Studies Admissions and Retention p.m. On demand, additional classes may be Committee. added on alternative evenings. Cedar Rapids 1. Full Admission – the student’s file is com- classes are held at Kirkwood Community plete. The College of Business Graduate College. Office has received: an application with the non-refundable application fee; official tran- Admission Requirements scripts; and an official GMAT score, not Individuals with undergraduate degrees in any older than five (5) years. A minimum admis- field may apply for admission to the Master of sion formula score of 950 points is required. Business Administration in Health Care pro- 2. Conditional or Probationary admission occurs gram. While all students are welcome in the pro- when a student has an admission formula gram, undergraduate backgrounds outside of score below the minimum standard of 950 business may not fully prepare a student with the points, or s/he falls below a composite score skills necessary for successful completion of this of 400 on the GMAT. These applications are specialized program. For that reason, a leveling reviewed for conditional status on a case-by- concept has been established to ensure that stu- case basis by the MBA Admissions and dents obtain the necessary background in funda- Retention Committee. Admission decisions mental business disciplines. will take into consideration the student’s per- Students may be admitted for the fall, spring, sonal motivation to succeed. or summer semesters. Applicants must meet the 3. Provisional admission may be granted when following requirements: the student’s file is incomplete. Students must 1. Complete the Application For Admission provide all missing information before the form, and return to the College of Business

190 Graduate Programs

beginning of their second semester (or session) Mathematics may be waived, depending on of classes or be dismissed from the program. GMAT score. MBA 506 and MBA 507 are 4. Special Student Status – Students may apply waived for the following students: those with a and register as a special student. Special stu- CPA or CMA certificate; those who majored in dents may take up to three (3) courses without accounting at the undergraduate level; and those taking the GMAT. Special students are who have completed 18 credit hours in account- required to follow regular application proce- ing within the past five years (to obtain credit for dures (except for the GMAT). 507, one of the courses had to be an upper level course in cost accounting). Courses By Examination Core Courses (36 semester credits): Students who have taken undergraduate courses Required Business Administration Courses in accounting may be eligible to “test out” of (See MBA course descriptions): MBA 505, 621, MBA 506 and 507. See Leveling Courses for 626, 670, 675, 690; Required Health Care details. Courses: MBAH 636, 670, 681, 756, 799, 810. Academic Status Career Needs Courses (3 semester credits): Choose MBAH students are required to maintain a 3.0 one: MBAH 686, 706, 758, 805. One individual (B) grade point average or above. At any point in career-needs course is mandatory. Students may the process of completing the MBAH program choose from MBAH class options depending on where a student falls below a 3.0 grade point their individual career needs. average, he/she is placed on academic probation. Students must remove themselves from academic Course Descriptions probation within their next two semesters, includ- MBAH 527. Economic Analysis in Health Care ing the summer session. For each C grade earned, Management 3 credits there must be an offsetting A grade. Only two C Evaluates reimbursement strategies, social and grades are permitted in the graduate program. A political factors that affect the usage of health third C grade or an F grade results in academic facilities and the payments of services, and dismissal from the program. Any student dis- changes in patterns of use of health care missed from the MBAH program due to academ- providers. Budgeting and financial management ic deficiency can reapply after a minimum of one are considered in relation to these issues. Trends elapsed semester. (Refer also to grading policies in business forecasting that influence both non- and grade point determination). profit and for-profit organizations are studied. Curriculum MBAH 636. Legal Issues in Courses are grouped into three categories: level- Health Care 3 credits ing courses, required core courses, and career Acquaints the health care student with the inter- needs courses. nal and external legal environment faced by a Requirements for the Master of Business health care provider and its manager. This course Administration in Health Care Degree will look at malpractice, risk management, tort (48 semester credits total): law and tort reform, OSHA regulations, construc- Leveling Courses (9 semester credits): tion organizational charters, bylaws, rules and MBA 506, 507; MBAH 527. Students with regulations, legal constraints on organizational appropriate backgrounds in accounting may management, laws affecting subsidiary corpora- obtain permission to test out of Financial tions, internal and external legal environmental Accounting and Managerial Accounting. for health care provider, tax law, human resource

191 Graduate Programs laws and regulations in hiring/firing, and modern statistical analysis, quality evaluation cur- benefit/retirement trust management. rently depends heavily on the collection and manipulation of data. Improvement of quality is MBAH 670. Human Behavior in Health Care evolving into system analysis and total quality Organizations 3 credits management. Health care managers must be famil- Examines various aspects of the psychology of iar with modern techniques of quality improve- motivation, empowerment, training, performance ment. The distinction between quality as measured appraisal, reward systems, superior/subordinate by the health professional and quality as measured relationships, and group dynamics. The legal by industry will be analyzed. Case studies and real- aspects of people management, harassment, disci- live examples will be used. pline, hiring/firing, and documentation techniques will be explored. Also studies unions, the grievance MBAH 756. Information Systems Management in process, constraints on decision making with and Health Care 3 credits about employees, and corrective action plans for Focuses on the role of the manager in relation to minorities and women. Legal considerations of the organization’s database system. A study of advertising for employees, regulations regarding computer technology, data structure and develop- such advertising and interviewing will also be cov- ment of data support systems is included. Specific ered. issues covered are the relationship of the main- frame to the personal computer, the creation and MBAH 681. Strategic Marketing use of spreadsheets, the provision of computer in Health Care 3 credits security, and the development of auditing tech- Health care organizations and integrated delivery niques through effective use of the information sys- systems face challenges from marketing in the tem. health care field because of traditional and historical biases which relate to this industry. The use of MBAH 758. Health Care Integrated Delivery Systems advertising and promotion has been taboo in the Management 3 credits health care field, particularly as relates to non-for- Intended to focus on the concept of Integrated profit organizations and physicians in medical Delivery Systems (IDS). The IDS has recently practice. become significant in the strategic planning of health care systems. IDS are totally integrated MBAH 686. Health Care Professional Management health care systems both horizontally and vertically Issues 3 credits in the community. The focus of IDS is to provide Addresses issues related to health care profession- the community with total management of health als and their interrelationships with other physi- and health care services for the prevention, treat- cians, health care administrators, therapists, nurs- ment, and management of disease processes. IDS es, and patients. The course should look at med- represent comprehensive and complex interrela- ical staff structure and functions, health care pro- tionships between many organizations in the com- fessionals in administrative positions, as salaried munity providing health services such as screening employees, and as leaders in health care organiza- procedures, preventive inoculation programs, tions. home health services, long-term care facilities, MBAH 706. Quality Management in Health Care 3 acute care facilities and outpatient surgical treat- credits ment facilities to name only a few. Quality of patient care has always been a primary MBAH 799. Professional Ethics in Health Care concern in health care delivery. Historically, quali- Management 3 credits ty has been judged by experts in the field. Designed to emphasize the manager’s responsibili- However, with the introduction of computers and ty to society to develop systems that allow the most 192 Graduate Programs cost effective health care to be provided to the Master of Criminal Justice entire population. Issues examined include the exclusion of segments of society from health care College of Arts and Sciences due to cost, duplication of health services in a The Master of Criminal Justice (MCJ) program community, and management of higher costs at St. Ambrose University began in 1989. It was associated with chronic illnesses and increased the first program of its kind in the state of Iowa. longevity without a reduction in the quality of The program focuses on professional develop- care. Also, subjects that often create controver- ment and has a multi-faceted curriculum sial situations are reviewed, such as living wills, designed to produce skilled leaders in criminal organ donation, etc. justice and related fields. The MCJ program is ideal for those interested MBAH 805. Selected Issues in Health Care in upper-level careers in enforcement, security, Management 3 credits corrections, and human services. It also prepares Expands on current issues in health care that will those wishing to teach criminal justice, or to be important o the health care manager. This serve as personnel and training specialists in jus- will be an executive seminar course, with case tice-related organizations. The MCJ degree is studies and student presentations. The focus will highly regarded as being a valuable asset indica- be on issues not covered in the prerequisite and tive of professionalism and competence above ethics courses. Topics will include managed care and beyond the baccalaureate degree. and benefits administration, use of PC work sta- tions as a management tool (spreadsheets, Degree Requirements graphs, etc.), health care politics, geriatrics/elder- The MCJ is a 30 semester credit program. care and its financing, understanding staffing Candidacy for the degree is achieved after techniques, total quality management in the completion of course work and successful com- health care industry, and CEO management pletion of a written comprehensive review cover- skills in a health care organization. ing criminal justice studies. The final requirement is the MCJ thesis with oral defense or com- MBAH 810. Capstone Seminar in Health Care petency examination. The student must maintain Management 3 credits a B average in all work for the degree. Only two A series of instructive case studies will be evalu- C’s are allowed with each offset with an A. There ated and discussed. Each case will have some is no residency requirement. The degree student issues from prerequisite courses requiring devel- is expected to make steady progress with comple- opment by the student for a presentation to the tion of the degree in one to three years, depend- class, which will act as a board of directors, ques- ing on the number of classes taken per semester. tioning the presenter on data development and conclusions. Presentation will be similar to a Application Information term paper, requiring some preparation of date. Before starting course work, a student must seek Prerequisites: All required courses. admission to the MCJ program as a degree or special student. The special student category means taking selected work for professional development only, whereas the degree student category signifies intent to complete the MCJ program. Each student seeking admission to the MCJ program must complete an official application. A personal interview with the MCJ

193 Graduate Programs

Admissions Committee may also be requested of 2. Competency Examination Option: Candidacy is applicant. All accepted applicants enter the pro- achieved after completion of all coursework. gram as special students, and will become degree Program of Studies students with the achievement of candidacy. See Requirements for the Master of Criminal Justice 30 Admission Procedure and Candidacy sections. semester credits including: nine semester credits Admission Procedure in foundation courses: MCJ 500, 507, 530; 12 If a person has an accredited undergraduate semester credits in core courses: MCJ 510, 620, degree with a major in criminal justice or a relat- 640, and one from 670, 671, 672; three to nine ed major, she/he may apply for admission to the semester credits in professional studies courses Master of Criminal Justice program. To apply (nine semester credits required for Practitioner for admission, a student must: Option; three semester credits required for 1. Complete the MCJ application form, includ- Research Option) from the following: MCJ 550 ing the professional goals statement, the (must take if doing Research Option), 501, 503, names and addresses of two recommendation 511, 532, 587, 599, 600, 650, 660, 670, 671, letter requests, and an application fee of $25. 672, SOC 322; Research Option: six semester 2. Request that a complete and official transcript credits for Professional Practice from MCJ 701, from the institution granting the bachelor’s 702. degree be sent directly to the MCJ program Master of Criminal Justice in Juvenile Justice director. An official copy is one sent from the Education Requirements for Practitioner and institution directly to St. Ambrose University. Research Options Also have forwarded an official transcript of Foundation Courses: MCJ 500, 507, 530; SPED any graduate course work. 510, 514, 713. Core Courses: MCJ 510, 620, Transfer credit 640. Cognate Courses: MCJ 650, 670; SPED MCJ students may transfer a maximum of six 530, 561, 632, 660. Professional Studies/Practice graduate credits from another accredited college Courses: Practitioner—MCJ 600; Research—MCJ or university. Transfer of credit approval must 550, 600, 702. meet the following criteria: the credit was earned Note: Undergraduate St. Ambrose Criminal Justice within the last five years, it is graduate credit, the majors are allowed to petition for up to six semester final grade was at least a B, and it is determined credits completed in the undergraduate curriculum to to be relevant to the MCJ program. count towards the completion of the graduate curricu- Candidacy lum. For cross-listed courses, St. Ambrose graduates There are two options for the completion of the of the Bachelor’s of Criminal Justice program may MCJ degree. Advancement to candidacy will be substitute foundations courses taken in the under- met with the successful completion of either a graduate curriculum with appropriate courses at the Researcher Option or a Practitioner Option: graduate level upon appeal. Consult advisor for assis- 1. Thesis Option: Candidacy for the MCJ degree tance. is achieved after MCJ 701 has been completed. It is at this point that students are expect- Course Descriptions ed to have written the front half of the thesis MCJ 500. Criminological Theory 3 credits (i.e., everything through the methodology Theories of crime causation, participation, and chapter) which has been approved by stu- treatment, Intervention, and prevention strate- dents’ chosen Thesis Committee. gies. Topics covered include: prominent theories

194 Graduate Programs in the study of crime, the use of official and ic method, hypothesis testing, descriptive and unofficial statistics in assessing crime in US soci- inferential statistics, sampling, experimental and ety, inter-play of theory and social policy/ pro- quasi-experimental, and survey designs will be gram implementation. Prerequisite: Graduate explored. Prerequisite: Graduate status. status. MCJ 532. Organized and White-Collar MCJ 501. Independent Study 1–3 credits Crime 3 credits Specialized readings and applied research in This course discusses the structure and environ- criminal justice. Requires director approval. ment of the organized and white-collar crime. It provides a detailed analysis of the origins, histo- MCJ 503. Workshop 1–3 credits ry, theoretical explanations, and structure of Topics and activities are designed to offer practi- organized and white-collar crime. The methods cal skill development opportunities useful to employed by law enforcement agencies to com- criminal justice practitioners. May be repeated to bat organized crime are also explored. a maximum of three semester credits if topics Prerequisite: Junior status. differ. Requires director approval. MCJ 550. Applications of Criminal Justice Research MCJ 507. Seminar in Criminal Justice 3 credits 3 credits Capstone seminar focusing on analysis and eval- Applications of the statistical techniques learned uation of current practice, with emphasis on ethi- in previous course data sets obtained from crimi- cal and operational issues confronting criminal nal justice sources. Emphasis will be placed on justice practitioners. Graduate Status. obtaining and manipulating data, using statistical MCJ 510. Crime Policy Analysis 3 credits software and communicating the results of the Examination of criminological theory with analy- analysis through presentations and reports suit- sis and evaluation of the consequences for crime able for publication. Prerequisite: MCJ 507, 701, policy, as a guide to professional practice. or director approval. Prerequisite: Graduate status. MCJ 587. Race, Class, and MCJ 511. The Constitution and Criminal Justice 3 credits Criminal Justice 3 credits This class is designed to examine and address This course is a constitutional law course specifi- the stereotypes surrounding the issues of race cally geared to the interests and needs of the and class and their impact on the criminal justice criminal justice professional. Students will be system. Specifically, it will discuss how race and introduced to the organization of the American class influence the decision- making process from judicial system, the historical origins of the arrest through sentencing. Constitution and the Bill of Rights, and the MCJ 599. Comparative Justice Systems 3 credits study of the rights of the accused that are pro- A comparative justice system examines the four tected by the Constitution. justice traditions covering most of the worlds MCJ 530. Criminal Justice Statistics and Methods 3 legal systems. These include the Common, Civil, credits Socialist and Islamic traditions. Justice systems This course is structured to introduce under- of countries representative of each tradition will graduate and graduate criminal justice majors to be examined. the methodology and statistics used to explore MCJ 600. Pro-seminar in Criminal Justice 3 credits and explain the phenomenon relating to the This course provides a collegial environment study of crime and criminal justice. The scientif- wherein the graduate student is able to dialogue 195 Graduate Programs

with others in the criminal justice field in prepara- MCJ 671. Seminar in Law Enforcement 3 credits tion for taking the comprehensive exams neces- This course provides an overview of policing sary to fulfill the requirements associated with styles with an emphasis on community policing. Master’s of Criminal Justice studies at SAU. Current research will be examined as it relates to Prerequisite: Director approval. the functions of policing as well as historical developments and trends. Prerequisite: Graduate MCJ 620. Administration of Justice 3 credits status. This survey course is designed to critically examine the organizations and agencies that comprise MCJ 672. Seminar in Corrections 3 credits the criminal justice system of the United States. It This course examines the theories and philoso- introduces students to the classic and fundamen- phies related to institutional and community cor- tal readings and research in the administration of rections. An emphasis on research related to his- justice. torical developments and trends will be examined.

MCJ 640. Justice Leadership MCJ 700. Practicum 6 credits and Planning 3 credits Observation and applied action-research on a A leadership development seminar focusing on management problem in a criminal justice related the nature and sources of conflict within and organization. In Progress grade option available. between criminal justice and human service agen- Prerequisite: MCJ candidate; director approval. cies. Organizational problems are identified and MCJ 701. Research Design 3 credits addressed through an action-research model. MCJ 701. Research Design 3 credits Also, examines the systems approach to planned This course is designed for the student choosing organizational change from the perspective of the research option to complete the MCJ degree. applied behavioral science. Prerequisite: Graduate It is in this course that the methodology used to status. examine the topic chosen in Seminar in Criminal MCJ 650. Correctional Counseling 3 credits Justice will be developed. Prerequisite: Theory and practice of counseling with emphasis CRJU 507. on reality therapy with youthful offenders in edu- MCJ 702. Thesis 3 credits cational, human service, and correctional settings. Academic presentation and oral defense of stu- Prerequisite: Graduate status. dent thesis. Prerequisite: MCJ 507, 550, 701, and MCJ 660. Stress and Crisis Management 3 credits IP grade option. Recognition and identification of personal and social stress or crisis situations, and the development of interpersonal and group strategies for school, social service, and justice personnel. Master of Prerequisite: Graduate status. Education in Educational MCJ 670. Seminar in Juvenile Justice 3 credits Leadership Graduate level class intended to provide a com- College of Education and Health Sciences prehensive look at juvenile crime as well as inter- St. Ambrose University Education Department in vention and prevention strategies aimed at dealing collaboration with the Diocese of Davenport has with the youthful offender. Emphasis will be created a dynamic program intent on meeting the placed on the research conducted in this area. needs of the Diocese relative to the future leader- Prerequisite: Graduate status. ship of elementary and secondary schools.

196 Graduate Programs

The program in Educational Leadership will 5. Official transcripts from the degree-granting involve a master’s degree model housed within institution and all institutions where graduate the Education Department at St. Ambrose work was completed. Students should hold a University. This degree, entitled Master’s of 2.75 (on a 4.0 scale) grade point average for Education in Educational Leadership will be a the last two years of undergraduate 36 semester-hour program rooted in the standards Persons not meeting the admission require- and competencies developed by ISLLC. The per- ments for regular admission may be recommend- formance-based program will emphasize the deliv- ed for probationary status by the program direc- ery of these competencies and skills through tor. intense on-campus summer residencies, distance Special Student Status education utilizing the Iowa Communication Students will be granted special student status if Network as well as Web-based courses. they do not wish to seek a degree but want to take Mission Statement a course; if their application process is delayed The Master’s in Educational Leadership program due to unavoidable circumstances. at St. Ambrose University is dedicated to provid- Transfer Credit ing the highest quality training to individuals Students may transfer up to 12 graduate credits wishing to work as leaders in the educational sys- from an accredited institution provided the credits tem, both Catholic and public. This quality will carry a “B” or better, and have been completed be provided through a highly integrated, filed- within seven years of admission or within 12 years based program bringing together in-depth face-to- of program completion. face meetings with the delivery of material through various technology-driven delivery sys- Degree Candidacy tems. Emphasis will be on the core technology of Candidates for the master of educational leader- schooling and leadership, providing a special ship must successfully meet the following criteria: focus on gaining the skills needed to provide lead- 1. Make steady progress toward completion of ership for ensuring that all students learn at a the degree. Students normally complete the higher level. degree within seven years of admission, and should not exceed 12 years upon completion. Admissions 2. Complete all course work as set forth in the Individuals possessing a valid teaching license and degree program. at least two years of teaching experience are eligi- 3. Earn a minimum “B” average in the degree ble to apply for admission to the Educational program Leadership program. 4. Obtain no more than two “C” grades in the Admission Procedures degree plan of study, each offset with an “A” 1. A graduate application a statement demon- grade. strating that reasons for pursuing graduate 5. Successfully complete the internship. education are commensurate with program 6. Successfully pass a comprehensive test for philosophies and goals, and a $25 application School Leaders. fee. Fee is subject to change. Appeal Process 2. Two letters of recommendation. Students wishing to appeal status or grades can 3. Nominations from your building principal. do so through the following appeal process: 4. Obtain ratings averaging 90 percent or higher 1. Submit appeal in writing to the director of the on entry rating scale. Educational Leadership program.

197 Graduate Programs

2. Director convenes the program appeals com- to enhance teacher’s efforts to improve student mittee. learning. Course offered: Summer. Prerequisite: 3. Decision can be appealed with a written appeal Graduate status. to the chair of the Education Department. EDLS 610. Curriculum Planning and Development 3 4. Decision can be appealed with written appeal credits to the dean of the College of Education and This course offers an in-depth study of curricu- Health Sciences lum development and instructional strategies. 5. Decision can be appealed in writing to the vice Educational practices will be examined in the president for academic affairs of the university light of current research as to its applicability in (final appeal within the university). today’s schools. An integrated approach to Program of Studies instruction will be modeled, and students will Requirements for the Master of Education in work together in a collaborative approach to cur- Educational Leadership: 36 semester credits of the riculum development. Students will develop com- following courses: EDLS 600, 605, 610, 615, petencies) in how to be a change agent in the area 620, 625, 630, 635, 640 or SPED 751; EDLS of curriculum. Course offered: Fall. Prerequisite: 645, 650, 655. Graduate status.

EDLS 615. Data Driven Leadership 3 credits Course Descriptions Educators are expected to use data to help guide EDLS 600. Foundations of Educational their decisions regarding what actions should be Administration 3 credits taken to improve teaching and learning. This This course provides a broad overview of the course offers in-depth study of action research, essential elements of Educational Administration. data based decision-making and technical adequa- There is a major emphasis on preparing candi- cy of assessments. The major concepts of this dates for principalship at the elementary, middle class will be reinforced and practiced throughout and secondary levels. Being introductory in nature the program. the course is designed to explore basic theories EDLS 620. Principal as Instructional and the major areas of responsibility of school Leader 3 credits administration. Students will be afforded the The objectives for this course are to prepare opportunity to review current educational admin- prospective principals in the areas of instructional istration practices through readings and research. leadership, decision-making and problem solving, Special emphasis will be placed on decision mak- school improvement, building management, and ing, leadership, motivation and communication. basic personnel and program management. Stu- Course offered: Summer. Prerequisite: Graduate dents will approach these issues from the perspec- status. tive of a secondary, middle school, and/or elemen- EDLS 605. Learners and the tary principal. Course requires the student to par- Learning Process 3 credits ticipate in research. Students will engage in intel- This course studies how students learn with lectual interaction between the instructor, mentor, emphasis on current theories of learning, the rela- and other students for the purpose of sharing tionship between learning and development, the ideas and research findings Course offered: characteristics of learners, and effective methods Spring. Prerequisite: Graduate status. for measuring learning. The goal of the course is

198 Graduate Programs

EDLS 625. School Improvement and professional development plans. Included Organizational Development 3 credits throughout are principles of supervision and fac- This course provides students with extensive tors influencing effective instruction/learning. study of school organization, correlates of effec- The course focuses on leadership necessary for tive schools, and develops leadership skills which creating a supportive environment for change can effect meaningful change. Students complete and for implementing improved instructional a self-assessment of their school, develop a programs. Prerequisite: Graduate status. school improvement plan, and participate in case EDLS 650. Internship 3 credits studies, in-basket exercises, and simulations. The purpose the EDLS 650 is to provide in- Course offered: Spring. Prerequisite: Graduate depth analysis and reflection of field experiences status. throughout the entire program. Group and indi- EDLS 630. Essentials in School Law, Finance, and vidual presentations of field experiences will be Buildings 3 credits made providing for student, professor, and men- This course is designed to prepare future build- tor participation, analysis, evaluation, and rec- ing level administrators by studying laws and ommendation. Course offered: Spring. current legislation affecting public and private Prerequisite: Graduate status. schools. It will also view school revenue sources, EDLS 655. Capstone 3 credits expenditure practices and management responsi- The capstone experience is a graduate level class bilities as they relate to the building budget. offered as a summative evaluation of the candi- Finally, students will examine problems in build- dates’ growth in the educational administration ing planning and plant utilization. Course masters degree. Candidates will be given the offered: Summer. Prerequisite: Graduate status. opportunity to demonstrate the knowledge they EDLS 635. School and Community 3 credits have acquired by solving hypothetical problems An intensive examination of the school and its they will face as building level administrators. environment. Major emphasis is on the linking Course offered: Spring. Prerequisite: Graduate mechanisms utilized by the school in interaction status. with internal and external publics. Course SPED 751. Staff Development in offered: Summer. Prerequisite: Graduate status. the Schools 3 credits EDLS 640. Organization and Course will focus on skills in modes of interven- Administration of Catholic Education tion diagnosing problems and identifying target and Special Programs 3 credits groups as part of the staff development process This course is designed to develop an under- designed to improve schools. Students will be standing of and an appreciation for the adminis- concerned with planning, conducting, and evalu- trative challenges in Catholic schools. Emphasis ating staff development programs. Prerequisite: will also be placed on the administration of spe- Currently held licensure in special education or cial programs. Course offered: Fall. Prerequisite: permission of instructor. Graduate status.

EDLS 645. Evaluation and Supervision 3 credits The course is to provide the Evaluation Approval Training program designed to support and vali- date teachers’ skills relating to the Iowa Teaching Standards and support individual and school

199 Graduate Programs

Master of Education in degree program integrating 29-35 semester hours of endorsement credits with 16 semester hours of Special Education, a graduate core. Students wishing a master’s and Master of Education in degree would apply to the graduate program upon completion of their endorsement program. Disability Services All graduate level course work (500 level or above) from the endorsement program would College of Education and Health Sciences transfer into the graduate program providing it Special Education Endorsement Program The Special Education Endorsement program at carries a grade of “B” or above. St. Ambrose is designed to assist the further Master of Education in Disability Services development of teaching skills specific to working The Master of Education in Disability Services with children and adolescents with special needs. program is a 39 semester hour professional The Special Education Endorsement program is degree program built on the philosophy that spe- committed to linking the practical application of cial services for individuals with disabilities teaching to the theoretical underpinnings should not stop at high school level, but should involved in human motivation and learning. be available at the university/community college St. Ambrose University offers Iowa special and adult service level. education endorsement in the areas of mental This program has two options. The disabilities and learning disabilities through this college/university option is designed for those program. The mental disabilities endorsement wishing to pursue careers in disability services at program is a 38-41-semester hour training pro- the community college or four-year college or gram while the learning disabilities endorsement university level. The community agency option program encompasses 38-41 semester hours. 400 focuses on providing training for individuals level courses can be taken after completion of a wishing to pursue a career in community services student’s sophomore year. 500 level courses can providing assistance to adults with disabilities. be taken at the graduate level for qualifying juniors and qualifying seniors can take 600 level Admissions Policy courses (see degree requirements for qualifica- Admission to the graduate programs in education information). All courses numbered 500 or tion consists of the following procedures: above may be transferred into the master’s 1. Completion of Graduate Programs degree program with advisor approval providing Application including a $25 application fee they meet the transfer policies of the Graduate (application fee is subject to change). Special Education programs. Application must be submitted to the Graduate Special Education office. Master of Education in Special Education 2. Submission of two (2) current letters of refer- The Master of Education in Special Education ence using the Graduate Special Education program is designed to provide skills at the grad- programs reference forms. All letters must be uate level to teach in the fields of learning dis- received before a decision on acceptance will abilities, behavioral disorders, mental disabilities, be made. or mild disabilities. Additional course work lead- 3. Submission of all previous official college and ing toward endorsement as a Special Education university transcripts to the Graduate Special Consultant can also be obtained. Education office. (Official is defined as tran- The Master of Education in Special scripts sent directly from the college/university Education is a 45-51 semester credit professional with an official seal affixed). All transcripts

200 Graduate Programs

must be received before a decision of accep- 5. Possess a current, valid teaching license or tance will be made. equivalent license in a related service area (i.e. 4. Submission of Graduate Record Exam or speech and language, deaf education, educa- Miller Analogies Test Scores to the Graduate tion of the visually impaired). Special Education program office (for M.Ed. Admissions Requirements for M.Ed. program in programs only). Disability Services 5. Students may register as a special student for 1. 2.75 GPA for junior/senior year of college. the term immediately proceeding their appli- 2. 1000 composite on the verbal and quantita- cation should the above materials not be tive portions of the Graduate Record Exam or available. However, acceptance into the grad- 40 on the Miller Analogies Test. uate programs must be achieved before regis- 3. Recommendations indicating the applicant’s tration for the second term. positive ability to perform at the graduate 6. Admission into one of the three graduate edu- level. cation programs is based on criteria specific to 4. Statement of reasons for pursuing graduate each program. level education that is commensurate with the Admission Requirements for Special Education philosophies and goals of the Post Secondary Endorsement Program graduate program. Students wishing to enroll in the special educa- Admissions Appeal Procedures tion endorsement program must meet the follow- Students who disagree with the admissions deci- ing requirements: sion have a right to appeal through the following 1. Hold junior level status (completion of 60 procedures: hours of credit). 1. Submit a letter addressing specific points of 2. Obtain a positive recommendation from edu- the appeal to the director of the Graduate cation advisor and one member of the special Special Education programs. Response must education program. be made within 10 days of receiving appeal. 3. Possess an overall GPA of 3.0 or above. 2. If the decision is still not agreeable to the In order to continue in the special education appellate he/she may submit another letter of endorsement program, students must maintain a appeal to the Graduate Special Education GPA of 3.0 in all education and special educa- programs Appeals Committee (contact the tion course work. administrative assistant of the Graduate Admission Requirements for M.Ed. Program in K- Special Education programs for the chair of 12 Special Education this committee). Response will be made with- 1. 2.75 GPA for junior/senior year of college. in 15 days of receipt of the appeal. 2. 1000 composite on the verbal and quantita- 3. Should the appellate not be in agreement with tive portions of the Graduate Record Exam or the committees he/she can submit a letter of 40 on the Miller Analogies Test. appeal to the dean of the College of 3. Recommendations indicating the applicant’s Education and Health Sciences. Response positive ability to perform at the graduate must be made within 30 days of receipt of level. appeal. 4. Statement of reason for pursuing graduate 4. Submit a letter of appeal to the vice president level education that is commensurate with the for academic affairs of the university. philosophies and goals of the K-12 graduate Response will be made within 30 days of the program. receipt of the appeal request.

201 Graduate Programs

Transfer Credit 3. Mental Disabilities (mild/moderate): SPED Students may transfer up to 12 semester gradu- 540, 641 or 642, 643, 644, 647 and 648 or ate credits from accredited institutions provided 649. these credits have a grade of B or higher on a 4. Multicategorical (mild)*: SPED 550, 651 or 4.00 scale, are not older than seven years and 652, 658 or 659, EDUC 552 or 556; three will not be older than 12 years upon program semester credits from the following groups: completion. SPED 621 or 622; 631 or 632; 641 or 642. *Students interested in this concentration Candidacy must also hold a license in either elementary Candidacy for the master’s degree in education is or secondary education. dependent upon meeting the following criteria: 5. Special Education Consultant**: SPED 513, 1. Successfully completing all course work as set 750, 751. **Students wishing to obtain this forth in the student’s degree plan. concentration must possess a master’s degree 2. Maintaining a B average in the degree plan. in special education or in another area (if in 3. Obtaining no more than two C’s within the another area, they must have 30 semester degree plan which are offset by A’s. credits in special education at the graduate 4. Successful completion of the graduate level), meet requirements for endorsement in research project. (The juvenile justice educa- the consultation concentration area, and have tion major may fulfill this requirement with four years of successful teaching experience, the master of criminal justice research two in the endorsement area. requirement). Disability Services Probationary Status Requirements involve 39 semester hours of credit Persons not meeting the requirements for regular taken in the following areas: Educational admission to the program may be recommended Institution: Core Requirements: SPED 511, 700, for probationary status by the program director EDUC 556, 610, 710, and 711. Concentration: or the M.Ed. Graduate Committee. Upon com- SPED 671, 672, 674, 675, 676 and 679. pletion of at least 6 credits of graduate level work Community Agency Program: Core Requirements: with at least a B average, the student must peti- SPED 511, 660, 700, EDUC 610, 710, and 711. tion program director for a change in status. Concentration: SPED 671, 673, 674, 675, and Program of Studies 679. Special Education Course Descriptions Requirements for Master of Education in Special Education: 45–51 semester credits including SPED 210. Inclusive Strategies for Students with 14–17 semester credits from the following: Special Needs 3 credits SPED 210, 510, 511, 512, 513, 514, 660; 15–18 The inclusion of students with disabilities in the semester credits in an endorsement concentra- general classroom focuses attention on ways to tion area listed below; and 16 credit hours from accommodate these unique learners. This course the following: EDUC 710, 711, 715, SPED 700, addresses, at an introductory level, characteristics 713, 716. of these learners, techniques and strategies for 1. Learning Disabilities: SPED 520, 621 or 622, accommodating them in the general classroom 623, 628 or 629, 631 or 632 or EDUC 552 and the communication skills needed to collabo- or 556. rate with parents, teachers and specialists. 2. Behavioral Disorders: SPED 530, 631 or 632, Requires a minimum of 25 field hours in inclu 633, 638 or 639. 202 Graduate Programs sionary or special education settings. youth. Exposure to IEP development as well as Prerequisites: EDUC 205, PSYC 101 curriculum development and design based upon IEPs will encompass the major focus of this SPED 410/510. Behavior Intervention Techniques 2 course. Prerequisite: SPED 210 or equivalent. credits This course is intended to provide professionals SPED 420/520. Introduction to Learning with strategies for intervening with behaviors in Disabilities 3 credits school and community settings. Behavior man- Geared toward professionals wishing to pursue agement techniques including reinforcement the- careers working with learning disabled students, ory, scheduling models, observation techniques this course focuses on characteristics of students as well as precision teaching strategies will be with learning disabilities. Exploration of causes, explored. Prerequisite: SPED 210 or equivalent. characteristics, historical aspects and current research in treatment is undertaken. Field hours SPED 411/511. Assessment in Special Education required. Prerequisite: SPED 210 or equivalent. and Human Services 3 credits Focuses on development of skills in formal and SPED 440/540. Introduction to Mental Disabilities informal assessment techniques. Information will 3 credits be presented about standardized diagnostic pro- Etiology, characteristics, classification, diagnosis, cedures used in special education and the human and assessment of mental disabilities will be con- services field. Emphasis will be placed on cur- sidered in this course. Also, issues surrounding riculum based measures. Prerequisite: SPED 210 social contact, the role of the family, school and or equivalent. community agencies working with persons with mental disabilities. Field hours required. SPED 412/512. Working with Families of Students Prerequisite: SPED 210 or equivalent. with Special Needs 2 credits Focuses on the development of knowledge in the SPED 496. Student Teaching in area of parenting children with special needs. Mental Disabilities (Mild/Moderate): Consideration will be given to developing an Elementary 12–15 credits understanding of the needs of families raising Direct observation and supervised teaching expe- children with disabilities and skills for working in rience. Students must spend a full day, five days partnership with these families. Prerequisite: per week for a semester, with elementary stu- SPED 210 or equivalent. dents with mild and moderate mental disabilities. One half of the student teaching experience will SPED 413/513. Collaborative be spent with elementary students with mild Consultation 2 credits mental disabilities the other half of the experi- Methods and strategies for working with profes- ence will be spent with elementary age students sionals in educational, social service and commu- with moderate mental disabilities. nity agencies will be presented including ways to creatively solve problems in a team approach. SPED 497. Student Teaching in Prerequisite: SPED 210 or equivalent. Mental Disabilities (Mild/Moderate): Secondary 12–15 credits SPED 414/514. Curriculum for Direct observation and supervised teaching expe- Special Education 2 credits rience. Students must spend a full day, five days Students taking this course will develop skills in per week for a semester, with secondary students the design of special education curriculum for with mild and moderate mental disabilities. One mild and moderate special needs children and half of the student teaching experience will be

203 Graduate Programs spent with secondary students with mild mental ous disabilities. Various issues relating to work- disabilities the other half of the experience will ing with youngsters with severe/profound and be spent with secondary age students with mod- multiple disabilities are addressed through lec- erate mental disabilities. ture discussion and practice of skills. Such issues as medical care, technology for department chil- SPED 498. Student Teaching in Learning dren, community, state, and regional resources, Disabilities (Elementary) 12–15 credits support groups, service delivery systems for early Direct observation and supervised teaching expe- development as well as specific teaching methods rience. Students must spend a full day, five days in the areas of motor, social, self-help, cognitive per week for a semester, with elementary stu- and behavior will be addressed. dents with learning disabilities. Students enrolled in this course will be expected to meet all the SPED 521/621. Teaching the Elementary Learning obligations set forth in the Special Education Disabled Child 3 credits Student Teaching Handbook. This course is designed to provide an in-depth exploration of specific strategies used with teach- SPED 499. Student Teaching in Learning ing elementary level learning disabled youngsters. Disabilities (Secondary) 12–15 credits Teachers will develop skills for working with the Direct observation and supervised teaching expe- learning disabled child in areas of reading mathe- rience. Students must spend a full day, five days matics, spelling, handwriting, social skills and per week for a semester, with adolescents with thinking skills. Field hours required. Prerequisite: learning disabilities. Students enrolled in this SPED 511, 520 or permission of instructor. course will be expected to meet all the obligations set forth in the Special Education Student SPED 522/622. Teaching Secondary Learning Teaching Handbook. Disabled Students 3 credits Designed to develop skills in teachers working SPED 530. Introduction to with learning disabled adolescents, this course Behavioral Disorders 3 credits will focus on in-depth study in the areas specific Focuses on the causes, characteristics, diagnosis, to the needs of secondary level students. Field and treatment of children with behavioral disor- hours required. Prerequisites: SPED511, 520 or ders. Emphasis is placed on the educational, permission of instructor. social, and personal interactions of students with mild and moderate behavior disorders. SPED 623. Neurological Aspects of Learning Prerequisite: SPED 210 or equivalent. Disabilities 3 credits Focus on the various neurological components SPED 550. Introduction to Multicategorical Special involved in the learning process. Students will Education Programming 3 credits learn the operation of the brain and how it Provides an introduction to children and youth impacts learning. Prerequisites: SPED 210 or with mild special needs and a framework for equivalent; SPED 520. understanding special education needs from a multicategorical perspective. Prerequisite: SPED SPED 628. Practicum in Learning Disabilities 210 or equivalent. (Elementary) 3 credits This course provides students with field experi- SPED 593. Teaching Infants and Young Children ences working in elementary programs for stu- with Severe/Profound Disabilities 3 credits dents with learning disabilities. Students will gain This course addresses teaching methodology as it first hand practical experience in working with applies to infants and young children with seri- curriculum and teaching strategies under the

204 Graduate Programs supervision and guidance of licensed teachers. ior disordered students. Students will obtain Prerequisites: SPED 510, 511, 514 520, 621, practical, first-hand experience of working with and teacher certification. curriculum and teaching strategies. Prerequisites: SPED 514, 530, 631 and teacher SPED 629. Practicum in Learning Disabilities certification. (Secondary) 3 credits This course provides students with field experi- SPED 639. Practicum in Behavior Disorders ences working in secondary programs for stu- (Secondary) 3 credits dents with learning disabilities. Students will This course provides students with field experi- gain first hand, practical experience in working ence working in secondary programs for behav- with curriculum and teaching strategies under ior disordered students. Students will obtain the supervision and guidance of licensed teach- practical, first-hand experience of working with ers. Prerequisites: SPED 510, 511, 514, 520, curriculum and teaching strategies. 622, and teacher certification. Prerequisites: SPED 510, 511, 514, 530, 632 and teacher certification. SPED 631. Teaching Elementary Children with Behavioral Disorders 3 credits SPED 541/641. Teaching Elementary Children A study of specific teaching techniques and with Mild Mental Disabilities 3 credits instructional materials for use with elementary- Provides teaching methodology specific to the level behavior disordered children. Topics will teaching of children with mild mental disabilities include classroom organization and manage- at the elementary level. Field hours required. ment and individualized behavior programming. Prerequisites: SPED 510, 511, 514, 540. Prerequisites: SPED 210 or equivalent, SPED SPED 542/642. Teaching Secondary Youth with 510, 511, 530. Mild Mental Disabilities 3 credits SPED 632. Teaching Secondary Children with This course is intended to provide teaching Behavioral Disorders 3 credits methodology specific to teaching adolescents A study of specific teaching methods and with mild mental disabilities. Field hours instructional material for use with secondary- required. Prerequisites: SPED 210 or equiva- aged behavior disordered youth. Topics include lent, SPED 510, 511, 514, 540, or permission classroom organization and management, of instructor. behavior programming, and transitional models. SPED 643. Teaching Students with Moderate Prerequisites: SPED 510, 511, 530 or permis- Mental Disabilities 3 credits sion of instructor. This course is designed to provide curricular SPED 633. Theories of Emotional training to the teacher who plans to work with Disturbances 3 credits students with moderate mental disabilities. Topics focus on aspects of serious emotional Information will be gained in academic, social, disorders. Etiology, characteristics, social and leisure, and vocational areas. Prerequisites: emotional factors are considered for children SPED 510, 511, 514, 540, or permission of with various psychopathologies. Prerequisites: instructor. SPED 530 or permission of instructor. SPED 644. Medical Aspects of Mental Retardation SPED 638. Practicum in Behavior Disorders 3 credits (Elementary) 3 credits This course focuses on in-depth exploration of This course provides students with field experi- various genetically, biophysical and environmen- ence working in elementary programs for behav- tally based causes of mental retardation. Also

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considered in this course are current issues sur- SPED 652. Teaching Secondary Mildly rounding medicine/genetics. Prerequisites: SPED Handicapped Students in Multicategorical 210 or equivalent, SPED 540. Programs 3 credits This course will explore teaching strategies, cur- SPED 647. Practicum in Mental Disabilities - ricular options and delivery systems specifically Moderate (K-12) 3 credits designed for students enrolled in secondary-level This course provides students with field experi- multicategorical resource programs. ence working in K-12 programs for moderate Prerequisites: SPED 510, 511, 514, 550, or per- mentally disabled students. Students participate mission of instructor. in pre-summer practicums established by the University. Students will obtain practical, first- SPED 658. Practicum in Multicategorical Resource hand experience of working with curriculum and Room (Elementary) 3 credits teaching strategies. Prerequisites: SPED 510, This course provides students with field experi- 511, 514, 540, 643, and teacher certification. “In ence working in elementary programs for stu- progress” grade option available for this course. dents in multicategorical resource settings. Students will obtain first-hand experience of SPED 648. Practicum in Mental Disabilities - Mild working with curriculum and teaching strategies. (Elementary) 3 credits Prerequisites: SPED 510, 511, 514, 550, 651, This course provides students with field experi- and teacher certification. “In progress” grade ence working in elementary programs for stu- option available for this course. dents with mild mental disabilities. Students will obtain practical, first-hand experience of working SPED 659. Practicum in Multicategorical Resource with curriculum and teaching strategies. prereq- Room(Secondary) 3 credits uisites: SPED 510, 511, 514, 540, 641, and This course provides students with field experi- teacher certification. “In progress” grade option ence working in secondary programs for students available for this course. in multicategorical resource settings. Students will obtain first hand experience of working with SPED 649. Practicum in Mental Disabilities - Mild curriculum and teaching strategies. Prerequisites: (Secondary) 3 credits SPED 510, 511, 514, 550, 652, and teacher cer- This course provides students with field experi- tification. “In progress” grade option available ence working in secondary programs for students for this course. with mild mental disabilities. Students will obtain practical, first-hand experience of working SPED 660. Career Management & Transitioning with curriculum and teaching strategies. for the Disabled 3 credits Prerequisites: SPED 510, 511, 513, 540, 642, Emphasis is placed on various models used for and teacher certification. “In progress” grade providing vocational/career education to individ- option available for this course. uals with special needs. Students study career assessment, programming and various transition SPED 651. Teaching Mildly Handicapped models. Prerequisite: SPED 210 or equivalent. Elementary Students in Multicategorical Settings 3 credits SPED 671. Adults with Disabilities 3 credits Teaching strategies, curriculum options, and This course provides students with an introduc- delivery systems for mildly handicapped student tion to adults with physical, cognitive, and senso- in elementary multicategorical resource settings. ry disabilities. The main focus will be on the psy- Prerequisites: SPED 510, 511, 514, 550, or per- chosocial characteristics of having a disability. mission of instructor. vocational and educational implications will also

206 Graduate Programs be discussed. Students will explore how profes- Rehabilitation Act of 1973, and the Americans sionals can play a positive role in assisting indi- with Disabilities Act (ADA). Class discussion viduals with disabilities. Prerequisite: Graduate will focus on how these laws have determined the standing. types of support individuals receive and how services are provided. Additionally, students will SPED 672. Administration of Adult Disability learn to apply their knowledge of laws and legal Service Programs 4 credits cases to develop college/university policies and Provides students with information on how col- procedures. Prerequisite: SPED 671 or equiva- leges and universities comply with Federal legis- lent. lation to ensure equal educational opportunities for students with disabilities. Course topics SPED 675. Psycho-Educational Assessment of include: legal mandates for academic adjust- Adults 3 credits ments, auxiliary aids and services (including an This course is designed to enable students to use introduction to adaptive technology), psychoso- standardized test results they see in psycho-edu- cial aspects of disability, program development, cational test reports. Use of these reports is an and program evaluation. Because over 40 per- integral part of every post-secondary disability cent of college students with disabilities have service office. Students will learn to administer learning disabilities, the course will emphasize and interpret the most popular (and valid) psy- programming for students with learning disabili- cho-educational tests used in the post-secondary ties. Additionally, students will learn about coor- setting. These tests include: the Wechsler Adult dinating services and directing an office within a Intelligence Scale (Third Edition–WAIS-III); the college/university. Students will see how such an Woodcock-Johnson Tests of Achievement- office operates as part of the college or university Revised; and Woodcock-Johnson tests of administration. Prerequisite: Graduate status. Cognitive Ability-Revised. Other tests, such as the Wechlser Memory Scale (Third Test, Fourth SPED 673. Administration of Community Agency Edition), and others, will be discussed. Programs 4 credits Prerequisite: SPED 511. This course is designed to familiarize students with various community organizations that sup- SPED 676. Assistive Technology 2 credits port adults with disabilities. Emphasis is placed Designed for graduate students seeking to work on specific organizations within the Quad Cities in post-secondary institutions with adults with area and the specific services they provide, their disabilities, this course covers various aspects of organizational structure, funding, and service assistive technology used for individuals with dis- philosophy. The course is intended for students abilities. Focus will be on identifying, purchas- interested in working within organizations that ing, and using various types of assistive devices at support the full participation of individuals with the post-secondary level. Prerequisites: SPED disabilities into community life. Prerequisite: 672, 674, or employment in disability services SPED 671. and the consent of the instructor.

SPED 674. Legal Aspects of Adult Disability SPED 679. Internship in Services 3 credits Adult Services 1–6 credits This course is designed to familiarize students (Repeatable—must have six credits to complete with Federal and State laws that prohibit dis- program). Prerequisites: SPED 511, SPED 671, crimination against individuals with disabilities. SPED 672, or 673, 674, 675, 676, EDUC 610, The emphasis will be on the Individuals with and SPED 660 or EDUC 556. Disabilities Education Act (IDEA), The 207 Graduate Programs

SPED 688. Practicum in Multicategorical Special SPED 715. Individual Study in Class with Integration-Elementary (SCI) 3 credits Special Education 1–3 credits This course provides students with field experi- Offers students the opportunity to conduct in- ence working in elementary programs for stu- depth exploration into problems related to their dents in multicategorical SCI settings. Students major core of study not specifically covered in will obtain practical first-hand experience of other courses. A substantial written report, as working with curriculum and teaching strategies. well as an informal oral report will be required. Prerequisites: SPED 210 or equivalent, SPED Students meet regularly with their instructor. No 510, 511, 514, 621, 631, 641, teacher certifica- more than three credits count towards the mas- tion or permission of instructor. “In progress” ter’s degree. Prerequisite: Permission of depart- grade option available for this course. ment. “In progress” grade option available.

SPED 689. Practicum in Multicategorical Special SPED 716. Contemporary Issues in Special Class with Integration-Secondary (SCI) 3 credits Education 3 credits This course provides students with field experi- This course focuses on current issues facing the ence working in secondary programs for students field of special education. Topics that impact on in multicategorical SCI settings. Students will today’s special education teacher as well as obtain practical first-hand experience of working future issues will be explored through a seminar with curriculum and teaching strategies. format. Prerequisite: SPED 210 or equivalent. Prerequisites: SPED 210 or equivalent, SPED SPED 720. Special Topics 1–3 credits 510, 511, 514, 621, 631, 641, teacher certifica- A study of current specialized topics in the field tion or permission of instructor. “In progress” of special education. Prerequisite: SPED 210 or grade option available for this course. equivalent. SPED 700. Research Project 3 credits SPED 750. Curriculum Development This course focuses on conducting independent and Design 3 credits research with an emphasis on action or class- Course focuses on aspects of special education room based methodology. Students must con- curriculum in the schools including historical duct research project and report their findings foundation, curriculum planning implementation through a written document that meets the and evaluation, principles of curriculum organi- department guidelines. An oral presentation of zation, outside forces impacting on the curricu- this research must be presented to the university lum and future trends. Prerequisite: Currently at large. Prerequisites: Completion of 90% of held licensure in special education or permission required course work, EDUC 710, 711. of instructor. SPED 713. Legal Aspects of SPED 751. Staff Development Special Education 2 credits in the Schools 3 credits This course explores the legislative and litigative Course will focus on skills in modes of interven- reforms of Special Education. Special Education tion diagnosing problems and identifying target law including The Individuals with Disabilities groups as part of the staff development process Act (IDEA) and Section 504 of the Vocational designed to improve schools. Students will be Rehabilitation Act will be addressed along with concerned with planning, conducting, and evalu- recent court decisions relative to these laws. ating staff development programs. Prerequisite: Prerequisite: Graduate status. Currently held licensure in special education or permission of instructor.

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EDUC 552. Diagnostic and Prescriptive Techniques EDUC 715. Teaching Culturally Diverse Students of Teaching Reading 4 credits in Special Education Settings 2 credits Diagnostic and prescriptive techniques for class- Designed to assist special education teachers in room teachers of reading. Corrective techniques developing the understanding of issues surround- appropriate for less severe reading disabilities; ing cultural and gender diversity within special writing diagnostic and progress reports; parent education settings. Prerequisites: SPED 210 or interviews; designing prescriptions for teaching, equivalent, graduate status, or permission of tutoring and evaluating children in clinical set- instructor. ting. Lecture and laboratory. Graduate students EDUC 720. Special Topics in will be required to fulfill all 452 requirements as Education 1–3 credits well as design a K-12 reading inventory and pre- This course will focus on current specialized top- pare a case study on the client assigned. ics in the field of education. Prerequisites: One foundation course in reading and at least two years teaching experience. EDUC 556. Teaching Reading to Adolescents and Master of Adults 3 credits Assessment of adolescent reading skills in various Occupational Therapy content areas. Methods and materials used in College of Education and Health Sciences teaching developmental reading in junior and Occupational Therapy is a health and rehabilita- senior high content courses. Prerequisite: tion profession that helps people regain, develop Graduate status or permission of instructor. and build skills that are important for indepen- EDUC 610. Counseling Adults dent functioning, health, well being, security and with Disabilities 3 credits happiness. Occupational Therapists address psy- An overview of current techniques and strategies chological, social, physical and environmental used by counseling professionals as they interact factors that impede independent functioning in with adult clients with disabilities. Students will all aspects of life. This unique perspective is have the opportunity to apply counseling strate- reflected in our curriculum design emphasizing gies to the treatment of adults with disabilities as health, occupation, professionalism and ethical they participate in role-playing exercises and integrity. Prior to entering the MOT program, complete a counseling internship. Prerequisite: students receive a strong foundation in the liberal Graduate status or instructor permission. arts completing a minimum of two years of prerequisite coursework. The professional phase of EDUC 710. Research Methods 3 credits the program is arranged in life-span development This course will provide students with basic skills and includes five semesters on campus with the in conducting educational research including final semester including 24 weeks of full-time rationale, types of research methodology and field experience. With this three-year format, stu- ethics. dents will have the opportunity to enroll in elec- EDUC 711. Research Statistics 3 credits tives, special topics or independent study courses This course is an introduction and application of that will enrich their educational experience. In descriptive statistics, correlation estimation, and addition to this, the MOT program has an hypothesis testing through the use of the t, Assistive Technology Lab that serves as a ANOVA, and Chi-Square. resource center offering free assistive technology services to health-care professionals and the

209 Graduate Programs community. Students will have the opportunity to STAT 213: Applied Statistical Reasoning for study and work in this area. the Sciences 3 cr St. Ambrose’s Master of Occupational (if a math statistics course is approved, student Therapy program is accredited by the must complete an additional Social Science Accreditation Council for Occupational Therapy course) Education (ACOTE) of the American 2. Have a minimum grade-point average of 2.8 Occupational Therapy Association (AOTA); 4720 (on a 4.0 scale) at the time of application and Montgomery Lane, PO Box 31220, Bethesda, enrollment in the professional program. MD 20824-1220. Telephone: (301) 652-2682. 3. Submit three letters of reference on the official Program graduates are eligible to sit for the forms available in the application packet. national certification examination administered by These references should be from persons famil- the National Board for Certification in iar with the applicants qualities related to Occupational Therapy (NBCOT). After success- becoming an occupational therapist. ful completion of this exam, the individual will be 4. Provide documentation of 50 hours of OT vol- an occupational therapist (OTR). (Please note unteer experience completed in at least two that students will be asked to answer questions different OT settings. This documentation related to felony convictions when applying to should be submitted with the application, take the exam). In Iowa, and most states, a pro- should be on official letterhead and should be fessional license is also required for practice. The signed by a registered OT, or the applicant NBCOT exam typically serves as the licensing may submit documentation of employment in exam but students will need to apply separately an occupational therapy setting. for licensure. 5. Complete an on-campus interview. 6. Submit MOT application and all support doc- Admission Requirements/Procedures uments to the MOT Office by January 31st. Students wishing to enter the Master of However, applications will be accepted until Occupational Therapy program must complete the class is filled. the requirements listed below. 7. If the student plans to complete their baccalau- 1. Complete the prerequisite coursework prior to reate degree while enrolled in the MOT pro- beginning the MOT program. gram, applicants should have completed most BIOL 202: Human Anatomy and Physiology 4 cr of the following general education require- BIOL 204: Advanced Human Anatomy and ments by the time of acceptance into the pro- Physiology 4 cr gram. They will also need to complete all the HS 250: Medical Terminology or competency 1 cr major requirements for their baccalaureate MOT 255: Orientation to OT 1 cr degree prior to enrolling in the third year of the ENGL 101: Written Communication MOT program. Students may need to enroll in or summer and interim session to complete this ENGL 217: Written Business Comm 3 cr course of study in five years. COMM 101: Principles of Public Speaking 2 cr CSCI 120: Intro to Computer Science or General Education Requirements competency 3 cr AREA REQUIREMENT CRS PHIL 207: Ethics 3 cr Health and PE PED 149 & 1 course 2–3 Social Sciences including the following: 12 cr Information Literacy IL 101 1 PSYC 305: Life-Span Developmental Foreign Language Competency or 201 Psychology 3 cr equivalent 3–11

210 Graduate Programs

Philosophy/Theology 3 courses 9 Procedures: Humanities 2 courses 5–7 1. The student’s request from appeal must be Creative Arts 1 year applied music made in writing to the chair of the or 1 course 2–3 Admissions and Retention Committee within Natural Sciences 1 course 3–4 two weeks of being notified of his/her status in Multidisciplinary 2 Arts & Sciences the occupational therapy program. course; 1 each from 2. Students must appeal decisions of the humanities and Admissions and Retention Committee by sub- natural sciences 6 mitting written reasons for challenging the committee’s decision by the appeal date set by 8. Students will be notified before the end of the committee. March regarding acceptance into the pro- 3. The student may attend the appeal meeting gram. Please note additional requirements for the portion during which the challenge is may be added. Students should check with read and may be asked to supply additional the MOT Department for the most current information orally. information. 4. The student members of the Admissions and Transfer Students or Certified Occupational Retention Committee will participate in the Therapy Assistants appeal process. Transfer students from other colleges and uni- 5. The student and faculty members of the versities can apply for admission to St. Ambrose Admissions and Retention Committee who and the MOT program. Students must be admit- have direct involvement in the case and who ted to the university as well as the MOT pro- feel they are unable to act in good faith will gram. Admission to SAU does not guarantee excuse themselves from the appeals process. advancement into the professional program. In those instances, alternate committee mem- Transfer students should submit copies of all bers will serve. transcripts to the MOT Department. A photo- 6. The decision of the committee will be made copied catalog description of all transferred sup- by majority vote of those committee members port courses must be submitted along with the present using a secret ballot. application. These transcripts will be considered 7. The student will be verbally informed by the a part of the application and are necessary to chair of the committee after the meeting. The determine admission and placement. Transcripts chair will write a letter regarding the decision must be received by the application deadline. to the student and a copy will be placed in the Certified Occupational Therapy Assistants student’s file. should contact the MOT Department to deter- 8. The student has the right to appeal the com- mine if prior coursework or work experience will mittee’s decision to the dean of the College of be granted credit. Education and Health Sciences in writing within one week after receiving notification of Appeal Procedures for Progression and the decision. Retention/Readmission Students have the right to appeal decisions relat- MOT Grading Policy ed to admissions, progression, or retention to the A = 93 – 100% Admissions and Retention Committee. All ques- B+ = 91 – 92% tions dealing with absence issues, GPA issues, B = 85 – 90% leave of absence, etc will utilize this policy. C+ = 83 – 84%

211 Graduate Programs

C = 77 – 82% until the second attempt has been successfully D = 69 – 76% completed. P: passing work completed in a course Dismissal NP: not passing work completed in a course 1. Dismissal from the University will automati- IP: in progress work (for students in courses that cally be considered dismissal from the MOT are not expected to be completed within the nor- program. mal semester) MOT Graduation Requirements Student Retention 1. Students must earn a baccalaureate degree Academic Performance prior to their third year in the MOT program. 1. If a student earns a “C” in any major content 2. Students must complete the 91 required course the student must meet with their advi- MOT credit hours. sor to develop a remediation plan regardless 3. Students must complete at least two Special of their GPA standing. Topics OR Independent Studies OR Electives 2. If the student earns a grade lower than a “C” (approved by department) for a minimum of in any of the professional OT coursework, the 2 credits. student must re-take this course(s) and earn a 4. Students must maintain a cumulative GPA of grade of “C” or better to progress in the 3.0 in the MOT curriculum. MOT program, provided that the student 5. Students must successfully complete MOT maintains a minimum GPA of 3.0 or higher. 650 and 655. The student is allowed to re-take a course one time. Field Experience Students will be completing field experience Minimum Acceptable GPA while enrolled in coursework at St. Ambrose and 1. Students must maintain a minimum GPA of will be completing 24 weeks of full-time field 3.0 on a 4.0 scale in the MOT professional experience upon completion of their MOT program coursework. coursework. Students are responsible for their Academic Probation own transportation, travel and housing costs for 1. If the student drops below a 3.0 GPA, the these experiences. In addition, students will still student will receive written notice from the be paying tuition while completing their field MOT department. The student will be placed experience. on academic probation. Time Requirements for Completing Occupational Remediation and Retention Therapy Program 1. When a student is placed on academic proba- The professional phase of the Occupational tion, they have two options: Therapy program falls into two categories: a. the student has one semester to bring their • Academic coursework on campus (5 semesters) cumulative professional coursework GPA up • Level II Fieldwork (6 months) to a minimum 3.0. If the student fails to do Academic this, the student will be dropped from the The academic portion must be completed within program. 60 months from initial entry into the program. b. the student can elect to re-take coursework for a second grade option to bring their Fieldwork cumulative professional coursework GPA up Fieldwork experiences must be completed within to a minimum 3.0. The student may not be 24 months of fulfilling their academic portion. enrolled in any professional MOT courses 212 Graduate Programs

One Price Tuition Plan MOT 560 Occupational Studies III 3 Students in the MOT program will be included MOT 570 OT with Older Adults 5 in the SAU One Price Tuition Plan. This tuition MOT 575 Research II 3 plan is higher than tuition for other SAU stu- Interim/Summer dents but it will eliminate all course fees and MOT 566 Field Experience with includes some of the other miscellaneous costs Older Adults 2 incurred by occupational therapy students. The MOT 600 Research III (Data Collection) one price plan ensures that tuition costs remain 2 at one rate throughout the normal course of graduate study making financial planning easier, Semester 5 and giving students the opportunity to take elec- MOT 620 Advanced Occupational tive courses at no additional cost. Therapy Across the Lifespan 4 MOT 630 OT Leadership & Management 4 Master of Occupational Therapy Curriculum MOT 640 Clinical Reasoning and Ethics Semester 1 in Occupational Therapy 3 PSYC 403 Behavioral Neuroscience 4 MOT 645 Research IV 2 MOT 410 Foundations of Occupation 3 MOT 420 Fundamentals of Semester 6 Purposeful Activity 3 MOT 650 Level II Fieldwork Experience 6 MOT 440 OT Applied Kinesiology 3 MOT 655 Level II Fieldwork Experience 6 MOT 450 History and Philosophy of OT MOT 660 Optional Level II 3 Fieldwork Experience 1–6

Winterim Any Semester MOT 430 Introduction to OT *MOT 510 Special Topics 1–3 Group Theory 2 *MOT 511 Independent Studies 1–2 *These courses are not required every semester but students Semester 2 will need either two special topics OR two independent study MOT 460 Occupational Studies I 3 OR two approved electives for graduation. (See graduation MOT 465 Field Experience with Pediatrics 2 requirements). MOT 467 Psychosocial Interventions Estimated Costs Across the Lifespan 4 Application Costs MOT 470 OT with Pediatrics 5 Application fee ...... $25 HS 500 Pathology for the Acceptance fee ...... $200 Health Professional 3 Waiting list fee (non-refundable)...... $25 Semester 3 Additional Costs HS 501 Pharmacology for the Hepatitis B vaccination (recommended) . . $160 Health Professional 2 AOTA membership...... $50 MOT 530 Occupational Studies II 3 IOTA membership ...... $15 MOT 535 Field Experience with Adults 2 Fieldwork attire (lab coat, name badge) . . . $65 MOT 540 OT with Adults 5 Textbooks ...... $850–950 MOT 545 Research I 2 Costs listed above are for 2003-04. Students seeking admission at a later date should check Semester 4 with the program director for exact current costs. MOT 550 Applied Orthotics 2

213 Graduate Programs

Course Descriptions MOT 410. Foundations of Occupation 3 credits This course introduces the concepts, strategies, HS 250. Medical Terminology 1 credit and skills related to the use of self as a therapeu- Emphasizes the recognition, definition, and pro- tic agent in the professional role of an occupa- nunciation of medical terms. The student will tional therapist. The power of occupation as it understand the meaning of these words by defin- influences health across the lifespan is stressed. ing the word roots and combining forms. Multicultural issues related to occupational ther- HS 500. Pathology for the apy are explored. Ethical problem-solving is Health Profession 3 credits introduced. Prerequisite: Admission into the This course deals with the nature and cause of MOT program. human disease. The effects of disease on the MOT 420. Fundamentals of structure and function of the body tissues and Purposeful Activity 3 credits systems will be examined along with the personal This course focuses on the development of criti- aspect of receiving a diagnosis. A strong empha- cal thinking skills as they are related to the selec- sis will be placed on the clinical appearance of tion of occupationally based treatment in occu- disease including etiology, commonly observed pational therapy. Two specific aspects will be signs and symptoms and basic pathogenesis examined: purposeful activity within the context along with the individuals/ role in prevention and of the profession of occupational therapy as well the promotion of health. Students will develop as purposeful activities given an individual’s the ability to review medical information and treatment needs. This course will assist the stu- determine how this correlates to the needs and dent in developing skills in activity analysis, syn- occupations of their clients. Prerequisite: BIO thesis, and reasoning. This course will also iden- 204. tify how activity demands, performance patterns, HS 501. Pharmacology for the Health Professional2 client factors, performance skills and contextual credits differences may influence an individual’s inter- This course studies the basic pharmacological ests, concerns and response to therapy. principles and application to health professionals Prerequisite: Admission into the MOT program. involved in rehabilitation. Pharmacotherapuetic MOT 430. Introduction to Group Theory in agents will be discussed based on the type of dis- Occupational Therapy 2 credits orders these agents treat, the rationale and impli- Group leadership skills following a seven-step cations for use, and the adverse effects. This area format will be developed. Students will gain an of study is important, as it is the professional understanding of group dynamics including responsibility of the occupational therapist to be group process, development, norms and roles, aware of how these agents will impact the indi- termination as well as dealing with special client viduals they serve. Prerequisite: HS 500. populations exploring concepts of health and MOT 255. Orientation to wellness. Introduction to occupational therapy Occupational Therapy 1 credit group theories and frames of reference will be This introductory course into the profession of presented. Students will develop professional, occupational therapy addresses professional ter- ethical critical thinking skills regarding group minology, core values, ethics, standards of prac- dynamics and group leadership in the selection tice, licensure, certification and educational of appropriate occupational therapy interventions requirements to enter the profession as well as utilizing a group setting. Prerequisite: MOT 410. current roles of occupational therapists within a variety of different practice areas. 214 Graduate Programs

MOT 440. Applied Kinesiology 3 credits clinical reasoning skills are fostered to encourage This course includes the study of the active and knowledge of best occupational therapy practice passive structures and the forces that impact choices. Corequisite: MOT 470. human movement, an integral component to MOT 465. Field Experience occupation. Students will learn to utilize the the- with Pediatrics 2 credits oretical concepts of Kinesiology and biomechan- This course will integrate information learned in ics to analyze normal patterns of movement in other MOT courses through both field experi- healthy individuals and the impact abnormal pat- ences and classroom activities. Students will be terns of movement will have on an individuals’ placed in settings that serve children (0-21). occupation. Students will learn appropriate They will have the opportunity to observe and assessment and treatment of movement problems interact with individuals and with groups. In the as they relate to the performance of activities classroom, students will have the opportunity to important to their clients. Prerequisite: discuss and synthesize their experiences. BIOL 204. Through the clinical and classroom experiences, MOT 450. History and Philosophy students should learn to appreciate the role of of Occupational Therapy 3 credits occupation as it promotes health and wellness in This course is designed to explore the historical children, develop professional work skills and development of the occupational therapy profes- behaviors, and exhibit ethical integrity. sion from a sociopolitical perspective and to MOT 467. Psychosocial Interventions identify the various philosophical approaches to Across the Lifespan 4 credits understanding health and the human as an occu- This course addresses the occupational therapy pational being. The student will learn about the process from referral to discontinuation of ser- founders of the profession, the underlying princi- vices for individuals with psychosocial concerns ples of the profession, and the significance of OT across the lifespan in both traditional and non- theories, models, and frames of reference as they traditional settings. Students will explore theories relate to the form and function of occupational and frames of reference utilized in providing eth- therapy. The ethical values, beliefs, and profes- ical services to individuals with psychosocial sional characteristics of occupational therapy will health and wellness impairments across the lifes- also be explored. Prerequisite: Admission into pan. This course will include assessment, occu- MOT program. pation based treatment planning, intervention, MOT 460. Occupational Studies I 3 credits and exploration of community resources for dis- The essential occupations of infants to young charge planning. Social, economic, legal, ethical adults are studied to understand their unique and public policy issues involving mental illness areas of occupation, performance patterns, and will be addressed. Prerequisite: MOT 430. contexts. This course analyzes the relationships MOT 470. Occupational Therapy between occupational activity, health, and with Pediatrics 5 credits growth and development. Finally, assessment This course is the first of the interventions cours- and therapeutic strategies that focus on compen- es and addresses the OT process from the refer- sation/adaptation of tasks and environments, dis- ral to discontinuation of services for the age 0-21 ease/disability prevention, and health/wellness year old population. The normal and atypical promotion are explored in order to optimize development of occupation as it relates to health occupational engagement when there is a disrup- and wellness is explored. All aspects of profes- tion in functional performance. Evidence-based

215 Graduate Programs sional and ethical decision making with the pedi- other MOT courses through both field experi- atric population is examined when choosing an ences and classroom activities. Students will be appropriate frame of reference and setting, devel- placed in settings that serve the young and mid- oping an occupational profile, analyzing occupa- dle adult population. They will have the oppor- tional performance through assessment and eval- tunity to observe and interact with individuals uation, collaboratively creating an intervention and with groups. In the classroom, students will plan with goals and objectives, and planning dis- have the opportunity to discuss and synthesize continuation of services. Prerequisite: MOT 440, their experiences. Through the clinical and class- PSYC 403. room experiences, students should learn to appreciate the role of occupation as it promotes MOT 510. Special Topics 1–3 credits health and wellness in adult, develop professional This course will explore some aspect of occupa- work skills and behaviors, and exhibit ethical tional therapy in more depth than is possible in a integrity. Prerequisite: MOT 465. core course. Topics to be announced. Course may be repeated if topics are different. MOT 540. Occupational Therapy Prerequisites will vary by topic. It might include with Adults 5 credits study of an OT practice area assessment, inter- This course addresses the OT process from vention or issues within our profession. referral to discontinuation of services for adults in the settings in which they are served. All MOT 511. Independent Study 1–2 credits aspects of ethical and professional provision of Selected topics in Occupational Therapy that are occupational therapy for the adult population are of a strong interest to the student will be offered examined when choosing an appropriate frame of on an individual basis. The topic will be deter- reference, developing an occupational profile, mined by the instructor and the student. Course analysis of occupational performance through may be repeated if topics are different. assessment and evaluation, tools, collaboratively MOT 530. Occupational Studies II 3 credits developing a treatment plan and goals and plan- The essential occupations of early and middle ning for discharge. Students study in further adulthood are studied to understand their unique detail the theories of creation/promotion, restora- areas of occupation, performance patterns, and tion, maintenance, modification, prevention and contexts. This course continues to develop a rich wellness approaches. This course emphasizes understanding of the relationships between occu- occupational based treatment with outcomes of pational activity, health, and growth and devel- occupational performance, client satisfaction, opment. Finally, assessment and therapeutic role competence, health and improved quality of strategies that focus on compensation/adaptation life. Prerequisite: MOT 470. of tasks and environments, disease/disability pre- MOT 545. Research I 2 credits vention, and health/wellness promotion are The student will critically examine and develop explored in order to optimize occupational an appreciation for the impact of research in the engagement when there is a disruption in func- profession of occupational therapy. Knowledge tional performance. Evidence-based clinical rea- and skills in information searching, obtaining soning skills are applied to make the best occu- research funding, research question develop- pational therapy practice choices. Prerequisite: ment, and ethical clinical application of research MOT 460. to practice from an evidence based practice MOT 535. Field Experience with Adults 2 credits framework will be conducted. This is the first This course will integrate information learned in course in a four-course sequence focusing on

216 Graduate Programs

research in occupational therapy. Prerequisite: MOT 570. Occupational Therapy with Introductory statistics course and admission into Older Adults 5 credits the MOT program. This course addresses the professional and ethical provision of occupational therapy services MOT 550. Applied Orthotics 2 credits across the continuum of care for older adults. This course is designed to enhance professional Students study the health, well-being and occu- and ethical problem-solving and skill in the fabri- pations of older adults and analyze the impact cation of orthotic devices to promote and that normal aging, disease, and disability have on enhance occupation in persons with injuries or this population. In addition, the social, econom- pathologies in the upper extremities. ic, political, geographic, and demographic issues Prerequisite: MOT 440. unique to older adults are explored. Prerequisite: MOT 560. Occupational Studies III 3 credits MOT 540. The essential occupations of older adults are MOT 575. Research II 3 credits studied to understand their unique areas of occu- The student will critically examine professional pation, performance patterns, and contexts. This occupational therapy literature and develop a course continues to develop a rich understanding research proposal with faculty guidance to fur- of the relationships between occupational activi- ther explore during MOT 600 and MOT 645: ty, health, and growth and development. Finally, Occupational Therapy Research III and IV. assessment and therapeutic strategies that focus Upon question identification, various research on compensation/adaptation of tasks and envi- activities will be initiated to explore the impor- ronments, disease/disability prevention, and tance and need for research in the profession of health/wellness promotion are explored in order occupational therapy. Self directed learning will to optimize occupational engagement when there be stressed. Writing skills necessary for publica- is a disruption in functional performance. The tion will be addressed. This is a writing intensive student will synthesize occupational therapy (WI) course. Prerequisite: MOT 545. practice options with evidence from research to make the best clinical decisions. Prerequisite: MOT 600. Research III 2 credits MOT 530. Sampling methods learned in MOT 575 will be implemented and ethical data collection proce- MOT 566. Field Experience with dures for research will be completed with guid- Older Adults 2 credits ance of a faculty research mentor. Concepts of This course will include both field experience interrater and intrarater reliability and data and classroom activities. Students will be placed reduction will be explored. Pass/No Pass Grade. in settings that serve the older adult. They will Prerequisite: MOT 575. have the opportunity to observe and interact with individuals and with groups. In the classroom, MOT 620. Advanced Treatment students will have the opportunity to discuss and Theories 4 credits synthesize their experiences. Through the clinical Students will develop advanced knowledge of and classroom experiences, students should learn OT theoretical approaches to patient care and to appreciate the role of occupation as it pro- frame of reference practice skills used in profes- motes health and wellness in the older adult, sional OT practice across the lifespan. Students develop professional work skills and behaviors, will analyze and evaluate ethical treatment and exhibit ethical integrity. Prerequisite: MOT approaches as they relate to the planning and 535. evidenced-based practice for particular patient

217 Graduate Programs populations. Students will develop hands-on evaluation of theories and techniques utilized in treatment skills to promote the health of clients clinical practice. Upon completion of the course, through occupation. Prerequisite: MOT 570. the student will have professionally presented research findings to relevant faculty and student MOT 630. Occupational Therapy Leadership members of the campus community. Students and Management 4 credits are encouraged to explore submission of their The student will develop skills required to per- research manuscript for publication considera- form the occupation of a manager of occupation- tion as well as presentation of research findings al therapy service as well as understand the at the state and national level during occupation- importance of entering the field of OT as a al therapy and non-occupational therapy confer- leader and change agent. This will include ences. Prerequisite: MOT 600. knowledge of health care trends and legal issues as well as various models of service delivery and MOT 650. Level II Fieldwork program management. The importance of devel- Experience 6 credits oping a professional and ethical identity is a This is the first fieldwork experience during focus. The student will develop a comprehensive which students are asked to demonstrate entry- model for the delivery of occupational therapy level competency as an occupational therapy pro- services in an existing or emerging practice area. fessional. This experience may take place in a Prerequisite: Final academic semester in MOT variety of practice settings, servicing a variety of program. clients across the lifespan. This experience should allow the student to impact the health of MOT 640. Clinical Reasoning and their clients through the application of purpose- Ethics in Occupational Therapy 3 credits ful and meaningful occupation; promote clinical This is an advanced level graduate course reasoning; enable ethical practice and develop designed to identify the critical issues in the their competency and professionalism as an delivery of best professional practice in the ever- occupational therapist. Pass/No Pass grade. changing market. Clinical reasoning and ethical Prerequisite: Successful completion of academic decision-making as it applies to the promotion of portion of MOT program. health of clients through occupation is explored through case-studies and hands-on client con- MOT 655. Level II Fieldwork tact. Best evidenced-based practice is applied as Experience 6 credits students develop collaboration and consultation This is the second fieldwork experience during skills in the community. Prerequisite: Final acad- which students are asked to demonstrate entry- emic semester in MOT program. level competency as an occupational therapy professional. This experience may take place in a MOT 645. Research IV 2 credits variety of practice settings, servicing a variety of Students will continue to critically examine cur- clients across the lifespan. This experience rent Occupational Therapy literature and com- should allow the student to impact the health of plete a research proposal: single case study their clients through the application of purpose- design or research project. Students will build ful and meaningful occupation; promote clinical upon research and scholarly knowledge gained reasoning; enable ethical practice and develop from Research I, II and III. Emphasis is placed their competency and professionalism as an upon critical analysis of current Occupational occupational therapist. Pass/No Pass grade. Therapy literature, encouraging students to be Prerequisite: Successful completion of academic consumers of research, fostering professional portion of MOT program.

218 Graduate Programs

MOT 660. Level II Fieldwork opportunities for students. Experience 1–6 credits Mission Statement This fieldwork experience is for the student who The Master of Organizational Leadership pro- has successfully completed MOT 650 and 655 gram at St. Ambrose University nurtures stu- and wishes to experience occupational therapy in dents’ abilities and enables students to strength- additional practice settings. This experience may en their capacities as leaders through the devel- take place in a variety of practice settings, servic- opment of tools and skills for effective leadership ing a variety of clients across the lifespan. This in organizational settings including promoting experience should allow the student to impact the importance of service to communities. the health of their clients through the application of purposeful and meaningful occupation; pro- Goals and Objectives mote clinical reasoning; enable ethical practice Students will: and develop their competency and professional- • Learn multiple theoretical frameworks of ism as an occupational therapist. Pass/No Pass leadership. grade. Prerequisite: MOT 650, 655. • Gain skills to communicate and participate effectively in organizational and community settings including oral, written, and electronic formats. Master of Organizational • Be empowered to act competently and confi- Leadership dently in leadership roles. • Identify and address the relationships between College of Arts and Sciences leaders and systemic processes, such as orga- The accelerated Master of Organizational nizational, behavioral, political, incremental, Leadership (MOL) program at St. Ambrose and global influences on policy change. University is an interdisciplinary graduate pro- • Understand the importance of diversity and gram of study designed to develop skills and nur- tolerance as essential to organizational success ture abilities for effective leadership. Effective and effective leadership. leadership is essential to the success of any • Become more reflective as ethical human endeavor in both the public and private sectors. beings and ethical leaders. Businesses, government agencies, elected offices, • Develop research competencies founded in charitable organizations, and churches, to name accepted methodological, philosophical, and a few, need valuable leaders who can identify, scientific principles as they relate to organiza- promote, and accomplish organizational goals tional and leadership practices. and objectives. In this context, MOL program students will become more aware of their own Admission Requirements strengths, attitudes, and behaviors, and the Individuals with an undergraduate degree form effects they have on others as leaders. The MOL an accredited institution in any field may apply program also provides individuals currently in or for admission to the MOL program. All applica- seeking leadership positions with the conceptual tions must meet the following requirements: and analytical skills necessary for successful lead- 1. Applicant must have a bachelor's degree from ership. The Master of Organizational Leadership an accredited college or university. program reflects St. Ambrose University’s com- 2. Applicant has an undergraduate GPA of at mitment to promoting community service, per- least 3.0 on a 4-point scale. sonal growth, and practical professional training 3. Applicant must submit a typed three-to-five-

219 Graduate Programs

page essay discussing your background in lead- undergraduate GPA and the degree earned and a ership including work related, community, and completed application for admission. All materi- public service. The essay should also discuss als, including an official transcript, must be on file your goals and objectives as a leader as well as before the student will be allowed to register for a your goals and objectives for pursuing graduate second session. Students will not be allowed to level studies in leadership. Finally the essay register for more than one course until all materi- should discuss scholarship, literature, and als are received and an official admissions deci- practices of leadership that you have read, sion is made. Requests to waive this requirement mastered, and/or incorporated successfully into due to extenuating circumstances must be your professional, community, and personal reviewed by the director of the Master of life experiences. The final section of the essay Organizational Leadership. should include references and a bibliography Admission Status of three to five sources. The essay will be eval- Students may be admitted to the MOL as follows: uated for clarity, focus, grammar, and spelling 1. Full Admission: the student’s file is complete as well as content. and all minimum criteria for admission has 4. Submit a resume and/or completed application been met. with two letters of recommendation that speak 2. Conditional or Probationary Admission: to the student’s interests, academic abilities, occurs when a student’s file is complete but and potential as they pertain to leadership as falls below the minimum. These applications described in the mission statement and the are reviewed on a case-by-case basis by the goals and objectives of the MOL program. director of the MOL. Admission decisions will Application Procedure take into consideration experience, academic To apply for admission into the MOL program growth potential, and the student’s personal submit the following to the MOL Office located motivation to succeed. A student admitted on at 1518 W. Locust St., Davenport, lA 52803 care conditional or probationary status may register of the director of the Master of Organizational for only one course at a time and will normally Leadership. have a final admissions decision rendered upon 1. Completed application, resume, and letters of the completion of the first or second course. recommendation. 3. Provisional Admission: when the student’s file 2. Official undergraduate transcript. is incomplete. The student may register for 3. Three-to-five-page essay on leadership and one course but must have on file a completed your goals and objectives. application and an undergraduate transcript. 4. Submit a resume and/or completed application All materials, including an official transcript, with two letters of recommendation that speak must be on file by the completion of the first to the student’s interests, academic abilities, course. and potential as they pertain to leadership as Academic Status described in the mission statement and the MOL students are required to maintain a 3.0 (B) goals and objectives of the MOL program. grade point average. If a student falls below a 3.0 In order for the student to register for classes, the GPA he/she is placed on academic probation. For director of the MOL must receive evidence that each “C” earned, there must be an offsetting “A”. the student has met the academic admission Only two “C” grades are permitted in the gradu- requirements of the program. Examples of evi- ate program. A third “C” or an “F” results in dence include copies of transcripts indicating the academic dismissal from the program. An MOL

220 Graduate Programs student is permitted only one outstanding incom- details and information. plete (I) at any given time during their academic A student selecting the comprehensive exami- studies in the program. Evidence of when the “I” nation track will enroll in the capstone course will be completed must be presented to the direc- (MOL 722) and take the comprehensive exami- tor of the MOL by the end of the first week of the nations toward the end of that semester. Should session following the session in which the “I” was the student fail the comprehensive examination, received. A student will not be permitted to enroll the test can be retaken the following semester. in subsequent courses until the I is removed. See Degree Requirements and Course Requests to waive this restriction due to extenuat- Descriptions for more details and information. ing circumstances must be reviewed by the direc- The student who maintains good academic stand- tor of the MOL. ing will normally complete the MOL degree in A full-time load for a semester is 9 credits. A two to two-and-a-half years. student in his/her first semester will take only one Transfer Credits course during the first session, normally MOL Students may transfer up to nine graduate credits 501. Upon successful completion of the first from an accredited college or university provided course in the curriculum, the student may then the credits carry a “B” or better, the course(s) are take two courses in the next 8-week session, but determined to be relevant to the MOL program, no more than nine credits (3 classes) in any tradi- and the courses were completed in the past seven tional 15-16 week semester. Students who seek to years. Students who complete the organizational complete the degree in less than two years are management concentration through St. Ambrose strongly encouraged to keep outside work to a University may apply for all 15 credits to count minimum due to the rigorous schedule. A student toward the MOL degree as stipulated in the working full-time is encouraged to take no more course requirements. (See Degree Requirements.) than one course per 8-week session. The student must consult with their MOL academic advisor Degree Requirements and receive approval of the director of the MOL There are two options for the completion of the to address special considerations and extenuating MOL degree. circumstances to this policy. 1. Thesis Track: 36 credit hours including the A student selecting the thesis track (MOL 719 LTPS foundation course (3 credits), 18 credits and MOL 720) will sign up for one credit at a of core courses, 9 credits of electives, MOL time for a maximum of 3 credits to be completed 719: Research Methods, and MOL 720: in one to three traditional 15- week semesters. Thesis. The student may enroll in MOL 719 The thesis may be approved as quickly as one after completing the Core Requirements (18 semester (at which time the student will earn all credits). The student may enroll in the thesis three credits) or as long as three traditional only after completing MOL 719 and 30 credit semesters. In total, the student must complete the hours toward the degree. The student enrolls thesis in four traditional semesters, or two years. for one credit at a time until the thesis is com- An In- Progress (IP) designation is noted on the pleted, for a maximum of 3 credits. The thesis student's transcript until the thesis is completed. must be completed within two years of the ini- Extenuating circumstances to this policy must be tial enrollment in the thesis. Permission of the approved by the primary thesis advisor/reader and thesis advisor and program director is also the director of the MOL. See Degree required to enroll in the thesis. The thesis Requirements and Course Descriptions for more track is recommended for the student consid-

221 Graduate Programs

ering advancing on to a Ph.D. program or MOL 701. Planning Strategically (MBA 701) where conduct of research is a vital compo- MOL 719. Research Methods nent of the student’s career. MOL 790. Independent Inquiry in Leadership 2. Comprehensive Examination Track: 36 credit MOL 792. Special Topics hours including the L TPS foundation course, Candidacy Degree Requirement (3-6 credits 18 credits of core courses, 12 credits of elec- depending on track) tives, and MOL 722: Capstone/Comps. The In addition to the above requirements, the stu- student may enroll in MOL 722 upon com- dent must complete one of the following to completion of 30 credit hours toward the degree. plete the degree: However, the student may not take the com- 1. Thesis track (6 credits): MOL 719. Research prehensive exams until all other credits (33) Methods (3 credits) and MOL 720. Thesis (3 have been completed. Permission of the MOL credits, student enrolls one credit at a time ) director is required to sign up for the compre- 2. Comprehensive exam track (3 credits): MOL hensive examinations. The comprehensive 722. Capstone Seminar/Comps examination track is recommended for the Certificate in Organizational Leadership student whose career is closer to that of a A master’s level certificate in organizational lead- practitioner rather than that of a researcher. ership comprised of 15 credit hours is available Foundation Course (3 credits) through St. Ambrose University. The certificate MOL 690. (L TPS) Leadership Through People consists of four core MOL courses including Skills (MBA 690) MOL 501, MOL 529, MOL 540, MOL 710 and Core Requirements (18 credits) the LTPS foundation course MOL 690. The stu- MOL 501. Leadership Theories, Practices, dent must apply for admission into the MOL Context program in order to enroll in the organizational MOL 512. Assessing Leadership Skills leadership certificate option. Upon completion of or the certificate, the student may select to continue MOL 555. Managing Diversity in the MOL program for the purpose of complet- MOL 529. Conflict Resolution (MBA 529) ing the MOL degree. MOL 540. Organizational Communication Certificate in Organizational Management MOL 621. Organizational Theory and Behavior A master’s level certificate in organizational man- (MBA 621 ) agement is available through St. Ambrose MOL 710. Ethics, Integrity, and Social University. The certificate consists of 5 courses Responsibility (MBA 710) including MBA/MOL 690 (LTPS), MBA/MOL Electives (9 -12 credits depending on track) 621, MBA/MOL 685, MBA/MOL 701, and MOL 512. Assessing Leadership Skills MBA/MOL 710. Upon completion of the certifi- MOL 515. Critical Thinking and Decision cate the student has the option of applying for Making admission to the MBA or the MOL for comple- MOL 550. Psychology of Motivation tion of either degree. Courses completed in the MOL 555. Managing Diversity organizational management certificate count MOL 557. Building Teams toward the MOL degree as indicated in the MOL 650. Public Policy and Government degree requirements. For admission and course Regulation requirements in the MBA see the Master of MOL 655. Political and Civic Leadership Business Administration. MOL 685. Human Resources (MBA 685)

222 Graduate Programs

Course Descriptions tion and the design and implementation of motivational strategies for effective personal and MOL 501. Leadership Theories, Practices, Context3 group performances. credits Analysis of contemporary theories and practices MOL 555. Managing Diversity 3 credits of leadership. Emphasis on application of theo- Covers issues involved in multi-cultural organiza- retical concepts to actual leadership situations. tions, including developing consensus within the Impact of organizational history and structure on organization for valuing diversity, relationship leadership. building, communicating across cultures, and managing people of different genders, races and MOL 512. Assessing Leadership Skills 3 credits cultures. Issues of stereotype, bias, and resistance Students develop a personal profile of their lead- are examined from both a personal and organiza- ership style utilizing several inventories for iden- tional perspective with an emphasis on making tifying leadership competencies. Focus is on meaningful contributions to diversity initiative applying various instruments to effectively ascer- within your organization and with external con- tain group leadership styles and increase knowl- stituencies. edge of organizational dynamics. MOL 557. Building Teams 3 credits MOL 515. Critical Thinking and Decision Making3 This course combines theory and application of credits team developments, issues of readiness, the Examination of integrative thinking and problem strengths and weaknesses of individual members solving as it pertains to leadership. Exploration and their impact on organizational effectiveness. of relationship between creative and critical The interdependency of corporate structures is thinking. Analysis of scientific methodology and investigated, as are ways in which to enhance the logic and their influence on the study and prac- effectiveness of these interactions. tice of leadership. MOL 621. Organizational Theory MOL 529. Conflict Resolution 3 credits and Behavior 3 credits Techniques and issues involved in managing Study of the organization (for profit and non- conflict in interpersonal and intergroup settings. profit) as a complex system: line and staff func- Role of the leader in using team dynamics to tions, administration/leadership styles, motiva- move groups or individuals to reach consensus tion and group dynamics, and impact of each on and advance the organization. the achievement of organization goals. MOL 540. Organizational MOL 650. Public Policy and Governmental Communication 3 credits Regulations 3 credits Focus on communication issues confronted in Examines ways businesses and non-profit organi- organizations. Examines theories and models of zations can work with local and state govern- communication and the skills necessary for a ments to address issues of mutual concern. leader to effectively communicate within the Provides an overview of governmental structures, organization. Internal communication issues, process, and the policy-making environment. strategies for effective communication, use of Looks at effective methods of communication and issues surrounding new communication and lobbying to enhance laws, concerns, and technologies are also explored. organizations. MOL 550. Psychology of Motivation 3 credits Examines contemporary approaches to motiva-

223 Graduate Programs

MOL 655. Political and Civic and vision. How leaders can and do create ethical Leadership 3 credits basis for action. Addresses the essentials of political, civic, and MOL 719. Research Methods 3 credits community service as both a full-time and part- Examine issues related to conceptualizing a time endeavor. Topics include civic literacy, citi- research question, the role of theory in research, zen power, running for elected office, organizing research design, and qualitative research methods. and managing political and charitable organiza- Basic quantitative methods such as survey design, tions. Examines community service as an essential data collection, and data analysis will also be cov- part of successful leadership. ered. The student will begin preliminary research MOL 685. Human Resources 3 credits and development of a thesis proposal during the Human resource management at the first-line and course. Required for students selecting the thesis middle management levels of personnel adminis- track. Prerequisites: Student must have completed tration. Forecasting employment needs, attracting the Foundation and Core Requirements (21 cred- and orienting personnel, legal aspects of personnel its) before enrolling. selections, performance appraisal, motivations MOL 720. Thesis in Leadership 3 credits training and development, salary and promotion Student with approval of program of Study policies, discipline, and labor relations. Committee writes and presents an original, empir- MOL 690. Leadership Through People Skills (LTPS) ically based research paper of substantive length non-credit/3 credit option and depth. Analysis, and creative approaches to Intensive five-day seminar (normally 8:00 a.m. to leadership are emphasized. An oral defense of the 6:00 p.m.) that transforms managers into leaders research project by the program of Study by creating the skills necessary to meet today’s Committee is an exit requirement. Prior to the business and organizational challenges, and turn oral defense a copy of the completed thesis should vision into reality. Emphasis on small-group learn- be submitted to the MOL director for placement ing, role-playing, action learning, and problem in the library. Prerequisites: See MOL Degree solving to improve leadership skills. Requirements, Thesis track. Pass/No Pass grade option. In progress option. MOL 701. Planning Strategically 3 credits Reviews the traditional organizational process and MOL 722. Non-thesis Capstone/Comps 3 credits then examines the organization from a strategic An 8-week capstone seminar for the purposes of perspective. Students will learn how to apply a review and synthesis of the MOL curriculum in variety of tools and techniques for decision-mak- preparation for comprehensive examinations. ing and will develop strategic approaches to man- Credit is earned upon passing the comprehensive agement decisions. Encourages students to think examinations. Pass!Fail. Prerequisites: Complete strategically about organizations in increasingly 30 credits toward the degree to enroll in the cap- diverse environments. stone seminar. Student may not take the exams until 33 of 36 credits are completed. MOL 710. Ethics, Integrity, and Social Responsibility 3 credits MOL 790. Independent Inquiry A study of how personal values and ethical per- in Leadership 3 credits spectives shape the concept and practice of lead- This course is an experiential and theoretical ership. Includes the role of values in determining exploration in an area of focused study regarding the moral obligations of leaders and followers in organizational development. This course incorpo- shaping moral environments, in policy making, rates case studies and experiential skill develop-

224 Graduate Programs ment. Focuses on integration of information The focus of the program is on those who leading to an action plan for effective organiza- intend to minister in the communities and insti- tional future positioning. Course may be taken tutions of the Roman Catholic tradition, on-line depending on instructor. Prerequisite: although members of other religious traditions Permission of program director. will find the program broadly ecumenical and careful to respect and build upon religious, cul- MOL 792. Special Topics 3 credits tural and gender diversity. Deals with specific topics not covered in regular Courses and workshops in theology, scripture, course offerings. Course content to be agreed ministry, spirituality, counseling, human and be- upon between student and the program director. havioral social systems will be taught with special concern for pastoral application.

Requirements For Admission Master of 1. Accredited baccalaureate degree. Pastoral Studies 2. Undergraduate grade-point average of 3.0 on a 4.0 scale. College of Arts and Sciences 3. Nine hours of theology including: The Master of Pastoral Studies (MPS) program Introduction to Theology offers professional and personal growth to men Introduction to the New Testament and women involved in active ministry to enable Introduction to the Old Testament them to participate more fully in the variety of Conditional admission to the program may be pastoral responsibilities and ministries within the granted while fulfilling these prerequisite Church. courses. The program includes educational, formation- 4. Two years of ministry experience after under- al and experiential components. The MPS graduate education. degree can be pursued on a full-time (three years) or part-time (five years) basis. The pro- Degree Requirements gram is designed to incorporate the experienced- Thirty-two graduate credits, including six credits based learning style that is proper to adults, rec- from each of the two groups of foundational ognizing the ministerial background that the par- courses (Theology and Scripture, and Pastoral ticipants bring with them to the program. Management), and completion of three semester The program is designed to meet the needs of credits of an Integration Project. The student students already involved in ministry and who must maintain a B average in the course work. therefore need a limited course load and a flexi- (Only two C’s are allowed.) There is no mini- ble schedule. mum residency requirement. A student must Small classes allow sharing and cooperation normally complete the degree within a five year between students and teachers in the process of period. growth in ministry. With academic advising, stu- Application Information dents are able to fashion a program of studies Before registering for a course, a student must around a number of foundational courses to seek admission to the University either as a meet their unique pastoral needs. The goal of the degree candidate or as a special student. program is to assist the students in achieving new levels of understanding, integration, and exper- Procedure for Admission as a Degree Candidate tise in ministry so that they may be of greater If a person has an undergraduate degree in any service to the faith community. field and a minimum of two years of ministerial

225 Graduate Programs experience, she/he may apply for admission to Transfer of Credit form and an official transcript the Master in Pastoral Studies program. of those credits to the pastoral studies program 1. Complete the application form for director. St. Ambrose. Advanced Standing Policy 2. Request that a complete transcript from the MPS degree candidates who have participated in institution that granted the bachelor’s degree substantive educational programs which do not be sent directly to the program director. An grant academic credit may apply to have such official copy is one sent from the attended study included as part of their degree work by institution directly to St. Ambrose. Also have requesting advanced standing. forwarded a transcript of any graduate course Advanced standing status is based on the fol- work. lowing criteria: participation in the educational 3. Request that two letters of recommendation program has been within the last five years; the from persons who have either supervised or content of the program constitutes graduate level worked with the student in ministry be sent to work; applicants complete a written description the master of pastoral studies program direc- of specific learning experience as proof of com- tor. petence; and the learning experience is relevant 4. Return the application form to the director of to the student’s degree objectives. The program pastoral studies with a $25 non-refundable director and Theology Department chair, in con- application fee payable to SAU. Application sultation with the Advisory Board of the MPS and transcripts should be on file at least one program, will evaluate advanced standing month before registration for classes. requests and establish credit hour equivalency. After the application materials have been Students seeking advanced standing must received and reviewed by the Admissions submit the request along with a description of Committee, the student will be asked to inter- the work to the Pastoral Studies program direc- view with a member of the Admissions tor. Committee and/or with the counselor advisor to No more than 12 hours total credit will be the Admissions Committee. The student will be applied toward the degree from Transfer and notified of the admission decision. Advanced Standing. Procedures for Admission as a Special Student Workshops and Independent Study Students may take courses in the MPS program Workshops and independent study are offered as as a special student, non-credit, for Continuing opportunities for candidates to earn credits over Education Units (CEU), or as a part of the and above normal course offerings. The number Certificate in Pastoral Studies program. Contact of credits earned through independent study and the director of the MPS program for details. workshops is limited according to the focus of Transfer of Credit Policy each candidate’s program of study. MPS degree candidates may transfer graduate Integration Project credit from another university. Transfer of credit Requirements for the MPS degree include the approval is based on the following criteria: the completion of an Integration Project. The project credit has been earned within the last five years, is intended to assist the student in integrating it is graduate level work, at least a grade of “B” various foundational and elected courses within has been earned, and it is relevant to the stu- the program with the past, present, and future dent’s degree objectives. Students seeking ministry of the student. This thesis level paper is approval for transfer of credit must submit a

226 Graduate Programs

to be written with the advice and approval of a The Certificate of Pastoral Studies faculty advisor and pastoral advisor. It should be The certificate is awarded to a student who com- submitted during or after the last semester of pletes the equivalent of 29 semester credits of class work. It must be accepted and approved by course work according to a plan approved by an the candidate’s advisor, and the director of the advisor in the MPS faculty. program or a faculty/pastoral advisor designated by the director. Course Descriptions

Graduation Requirements MPS 501. Jesus Christ: Pastoral 1. Submit a graduation application before the Perspectives 3 credits deadline indicated in the academic calendar. An examination of the questions arising from the 2. Complete any transfer of credit from other historical/critical approach to the person and institutions as described above. mission of Jesus and how the answers offered by 3. Successfully complete the various courses se- contemporary theologians impact upon pastoral lected in consultation with an academic advi- ministry. Special questions in Christology will be sor, so that the number of credit hours, probed—the virginal conception of Jesus and his earned or transferred, totals at least 32 includ- full humanity, his sinlessness, knowledge, and ing the Integration Paper. sexuality—and how responses to these questions 4. Receive the approval of the completed relate to liberation, justice and feminism. The Integration Paper in the manner outlined meaning of Jesus in relation to evolution, the above. new cosmology, and quantum physics will be 5. Submit the graduation fee to SAU. discussed.

Program of Studies MPS 504. Pauline Literature: Course requirements for the MPS degree are Pastoral Themes 3 credits very flexible since the program is designed to An exploration of how Paul’s experience and the offer persons with experience in ministry the experience of the communities to whom he wrote opportunity to engage in theological reflection can clarify and enrich our lives in ministry today. and to develop pastoral skills that are pertinent Through lectures, personal reflection and group to their own goals as ministers within the com- discussion over assigned readings, professor and munity of faith. students will journey through the Pauline litera- The student is required to complete 32 ture together. semester credits including 6 semester credits MPS 505. The Pastoral Use of Scripture 3 credits from each of the following two groups of founda- The use of Old and New Testament biblical tional courses: themes and persons and their implications for Group 1: Theology and Scripture including: contemporary pastoral challenges such as MPS 501, 504, 505, 521, 530, 540, 550, 551. image/symbol of minister as person, ecumenism, Group 2: Pastoral Management including: MPS preaching, authority, worship, prayer, discern- 542, 544, 552, 554, 590 ment process, relationship between Church/ The other requirement for all MPS students is world, etc. the Integration Project which is completed at or near the end of one’s course of studies and com- MPS 521. Sacramental Theology 3 credits prises 3 semester credits of the required 32 The life of the Church as expressed in ritual wor- semester credits. ship is treated from the historical, theological, and pastoral viewpoints. It encompasses the

227 Graduate Programs

Church’s discipline for the celebration of the MPS 540. Women Theologians 3 credits seven sacraments as well as the sources and in- Meets with THEO 340. This course will focus terpretation of sign and symbol within the sacra- on selected readings from contemporary women mental system. who are recognized for their contributions in the field of Christian Theology. It will also look MPS 530. Fundamental Moral Theology 3 credits briefly at some women from earlier centuries of Moral theology today as seen through an exami- Christian history whose writings are now being nation of its roots in human experience reflected recognized as significant theological works. While upon in light of relationships within the commu- lectures will be used to provide necessary back- nity nourished by scripture and living tradition. ground information for our discussion, the class MPS 534. Seminar in Social Justice 3 credits will be conducted as a seminar with emphasis on Through the seminar format of reading and dis- class discussion. While this course meets with cussion, combined with a practical experience THEO 340, graduate students will at times meet component, students will investigate the way that with the instructor apart from undergraduates for the issues of freedom, justice, peace and environ- discussion of articles and issues that are more ment are dealt with culturally, socially, politically specifically geared to the graduate level. Their and economically. These sets of issues will be written work will also be expected to reflect grad- investigated from the perspective of individual uate-level research and analysis. value systems as informed by family, local com- MPS 542. Introduction to Pastoral Care 3 credits munity, nation and global membership. We will All pastoral ministers at some point and level study some classic texts in Social Justice and, provide pastoral care. This course introduces with the help of the religious tradition of social those leaders to the broad range of concerns, justice teachings, develop a vocabulary and prin- needs, and methods that pastoral leaders need to ciples for judging social justice issues. Reflections be aware of to minister effectively and compe- on the readings, participation in discussion, and tently. The issues of referrals and confidentiality a final project will be graded. as well as the fundamental skills for effectively MPS 537. Graduate Seminar in providing pastoral care will be introduced. Medical Ethics 2 credits MPS 544. The Art of Christian This course offers graduate students an opportu- Pastoral Counseling 3 credits nity to explore key issues in contemporary med- An introductory and comprehensive survey ical ethics in the light of resources offered by the course covering the psychological principles and Christian tradition. Students will develop a the skills needed in various forms of Christian vocabulary for the discussion of Christian med- pastoral counseling and ministry. This course is ical ethics along with an appreciation of the grounded upon a theological/biblical understand- dilemmas faced by medical personnel, patients, ing of Christian life, growth, and moral values. It and family members who must make critical includes knowledge, theory, practice, and explo- decisions for institutions for themselves and/or ration of personal experience. Prerequisite: for loved ones. They will be challenged to devel- PSYC 342 or permission of instructor. op a professional/pastoral approach that is informed by a faith perspective and by accurate MPS 550. Theological Anthropology: The Human understanding of the factor involved in medical Encounter with Faith and Grace 3 credits questions. A fresh look at the mysterious and transforming presence of God in one’s life and the world, pre-

228 Graduate Programs sented from an experiential and personalized famous preachers and analysis of their skills as point of view, with emphasis on the practical well as by a short sermon by each student. consequences of this inquiry for ministry. Prerequisites: Survey courses in Old and New Testament; MPS 505; or equivalent background MPS 551. The Church in in Scripture. Ecumenical Perspective 3 credits A study of the emerging consensus on the nature MPS 564. Lay Preaching Practicum 2 credits and mission of the Church since Vatican II. This course will provide student practice in the Specific problems in ecumenical ecclesiology skills needed for preaching. Each student will such as collegiality, the petrine office, infallibility, work with a Sermon group composed of mem- the mutual recognition of ordained ministry, eu- bers of the student’s own faith community. With charistic sharing, interfaith marriage, and women that group, the student will discuss the Biblical in the Church will be addressed. text for preaching, prepare an outline of the sermon, and evaluate the sermon. Throughout the MPS 552. Pastoral Management 3 credits process, the student will meet individually with a A practical approach to understanding and preaching mentor chosen from or approved by developing effective leadership in the parish situ- MPS faculty. ation. Emphasis is on information-gathering techniques, direction and focus for group vi- MPS 570. Prayer, the Spiritual Life, sioning and goal-setting, time management, con- and Liturgy 3 credits flict resolution and leadership evaluation. Within the human context of the discovery of the Additional content includes theological under- human interior journey, this course proposes to standing of stewardship, recruiting and nurturing shed light on the treasure of spiritual wisdom in volunteers, personal concerns (i.e., job descrip- the history of the Church’s growth. It will give tions, contracts, salary benefits, and evaluation), serious attention to the full meaning of growth in and budgeting. Christian holiness and the means of attaining it. Particular emphasis will be placed on the MPS 554/THEO 260. New Directions Eucharistic celebration as the summit of person- in Ministry 3 credits al/communal prayer within its theological, histor- This is a foundational course in pastoral theolo- ical, and ritual foundations. gy. The class examines and critiques significant changes that have taken place within the church MPS 571/+THEO 409. Christian from the Second Vatican Council to the present. Mystical Tradition 3 credits Ideas for discussion include: collaborative min- This course builds on the concepts explored in istry, identity of ordained and lay ministers, roles MPS 570. It covers the stages of spiritual growth of women and minorities in the church, New in contemplative prayer and mystical life. The Testament foundations for concepts of charism primary aim of the course is to expose students and ministry, the future of “priest-less” parishes, to some of the most influential sources of the and new forms of ministry in the areas of social Christian mystical tradition including Julian of justice and global ecumenism. Norwich, Catherine of Siena, Theresa of Avila, John of the Cross and others. Prerequisite: MPS 563. Lay Preaching 3 credits THEO 309 or MPS 570 or permission of This course provides a theoretical understanding instructor. of and some initial practice in preaching as an integral part of pastoral ministry. Class readings MPS 575. Theology of Eucharist 3 credits and discussion will be supplemented by films of The Authors of “The Constitution on the Sacred

229 Graduate Programs

Liturgy,” in the Documents of Vatican II have MPS 620. Special Workshops 1–3 credits defined the Eucharist as “the summit and means These workshops provide intensive and specialized by which all the prayers of the church are direct- learning opportunities for today’s ministers. ed. Eucharist is the core mystery and sacrament of MPS 625. Guided Study and Research 1–3 credits Christ's Incarnation presence in the church and in Students have the opportunity to earn credit hours the World.” Sacrosanctum Concilium states: for guided study and research. Projects must be “The eucharistic liturgy is thus the outstanding approved by the MPS director before registration. means by which the faithful can express in their An outline of the proposed study project is lives, and manifest to others, the mystery of Christ required. A total of five credits will be allowed in and the real nature of the true church. It is of the the overall program. essence of the church that she be both human and divine, visibly and invisibly endowed, eager to act MPS 630. Integration Project 3 credits and yet devoted to contemplation, present in this The project is intended to assist the student in world and yet not at home in it (S.C.I.2).” This integrating the various courses elected within the course will explore in detail the theological, spiri- program with each other, with the past and future tual, and pastoral implications of Eucharistic doc- ministry of the student, and into the student’s per- trine outlined in the entire document on the sonal life. This extended paper is to be written Liturgy. Special emphasis will be placed on with the advice and approval of a faculty advisor. exploring the theological and pastoral dynamic of It should be submitted during or after the last Eucharist as “sacrifice” and as “meal.” The ulti- semester of class work. It must be accepted and mate goal of the course is to challenge students to approved by the candidate’s advisor, and the investigate the possibilities of Eucharist as a trans- director of the program, or a faculty member des- forming power in the world, secular and sacred. ignated by the director.

MPS 590. Sacraments and Catechesis 3 credits Youth Ministry Certificate Program An examination of the theological and catechetical Students enroll in eight weekend workshops listed aspects of the Sacraments of Initiation in Light of below over a two year period. They are designed the Rite of Christian Initiation of Adults (RCIA). for those desiring specialized knowledge and skills Liturgical actions that celebrate these sacraments in youth ministry. All courses are taken for one with adults and children will be considered. semester credit at an off-campus site on Saturday MPS 610/611. Clinical Pastoral and Sunday. Education I & II 3/3 credits MPS 591. Practices of Youth Ministry This six semester credit course, offered through MPS 592. Principles of Youth Ministry Genesis East Hospital Pastoral Care Department, MPS 593. Fostering the Faith Growth of Youth provides the student in Pastoral Ministry the Through Evangelization and Catechesis opportunity to develop the skills necessary for MPS 594. Fostering the Faith Growth of Youth serving as chaplain to those who are ill. Through Justice and Service Prerequisites: Students must complete an applica- MPS 595. Fostering the Faith Growth of Youth tion to the program at Genesis East Pastoral Care Through Prayer and Worship Department before they are allowed to register for MPS 596. Foundations for Ministry Leadership the course. Application is competitive and the MPS 597. Skills for Christian Leadership director considers the student’s academic as well MPS 598. Fostering Faith Growth of Youth as personal qualifications. Through Pastoral Care

230 Graduate Programs

Youth Ministry Certificate courses cannot be up- Entrance Requirements graded at a later date. If taken for a certificate on 1. An applicant must meet the following depart- the undergraduate level, they remain at that mental criteria for admission: level. However, students that took one or more 2. A cumulative GPA of 2.8 on a 4.0 scale in all courses but did not complete the certificate or undergraduate work. apply them to another program can receive up to 3. A baccalaureate degree from an accredited four semester credits of advanced standing for university. them. The regular advanced standing evaluation 4. An official copy of results for the GMAT test. will be used to assess these courses. 5. All applicants from non-English speaking countries are required to submit official scores for the TOEFL exam. The minimum score requirement is 213 (or 550 on the old scale). Master of Science in 6. In addition a student accepted into the degree Information Technology program will be required to meet all prerequisites for each ITM and MBA course before Management the particular course is attempted. College of Business Specifically, students will be required to take As the computer field expands business and in- (or have taken an equivalent course) at least dustry leaders are faced with a number of prob- CSCI 195, CSCI 210, CSCI 300, CSCI 360, lems associated with staffing an IS department. CSCI 370, MBA 505 and MBA 506. All Management of the IS department requires undergraduate prerequisites must be complet- skills and knowledge specialized towards the IS ed with a grade of C or higher. field. An IS manager needs a strong technical 7. All applicants will be required to take the background in order to understand and appreci- GMAT. The applicant must score at or above ate the special needs and problems associated the 35th percentile on the quantitative meth- with IS. Traditional MIS concentrations within ods portion of the exam. If the applicant MBA programs do not usually provide the depth scores below the 35th percentile on the quan- needed for these specialized management issues. titative portion of the exam he/she will be Also, fundamental business and management required to take MBA 500 as a prerequisite to practices need to be understood in order to work MBA 505. effectively within a business environment. A tra- 8. Applicants who do not meet the minimum ditional graduate program in computer science standards for unconditional acceptance but does not provide the skills and knowledge need- who have an undergraduate GPA between 2.6 ed by a manager to work effectively within an and 2.8 may submit a written appeal to the organization. As the size and number of IS department in consideration for conditional departments increases these issues are becoming acceptance. more critical. Transfer of Credit The MS in Information Technology MS in ITM candidates may transfer graduate Management (ITM) is a partial answer to these level credit from another university. Approval of problems. The program is a blend of information transfer credit is based on the following criteria: systems theory and business management that is the credit must have been earned within the 5 designed to provide the broad technical skills year program completion period, is graduate needed in an IS department and management level credit from an accredited university, a grade skills needed to work within a corporation.

231 Graduate Programs

of B or higher was earned in the course, and the Degree Requirements course is deemed equivalent to a course offered The requirements for the MS in ITM are divid- by SAU and applicable to the MS in ITM. In no ed into three components: computer core, busi- case will more than 9 transfer credits be applied ness core, and electives.The minimum required to the requirements for the MS in ITM. credit hours is 36. All courses listed below are 3 credit hours. Admissions Appeal Procedure Computer Core: 15 credit hours required: CSCI 1. A written request for review must be submit- 560, 570, 600, 650, 640. ted that describes any extenuating circum- Business Core: 9 credit hours required, (Up to 15 stances that would explain the non-qualifying credit hours may be required if the student needs GPA. the MBA leveling courses): MBA 507, 621, 670. 2. In addition the candidate may also include Electives: Complete 12 credit hours from the fol- letters of recommendation that speak to the lowing. (At least 9 credit hours must be selected candidates abilities and commitment to grad- from CSCI courses): CSCI 515, 610, 660, 700, uate level work. 750, 780, 790 (thesis research requires depart- 3. The candidate may also include any other mental approval. May be repeated for up to 6 materials he/she feels would be beneficial for credit hours), MBA 782. admissions consideration. 4. After reviewing the materials submitted by the Course Descriptions candidate the department may request an interview. CSCI 515. Computer and Network Security 3 credits Student Retention Policy This course will present the basic concepts and 1. The student must maintain at least a 3.0 aver- techniques for securing a computer system and age in all graduate course work. for securing information systems in a network 2. Only two C’s are allowed in graduate level environment. Topics to be studied include – site courses including graduate level prerequisites. security, security management, intrusion detec- 3. A student who falls below a 3.0 GPA in grad- tion/protection, integrity management, and event uate work will be considered on probation. recovery. Prerequisites: CSCI 370 or equivalent. The student must remove the probationary status within 9 credit hours of course work. If CSCI 560. Advanced Database Management the probationary status is not removed, the Systems 3 credits student is dismissed from the program. Expanded coverage on normalization and SQL. 4. A student dismissed for academic reasons Developing databases in different DBMS sys- may reapply for admissions after one calendar tems. Evaluate other means of accessing a data- year and should follow the Admissions Appeal base. This course provides students with an in- Procedure. depth understanding of database application 5. A course may be retaken only once in order to design and database management for large and improve a grade and a maximum of three small businesses; practical experience using for- classes may be repeated for grade improve- mal database design methodologies in systems ment purposes. development; and an understanding of the tech- 6. There is no residency requirement. nological issues of database systems in a modern 7. A student must complete the degree within a IT infrastructure. The main topics include 5-year period. advanced modeling of business applications, database logical design, normalization through

232 Graduate Programs

decomposition and synthesis, physical design, CSCI 640. Legal and Ethical Issues in concurrency, security, and transaction manage- Computing 3 credits ment issues, contemporary issues of object-orient- The course explores legal, ethical and social ed databases, advanced database applications, implications of computing from a computing and multimedia databases, data warehousing, data network professional’s point of view. It covers the mining, OLAP, and client/server design on the issues professionals will face in computer-related Internet. Prerequisites: CSCI 360 or equivalent. fields such as the impact of electronic media on intellectual property, privacy threats from govern- CSCI 570. Advanced Computer Networks and Data ment and business databases, censorship of the Communications 3 credits Internet, government censorship on encryption, An in depth presentation of network topics such and hacking and computer crimes. as network protocols, topologies, frame relay, ATM, virtual networks, WAN, encryption, and CSCI 650. Project Management and other current topics. Students will be introduced Control 3 credits to a standards based study of networking tech- Addresses the business and control aspects of nologies. Prerequisites: CSCI 370 or equivalent. managing projects. Students will learn how to accurately estimate a project’s scope, schedule, CSCI 600. Systems Analysis in the budget, and staffing needs. Project control will Enterprise 3 credits also be addressed, paying particular attention to An exploration of the phases in the development critical-path monitoring, activity dependencies, of an information system, the major activities that activity lead-lag times, avoiding “scope creep”, occur during the analysis and design phases; the and critical resources management. selection and use appropriate analysis tools; data analysis and logical design of information system. CSCI 660. Computers and Commerce 3 credits Advanced techniques, used in the analysis and This course examines the benefits and risks asso- design of Information Systems; are presented ciated with the computerization of specific busi- including QRAD (Quality Rapid Application ness processes. The information technology infra- Development), YSM (Yourdon Systems structures required to support such automation Method), JAD (Joint Aided Development), are also addressed. The course includes a sub- CASE (Computer Aided Software Engineering), stantial hands-on project through which students Object Oriented Analysis and Client/Server encounter the skills and tools required to produce Analysis. Prerequisites: CSCI 300 or equivalent. an e-commerce site.

CSCI 610. Advanced Programming CSCI 700. Software Engineering 3 credits Languages 3 credits Theory and practice of software engineering, A study of advanced programming techniques for including software life cycle and development developing various application systems. Topics models; software requirement analysis; and soft- include: graphical user interface development ware design, coding, and maintenance. Advanced using AWK, JFC, and Swing; distributed applica- software engineering, including software maturity tions development using CORBA; dynamic Web models, cost specification models, software relia- page development using Perl, including object- bility models, software complexity, quality control oriented Perl and APIs for linking with C/C++ and experience report. Prerequisites: C++ pro- and Java; and Client/Server system development gramming. using JDBC. Prerequisites: C++ programming. CSCI 750. Enterprise Resource Planning 3 credits Provides the student with a background of ERP

233 Graduate Programs systems and the capabilities of systems, such as Work, St. Ambrose University, 518 West SAP, People Soft, etc.. Focus is on the ERP life Locust Street, Davenport, Iowa 52803. cycle from the decision to adopt an ERP system Submit your social work application and offi- to the time when the system goes ’live.’ Risk cial transcripts to the School of Social Work. assessment associated with the adoption of ERP 2. Be sure to attach your personal statement of systems is analyzed as well. educational and career goals as indicated on the social work application and submit to CSCI 780. Special Topics in Information School of Social Work. Technology 3 credits 3. Have three (3) references submitted directly This course will present special topics from the to School of Social Work Office. Use the ref- information technology field that are not covered erence forms provided. References should be in the regular curriculum. employers or instructors who are in a position CSCI 790. Thesis Research 3 credits to judge your potential for social work prac- To be used by a student who has been accepted tice and graduate study. It is your responsibil- to write a thesis. It may be repeated for up to 6 ity to see that references submit completed hours of credit. This course is only available on a forms. pass-fail basis. Prerequisites: Permission. Application forms and a program description may be obtained by writing to the School of Social Work. Your application cannot be acted upon until all application materials are received. Master of Social Work Application for admission is a rolling admission. College of Arts and Sciences Admission will close when all student positions The Master of Social Work (MSW) program are filled. It is to your advantage to complete the began instruction in August 1997. The Master of application process early. Social Work degree places an emphasis on Application deadlines are as follows: Full-time advanced empowerment social work practice. To (fall)—June 15; Part-time (fall)—August 1; accommodate all students, the program offers Advanced standing (summer)—June 15; full-time, part-time and advanced standing com- Advanced standing (spring)—December 1. ponents. In addition to meeting the eligibility criteria of Note: The following information may be sub- St. Ambrose Graduate Studies, the MSW project to change as the program evolves through gram requires: the faculty approval process. A bachelor’s degree from a regionally accredited college or university with evidence of a liber- Accreditation al arts foundation to include the following mini- The MSW program is nationally accredited by mum credit hours: social and behavioral sciences the Council on Social Work Education. (18 hours); humanities (9 hours); statistics (3 Admission to the Program hours) must be completed prior to enrolling in The admissions process includes application to Research III. The School of Social Work offers a the University and application to the MSW pro- statistics course (MSW 705) for students who do gram. To apply to the program, students should not meet this requirement. submit the following directly to the School of The following list of Liberal Arts distribution Social Work: areas will be used to determine where a course 1. Submit the University graduate application belongs: humanities or social and behavioral sci- forms and $25 fee to the School of Social ences. The Admissions Committee will review

234 Graduate Programs the applicant’s transcript to determine whether one factor alone; each factor is considered in or not the liberal arts requirement is satisfied. light of the total application. The social and behavioral sciences include: Written notification of admission is sent to • Anthropology, biomedical history, communi- the applicant. cations, economics, environmental studies, Admissions Appeal Procedure geography, history, international studies, Applicants for admission to the Master of Social political science, psychology, social work, Work program have a right to appeal decisions sociology, urban planning, women’s studies, related to admission to the MSW program and all ethnic studies courses. ultimately to the dean of the College of Arts and Humanities includes: Sciences. • Architecture, art, art history, classics, comparative literature, dance, drama, English, land- MSW Program Grading Policy scape architecture, linguistics, music, philoso- Each course instructor is responsible for estab- phy, religious studies, speech communication, lishing and notifying students of the guidelines all foreign languages and literature. required to complete course work. The School of • Students without human biology at the Social Work has set the following criteria of letter undergraduate level will be required to take a grading: A, A-, B+, B, B-, C+, C, F. human biology workshop offered by the MSW Other grading assignments (P/NP, I, W, and program in the first three weeks of the fall IP) and policies (auditing, quality-points, semester. “Resident Credit,” withdrawal from the • Demonstrated potential for graduate studies University, policy on academic dishonesty, state- by maintaining a 3.0 or better undergraduate ment on satisfactory progress, retaking a course grade point average (second grade option), are outlined in this cata- • Evidence of interest, ability, and potential for log and the student handbook. professional social work practice on an Student Retention Policy advanced level as demonstrated by three (3) The School of Social Work requires students to letters of recommendation and a written per- maintain a cumulative GPA of 3.00 (on a 4.00 sonal statement scale) in their professional curriculum. Students • A related, non-statistics course (e.g. math, not maintaining this level will be placed on acad- research methods) may be acceptable if 80% emic probation for the following semester. of the course content focuses on basic statis- During the probationary semester the student tics. For non-statistics courses, applicants will be advised weekly by their program advisor. must submit a catalogue description and a Failure to maintain a cumulative GPA of 3.00 course syllabus to the Admissions Committee following a probationary semester will result in for determination of whether this eligibility the student being denied permission to register criterion has been satisfied. for further professional course work. The Admissions Committee requires 30 days Readmission to the program will be based upon to make a determination and notify the applicant reapplication through the regular admissions of its decision to accept or reject a petition for process. alternative fulfillment of eligibility requirements. After each application is evaluated by the Programs Admissions Committee, a recommendation is The School of Social Work at St. Ambrose made to the director of the program. The com- University has developed three different pro- mittee does not make its recommendation on grams for persons seeking Master of Social Work

235 Graduate Programs degrees: standard full-time, advanced standing, The basic part-time program is scheduled for and part-time. All three have the same standards Saturdays, during which students take two class- and require both classroom study and practicum room courses (six credits) in the fall and spring experience, working under supervision in a social semesters and two courses on Saturdays in the work agency or setting. The MSW program rec- summer sessions. Practicum placement require- ognizes that a student may be unable to carry out ments take place concurrently with the required the program as scheduled. Students who make social work research and practice courses in the changes in the course sequence should anticipate second and third fall and spring semesters (nine adding one or more semesters to their original credits). schedules. Any changes should be carefully In addition to the part-time program planned with the student’s academic advisor and described above, the MSW program does admit permission sought from the director. students, on a space available basis, to enroll Both full-time and part-time students follow part-time in the weekday schedule. the same sequence of courses. Students are Advanced Standing Program expected to be able to arrange time for 16 hours The MSW program at St. Ambrose University per week to carry out practicum requirement in a offers an accelerated curriculum option available social agency or setting. to highly qualified graduates of baccalaureate Standard Full-Time Program social work programs accredited by the Council This program calls for two academic years of of Social Work Education. Consideration for study (eighteen months, exclusive of summers) advanced standing is given only to those social and completion of 60 credit hours. Students work graduates with superior academic standing ordinarily spend two consecutive days a week on and exceptional references. Applicants for campus taking classroom courses and sixteen advanced standing must meet all the admissions hours a week in social work agencies or settings criteria required for standard admission. gaining social work experience under supervision. Additionally, advanced standing applicants must These combined experiences help the student have graduated from an accredited baccalaureate synthesize and integrate social work theory and program within the past seven years, from the practice. Practicum education accounts for 12 date of application, with a 3.0 (B) grade in all credits and classroom experience accounts for 48 required social work courses. Applicants should credits of the MSW degree. Usually, practicum submit an official transcript of their undergradu- placements can be developed for students in ate work for review by the Admissions agencies in the region in which they live or work. Committee of the MSW program. The program may request a baccalaureate program bulletin, Part-Time Program course syllabi, title and descriptions of courses, St. Ambrose University has developed a part- and reading lists. Decisions will be made on the time program, making it possible for the highly basis of comparability of the undergraduate motivated student to obtain the MSW degree on social work courses to relevant areas of founda- a part-time basis over three years, including sum- tion curriculum. Students must submit a copy of mer sessions. Some students find that a four-year their baccalaureate practicum evaluations. schedule is necessary due to personal responsibil- Students given advanced standing may receive ities but the MSW program encourages students recognition of up to 21 credits toward the MSW. to complete in the three year time frame. Students accepted for advanced standing must Students must fulfill all degree requirements complete concentration requirements as well as within four years from date of initial enrollment.

236 Graduate Programs those foundation year courses which were not practicum or of courses in the professional foun- exempted. dation areas. Full-time students admitted to advanced First Year (Foundation Year) Objectives standing ordinarily begin on six-week summer In the foundation year of the program, students session scheduled especially for them. During will be prepared in the classroom and in their this special summer session students will register field settings for generalist practice. Generalist for 9 credit hours in foundation courses in practice provides the basic helping strategies and Human Behavior II, MSW 620, Research II, competencies which underlie social work practice MSW 720, and Social Policy II, MSW 820. at its beginning level of competency. Other arrangements can be made for advanced Additionally, as will be true throughout the pro- standing part-time students, integrating their gram, the foundation year stresses practice with schedules with those of the part-time schedule. diverse groups in diverse communities. Diversity Post-MSW School Social Work Preparation in clients includes but is not limited to groups St. Ambrose University School of Social Work distinguished by race, ethnicity, culture, class, offers coursework leading to the recognition and gender, sexual orientation, political orientation, certification as a school social worker in Iowa religion, physical or mental ability, age, national and Illinois. Persons holding MSW degrees from origin, and level of social and emotional func- CSWE accredited programs who wish to meet tioning. eligibility requirements as a school social worker Second Year (Concentration Year) Objectives must speak with the director of Field Education The concentration year prepares students to regarding the process for determining required implement an empowerment-based approach to coursework and the availability of school social social work practice, a method that directs a work internship site. Students in good standing social worker’s efforts toward the interplay of with their former programs may apply to the individual lives, interpersonal interaction, and SAU School of Social Work for the Post-MSW social forces. Within this dynamic transaction, school social work program to complete up to social and political forces privilege some lives nine credit hours of coursework. and oppress others. These social and economic Transfer of Credits inequities and the impact of such injustice on Students from other accredited graduate schools people’s self-understanding, interpersonal rela- of social work may receive recognition of up to tionships, and access to the resources of commu- 30 credit hours, provided the courses were com- nity are key targets in an empowerment method pleted not more than five years prior to the date of practice. Students learn to overturn these of application. No credits, other than those from oppressive forces both by addressing challenges an accredited graduate school of social work, will within individuals and their relationships while be transferred from other institutions. Credits simultaneously working to create more respon- earned within five years at St. Ambrose graduate sive environments through organizational, com- programs may be applied as elective credits munity, and social intervention. toward the MSW degree. Not more than six A summary of foundation, concentration, elective credits may be earned and those must be elective and advanced courses follows: reviewed by MSW faculty for appropriateness to Electives social work education. Academic credit for life The student chooses twelve (12) semester units experience and previous work experience will not of electives from the options offered in the MSW be given, in whole or in part, in lieu of field

237 Graduate Programs program during the year. The choice of electives MSW 610: Human Behavior I should be consistent with the ultimate goal the MSW 620: Human Behavior II student may have for his/her professional career. MSW 710: Research I With advisor and director consent, other elec- MSW 720: Research II tives which are graduate level taken at St. MSW 810: Social Policy I Ambrose University from departments other MSW 820: Social Policy II than social work or from an accredited MSW Concentration program within the past five years may be used MSW 530: Advanced Empowerment Practice I in place of electives taken in the MSW program MSW 540: Advanced Empowerment Practice II at St. Ambrose. MSW 593: Field Instruction III Field Education MSW 594: Field Instruction IV Field practice is a central component in each stu- MSW 740: Research III dent’s professional education. Field work place- MSW 910: Ethical Issues ments provide the student with a range of prac- Electives tice experiences to promote the integration of MSW 550: Empowerment Social Work in theoretical learning from class work, and to Mental Health develop knowledge, values, and skills for social MSW 560: Empowerment Social Work in Child work practice. Students benefit from an extensive Welfare network of public and voluntary agencies and MSW 570: Couple and Family Therapy organizations in Iowa and Illinois for their field MSW 580: Empowerment Social Work in Aging work education. These include such training set- MSW 590: Advanced Group Work tings as medical and psychiatric hospitals, mental MSW 830: Supervision health clinics, family agencies, facilities for the MSW 840: Exceptional Child for Social Work aging, mental retardation facilities, community MSW 850: Empowerment Social Work in programs, courts, employee assistance programs, School Settings corporations, schools, child welfare programs, MSW 860: Economic and Social Justice and planning and coordinating councils. MSW 870: Management in Human Services Students are placed in a field work setting only MSW 920: Empowerment Social Work in during the years in which they are taking com- Substance Abuse plementary research and practice courses. MSW 930: International Social Work and Social Students in the two-year program are assigned Welfare for sixteen hours per week in different place- MSW 940: Women’s Perspectives ments each academic year. Students in the MSW 950: Empowerment Social Work in Advanced Standing program are assigned to field Health Care work during their one year in full-time residence. MSW 99*: Special Topics Part-time students complete field work requirements in sixteen hours per week during the fall and spring terms of their second and third years Sample Curriculum CREDITS of study. Foundation Year Fall Semester Foundation MSW 510 Practice I 3 MSW 510: Practice I MSW 591 Field Instruction I 3 MSW 520: Practice II MSW 591: Field Instruction I MSW 592: Field Instruction II

238 Graduate Programs

MSW 610 Human Behavior I 3 process. This course emphasizes social justice, MSW 710 Research I 3 cultural competence, and practice with members MSW 810 Social Policy I 3 of oppressed groups. Corequisites: MSW 591, Total credit hours 15 710.

Spring Semester MSW 520. Practice II (Required) 3 credits MSW 520 Practice II 3 This course broadens students’ understanding of MSW 592 Field Instruction II 3 generalist practice processes with special empha- MSW 620 Human Behavior II 3 sis on methods and skills for effecting change in MSW 720 Research II 3 groups, organizations, and communities. The MSW 820 Social Policy II 3 focus on empowerment, cultural competence, Total credit hours 15 and social justice introduced in MSW 510 continues in this course. Prerequisites: MSW 510, Summer: Advanced Standing Courses 591, 710. Corequisites: MSW 592, 720. MSW 620 Human Behavior II 3 MSW 720 Research II 3 MSW 530. Advanced Empowerment Practice I MSW 820 Social Policy II 3 (Required) 3 credits Total credit hours 9 This course advances students’ abilities to implement empowerment-oriented strategies with indi- Concentration Year viduals and families. Students will integrate con- Fall Semester temporary practice models to develop a collabo- MSW 530 Advanced Empowerment rative approach focused on client strengths, sen- Practice I 3 sitive to cultural and gender diversity, and cen- MSW 593 Field Instruction III 3 tered in interpersonal, situational, organizational, MSW 910 Ethical Issues 3 and social change. Students will become profi- Elective 3 cient in completing assessments from multiple Elective 3 perspectives, facilitating a solution-focused dia- Total credit hours 15 logue, placing clients at the center of the plan- Spring Semester ning, and implementing strength-based interven- MSW 540 Advanced Empowerment tions focused on achievable outcomes. Practice II 3 Prerequisite: Completion of Foundation course- MSW 594 Field Instruction IV 3 work. Corequisite: MSW 593. MSW 740 Research III 3 MSW 540. Advanced Empowerment Elective 3 Practice II (Required) 3 credits Elective 3 This course focuses on empowerment practice Total credit hours 15 through designing and implementing change efforts within organizational and socio-political Course Descriptions realms. Students will acquire knowledge and MSW 510. Practice I (Required) 3 credits skills to mobilize client groups toward social This course teaches a generalist approach to change, reshape organizations to empower rather social work practice based on an empowerment than oppress clientele, to create opportunity model. Students will acquire the knowledge, structures through societal resource expansion, skills, values, and methods of generalist social and to fashion a just and responsive community work to facilitate the assessment, planning, inter- environment. Prerequisites: MSW 530, MSW vention, and ending phases of the practice 593. Corequisites: MSW 594, 740. 239 Graduate Programs

MSW 550. Empowerment Social Work in ate sensitivity to cultural diversity. Prerequisite: Mental Health (Elective) 3 credits Completion of foundation coursework. This course provides a comprehensive overview MSW 580. Empowerment Social Work in of the provision of mental health services in the Aging (Elective) 3 credits United States as they are provided in mental This course is designed to introduce students to health settings and in other health and human the conceptual and theoretical components of service settings. The course addresses definitions social gerontology. In doing this, issues related to of mental health and mental illness, the effect of human development, generally, and specific con- mental illness on diverse client systems, utiliza- cerns and problems of the later years, including tion and critical evaluation of the DSM IV, and social policies as they affect the aged, will be the strengths model of case management in examined. This course is designed to provide working with persons with severe and persistent students with a social theoretical perspective on mental illness. Mental health policy, the impact the aging process which will aid them in under- of managed care in mental health services, and standing and analyzing social policies and treat- advances in mental health research will be exam- ment programs for aging persons. The course ined. Prerequisite: Completion of foundation gives focus to the varying ethnic and cultural coursework. contexts within which individuals live and move MSW 560. Empowerment Social Work in in the later years. This will further aid students Child Welfare (Elective) 3 credits in distinguishing normative from non-normative This course provides a foundation for empower- patterns of aging. Prerequisite: Completion of ment practice in child welfare. The class will foundation coursework. review the entire field of child welfare policy and MSW 590. Advanced Group Work practice, focusing on assessment and decision- (Elective) 3 credits making in child welfare from a strengths perspec- This course builds on the knowledge of group tive and empowering families to provide nurtur- theories, processes, and dynamics taught in the ing and safe environments for their children. foundation year. Students will learn the contem- Prerequisite: Completion of foundation course- porary practices of empowerment social work work. with groups including those with purposes of MSW 570. Couple and Family Therapy therapeutic change, identity development, skill (Elective) 3 credits attainment, interpersonal support, rehabilitation, This course builds on students’ knowledge of social control, or social action. Students will family-centered social work to develop theoreti- develop advanced practice skills through group cal knowledge and clinical skills for more leadership and group membership activities, advanced practice with couples and families. observations, readings, discussions, and reflective Students will apply various theories and therapies journaling. Students will plan, initiate, lead, and with couples and families including cognitive- evaluate a social work group in the field, work, behavioral, structural, strategic, experiential, or other pre-arranged setting. Recognizing group inter-generational, psychoanalytic, solution- work as a key to achieving social justice, this focused, and narrative approaches. For each course emphasizes work with populations at risk. approach students will practice relevant assess- Registration is restricted to concentration year ment and intervention skills, screen for consis- students. Prerequisite: Completion of foundation tency with social work values and ethics, assess coursework. fit with an empowerment orientation, and evalu-

240 Graduate Programs

MSW 591, 592. Field Instruction - Foundation Year long development takes place. Human develop- (Required) 3 credits ment is studied within the context of those bio- Field instruction is a central component in pro- logical, psychological, and socio-cultural systems fessional social work education and provides the which affect, and are affected by, human beings. student with practice experience to promote the Incorporated into this context is current knowl- integration of theoretical learning from class- edge related to ethnic minorities and oppressed work, and to develop the knowledge, values, and groups. In connection with such course content, skills for professional social work practice. Field attention is also focused on differences in values practice in the foundation year takes place in and life styles, and the issues that they generate community agency settings sixteen hours a week for the understanding of human development, and prepares students for generalist social work and for the role of the social work practitioner. practice with individuals, families, groups, orga- MSW 620. Human Behavior II nizations, neighborhoods, communities, and the (Required) 3 credits society. Corequisites: MSW 510, 710 for Aspects of human behavior are examined in their MSW 591; MSW 520, 720 for MSW 592. socio-cultural context emphasizing structure, MSW 593, 594. Field Instruction - class, ethnicity, race, sexuality, and age as major Concentration Year (Required) 3 credits themes. This course will examine a number of Field practice is an integral component in the social and social-cultural theories which con- student’s professional education for social work tribute to an understanding of the interactions where students apply what they learn in theory between individuals and the social environment. and practice classes in community agency set- Contemporary human-social problems, which tings sixteen hours a week. The second year of are evidenced at societal, organizational, and field education builds upon the generalist prepa- group levels of interaction, will be discussed not ration of the foundation field experience and fos- only from the perspective of socio-cultural theo- ters students’ abilities to further develop compe- ry, but in terms of personal and collective ethical tencies in advanced empowerment practice. The stances as well. Prerequisite: MSW 610. focus during this second year concentration field MSW 705. Statistics for Social Work 3 credits practicum is to develop mastery in the area of This course introduces students to the forms of concentration by increasing skills in practice data analysis generally used in the field of social approaches, furthering the agency mission, exam- work. The course covers univariate analysis and ining relevant policies, integrating organizational graphing techniques, bivariate and multivariate and behavior theory, and applying research analysis techniques. The application and inter- knowledge. Prerequisites: Completion of founda- pretation of statistics using SPSS analytical soft- tion year coursework. Corequisites: MSW 530 ware is emphasized. The course is designed for for MSW 593; MSW 540, 740 for MSW 594. students who do not have the requisite skills in MSW 610. Human Behavior I statistics to begin courses in the research (Required) 3 credits sequence. Credit hours may not be counted The goal of this course is to provide information toward elective requirements. about the multiple factors which affect human MSW 710. Research I (Required) 3 credits biological growth, personality development, and The purpose of this course is to assist students in behavior. This course will focus on the interac- gaining knowledge and skills and to understand tions between the developing person, his/her the problems generalist social workers encounter family, and the social systems in which that life-

241 Graduate Programs

and the methods for evaluating change. Students MSW 820. Social Policy II (Required) 3 credits in the course will develop the ability to under- This course features application of an analytical stand research on conceptual, theoretical and framework to critically study and analyze current practical levels in order to become an effective public policy issues and legislation that affect vari- consumer and practitioner of research. ous fields of practice in the social services delivery Corequisites: MSW 510, 591. system. The course focuses on the role of the social worker as policy practitioners for social pol- MSW 720. Research II (Required) 3 credits icy development, implementation, and analysis. This course focuses on research methods and Prerequisite: MSW 810. tools to understand and assess specific social work problems by using observations of behavior and MSW 830. Supervision ( Elective) 3 credits social environments, needs assessment, assess- This course is designed to provide students with ment of client system functioning, program evalu- the requisite knowledge for effective and empow- ation and practice effectiveness. Both quantitative ering supervision of personnel and program and qualitative research methodologies are stud- administration in social service organizations. The ied in research designs ranging from single subject course examines the purpose, principles, and designs through group designs to program evalua- methods of supervision and consultation which tion. Prerequisites: MSW 710. Corequisites: are applicable to many settings in social work. MSW 520, 592. The course integrates theories of organizational behavior and legal considerations for the supervi- MSW 740. Research III (Required) 3 credits sor in job analysis and design, personnel recruit- Analysis of research proposals developed during ment and selection, training and development, the first two courses will be of central concern in performance evaluation, and retention and dis- the course. Accordingly, students will have the missal. Prerequisite: Completion of Foundation opportunity to explore analysis issues and apply coursework. the statistical material to data sets. The logic behind and application of descriptive and inferen- MSW 840. Exceptional Child for Social Work tial statistical analyses will be introduced. (Elective) 3 credits Students will be responsible for processing data Introduction to the educational, social, and per- on micro-computers using SPSS software. sonal issues facing children and youth with dis- Prerequisites: Completion of Foundation course- abilities in school and social settings. Examines work; statistics; submission of research proposal legal and ethical issues in assessment and social to IRB Committee. Corequisites: MSW 540, 594. work intervention.

MSW 810. Social Policy I (Required) 3 credits MSW 850. Empowerment Social Work in This course examines the history of the social School Settings (Elective) 3 credits work profession and its contribution to the devel- This course partially prepares students for social opment of social welfare programs and policies in work practice in public school settings. Using an the United States. This course covers policy con- ecological approach, the course explores a variety siderations in various fields of social work practice of theoretical orientations and interventions that with special attention to social policies and their can be used at all systems levels and examines the effects on women and dependent children, and range of policy and practice issues related to people deprived of power because of race, age, social work delivery in school settings. This physical or mental disability, and diverse political, course will include strategies for working with stu- religious, and sexual orientation. dents and families, consultation with school per-

242 Graduate Programs sonnel and community professionals, methods use, diagnosis and assessment tools, treatment for organizational change, and participation in options, prevention, drug policies, drug use in multi disciplinary teams. Prerequisite: special populations (adolescents, ethnic groups, Completion of foundation coursework. the elderly, etc.) and gender issues. Prerequisite: Completion of foundation coursework. MSW 860. Economic and Social Justice (Elective) 3 credits MSW 930. International Social Work and Social In this course, selected principles and skills of Welfare (Elective) 1–3 credits social justice applicable to social welfare settings Apply social work principles and social justice are considered. Issues to be faced and resolved in and empowerment perspectives to international the global competition for scarce resources will social and economic development and cross-cul- receive special attention. Prerequisite: tural social work practice. Designed for students Completion of foundation coursework. interested in international social work practice abroad and/or transnational work in the United MSW 870. Management in Human Services States. (Elective) 3 credits This course will emphasize content that will MSW 940. Women’s Perspectives inform the following aspects of fiscal manage- (Elective) 3 credits ment: planning to plan; needs assessment tech- This course focuses on the unique pressures and niques; service objective formulation; building problems that confront women today, with budgets based on service objectives; evaluation of emphasis on the barriers and stresses facing poor program and service objectives; grant-writing. women, women of color, and aged women. Prerequisite: Completion of foundation course- Attention will be directed toward evolving a work. practice perspective that is most suited to meeting the particular needs of women clients. MSW 910. Ethical Issues (Required) 3 credits Prerequisite: Completion of foundation course- This course is designed to familiarize students work. with the philosophical base of personal and social ethics, to apply ethical principles to global and MSW 950. Empowerment Social Work in international issues, to acquire in-depth under- Health Care (Elective) 3 credits standing of the NASW Code of Ethics, and to The purpose of this course is to identify and to develop expertise in using a reflective decision- develop an understanding of the issues inherent making model for resolving ethical dilemmas at in working in a health care setting. This course various levels of social work practice and with will explore the current issues in the U.S. health diverse populations. Prerequisite: Completion of care system, including managed care, ethical Foundation coursework. issues and the most commonly seen health care issues in various developmental stages. MSW 920. Empowerment Social Work in Prerequisite: Completion of foundation course- Substance Abuse (Elective) 3 credits work. This course provides an overview of the problems caused by the use of chemical substances for the individual, the family, and the society at large. Students will focus on the differences in categories of available drugs, the causes of use, the processes involved in becoming dependent on drugs, behaviors and consequences of drug

243 Graduate Programs

Doctor of Curriculum DBA 901 Research Methods I Business Administration DBA 902 Research Methods II DBA 903 Research methods III College of Business DBA 910 Readings Seminar: Organizational Admissions Behavior 1. Completed application and application fee. DBA 911 Readings Seminar: Human 2. Written statement of educational and profes- Resources sional goals, and explanation of how the DBA DBA 912 Readings Seminar: Organization program will help achieve them. Theory 3. Current resume. DBA 913 Readings Seminar: Strategic 4. Three letters of recommendation to be for- Management warded directly by references to St. Ambrose DBA 925 Case Research in Management University. At least one letter should be from Choose four from the following eight courses: an employer who is qualified to discuss the DBA 930, 931. Special Topics: Human candidate’s professional skills. At least one Resources letter should be from a professor who is able DBA 940, 941. Special Topics: Organizational to comment about the candidate’s perfor- Behavior mance and ability to pursue doctoral studies. DBA 950, 951. Special Topics: Organization 5. A minimum of one and up to three written Theory scholarly projects as testimony to scholarship. DBA 960, 961. Special Topics: Strategic 6. Official copies of GMAT scores to be for- Management warded directly from Educational Testing DBA 990 Dissertation Services. 7. Official transcripts to be forwarded directly Other Requirements from all colleges and universities previously Written and oral comprehensive exams attended. 8. A master’s degree in business, management, Course Descriptions economics, accounting, or a related but DBA 901. Research Methods I 3 credits acceptable field from an accredited education- This course is designed to prepare the doctoral al institution is required. If the master’s student for the performing of significant organi- degree is in an area outside of business, it may zation science research. This includes identifying be necessary to complete relevant business important research questions, critiquing research course work prior to entrance into the DBA ideas and designs, planning and conducting sub- program. stantive research investigations and communicat- 9. A personal interview may be required. ing research ideas and results. 10.For candidates whose primary language is not English, the TOEFL score will be required. DBA 902. Research Methods II 3 credits This course is designed to prepare the doctoral Admission Decisions student for analyzing and interpreting organiza- Admissions decisions are made by the tion science research. Major topic areas to be Admissions Retention Committee after an appli- covered include correlation, regression, analysis cant’s file is complete. of variance, and multivariate statistics. This course will also provide instruction in a statistical computer package. 244 Graduate Programs

DBA 903. Research Methods III 3 credits DBA 930–961. Special Topics This course is designed to prepare the doctoral Courses 3 credits each student for advanced statistical techniques. These courses are intended to channel student Knowledge of statistical computer package nec- interest into specific research modalities. These essary. Prerequisite: DBA 902. courses will be driven in part by professional specialties and student interest. DBA 910. Readings Seminar: Organizational Behavior 3 credits DBA 990. Dissertation 12 credits This course is designed to introduce doctoral The dissertation is the culmination of the stu- students to theory and research in Organizational dent’s academic achievements, and represents an Behavior. Major topic areas to be covered original contribution by the student to the field include individual differences, motivation, lead- of management. The dissertation is the student’s ership, teams, and decision making. major research project.

DBA 911. Readings Seminar: Human Resources 3 credits This course is designed to introduce doctoral Doctor of students to theory and research in Human Resource Management. Major topic areas to be Physical Therapy covered include equal employment opportunity, College of Education and Health Sciences job analysis, selection, training, performance The profession and practice of physical therapy appraisal, compensation and career issues. is rapidly changing and so are the educational requirements. St. Ambrose University is proud to DBA 912. Readings Seminar: Organization Theory3 offer the Doctor of Physical Therapy (DPT) pro- credits gram to prepare therapists to meet the new prac- This course is designed to introduce doctoral tice standards required. This clinical doctorate students to theory and research in Organization provides students with the knowledge and skills Theory. Major topic areas to be covered include needed to deliver high quality physical therapy the organizational environment, organizational services, and includes training in clinical deci- structures, power, culture and change. sion-making and evidence-based practice, and DBA 913. Readings Seminar: Strategic Management skills to care for medically complex patients. 3 credits Our faculty members are dedicated to provid- This course is designed to introduce doctoral ing students with the knowledge, skills and confi- students to theory and research in strategic man- dence to become integral members of the mod- agement. Major topic areas to be covered include ern health care team. Building upon St. industry structure and strategy, firm perfor- Ambrose’s long history of liberal arts studies, the mance, corporate governance, acquisitions and DPT program is distinguished by a rich environ- divestitures, and innovation. ment of academic excellence, including a very high graduation rate, and first time passing rate DBA 925. Case Research in on the National Physical Therapist Examination Management 3 credits required to become licensed, top-flight clinical This course is designed to introduce doctoral experiences, and perfect employment rate for our students to the methods used in the design, data graduates. At St. Ambrose, there is a strong collection, analysis, and writing of cases in the sense of community, respect and friendship field of management. among students, faculty and staff.

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The DPT is a full time graduate program that admitted into the professional phase of the DPT culminates in a clinical doctoral degree. By program each year. High school seniors interest- design, the carefully sequenced and integrated ed in Track I should contact the Health Careers graduate curriculum is efficiently organized to Advisor in the SAU Admission Office at allow for completion of the DPT in two-and-a- 563/333-6300. Individuals interested in Track II half years. Students are admitted to the program or Track III should request an application through three tracks described later. through the Physical Therapy Department at Physical Therapy classes are enriched through 563/333-6403 or through the Physical Therapy the assistance of guest speakers from collabora- home page at www.sau.edu/pt. tive disciplines, and the curriculum is responsive Track I applicants are high school seniors to evolving trends in health care. Students can enrolling at St. Ambrose. Each year up to 15 choose clinical placements from a pool of more high school seniors are granted placement in than 400 sites, including general and specialized Track I positions conditionally reserving them a practice settings. place in the DPT class that will commence with their senior year in college. Doctor of Physical Therapy Mission Track II and Track III applicants are current The mission of the Doctor Physical Therapy pro- college students or individuals with a bachelor’s gram is to prepare highly competent generalist degree. physical therapist practitioners. Graduates of the Track I is exclusively for high school students program will be known for their compassionate who are enrolling at St. Ambrose. Track I stu- care for all individuals, professional develop- dents utilize a “3+2.5” plan of study (three years ment, commitment to life-long learning, and of undergraduate work plus two-and-a-half years high standards of professional behavior. in the DPT program). Students accepted into Admissions Process Track I apply the first year DPT courses toward Acceptance into the professional phase of the completion of their SAU undergraduate degree. program is accomplished through rolling admis- The Track I student will be guaranteed admissions. Applications will be accepted year round, sion into the DPT program if all Phase B with on-site personal interview dates scheduled requirements are met by January 15 of their at periodic intervals. Admission decisions are junior year in college. Students who do not meet made on completion of each interview process. advancement criteria remain eligible to apply to Interested candidates are encouraged to apply the program through Track II or Track III. early. Later applicants may be interviewing for a Track I / Phase A position on the waiting list. Admitted students High School Prerequisites pay a non-refundable acceptance fee of $200 and To apply for a Track I position high school review and sign the form describing essential seniors will need to: functions to be performed by DPT students. • Meet the entrance requirements of Students electing not to join the program by the St. Ambrose University specified deadline date will be replaced by an • Have completed the equivalent of one year applicant on the waiting list. Petitions for waivers each of high school biology and chemistry. of prerequisite courses and appeals regarding the One year of high school physics is strongly admission process must be directed to the recommended Physical Therapy Department. • Attain a minimum of 3.5/4.0 high school Applicants to the DPT program choose one GPA. of three admissions tracks. Up to 30 students are

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• Score a minimum of 24 on the ACT or • Complete an acceptable on-site personal 1090 on the SAT interview with DPT faculty members • Have completed, and provide documenta- Track II tion of at least 20 hours of observation with Track II is a “3+2.5” plan of study (three years a licensed physical therapist in one or more of undergraduate study plus two-and-a-half years physical therapy settings in the DPT program). The first year of DPT • Complete an acceptable on-site personal courses is applied toward completion of the interview with DPT faculty members undergraduate degree, which must be awarded Track I / Phase B prior to the beginning of the second year of the Track I students are required to meet the follow- DPT program. Students from institutions other ing criteria in order to advance into the DPT than SAU may also utilize Track II. To be eligi- program for their senior year: ble for this track, students are required to have: • Complete the required courses for the • Completed all bachelor’s degree require- declared undergraduate major at SAU. Any ments in their major other than those to be major is acceptable, but majors in biology, completed in the first year of the DPT pro- psychology, bio-psychology, or fitness and gram. Students from institutions other than human performance are the most compati- St. Ambrose University will need a letter ble with the DPT prerequisites from the respective Registrar’s Office indi- • Complete all prerequisite courses with a cating that the first year of DPT courses will grade of “C” or above prior to entering the be credited toward the bachelor’s degree. DPT program. Students in Track I who will The bachelor’s degree must be awarded not complete the prerequisites by the prior to the beginning of the second year of January 15 deadline must provide a detailed the DPT program. (These students should written plan of study illustrating how they contact the SAU Financial Aid Office to dis- will complete the remaining prerequisites cuss any specific questions on financial aid.) prior to final admission into the DPT pro- • Attained a minimum 3.0/4.0 cumulative gram undergraduate GPA • Attain a minimum of 3.3 cumulative under- • Completed all requirements listed below graduate GPA, and a minimum of 3.3 Track III undergraduate science GPA Students who hold a bachelor’s degree may • Score at least 400 on the verbal and quanti- apply using Track III, the “4+2.5” plan of study tative GRE and a minimum of 4.0 on the (fours years of undergraduate work plus two- GRE Essay and-a-half years in the DPT program). To be eli- • Complete the SAU Admission to Graduate gible for this track, students are required to have: Studies Application form • A bachelor’s degree from an accredited four- • Document at least 50 hours of observation year college or university awarded prior to with a licensed physical therapist in one or the fall they anticipate entering the DPT more settings (may include the 20 hours program. completed for Phase A) • Attained a minimum cumulative undergrad- • Submit official transcripts from all under- uate GPA of 3.0 (on a 4.0 scale) or a mini- graduate institutions attended mum cumulative graduate GPA of 3.25 (on • Provide two favorable references from SAU a 4.0 scale) for 18 or more semester hours in faculty an approved graduate science degree pro-

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gram. Contact the Physical Therapy prior to matriculation. Department regarding acceptable graduate Prerequisite Courses courses. COURSE SAU EQUIVALENT CREDITS Additionally, all Track II and Track III applicants Biology* BIOL 103, 104 8 need to have: Human Physiology‡ BIOL 202, 204 3–8 • Completed all prerequisite courses with a General Chemistry* CHEM 105, 106 8 grade of “C” or above prior to enrollment in General Physics* PHYS 203, 204 8 the DPT program. Applicants who will not Trigonometry (or above) MATH 152 2 complete the prerequisites by the time they Statistics/Biostatistics STAT 213 3 apply must provide a detailed written plan of Intro. Psychology PSYC 105 3 study for completion of the remaining cours- Advanced Psychology (upper level) 3 es prior to final admission into the DPT *with labs program. ‡At SAU, physiology is included in a two semester course sequence with anatomy and includes labs. An appropriate sub- • Documented at least 50 hours of observa- stitute would be a 3 semester hour course in human physiology tion with a licensed physical therapist in one with lab. or more physical therapy settings • Completed the Graduate Record Exam Admissions Appeal Procedure (GRE) and submitted official results Applicants for admission to the DPT program • Completed the SAU Admission to Graduate have a right to appeal decisions related to admis- Studies Application form sion according to the following procedure: • Submitted official transcript from all under- 1. Applicants must file a written appeal of any graduate and graduate institutions attended decision of the Admissions and Retention • Submitted two references from individuals Committee within two weeks of having well-acquainted with the applicant (forms received written notification of a committee provided) decision. The appeal must be sent to the Completed an acceptable on-site personal director of the Physical Therapy Department interview with PT faculty members and must include the reasons for challenging • International students are required to sub- the Admission and Retention committee’s mit official scores for the TOEFL exam. decision. The minimum score requirement is 250. 2. The director will convene the department’s Based upon the undergraduate GPA and quality Appeals committee. of other application materials, select applicants 3. The decision of the department’s Appeals from all Tracks will be invited for a required on- Committee will be made within two weeks site interview. Admissions data will be processed after receipt of the appeal. by the committee, and it will determine the most 4. The applicant will be informed in writing of qualified applicants to be invited to join the DPT the Appeals Committee’s decision on the program. Students who are accepted into the appeal within two weeks of the decision. DPT program will be notified in writing. A wait- 5. The student has a right to appeal the depart- ing list will also be developed. Acceptance ment’s Appeals Committee’s decision to the responses and fees from the members of the dean of the College of Education and Health entering class will be required by a specified Sciences. deadline date. Students in the entering class will Grading Policy be expected to sign the Essential Functions form Each course instructor is responsible for estab-

248 Graduate Programs lishing and notifying students of the guidelines a minimum passing score on the retake examina- required to complete course work. The Physical tion will receive an “F” grade for the course. Therapy Department has set the following crite- Student Retention Policy ria for assignment of letter grading (percent of The PT program requires students to maintain a total course work): cumulative GPA of 3.0 (on a 4.0 scale) in their A = 90 - 100%, superior performance professional curriculum to graduate. Students B = 80 - 89%, suitably proficient performance not maintaining a minimum of 2.8 cumulative C = 70 - 79%, marginal performance GPA will be placed on academic probationary D = 60 - 69%, unsatisfactory performance status for the semester following the cumulative F = less than 60%, failure GPA falling below 2.8. During the probationary Other grading assignments (P/NP, I, W, IP and semester the student will be advised weekly by “Resident Credit”) and policies (Auditing, their faculty advisor, with the advisor being given Quality-Points, Withdrawal from the University, status reports every 4 weeks by the student’s Policy on Academic Dishonesty, Statement on instructors during the probationary semester. Satisfactory Progress, DPT Student Retention Failure to maintain a cumulative GPA of 2.8 fol- Policy, Retaking a Course, and Second-grade lowing a probationary semester will result in the Option) are outlined in this catalog, the student being denied permission to register for University Student Handbook and the DPT the following semester of the Doctor of Physical Student Handbook. Courses graded Pass/No Therapy program. Readmission to the program Pass will require a minimum of 70% for a grade will be based upon competitive re-application of Pass. during the regular admissions cycle or appeal Grading for Practical Examinations (see below). Practical/laboratory examinations are an impor- This catalog refers to retention policies; tant part of the DPT Curriculum. Program fac- specifically “Retaking a Course” and “Second- ulty use these exams to assess each student’s grade Option,” both of which permit students to integration of cognitive, psychomotor, and affec- retake a course, but differ in how the subsequent tive dimensions of learning. Demonstrating safe- GPA is computed. In reality, retaking course ty and competence during a practical examina- work offered in the program would be impracti- tion is considered an essential step in the stu- cal or difficult due to the sequential arrange- dent’s development of entry-level patient care ment, as well as the anticipated overlapping skills; students are required to pass all practical schedules of first, second and third year classes. exams for each course. If a student does not receive a grade of “C” Students are expected to demonstrate safe or higher in a course required for graduation practices and achieve a minimum score of 80% from the PT program, they will be notified by or a “pass” on a “pass/no pass” on each individ- the office of the director and are required to sat- ual practical examination. Individual faculty will isfy one of the following options. Until this is determine the relevant safety issues for the prac- done, they may not continue in the professional tical exams for each course. A student failing to curriculum without special permission from the attain the above levels on a practical exam, will Curriculum Committee. be required to retake that exam. It is the stu- 1. retake the course if scheduling allows, dent’s responsibility to schedule a retake time 2. take a comparable course at another institu- with the course instructor. Any student who fails tion, pre-approved by the Curriculum to demonstrate safe practices and fails to achieve Committee,

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3. complete additional course work in the areas “satisfactory progress,” as defined for all SAU of deficiency as assigned by the course graduate students, in order to retain federal stu- instructor (at his or her discretion) and dent financial aid. A graduate GPA of 2.8-2.99 approved by the Curriculum Committee. shall be deemed satisfactory progress provided The student repeating a class or completing the GPA is raised to a 3.0 after no more than the required independent study in a course will two consecutive semesters. The Admissions and receive a letter grade, which, will be recorded on Retention Committee will review the grades of the official transcript following the “Second- all students whose cumulative GPA is below a grade Option” procedure in the SAU Catalog. 3.0 and together with the faculty advisor, will Inability of the student to complete one of these recommend appropriate avenues for the student options with a C grade or above will result in the to attain the 3.0 status. student being ineligible to continue in the profes- Dismissal Appeal Process sional program. Readmission to the program will A student who has been academically dismissed be based upon competitive reapplication during may consider the following appeal process. The the regular admissions cycle. appeal process must be initiated through the In addition, the following apply to Clinical Physical Therapy director within two weeks of Education Courses: the receipt of the letter of dismissal. The follow- 1. Students will be required to pass all Clinical ing procedure will be followed. Education Courses in order to receive credit The student must meet with the director who towards graduation. will explain the appeal process and discuss the 2. The Clinical Education Office will notify stu- possible outcomes. The following are examples dents when they have received a “No-Pass” of possible appeal decisions: grade on a clinical education experience. This • Appeal will be denied or appeal will be notification shall constitute a “No-Pass” for accepted. The student is allowed to take a the experience, even if the student’s transcript second grade option in an attempt to raise lists a grade of “In Progress” for the course. the grade point average. An individual 3. A “No-Pass” grade for a Clinical Education course within the physical therapy curricu- experience will require the student to repeat lum can only be retaken once. No more the experience at a clinical site other than the than two courses total may be retaken in the one in which the student has received the No- curriculum. Pass grade. The experience must be complet- • The student will obtain an appeal petition ed within the subsequent academic session or from the director and fill out the appeal as soon as it is practical to schedule. petition completely. 4. “No-Pass” grades for two Clinical Education • The student must obtain their academic experiences (whether a repeat or two separate advisor’s signature on the petition. experiences) will be considered grounds for • The student submits the signed appeal peti- dismissal from the professional program with- tion to the director within one week of the out option to apply for readmission to this date the petition is obtained. program. • The director will present the appeal petition Students must complete their academic and to the Physical Therapy Admissions and clinical course work no later than the end of the Retention Committee. academic year following the scheduled gradua- • Within one week of receipt of the petition, tion date of their class. As dictated by the the chair or co-chair of the Admissions and Financial Aid Office, students must maintain

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Retention Committee will contact the stu- commencement ceremony, the following depart- dent to discuss the date/time of the meeting. mental policy was adopted. • A student representative will be appointed to In order for DPT students to participate in assist the Admissions and Retention the St. Ambrose Commencement Ceremony, Committee in its decision. Any members of they must: the committee who have direct involvement 1. have attained a cumulative DPT GPA of at in the case or who feel they cannot act in least 3.0, good faith can excuse themselves from the 2. have completed all initial or repeated Clinical appeal process. In this case, alternate physi- Education courses with a grade of “Pass,” and cal therapy faculty members will serve on 3. in the case item #2 is not satisfied, continue the committee. The director will serve on to demonstrate satisfactory performance dur- the committee ex officio and will only vote if ing any Clinical Education course up through there is a tie. the Thursday prior to commencement week- • The student has the right to represent them- end. selves and their written petition or they can Participation in the commencement ceremony choose to submit a written petition only. is not a guarantee that a student will indeed • The committee will meet on the appointed graduate from the DPT program. date/time with or without the student repre- Professional Licensure senting him or herself. If the student wishes It is the student’s responsibility to apply in a to present their petition personally, they will timely manner to individual state licensing agen- be dismissed from the meeting when it is cies for licensure as a physical therapist. time for the discussion and decision. Information about state licensing agencies and • The committee decision will be made by the National Physical Therapy Examination can majority vote with secret ballot. be obtained through the Federation of State • The committee will present the decision to Boards of Physical Therapy (www.fsbpt.org). All the entire faculty and the director. application and examination fees are borne by • The director will notify the student both the license applicant. verbally and in writing of the appeals decision with one week of the date of the deci- DPT Program Curriculum CREDITS sion. First Year • If the student’s dismissal appeal is denied, Fall the student has the right to appeal this deci- BIOL 500 Human Gross Anatomy 5 sion to the dean of the College of Education DPT 515 Professional Seminar 1 and Health Sciences. DPT 530 Kinesiology/Biomechanics 5 DPT 531 Functional Anatomy 1 Commencement Participation Policy DPT 550 Introduction to Physical Therapy 3 Participation in the St. Ambrose University DPT 560 Physical Therapy Procedures I 3 Commencement ceremony is a public affirma- tion of a student’s successful completion of the Winterim DPT program. We realize, however, that select DPT 580 Clinical Education 0 circumstances might prevent a student from Spring completing required course work by the date of DPT 520 Pathology & Medical Management 5 the commencement ceremony. Because we view PSYC 540 Neuroanatomy/Neurophysiology 5 it as desirable that students feel part of the St. DPT 570 Physical Agents 4 Ambrose community by participating in the DPT 635 Clinical Exercise Physiology 3 251 Graduate Programs

DPT 650 Issues in Research I 3 Transition DPT Degree Program Summer Transition DPT Mission DPT 582 Clinical Education 0 The Transition DPT program provides an opportunity for licensed physical therapists to Second Year earn the Doctor of Physical Therapy degree. Fall This program is designed to augment the physi- DPT 590 Pharmacology 1 cal therapist’s current knowledge and skills and DPT 600 Issues in Patient Care 3 to enhance their ability to care for patients and DPT 620 Musculoskeletal Therapeutics I 5 clients across a range of practice settings. The DPT 630 Neuromuscular Therapeutics 5 program focuses on enhancing clinical reasoning DPT 640 Cardiopulmonary Therapeutics 3 and promoting evidence-based practice. Central DPT 680 Clinical Education 0 to this mission is the provision of high quality DPT 800 Applied Anatomy and Physiology 2 health care and an improved quality of life for DPT 605 Teaching Practicum (elective) 1-2 patients and their families. Winterim Transition DPT Admissions Process DPT 810 Advanced Diagnostics 2 Applications are accepted and reviewed year DPT 820 Differential Diagnosis 2 round. Physical therapists seeking admission to this program should request an application from Spring the Physical Therapy Department. Criteria for DPT 660 Prof Practice & Health Care Sys 3 admission includes: prior graduation from a DPT 670 Orthotics and Prosthetics 3 CAPTE accredited physical therapist education DPT 674 Integumentary Therapeutics 1 program; evidence of a current and valid license DPT 700 Issues in Research II 3 to practice physical therapy in at least one of the DPT 720 Musculoskeletal Therapeutics II 3 50 United States, the District of Columbia or DPT 760 Physical Therapy Procedures II 3 Puerto Rico; official transcripts from all colleges DPT 780 Clinical Education 0 and universities attended; completed Transition DPT 830 Medically Complex Patient 2 DPT Application Form and processing fee of DPT 605 Teaching Practicum (elective) 1-2 $50. New graduates are required to have a minimum of 6 months of full time clinical practice Third Year experience or the equivalent. Therapists applying Summer from outside of the US, must have an interna- DPT 781 Clinical Education (8 weeks) 0 tional credentials evaluation sent from the Fall Foreign Credentialing Commission on Physical DPT 782 Clinical Education (8 weeks) 8 Therapy. The TOEFL examination is required DPT 784 Clinical Education (10 weeks) 10 for all foreign applicants who have not attended an American College or University full time for two consecutive years. Minimal score of 250 is required. It is expected that therapists enrolled in the Transition DPT program will enter the program with an understanding of the fundamental knowledge and skills described in the Guide to Physical Therapist Practice. Although applicants

252 Graduate Programs may practice in a specialized setting, they should education experiences are presented in depth. have at least a basic understanding of the ele- Pass/No Pass. ments of patient/client management, tests and DPT 520. Pathology and Medical measures, and interventions that physical thera- Management 5 credits pists frequently provide across the four main This course will explore the nature and cause of practice pattern categories. As part of the appli- disease as well as the current medical manage- cation process, students will address any defi- ment and role of the therapist in the treatment of ciencies with a plan for reviewing and learning human disease. Specifically, we will identify the this information. The program will provide appli- structural and physiological changes caused by a cants with recommended resources and may variety of human diseases. Emphasis will be develop additional courses if needed. placed on clinical presentation, etiology, patho- Transition DPT Curriculum CREDITS physiology, and current medical management of DPT 590 Pharmacology 1 each disease discussed. The role of the physical DPT 790 Evidence-based Practice 2 therapist in the management of these diseases DPT 795 PT Examination and Interventions 2 will be discussed. Diseases will be discussed in DPT 800 Applied Anatomy and Physiology 2 relation to organ systems after discussion of basic DPT 810 Advanced Diagnostics 2 pathologic principles. These include: infectious, DPT 820 Differential Diagnosis 2 endocrine, integument, cardiovascular, hemato- DPT 830 Medically Complex Patient 2 logical, respiratory, pediatric, musculoskeletal, DPT 850 Integration Project 3 neurological, gastrointestinal, and reproductive 16 diseases.

Additional Transition DPT Information DPT 530. Kinesiology/Biomechanics 5 credits Prospective and current students are encouraged An introduction to factors influencing human to review additional program information provid- normal and pathological motion directed toward ed on the university’s web site and in the rehabilitation. Scientific, biomechanical, struc- Transition DPT Student Handbook. tural, physiological, and anatomical principles underlying human tissues and their influence on Course Descriptions motion will be studied. Techniques and applicability of analysis to normal and pathological BIOL 500. Human Gross Anatomy 5 credits motion will be explored. This course is designed A regional based study of the human body so that the content and sequence parallel with involving cadaver dissection. Students will apply BIOL 500 (Gross Anatomy) and DPT 560 knowledge of anatomy to clinical practice. (Physical Therapy Procedures I). Discussion of embryonic development and how it relates to adult anatomy will also be included. DPT 531. Functional Anatomy 1 credit Prerequisites: BIOL 202 and 204. Physical therapists utilize a range of anatomical landmarks on or adjacent to the surface of the DPT 515. Professional Seminar 1 credit body in order to evaluate human structure and This seminar introduces resources valuable to function. These landmarks are most commonly being an effective graduate student. The course identified through visual observation and manual focuses on preparing the student for successful palpation. The general purpose of this functional completion of the professional program with anatomy laboratory is to provide students with emphasis on the clinical education component. the knowledge and psychomotor skills necessary The organization and requirements for clinical

253 Graduate Programs to successfully use these landmarks in clinical clinical rationales/decision making/problem solv- practice. This laboratory will be closely correlat- ing. ed with BIOL 500 (Gross Anatomy), DPT 530 DPT 580. Clinical Education 0 credit (Kinesiology/Biomechanics), and DPT 560 This is the first in a series of seven clinical edu- (Physical Therapy Procedures I). cation experiences during which the student is to DPT 550. Introduction to Physical integrate academic materials and practice psy- Therapy 3 credits chomotor skills including patient examination, An introduction to physical therapy as a health assessment, interventions and documentation profession, including its history, current status which have been presented to date in the cur- and projections for the future. The importance of riculum. The student is also expected to observe, professional socialization and development will discuss and assist the Clinical Instructor with be introduced. Ethical standards for professional examinations and interventions that have not yet conduct, medical-legal aspects, regulation, and been presented in class. During this full-time, the scope of professional practice will be high- two-week experience, the student will be super- lighted. Effective documentation, teaching strate- vised by his/her clinical instructor (a licensed gies, and professional relations will be empha- physical therapist whose facility contracts with sized. Select professional issues and societal St. Ambrose University for the purpose of pro- needs will be examined for their impact upon viding clinical education experiences). physical therapy and society. DPT 582. Clinical Education 0 credit DPT 560. Physical Therapy This is the second in a series of seven clinical Procedures I 3 credits education experiences during which the student This course is the first of a two-course sequence is to integrate academic materials and practice presenting select physical therapy procedures. psychomotor skills including patient examina- Students will gain skills necessary to perform an tion, assessment, interventions and documenta- evaluation of a patient, and begin to develop a tion, which have been presented to date in the treatment plan. Assessment of joint range of curriculum. The student is also expected to motion, muscular strength, gait, assistive devices observe, discuss and assist the Clinical Instructor related to gait, gait training and transfers will be with examinations and interventions that have presented across the lifespan. Interpretation of not yet been presented in class. During this full- information from evaluations and relationships to time, three-week, experience, the student will be treatment planning will be emphasized. supervised by his/her clinical instructor (a licensed physical therapist whose facility con- DPT 570. Physical Agents 4 credits tracts with St. Ambrose University for the pur- This course focuses on the physical and physio- pose of providing clinical education experiences). logical basis for safe and effective use of thera- Students will be assigned to clinical sites offering peutic physical agents, including massage, an exposure to the rural practice setting. mechanical compression, heat and cold, hydrotherapy, ultraviolet light, laser, biofeed- DPT 590. Pharmacology in back, and electricity. Theoretical models for Rehabilitation 1 credit understanding basis for pain and tools for pain Pharmacology is the study of drugs and their use assessment are introduced. Current theories and in medical treatment. In this course the student treatment techniques for wound healing are will gain knowledge in the basic pharmacologic included. Emphasis is placed on development of principles and application to rehabilitation thera-

254 Graduate Programs py. Pharmacotherapeutic agents (drugs) will be py management of adult patients with neuromus- discussed based on a combination of organ sys- cular disorders related to injury (e.g., cerebral tems and general drug classifications to provide vascular accident, traumatic brain injury, spinal the rationale of drug therapy. Emphasis will be cord injury) or degeneration (e.g., Parkinson’s placed on the types of disorders these agents disease, Multiple Sclerosis) of central and treat, adverse effects they cause and special peripheral components of the neuromuscular sys- implications of specific drugs to the therapist. tem. Elements related to examination, evaluation, diagnosis, prognosis, intervention and out- DPT 600. Issues in Patient Care 3 credits comes will be highlighted. Concepts related to This course examines psycho/social/emotional motor control and motor learning will be incor- issues which have impact on high quality patient/ porated throughout the course. Related research client care. Influences on effective patient/client/ will be used to support interventions and assess- therapist communication, patient/client motiva- ment of outcomes. tion and compliance/adherence, and goal attainment will be assessed. Roles of physical thera- DPT 635. Clinical Exercise Physiology 3 credits pists as collaborators, consultants, teachers and This course focuses on the principles of health care supervisors for patients/clients with a range promotion, wellness and adult fitness. Emphasis of psycho-social needs will be discussed. is placed on risk stratification and methods to Strategies for identification/prevention of profes- identify patients at risk for cardiovascular, pul- sional/care giver burnout will be presented. monary, and metabolic disorders. Essentials of human physiology and exercise physiology are DPT 605. Teaching Practicum reviewed to prepare the student for content in (Elective) 1–2 credits DPT 640. This course is an elective offered to PT students desiring to gain experience in academic teaching. DPT 640. Cardiopulmonary It consists of seminars and supervised academic Therapeutics 3 credits teaching experiences. The seminars will be con- This course covers tests, measures and interven- cerned with issues related to the development of tions used by physical therapists for patients and effective teaching skills. The student will assist clients with cardiovascular and pulmonary the instructor in the design, set-up and presenta- impairments. Emphasis is placed on techniques tion academic of lectures and laboratories to and theory of patient management across the underclassmen within the PT program. lifespan.

DPT 620. Musculoskeletal DPT 650. Issues in Research I 3 credits Therapeutics I 5 credits This course covers topics relevant to the research Therapeutics course responsible for assessment process including identifying and developing of and treatment of the musculoskeletal system. research questions, review of literature, research Impairments of the musculoskeletal system will design, and analysis commonly encountered in be evaluated with regard to intervention and physical therapy literature. Information is pre- return to the patient’s highest or desired level of sented to further enhance the student’s under- function. Lifespan issues and disease will be con- standing of the scientific method, laboratory sidered in determining level of intervention and research and clinical research. Students prepare prognosis. to conduct pilot work for proposals or group research projects. DPT 630. Neuromuscular Therapeutics 5 credits The focus of this course is on the physical thera-

255 Graduate Programs

DPT 660. Professional Practice in Physical Therapy assessment, interventions and documentation, 3 credits which have been presented to date in the cur- This course is the last in a series of courses con- riculum. The student is also expected to observe, cerned with contemporary issues in health care. discuss, and assist the clinical instructor (CI) The course focuses on administration and man- with examinations and interventions that have agement of physical therapy services, within the not yet been presented in class. During this full- larger systems. time, two-week experience, the student will be supervised by his/her CI who is a licensed physi- DPT 670. Orthotics and Prosthetics 3 credits cal therapist whose facility contracts with St. This course introduces the entry level DPT stu- Ambrose University for the purpose of providing dent to the theory and practice of orthotic and clinical education experiences. prosthetic therapeutics. Appropriate anatomical and biomechanical principles as well as normal DPT 700. Issues in Research II 3 credits and abnormal movement will be reviewed and This course is the second in a two course series discussed. History, use, and function of orthotic that covers topics relevant to the research and prosthetic devices and related therapeutic process. Information is presented to further concerns will be covered. Practical experience in enhance the student’s understanding of the sci- this area will be included in classroom labs. entific method, laboratory research and clinical research. This course will focus on analysis and DPT 674. Integumentary Therapeutics 1 credit methods of presenting findings, including pro- This course focuses the elements of patient/client posal development, manuscript preparation, and management for individuals who have integu- research presentations. Students will also critique mentary issues or diagnoses. These elements current physical therapy literature, encouraging include: examination (tests and measures), evalu- students to be consumers of research, fostering ation, diagnosis, prognosis/plan of care and inter- critical evaluation of theories and techniques ventions. Emphasis is placed on development of used in clinical practice. Students collect data, clinical rationales/decision making/problem solv- perform analysis and present group research pro- ing. Other issues and roles for the physical thera- jects. pist in integumentary management will also be presented: prevention, promotion of health/well- DPT 720. Musculoskeletal ness/fitness, consultation, education, critical Therapeutics II 3 credits inquiry, administration and appropriate use of Therapeutics course that specifically addresses support staff. Specific areas of wound/skin man- the spine using a quadrant approach. Peripheral agement that will be covered are: the normal joints will be reviewed as they impact the spine. healing process, various types of wounds, factors Impairments, functional limitation(s), and dis- that impede healing, wound/patient evaluation, ability related to the spine and peripheral joints debridement/irrigation, dressings, modalities/ (including TMJ) will be evaluated with regard to physical agents and documentation and reim- evaluation and intervention. Lifespan and cultur- bursement. al and gender diversity issues will be considered in determining level of intervention and progno- DPT 680. Clinical Education 0 credit sis. The Clinical Decision Making process is uti- This is the third in a series of seven clinical edu- lized both at a systems level for screening of cation experiences during which the student is to more serious pathology and within the muscu- integrate academic materials and practice psy- loskeletal system to determine cause and appro- chomotor skills including patient examination, priate intervention for impairment(s).

256 Graduate Programs

DPT 760. Physical Therapy not yet been presented in class. During this Procedures II 3 credits eight-week experience the student will be super- Presents advanced specialized and current evalu- vised by his/her CI, a licensed physical therapist ation and treatment topics applicable to selected whose facility contracts with St. Ambrose specific patient populations and specialty prac- University for the purpose of providing clinical tices in physical therapy. Topics include pedi- education experiences. atrics, work hardening, aquatics, women’s health, * Entry-level performance (as defined in the Clinical alternative therapies, ENMG and geriatrics. It is Performance Instrument): A physical therapist clinician performing at entry-level utilizes critical thinking to make indepen- anticipated that the course will facilitate student dent decisions concerning patient needs and provides quality interest in pursuing future specialty areas as well care with simple or complex patients in a variety of clinical as increase their exposure to a greater variety of environments. The physical therapist clinician at the profes- skills, techniques, and topics. sional level needs no guidance or supervision except when addressing new or complex problems. DPT 780. Clinical Education 0 credit This is the fourth in a series of seven clinical DPT 782. Clinical Education 8 credits education experiences during which the student This is the sixth in a series of seven clinical edu- is to integrate academic materials and practice cation experiences included in the curriculum. psychomotor skills including patient examina- By the completion of this eight-week clinical tion, assessment, interventions and documenta- experience, the student is to demonstrate entry- tion which have been presented to date in the level competency in the delivery of patient care curriculum. The student is also expected to in the designated area of clinical practice (acute observe, discuss and assist the CI with examina- care, neurological rehabilitation, or orthopedics.) tions and interventions that have not yet been The student will be supervised during this clini- presented in class. During this full-time, two- cal experience by his/her CI (a licensed physical week experience, the student will be supervised therapist whose facility contracts with St. by his/her CI who is a licensed physical therapist Ambrose University for the purpose of providing whose facility contracts with St. Ambrose clinical education experiences). University for the purpose of providing clinical DPT 784. Clinical Education 10 credits education experiences. This is the final clinical education experience of the curriculum. By the completion of this ten- DPT 781. Clinical Education 0 credit This is the fifth in a series of seven clinical edu- week clinical experience, the student is to cation experiences and, notably, the first extend- demonstrate entry-level competency in the deliv- ed affiliation during which the student is to delivery of patient care in the designated area of clini- er the continuum of patient care. The student is cal practice (acute care, neurological rehabilita- expected to assume an active role in initial and tion, or orthopedics.) The student will be super- on-going evaluations, treatment planning and vised during this clinical experience by his/her CI delivery, documentation, and discharge planning. (a licensed physical therapist whose facility con- The student is expected to approach entry-level tracts with St. Ambrose University for the pur- performance* in the delivery of care to patients pose of providing clinical education experiences). characteristically treated in the assigned area of DPT 790. Evidence-based Practice 2 credits clinical practice (acute care, neurological rehabil- This course is concerned with evidence-based itation, or orthopedics.) The student is also practice (EBP) as a framework for clinical deci- expected to observe, discuss and assist the CI sion-making by physical therapists. A historical with examinations and interventions that have overview of EBP and discussion of the evidence-

257 Graduate Programs based approach to clinical decision-making will ation, and the development of care plans. be presented. Students will gain hands-on experi- DPT 810. Advanced Diagnostics 2 credits ence in utilizing both filtered and unfiltered data- This course describes diagnostic testing proce- bases of the professional literature to answer spe- dures used in the examination of patients with cific clinical questions. Ultimately, the strength acute and chronic disorders and disease process- and quality of evidence supporting the use of es. An emphasis will be placed on the type of select physical therapy tests, measures, and inter- information gained in testing, the sensitivity and ventions will be critically appraised. specificity of each test, and how test results can Prerequisites: A working knowledge of statistics be used to influence the physical therapy exami- and research methods/design or successful com- nation, interventions, and plan of care. pletion of SAU DPT self-study module. DPT 820. Advanced Diagnostics 2 credits DPT 795. Physical Therapy Examination and This course will enhance the student’s ability to Interventions 2 credits develop pattern recognition skills for conditions This course is based on the disablement model or diseases across the human body systems. and will focus on examination and interventions Hypothesis development and testing as pertains used in the four physical therapy practice pattern to the physical therapy differential diagnosis will areas (musculoskeletal, neuromuscular, car- be emphasized. This course also addresses diopulmonary and integumentary) across the appropriate physical therapist interventions, to lifespan. Emphasis will be placed on examination include referral for conditions or diseases that are of the patients and on modes of intervention that not within a physical therapist’s scope of prac- are applicable for specific diagnostic categories. tice. Cases of patients having multiple conditions Measurement properties and the scientific evi- will be used so that students must determine dence supporting select tests, measures and which condition or disease drives intervention. direct interventions will be emphasized through lecture and demonstration. This course will DPT 830. Management of the Medically Complex enable the practitioner to utilize and understand Patient 2 credits the Guide to Physical Therapist Practice. This course is designed to help students perform thorough physical therapy examinations and DPT 800. Applied Anatomy develop effective care plans for medically com- and Physiology 2 credits plex patients. Building up on an understanding This course is designed to help students under- of the relevant pathophysiology, the learner will stand and apply anatomical and physiological be challenged to integrate the findings of labora- principles that influence physical therapy prac- tory tests, diagnostic testing, medical treatment tice. Information will build upon prior basic and and procedures, as well as, information gained clinical science course work. An emphasis will be from the patient, their families, and other mem- placed on understanding how systemic and cellu- bers of the health care team into the decision lar adaptations that result from both intrinsic making process. A case study format will be used (e.g., disease, aging) and extrinsic factors (e.g., to address multiple system impairments across injury, training, and pharmacological interven- the lifespan and continuum of care. tion) influence rehabilitation. Examples will cross all major practice pattern categories (muscu- DPT 850. Integration Project 3 credits loskeletal, neuromuscular, cardiopulmonary, and This capstone project is intended to assist the integumentary) and the lifespan. Students will student in integrating content covered through integrate this knowledge into examination, evalu- the curriculum. Options include developing a

258 Graduate Programs series of patient case reports, authoring a comprehensive literature review, or designing an original project unique to the therapist’s practice setting. Ideally, the project represents an original contribution by the student to the profession of physical therapy and is worthy of presentation to the professional community. Proposed projects should be submitted during the student’s final year of study and approved by a committee of faculty.

PSYC 540. Neuroanatomy and Neurophysiology 5 credits This course provides an in-depth overview of neuroanatomy and neurophysiology with special emphasis on relationships to both normal human function and dysfunction resulting from malde- velopment or injury to the nervous system. Correlated laboratories will introduce procedures used for the clinical examination of sensory and motor systems.

259 Directories

261 Directories

Board of Directors John Deere Foundation Director of Community Relations Deere & Company President Most Rev. William E. Franklin, DD Mr. Michael Duffy ’73 Bishop Chairman and Chief Executive Officer Diocese of Davenport Per Mar Security Services

Vice President Dr. Michael Guidici Very Rev. Drake Shafer, VG ’69 Cardiac Electrophysiologist Vicar General Cardiovascular Medicine, PC Diocese of Davenport Mr. James Hagen Retired Chairman, President and Chief Secretary and Treasurer Executive Officer Edward Rogalski, PhD Conrail, Inc. President St. Ambrose University Mr. Bernard Hardiek Retired President Members Worldwide Agricultural Equipment Division Mr. John Anderson ’87 Deere & Company Senior Vice President Mrs. Diane Harris Quad-City Bank and Trust Civic Leader Mr. John Arme ’57 Rev. Msgr. Francis Henricksen ’51 Retired Senior Partner Retired Editor Arthur Andersen and Company The Catholic Messenger Mr. Michael Bauer Rev. Msgr. John Hyland, VF President and Chief Executive Officer Pastor Quad City Bank and Trust Company St. John and Paul Church Ms. Rita Bawden ’97 Mrs. Barbara Johnson Civic Leader Civic Leader R. Richard Bittner, Esq. McCarthy Bush Foundation Senior Partner Mrs. Elisabeth Ann Leach Bittner, Lambert & Werner Civic Leader Mr. Stanley Bright Mr. Michael Marks Retired Chairman and Chief Executive Officer Retired Partner MidAmerican Energy Company Willkie Farr & Gallagher

Leonard Cervantes, Esq. ’70 Mrs. Jill McLaughlin Partner Civic Leader Cervantes and Associates Rev. Msgr. Michael Morrissey ’61 Mr. James Collins ’69 Pastor President Holy Family Church

262 Directories

The Honorable Linda Neuman Member Iowa Supreme Court Mr. Michael Phelps Vice President of Publishing for Lee Enterprises Publisher The Quad-City Times Mr. Paul Sachs ’76 Managing Director Protiviti, Inc. The Rev. Timothy Scully, CSC Executive Vice President University of Notre Dame Mr. I. Weir Sears ’51 Chairman Sears Manufacturing Company William Sueppel, Esq. ’50 Member Meardon, Sueppel & Downer PLC

Non-Voting Members Diocese of Davenport Priests’ Presbyteral Council Representative St. Ambrose Alumni Association President St. Ambrose Faculty Assembly Chair St. Ambrose Staff Assembly President St. Ambrose Student Government Association President

Emeritus Members Mr. John Figge Mr. Bernard Hank Jr. Mr. Jerry Hiegel Mr. John Lujack Mr. Michael Plunkett Mrs. Margaret Tiedemann

263 Directories

Administration Deans of Colleges Richard Dienesch, PhD President Dean, College of Business Edward Rogalski, PhD BBA, University of Michigan President MBA, ibid BA, Parsons College PhD, Georgia Institute of Technology BA, University of Iowa At St. Ambrose University since 2001 PhD, ibid Hope Gardina, DBA At St. Ambrose University since 1968 Dean, College for Professional Services University Officers BBA, University of Kentucky Edward Henkhaus MBA, Eastern Kentucky University Vice President, Finance DBA, Nova Southeastern University BA, St. Ambrose University At St. Ambrose University since 1999 At St. Ambrose University since 1979 Paul Koch, PhD Edward Littig, PhD Dean, College of Arts and Sciences Vice President, University Advancement BS, Morningside College AA, St. Bede Junior College MS, Iowa State University BA, Immaculate Conception Seminary College PhD, ibid MS, University of Illinois-Urbana At St. Ambrose University since 1988 PhD, ibid Robert Ristow, EdD At St. Ambrose University since 2000 Acting Dean, College of Education and Health James Loftus, PhD Sciences Vice President, Enrollment Management BS, Northern State College, South Dakota BA, University of Notre Dame MS, Black Hills State College MA, ibid EdD, University of Denver PhD, University of Iowa At St. Ambrose University since 1989 At St. Ambrose since 1990

Lorraine Rodrigues-Fisher, EdD Vice President, Academic Affairs BS, University of Bridgeport MA, University of South Florida MS, Clemson University EdD, ibid At St. Ambrose since 2002

264 Directories

Robert Banash, DBA Faculty Professor, Mathematical Sciences Mara Adams, MPS BS, University of Illinois Assistant Professor, Theology MS, University of Delaware BA, St. Ambrose University DBA, Nova University MPS, ibid At St. Ambrose University since 1988 At St. Ambrose University since 1988 John Barr, PhD Allison Ambrose, MA Professor, Physical Therapy Assistant Professor, Accounting BS, State University of New York-Syracuse BBA, University of Iowa MA, University of Iowa MA, University of Iowa PhD, ibid At St. Ambrose University since 1988 At St. Ambrose University since 1992

Robin Anderson, PhD Floyd Begin, PhD Professor, Psychology Professor, Managerial Studies BA, Indiana University BS, Dayton University MA, University of Iowa MA, University of Iowa PhD, ibid PhD, ibid At St. Ambrose University since 1990 At St. Ambrose University since 1984

Thomas Anderson, PhD Leslie Bell III, MFA Professor, Mathematical Sciences Professor, Art BS, Viterbo College BA, St. Ambrose College MS, University of Iowa MA, Northern Illinois University PhD, ibid MFA, ibid At St. Ambrose University since 1986 At St. Ambrose University since 1974

Andrew Axup, PhD S. Eric Bergman, MA Adjunct Assistant Professor, Chemistry Instructor, Computer and Information Sciences BS, Purdue University BA, University of Iowa PhD, California Institute of Technology MBA, ibid At St. Ambrose University since 1998 MA, ibid At St. Ambrose University since 2001 George Bailey III, PhD Associate Professor, Chemistry C. Gregory Bereskin, PhD BS, University of Georgia Professor, Economics and Finance MS, Wichita State University BA, University of Cincinnati PhD, ibid MA, ibid At St. Ambrose University since 1991 PhD, University of Missouri At St. Ambrose University since 1991 Bryon Ballantyne, MA Instructor, Physical Therapy Katherine Bodenbender, PhD BA, University of Northern Iowa Professor, Nursing MA, University of Iowa BSN, University of Illinois At St. Ambrose University since 2002 MS, ibid PhD, University of Iowa At St. Ambrose University since 2000

265 Directories

Brenda Boleyn, MA John Byrne, PhD Assistant Professor, Education Associate Professor, Managerial Studies BA, University of Northern Iowa BBA, University of Notre Dame MA, ibid MBA, Loyola University At St. Ambrose University since 1997 PhD, University of Iowa At St. Ambrose University since 1991 Frank Borst, EdD Professor, Managerial Studies Sandra Cassady, PhD BS, State University of New York at Cortland Associate Professor, Physical Therapy MBA, East Carolina University BS, University of Northern Iowa EdD, Memphis State University MA, University of Iowa At St. Ambrose University since 1991 PhD, ibid At St. Ambrose University since 1994 Rev. Edward Botkin, SSL Assistant Professor, Theology Ray Chohan, PhD BA, St. Ambrose College Professor, Economics and Finance STL, Catholic University BA, University of Poona, India SSL, Biblical Institute-Rome Barrister-at-Law, Lincoln’s Inn College, London At St. Ambrose University since 1980 MBA, University of Portland MEd, ibid Daniel Bozik, PhD PhD, Portland State University Professor, Communication At St. Ambrose University since 1978 BA, University of Wisconsin-Whitewater MA, Bradley University John Collis, PhD PhD, Northwestern University Professor, Managerial Studies At St. Ambrose University since 1986 BS, University of Kentucky MBA, ibid Linda Withrow Brown, DBA JD, ibid Professor, Economics and Finance PhD, University of Iowa BS, Northwest Missouri State University At St. Ambrose University since 1984 MBA, St. Ambrose College DBA, Nova University Kenneth Colwell, PhD At St. Ambrose University since 1987 Professor, Communication BA, St. Ambrose College Patrick Budelier, MM MA, Catholic University of America Assistant Professor, Music EdS, University of Iowa BM, St. Ambrose University PhD, University of Iowa MM, Indiana University At St. Ambrose 1978–80, and since 1981 At St. Ambrose since 1997 Patrick Connelly, MA Thomas Burns, PhD Assistant Professor, English Professor, Physics and Mathematical Sciences BA, St. Norbert College BA, Manhattan College MA, Truman State MS, University of Iowa At St. Ambrose since 1993 PhD, ibid At St. Ambrose 1972–73, and since 1975

266 Directories

James Cook, PhD Richard Dienesch, PhD Professor, Philosophy Professor, College of Business BA, St. Louis University BBA, University of Michigan MA, ibid MBA, ibid MA, University of Kansas PhD, Georgia Institute of Technology PhD, ibid At St. Ambrose University since 2001 At St. Ambrose 1969–70, and since 1974 Brenda DuBois, MSW, PhD M. Judith Correa Kaiser, PhD Associate Professor, Social Work Associate Professor, Psychology BA, Western Illinois University BS, Florida State University MSW, University of Iowa MS, University of Central Florida PhD, Illinois State University PhD, Florida State University At. St. Ambrose since 1997 At St. Ambrose since 1995 Rev. Edmond Dunn, PhD Catherine Daters, PhD Professor, Theology Assistant Professor, Education BA, St. Ambrose College BS, University of Wisconsin-Stout MA, University of Iowa MS, ibid MDiv, Andover Newton Theological School PhD, University of Nebraska-Lincoln MDiv, Pope John XXII National Seminary At St. Ambrose University since 2000 PhD, Boston College At St. Ambrose University since 1975 Rev. William Dawson, PhD Professor, Philosophy Ryan Dye, PhD BA, St. Ambrose College Assistant Professor, History MA, St. Paul Seminary BS, University of Notre Dame PhD, University of Notre Dame PhD, Northwestern University At St. Ambrose University since 1961 At St. Ambrose University since 2000

Rev. Joseph DeFrancisco, STD Kristofer Eitrheim, MFA Professor, Theology and Pastoral Studies Assistant Professor, Theatre BA, Catholic University of America BA, Augustana College STB, ibid MFA, Virginia Polytechnical and State University MA, ibid At St. Ambrose University since 1996 STD, ibid Kevin Farrell, PhD At St. Ambrose University since 1990 Associate Professor, Physical Therapy Carol DeVolder, PhD BA St. Ambrose University Associate Professor, Psychology PT Certificate, University of Iowa AB, Augustana College MA, ibid MA, University of Iowa PhD, ibid PhD, ibid At St. Ambrose University since 1992 At St. Ambrose University since 1999 Robert Faulkner Jr., DBA Associate Professor, Accounting BA, St. Ambrose College MBA, Central Missouri State University DBA, Heed University At St. Ambrose University since 1976 267 Directories

Monica Forret, PhD Keith Haan, PhD Associate Professor, Doctor of Business Administration Assistant Professor, Music BA, St. Ambrose University BA, University of Northern Iowa PhD, University of Missouri MA, ibid At St. Ambrose University since 1997 PhD, University of Missouri At St. Ambrose University since 1999 Lynn Frank, MPT Instructor, Physical Therapy Phillip Hall, PhD BA, University of Iowa Professor, Managerial Studies MPT, ibid AB, University of California-Los Angeles At St. Ambrose University since 2000 MBA, California State University PhD, University of Nebraska Hope Gardina, DBA At St. Ambrose University since 1995 Associate Professor, Managerial Studies BBA, University of Kentucky Amy Hakeman, BA MBA, Eastern Kentucky University Assistant Professor, Health, Physical Education and DBA, Nova Southeastern University Sport Science At St. Ambrose University since 1999 BA, Central College At St. Ambrose University since 2002 Savvas Georgiades, MSW Assistant Professor, Social Work Michael Halstead, PhD BSc, University of Lancaster, UK Professor, Social Work MSW, University of Georgia BA, Kent State University At St. Ambrose University since 2001 MA, ibid PhD, Tulane University Rev. Robert Grant, PhD At St. Ambrose University since 1977 Assistant Professor, Theology BA, St. Ambrose College Martin Hansen, PhD STV, Gregorian University Associate Professor, Sociology MA, Creighton University BA, University of Northern Iowa PhD, University of Iowa MA, ibid At St. Ambrose University since 1994 PhD, Iowa State University At St. Ambrose University since 1999 Ken Grenier, MBA Assistant Professor, Computer Information Sciences Ralph Harris, PhD BBE, Illinois State University Professor, Information and Decision Science MS, Augustana College BS, Western Illinois University MBA, University of Iowa MS, Illinois Institute of Technology At St. Ambrose University since 1998 PhD, University of Iowa At St. Ambrose University since 1993 Ragene Dalton Gwin, EdD Professor, Health, Physical Education and Sport Renae Harroun, MSN Science Assistant Professor, Nursing BA, Marycrest College BSN, Marycrest College MS, Western Illinois University MSN, University of Iowa EdD, University of Northern Iowa At St. Ambrose University since 2002 At St. Ambrose University since 1990

268 Directories

Susan Hartung, MA Sharon Hill, MA Adjunct Assistant Professor, Physical Therapy Adjunct Assistant Professor, Physical Therapy BS, University of Colorado BS, University of Kansas-Lawrence MA, University of Iowa MA, University of Iowa At St. Ambrose University since 1992 At St. Ambrose University since 1998

Rosemary Hasenmiller, MS Thomas Hill Jr., PhD Assistant Professor, Nursing Professor, Industrial Engineering, BSN, University of Illinois Information and Decision Science MS, Philadelphia University BS, Arizona State University At St. Ambrose University since 2002 MSIE, ibid PhD, ibid Nancy Hayes, PhD At St. Ambrose University since 1995 Assistant Professor, English BA, Smith College William Hitchings, PhD MA, University of Connecticut Professor, Special Education MFA, University of Iowa BA, Bloomsburg State University PhD, ibid MA, University of Iowa At St. Ambrose University since 2001 PhD, ibid At St. Ambrose University since 1991 Scot Heisdorffer, PhD Professor, Languages and International Studies William Hixon, PhD BA, Kansas State University Professor, Biology MA, University of Southwestern Louisiana BA, Dartmouth College PhD, University of Tennessee MS, University of Massachusetts At St. Ambrose University since 1992 PhD, ibid At St. Ambrose University since 1990 Carl Herzig, PhD Professor, English John Horn, PhD BA, State University of New York-Binghamton Professor, Biology MA, State University of New York-Stony Brook BA, Oberlin College PhD, ibid PhD, Duke University At St. Ambrose University since 1990 At St. Ambrose University since 1982

Karl Hickerson, PhD Brenda Hughes, MA Associate Professor, Managerial Studies, DBA Assistant Professor, Occupational Therapy BA, Lawrence University BS, Northern Illinois University MS, Washington State University MA, University of Southern California PhD, ibid At St. Ambrose since 1998 At St. Ambrose University since 2002 Michael Hustedde, PhD Dolores Hilden, PhD Professor, English Professor, Nursing BA, University of Northern Iowa BSN, University of Pennsylvania MA, ibid MSN, ibid PhD, University of Iowa PhD, ibid At St. Ambrose University since 2000 At St. Ambrose University since 2000

269 Directories

Beatrice Jacobson, PhD Kirk Kelley, PhD Professor, English Professor, Biology BA, Seton Hall University BS, Kansas State University MA, Penn State University PhD, University of Kansas Medical Center PhD, University of Iowa At St. Ambrose University since 1990 At St. Ambrose University since 1994 Michael Kennedy, MA Paul Jacobson, PhD Assistant Professor, Theatre Professor, Philosophy BA, St. Ambrose College AB, Seton Hall University MA, Villanova University MA, Duquesne University At St. Ambrose University since 1969 PhD, ibid Lynn Kilburg, BSOT At St. Ambrose University since 1977 Assistant Professor, Occupational Therapy Michael Jerin, PhD BA, St. Ambrose University Professor, Social Work BSOT, ibid BA, Marian College At St. Ambrose University since 2001 MS, Purdue University Paul Koch, PhD PhD, ibid Professor, Psychology At St. Ambrose University since 1981 BS, Morningside College Richard Jerz, PhD MS, Iowa State University Associate Professor, Industrial Engineering, PhD, ibid Information and Decision Science At St. Ambrose University since 1988 BS, Illinois Institute of Technology Richard Koehler, PhD MBA, St. Ambrose University Associate Professor, Biology PhD, University of Iowa BS, University of Illinois At St. Ambrose University since 1988 MS, Eastern Illinois University Corinne Johnson, PhD PhD, University of Illinois Professor, Theatre At St. Ambrose University since 1994 BA, College of St. Catherine Walter Kurth, MSW MA, University of Minnesota Assistant Professor, Sociology and Psychology PhD, University of Oregon BA, Concordia College At St. Ambrose University since 1989 MDiv, Concordia Seminary Andrew Kaiser, PhD MSW, University of Iowa Assistant Professor, Education and Psychology At St. Ambrose University since 1980 BS, University of Oklahoma Daniel La Corte, PhD MS, Florida State University Assistant Professor, History PhD, ibid BA, University of Dallas At St. Ambrose University since 1995 MA, ibid Rabbi Henry Karp, MAHL MA, Western Michigan University Adjunct Assistant Professor, Theology PhD, Fordham University BA, City University of New York At St. Ambrose University since 2001 MAHL, Hebrew Union College At St. Ambrose University since 1986

270 Directories

Katherine Lampe, MPT Mark Levsen, MA Assistant Professor, Physical Therapy Assistant Professor, Physical Therapy BS, Loras College BA, Wartburg College MPT, University of Iowa PT Certificate, University of Iowa At St. Ambrose University since 1994 MA, ibid At St. Ambrose University since 1994 Christopher Lee, PhD Professor, Economics and Finance Kevin Lillis, MS BA, Old Dominion University Assistant Professor, Computer and Information MA, George Mason University Sciences PhD, ibid BS, University of Steubenville At St. Ambrose University since 1995 MS, Marycrest International University At St. Ambrose University since 2000 Margaret Legg, PhD Professor, Chemistry Pamela Long, MSW BS, Fordham University Assistant Professor, Social Work MA, Columbia University BSW, Augustana College PhD, Texas A&M University MSW, Syracuse University At St. Ambrose University since 1980 At St. Ambrose University since 1999

Richard Legg, PhD Bill Lynn, PhD Professor, Biology Associate Professor, Economics and Finance BS, Fordham University BA, Blackburn College MA, Texas A&M University MA, University of Missouri-Kansas City PhD, ibid PhD, University of Illinois At St. Ambrose University since 1978 At St. Ambrose University since 1995

Arvella Lensing, PhD Carol Lyon, EdD Professor, Languages and International Studies Adjunct Associate Professor, Education BS, University of Oklahoma BA, Carroll College MA, ibid MA, University of Wisconsin-Milwaukee PhD, University of Iowa MST, University of Wisconsin-Superior At St. Ambrose University since 1968 EdD, National-Louis University At St. Ambrose University since 1988 Bonnie Leonhardt, PhD Associate Professor, Managerial Studies, Christine Malaski, MS Organizational Leadership Assistant Professor, Occupational Therapy BA, University of Iowa BS, Western Michigan University MBA, ibid MS, ibid PhD, ibid At St. Ambrose University since 1994 At St. Ambrose University 1983-1995, since 2000 W. Dean Marple, EdD Marcia Less, EdD Professor, Education Associate Professor, Special Education BA, University of Illinois BA, Mankato State University MS, Western Illinois University MEd, St. Ambrose University EdS, ibid EdD, Nova Southeastern University EdD, Illinois State University At St. Ambrose University since 1992 At St. Ambrose University since 1989

271 Directories

Lewis Marx, MAcc Charles Minnick, MBA Assistant Professor, Accounting, Law, Taxation Instructor, Organizational Leadership BB, Western Illinois University BA, St. Ambrose University MAcc, ibid MBA, ibid At St. Ambrose University since 1989 At St. Ambrose University since 1997

Andrew Mast, DMA Robert C. Mitchell, PhD Assistant Professor, Music Assistant Professor, Physics, Astronomy BA, University of Iowa BS, St. Michael’s College MA, University of Minnesota MS, Rensselaer Polytechnic Institute DMA, University of Iowa PhD, University of Oklahoma At St. Ambrose University since 1999 At St. Ambrose University since 2001

Joseph McCaffrey, PhD L. Juanita Monholland, BS Professor, Philosophy and Managerial Studies Assistant Professor, Chemistry and Mathematical BA, Aquinas Institute of Philosophy Sciences MA, ibid BS, Marycrest College PhL, ibid At St. Ambrose University since 1950 MA, University of Iowa R. Jack Moore Jr., EdD PhD, Pontificia Studorium Universitas Professor, Criminal Justice At St. Ambrose University since 1964 BSE, Truman State University Waylyn McCulloh, MA MA, University of Nebraska at Omaha Adjunct Assistant Professor, Criminal Justice EdS, Central Missouri State University BA, University of Iowa EdD, Illinois State University MA, ibid At St. Ambrose University since 1974 At St. Ambrose University since 1987 Arthur Moreau, PhD Rev. George McDaniel, PhD Professor, Economics and Finance Professor, History BS, Bradley University BA, St. Ambrose College MBA, ibid MA, Aquinas Institute of Theology PhD, University of Iowa MA, University of Iowa At St. Ambrose University since 1999 PhD, ibid Barbara Muenster, MAT At St. Ambrose University since 1974 Assistant Professor, Mathematical Sciences Mark McGinn, MS BA, Clark College Assistant Professor, Computer Information Sciences MAT, University of Nebraska BA, Marycrest International At St. Ambrose University since 1989 MSE, Illinois State University Wayne Oberle, PhD MS, Marycrest International Professor, Economics and Finance MS, University of Iowa BS, University of Illinois At St. Ambrose University since 1998 MS, ibid Rev. Brian Miclot, PhD PhD, University of Missouri-Columbia Associate Professor, Philosophy At St. Ambrose University since 1977 BA, St. Ambrose College PhD, University of Notre Dame At St. Ambrose University since 1993

272 Directories

David O’Connell, DBA Barbara Patterson, MA Assistant Professor, Managerial Studies, Doctor of Adjunct Assistant Professor, Languages and Business Administration International Studies BA, Southern Connecticut State BA, University of Kansas MA, University of New Mexico MA, ibid EMBA, ibid At St. Ambrose since 1978 DBA, Boston University Brenda Peters, PhD At St. Ambrose University since 1998 Associate Professor, Biology Patrick O’Leary, PhD BA, Alma College Assistant Professor, Managerial Studies PhD, Wayne State University BA, Evergreen State College At St. Ambrose University since 1993 MPA, University of Washington Arun Pillutla, PhD PhD, University of Iowa Assistant Professor, Managerial Studies, DBA At St. Ambrose University since 1996 BA, Osmania University, India Michael O’Melia, MSW MA, Institute of Foreign Trade, India Associate Professor, Social Work PhD, Washington State University BA, Trinity College At St. Ambrose University since 1999 MSW, University of Iowa Barbara Pitz, PhD At St. Ambrose University since 1998 Professor, English Michael Opar, PhD BA, Pennsylvania State University Associate Professor, Industrial Engineering, AM, University of Chicago Information and Decision Science PhD, University of Toronto BSIE, Purdue University At St. Ambrose University since 1987 MSIE, Bradley University Kathleen Potter, MSEd PhD, University of Iowa Adjunct Assistant Professor, Mathematical Sciences At St. Ambrose University since 1993 BA, Augustana College Michael Orfitelli, EdD MSEd, Western Illinois University Professor, Physical Education At St. Ambrose University since 1984 BSEd, Kansas State College at Pittsburgh Ann Preston, PhD MS, ibid Professor, Communication EdD, University of New Mexico-Albuquerque BA, University of Winnipeg At St. Ambrose University since 1977 BS, Moorhead State University William Parsons, PhD MS, N. Dakota State University Professor, Political Science, Organizational Leadership PhD, Ohio University BA, Buena Vista College At St. Ambrose University since 2001 MPA, Iowa State University Kristin Quinn, MFA PhD, University of Arizona Professor, Art At St. Ambrose University since 1989 BFA, Temple University MFA, Indiana University At St. Ambrose University since 1989

273 Directories

Randy Richards, PhD Jeanne Roller, EdD Professor, Philosophy, Managerial Studies, Professor, Education Organizational Leadership BA, St. Ambrose College BA, St. Ambrose University MST, University of Wisconsin MA, Georgetown University EdD, Nova Southeastern University PhD, University of Iowa At St. Ambrose University since 1992 At St. Ambrose University since 1993 Deborah Sanborne, MM Nora Riley, MA Adjunct Instructor, Music Adjunct Assistant Professor, Physical Therapy BM, Southern Illinois University BS, St. Louis University MM, Boston University MS, University of Iowa At St. Ambrose University since 1996 At St. Ambrose since 1998 Lewis Sanborne, PhD Robert Ristow, EdD Adjunct Assistant Professor, English Professor, Special Education BA, Idaho State University BS, Northern State College, South Dakota MA, ibid MS, Black Hills State College PhD, Illinois State University EdD, University of Denver At St. Ambrose University since 1990 At St. Ambrose University since 1989 Theresa Schlabach, MA Sharon Robinson, MSOT Assistant Professor, Occupational Therapy Assistant Professor, Occupational Therapy BA, Colorado State University BS, University of Illinois MA, University of Iowa MSOT, Rush University At St. Ambrose University since 1992 At St. Ambrose University since 1998 John Schmits, BA Owen Rogal, PhD Assistant Professor, Art Professor, English BA, St. Ambrose College BA, Colgate University At St. Ambrose University since 1959 MA, Rutgers University Judy Schreiber, MS PhD, ibid Assistant Professor, Managerial Studies, Doctor of At St. Ambrose University since 1986 Business Administration Edward Rogalski, PhD BA, Augustana College Professor, Education MS, Florida State BA, Parsons College At St. Ambrose University since 2002 MA, University of Iowa Tracy Schuster, PhD PhD, ibid Assistant Professor, Education At St. Ambrose University since 1968 BA, University of Northern Iowa Killion Roh, PhD MED, University of South Carolina Professor, Computer and Information Sciences PhD, ibid BS, Chonnam National University At St. Ambrose University since 2001 MS, ibid MS, University of Illinois PhD, University of Iowa At St. Ambrose University since 1976

274 Directories

Suzanne Seeber, PhD Regina Stephens, PhD Professor, Education Assistant Professor, Sociology, Organizational BS, Ohio State University Leadership MS, Kansas State University BA, Arkansas Technical University PhD, ibid MS, University of Central Arkansas At St. Ambrose University since 1984 PhD, Oklahoma State University At St. Ambrose University since 2000 Arthur Serianz, PhD Professor, Chemistry M. Carla Stevens, PhD BA, Cornell College Associate Professor, Communication PhD, University of Iowa BS, Illinois State University At St. Ambrose University since 1975 MA, San Jose State University PhD, Illinois State University Rachel Serianz, PhD At St. Ambrose University since 1987 Associate Professor, Education BA, Cornell College Deanna Stoube, MED BS, St. Cloud State University Instructor, Education MS, Western Illinois University BS, University of Iowa PhD, University of Iowa MED, St. Ambrose University At St. Ambrose University since 1988 At St. Ambrose University since 2000

Craig Shoemaker, PhD Andrew Swift, PhD Associate Professor, Managerial Studies Professor, Philosophy BA, Mt. Union College BA, Bridgewater State College MBA, Keller Graduate School of Management- MA, Ohio State University Chicago PhD, ibid PhD, University of Iowa At St. Ambrose University since 1990 At St. Ambrose University since 1992 Terri Switzer, PhD Raymond Shovlain, MBA Assistant Professor, Art Adjunct Assistant Professor, Managerial Studies BA, Butler University BA, St. Ambrose University MA, Indiana University MBA, ibid MA, ibid At St. Ambrose University since 1982 PhD, ibid At St. Ambrose University since 2002 Vidyapati Singh, PhD Professor, Accounting, Law, Taxation and Economics Joan Trapp, DMA and Finance Professor, Music BA, University of Calcutta, India BM, Northwestern University MA, ibid MM, ibid PhD, Case Western Reserve University DMA, University of Iowa At St. Ambrose University since 1982 At St. Ambrose University since 1974

Jon Stauff, PhD Kathleen Trujillo, PhD Associate Professor, History Associate Professor, Psychology BA, College of William and Mary BA, Loyola Marymount University MA, State University of New York-Buffalo PhD, University of Southern California PhD, ibid At St. Ambrose University since 1994 At St. Ambrose University since 1993 275 Directories

Katherine Van Blair, PhD Phyllis Wenthe, MEd Assistant Professor, Social Work Assistant Professor, Occupational Therapy BA, St. Ambrose College BS, University of Kansas MS, Iowa State University MEd, St. Ambrose University PhD, Purdue University At St. Ambrose University since 1990 At St. Ambrose University since 2001 Douglas West, PhD James Van Speybroeck, PhD Assistant Professor, Health, Physical Education and Professor, Information and Decision Science Sport Science BA, St. Ambrose College BA, Coe College MS, Western Illinois University MA, Western Michigan University PhD, Illinois State University PhD, University of Iowa At St. Ambrose University since 1983 At St. Ambrose University since 2000

Sarah Vordtriede, PhD Barbara Wiese, MED Assistant Professor, Biology Assistant Professor, Education BA, McKendreee College BA, Marycrest International University MS, Southern Illinois University MED, St. Ambrose University PhD, St. Louis University At St. Ambrose University since 1999 At St. Ambrose University since 2001 Corinne Winter, PhD Barbara Walker, PhD Associate Professor, Theology Professor, Physical Education BA, St. Olaf College BA, University of Northern Iowa MA, University of Dayton MA, ibid PhD, University of Notre Dame PhD, University of Iowa At St. Ambrose University since 1994 At St. Ambrose University since 1973 Theodore Woodruff, PhD Ron Wastyn, PhD Professor, Economics and Finance Associate Professor, Communication, Organizational BA, Williams College Leadership MA, Columbia University BA, Augustana College MPhil, ibid MA, Wake Forest University PhD, ibid PhD, University of Pittsburgh At St. Ambrose University since 1995 At St. Ambrose University since 1997 Kuo-Ho Yang, PhD Mary Waterstreet, PhD Professor, Physics and Engineering Professor, Psychology BS, National Taiwan University BA, St. Ambrose College MS, University of Massachusetts MS, Marquette University PhD, ibid PhD, University of Georgia At St. Ambrose University since 1982 At St. Ambrose University since 1984 Kathleen Zajicek, MS Delores Wellman, MS Assistant Professor, Occupational Therapy Assistant Professor, Accounting, Law, Taxation BS, University of Minnesota BA, University of Iowa MS, Cardinal Stritch University MS, Drake University At St. Ambrose University since 1993 At St. Ambrose University since 1984

276 Directories

Reference

Course Cross Reference

Course Title Cross Reference

ASTR 201 Astronomy ...... NSCI 201

ECON315 American Economic History...... HIST 359

EDUC 284 Child and Adolescent Psychology ...... PSYC 284

EDUC 309 Education Psychology: Tests and Measurements ...... PSYC 309

EDUC 329 Methods of Teaching Social Sciences ...... HIST 395

GEOG 201 Physical Georgraphy ...... NSCI 205

ENGR 110 Engineering Graphics ...... IE 110

ENGR 220 Engineering Statics ...... IE 220

ENGR 302 Engineering Dynamics ...... IE 302

ENGR 303 Strength of Materials ...... IE 303

ENGR 310 Materials Science ...... IE 310

ENGR 312 Thermodynamics ...... PHYS 321, IE 312

ENGR 320 Electromagnetic Theory ...... PHYS 304

HIST 245 Catholicism in America ...... THEO 245

HIST 307 History of Christianity I: Early and Medieval ...... THEO 307

HIST 308 History of Christianity II: Reformation and Modern...... THEO 308

HIST 359 Economic History in the U.S ...... ECON 315

HIST 395 Methods of Teaching Social Studies ...... EDUC 329

IE 110 Engineering Graphics ...... ENGR 110

IE 220 Engineering Statics ...... ENGR 220

IE 302 Engineering Dynamics ...... ENGR 302

IE 303 Strength of Materials ...... ENGR 303

278 Directories

Course Title Cross Reference

IE 310 Materials Science ...... ENGR 310

IE 312 Thermodynamics ...... PHYS 321, ENGR 312

MATH 330 Numerical Analysis...... CSCI 330

MPS 620 Music and Liturgy ...... MUS 310, THEO 310

MUS 310 Music and Liturgy ...... MPS 620, THEO 310

NSCI 205 Physical Georgraphy ...... GEOG 201

NSCI 201 Astronomy ...... GEOG 201

PHYS 304 Electromagnetic Theory ...... ENGR 320

PHYS 321 Statistical Physics and Thermodynamics...... ENGR 312, IE 312

PSCI 213 Statistics for Social Sciences ...... SOC 312, STAT 213

PSYC 284 Child and Adolescent Psychology ...... EDUC 284

PSYC 309 Educational Psychology: Tests and Measurements ...... EDUC 309

PSYC 318 Group Dynamics ...... SOC 318

SOC 213 Statistics for Social Sciences ...... PSCI 213, STAT 213

SOC 318 Group Dynamics ...... PSYC 318

STAT 213 Statistics for Social Sciences ...... PSCI 213, SOC 213

THEO 307 History of Christianity I: Early and Medieval ...... HIST 307

THEO 308 History of Christianity II: Reformation and Modern...... HIST 308

THEO 245 Catholicism in America ...... HIST 245

THEO 310 Music and Liturgy ...... MUS 310, MPS 620

279 Directories

Course Codes LS Learning Skills-Reading The following course codes are used on student MAC Master Of Accounting records: MATH Mathematics ACCT Accounting MBA Master In Business Administration ART Art MBAH Master of Business Administration in ASTR Astronomy Health Care BIOL Biology MCJ Master Of Criminal Justice BUS Business MED Master of Education CATH Catholic Studies MGMT Management CHEM Chemistry MKTG Marketing CIS Computer Information Systems MOL Master of Organizational Leadership CNA Computer Network Administration MOT Master of Occupational Therapy COMM Communication MPS Master of Pastoral Studies COOP Cooperative Education MSITM Master of Science in Information CRJU Criminal Justice Technology Management CSCI Computer Science MSW Master of Social Work DBA Doctor of Business Administration MUS Music DPT Doctor of Physical Therapy NSS New Student Seminar ECE Early Childhood Education NSCI Natural Science ECON Economics NURS Nursing ECSE Early Childhood Special Education PADM Public Administration EDLS Education Leadership PED Physical Education EDUC Education PHARMPharmacology ENGL English PHIL Philosophy ENGR Engineering PHYS Physics FLAN Foreign Language PSCI Political Science FNCE Finance PSYC Psychology FREN French SOC Sociology GEOG Geography SPAN Spanish GERM German SPED Special Education GREE Greek SPEE Speech HED Health Education SPST Special Studies HIST History STBE Statistics for Business and Economics HP Honors Program STAT Statistics HS Health Science SVLN Service Learning IE Industrial Engineering WMST Women’s Studies IL Information Literacy INTL International Business IS Languages and International Studies LAT Latin

280 Index

283 Index

A Bachelor of Science Requirements ...... 33 Academic Advising ...... 16 Bachelor of Science in Industrial Engineering Academic Dishonesty ...... 44 Requirements...... 116 Academic Information ...... 30 Bachelor of Science in Academic Information, Graduate ...... 170 Nursing Requirements ...... 133 ACCEL Courses, Enrolling in Campus and . . 47 Bachelor of Special Studies Requirements . . 157 ACCEL Program...... 47 Beliefs of St. Ambrose University ...... 7 Accelerating Progress Toward a Biology ...... 59 Second Bachelors Degree ...... 38 Board and Room ...... 27 Access to Student Information ...... 9 Board of Directors ...... 262 Accounting ...... 52 Bookstore ...... 16 Accounting, Master of ...... 178 Business ...... 62 Administration ...... 264 Business Administration ...... 69 Admissions Requirements...... 20 Business Administration/Accounting...... 69 American Government Teaching Major . . . . 145 Business Administration, Doctor of ...... 244 Application for Graduation...... 39 Business Administration, Master of ...... 181 Application for Admission Procedures ...... 22 Business Administration in Health Care, Applied Management Technology, Master of ...... 189 Bachelor of ...... 53 Business, General ...... 64 Art ...... 55 Assessment ...... 37 C Assessment of Prior Experiential Learning . . . 38 Calendar...... 12 Astronomy ...... 59 Campus ...... 8 Athletic Coaching ...... 107 Campus and ACCEL Enrollment...... 47 Athletics ...... 16 Campus Ministry ...... 16 Auditing ...... 42 Career Center...... 16 Attendance, Class...... 40 Catholic Studies ...... 71 Certificate in Youth Ministry ...... 165, 230 B Change of Registration ...... 43, 172 Bachelor of Applied Management Chemistry...... 71 Technology Requirements ...... 53 Children’s Campus Child Care Center ...... 17 Bachelor of Arts Requirements ...... 30 Class Attendance ...... 40 Bachelor of Business Administration Class Load, Graduate ...... 40, 170 Requirements...... 69 Class Load, Undergraduate ...... 40 Bachelor of Business Administration/Accounting Classification of Undergraduate Students . . . . 39 Requirements...... 69 CLEP College-Level Exam Program ...... 38 Bachelor of Education Requirements ...... 87 Coffee House ...... 16 Bachelor of Elected Studies Requirements . . . 99 College-Level Exam Program (CLEP)...... 38 Bachelor of Music Education Colleges of the University ...... 45 Requirements...... 33, 128 Communication ...... 74

284 Index

Computer and Information Sciences...... 78 Master of ...... 196 Computer Network Administration ...... 78 Education in Special Education, Master of . . 200 Computer Science ...... 78 Educational Leadership, Master of ...... 196 Cooperative Education ...... 17, 81 Elected Studies...... 99 Counseling Center ...... 18 Elected Studies Degree, Bachelor of ...... 99 Course Codes ...... 280 Elementary Education Endorsement...... 88 Course Descriptions, Graduate...... 178 Employment, University ...... 25 Course Descriptions, Undergraduate ...... 52 Endowed Chairs ...... 9 Course Numbers ...... 40 Engineering ...... 100 Course Fees ...... 28 Engineering, Industrial ...... 115 Courses, Cross Referenced ...... 278 English ...... 101 Courses for General Enrolling in Campus and ACCEL Courses . . 47 Education Requirements ...... 34 Expenses ...... 27 Creative Arts, General Education Courses . . . 36 Expenses, Graduate ...... 27, 174 Credit Transfer Policies ...... 37 Expenses, Special ...... 28 Criminal Justice ...... 81 Exceptions to Degree Requirements ...... 34 Criminal Justice, Master of ...... 193 Criminal Justice in Juvenile Justice Education, F Master of ...... 194 Faculty ...... 265 Fees, Course...... 28 D Finance Major ...... 65 Dean’s List ...... 42 Financial Aid ...... 23 Degrees Offered ...... 30, 170 Food Service...... 17 Degree Requirements ...... 30 Forensic Psychology ...... 149 Degree Requirements, Exceptions ...... 34 French ...... 121 Disability Services...... 18, 173 First-Year Student Admission Requirements . 20 Disability Services, Master of Education in. . 200 Dishonesty, Academic ...... 44 G Dismissal ...... 43 GED Admission Requirements ...... 21 Doctor of Business Administration ...... 244 General Business Major ...... 64 Doctor of Physical Therapy ...... 245 General Education Policies...... 30 General Education Requirements, E Courses that Meet ...... 34 Early Childhood Education Endorsement. . . . 87 General Science ...... 105 Early Enrollment, High School Student . . . . . 21 Geography ...... 106 Economics ...... 64 German ...... 122 Education...... 84 Grading System, Graduate ...... 171 Education, Bachelor of ...... 87 Grading System, Undergraduate...... 40 Education in Disability Services, Master of. . 200 Graduate Class Load ...... 40, 170 Education in Educational Leadership, Graduate Commencement Policy ...... 174

285 Index

Graduate Course Descriptions ...... 177 J Graduate Programs, General Information. . . 170 Journalism ...... 74 Graduation, Application for ...... 39 Juvenile Justice Education, Graduation Honors ...... 39 Master of Criminal Justice in ...... 194 Grants ...... 24 Greek ...... 123 L Guest Student, Admission as ...... 21 Lab Fees...... 28 Languages and International Studies ...... 120 H Latin...... 123 Health Care, Master of Business Learning Skills ...... 125 Administration in ...... 189 Library ...... 17 Health, Physical Education Literacy, Information ...... 119 and Sport Science ...... 106 Loans ...... 24 Health Services...... 18 Health Science Courses (MOT) ...... 214 M Health Sciences Programs ...... 46 Major, Statement of ...... 39 High School Student Early Enrollment...... 21 Management ...... 67 History ...... 113 Marketing...... 68 History of St. Ambrose University ...... 7 Marketing Communications, Public Relations Home School Student, Admission ...... 21 and ...... 74 Honors, Graduation ...... 39 Mass Communication...... 74 Humanities, General Education Courses . . . . 34 Master of Accounting ...... 178 I Business Administration...... 181 Industrial Engineering ...... 115 Business Administration in Health Care. . 189 Information Literacy...... 119 Criminal Justice ...... 193 Information Technology Management, Disability Services ...... 200 Master of Science in...... 231 Educational Leadership ...... 196 Interdisciplinary Minors ...... 46 Juvenile Justice Education ...... 194 International Accounting and Modern Information Technology Management . . . 231 Languages Major ...... 52 Occupational Therapy ...... 209 International Business Major ...... 67 Organizational Leadership ...... 219 International Student Admission Pastoral Studies ...... 225 Requirements...... 22 Social Work ...... 234 International Studies, Languages and ...... 120 Special Education ...... 200 Internships ...... 17 Mathematics...... 126 Irish Studies ...... 119 MBA ...... 181 Mentor Program...... 17 Middle School Endorsement ...... 89

286 Index

Minors, Interdisciplinary ...... 46 R Mission of St. Ambrose University ...... 7 Radio/TV ...... 74 Music ...... 128 Recognition of St. Ambrose ...... 6 Music Education Degree, Bachelor of. . . 33, 128 Refunds ...... 25, 29, 174 Registration, Change of ...... 43, 172 N Resident Students...... 29 Natural Science ...... 132 Retaking a Course ...... 42, 172 Natural Sciences, General Ed Courses ...... 34 Retired Learners ...... 29 New Student Seminar...... 17, 132 Room and Board ...... 27 Non-Degree Student Admission ...... 22 Non-Discrimination Policy ...... 9 S Nursing ...... 133 Satisfactory Progress...... 43 Schatz Wildlife Art Scholarship ...... 55 O Scholarship Applicants ...... 23 Occupational Therapy, Master of ...... 209 Scholarships ...... 24 O’Keefe Library ...... 17 Science, General...... 105 Organizational Leadership, Master of ...... 219 Science, Natural ...... 132 Second Bachelor’s Degree, P Accelerating Progress Toward ...... 38 Pass/No Pass Option ...... 42 Second-Grade Option...... 42 Pastoral Studies, Master of ...... 225 Secondary Education Endorsement ...... 88 Peace and Justice ...... 139 Seminary ...... 48 Performing Arts Series ...... 17 Service Learning...... 153 Philosophy ...... 139 Services for Students with Disabilities...... 18 Physical Education ...... 106 Social Sciences, General Education Courses. . 36 Physical Therapy, Doctor of ...... 245 Social Work, Master of ...... 234 Physics ...... 142 Sociology ...... 153 Policy on Students Enrolling in Campus and Spanish...... 123 ACCEL Courses ...... 47 Special Education Endorsement ...... 88 Political Science ...... 144 Special Education, Master of Education in . . 200 Practitioner Preparation Program ...... 84 Special Expenses ...... 28 Pre-Law Program and Certificate ...... 46, 145 Special Programs ...... 46 Prior Experiential Learning, Assessment of. . . 38 Special Studies ...... 157 Privacy Act ...... 9 Sports Management ...... 106 Probation, Academic ...... 43 St. Ambrose University Organization ...... 45 Psychology ...... 147 Statement of Major...... 39 Public Administration...... 145 Student Government, Graduate ...... 19, 174 Public Relations and Student Government, Undergraduate...... 19 Marketing Communication ...... 74 Student Life and Support Services ...... 16

287 Index

Student Services ...... 18 Student Success Center ...... 19 Student Teaching ...... 87 Students with Disabilities, Services for ...... 18 Study Abroad Programs ...... 46

T Teacher Education ...... 84 Temporary Student, Admission as ...... 21 Testing Services ...... 20 Theatre...... 157 Theology ...... 160 Transcripts ...... 45 Transfer Student Admission ...... 21 Transfer Credit Policy ...... 37 Tuition, Graduate...... 27, 174 Tuition, Undergraduate ...... 27 Tuition Refunds ...... 25, 29, 174 Tutoring...... 20

U Undergraduate Class Load ...... 40 Undergraduate Program Descriptions...... 52 Undergraduate Grading System ...... 40 Undergraduate Students, Classification of . . . 39

W Withdrawal from the University ...... 43, 172 Women’s Studies ...... 167

Y Youth Ministry, Certificate in ...... 165, 230

288