Academic Catalog for Undergraduate and Graduate Programs 2019–2020
2019–2020 Academic Catalog
FOR UNDERGRADUATE AND GRADUATE PROGRAMS
Accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award bachelor’s, master’s, and doctoral degrees. Inquiries concerning accreditation status only directed to:
Southern Association of Colleges and Schools Commission on Colleges 1866 Southern Lane Decatur, Georgia 30033-4097 404-679-4500
Vol. 66 October 2019
Mary Baldwin University P.O. Box 1500 Staunton, VA 24402 marybaldwin.edu
Mary Baldwin University does not discriminate on the basis of sex or gender (*see exceptions for admission to programs within the College for Women), nor does the university discriminate on the basis of race, national or ethnic origin, color, age, disability, religion, veteran’s status, sexual orientation, gender identity, or gender expression in its educational programs, admissions, co-curricular or other activities, or employment practices. Inquiries may be directed to the Director of Human Resources, 540-887-7367, Student Activities Center 311, Mary Baldwin University, Staunton, Virginia 24401.
*Exceptions within the College for Women: Virginia Women’s Institute for Leadership, Program for the Exceptionally Gifted. (November 2017)
Published annually by Mary Baldwin University, Staunton, VA 24401. © Mary Baldwin University. Produced by the Division of Academic Affairs in cooperation with Integrated Communications and other offices on campus
TABLE OF CONTENTS
CONTACT INFORMATION 2
UNIVERSITY CALENDARS 2019–2020 3
OUR COMMITMENT TO INCLUSIVE COMMUNITY 4
THE HONOR CODE 4
GENERAL INFORMATION 5 ABOUT US 5 MISSION 5 THE FIVE COLLEGES 5 College of Arts and Sciences 6 College of Business and Professional Studies 6 College of Education 7 Murphy Deming College of Health Sciences 7 College of Visual and Performing Arts 7
UNDERGRADUATE ADMISSION 8 FIRST-YEAR ADMISSION 8 TRANSFER STUDENTS 9 PART-TIME DEGREE-SEEKING STUDENTS 9
THE UNDERGRADUATE FIRST-YEAR EXPERIENCE 10 PROGRAM FOR THE EXCEPTIONALLY GIFTED (PEG) 10 IDA B. WELLS 10 VIRGINIA WOMEN’S INSTITUTE FOR LEADERSHIP (VWIL) 11
TUITION AND FEE INFORMATION 11 RESIDENTIAL PROGRAMS TUITION AND FEES 11 MBU ONLINE TUITION AND FEES 16 GRADUATE TUITION AND FEES 17 FINANCIAL AID 17
ACADEMIC POLICY AND REGULATIONS FOR UNDERGRADUATE PROGRAMS 22
PRE-PROFESSIONAL PROGRAMS 35
STUDY ABROAD 37
UNDERGRADUATE MAJORS AND MINORS, FOUR-YEAR AND FIVE-YEAR PROGRAMS 38 MAJORS AND MINORS 38 FOUR-YEAR MASTER’S DEGREES 39 FIVE-YEAR MASTER’S DEGREES 39
i COMMON CURRICULUM 39
UNDERGRADUATE OFFERINGS 44 AEROSPACE STUDIES 44 AFRICAN AMERICAN STUDIES 47 ANTHROPOLOGY 47 APPLIED MATHEMATICS 49 ART AND ART HISTORY 49 STUDIO ART 49 ART HISTORY 53 ARTS MANAGEMENT 55 ASIAN STUDIES 55 AUTISM STUDIES & APPLIED BEHAVIOR ANALYSIS 57 BIOCHEMISTRY 57 BIOLOGY 57 BUSINESS 63 CHEMISTRY 74 CLINICAL LABORATORY SCIENCE 78 COMMUNICATION 79 CREATIVE WRITING 80 CRIMINAL JUSTICE 80 ECONOMICS 86 ENGLISH 88 ENVIRONMENTAL BIOLOGY 92 EXERCISE SCIENCE 93 FILM 96 FRANCOPHONE STUDIES 98 GLOBAL POVERTY AND DEVELOPMENT 99 HEALTHCARE ADMINISTRATION 99 HEALTH INFORMATICS AND INFORMATION MANAGEMENT 103 HEALTH SCIENCES 103 HISTORY 105 HISTORY — PUBLIC 110 HUMAN RESOURCE MANAGEMENT 111 INTERDISCIPLINARY STUDIES 111 INTERNATIONAL AFFAIRS 114 JAPANESE 115 LEADERSHIP STUDIES 115 LIBERAL ARTS AND INTERDISCIPLINARY STUDIES 117 MANAGEMENT 117 MARKETING AND COMMUNICATION 117 MATHEMATICS 120
ii MILITARY SCIENCE 126 MUSIC 129 NAVAL SCIENCE 133 NURSING 135 PEACEBUILDING AND CONFLICT RESOLUTION 135 PERFORMING ARTS 135 PHILOSOPHY AND RELIGIOUS STUDIES 136 PHYSICAL AND HEALTH EDUCATION 139 PHYSICS 142 POLITICAL SCIENCE 144 PROJECT MANAGEMENT 147 PSYCHOLOGY 147 PUBLIC HEALTH 154 RELIGIOUS LEADERSHIP AND MINISTRY 154 RELIGIOUS STUDIES 155 SEXUALITY AND GENDER 157 SOCIAL WORK 158 SOCIOLOGY 161 SPANISH LANGUAGE AND HISPANIC CULTURES 164 TEACHER LICENSURE 166 THEATRE 166 U.S. POVERTY ANALYSIS 170 WOMEN’S STUDIES 170
COLLEGE OF EDUCATION 171 UNDERGRADUATE AND PBTL OFFERINGS 171 GRADUATE OFFERINGS 185
COLLEGE OF BUSINESS AND PROFESSIONAL STUDIES 222 MASTER OF BUSINESS ADMINISTRATION 222
MURPHY DEMING COLLEGE OF HEALTH SCIENCES 229 SCHOOL OF HEALTH AND HUMAN PERFORMANCE 239 SCHOOL OF PUBLIC HEALTH 268 SCHOOL OF NURSING 279
SHAKESPEARE AND PERFORMANCE 289
BOARD OF TRUSTEES 304
EXECUTIVE LEADERSHIP 304
DEANS 304
PAST PRESIDENTS 305
MBU FACULTY 2019–2020 308
iii UNIFORM STUDENT GRIEVANCE POLICY 314
DECLARATIONS 316
iv CONTACT INFORMATION
Murphy Deming College of Health Sciences Academic Affairs 540-887-7030 540-887-4110 marybaldwin.edu/health-sciences Admissions — Graduate [email protected] 800-822-2460 marybaldwin.edu/admissions/grad-admissions Office of the President 540-887-7026 [email protected] [email protected]
Admissions — MBU Online Program for the Exceptionally Gifted 800-822-2460 540-887-7244 marybaldwin.edu/admissions/online marybaldwin.edu/peg [email protected] [email protected]
Admissions — Murphy Deming College of Health Sciences Regional Centers 540-887-4110 MBU at Blue Ridge Community College marybaldwin.edu/health-sciences/about/admissions P.O. Box 80 [email protected] Weyers Cave, VA 24486
Admissions — Undergraduate Residential 540-453-2345 800-468-2262; 540-887-7019 [email protected] marybaldwin.edu/admissions/undergrad MBU in Richmond [email protected] 1504 Santa Rosa Rd., Suite 202 Richmond, VA 23229 Alumni Engagement 804-282-9111 800-763-7359; 540-887-7007 [email protected] marybaldwin.edu/alumni MBU in Roanoke [email protected] Roanoke Higher Education Center 108 N. Jefferson St., Suite 816 Business Office Roanoke, VA 24016 Undergraduate Residential 540-767-6170 540-887-7363 [email protected] MBU Online and Graduate MBU in Southside Virginia 540-887-7364 434-572-5472 [email protected] Campus Safety 540-887-7000 Registrar marybaldwin.edu/safety 540-887-7071 [email protected] marybaldwin.edu/academics/registrar [email protected] Center for Student Success marybaldwin.edu/student-success Shakespeare and Performance 540-887-7237 College of Education marybaldwin.edu/shakespeare/ graduate 866-849-0676; 540-887-7333 [email protected] marybaldwin.edu/education [email protected] Spencer Center for Civic and Global Engagement 540-887-7181 Financial Aid marybaldwin.edu/spencer-center 800-468-2262; 540-887-7022 [email protected] marybaldwin.edu/financial-aid [email protected] fi[email protected] Student Engagement Integrated Communications 540-887-7330 External Affairs marybaldwin.edu/student 540-887-7009 [email protected] marybaldwin.edu/external-affairs [email protected] Switchboard Information Technology 540-887-7000 540-887-7075 University Advancement marybaldwin.edu/oit 800-622-4255; 540-887-7011 [email protected] marybaldwin.edu/give Martha S. Grafton Library [email protected] 540-887-7085 Virginia Women’s Institute for Leadership libguides.marybaldwin.edu/home 540-887-7042 [email protected] marybaldwin.edu/vwil [email protected]
2 UNIVERSITY CALENDARS 2019–2020
Undergraduate Programs marybaldwin.edu/academics/undergraduate-calendar
College of Business and Professional Studies Graduate Program marybaldwin.edu/academics/business-professional/master-business-administration/mba-program-calendar
College of Education Graduate Programs marybaldwin.edu/education/education-graduate-calendar
Murphy Deming College of Health Sciences marybaldwin.edu/health-sciences/about/academic-calendars
College of Visual and Performing Arts Graduate Program marybaldwin.edu/shakespeare/calendar
3 OUR COMMITMENT TO INCLUSIVE COMMUNITY
We, the community of Mary Baldwin University, strive to celebrate humanity in all its wondrous and complex variation. Because we value diversity, it is our mission to sustain a community where all may flourish. We are safe to embrace our shared experiences and our differences. To this end, we treat all with respect and compassion.
THE HONOR CODE
Mary Baldwin University’s Honor System is based on three principles: integrity of one’s word, respect for the property of others, and honesty in academic work. These standards are an integral part of life at Mary Baldwin; in becoming part of the Mary Baldwin community, each student and faculty member willingly assumes an obligation and a responsibility to uphold them.
The Honor Pledge
Believing in the principles of Student Government, I pledge myself to uphold the ideals and regulations of the Mary Baldwin University community. I recognize the principles of honor and cooperation as the basis of our life together. I shall endeavor faithfully to order my life accordingly. I will not lie, cheat, steal, plagiarize, or violate my pledge of confidentiality. I will encourage others to fulfill the ideals of the Honor System and will meet my responsibility to the community by reporting incidents of Honor offenses.
4 GENERAL INFORMATION MISSION Mary Baldwin empowers leaders to pursue lives ABOUT US of purpose in a changing world. Founded in 1842, Mary Baldwin University has a proud legacy of innovating to best serve our As a distinctive small university committed to students as the world changes. Our namesake, its rich heritage as an inclusive, women-centered Mary Julia Baldwin, became principal of a liberal arts college, Mary Baldwin fulfills its boarding school for young women struggling to mission by providing undergraduate, graduate, remain open during the Civil War and and professional education to a diverse transformed it into a thriving, prestigious population of women and men. It emphasizes community of learning. high ethical standards and the development of critical, creative, and reflective reasoning as the Today, MBU is a small, coeducational university foundation for fulfilling, engaged, and offering a range of degree programs from meaningful lives. bachelor to doctoral. We serve a vibrant student population on our main campus in historic HONOR AND DISTINCTIONS Staunton, Virginia, named one of the “20 Best Mary Baldwin University holds membership in Small Towns in America” by Smithsonian the following national honorary societies: Alpha Magazine. A cutting-edge health sciences Kappa Delta (sociology), Alpha Lambda Delta campus in Augusta County, programs for online (freshmen), Alpha Phi Sigma (criminal justice), study, and regional advising centers throughout Alpha Sigma Lambda (adult students), Beta Beta Virginia are also part of the university. Beta (biology), Iota Sigma Pi (chemistry), Kappa Delta Pi (education), Lambda Pi Eta With 177 years of excellence, MBU offers unique (communication), Omicron Delta Epsilon opportunities for our students to become leaders (economics), Omicron Delta Kappa (leadership), in the classroom, community, workplace, and in Phi Alpha (social work), Phi Alpha Theta their own lives. In 1977, Mary Baldwin was the (history), Phi Beta Kappa (the nation's oldest first college in Virginia to create a program for and most respected society honoring the liberal women and men to earn their degrees later in arts; membership is held through the Lambda of life. With the opening of our college of health Virginia Chapter), Pi Alpha (physician assistant), sciences in 2014, we established one of the first Pi Sigma Alpha (political science), Pi Theta dozen doctoral programs of occupational Epsilon (occupational therapy), Psi Chi therapy in the nation. In 2017 we expanded on (psychology), Sigma Beta Delta (business, our long tradition of student-centered excellence management, and administration), Sigma Pi to welcome our first residential men to campus. Sigma (physics), Sigma Tau Delta (English), and Upsilon Phi Delta (healthcare administration) MBU also offers special residential programs open only to women, including the Program THE FIVE COLLEGES for the Exceptionally Gifted — in which brilliant MBU’s academic structure comprises five young women can start college several years colleges through which curriculum (both early — and the Virginia Women’s Institute for undergraduate and graduate) is developed and Leadership — the first and only all-female cadet taught: College of Arts and Sciences, College of corps in the U.S. Business and Professional Studies, College of Education, the Murphy Deming College of We're seeking bold, forward-thinking women Health Sciences, and the College of Visual and and men to join us at Mary Baldwin University Performing Arts. in the beautiful Shenandoah Valley of Virginia. Major (M) Together, our students, faculty, staff, and alumni Minor (m) create a community dedicated to bringing out All majors (M) offer a Bachelor of Arts (BA) the best in small, private education. Bachelor of Science (BS) also offered* Bachelor of Social Work (BSW)** 5 BA/MS in Applied Mathematics (with the College of Arts and Sciences University of Virginia) Rooted in the liberal arts tradition, while also BA/MS in Engineering (with the University of providing a clear pathway from college to Virginia) career, the College of Arts and Sciences offers the degrees of Bachelor of Arts and/or Bachelor College of Business and Professional of Science in a wide variety of majors and Studies minors. A foundation of rigorous academics The College of Business and Professional Studies enables arts and sciences students to harness comprises the business, social work, and intellectual curiosity, critically analyze evidence healthcare administration programs leading to and think through conclusions, and clearly bachelor of arts and bachelor of social work communicate their thoughts. The breadth degrees. Offering students a solid (experiencing a wide range of knowledge, ideas, knowledge-base in the theory of their chosen and traditions) and depth (gaining expertise in a field, the college stresses applying that single field through a major or minor) of a intellectual foundation to address society’s liberal arts education primes student to navigate needs and problems. About one-quarter of all and thrive in a world in which knowledge and MBU undergraduates earn their degrees in these professions change rapidly. majors.
Undergraduate Studies The business program approaches business African American Studies (m) strategy and business education with a Anthropology (m) curricular emphasis on sustainability and the Asian Studies (m) “triple bottom line” (harnessing benefits that are Biology (M, m)* economic, social, and environmental). The Susan Biochemistry (M)* Warfield Caples Social Work Program Chemistry (M, m)* encourages students to solve social problems Clinical Laboratory Science (M) and become an advocate for vulnerable, Creative Writing (m) disenfranchised, and marginalized populations. Economics (M, m)* Criminal Justice provides students with English (M, m) thorough knowledge and strong applied Francophone Studies (m) components as well as internships in which they Global Poverty and Development (m) will work with crime agencies and police History (M, m) departments. The Carpenter Healthcare History — Public (m) Administration program — the only endowed International Affairs (M) undergraduate program of its kind in the United Leadership Studies (m) States — is led by experienced faculty and offers Mathematics (M, m)* solid networking opportunities to jump start Mathematics — Applied (M)* students’ careers in the rapidly evolving, Peacebuilding and Conflict Resolution (m) in-demand field of healthcare. Philosophy (m) Physics (M, m)* Undergraduate Studies Political Science (M, m) Business (M, m)* Psychology (M, m)* Business Economics (M)* Religious Leadership and Ministry (m) Communication (m) Religious Studies (m) Criminal Justice (M, m) Sexuality and Gender Studies (m) Human Resource Management (m) Sociology (M, m) Management (m) Spanish Language and Hispanic Cultures (m) Marketing (m) U.S. Poverty Analysis (m) Marketing and Communication (M) Women’s Studies (m) Project Management (m) Social Work (M)** Graduate Studies 6 Graduate Study research. The college of health sciences offers Master of Business Administration doctoral and master’s programs, as well as studies on the undergraduate level. College of Education The College of Education offers professional Undergraduate Studies programs designed to prepare students to enter Exercise Leadership (m) a wide variety of educational careers, including Exercise Science (M)* teaching, higher education administration, Healthcare Administration (M, m) advanced behavior analysis and Autism Health Informatics and Information Spectrum Disorders, and other non-teaching Management (M), BS only professions. Undergraduate students interested Health Sciences (M)* in teaching at the middle or secondary level Nursing (RN-to-BSN, post-licensure) major in the area in which they intend to teach Nursing (RN-to-BSN-to-MSN, post-licensure) and minor in education, while the Liberal Arts Public Health (m) and Educational Studies major leads to licensure for elementary education. With a focus on Graduate Studies developing confident leadership skills, the Doctor of Occupational Therapy college creates a collaborative environment of Doctor of Physical Therapy inquiry and innovation, while helping Master of Healthcare Administration individuals find personal pathways to achieve Master of Science in Nursing their goals. The College of Education offers a Master of Science in Physician’s Assistant variety of programs of study: paths to Virginia teacher licensure as well as non-licensure Dual Degrees and/or non-degree opportunities for Master of Healthcare Administration/Master of professional development. Business Administration Master of Nursing/Master of Healthcare Undergraduate Studies Administration Education (m) Master of Nursing/Master of Business Liberal Arts and Interdisciplinary Studies (M) Administration Teacher Licensure Program (multiple majors and subject areas) College of Visual and Performing Arts The College of Visual and Performing Arts is Graduate Studies dedicated to the principle, practice, expression, BA/MAT in Teaching and understanding of embodied, envisioned, BA/MEd in Education and articulated arts. Interdisciplinary in theory Master of Arts in Teaching and practice, the College of Visual and Master of Education Master of Science Performing Arts emphasizes cross-training across multiple modalities, enabling a range of Murphy Deming College of Health competencies and literacies for its students. The Sciences performing and visual arts at MBU are above all Murphy Deming College of Health Sciences is liberal arts, and thus prepare students for a setting the standard nationally for superior diversity of fields that require critical thinking interprofessional preparation of healthcare and refined communication skills. professionals. Its innovative programs have a state-of-the-art home on the Mary Baldwin Undergraduate Studies University branch campus in Fishersville that Art History provides sophisticated technological aids to Studio Art learning that complement faculty expertise and Dance keep students up to date in an ever-evolving Film field. The college’s location in a regional health Music corridor provides students many opportunities Performing Arts for clinical/educational practicums and Theatre 7 the secondary school record, when applicable, is Graduate Study the primary factor considered. Candidates for Shakespeare and Performance admission should have completed at least 16 college preparatory courses. The university recommends that candidates include four or five UNDERGRADUATE ADMISSION academic subjects in their course loads each year Mary Baldwin offers two options for students’ in meeting the following recommended school undergraduate residential experience: 1) Mary program: Baldwin College for Women which emphasizes women-centered leadership development and ● English, four units includes the Virginia Women’s Institute for ● Foreign language, two units (preferably two Leadership and the Program for the consecutive foreign language courses) Exceptionally Gifted; and 2) a co-educational ● Mathematics, three units residential setting. Mary Baldwin also offers ● History and social studies, three units undergraduate programs designed specifically ● Lab science, two units for those with jobs, families, and other responsibilities through MBU Online, as well as Scores considered in the admissions process are graduate programs in business, Shakespeare and those on the Scholastic Aptitude Test (SAT), the Performance, health sciences, and education. See American College Test (ACT), or the Test of the College of Education, Shakespeare and English as a Foreign Language (TOEFL). Performance, Master of Business Administration, or Murphy Deming College of All students who enroll at Mary Baldwin Health Sciences sections of this catalog for University agree to abide by the rules, information on graduate admissions. regulations, and standards set and established by the university. The university in turn will If you are applying for an undergraduate offer a bachelor of arts, bachelor of science, program, you can apply for admission after your bachelor of science in nursing (RN-BSN-MSN), junior year in high school, for admission to the or bachelor of social work; master of letters or fall or spring semesters, or as a transfer student. master of fine arts in Shakespeare and You may enter with advanced placement, dual Performance; master of business administration; enrollment credit, or credit for advanced work master of science, master of education or master by the International Baccalaureate or by tests of of arts in teaching; or master of science in the College Entrance Examination Board. You physician assistant, master of science in nursing, may attend full-time or, if you live in the area, master of healthcare administration, doctor of part-time. As an especially gifted student, you occupational therapy, or doctor of physical may enter well before completing high school. If therapy to those who meet the established you are 18 years or older, you may enter MBU standards, and will attempt during a student’s Online, with special provisions for learners who tenure to lend advice and support as solicited have many demands on their schedules and and/or needed. energies. Please see the Mary Baldwin University website or the Contact Information at The Declarations section of this catalog states the beginning of this Catalog for more Mary Baldwin University’s policies on information on admission to each MBU nondiscrimination, student privacy rights, and program. other important provisions.
FIRST-YEAR ADMISSION Personal Interviews Admission to Mary Baldwin’s programs is based A personal interview on campus with an on a student’s academic potential; achievement admissions counselor is suggested for students in secondary school, when applicable; strength seeking admission. Appointments for an and maturity of character; and any special interview and tour of the campus should be talents and abilities. In judging academic ability, made in advance. Refer to the university calendar in this catalog for the dates when the 8 university is in session. The Office of 25 credits or less of transfer work should also Admissions is open Monday through Friday all submit SAT or ACT scores. Official college year, except for short periods during the transcripts must be mailed or electronically sent Independence Day, Thanksgiving, and directly from the Office of the Registrar from all Christmas holidays. During academic sessions, previously attended institutions; and the Admissions Office is open on Saturday prospective applicants should request the mornings. During the summer months, it is not transcripts be sent to Mary Baldwin as soon as open on Saturday. Email [email protected] , possible. We will notify students of the status of or call 800-468-2262 or 540-887-7019 to schedule their admission application within two weeks. an appointment. Mary Baldwin will consider transfer students with some college and no degree and those with TRANSFER STUDENTS an associate of arts, associate of science, or Mary Baldwin will consider students for associate of arts and sciences. admission to the freshman, sophomore, or junior class by way of transfer from colleges and Important Information universities accredited by regional accrediting 1. Students must be academically and socially agencies or the American Association for Liberal eligible to return to the school they are Education. A transfer application must include currently attending or in which they were transcripts of all college work taken and a previously enrolled. transcript from the secondary school. 2. Mary Baldwin has an articulation agreement with the Virginia Community College Applications for the fall semester should be System. submitted to the Office of Admissions during 3. Students with less than 24 hours of the prior winter or spring, and notification will college-level course work will be evaluated be made when the file of credentials is complete. for admission based on their academic For entrance in the spring semester, applications performance in high school as well as their should be received before December 1. An college-level course work. evaluation of credits will be made after the final 4. SAT or ACT test scores may be taken into transcript arrives from the institution from consideration. which the student is transferring. A 5. If a student enters with 18 or fewer credit non-refundable advance deposit of $300 must be hours, the student’s academic work will be received by December 30 for students entering evaluated to determine the appropriate in January. orientation course for the student. 6. Official Mary Baldwin University transcripts In evaluating transfer applications, emphasis is will show course titles, grades, and credit placed on the previous college record. As a hours earned on transfer credit for which general guideline, transfer students should have MBU has comparable courses; however, an average of 2.0 or better in their college work grades from transfer coursework are not in order to be approved for transfer to Mary factored into the GPA. In evaluating Baldwin. Only courses with grades of “C-” or graduation requirements, the Registrar will higher will be accepted for transfer credit, and determine if certain transfer credits can be each course will be considered separately. used to satisfy general education requirements. All students must satisfy the Transfer students coming into MBU must earn a core requirements and other graduation minimum of 36 semester hours at Mary requirements set forth in the catalog under Baldwin. which they enter Mary Baldwin University.
Transfer students should send their official PART-TIME DEGREE-SEEKING college transcript(s), official final high school STUDENTS transcript, and application to Mary Baldwin Students who live close to the university and University for full consideration. Students with wish to complete their bachelor’s degree
9 requirements by class attendance on the Mary This community is for students who have been Baldwin University campus may do so on a accepted to the Program for the Exceptionally part-time basis. They are subject to the same Gifted (PEG). PEG is a radical acceleration admission requirements as other entering program that allows students as young as 13 to students. skip high school and dive right into college, living within a community of their intellectual THE UNDERGRADUATE and social peers. Students in this community are FIRST-YEAR EXPERIENCE invited to participate in other age-appropriate co-curricular and extra-curricular activities that
are social, cultural, or just for fun. PEG students All new undergraduate students have the live in the PEG Center, a living-learning benefit of membership in a community-focused community with adult advisors in the building program offering support, direction, and 24 hours a day. connection. MBU Online functions as a community for adult students. International During the first semester, students may elect to students also have their own community which take MBU 102, An Investigation of the Arts, includes intentional cultural, academic, and which includes participation with the American social immersion. MBU students, whether Shakespeare Center actors and scholars at the residing on campus or commuting, have Blackfriars Playhouse, in addition to their support programs based on their common orientation class. interests. Students enrolled in the Virginia
Women’s Institute for Leadership (VWIL) or the Note: Additional application and interview are Program for the Exceptionally Gifted (PEG), as required. well as students in the Ida B. Wells program, have an immersive experience through these communities. IDA B. WELLS Director: Rev. Andrea Cornett Scott, associate Our first-year curriculum includes a year-long provost for Inclusive Excellence orientation program which assists in the transition to college and helps guide students in Named in honor of a 19th-century civil rights career exploration. The Mary Baldwin College activist and suffragist, this community is for Women offers that guidance with a focus on designed to aid African American students in women-centered leadership. Other their transition to college life. Participants learn programming revolves around academic to identify their skills, values, and experiences, pursuits. Throughout the first year, students and understand how their unique presence adds work closely with a team of faculty, staff, and value to the MBU experience. peers to build successful studentship and strong relationships, to discover their passions, and to These new students will make a commitment to explore who they want to be. We bring these diversity programming by serving as student teams together around common curricular and ambassadors for the Office of Inclusive co-curricular interests and activities while Excellence. As a member of this community, exposing students to the larger campus and all students will also take a general education of its resources. Our first-year experience course taught by their advisor and engage in supports new students in their transition to co-curricular programming focused on civic college and in their exploration and discovery of engagement and African American culture. Ida their best selves. B. Wells extended support system includes Ubuntu Student Mentors and Sista Friends PROGRAM FOR THE alumni mentors, using a team approach to helping each young woman become her best EXCEPTIONALLY GIFTED (PEG) self. Director: Carla van Devander Associate Director: Christy Baker ● PHIL 140 Community and Service Learning 10 ● REL 232 African American Religion of 9 quantitative reasoning semester hours), and ● INT 177 Legacy & Tradition a managing difference course. Additionally, VWIL certificates are only awarded to cadets Note: Additional application and interview are that improve their physical fitness by required. completing five classes in physical and health education, participate in VWIL’s physical training program each year, and in their senior year earn a 70% on the Strength and Endurance Test or improve a total of 20% during four years. VIRGINIA WOMEN’S INSTITUTE The leadership experiential requirements for FOR LEADERSHIP (VWIL) VWIL certificate includes: attending yearly Commandant of Cadets: Terry Djuric, Brigadier VWIL promotion boards and holding two General, retired leadership positions in MBU/VWIL for an entire academic year; one of the positions must be Through ethical rigor, intense challenges, within the VWIL Corps. Final approval for mutual respect and high achievement, VWIL is a VWIL Certificate is made by the Commandant four-year leader development program which of Cadets in consultation with the President and integrates theoretical leadership instruction with Provost. practical application so that graduates have the knowledge, skills, character, and experience to Cadets awarded VWIL Certificate wear a yellow assume positions of leadership in the military, and green cord with medallion at the public service, and private sectors in the United commencement ceremony. States and around the world. TUITION AND FEE Using a living-learning approach emphasizing moral and ethical development, VWIL combines INFORMATION military leader development through Reserve For tuition and fee information specific to Officer Training Corps (ROTC) with civilian graduate programs, please see the College of approaches. VWIL’s leader development Education, Master of Business Administration, program integrates four major components: Murphy Deming College of Health Sciences, and Academic curriculum, physical and health Shakespeare and Performance sections. education curriculum, co-curricular leadership, and military leadership (ROTC: Army, Air Force, RESIDENTIAL PROGRAMS TUITION Navy/Marines; commissioning optional). AND FEES The comprehensive fee for residential and VWIL Advanced Leadership Certificate commuter students during the 2019-20 academic The VWIL Advanced Leadership Certificate is year is $40,495, broken down as follows: awarded to VWIL cadets who have been active members of the VWIL Corps of Cadets for Tuition $30,690 six-eight semesters, completed all requirements Student Organization Fee $275 for an undergraduate degree at Mary Baldwin Technology Fee $120 University and the Leadership Studies Minor, Room and Board $9,410 and currently hold a cumulative GPA of 2.5 or Total Tuition and Fees $40,495 higher. The academic requirements for the VWIL Certificate beyond the General Education and There is an additional PEG housing fee of $1,250. Leadership Studies Minor requirements include: Financial aid packages based on both merit and completing at least two semesters of foreign need can substantially reduce the actual language courses or study abroad or an out-of-pocket cost. The university offers a additional global studies course; completing an variety of services to assist students and families additional science class (total of eight science in financing a private college education. semester hours); completing two math courses (Math 155 or higher) and a statistics course (total 11 There are no lecture or practice teaching fees. courses are not available at half-price. MBU will Some classes have fees for private music lessons, help the student get external grants and loans, art materials, lab fees, field trips, use of facilities but no institutional aid will be available to not belonging to the university, or other students under this plan. extraordinary expenses. For details, see the course descriptions in this catalog. UNDERGRADUATE SCHEDULE OF PAYMENTS 2019–2020 Annual Deposit All residential students who intend to return to Resident Students Mary Baldwin for the succeeding academic year, Tuition $30,690 including those participating in overseas Student Organization Fee $275 programs and/or the consortium program, must Technology Fee $120 make a deposit of $300 by March 1, which is Room and Board $9,410 credited to payment of fees for the next session. Total Tuition & Fees $40,495
This deposit will be returned only if the student Payable as follows: is advised to withdraw or is prevented by causes Due Date Student Type of Payment Amount beyond her control from returning to college. March 1st Returnin Advance $300 Students who plan to return to Mary Baldwin g Deposit University for the following fall, are in good (non-refundabl standing, and have made their deposit for the e) May 1st New Advance $300 following year are given the opportunity to Deposit enter the MBU housing lottery. Eligible students (non-refundabl will select housing based on a priority list that e) st weighs a combination of factors including August 1 All Tuition less $20,247.50 advanced academic performance and class year. deposit Assignments of rooms for upperclassmen are December 1st All Tuition $20,247.50 made shortly after spring break. Commuter Students Monthly Payment Plan Tuition $30,690 Fees that are normally due in one large lump Student Organization Fee $275 Technology Fee $120 sum at the beginning of each semester may be Room and Board $0 paid in eight equal monthly installments. There Total Tuition & Fees $31,085 are no interest or finance charges — only an administration fee of $30 per semester. For Payable as follows: additional information, please log in to Due Date Student Type of Amount mymbu.marybaldwin.edu and click on Student Payment st Info. Click on Monthly Payment Plan under March 1 Returnin Advance $300 g Deposit Business and Finance. (non-refundabl e) Half-Price Tuition Plan May 1st New Advance $300 Students who have completed eight semesters of Deposit (non-refundabl full-time work in classes on the MBU campus e) may enroll in additional on-campus classes for August 1st All Tuition less $15,542.50 half of the usual applicable tuition charge if advanced deposit approved by the registrar. Students must be December All Tuition $15,542.50 eligible for readmission to MBU. They may live 1 st off campus. On-campus housing is subject to availability and will be charged at full price. To Part-Time Students take advantage of the half-price tuition, no more Fewer than 12 semester hours during fall or than 12 months may have elapsed since the date spring semesters: $460 per semester hour and a of last enrollment. Graduate and summer $60 Technology Fee. Students attempting fewer 12 than 12 semester hours are considered A student who is enrolled but is off-campus for commuter students and are charged accordingly. an entire year on an approved program not The internship fee for part-time students is $230 under faculty supervision (i.e., clinical per semester hour and is charged for any 287 or laboratory science and studies abroad) will be 387 courses. The audit fee is $230 per semester charged a per-semester fee of $260. A student hour. who is granted a leave of absence or withdraws from the university and is issued a credit will be Summer Term assessed an administrative fee of $105. Individual course credits taken during the summer: Transcript of Record • Summer courses (2019–20): $460 per s.h. Transcripts are issued upon request. A student’s • Internship Fee (2019–20): $230 per s.h. financial record must be cleared of all charges before a transcript of record is issued. Note: Advance Deposit payments are • Transcripts: $6 per copy; $8 if sent by U.S. non-refundable for first-year and transfer mail. students after May 1. Advance Deposit • Graduation Fee (graduates only): $100 payments for all returning students are nonrefundable. Special Course Fees Music Lessons: Individual Applied Music Partial-Year Students Lessons will be charged on a per-semester basis. Full-time students residing at MBU for the fall or Pre-approved music majors and minors take spring term will be charged $20,247.50 Primary Applied Lessons (200-level, two Commuter students enrolling for either period credits/60-minute lessons). Most other students will be charged $15,542.50. There will be no take Elective Applied Lessons (100-level, one additional charge for attending the May Term credit/30-minute lessons). Students with (for currently enrolled students). For questions about their status should consult the student-teaching, social work and internships music department. being done off-campus during fall or spring semesters under faculty supervision, students Fees: will be charged as half-year commuter students. Length of Lesson Fee If a student wishes room and board on campus Twelve 30-minute lessons $230 while performing an internship off campus, Twelve 60-minute lessons $450 student is charged as a boarding student. Reduced fee for approved music majors/minors: Clinical Lab Science Program, Clinical Length of Lesson Fee Year Twelve 30-minute lessons $130 Students taking their Clinical Lab work with Twelve 60-minute lessons $175 Augusta Health (AH) will be billed 1/2 price of the current per semester hour rate. MBU will not Reduced fees are based on certification by the be involved in any payment to AH for music department at the beginning of each applicable fees. Any refund available will be semester A student who drops applied music given to the student who will be responsible for lessons after the second lesson, posted as a payment to AH. The cost of AH fees may be withdraw (W), will be billed for the full lesson included in the student’s cost of attendance for fee for a given term. aid purposes. Mary Baldwin aid will not be awarded to students who are not being charged Fine Arts: A number of studio art courses the comprehensive fee. require a student to pay for expendable materials. THEA 101 require students to pay for SPECIAL COSTS theatre tickets. For specific fees, consult course Administrative Fees section of this catalog or the instructor in charge of the course. 13
Science Courses: Some science courses with labs Damage or Loss of Personal require a nominal lab fee. See course Possessions descriptions in this catalog for more Damage to or of personal property is not information. covered by the university’s insurance. MBU assumes no responsibility for damage or loss of Physical and Health Education: Some physical any article left on its premises at any time. and health education courses require special fees. See course descriptions in this catalog for Cars more information. Students must register their cars with the
campus security office and pay the following Graduate Courses: Prior to admission to an fees each year: MBU graduate program, students may only take two graduate courses (six semester hours). Residential students $50 Following admission to a graduate program, students may take additional graduate courses, Commuter students $20 but will be assessed an additional nominal fee to Second decal $5 do so, beyond the first six semester hours. Students should check the appropriate graduate CONDITIONS OF PAYMENT program section for semester hour limits on Charges are listed for the university year. Fifty graduate courses prior to BA conferral. percent of the comprehensive fee is due by August 1. The balance for all students is due by Special Housing Fees the start of spring classes in January. Payments A charge is added to room cost on a semester must be made before students can register for basis for the following locations: classes.
Single Room $650 per Deadlines for Payment semester Students will not be permitted to begin classes Carriage House $175 per until all tuition and fee payments for the first semester semester have been paid, and will not be King $175 per permitted to begin second semester classes until semester all tuition and fee payments have been paid. In Scott House $175 per order for seniors to participate in semester Commencement activities, all financial Woodrow Terrace $175 per obligations must have been paid two weeks Apartments semester before graduation day. In order for juniors, Pet Cleaning Fee * $250 per sophomores and first-year students to semester participate in Room Draw, all financial *Only service animals allowed; advanced approval obligations must be paid. The university policy required. for all students is that past and current obligations must be paid in full as a precondition to register or reside on campus. Lost Residence Hall Keys ● Fine for replacement of lost room keys: Note: The University will not issue transcripts or $30 diplomas if any outstanding balances are due to the ● Fine for the replacement of lost keys to MBU business office or bookstore. outside doors: $55 Finance Charges Note: Students are strongly encouraged to obtain a An interest charge of 15% a year may be applied key to their individual rooms at the beginning of the to outstanding balances owed after October 15 school year.
14 for the fall semester and February 15 for the Counseled Withdrawal spring semester. In the event a counseled withdrawal is granted, a refund is issued based on the pro rata portion Collection Procedures of the prepaid tuition and room and board, less Active collection efforts are made by MBU a $105 administrative fee. Students approved for personnel to collect delinquent payments from counseled withdrawal will not be charged for current students. When a student who has second semester if withdrawal occurs prior to withdrawn from the university has a delinquent registration day for second semester. If a account, MBU pursues legal means to collect counseled withdrawal is granted subsequent to balances due. If the university must refer unpaid registration day for second semester, a refund obligations to a collection agency, the university will be issued based on the pro rata portion of includes the full cost of collection and/or the prepaid tuition, room and board, less a $105 attorney fees as part of the outstanding administrative fee. MBU Online students who obligation. formally “stop out” during a semester in which they have enrolled in new coursework are CREDIT AND REFUND POLICY eligible for a pro rata refund less a $105 MBU arranges for instruction and services in administrative fee. advance on an annual basis. Therefore, charges for residential students are listed for the entire Disciplinary Withdrawal year with billings and payments based on first Students who withdraw for disciplinary reasons and second semesters. Charges for the year may receive a refund in accordance with the pro rata be paid in two installments: August 1 for the schedule for the semester in which the penalty is first semester, and December 1 for the second determined. If withdrawal occurs prior to semester. Credits and refunds are based on first registration day for the second semester, and second semester. Credits outstanding at the students are not charged for second semester. end of first semester are applied to second semester of the same academic year. Credits Academic Withdrawal outstanding at the end of second semester are Students required to withdraw for academic applied to charges for first semester of the reasons at the end of the first semester are not following academic year. No student will be charged for the second semester. Students permitted to register or reside on campus until required to withdraw for academic reasons at applicable charges for the current semester have the end of the second semester receive a refund been paid in full. The Student Accounts Office for the $300 advance deposit they paid for the assumes responsibility for the administration of upcoming academic year. university policy related to payment of fees.
Application for Credits and Refunds Authorized Leave of Absence The date on which written notice is received by When an authorized leave is granted, a credit is the university is considered the date of issued based on the pro rata portion of prepaid withdrawal. Refunds are made only to the tuition and room and board applicable to first guarantor of the student’s financial obligation. If semester and/or second semester less a $105 there is a prepaid deposit, it is applied to bills administrative fee. When an authorized leave of due at time of re-entry; such deposits are absence is granted prior to second semester nonrefundable. registration day, the student is not charged for the second semester. Returned Check Policy Students will be charged a $28 fee for any check Medical Leave received in payment of any obligation that is When a medical leave is granted, credit is issued returned by the bank. based on the pro rata portion of the prepaid tuition and room and board fees, less a $105 administrative fee. If the leave occurs prior to 15 second semester registration day, students are calculates a federal refund amount according to not charged for the second semester. regulatory requirements.
Board Refunds Federal law requires refunds to be returned in Board refund for basic food costs may be the following order: Direct Stafford Loans, PLUS granted only on a semester basis in rare cases Loans, Perkins Loans, Pell Grants, SEOG Grants, when, in the judgment of the university Institutional Aid. physician, there are medical conditions warranting exemption from the meal plan. A Dates noted above may need to be adjusted to student requesting exemption must first reflect posted schedules for graduate programs. schedule an appointment to see the university An additional administration fee of $105 will be physician through the MBU Health Services charged. Center. The student will be referred to an appropriate medical specialist for an evaluation Please note that if a student has a federal student of her condition. All off-campus medical loan, any type of withdrawal or leave causes the evaluations will be at a student’s expense. The student to be reported as “withdrawn” to the university physician will make a final National Student Loan Database. The student’s recommendation to the vice president for federal loan grace period will begin from the business and finance based on documentation date of determination, which is the date the from the medical specialist. student provides official notification to the institution requesting to withdraw or take a Pro Rata Refund Procedures leave of absence. Unofficial withdrawals (where What is a Pro Rata Refund? a student ceases attendance without providing The Higher Education Amendments of 1992 official notification to the institution) that result define a pro rata refund as a refund to a student in a student’s failure to earn a passing grade in of not less than that portion of the tuition, fees, any class will be subject to Return of Title IV room, board, and other charges assessed the Funds regulations based on faculty reported last student equal to the portion of the enrollment date of attendance. Contact the Financial Aid period for which the student has been charged office for more information. that remains on the last day of attendance, minus any unpaid student charges, and minus a MBU ONLINE TUITION AND FEES reasonable administrative fee. The total cost of the program varies depending on the student’s background and previous When and How Are Pro Rata Refunds college work. Applied? The pro rata refund is applicable to students Tuition Per Semester Hour Amount who withdraw from the institution within 60 Regular Course Work $460 percent or less of the enrollment period Internships (only classes numbered 287 $230 or 387) (beginning of classes to the end of exam period). Special Costs After the 60% mark, refunds are not granted Orientation Fee * $50 Extended Time Fee $65/s.h. Term Classes Begin Exams End Prior Learning Portfolio Evaluation ** $460 Terms 1 & 2 September 2, 2019 December 13, 2019 Re-activation Fee $50 Terms 3 & 4 January 6, 2020 April 20, 2020 Graduation Fee * $100 May Term April 22, 2020 May 12, 2020 Administrative Withdrawal Fee $105 Technology Fee * $60/semester
*Fees applicable to RN to BSN Program There is no additional charge for attending the
May Term for currently enrolled full-time Graduate Courses: Prior to admission to an residential or commuter students. MBU graduate program, students may only take
two graduate courses (six semester hours). For students subject to the institutional refund Following admission to a graduate program, policy, the MBU Student Accounts Office 16 students may take additional graduate courses, students in the Program for the but will be assessed an additional nominal fee to Exceptionally Gifted and Early College) do so, beyond the first six semester hours. ● Are accepted or enrolled as full-time, Students should check the appropriate graduate regular students (NOTE: A few federal program section for semester hour limits on programs can provide some assistance to graduate courses prior to BA conferral. students who are less than full-time.) ● Are degree candidates or in certain GRADUATE TUITION AND FEES certificate programs Graduate tuition and fee information is included ● Are U.S. citizens or eligible non-citizens with the general information on each program. ● Maintain satisfactory academic progress For more information, see the College of toward a degree at Mary Baldwin Education, Shakespeare and Performance, and Murphy Deming College of Health Sciences Applying for Aid sections at the end of this catalog. There are three general types of financial aid awards that students and families receive: FINANCIAL AID grants/scholarships, loans, and jobs. Student Financial Aid Grants/scholarships represent any form of The Office of Financial Aid and Student Campus financial aid that can be used to meet the cost of Employment at Mary Baldwin University is education without future obligations to repay. committed to making a private education For more information on outside scholarships, available to as many well qualified students as go to fastweb.com . Loans are money that either possible. In fact, over 97% of our traditional-age students or parents can borrow to cover students rely on some form of merit or educational expenses. Loans must be repaid need-based financial aid to help meet the cost of with interest in the future. Jobs allow students to a college education. The university participates work, giving them the opportunity to gain both in a wide range of federal, state, and valuable experience and money to help pay for institutional aid programs. Each program has its education-related expenses. Each of these three own regulatory demands and requirements. The general types of aid — grants/scholarships, exact amount of an aid award can be determined loans, and jobs — can be awarded based on only after completion of the Free Application for either a family’s financial need or some type of Federal Student Aid (FAFSA). non-need criteria, such as a student’s educational accomplishments or state of The Office of Financial Aid and Student Campus residence. Employment strives to make the aid process as uncomplicated as possible. We understand, To apply for need-based aid at Mary Baldwin however, that families and students are faced University, a family must submit a Free with questions and concerns regarding financial Application for Federal Student Aid (FAFSA) to aid. The professional staff is available Monday the federal government for processing each through Friday 8:30–4:30 at 540-887-7022 and by academic year (fafsa.ed.gov ). The FAFSA is the email at fi[email protected] to offer only form the university requires for students assistance. applying for aid based on a family’s need. If Mary Baldwin University is listed on a student’s Eligibility Requirements for Aid FAFSA (School Code 003723), the aid office will Since Mary Baldwin actively participates in a receive the results of processing directly from number of federal aid programs, the the government in electronic form (ISIR). The requirements for federal aid are used as the core student will receive a Student Aid Report (SAR). requirements for all need-based aid and include, It is suggested that the SAR be reviewed but are not limited to, students who: carefully to check for errors or requests for clarification. Corrections can be made ● Have a high school diploma or the equivalent (exceptions are made for electronically by the students and parents at the FAFSA website, fafsa.ed.gov
17 For more information on federal aid, please grants to fill as much of the remaining need as access studentaid.gov . It is strongly recommended funding and institutional awarding policy will that Virginia residents complete the Tuition allow. Students may apply for work-study Assistance Grant (TAG) application shortly after positions at the following website: the student applies to the university. The TAG marybaldwin.edu/financial_aid/sep application must be returned to the aid office before July 31 preceding enrollment. The When the student receives an award letter, she original application is valid, in most cases, to will be asked to make decisions on which types cover the four years a student is enrolled of aid she will accept. The student may also continuously at the university. need to complete further paperwork depending on individual aid situations. Explanations of Receiving Aid what is needed by the aid office to complete a Aid not based on need is credited to a student’s student’s aid package will be found in the FA financial aid record as soon as the aid office portal. Students are asked to read all becomes aware of such aid. Aid based on need information carefully and respond promptly to will only be awarded after a student’s FAFSA is any requests by the aid office. successfully processed by the government and the results (ISIR) are received by the aid office. An undergraduate student must take 12 The processing of the data the family and semester hours in any given semester to be student supplied on the FAFSA will result in an considered full time and eligible for full time Expected Family Contribution (EFC). The EFC aid. (May Term is optional. For students taking is a measure of your family’s financial strength May term classes, May term hours are added to and is calculated according to a formula spring semester hours to determine enrollment established by law. A student’s need is the status for federal student aid and the Virginia difference between the cost of attendance at Tuition Assistance Grant. May term hours do Mary Baldwin and the student’s EFC. not count towards spring enrollment status for institutional financial aid. Students enrolled at Total Cost of Attendance – EFC = least half time (six semester hours) remain eligible for continuation of some federal aid and Financial Need loan deferment benefits. If a student receives The cost of attendance is prescribed by federal any aid from outside sources (e.g., ROTC regulations and includes: scholarships, outside agency scholarships, etc.), ● The tuition and fees the student owes federal rules require that this aid be reported to directly to the university the aid office as soon as the student becomes ● The room and board at the university or aware of eligibility. Rules further indicate that, an allowance for room and board for a in some cases adjustments to other aid may be commuting student required. ● A standard allowance for books’
● A standard allowance for miscellaneous expenses Disbursing Aid ● An allowance for transportation Once a student receives an award package and ● An allowance for loan fees (if applicable). complies with all the regulatory requirements, her aid package is set. Aid will only be The Office of Financial Aid and Student Campus disbursed to a student’s business office account Employment will prepare an aid package and once she has enrolled in course work and that mail this information to the student’s home enrollment has been verified at the end of address as soon as possible. All non-need-based “add/drop” each semester. In the meantime, aid aid will be considered as part of a need-based will appear on any early billing as “unapplied.” aid package first along with eligibility for Pell It is hoped this will assist parents when Grants and other federal grants. If there is need planning for expenses. Again, how aid is remaining after these forms of aid are disbursed or credited to the student account considered, the aid office will award loans and
18 depends on the form it takes: undergraduate students-PLUS) may be eligible grants/scholarships, job, or loan. for, depending on FAFSA information, financial need and borrowing eligibility, Direct Stafford, Grants/scholarships given as aid through the and PLUS. Graduate students may be eligible university are credited directly to the student’s for unsubsidized Stafford loans and credit-based account. This disbursement only occurs after all Graduate PLUS. Repayment will not begin until regulatory obligations on the part of the student the student leaves the university or falls below are met to the satisfaction of the Office of half time status. There is a grace period after Financial Aid and Student Campus leaving the university or falling below half-time Employment. Jobs are offered through the status. Students will be counseled on their rights Federal Work-Study Program and through the and responsibilities at the time they completed university. The student is paid by the hour, and student loan entrance counseling. Direct Stafford a paycheck is issued each month to the student. Loans are student loans with two separate and The student may turn earnings over to the distinct awards based on a family’s need. Loans business office to pay tuition for the next awarded to cover need are Subsidized Direct semester, or may use the earnings to pay for Stafford Loans. Students will not be charged books and personal expenses. Payment is issued interest on Subsidized Direct Stafford Loans only or hours worked and only up to the while they are continuously enrolled with at amount awarded. Jobs require specified hours of least half-time status. Students not eligible for work each week. A job contract will be provided Subsidized Direct Stafford Loans may be eligible showing eligible hours and wages per week. The for an Unsubsidized Direct Stafford Loan. job obligation to Mary Baldwin is considered an Interest on unsubsidized loans will accrue from employment commitment in the business world. the time the loan is disbursed. Students may Loans are not immediately credited to the elect to pay the interest as it accrues, or defer student’s account. Direct Stafford Loans and paying it until loan repayment begins, when a Parent Loans for Undergraduate Students student leaves, graduates or drops below half (PLUS) will be disbursed to the student’s time status. Each student’s yearly eligibility for business office account only after the Direct Stafford Loans has been established by “add/drop” period ends and the aid office has the federal government as follows: reviewed each student’s enrollment and ● Freshman $5,500 continued eligibility, and the required master ● Sophomore $6,500 promissory notes and student loan entrance ● Junior/Senior $7,500 counseling have been completed. This process ● Graduate $20,500 usually takes a month. Students should not anticipate this money being credited to the Students who are independent by federal account any sooner than this. Also, federal definition and dependent students whose regulations mandate that loans come in two parents are denied a PLUS may borrow disbursements. Finally, if a student leaves the additional Unsubsidized Direct Stafford funds. university during an academic period, aid funds If eligible, a student may borrow up to: awarded to the student are refunded to the ● Freshman/sophomore $4,000 appropriate aid fund under the policy described ● Junior/Senior $5,000 in this catalog as “Pro Rata Refund Procedures.” ● Graduate $20,500 Questions about billing should be directed to the Student Accounts Office. Undergraduate dependent students may borrow up to $31,000 in Direct Stafford Loans during a Loans college career, but only $23,000 may be All loans taken through the Office of Financial subsidized. Independent undergraduates, or Aid and Student Campus Employment at Mary dependent undergraduate students whose Baldwin should be considered by students and parents do not qualify for federal parent loans, parents as a serious commitment that must be may borrow up to $57,500 in Direct Stafford met in the future. Students (and parents in the Loans but only $23,000 of the total can be case of the credit-based parent loan for subsidized. Graduate students can borrow up to 19 $138,500 over a student’s entire graduate and the FAFSA to be processed. The university will undergraduate career. try to keep a student’s need-based aid package as constant as possible through the Graduate students are only eligible for Direct undergraduate career. Students who reapply for Unsubsidized Stafford loans and Graduate aid must continue to meet all the eligibility PLUS loans (credit based). All Direct Stafford requirements listed above. Loan borrowers are required to complete entrance and exit counseling sessions detailing Satisfactory academic progress is also required loan obligations and the repayment process. for renewal of aid. Students receiving financial Any student with questions on loans is assistance must make at least minimum encouraged to contact the aid office at any time satisfactory progress during their years of study before, during, and after enrollment at Mary at Mary Baldwin. Progress is measured at the Baldwin. Finally, PLUS may be taken by parents end of each semester. The university offers a of dependent undergraduate students up to the four-year program for a bachelor’s degree. cost of attendance minus other financial aid. However, we acknowledge that occurrences This is a credit-based loan for which repayment such as illness, change of major, and disruption is the responsibility of the parent. Interest will be of the program by unexpected events or some charged on the loan from the date of the first period of academic difficulty could extend the disbursement, and repayment generally begins program to a fifth year. Therefore, the minimum 60 days after the final disbursement of the loan quantitative and qualitative standards of each year. Therefore, parents will begin satisfactory academic progress (SAP) are repayment while the student is in school. required by the federal government and Mary Deferment options are available. Detailed Baldwin in order to continue to receive aid. information accompanies all Direct Stafford Graduate students must have at least a 3.0 GPA Loans and PLUS applications and promissory and must successfully complete a minimum of notes and may also be found at studentaid.ed.gov . 67% of attempted work. One semester of Please read this information carefully. satisfactory academic progress warning will be permitted after a student falls below minimum Reapplying for Aid SAP the first time. If, after the period of It is necessary to reapply for all financial aid warning, a student does not return to the based on family need. Students are required to standard minimum progress for that year, aid submit updated family financial information will not be offered again until minimum each year. Most returning students will receive a standards are achieved. Appeals concerning FAFSA renewal reminder from the federal progress may be addressed to the MBU Office of processor that they may complete a renewal Financial Aid and Student Campus FAFSA online at fafsa.ed.gov. For the 2018–19 Employment. Students should bear in mind that academic year and going forward, it will be these minimum standards are not recommended possible to file the FAFSA October 1 using the progress. A student should consult with her prior-prior year income and tax information. We academic advisor to develop a program that encourage all students and families to use the permits graduation in four years and work IRS data retrieval process that is offered in the toward that goal. FAFSA. The reminder will be sent to either the student’s email as reported on the FAFSA or to Satisfactory Academic Progress (SAP) the home address reported on the FAFSA. If a For Financial Aid student does not receive a reminder, she may Semester Minimum still be able to complete a renewal FAFSA online. Hours Earned GPA/Class Level If she is unable to complete a renewal FAFSA, Freshman 0-26 1.65 Sophomore 27-57 1.75 she may complete a new FAFSA. In either case, Junior 58-89 1.95 for a dependent undergraduate student (under Senior 90-120 2.00 the age of 24), both the student and a parent must submit FSA ID numbers or signatures for
20 Semester hours: This number of earned credit It is the responsibility of the student to report to hours determines your class level. the SCO and the VA any course adds, drops, or withdrawals immediately. Changes in Minimum GPA/Class level: This is the enrollment may change eligibility for education minimum cumulative GPA you must maintain benefits and cause the student to have a debt while classified at the specified class level. due to overpayment.
Completion rate and maximum time frame: If payment of Veterans Education Chapter 31 or You must maintain a 67% cumulative Chapter 33 benefits to the university is delayed, completion rate of the courses in which you the university will not impose any penalty, enroll. You may not receive financial aid for including the assessment of late fees, the denial coursework in excess of 150% of the required of access to classes, libraries or other hours for your degree. You must also have institutional facilities, or the requirement that a achieved at least the minimum grade point covered individual borrow additional funds, on average at each class level. any covered individual because of the individual’s inability to meet his or her financial Degree Hours to Max Hours May obligation to the institution due to the delayed Complete Attempt with disbursement funding from the VA under Aid Bachelors 120 189 Chapter 31 or Chapter 33. RN to BSN 120 180 MLitt 36 54 If the expected payment to the university from MFA 66 (including 99 MLitt) the VA is not sufficient to cover the direct cost MAT Elem or 39 58.5 billed for a semester by the university, the Middle School student is responsible for the amount not MAT Special Ed 42 63 Med 34 51 covered by the student’s Chapter 31 or Chapter MS-ABA 35 52.5 33 benefit. MS Higher Ed 38 57 MBA 30 45 Chapter 33 benefits must be coordinated with MHA 39 58.5 MSN 36 54 scholarships or grants that are designated MHA/MBA 45 67.5 specifically for tuition. Please contact the MSN/MHA 48 72 financial aid office with questions. MSN/MBA 48 72 DPT 125 187.5 OTD 117 175.5 Satisfactory Progress PPOTD 30 45 Students receiving VA education benefits must MSPA 121 181.5 meet the same financial aid satisfactory progress criteria as all other students. VETERANS ADMINISTRATION (VA) EDUCATION BENEFITS POLICIES Transfer Credit Enrollment certification for VA education Mary Baldwin University will review official benefits is not automatic. Students must submit transcripts from previous institutions. Transfer to the School Certifying Office (SCO) their most credit for previous education will be applied to recent Certificate of Eligibility or Statement of the student’s Mary Baldwin program of Benefit. In addition, students must submit education as appropriate. a Veteran's Educational Benefit Agreement Form, The transfer credit will shorten the duration of signed by the student and advisor for each the student’s program and the student will be upcoming semester (including the summer) they notified of wish to have their enrollment certified, the transfer credit approved. The VA will be requesting to be certified and verifying that all of notified of the transfer credit as appropriate. the classes on the student’s schedule are needed Mary Baldwin for graduation. maintains a written record of the previous education the student received and the transfer
21 credit approved. The student’s academic record ACADEMIC REQUIREMENTS FOR will reflect the transfer credit and the cumulative THE BACHELOR’S DEGREE result of each enrollment period and each course Each student must complete all three of the undertaken and the final result for that course. following: (1) General requirements for the bachelor’s degree, described below; (2) Refund Policy Requirements for one major, found in the If a registered student is receiving VA education Undergraduate Course Descriptions section, or benefits and withdraws from a semester the VA an Independent Major found under Academic will be notified of the student’s withdrawal date. Rules for Student-Designed Coursework in the The VA will determine resulting eligibility for following section; (3) Electives to complete the VA benefits for that semester. Institutional 120 semester hours required for the degree, charges and financial aid the student has chosen from all courses offered, within the limits received for the semester will be subject to the stated below. pro rata refund policy if less than 60% of the semester has been completed. If 60% or more of Required Credit Hours and Grade Point the semester has been completed institutional Average charges and financial aid will not be adjusted. The following are the requirements for all
bachelor’s degrees: Enlisted Military Personnel Refund ● A minimum of 120 semester hours Policy ● A maximum of 7 semester hours in If an enlisted military student is registered and physical and health education and a is called to active duty, Mary Baldwin University maximum of 15 semester hours in will refund 100% of the Military Tuition internships Assistance funds to the military service branch. ● A maximum of 6 semester hours of graduate-level coursework (unless If an enlisted military student withdraws for admitted into a joint bachelor’s-master’s reasons other than active duty, to comply with program, in which case additional credits the Department of Defense policy, Mary are allowed, and additional charges will Baldwin University will refund Military Tuition apply ● Cumulative, un-rounded GPA of at least Assistance funds to the military service branch 2.0 overall on the following schedule: ● Cumulative, un-rounded GPA of at least ● Before or during weeks 1-2: 100% return 2.0 in the major During weeks 3-4: 90% return ● ● A minimum of 18 semester hours in the ● During weeks 5-6: 75% return major, including the senior project, taken ● During weeks 7-8: 50% return at Mary Baldwin University ● During week 9: 40% return (60% of ● A minimum of 36 total semester hours semester is completed) taken at MBU for residential and ● During weeks 10-15: 0% return commuter students; a minimum of 36 total semester hours taken at MBU for online ACADEMIC POLICY AND students REGULATIONS FOR UNDERGRADUATE PROGRAMS Program Evaluation For information on graduate policies and Students are required to participate in official regulations, please see the College of Education, activities designed to assess the effectiveness of Master of Business Administration, Murphy the academic program as a condition for Deming College of Health Sciences, and graduation. These activities are required by Shakespeare and Performance sections of this government and accrediting organizations. catalog.
22 Common Curriculum Requirements Learning Outcome Two All students must complete the requirements of Demonstrate an understanding of the self in the Common Curriculum. relationship to the broader community through: For a list of courses that meet the Common ● Six or more hours of coursework Curriculum requirements, see the Common emphasizing engagement with diverse Curriculum Courses section of this catalog. cultures in a global context. Either six hours of a single modern foreign language (‘F’) or Note: The following Common Curriculum six hours of coursework designated requirements apply to all matriculates from fall “International” (‘I’) in two different 2017 onward and replace the previous General disciplines or a combination of Education and Core requirements. Students who “International” courses and qualifying study matriculated prior to fall 2017 should consult abroad adding to six hours. their advisors, the MBU Online office, or the ● Three or more hours of coursework Office of the Registrar with questions. emphasizing the role of race and ethnicity in America from the list of courses designated Learning Outcome One ‘D’ (for ‘diversity’) Demonstrate an understanding of the liberal arts ● Three or more hours of coursework and sciences through: emphasizing the role of gender in shaping ● Six or more hours (from two disciplines) of identity and culture from the list of courses the humanities and history from the list of designated ‘G’ courses designated ‘H’ ● One or more credit hour of community ● Six or more hours (from two disciplines) of involvement credit from the list of courses the arts from the list of courses designated designated ‘C’ (MBU Online students may ‘A’ meet this requirement through a portfolio — ● Six or more hours (from two disciplines) of please see your advisor) the social sciences from the list of courses ● Two or more credit hours of coursework designated ‘S’ emphasizing knowledge and practice of ● Six or more hours (from two disciplines) of physical fitness and health from the list of the natural sciences from the list of courses courses designated ‘P’ designated ‘N’ ● Completion of at least one course with a A strong sense of identity and self-efficacy thematic emphasis from the list of courses combined with an understanding of others serve designated ‘T’ as a prelude for positive contribution to society as well as ethical and effective leadership. A liberal arts education provides students with College coursework and co-curricular activities the knowledge, context, and critical thinking provide students with opportunities to engage abilities necessary for personal fulfillment and with human diversity. Areas of diversity include professional success in the 21st century. but are not limited to: gender, race and ethnicity, Students learn to weigh evidence, assess socio-economic status, religion, education, multiple perspectives and interpretations, and sexual orientation, and cultural and linguistic approach new ideas analytically. Students learn heritage. Students learn to encounter the how different disciplines address common diversity of human experience with respect and issues and become better equipped for open-mindedness, while also gaining the ability participation in civic life. Liberal arts and to express themselves and their own values and sciences coursework consist of both a broad beliefs creatively and with civility and clarity. sampling of different disciplines and opportunities for cross-disciplinary exploration Learning Outcome Three of important questions, problems, and Demonstrate the capacity to make a positive challenges. impact on the world by acquiring effective skills and by addressing authentic issues and problems through:
23 ● Completion of ENG 102 or equivalent requirement is to serve as a context within ● Completion of six or more credit hours of which students may establish themselves as writing emphasis coursework beyond ENG persons capable of independent scholarship on a 102 or its equivalent from the list of courses significant level. Disciplines choose among the designated ‘W’ following options: ● Completion of three or more credit hours of ● Write and defend (orally or in writing) a oral communication emphasis coursework thesis reflecting scholarship and originality from the list of courses designated ‘O’ appropriate to the baccalaureate level of ● Completion of six or more credit hours of study. quantitative reasoning coursework from the ● Complete and report on a project that list of courses designated ‘Q’ (from two synthesizes learning and entails an disciplines) application of that learning to a task or ● Completion of INT 103 or equivalent problem of major academic significance ● Completion of three or more credit hours of ● Produce and present a creative work or body coursework focused on research from the list of work, demonstrating mastery of a of courses designated ‘R’ medium and an understanding of the ● Completion of three or more credit hours of creative problems and potential inherent in coursework addressing authentic problems that work and issues in one’s area of academic ● Participate in a special course designed to emphasis (met through the senior make the student synthesize and draw requirement) from courses designated ‘M’ conclusions from the various methods and (for ‘major’) materials in the student’s field ● Develop an alternate method for the Mary Baldwin University enables graduates to consideration and approval of faculty in the be confident, compassionate changemakers discipline through the power of communication, investigation, and rational thought. Graduates Students must have a grade point average in the use words and numbers fluently and accurately major equal to or greater than 2.0, or approval of to communicate. They are able to access major faculty, to register for the senior information and evaluate the credibility of requirement. Except in the case of special sources. They construct solutions to challenges courses that fulfill the senior requirement, the through the application of rational methods of student should file and get approval of his/her analysis and give judicious consideration to the senior requirement by faculty in the discipline ethical dimensions of their actions. by the end of the fall of the senior year. In the absence of special permission to the contrary, all Note: Common Curriculum courses may also senior requirements are supervised and count toward majors, minors, or certificates, evaluated by ranked teaching faculty at MBU. when appropriate. For more information on Senior requirements are listed on the student’s rules and applicable courses, see the MBU transcript as Senior Requirement: (title) with website or contact your advisor, the Office of the grade. Senior requirements that, according to Registrar, or the MBU Online office. their majors’ guidelines, are deemed particularly meritorious are designated “With Distinction,” Senior Requirement and this achievement is noted on the transcript. All graduates must complete a senior requirement for a minimum of three and a BACHELOR OF SCIENCE DEGREE — maximum of six semester hours of credit. It will ADDITIONAL REQUIREMENTS carry a letter grade. The senior requirement Each discipline may elect to offer the Bachelor of must be supervised and evaluated by full-time Science. At a minimum, each discipline will faculty in the discipline unless they approve require: some other method of supervision and • Six semester hours in mathematics at the evaluation. The purpose of the senior 200-level or above
24 • Three semester hours emphasizing one 50-minute period of class per week or one quantitative reasoning/data analysis 150-minute laboratory session per week, for one • At least two 200-level lab science courses semester.
Note: Precise requirements will vary according Course Numbering to each major that has chosen to offer the BS and The following conventions apply to MBU’s are noted in the Undergraduate Offerings course numbering system: section of this catalog. 100-level — introductory, generally no prerequisites PARTICIPATION IN 200-level — intermediate, may have COMMENCEMENT CEREMONY prerequisites A candidate for the baccalaureate degree may 300-level — major courses, generally have participate or “walk” in the May prerequisites Commencement ceremony without having 400-level — senior projects completed the degree if he/she satisfies four 500-level and above — graduate courses conditions: ● No more than six credits remain after May Course Numerical Suffixes Term These two-digit suffixes have specialized ● A cumulative, un-rounded GPA of at least meaning beyond the course level: 2.0 in the major 77 colloquium offered on a one-time basis ● No outstanding financial obligations to the 80 teaching assistantship university or payment plan approved by the 87 internship Business Office 90 directed inquiry ● The student has submitted a written plan or 97 CLEP credit documented course registration to complete 98 portfolio credit in MBU Online only all requirements for graduation by the end of 99 experimental course in MBU Online only the following fall semester. Documentation must be accepted by the head of the Grades student’s major department and academic The grading symbols used by the university are administration no later than the Monday as follows: preceding Commencement. A Excellent B Very good C Competent The student’s transcript will not certify D Minimum passing completion of the degree until all degree F Failing requirements have been met. No student may NC No credit “walk” in more than one ceremony for a single P Pass degree. The Commencement program will designate CR Credit by examination I Incomplete students who are “walking.” NR No grade reported (temporary) ET Extended time (temporary -MBU Online only) Modification of Requirement AU Audit (satisfactory) A student who, in unusual circumstances, W Withdrawn wishes to petition for an exception to the requirements listed above must submit a Grade Point Equivalents request, in writing, to a dean of the college no Grade point equivalents are as follows (there is later than February 1 of the year in which the no grade of A+): student expects to graduate. All waivers must be approved by the full faculty. A 4.0 A- 3.7 ACADEMIC CREDIT AND GRADING B+ 3.3 Academic credit is expressed in semester hours B 3.0 (s.h.). A semester hour of credit is equivalent to B- 2.7 25 C+ 2.3 the case of C, D or F grades, the lower grade is C 2.0 removed from calculation of the cumulative C- 1.7 grade point average. The original grade cannot D+ 1.3 be replaced by an NC. Students are allowed D 1.0 three graded attempts of a course. Repeat work D- 0.7 can be done at MBU or at another institution, subject to the guidelines for transfer of credit, Grade point average is determined by dividing and only if appropriate MBU faculty certify that total grade points earned by the total semester the transfer course is sufficiently similar to the hours credit attempted for a regular grade. MBU course being repeated. Students will receive only credit for transfer work, not grade Grading Scale points. However, the C, D or F grade earned in A 93-100 the MBU course will be removed from A- 90-92 calculation of the MBU cumulative grade point B+ 87-89 average. B 83-86 B- 80-82 Rules for Pass/No Credit (P/NC) C+ 77-79 ● Courses taken P/NC are not included in the C 73-76 computation of grade point average. C- 70-72 ● A student may choose the P/NC option for D+ 67-69 up to four semester hours of credit during D 63-66 each of the first three academic years. D- 60-62 ● During the senior year a student may elect to take up to seven semester hours of credit on Grade Changes a P/NC basis, but the seven semester hours Requests for grade changes will not be may not all be taken during the same considered if initiated by students later than the semester. first week of classes in the calendar term ● Grades of A through D-are designated as following distribution of the official grade which Pass. is being contested. ● Students may change from the regular graded basis to P/NC or vice versa through A student with questions about a grade should the end of the withdrawal period, eight first contact the course instructor to determine if weeks for a two-term course. there is an error. If so, the instructor must report ● Students may change a class from P/NC to the correct grade to the registrar immediately. If regular grade through the last day of there is no error, and the student desires to scheduled classes. contest the grade, the student must submit ● No more than one course taken on a P/NC written reason(s) for the appeal to the dean of basis may be counted toward the completion the respective college. of a major. No more than one course taken on a P/NC basis may be counted toward the The dean forms a hearing committee consisting completion of a minor. of the dean, the registrar, and two faculty ● A course taken P/NC specifically to qualify members. The committee reviews the written for the BS is excluded from the five semester appeal, hears statements from both the student hour limit on P/NC courses in the major or and the instructor involved, and approves or minor. disallows a change. ● All courses required by the instructor to be taken P/NC, including internships, are Repetition of Courses excluded from the above limits. All such Students may repeat a course in which a grade courses are designated in the course of C, D, F or NC was earned. Original grades are description in the catalog. not removed from the permanent record, but in
26 ● All physical education classes may be taken permission by a college dean to make up the for a grade or P/NC and are excluded from examination. All postponed examinations must the above limits. be rescheduled and taken at the earliest practical date. Students involved must make these Rules for Grades of Incomplete and arrangements with a college dean and the course Extended Time instructor. Failure to make such arrangements ● The temporary symbol of I may be given at will be considered grounds for a grade of F or the end of a course if, for reasons beyond her NC for the course. control, a residential student is unable to complete the course work. This policy also Auditing Courses applies to MBU Online students who are Students may audit courses; neither grade nor taking on-campus coursework. credit is awarded. Auditors should observe the ● An Incomplete may be given only with the following standards: approval of a college dean and of the course ● Permission of the registrar and the instructor instructor. of the course must be secured before the end ● Incomplete work must be completed by the of the first week of class end of the next calendar term, that is, by the ● Minimum attendance of approximately 75% end of Term 3 for fall semester courses, and of class meetings by the end of Term 1 for spring courses. In ● Reading assignments and class participation unusual circumstances, such as prolonged to the satisfaction of the instructor; illness, with the approval of the instructor, exemption from papers, tests, examinations, the registrar may extend the time. or other written work ● If the work is not completed within the time ● Students who audit courses are, with the specified, the registrar’s office will assign the consent of the instructor and registrar, free to grade awarded by the instructor based on drop out at any time without penalty the work completed to date. ● Students taking online coursework are ACADEMIC PROCEDURES eligible for the temporary symbol of ET (extended time) for MBU Online coursework Add-Drop Procedure only, with the exception of courses taught ● To add or drop a course after initial through the College of Education, upon registration, or to change a grading option, permission of their instructor and their use an Add-Drop form, available from the academic advisor, and upon payment of an registrar’s office. A student may not add a ET fee. ET work must be completed by the course after the first week of classes. The end of the following semester or a grade of F student’s faculty advisor must sign the form. is assigned. ● To register for MBU Online courses during fall or spring terms, residential students Rules for Examinations and Make-Up must have junior status and a cumulative Exams GPA of 2.5 or better. The student must secure To receive credit for a course, a student must the approval of the advisor and the registrar take the examination or its equivalent as on the appropriate form, available in the prescribed for the course by the instructor. A registrar’s office. scheduled examination may be postponed for ● Drops completed during the first two weeks reasons beyond the student’s control such as of each term do not appear on a student’s death in the family or illness. Approval for such record. postponement must be obtained from the ● A student may withdraw from a course after instructor and a college dean. Students who, for the second week, up through the eighth other than unavoidable reasons, miss an week of a two-term course and the third examination receive a grade of F or No Credit week of a one-term course. Withdrawals are (NC) for the course unless, because of designated with a W, which will appear on extenuating circumstances, they are given grade reports and the permanent transcript. 27 Marks of W do not affect grade point Double Majors average. Students declaring a double major must fulfill ● If a student ceases attendance without all the requirements of each major separately, formally dropping or withdrawing from a including separate senior requirements (unless course, the student will receive a grade of F, otherwise noted). Double majors may be any which affects grade point average, or NC, combination of defined and independent majors. which does not affect grade point average. ● Students may drop courses for documented Minors medical or providential reasons at any time Each minor must require at least 18 semester within the current term or, in extenuating hours. No more than six semester hours may be circumstances, retroactively if requested applied to both a major and a minor (extended with documentation in the semester to eight semester hours if there are only two immediately following, upon approval by courses) or to two or more minors. To earn a the registrar. They will be awarded grades of minor, the student must have a cumulative W. unrounded GPA of 2.0 in the minor course of ● During May Term, a student may add study. At least nine hours applicable to the classes only through the first day of classes. minor must be earned in work completed at Courses dropped on the first day will not MBU. appear on the transcript. Students may Changing Majors and Minors withdraw from a May Term course through Changing a major or and/or a minor may be the sixth day of classes in May Term, done by completing the appropriate section of receiving a mark of W. The student may the Major/Minor Declaration Form and filing it change grading option up through the sixth in the Office of the Registrar. class day. Overloads and Credit Load Limits Declaration of Majors and Minors ● Academic load limits for full-time students Defined Majors are shown in the chart below. Students are allowed to declare a major at the ● Enrollment in more than 18 semester hours end of their freshman year. They are expected to per semester (unless the enrollment is for do so by the beginning of the junior year. The only five courses) constitutes an overload Major/Minor Declaration form, obtainable from Overload fees will apply above 20 hours to the Office of the Registrar, is used for this all courses except fee-based applied music purpose. Appropriate faculty signatures are ● No student may enroll for more than 24 required to encourage students to learn all they semester hours in a semester, or in more than can about their prospective majors before one academic course during May Term declaring. A minor may be declared only after except in the case of certain May-term study the student has declared a major. The abroad courses Major/Minor Declaration form is used for this ● Overloads must be approved by the purpose and filed in the Office of the Registrar. student’s advisor and a college dean using forms available in the registrar’s office Defined majors are listed at the end of this ● Students with cumulative GPA above 3.5 can Academic Policies section. They have required register during the regular registration courses of study, found in this catalog in the period Undergraduate Course Descriptions section. Defined majors must consist of at least 33 Academic Period Normal Minimum Maximum Load Full-Time Full-Time semester hours. (s.h.) Load (s.h.) Load (s.h) Fall Semester 15 12 18 Independent Majors Spring Semester 15 12 18 Please see the Academic Policies for May Term * 3 3 5 Student-Designed Coursework. Summer 10 (optional) Full-Year Total 33 27 40
28 *Note: Normal progress toward graduation is their former Mary Baldwin work as transfer based on participation in two May Terms during credit. a four year career, but participation in May term is not a requirement for graduation. A student may use this upon reacceptance to Mary Baldwin after five years of academic Transfer of Credit inactivity.* The student must notify his/her Credit may be transferred for courses completed advisor in writing before the first day of the at other institutions that are accredited by semester to which they return. The request must regional accrediting agencies or the American be approved by the registrar of the university. Association for Liberal Education. The course After completing a semester or summer earning must be identifiable with MBU’s liberal arts at least six semester hours with a term GPA of at curriculum. The university considers the least 2.0, the student’s GPA prior to their transfer of credit for military training based on readmittance would return to zero and any prior official American Council on Education courses in which the student received less than a transcripts on a case by case basis. Courses with ‘C-’ would be removed from the calculation of grades below C-are not accepted. Coursework cumulative GPA on the transcript. Further, prior completed under Pass/No Credit and similar MBU coursework converted to transfer credit options is not accepted. Grade points or their under this policy will be treated like any other equivalent will not be transferred. transfer credit and cannot be counted toward the fulfillment of the minimum MBU hours required If a transferable course taken at another for graduation. institution is deemed to be equivalent to an MBU course in which the student previously Students may only use this option one time earned a C, D or F, the effect of the MBU grade while they are an undergraduate at Mary will be removed from the student’s cumulative Baldwin University. GPA. Appropriate MBU faculty must certify the general equivalence of the transfer course. It is *Academic inactivity is defined as adding no the student’s responsibility to furnish whatever additional academic work to the MBU transcript for evidence the certifying faculty may find five calendar years of 12 months from the date of last sufficient. entry of credit.
No more than 84 semester hours of transfer Withdrawals credit can be counted toward the graduation Voluntary Withdrawal: Students who withdraw requirement. No more than 10 semester hours from the university must reapply through the may be transferred during any one summer Office of Admissions. Students are subject to the program without the approval of the registrar. catalog and university requirements applicable to the student’s class at the time of re-entry. In Credit earned at other institutions in programs all cases of withdrawals, please refer to the sponsored or cosponsored by MBU is not Credit and Refund Policy listing in the Tuition transfer credit and will be included in the MBU section this academic catalog for information cumulative GPA — e.g., Seven College regarding financial arrangements. Residential Consortium, Oxford Program, etc. students withdrawing from college must depart the Mary Baldwin campus within 48 hours of GPA Amnesty the official date of withdrawal. GPA policy for students returning to MBU after at least five years. Financial or Personal Withdrawals: Students may voluntarily withdraw for financial, medical, A Mary Baldwin University undergraduate who or personal reasons. The student should has left college without completing a bachelor’s complete a Withdrawal Form, an exit interview, degree and is accepted into MBCW, University and an appointment with the financial aid and College, or MBU Online has the option to treat business offices.
29 Counseled Withdrawal: A student may request re-entry, the student continues under the and be granted a counseled withdrawal from the graduation requirements in effect at the time of university. If, in the judgment of both a dean of original entry. Only one leave of up to two the college and the vice president of student consecutive semesters will be granted. Leaves of engagement or designee, it is either in the absence are not granted in the last two weeks of student’s best interest or the best interest of the the semester. A student who does not return at college, a student will be granted a counseled the end of the agreed leave period must reapply withdrawal. A Withdrawal Form should be through Admissions. Such a student must meet completed and an exit interview held. In the criteria of the Office of Admissions and is addition, an appointment must be held with the subject to the catalog and university financial aid and business offices of the requirements in effect at time of re-entry. At the university. time the leave of absence is granted, all academic work in progress is given a final grade, Disciplinary Withdrawal: Students may be including W (withdrawal), as appropriate. The required to withdraw from the university for student is neither allowed to finish disciplinary reasons, having been served a major “incompletes” while on leave of absence nor to penalty by the Honor Council, Judicial Board, or enroll in new Mary Baldwin credit work. In all administration. With the approval of a dean of cases of leaves of absence, please refer to the the college, an instructor may require that a Credit and Refund Policy section of this disruptive student withdraw from an individual academic catalog for information regarding class. financial arrangements. Residential students leaving college must depart the Mary Baldwin Academic Withdrawal: Students may be campus within 48 hours of the official date of required to withdraw from the university for leave. academic reasons under the requirements for suspension or dismissal. If a student is on Counseled Leave: In certain circumstances, the academic deficiency status at the time of Student Affairs Office or program director may withdrawal, that status will apply if the student set conditions that must be met during the leave should subsequently return to the university. of absence in order for the student to return. In such a case, the student may be required to Effect of Withdrawal, Suspension, or furnish information concerning those conditions Dismissal: When students withdraw or are for review by the Student Affairs Office or suspended or dismissed, all outstanding program director prior to his/her reentry to the temporary grades (NR or I) will be converted to university. permanent grades based on the instructors’ assessments of work completed as of the date of Medical Leave: A student may be granted a withdrawal. Current work in progress will be leave of absence for medical reasons. In order to dropped or changed to W (withdrawal), obtain such a leave, the student must get depending on the effective date of withdrawal. certification from an attending physician and Students who are completing off-campus will be present it and the request for leave to the withdrawn after their Mary Baldwin academic Student Affairs Office or program director. In record has been inactive for one calendar year order for a student to return from medical leave, from the last additions to the academic record. the attending physician must submit to the Student Affairs Office (or program director) a Leaves of Absence statement certifying that the student is mentally Residential undergraduate students may and/or physically able to resume classes at the arrange a Leave of Absence by applying to the university. A student who is on academic Student Affairs Office (all other MBU students deficiency status at the time he/she begins a apply to their respective program director). A leave of absence will continue on that status student on leave may return to Mary Baldwin upon his/her return. A student who does not University at the end of the stated period return at the end of the agreed leave period without reapplying through Admissions. Upon must reapply through Admissions. Such a 30 student must meet the criteria of the Office of obtained in the registrar’s office and must be Admissions and will be subject to the catalog filed with appropriate signatures at time of and university requirements in effect at time of declaration of major. re-entry. ● The Major/Minor Declaration form, with the completed independent major form, should ACADEMIC POLICIES FOR be filed in the registrar’s office at the close of STUDENT DESIGNED the student’s sophomore year, but it must be filed no later than the first day of classes of COURSEWORK the student’s final semester. ● A maximum of 24 semester hours in one Students have many options for tailoring their discipline can be counted toward the study to fit their needs. Among them are independent major. independent majors; minors, particularly ● At least one of the disciplines involved must interdisciplinary minors; pre-professional offer a major. preparation through internships and ● The independent major cannot be a variation community-based learning; directed inquiries of an existing major. (independent study); teaching assistantships; consortium exchange with other colleges; and Directed Inquiries/Learning Contracts cooperative programs that offer dual degrees Students are encouraged to work with faculty to (bachelor’s and master’s) and majors not offered design individual, nontraditional courses of at Mary Baldwin. For more information not study. To this end, most disciplines offer directed detailed below or in the General Information inquiries (learning contracts for MBU Online section of this catalog, please see your academic students) and, to advanced students, teaching advisor or contact the registrar’s office. assistantships. For residential undergraduate students, directed inquiries (DIs) can be Independent Majors supervised only by full-time faculty and can be Students, in consultation with their advisors, taken only by full-time students. To register, the may design their own majors. Independent student must submit special forms to the Office majors are formed by combining courses from of the Registrar. Forms are available in the two or more disciplines to meet a student’s registrar’s office. Students do not normally take academic interests or to provide preparation for more than one directed inquiry per semester. a career. The following general rules apply to all They should have a C average. Freshmen do not independent majors: take directed inquiries except in special cases. If ● The independent major must consist of at a directed inquiry substitutes for an existing least 36 semester hours. course below the 300-level, the DI is designated ● The senior academic requirement consists of 290; if it substitutes for a 300-level course, it is the writing and defense of a thesis or the designated 390. If a directed inquiry does not completion of a project, study, or substitute for an existing course, the instructor experiment. This work must demonstrate an determines the appropriate level based on integration of the bodies of knowledge and content. Any exceptions to those policies must approaches the independent major be approved by the registrar. combines. ● Independent majors must be approved by Internships and Experiential Learning the coordinator for interdisciplinary studies. Internships and other forms of experiential ● In the case of independent majors, the senior learning provide students with practical requirement approval and evaluation experiences in working with professionals in process will include appropriate various career fields, and therefore are valuable representation from faculty in relevant areas. testing grounds for possible future careers. ● The proposal for an independent major must Faculty may suggest opportunities; students have a coherent plan and must be may discover possibilities themselves; and the accompanied by a written statement of Spencer Center and the Office of Personal and purpose. The appropriate form may be Professional Development also can help. 31 Normally students must be in good academic on-campus faculty. Students are billed standing in order to engage in an internship. A separately for summer courses and must abide student must complete the internship by the policies and deadlines of the MBU application prior to beginning the internship, Online. including all necessary approvals. Failure to follow this process may result in not receiving Teaching Assistantships credit for the experience. During any term, qualified students may assist in the instruction of courses with the approval of Internship credit is added to a student’s record the professor in charge. Tasks involve the semester in which it is completed. In all preparation of class materials, tutoring, cases, academic credit is awarded for teaching, and/or research. To register for experiential learning only if the experience Teaching Assistantship 380, students must produces work that can be evaluated by the submit an application form, available from the supervising professor. Unless otherwise registrar’s office. Credit for teaching specified by the discipline, all internships are assistantships is based on a minimum of 39 clock taken on a Pass/No Credit basis. Students must hours of work for each hour of credit. Students do a minimum of 50 clock hours of work on-site must have taken the course in which they are to earn one semester hour of academic credit. assisting or its equivalent. No more than 15 semester hours of internship credit may be applied toward the graduation ACADEMIC STANDARDS requirement of 120. A student may not register Academic Classification Standards/Satisfactory for an internship after the fact unless that Progress internship was arranged with the supervising Academic classification after the freshman year professor prior to the commencement of work is defined as a level of academic on site. accomplishment in terms of semester hours earned. The student may register for experiential work as either a pre-professional experience or as a To Achieve Standing As Minimum Semester general career exploratory experience. A Hours Required pre-professional level internship is designated Sophomore 27 Junior 58 EXPL 387, where EXPL is the acronym for the Senior 90 discipline (e.g., BIOL 387). A career exploratory internship is designated EXPL 287. Internships Academic Honors at the 387 level count toward the major Honors and Dean’s Lists requirements. Internships at the 287 level may To be eligible for the honors or Dean’s List, apply to the major at the discretion of the faculty which are compiled at the end of each official in the major discipline. grading period, a student must be a degree candidate and must have earned a minimum of Students who are off-campus due to 12 semester hours of credit for the preceding participation in experiential learning must grading period. Of that total, at least nine assume responsibility for any additional costs of semester hours must have been on a housing, meals, and transportation. Further regular-graded basis. There can be no grades information about internships may be obtained below C or incomplete or missing grades. Only from the Office of Personal and Professional work done with Mary Baldwin faculty is Development. applicable. In addition to meeting the above requirements, the following grade point Summer Study averages must have been attained during the During the summer break, undergraduate preceding grading period: residential students may enroll in courses ● Honors List: 3.75 or better, offered online, through MBU Regional Centers, ● Dean’s List: 3.50–3.74 and in directed inquiries and internships that require direct supervision by Mary Baldwin 32 Global Honors Scholars Rank in Class A student who has achieved a cumulative GPA Rank in class is determined by grade point of 3.5 or higher in at least 24 semester hours of average. Grade points are given only for work graded work at Mary Baldwin University will be done on the regular graded basis. The university invited to apply to the Global Honors Scholars does not officially rank students. Program. Students accepted into the honors program are expected to pursue an Honors Senior Requirement with Distinction Degree (requirements listed below). Students Students whose work for the senior requirement may also enter the honors program as freshmen shows exceptional merit as judged by the on the basis of SAT scores, overall high school members of discipline(s) involved will have the records, written applications, and interviews. To citation “With Distinction” inscribed on their continue in the program, all Global Honors transcripts. Scholars are required to sustain their academic excellence. Graduation with Latin Honors The honors designations of summa cum laude, Freshmen must achieve a minimum 3.25 in the magna cum laude, and cum laude will be inscribed first semester, a 3.3 cumulative GPA after the on the diplomas and transcripts of students of second semester, a 3.4 after the third semester, outstanding achievement in accordance with and a 3.5 cumulative GPA in subsequent criteria established by the faculty. semesters. All other Global Honors Scholars must maintain a 3.4 cumulative GPA. Students who have earned greater than or equal to 50 credit hours but less than 63 credit Honors Degree hours at MBU: The Honors Degree is awarded to a Global ● Summa cum laude: Cumulative GPA greater Honor Scholar upon successful completion of all than or equal to 3.94 phases of the Honors Program. Applications for ● Magna cum laude: Cumulative GPA greater candidacy for the Honors Degree must be than or equal to 3.88 but less than 3.94 submitted to the Honor Scholars Committee by ● Cum laude: Cumulative GPA greater than or November 1 of the Student’s senior year (March equal to 3.7 but less than 3.88 1 for January graduates). To be eligible as a candidate for the Honors Degree, a student must Students who have earned 63 or more credit be designated as an Honor Scholar for at least hours at MBU: three semesters, complete a foreign language ● Summa cum laude: Cumulative GPA greater through the intermediate level, complete at least than or equal to 3.9 one lab science, currently hold a cumulative ● Magna cum laude: Cumulative GPA greater GPA of 3.5 or higher, and must have earned nine than or equal to 3.8 but less than 3.9 semester hours of Honors credit through Honors ● Cum laude: Cumulative GPA greater than or courses and/or Honors contracts. Upon equal to 3.6 but less than 3.8 application, the student must submit a proposal for an independent honors project or thesis. The Academic Probation project or thesis must be subject to close Students may be placed on academic probation supervision of a faculty member and must be if their GPA falls below the below levels: approved by an interdisciplinary examining committee. Final approval for award of the Minimum Cumulative GPA Honors Degree is made by the registrar on the Mid-year, first-time college students 1.50 recommendation of the Global Honors Scholars End of first year/freshman standing 1.65 Committee. Students who complete an Honors Sophomore standing (for all those 1.75 Degree will have the citation “Honors Degree” other than students completing their inscribed on their transcripts. first year) Junior standing 1.95 Senior standing 2.00
33 Probation Procedures and Rules: Suspension Below Cumulative GPA: ● A student on probation (and dependent End freshman year 1.50 student’s parents, where applicable) is End sophomore year 1.65 notified in writing of the improvements End junior year 1.85 necessary. ● Undergraduate residential students and Immediate Suspension PBTL students on academic probation may Students whose semester GPA is 1.0 or below take no more than 13 semester hours of may be subject to immediate suspension, credit in a semester, excluding May Term. without having spent the usual period on Physical education is excluded from these probation. Such suspensions may be for one limits. semester or a full year. This rule applies to ● MBU Online students on academic probation students at all levels. may take no more than seven semester hours of credit in a semester, excluding physical Summary Suspension: Pending action of the education courses. Judicial Board, Honor Council, other ● Undergraduate residential students on administrative body, or civil courts, the status of probation are required to meet with the a student should not be altered or her right to be associate provost for academic affairs and present on campus and to attend classes student success (or designee) periodically to suspended except for reasons relating to the review progress and may be required to safety and well-being of students, faculty, or meet other special provisions. university property. If such a threat to safety and ● MBU Online students on probation may be well-being exists, the dean of students may required to consult with their advisor or summarily suspend the student until resolution meet other special provisions. by the appropriate body is achieved.
Academic Suspension and Dismissal Dismissal: A student readmitted following a Students may be suspended if their GPAs fall suspension will be dismissed if the student’s below the standards listed below. Except as work requires academic probation and the specified below, undergraduate residential and student has made unacceptable progress toward PBTL students must also have been on raising her or his GPA to the required levels. probation for one term immediately preceding Dismissal means that Mary Baldwin University suspension and have failed to meet the will not consider the student for readmission. requirements outlined during the term of probation. Except as specified below, MBU CONSORTIUM EXCHANGE Online students must have been on academic Mary Baldwin and six other private institutions probation for one full year without showing in Virginia (Hampden-Sydney, Hollins, significant improvement. A student who is Randolph-Macon, Randolph, Sweet Briar, and suspended may not re-enroll before a year has Washington and Lee) have joined in a elapsed. After one year the student desiring to consortium exchange through which students in re-enroll must apply through the Admissions the Mary Baldwin College for Women and office and must provide evidence that the University College may attend another of the problems that led to suspension have been participating colleges for a year or part of a year mastered. Readmission is not automatic. while remaining enrolled at Mary Baldwin University. Application should be made to the Students may appeal a suspension decision and exchange officer in the registrar’s office. Priority subsequent to a student’s appeal the university is given to juniors. Mary Baldwin students must may, at its sole discretion, allow the student to maintain a cumulative GPA of 3.3 to participate. return on probation. COOPERATIVE PROGRAMS/ARTICULATION
AGREEMENTS 34 Guaranteed Admissions Agreement with the Edward Via College of Osteopathic Medicine Virginia Community College System (VCOM) – Doctor of Osteopathy Up to 10 qualified MBU students have the Mary Baldwin University and the Virginia opportunity to gain admission to VCOM Community College System have adopted a through the Guaranteed Acceptance Program by Guaranteed Admissions Agreement to facilitate following a distinct academic protocol and by the transition from community college to MBU. demonstrating high achievement. VCOM also The articulation agreement guarantees offers the Early Acceptance Program, which admission and full transfer of credit between all encourages candidates from rural areas, low Virginia community colleges and Mary Baldwin socio-economic status backgrounds, and — for the MBU Online, and Mary Baldwin underrepresented minorities to enter health College for Women. More information about the careers. Up to five MBU student eligible slots are guaranteed admissions program, including available. Interested students should consult eligibility requirements, can be found at with the pre-medical advisor for more marybaldwin.edu/admissions/transfer information about the requirements and course schedules for VCOM guaranteed acceptance or Guaranteed Admissions Agreement with early acceptance, preferably early in their college Richard Bland College career at MBU. As a member of the Council of Independent Colleges in Virginia (CICV), Mary Baldwin can Washington and Lee University — Physics offer guaranteed admission for graduates of A student may receive a bachelor’s degree in Richard Bland College, a two-year college in physics by designing a major drawn from the Petersburg, Virginia. Richard Bland students appropriate courses at both Mary Baldwin and must have graduated with at least a 3.0 GPA and our consortium partner Washington and Lee with an associate in art or an associate in science University. to be eligible. PRE-PROFESSIONAL PROGRAMS Mary Baldwin University and the University of
Virginia Dual Degree Program in Engineering Pre-Law Mary Baldwin University students may elect to Laura van Assendelft, advisor participate in a dual degree program in the various branches of engineering, offered by the Mary Baldwin University is committed to School of Engineering and Applied Science at ensuring that students are prepared for the the University of Virginia. Under this program, rigors of law school and have the skills needed qualified students attend Mary Baldwin for for a successful professional career. three years and then, based on their academic performance, are accepted into the University of MBU pre-law advisors suggest that students Virginia for two or more years of study, leading gain first-hand experience in one or more legal to a bachelor’s degree in applied mathematics environments — though summer jobs and from MBU and a master’s degree in engineering internships at private firms, a circuit court clerk from UVA. Students who are interested in office, or in a juvenile and domestic relations exploring this option should contact the court. They also recommend talking with and coordinator, Dr. John Ong, associate professor of shadowing knowledgeable attorneys to get a mathematics, during their first semester at Mary feel for the job. Many students benefit from Baldwin. To enroll, they must maintain an full-time employment as a paralegal after overall (as well as a math and science) GPA of completing their bachelor’s degree, which B+ at the university, and must complete the allows them to evaluate their interest in calculus and physics sequences during their pursuing a law degree. freshman year. Students who are accepted into the program generally have a 1700 SAT or 25 According to the Association of American Law ACT score or better. Schools, there is no specific pre-law major or
35 curriculum. MBU recommends a strong liberal No college can guarantee admission to medical arts foundation, with an emphasis on courses school or other graduate programs; however, at and majors that require writing essays that are Mary Baldwin we have found that capable evaluated on the basis of reasoning and students who successfully complete the supporting evidence, as the best undergraduate designated prerequisite courses and apply preparation. Students should also consider themselves can gain admission to a good taking courses that will help them develop their medical school or graduate program in the ability to work with and motivate others, two health sciences. We recommend that students very important qualities in an attorney. who are interested in healthcare participate in an Suggested courses include those with an internship in a medical/healthcare setting early emphasis in psychology, social processes, in their careers at MBU, as a valuable addition to business, accounting, writing, research, their academic records and to evaluate their communication, and public speaking. interest in a particular profession. The premedical advisor and the Office of Personal For more detailed information and recommended courses, and Professional Development can help you visit the Pre-Law page at explore options for internships and shadowing. marybaldwin.edu/academics/pre-law Mary Baldwin undergraduates interested in Pre-Med and Pre-Health Sciences applying to graduate programs in the Murphy Paul Deeble, advisor Deming College of Health Sciences are guaranteed an interview provided they meet all Many students are interested in graduate school admissions requirements. Students should in health-related professions, ranging from work with their faculty advisor to ensure that traditional medical school to physician assistant their four-year plan allows for completion of all studies to physical therapy and occupational necessary prerequisite coursework. therapy. We strive to support our students in health-focused career exploration and endeavor A Mary Baldwin student who has been accepted to prepare them well for future graduate studies. into a school of medicine, dentistry, or veterinary medicine after her junior year may Medical schools as well as health sciences apply to the dean of the college to receive a graduate programs have specific admission Mary Baldwin degree following the first year of requirements, but most are more concerned that professional school, thereby waiving her senior applicants have a strong liberal arts background year at Mary Baldwin. To get the and have demonstrated an ability to excel, pre-professional bachelor’s degree, the student rather than requiring a specific major. Most must have completed 93 semester hours (36 at medical schools want entrants with a strong MBU), completed the general education and foundation in science and math, as well as a major requirements for the major, and fulfilled strong overall GPA. the sophomore and junior residency requirements. In addition, he/she must submit a Achievement on the entrance examination — transcript after one year at the professional Graduate Record Examination (GRE) or Medical school showing at least 33 semester hours of College Admission Test (MCAT) — is a nearly credit with no grade below a “C.” universal requirement of medical schools and are required of many other programs as well. For more detailed information and recommended Students usually take the MCAT or GRE in the courses, visit the Pre-Medical and Allied Health spring of their junior year and apply for Fields page at marybaldwin.edu/academics/pre-med admission the following summer/fall. Some and/or the Murphy Deming College of Health students may apply for early decision in the Sciences at marybaldwin.edu/health-sciences summer. Students who choose to major in biology may further designate an emphasis in biomedical science designed to provide broad-based scientific knowledge and skills. 36 STUDY ABROAD established in 1948 by American missionary During May Term, students have the Katie Wilcox, the college has grown from 81 opportunity to participate in short-term trips students to more than 3,000. Offering organized and led by full-time Mary Baldwin undergraduate courses in 21 disciplines, Lady faculty with expertise in the subject and Doak is committed to the empowerment and location. A May Term trip lasts for about three academic development of women. weeks and gives students the opportunity to study or perform community service in locations Japan such as France, Mexico, Italy, Costa Rica, South Applicants for the programs in Japan must have Africa, Peru, and Japan. at least a “B” average and should contact Amy Miller, assistant professor of Asian Studies. Students can also study or volunteer abroad for a summer, semester, or year, either at one of Doshisha Women’s College of Liberal Arts: Mary Baldwin’s partner colleges or through Doshisha Women’s College of Liberal Arts in other universities and independent providers. Kyoto has been a “sister school” to Mary Mary Baldwin University has partnerships with Baldwin for more than 20 years. The college is several colleges in England, India, Japan, Peru, located across the street from the legendary South Korea, and Taiwan. For more information Emperor’s Palace in one of Japan’s most about these programs, see the descriptions listed beautiful and historic cities. While attending below. Doshisha for a semester or year, students immerse themselves in Japanese language and To find out more about study and service abroad culture. Students can also arrange independent opportunities at Mary Baldwin University, visit the studies and internships to further their Spencer Center for Civic and Global Engagement, experience. contact the director of international programs at [email protected] Kansai Gaidai: Kansai-Gaidai, which enrolls around 13,500 students, is a private college in MBU EXCHANGE AND PARTNER Hirakata, Osaka Prefecture, offering an Asian PROGRAMS Studies program specifically designed for international students. Courses are taught in
Japanese and English, though applicants are England required to have two years of Japanese Oxford University: The Virginia Program at instruction. Established in 1945, Kansai-Gaidai is Oxford is a six-week summer session at St. located midway between Osaka and Kyoto, in Anne’s College of the University of Oxford. Six the commercial and cultural heart of Japan. Virginia colleges, including Mary Baldwin, combine to offer a select group of students the Soka University: Soka, which enrolls ten opportunity to study the literature, history, and thousand undergraduate and graduate students, society of late 16th and early 17th century is Mary Baldwin's newest "sister school." It is England. Lectures and tutorials are conducted located in the suburban city of Hachioji, less by British faculty. Students may earn six than an hour by train from central Tokyo. semester hours of English and history credit. International students may enroll for the fall, Students from all majors at Mary Baldwin may spring, or summer sessions or for a full apply to the program. For more information and academic year. Soka offers visiting students a application, contact Professor of History Mary wide range of courses in Japanese and Asian Hill Cole. Studies as well as a full complement of Japanese language courses. India Lady Doak College: Lady Doak College, the Perú first women’s college in the city of Madurai, University of Virginia Program in Perú: gives students the opportunity to spend a Spanish is not required to study in Perú for a semester or year in India. Since it was 37 summer, semester, or full academic year at the of Science in Nursing (BSN), and Social Universidad Católica in Lima. Courses in Work (BSW) anthropology, history, literature, philosophy, and *Bachelor of Science (BS) also offered sociology are taught in English. Students can **Bachelor of Social Work (BSW) also take courses taught in Spanish with ***Bachelor of Science in Nursing (BSN) Peruvian students in arts and sciences, law, education, engineering, or any of the disciplines MAJORS AND MINORS taught at Católica. Participants visit museums, African American Studies (m) archaeological sites, explore Lima, and attend Anthropology (m) plays. Students stay with families in safe Applied Behavior Analysis (m) neighborhoods. The University of Virginia Art History (m) operates this program in partnership with Mary Arts -Studio (M, m) Baldwin University. Arts Management (M) Asian Studies (m) South Korea Autism Studies & Applied Behavior Analysis Sungshin Women’s University: MBU students (M) from all academic programs are eligible to study Biology (M, m) for a semester or year at Sungshin Women’s Biochemistry (M) University in Seoul, South Korea. Founded in Business (M, m) 1936 by Dr. Lee Sook-chong, Sungshin Business Economics (M) University currently enrolls around 13,000 *Chemistry (M, m) students. Previous study of Korean language is Clinical Laboratory Science (M) not required, but participants can enroll in Communication (m) language courses while at Sungshin. Creative Writing (m) Apartment-style housing is provided on campus Criminal Justice (M, m) in the international residence hall. *Economics (M, m) Education (m) Taiwan English (M,m) National Chengchi University: Established in Exercise Leadership (m) 1927, National Chengchi University (NCCU) is Exercise Science (M) noted for its humanities and social sciences Film (m) disciplines and is located in Taipei City, the Francophone Studies (m) capital of Taiwan. Study at NCCU gives Global Poverty and Development (m) students the opportunity to learn Mandarin Healthcare Administration (M, m) Chinese, which is the official language of Health Informatics and Information Taiwan. The partnership between MBU and *Management (M) NCCU will enable at least two MBU students to *Health Sciences (M) participate in the exchange each year. History (M,m) Alternatively, the flexible agreement allows up History — Public (m) to four students to each pursue one semester of Human Resource Management (m) study per year. Contact the director of International Affairs (M) international programs for more information. Leadership Studies (m) Liberal Arts and Interdisciplinary Studies (M) UNDERGRADUATE MAJORS AND Management (m) Marketing (m) MINORS, FOUR-YEAR AND Marketing and Communication (M) FIVE-YEAR PROGRAMS *Mathematics (M, m) Major (M) *Mathematics -Applied (M) Minor (m) Music (m) Bachelor of Arts (BA) is offered in all majors ***Nursing (RN-to-BSN, post-licensure) ● Except Health Informatics and Peacebuilding and Conflict Resolution (m) Information Management (BS), Bachelor 38 Performing Arts (M) ARTH 102 Survey of Western Art: Renaissance Philosophy (m) to Modern *Physics (M, m) ARTH 206 History of Photography Political Science (M, m) FILM/MUS/THEA 150 Introduction to Project Management (m) Performing Arts *Psychology (M, m) FILM/ARTH 254 Film Analysis Public Health (m) MUS 100 Introduction to Listening Religious Leadership and Ministry (m) MUS 105 Fundamentals of Music Religious Studies (m) MUS 111 Music Theory I Sexuality and Gender Studies (m) MUS 223 Piano Literature Spanish Language and Hispanic Cultures (m) MUS 225 Beethoven **Social Work (M) MUS 226 Music and the Theatre Sociology (M, m) PHIL/ARTH 234 Philosophy and the Arts Teacher Licensure Program (multiple majors and THEA 101 Plays in Performance subject areas) THEA 105 Basic Theatre Production Theatre (m) THEA 110 Basic Theatre Production: Costumes U.S. Poverty Analysis (m) and Stage Management Women’s Studies (m) THEA 114 Introduction to Theatre History THEA 115 Introduction to Drama: Script FOUR-YEAR MASTER’S DEGREES Analysis Business (BA/MBA) Education (BA/MAT) Humanities/History (H) ARTH 201 Arts of Asia: India, China, and Japan FIVE-YEAR MASTER’S DEGREES AS 106 Asian Civilizations Business (BA/MBA) AS/REL 212 Asian Religions Education (BA/MAT, Bachelor’s/MS, and AS/REL 275 Buddhism Bachelor’s/MEd) AS/REL 278 Hinduism Shakespeare and Performance (BA/MLitt) ENG 111 Introduction to Literature Applied Mathematics/Engineering (BS/MS ENG 204 Children’s/Young Adult Literature with UVA) ENG 208 British Literature before 1780 ENG 209 British Literature after 1780 ENG/THEA 216 Introduction to Shakespeare COMMON CURRICULUM ENG 220 American Literature: Colonial to LEARNING OUTCOME ONE Romantic Arts (A) ENG 221 American Literature: Realism to ART 109 Fundamentals of Art and Design I Present ART 110 Fundamentals of Art and Design II FREN 160 How to Live: Classic French ART 111 Drawing I Literature ART 112 Painting I HIST 101 Western Civilization to 1648 ART 113 Introduction to Watercolor HIST 102 Western Civilization from 1648 ART 114 Ceramics I HIST 111 Survey of U.S. History to 1877 ART 115 Photography I HIST 112 Survey of U.S. History from 1877 ART 116 Pinhole Photography HIST 241 British History to 1688 ART 120 Printmaking I HIST 242 British History from 1688 ART 122 Silkscreen INT 268 Truth, Beauty, and Persuasion: Histories ART 124 Digital Photography and Digital and Theories of Writing and Rhetoric Printmaking PHIL 101 Introduction to Philosophy ART 125 Introduction to Art Education PHIL 102 Introduction to Ethics ART 140 Materials as Metaphors PHIL 110 Ethical Issues in Business ARTH 101 Survey of Western Art: Prehistoric to PHIL 201 Greek and Medieval Philosophy Gothic REL 101 Old Testament (Hebrew Bible) REL 102 New Testament (Christian Bible) 39 SPAN 232 Approaches to Latin American Thematic Seminar (T) Literature ANTH 227 Human Geography: People, Place THEA 217 Continental Renaissance Drama and Culture AS 272 Tibetan and Himalayan Cultures Natural Sciences (N) BIOL 348 Conservation Biology BIOL 100 The Living World BUAD 104 Perspectives on Sustainability BIOL 111 Principles of Biology ED 115 Foundations of Education BIOL 112 Diversity of Life ENG 330 Nature in America BIOL 141 Field Biology FREN 130 French Food Culture BIOL 142 Botany in the Field FREN 225 Literature and Film in Translation BIOL 148 Environmental Issues HIST 235 Body, Mind, and Spirit: Renaissance BIOL 149 Environmental Issues Lab and Reformation Europe, 1350– 1650 BIOL 150 Field Ornithology HIST 243 The French Revolution BIOL 151 Human Health and Disease HIST 244 Britain and World War I CHEM 101 Forensic Chemistry HIST 325 Jacksonian America CHEM/BIOL 120 Nutrition for Health, Fitness, HIST 264 Introduction to the African Diaspora and Sport HIST 365 History of the Civil Rights Movement CHEM 121 General Chemistry I INT 118 Principles for Sustainable Living CHEM/BIOL 145 Freshwater Chemistry and INT 213 Bailey Colloquium Biology PHIL 112 Knowing the Self INT 165 Earth Science PHIL/REL 305 Science, Religion, and the Search PHYS/CHEM 100 Exploring the Physical World for Meaning PHYS 201 General Physics I PHIL/PSYC 306 Human Morality: Nature and PSYC 101 Introduction to Psychology as a Nurture Natural Science PHIL/REL/AS 320 Peacemaking: Gandhi and PSYC 241 Sensation and Perception Nonviolence REL/HIST 204 Religion in America Social Sciences (S) PSYC 307 Drugs and Behavior ANTH 120 Cultural Anthropology SOC 205 Death and Dying ANTH 121 Human Origins and Archaeology SOC 262 Environment, Society, and the CJ 234 Juvenile Delinquency Sustainability Movement CJ 240 Victimology SOWK 272 Vulnerable Populations in Film COMM 115 Mass Communication THEA 218 Shakespearean Drama in Context ECON 101 Principles of Microeconomics ECON 112 Economic Geography LEARNING OUTCOME TWO ECON 150 Experimental Economics Race and Ethnicity in the U.S. (D) POLS 100 Introduction to American ANTH 212 Indigenous Peoples of North Government and Politics America POLS 200 State and Local Government BUAD/MKTC 334 Multicultural Marketing in PSYC 111 Introduction to Psychology as a Social America Science COMM 225 Culture, Identity, and PSYC 203 Abnormal Psychology Communication PSYC 210 Child Psychology ECON 215 Poverty and Inequality in the U.S. PSYC 211 Adolescent Psychology ED 342 Culturally Responsive Teaching and PSYC 231 Psychology of Personality Communication and Practicum SGS 261 Sexual Minorities ENG 364 African American Literature SGS 263 Dimensions of Human Sexuality ENG 374 Diversity Topics in Literature SOC 100 General Sociology HIST 217 The American West SOC 110 Sociology of the Family HIST 230 American Immigration History SOC 112 Social Problems HIST 265 Survey of African American History to SOC 232 Deviance 1877 SOC 254 Social Psychology 40 HIST 266 Survey of African American History WS 200/ PHIL 200 Contemporary Feminisms from 1877 and Gender Studies HIST 267 History of the Harlem Renaissance WS 240 Gender and Popular Culture HIST 302 Virginia History INT 155 Permeable Borders Community Involvement (C) MUS 151 History of Jazz ANTH 215 Native Peoples and Museum NUR 413 Community Health Nursing and Interpretation Emergency Preparedness BUAD 214 Income Tax (VITA) PHIL/REL 225 Martin Luther King and a CE 102 The Reflective Self in Community Philosophy of Civil Rights CE 255 Food Insecurity and Public Education PHIL 232 African American Thought CE 281 Civic Engagement and Social PSYC 248 Forensic Psychology Entrepreneurism REL 232 African American Religion CE 287 Civic Engagement Internship SOC 242 Race in Sociological Perspective ED 110 Practicum in Education SOC 248 Social Inequality ED 111 Practicum in Special Education SOC 264 Social Movements HCA 287/387 Internship SOWK 353 Social Work with Diverse HPUB 230 Introduction to Public History Populations HPUB 300 Special Topics in Public History SPAN 227 U.S. Latino Literature and Culture INT 251 The Writer in the World: Professional THEA 270 African American Theatre Writing NUR 403 Community Health Practicum Gender Studies (G) PHIL 140 Community and Service-Learning ANTH 202 Women, Gender, and Culture POLS 220 Special Topics in Campaigns and ARTH 221 Women in the Visual Arts Elections AS 251 Gender in Asian Cultures REL 130 Faith, Life, and Service BIOL/WS 252 Biology of Women SOC 282 Community Service and Society BUAD 250 The Female Executive: Strategies in SOWK 355 Social Work Practice I the Workplace THEA 211 Theatre in the Community ENG 235 Women’s Writing ENG 241 American Women’s Autobiography Global Understanding — Foreign Language (F) ENG 372 Gender Topics in Literature FREN 101 Beginning French I FILM 275 Women and Film FREN 102 Beginning French II FREN 270 African and Caribbean Women FREN 201 Intermediate French I Writers FREN 202 Intermediate French II HCA 235 Women’s Healthcare Issues JPNS 101 Beginning Japanese I HIST 203 Women in American History JPNS 102 Beginning Japanese II HIST 346 European Women’s History from 1700 JPNS 201 Intermediate Japanese I MUS 218/318 Women in Music JPNS 202 Intermediate Japanese II POLS 209 Women and Politics SPAN 101 Beginning Spanish I PSYC 214 Psychology of Women SPAN 102 Beginning Spanish II REL 231 Women and Religion SPAN 150 Spanish Conversation SGS 235 Gender, Sex, and the Military SPAN 201 Intermediate Spanish I SGS/WS 245 Gender and Sport SPAN 202 Intermediate Spanish II SGS 275 Trans Communities SGS 338 Theories in Sexuality and Gender Global Understanding — International Studies Studies (I) SOC 225 Sex Roles and Male-Female ANTH 208 Medical Anthropology Relationships ANTH 220 Language and Culture SPAN 246 Latin American Women Writers ARTH 204 Latin-American Art after Cortez THEA/WS 219 Women in Theatre and Drama AS 246 Modern Japan WS 100 Focus on Women: An Introduction to AS 247 Modern India Women’s Studies AS 253 China in the Developing World 41 AS 270 Australia: A Cultural History ARTH 205 19th Century Art BIOL 250 Neotropical Ornithology BUAD 401 Business Senior Seminar BUAD 305 Global Business COMM 100 Public Speaking BUAD/MKTC 336 Cross Cultural Global ED 382–393 Student Teaching Marketing HCA 310 Healthcare Strategic Management COMM 280 Intercultural Communication HIST 239 Voices of Protest and Authority: ECON 102 Principles of International and Europe 1600–1800 Macroeconomics MUS 218/318 Women in Music ECON 232 Topics in Economic Development NUR 302 Professional Nursing Leadership and ECON 253 International Trade Management ECON 310 Global Labor Issues NUR 501 Organization and Systems Leadership ECON 314 International Finance PHIL 112 Knowing the Self ED 336 Comparative Education PHIL 140 Community and Service Learning ENG 373 International Topics in Literature PHIL 235 Ethics, Community, and Leadership HCA 250 Global Healthcare REL/COMM 237 Meditation: Theory and HIST 246 Europe in the Twentieth Century, Practice 1900–1939 SGS 261 Sexual Minorities HIST 247 Modern Europe, 1939–Present SOWK 156 Interviewing in Human Service HIST 255 The History of Russia Professions NUR 407 Cultural Nursing: Uniting Our World THEA 111 Voice, Diction, and Oral Reading PHIL 211 Modern Political Thought: Global THEA 400 Seminar Justice POLS 111 Comparative Politics Quantitative Reasoning (Q) POLS 112 International Relations BIOL 245 Ecology POLS 128 U.S. Foreign Policy BUAD 209 Financial Decision Making POLS 215 Politics of Developing Nations BUAD 260 Personal Finance POLS 244 Politics of the Middle East and North BUAD 340 Financial Management Africa CHEM 101 Forensic Chemistry POLS 295 Democracy in Africa and Latin CHEM 121 General Chemistry I America CHEM 122 General Chemistry II POLS 311 Civil Wars and the Ethnic Conflict CHEM/BIOL 145 Freshwater Chemistry and PSYC 281 Psychology of Global Social Justice Biology REL 202 Judaism, Christianity, and Islam ECON 101 Principles of Microeconomics SPAN 203 Advanced Grammar and ECON 301 Advanced Data Analysis Composition ED/MATH 156 Geometry for Teachers SPAN 204 Spanish for Heritage Learners ED/MATH 158 SPAN 210 Advanced Spanish Conversation ED 328 Student Assessment and Technology SPAN 215 Let’s Talk About Movies/Hablemos Integration de Cine HCA/BIOL 261 Epidemiology SPAN 218 May Term Abroad INT 165 Earth Science SPAN 230 Latin American Culture and INT 222 Social Science Statistics Civilization MATH 155–MATH 398 THEA 208 London Theatre (abroad) MUS 212 Music Theory IV NUR 303 Nursing Informatics Physical Fitness and Health (P) NUR 503 Managing Health Outcomes through EXSS 251 Personal Training Informatics PHE 100–123, or 221 (1 hour) PHIL 103 Introduction to Logic PHE 137–193 (1 hour) PHYS/CHEM 100 Exploring the Physical World PHYS 201 General Physics I LEARNING OUTCOME THREE POLS 300 Political Behavior Oral Communication (O) PSYC 250 Behavioral Statistics
42 Research and Information Literacy (R) AS/REL 275 Buddhism ANTH 244 Magic, Ritual, and Religion AS/REL 278 Hinduism ARTH 203 Italian Renaissance Art: Early and BIOL/EXSS 351 Exercise Physiology High Renaissance BIOL 354 Comparative Physiology ARTH/HIST 222 History of American Art and BIOL 361 Animal Behavior Architecture BUAD 200 Management Principles ARTM 340 Museum Studies BUAD/MKTC 336 Cross Cultural Global BIOL 100 The Living World Marketing BIOL 381 Junior Seminar CHEM 230 Environmental Chemistry BUAD 307 Business and Society CHEM 311 Analytical Chemistry CHEM 222 Organic Chemistry II CJ 300 Theory of Criminology and Criminal ECON 272 Environmental Policy Justice Systems ED 310 Middle and Secondary Methods and COMM 221 Mass Media Writing Practicum ECON 253 International Trade ENG/THEA 216 Introduction to Shakespeare ED 336 Comparative Education ENG 320 Renaissance Literature ENG 111 Introduction to Literature ENG 328 The Rise of the Novel ENG 204 Children’s/Young Adult Literature EXSS 350 Exercise for Special Populations ENG 208 British Literature before 1780 HCA 300 Healthcare Research Methods ENG 209 British Literature after 1780 HIST 230 American Immigration History ENG 220 American Literature: Colonial to HIST 238 Tudor-Stuart England, 1450–1660 Romantic HIST 246 Europe in the Twentieth Century, ENG 221 American Literature: Realism to 1900–1939 Present HIST 247 Modern Europe, 1939–Present ENG 235 Women’s Writing HIST 265 Survey of African American History to FILM 264 Screenwriting 1877 FREN 160 How to Live: Classic French HIST 302 Virginia History Literature HIST 346 European Women’s History from 1700 HCA 235 Women’s Healthcare Issues HPUB 230 Introduction to Public History HIST 212 The United States: The Revolutionary HPUB 300 Special Topics in Public History Generation, 1763–1817 INT 103 Information Literacy HIST 216 Hip Hop and History INT 213 Bailey Colloquium HIST 325 Jacksonian America NUR 305 Research in Nursing HIST 340 Revolutionary Europe 1789-1901 PHIL/REL/AS 320 Peacemaking: Gandhi and INT 251 The Writer in the World: Professional Nonviolence Writing PHYS 260 Introduction to Materials Science INT 268 Truth, Beauty, and Persuasion: Histories POLS 260 Public Policy and Theories of Writing and Rhetoric PSYC 212 Cognition and Cognitive INT 270 Teaching Writing: Introduction to Neuroscience Theory and Practice PSYC 310 Learning and Memory MUS 323 Piano Literature REL 355 Greek Myth and Religion NUR 304 Contemporary Issues in Professional SGS 263 Dimensions of Human Sexuality Nursing Practice SOC 320 Research Methods PHIL 101 Introduction to Philosophy SOWK 317 Social Work Research PHIL 203 The Literature and Thought of Existentialism Writing Competency (W) POLS 215 Politics of Developing Nations ANTH 320 Theories of Culture PSYC 216 Multicultural Psychology ARTH 302 Modern Art before 1945: From PSYC/BIOL 305 Physiological Psychology Cézanne to Gorky SGS 275 Trans Communities AS 106 Asian Civilizations SGS 338 Theories in Sexuality and Gender AS 251 Gender in Asian Cultures Studies AS 270 Australia: A Cultural History SOC 240 Community and Urban Sociology 43 SOC 248 Social Inequality UNDERGRADUATE OFFERINGS SOC 300 Sociological Theory Courses that fulfill Common Curriculum SOWK 353 Social Work with Diverse requirements are marked with the appropriate Populations letter abbreviation next to the course name: SPAN 203 Advanced Grammar and Composition Arts (A) SPAN 204 Spanish for Heritage Learners Humanities/History (H) THEA 101 Plays in Performance Natural Sciences (N) THEA 114 Introduction to Theatre History Social Sciences (S) THEA 115 Introduction to Drama: Script Thematic Seminar (T) Analysis Race and Ethnicity in the U.S. (D) WS 240 Gender and Popular Culture Gender Studies (G) Community Involvement (C) Authentic Problems in the Major (M) Global Understanding — Foreign Language (F) ART 401–408 Senior Projects Global Understanding — International Studies BIOL 400 Senior Seminar (I) BIOL 401 Senior Research Physical Fitness and Health (P) BIOL 402 Senior Colloquium Oral Communication (O) BUAD 400 Strategy and Sustainability in Quantitative Reasoning (Q) Business Decisions Research and Information Literacy (R) CHEM 400 Senior Research Writing Competency (W) CHEM 401 Senior Research Authentic Problems in the Major (M) CJ 400 Senior Seminar CJ 401 Senior Thesis AEROSPACE STUDIES CLS 387 Clinical Laboratory Training II (U.S. Air Force ROTC) ECON 401 Senior Project Mary Baldwin University offers the aerospace ED 400 Senior Seminar and Project studies curriculum through the U.S. Air Force ENG 400 Major Seminar Reserve Officer Training Corps (AFROTC) FILM 401 Senior Thesis program conducted at Virginia Military HCA 401 Senior Seminar Institute. AFROTC is a nationwide program that HIST 400 Senior Seminar allows students to pursue commissions (become HSCI 401 and 402 Senior Project officers) in the United States Air Force (USAF) MATH 401 Senior Seminar while simultaneously attending college. MKTC 400 Senior Seminar AFROTC classes are held on college campuses MUS 401 Senior Recital throughout the United States and Puerto Rico; MUS 402 Senior Thesis students can register through normal course NUR 408 Using Evidence-Based Practice in registration processes. AFROTC consists of four Nursing years of Aerospace Studies classes (Foundations PHYS 400 Senior Research of the USAF, Evolution of USAF and Air and PHYS 401 Senior Research Space Power, Air Force Leadership Studies, and POLS 400 Senior Seminar in Political Science National Security Affairs/Preparation for Active PSYC 400 Senior Thesis -Critical Literature Duty), and a corresponding Leadership Review Laboratory for each year (where students apply PSYC 401 and 402 Senior Thesis -Data Collection leadership skills, demonstrate command and SOC 400 Senior Seminar effective communication, develop physical SOC 401 Sociology Senior Thesis fitness, and practice military customs and SOWK 400 Field Instruction in Social Work courtesies). College students enrolled in the THEA 210 Problems in Production AFROTC program (known as “cadets”) who THEA 211 Theater in the Community successfully complete both AFROTC training THEA 401 Senior Project and college degree requirements will graduate
44 and simultaneously commission as Second leadership skills essential to an Air Force officer. Lieutenants in the Active Duty Air Force. Spring semester only. The AFROTC program at the Virginia Military Institute (VMI) has an agreement with Mary 203 Evolution of USAF Air and Space Power I Baldwin University that allows MBU students to Lecture Hours: 1 enroll in AFROTC and become full-fledged Lab Hours: 0 cadet participants. For more information on Credit Hours: 1 AFROTC course descriptions, please review the Part I of a course featuring topics on Air Force Air Force section of the VMI website. heritage and leaders; the introduction to air and space power through examination of 103 The Foundation of the United States Air competencies and functions; and continued Force I application of communication skills. Its purpose Lecture Hours: 1 is to instill an appreciation of the development Lab Hours: 0 and employment of air power, and to motivate Credit Hours: 1 students to transition from AFROTC cadet to Air Part I of a survey course designed to introduce Force ROTC officer candidate. *Prerequisite: AS students to the United States Air Force and 104 or permission of Det 880 Commander. Fall provide an overview of the basic characteristics, semester only. missions and organization of the Air Force. Prerequisite(s): Must meet AFROTC 204 Evolution of USAF Air and Space Power II membership requirements and be seeking a Lecture Hours: 1 commission. Fall semester only. Lab Hours: 0 Credit Hours: 1 113 Leadership Lab for AS 103 Part II of a course featuring topics on Air Force Lecture Hours: 0 heritage and leaders; the introduction to air and Lab Hours: 1 space power through examination of Credit Hours: 0 competencies and functions; and continued application of communication skills. Its purpose Mandatory leadership lab that allows cadets to is to instill an appreciation of the development practice and demonstrate mastery of the and employment of air power, and to motivate leadership skills essential to an Air Force officer. students to transition from AFROTC cadet to Air Fall semester only. Force ROTC officer candidate. *Prerequisite: AS 203 or permission of Det 880 Commander. Spring 104 The Foundation of the United States Air semester only. Force II Lecture Hours: 1 213 Leadership Lab for AS 203 Lab Hours: 0 Lecture Hours: 0 Credit Hours: 1 Lab Hours: 1 Part II of a survey course designed to introduce Credit Hours: 0 students to the United States Air Force and Mandatory leadership lab that allows cadets to provide an overview of the basic characteristics, practice and demonstrate mastery of the missions and organization of the Air Force. leadership skills essential to an Air Force officer. *Prerequisite: AS 103 or permission of the Det 880 Fall semester only. Commander. Spring semester only. 214 Leadership Lab for AS 204 114 Leadership Lab for AS 104 Lecture Hours: 0 Lecture Hours: 0 Lab Hours: 1 Lab Hours: 1 Credit Hours: 0 Credit Hours: 0 Mandatory leadership lab that allows cadets to Mandatory leadership lab that allows cadets to practice and demonstrate mastery of the practice and demonstrate mastery of the leadership skills essential to an Air Force officer.
45 Emphasis is placed on preparing cadets for Field Non-commissioning cadets enrolled in AS304 Training. Spring semester only. must take LS 351. Spring semester only.
303 Leadership Studies I 351 Leadership and Career Development II Lecture Hours: 2 Lecture Hours: 0 Lab Hours: 0 Lab Hours: 1 Credit Hours: 2 Credit Hours: 0 Part I of a course that teaches cadets advanced Required for those cadets not being skills in management and leadership. Special commissioned in the Armed Forces, and who emphasis is placed on enhancing leadership are enrolled in AS 304, MS 310, NS 205, or NS skills. *Prerequisite: AS 204. Fall semester only. 304. The class focuses on career preparation and research, networking skills, critical thinking, 313 Leadership Lab for AS 303 time management, and values and ethics in the Lecture Hours: 0 workplace. Lab Hours: 1 Credit Hours: 0 403 National Security Affairs and Preparation Mandatory leadership lab that allows cadets to for Active Duty I practice and demonstrate mastery of the Lecture Hours: 2 leadership skills essential to an Air Force officer. Lab Hours: 0 Only Commission seeking cadets take AS 313. Credit Hours: 2 Non-commissioning cadets enrolled in AS303 Part I of a course designed for college seniors must take LS 350. Fall semester only. that gives them the foundation to understand their role as military officers in American society. 350 Leadership and Career Development I It is an overview of the complex social and Lecture Hours: 0 political issues facing the military profession Lab Hours: 1 and requires a measure of sophistication Credit Hours: 0 commensurate with the senior college level. Required for those cadets not being *Prerequisite: AS 304. Fall semester only. commissioned in the Armed Forces and who are enrolled in AS 303, MS 309, NS 308, or NS 303. 413 Leadership Lab for AS 403 The class focuses on knowing yourself, career Lecture Hours: 0 discovery and planning, resume writing, and Lab Hours: 1 personal development. Credit Hours: 0 Mandatory leadership lab that allows cadets to 304 Leadership Studies II practice and demonstrate mastery of the Lecture Hours: 2 leadership skills essential to an Air Force officer. Lab Hours: 0 Only Commission seeking cadets take AS 413. Credit Hours: 2 Non-commissioning cadets enrolled in AS403 Part II of a course that teaches cadets advanced must take LS 450. Fall semester only. skills in management and leadership. Special emphasis is placed on enhancing leadership 450 Leadership and Career Development III skills. *Prerequisite: AS303. Spring semester only. Lecture Hours: 0 Lab Hours: 1 314 Leadership Lab for AS 304 Credit Hours: 0 Lecture Hours: 0 Required for those cadets not being Lab Hours: 1 commissioned in the Armed Forces, and who Credit Hours: 0 are enrolled in AS 403, MS 409, or NS 408. The Mandatory leadership lab that allows cadets to class focuses on job search and graduate school practice and demonstrate mastery of the admission activities, business correspondence, leadership skills essential to an Air Force officer. building a portfolio, recruitment, advanced Only Commission seeking cadets take AS 314. interviewing skills, dressing for success,
46 business etiquette, and using the internet in the HIST 266 job search. ENG 364 Two of the following: 404 National Security Affairs and Preparation MUS 151, HIST 213, ECON 215, HIST 267, HIST for Active Duty II 365, SOC 240, SOC 248, SOC 264, THEA 270, or Lecture Hours: 2 any colloquium related to African American Lab Hours: 0 Studies and approved by the director of the Credit Hours: 2 minor. Part II of a course designed for college seniors that gives them the foundation to understand Civic Engagement Opportunities their role as military officers in American society. ● For-course credit internship opportunities It is an overview of the complex social and that include local archival and oral history political issues facing the military profession projects. and requires a measure of sophistication ● Various community and campus-wide commensurate with the senior college level. programming that includes Black Baby Doll *Prerequisite: AS 403. Spring semester only. Day; Martin Luther King Jr. Candlelight March and Memorial Service; and Kwanzaa 414 Leadership Lab for AS 404 and Black History Month programs. Lecture Hours: 0 Lab Hours: 1 Quest: A spiritual exploration program available Credit Hours: 0 to all students that includes a significant civic Mandatory leadership lab that allows cadets to engagement component. practice and demonstrate mastery of the leadership skills essential to an Air Force officer. ANTHROPOLOGY Only Commission seeking cadets take AS 414. Abigail Wightman, coordinator Non-commissioning cadets enrolled in AS404 must take LS 451. Spring semester only. Anthropology is the study of the human experience, divided into four main subfields: 451 Leadership and Career Development IV cultural anthropology, linguistic anthropology, Lecture Hours: 0 physical anthropology, and archaeology. The Lab Hours: 1 anthropology program at Mary Baldwin Credit Hours: 0 University provides an introduction to all four Required for those cadets not being subfields but focuses most extensively on commissioned in the Armed Forces, and who cultural anthropology. As the study of are enrolled in AS 404, MS 410, NS 402, or NS contemporary human societies, cultural 404. The class focuses on post-VMI career anthropology attempts to describe, understand, transition, salary negotiation, business ethics, and explain cultural practices in all human employment law, income tax preparation, basic communities, including our own. In our money management and investing for the increasingly multicultural communities, the future, 401 (k) plans, starting your own business, anthropology minor is particularly useful to and how much insurance is enough. students who plan to work in museums, education, historic and cultural preservation, AFRICAN AMERICAN STUDIES business and marketing, nonprofit community Amy Tillerson-Brown, coordinator organizing, international development and diplomacy, and healthcare. Requirements for the Minor in African American Studies Requirements for the Minor in Anthropology 21 semester hours 18 semester hours PHIL 232 Required Courses: REL 232 ANTH 120 Cultural Anthropology HIST 265 ANTH 121 Human Origins and Archaeology
47 ANTH 220 Language and Culture of power, such as race and colonialism, on Three additional anthropology electives. Up to women’s lives. three hours may be substituted with approval by the anthropology coordinator. 208 Medical Anthropology (3 s.h.) (I) Explores the ways in which culture influences Civic Engagement Opportunities the definition and treatment of diseases in Anthropology minors are encouraged to take communities around the world. Students will be ANTH 215: Native Peoples and Museum exposed to such topics as the difference between Interpretation which carries community disease and illness, the influence of disease on involvement core curriculum credit (C). human populations throughout history, Students are encouraged to seek out global ethnomedicine, the relationship between culture engagement opportunities, particularly study and Western biomedicine, culture-bound abroad and anthropological field schools. Along syndromes, social suffering, and stigma. with anthropology faculty, the Spencer Center can help students find appropriate 212 Indigenous Peoples of North America opportunities. (3 s.h.) (D) An introduction to the cultural diversity of Anthropology Course Descriptions North American indigenous peoples and the relationship between U.S. tribal communities 120 Cultural Anthropology (3 s.h.) (S) and the federal government. Through readings An introduction to the study of humans as that tie specific tribal communities to larger culture-bearing beings. Through readings, films, issues, we will explore the effects of federal lectures, and discussions students come to an policies on indigenous communities, understanding of the extent of human cultural sovereignty and land rights, Indian activism, diversity. Using societies from around the world and contemporary issues such as language as examples, students will study cultural revitalization, identity, and reservation poverty. practices and beliefs regarding marriage, kinship, family life, uses of technology, religion, 215 Native Peoples and Museum Interpretation political organization and social stratification. (3 s.h.) (C) This course is a variation of ANTH 212 that 121 Human Origins and Archaeology includes a civic engagement component. In (3 s.h.) (S) addition to an ethnographic and historical An introduction to the physical history of the survey of Native North America, we will human species by studying our closest living actively apply course content at the Frontier primate relatives and analyzing fossil remains of Culture Museum of Virginia, particularly the early hominids. Students then study the museum’s Native American (Late Woodlands) evolution of human culture from the origins of site, Ganatastwi. As a course which counts for humankind to the beginnings of the first literate Community Involvement (C) core curriculum civilizations in the Old and New Worlds. The credit, students will be expected to conduct 15 course concludes by looking at physical volunteer hours. variation, including the concept of race, in contemporary human populations. 220 Language and Culture (3 s.h.) (I) Explores language, a uniquely human capability 202 Women, Gender, and Culture (3 s.h.) (G) that makes us different from primates and other Explores the relationship between gender, animals. Besides introducing students to the culture, and women’s status in communities basic definitions of language, this course also around the world. Students will examine the examines the complex relations between relationship between “sex” and “gender,” language and other aspects of human behavior evaluate cross-cultural variations of women’s and thought. Students will explore the roles and status, be exposed to differing relationship of language to human evolution, constructions of gender and sexuality, and gain a culture, social context, identity, power, status, greater appreciation of the influence of systems and gender. 48
227 Human Geography: People, Place and APPLIED MATHEMATICS Culture (3 s.h.) (T) Please see Mathematics — Applied Combines perspectives from two closely related fields, human geography and cultural ART AND ART HISTORY anthropology, to focus specifically on the Jim Sconyers, Jr., department chair relationships between people and the environments in which they live. The course will The Department of Art and Art History offers a be organized around four learning nodes — minor in Art History and a major and a minor in people, places, flows, and maps — that each Studio Art. include more specific learning objectives. We will study how people — including culture, STUDIO ART technology, settlement patterns, religion, and Barbara Holt, Colleen Pendry, Laura language — have been affected by, and continue Pogoretskiy, Nancy Ross, Martha Saunders, Jim to affect in turn, the places that we live. We will Sconyers, Jr. also study the flows of people, money, cultures, information and objects across space and time. The studio art curriculum at Mary Baldwin In order to make sense of these global flows and promotes a process-oriented and creative spatial relationships, we will learn how to use practice of the language of visual form, where an and interpret maps. emphasis is placed upon art making as a thoughtful exploration of ideas. Students learn 244 Magic, Ritual, and Religion (3 s.h.) (R) the following: perceptual skills, analytical and Explores religious belief and practice as a critical competence, and technical skills related cultural phenomenon in a global context, paying to specific media, the importance of process, particular attention to the relationships between creative problem solving, various means of religious institutions and their historical, social, artistic conceptualization, and the context of and cultural contexts. Students will examine the historical and contemporary art. Because of the intersection of religion with subsistence importance of process and sequential learning in strategies, economic systems, political systems, the visual arts, students desiring to major in and gender structures. Topics include magic, studio art are encouraged to take foundation witchcraft, sorcery, ritual, symbolism, courses: ART 109, ART 110, ART 111, and one of possession, identity, and health. the 100-level art history courses during their freshman year. This will put them on the 320 Theories of Culture (3 s.h.) (W) optimal learning track in the major. Students An introduction to the history and major who plan to qualify for a teaching license with theories of cultural anthropology. By reading certification in art education should complete important pieces of anthropological literature, the studio art major. Courses specific to students will be exposed to the many ways endorsement are listed at the end of the studio anthropologists have defined “culture” and art courses. implemented those definitions in anthropological research. In addition, students Civic Engagement Opportunities will be introduced to significant ethical and ● Annual visual arts trips to Washington D.C. philosophical trends within the field, especially and New York City, open to the community as they relate to research design and the ● Regular public lectures by prominent artists, production of knowledge. As a course that art historians, and art critics counts as a writing emphasis (W) core ● Professional exhibitions in the university’s curriculum class, this class focuses on improving art gallery, open to the public writing through formal and informal writing ● Required or recommended internships assignments and provides opportunities to through our academic majors improve through rewriting. ● Varied collaborative projects that involve *Prerequisite: ANTH 120 or permission of the other organizations and institutions, instructor. 49 including student exchange exhibitions with Printmaking Emphasis other colleges ART 115 ● Art and art history faculty lectures and ART 120 service at community organizations ART 122 ● Exploring civic engagement through class ART 124 projects and assignments ART 406 One of ART or ARTH Requirements for the Major in Studio Art Students majoring in Studio Art select at least Extended Media Emphasis one area of emphasis. With planning it is This concentration is designed for the serious possible to have two areas of emphasis, which is student who has a specific goal in studio art that recommended for students considering graduate cannot be met in the above areas of emphasis. school. 39 semester hours are required for all Some possibilities include illustration, the areas of emphasis. artist’s book, video, and installation art. This area of emphasis requires the approval and Each area of emphasis requires the following guidance of the full-time studio faculty. courses in addition to the requirements listed ART 407 below: A small sequence of courses appropriate to the ART 109 medium/idea, to be approved by the full-time ART 110 studio faculty. ART 111 ARTH 101 Requirements for the Minor in Studio Art ARTH 102 21 semester hours One from 200 or 300-level ARTH ART 109 One of ART or ARTH ART 110 (Note: For students selecting two areas of emphasis, ART 111 the above requirements only need to be taken once.) Three more art courses One of the following: ARTH 101, or ARTH 102 Drawing Emphasis ART 112 Studio Art Course Descriptions ART 120 ART 211 109 Fundamentals of Art and Design I (3 s.h.) ART 311 (A) ART 405 Required for studio art majors. A practical One of ART or ARTH exploration of the basic elements and principles of art and design. ART 109 and ART 110 Painting Emphasis establish a foundation for effective ART 112 communication through the language of visual ART 211 form. Problems are addressed primarily through ART 212 black and white media. Some attention will be ART 312 given to three-dimensional design. If possible, ART 401 ART 109 should be taken before ART 110, but One of ART or ARTH the two courses do not have to be taken sequentially. Materials fee. Photography Emphasis ART 115 110 Fundamentals of Art and Design II (3 s.h.) ART 116 (A) ART 124 Required for studio art majors. Color theory, ART 215 color organization, and an introduction to ART 408 selected three-dimensional design elements, One of ART or ARTH aspects of sequential art, and various processes of conceptualization. If possible, ART 109 should 50 be taken before ART 110, but the two courses do discussions and critiques, along with technical not have to be taken sequentially. Materials fee. instruction. Materials fee.
111 Drawing I (3 s.h.) (A) 117 Software in the Visual Arts (3 s.h.) Required for studio art majors. For students who This course introduces a practical understanding have had little or no experience in art as well as of Adobe Photoshop, Adobe Illustrator and those whose abilities have already been Adobe InDesign. External hard drive (250 GB developed in high school programs. A min). basic-level course emphasizing perceptual skills of drawing, expressiveness, and composition. 119 Introduction to Film/Video Production (3 Various media are explored. s.h.) Materials fee. For course description, see FILM 119 in the Film listing. 112 Painting I (3 s.h.) (A) Drawing experience helpful but not required. 120 Printmaking I (3 s.h.) (A) An introduction to the basics of painting, Designed as an introduction to materials and emphasizing composition, value, and color. techniques. Emphasis is given to monotype, Materials fee. woodcuts/linocuts, the artist’s book, and intaglio printing. Students gain a working 113 Introduction to Watercolor (3 s.h.) (A) knowledge of printmaking processes. Materials An exploration of traditional and experimental fee. techniques in watercolor. Students will work from still life, the model, and the landscape. 122 Silkscreen (3 s.h.) (A) Materials fee. An introduction to the process and techniques of screen printing (silkscreen). The course includes 114 Ceramics I (3 s.h.) (A) class discussions and critiques. Materials fee. Basic instruction in clay through various hand building and wheel-throwing techniques and 124 Digital Photography and Digital glazing options. Historical and contemporary Printmaking (3 s.h.) (A) perspectives on clay will be explored through An introduction to digitally based techniques different projects. Also included will be concepts associated with photography and printmaking. of 3D design as they pertain to the projects. The course includes Photoshop workshops, Materials fee. photo-intaglio techniques using photo-polymer emulsion, fresco transfers, polyester plate 115 Photography I (3 s.h.) (A) lithography, class discussions, and critique. An introduction to technical and aesthetic issues Materials fee. of black and white photography (silver-gelatin printing), with an emphasis on using the 125 Introduction to Art Education (3 s.h.) (A) medium for personal and creative expression. The prospective teacher is introduced to the Includes a series of assignments designed to basics of art. The class focuses on the role and increase understanding of basic camera implementation of art, the terms and concepts of operation, darkroom techniques, and artistic visual art, and the value and scope of art within problem solving. Requires 35mm camera with cultural history. A hands-on aspect gives manually adjustable aperture and shutter speed. students a chance to experience and experiment Materials fee. with a variety of materials. This course is required for prospective teachers seeking the 116 Pinhole Photography (3 s.h.) (A) K–12 art education endorsement. Materials fee. This course builds a basic knowledge of black and white pinhole photography as a creative 140 Materials as Metaphors (3 s.h.) (A) Students artistic medium. The course consists of lectures, explore various ways that existing materials and student presentations of works with class objects — both artificial and natural — can be used to create narratives and/or metaphors. 51 Whether the student is primarily interested in 311 Drawing III (3 s.h.) painting, drawing, printmaking, photography, Attention is given to contemporary concepts and or working three-dimensionally, the course will to helping the student develop an individual serve to expand her visual and conceptual direction in drawing. Further development of vocabulary. Materials fee. technical, conceptual, and critical skills is encouraged. In ART 311, drawing is defined 211 Drawing II (3 s.h.) very broadly. It is possible to work This course expands the student’s concept and three-dimensionally and with installation art. practice of drawing. Representational and *Prerequisite: ART 211. Materials fee. abstract subjects are explored, emphasizing perception, composition, and process. Figure 312 Painting III (3 s.h.) drawing is covered as well as drawing with The purpose of this course is to help the student color and mixed media. Conceptual and critical begin to find her own artistic voice as a painter, skills are developed. *Prerequisite: ART 111 or as well as to continue developing technical, permission of the instructor. Materials fee. conceptual, and critical skills. In ART 312, painting is defined very broadly. It is possible to 212 Painting II (3 s.h.) work three-dimensionally and with installation Providing experience in painting from the still art. *Prerequisite: ART 212. Materials fee. life and model, and exploring issues relating to abstraction, this course encourages further 387 Internship(s) (3 s.h.) development of technical and critical skills. It Students are offered a variety of possibilities for also introduces the student to different painting hands-on experience in the fields of graphic languages, including working with design or arts management. Internships may three-dimensional form. *Prerequisite: ART 112 or occur either in or outside of Staunton. permission of instructor. Materials fee. Experience will vary depending on the type of firm and the kinds of projects currently being 215 Photography II (3 s.h.) produced in that firm. Arranged on an The objective of this course is to build upon the individual basis. student’s knowledge of black and white photography as a creative artistic medium. 401 Senior Project in Painting (3 s.h.) (M) Students work with both silver gelatin and The senior project in studio art is regarded as the digital techniques. The course places equal culmination of the major. Affording the emphasis on deepening understanding of opportunity for independent scholarship and photography as a medium with unique aesthetic creative work, the project is an important and and physical qualities as well as building exciting step that will help prepare the student technical proficiency. The course will consist of for professional activity and/or graduate work. PowerPoint lectures, student presentations, class The student is expected to produce and present discussions and critiques, along with technical for exhibition a cohesive body of work that instruction. *Prerequisite: ART 115. Materials fee. represents serious investigation of a theme or specific idea. May be repeated for credit. It is 277 Topics in Art (1–3 s.h.) strongly recommended that students complete Topics courses focus on specialized methods or two semesters (6 s.h.) of the senior project; topics in art, such as theory, art criticism, media, although, only one semester is required. intensive analysis of a specialized period of art Materials fee. history, or areas of interest beyond the usual scope of departmental course offerings. 405 Senior Project in Drawing (3 s.h.) (M) Enrollment is limited. Interests of the students For course description, see ART 401. Materials fee. and faculty determine the topic. Emphasis is placed on class discussion and on presentations, 406 Senior Project in Printmaking both oral and written, or on a portfolio of studio (3 s.h.) (M) work. For course description, see ART 401. Materials fee.
52 407 Senior Project in Extended Media (3 s.h.) Four additional ARTH courses at the 200-or (M) 300-level For course description, see ART 401. Materials fee. Art History Course Descriptions 408 Senior Project in Photography (3 s.h.) (M) For course description, see ART 401. Materials fee. 101 Survey of Western Art: Prehistoric to Gothic (3 s.h.) (A) Note: Directed Inquiries, teaching assistantships, Introductory slide-lecture survey course orients and internships in studio art and studio students to the elements and principles of art, art-related areas can be arranged individually. modes of expression, and thematic content. The visual arts of the ancient world, prehistory Art Education Course Descriptions through the Medieval era, are considered in an historical context. Major monuments illustrate It is strongly recommended that students the influence of culture, social and religious planning a career in art education, in addition to organizations, and the events of history. ARTH fulfilling the requirements of their selected 101 and ARTH 102 may be taken in any emphasis in the studio art major, extend their sequence or in part. study with courses offering experience in different media, often required for art educators. 102 Survey of Western Art: Renaissance to For example, a student with a studio art major Modern (3 s.h.) (A) and a painting emphasis should also take ART Introductory slide-lecture survey course orients 140, ART 117, and perhaps ART 115. the student to the elements and principles of art, modes of expression, and thematic content. The 125 Introduction to Art Education (3 s.h.) (A) visual arts of the Renaissance through Modern The prospective teacher is introduced to the era (14th through 20th century) are considered in basics of art. The class focuses on the role and a historical context. Major monuments illustrate implementation of art, the terms and concepts of the influence of culture, social and religious visual art, and the value and scope of art within organizations, and the events of history. cultural history. A hands-on aspect gives ARTH 101 and ARTH 102 may be taken in any students a chance to experience and experiment sequence or in part. with a variety of materials. This course is required for prospective teachers seeking the 201 Arts of Asia: India, China, Japan (3 s.h.) (H) K–12 art education endorsement. Materials fee. Introductory slide-lecture survey course to the art and architecture of India, China, and Japan. ART HISTORY Covering nearly 4,000 years of art and history Kerry Mills, Jenny Ramirez produced by a massive area of the world— Southeast and East Asia—the course will present The art history curriculum introduces students the main lines of development of these cultures to historical inquiry, an understanding of the and their arts. Emphasis will be placed on various styles and movements in art, theory of recognition and identification of major works of art, and the interpretation of art in the context of art, including sculpture, ceramics, painting, and time, place, and purpose. Students learn architecture, and associated styles from each terminology, research methods, develop skills in period/dynasty. A focus on religion, literature, organization, critical and logical thinking, and and regional philosophy will be a strong writing, and learn that art of the past is relevant component as well. today. 203 High Renaissance Art in Italy (3 s.h.) (R) Requirements for the Minor in Art History The quest for greater naturalism, classicism, and 18 semester hours science in fifteenth and sixteenth century Italy culminated in the harmonious balance evident ARTH 101 in the art and architecture of Leonardo, Raphael, ARTH 102 53 Alberti Bramante, Michelangelo, Titian, and November 10. *Prerequisites: Two relevant ARTH Palladio, and would influence all of Western courses. civilization. Art and civic, private, and religious projects are addressed in the context of noble 221 Women in the Visual Arts (3 s.h.) (G) and papal patronage, humanistic studies, Study of the role of selected women in the culture, politics, and the changing religious history and evolution of art from the medieval climate. Students develop critical skills through era to the present. Emphasis on art of the 19th analysis and research. Strongly recommended and 20th centuries. Traditional and feminist background: ARTH 102. perspectives will be examined. Recommended background: ARTH 102. 205 19th Century Art (3 s.h.) (O) A study of the visual arts of nineteenth-century 222 History of American Art and Architecture Europe from approximately 1780 to 1880, with a (3 s.h.) (R) special focus on France, England, and Spain. A survey of the arts in America, including From the revolutionary and turbulent art at the architecture, sculpture, and painting, from the beginning of the century, Neoclassicism and Colonial period to the present. Cross listed as Romanticism, to the fin-de-siècle works of HIST 222. Post-Impressionism and Symbolism at the close, this course will explore the interplay between 234 Philosophy and the Arts (3 s.h.) (A) art and history in a period legendary for For course description, see PHIL 234 in the political propaganda, sublime darkness, Philosophy listing. shocking realism, and the roots of modernism. Recommended background: ARTH 102. 254 Film Analysis (3 s.h.) (A) For course description, see FILM 254 in the Film 206 History of Photography (3 s.h.) (A) listing. A survey of the history and evolution of still photography from its beginnings in the early 277 Topics in Art History (1–3 s.h.) nineteenth century to the end of the 20th century. Topics courses focus on specialized methods or Although photography developed from topics in art, such as theory, art criticism, media, evolving technological and technical processes, intensive analysis of a specialized period of art the “nature” of the medium has been subject to history, or areas of interest beyond the usual debate ever since its inception in 1839. The scope of departmental course offerings. course will examine the use of photography for aesthetic, documentary, and “scientific” 302 Modern and Contemporary Art (3 s.h.) (W) purposes, stylistic shifts by major proponents of A study of the development of Modern, the medium, and interpretations of subject Postmodern, and Contemporary art and artists, matter based on social and cultural concerns at covering the time period from the end of the specific moments in history. Recommended nineteenth century to the end of the twentieth background: ARTH 102. century in both Europe and America. The course follows a chronological trajectory, uncovering 210 Studies on Site (3 s.h.) the evolution of influences, themes, media, Students with strong background, love of art traditions, and contradictions within a historical, and/or history may apply for Studies on Site. A social, political, and technological context. small group travels to study art in locations that Topics to be covered will include Impressionism vary from year to year. Group discussions, oral and Post-Impressionism, Fauvism, Cubism, presentations, writing, flexibility and Futurism, Expressionism, the Bauhaus and de congeniality are important. Extra charge covers Stihl, Dada and Surrealism, Abstract room, board, transportation, museum entrance Expressionism, Minimalism, Pop Art, fees, most meals. Applications due with deposit Conceptual Art, Performance Art, by November 1; notification of acceptance by Environmental Art, Feminist Art, and New Media Art. *Prerequisite: ARTH 102.
54 ARTS MANAGEMENT MUS 100 Jim Sconyers, Jr., art coordinator MUS 111 Lise Keiter, music coordinator At least 12 semester hours of music electives, John Paul Scheidler, theatre coordinator including at least two three-credit music courses at the 200 level The arts management major provides the MUS 402 student whose field of interest is art, music, or theatre with skills in management appropriate Note: A music minor is recommended for this for positions in arts organizations or for concentration. graduate study in arts management. Concentration in Theatre Requirements for the Major in Arts 21 semester hours Management THEA 114 or THEA 115 48–49 semester hours THEA 208 or approved substitution One course in theatre literature or history BUAD 200 One course in theatre techniques BUAD 208 Two additional theatre courses THEA 401 BUAD 230 COMM 100 Arts Management Course Descriptions COMM 260 ECON 101 340 Museum Studies (3 s.h.) (R) ARTM 287/387 The course is designed to introduce the student Senior Project in area of concentration in history or art history to the history, purpose, Required courses for area of concentration, as and operation of museums, based on the four noted below functions that define a museum: acquisition, One course in each of the other two preservation, exhibition, and interpretation of concentrations objects. Introduction to museum governance, management, financing, including the Note: One or more of the following strongly not-for-profit status, personnel, public relations, recommended: Art 117, Buad 307, Buad 350, auxiliary services, and ethics are also Comm 115, Comm 221, Comm 240, Comm 245, considered. or INT 251 Note: ECON 102 is strongly recommended, 287, 387 Internship(s) (3 s.h.) especially for students planning to pursue Students gain hands-on experience in museum graduate studies in business. work, arts organizations, and communications Note: Art emphasis students choose one of the organizations on campus or in the area. Summer following: COMM 100 or COMM 260 internships elsewhere are strongly encouraged. Students gain experience in areas such as Concentration in Art museum work, public relations, exhibitions, 24 semester hours researching, cataloging, and theatre operations. ARTH 101 and ARTH 102 One internship is required; a second may be Two additional ARTH courses ART117, ARTM taken as an elective. 340 Arranged individually. BUAD 400 (fall) Senior Project BUAD 401 (spring) Senior Project 400 Senior Project For course description, please consult faculty. Note: INT 150 Creating Community: Human Rights and the Arts and INT 155 Permeable ASIAN STUDIES Borders are encouraged but not required. Amy S. Miller, coordinator
Concentration in Music 21 semester hours 55 The minor in Asian Studies provides a broad 6 s.h. for a pre-approved internship, either in background in the cultures, histories, languages, Asia or with an Asian company or organization political systems, and religious formations of in the United States. Asia. By engaging a variety of disciplinary perspectives, students become attuned to Asia’s Civic Engagement Opportunities diversity — its many models of social ● English Conversation Partners — student organization, political developments, historical volunteers are paired with Mary Baldwin transformations, and ideologies — while gaining international students to help them with an overall understanding of Asia as a region of spoken English particular importance, both historically and in ● MBU Ambassadors — student volunteers the contemporary global context. Although assist with international student study abroad is not required for the Asian programming, particularly during student Studies minor, it is both recognized and orientation encouraged. Students are eligible to apply for ● Cosmos International Club-student one semester or one year programs with Mary organization Baldwin international exchange partners: Doshisha Women’s College in Kyoto, Japan; Asian Studies Course Descriptions Soka University in Tokyo, Japan; Kansai Gaidai in Osaka, Japan; Sungshin Women’s University 106 Asian Civilizations (3 s.h.) (H, W) in Seoul, South Korea; National Chengchi Introduces students to aspects of traditional and University in Taipei, Taiwan; or Lady Doak modern civilizations of Central, East, South, and College, in Madurai, India. Students may also Southeast Asia, with an emphasis on key study at other recognized institutions in Asia. moments of political and cultural change and transformation. Requirements for the Minor in Asian Studies 18 semester hours 201 Arts of Asia: India, China, Japan (3 s.h.) (H) AS 106: Asian Civilizations or AS/REL 212: For course description, see ARTH 201 in the Art Asian Religions History listing. 15 additional semester hours of Asian Studies courses from among those listed below (Or 12 212 Asian Religions (3 s.h.) (H) additional s.h. if both AS 106 and AS 212 are An introduction to the world views and ritual completed): practices of the major living religious traditions ● JPNS 201, 202: Up to 6 credits for Japanese of South, Southeast, and East Asia. Cross listed language. *Prerequisite: JPNS 101, 102. as REL 212. Contributes to the Peacebuilding and ● AS 201/ARTH 201 Arts of Asia: India, Conflict Resolution and Religious Studies minors. China, Japan ● AS 246 Modern Japan 246 Modern Japan (3 s.h.) (I) ● AS 247 Modern India A study of Japanese cultural, political and ● AS 251 Gender in Asian Cultures economic history from the 19th century. ● AS 253 China in the Developing World Preceded by a brief introduction to its early ● AS 270 Australia: A Cultural History history. ● AS 272 Tibetan and Himalayan Cultures ● AS 275 Buddhism 247 Modern India (3 s.h.) (I) ● AS 278 Hinduism An examination of the emergence of India as a ● AS 320/PHIL 320 Peacemaking: Gandhi and modern nation, followed by a look at Non-violence contemporary issues in India with roots in that history. With prior approval, intermediate level language courses and Asian Studies courses 251 Gender in Asian Cultures (3 s.h.) (G, W) taken at a recognized college or university in A study of the changing social, cultural, Asia may be included in the Asian Studies religious, and economic roles of women in a Minor. In addition, students may also earn up to variety of Asian cultures and historical contexts. 56 Contributes to the minors in Peacebuilding and An internship in Japan or elsewhere in Asia, or Conflict Resolution and Women’s Studies. with an Asian-related company or organization in the United States 253 China in the Developing World (3 s.h.) (I) Chinese political, economic, and cultural history 320 Peacemaking: Gandhi and Nonviolence from the 17th century to the present with an (3 s.h.) (T, R) emphasis on 20th-century developments. For course description, see PHIL 320 in the Emphasis also on Taiwan. Philosophy listing.
270 Australia: A Cultural History (3 s.h.) (I, W) AUTISM STUDIES & APPLIED Historical analysis of the cultural and BEHAVIOR ANALYSIS sociological development of Australia as a Please see College of Education for information on the modern nation. Topics include relations between major in Autism Studies & ABA and the minor in native peoples and Europeans, evolution of a Applied Behavior Analysis unique culture, and contemporary problems and prospects facing Australia today. This course is BIOCHEMISTRY offered through MBU Online only. Please see Chemistry
272 Tibetan and Himalayan Cultures (3 s.h.) (T) An introduction to the peoples and cultures of BIOLOGY Tibet and the greater Himalayan region (Nepal, Paul Callo, department head Northern India, and Bhutan). In examining the Kadrin Anderson, Paul Deeble, Mary Jane Epps, cultural, social, religious, and environmental Melissa Scheiber aspects that define life on the slopes of this mountain region, the course employs diverse In the Biology Department we believe that the methodologies including Religious Studies, best way to learn science is by doing it — by Anthropology, and Environmental Studies. The involvement in thoughtfully designed emphasis is on modern life, including the impact laboratory work which includes self-designed of the Chinese Communist Intervention on the experiments and by exposure to current Tibetan diaspora and Tibetan national methods and questions in the field. We believe self-understandings. that this is important even for non-biology majors, because of both the understanding of 275 Buddhism (3 s.h.) (H, W) science that comes from it and the teamwork An introduction to the diverse beliefs, practices, and analytical skills which are developed-skills and traditions of Buddhism from their origins in which are valuable in any setting. India to their geographical and historical diffusion throughout Asia and beyond. Students who major in Biology integrate Attention will also be given to Socially Engaged technique and theory. Whether they are Buddhism. Cross listed as REL 275. Contributes contributing to faculty research or working on a to the Peacebuilding and Conflict Resolution and self-designed project, Biology majors have access Religious Studies minors. to equipment and the opportunity to conduct hypothesis-driven research at a high level 278 Hinduism (3 s.h.) (H, W) intended to make an impression in graduate An exploration of Hinduism’s diversity through school and beyond. It is expected that this a study of Hindu mythological and epic research will incorporate sophisticated literature, sacred geography, ritual practices, and techniques and instrumentation and skill in understandings of divinity. Cross listed as REL using the primary research literature; this 278. Contributes to the Peacebuilding and Conflict culminates in an original and substantial senior Resolution and Religious Studies minors. research project and the presentation and defense of a thesis. 287, 387 Internship (1–3 s.h.)
57 Biology is available as a major (BS or BA) and 11 credit hours in Mathematics/Statistics: minor. Within the Biology major, there are MATH 211*Calculus I optional emphases in Biomedical Science or MATH 212*Calculus II Science Education. Any Statistics course
Requirements for Bachelor of Arts in Biology Biomedical Science Emphasis 39 semester hours in Biology plus 8 semester The biomedical science emphasis is an hours in supporting courses interdisciplinary program designed to prepare students for admission to professional schools in The Basic Biology Core the medical sciences, graduate study in fields Required of all majors related to basic science research, or employment COURSE CREDIT in the rapidly growing biotechnology and HOURS pharmaceutical industries. BIOL 111 Principles of Biology 4 BIOL 112 Diversity of Life 4 Requirements for the Biomedical Science BIOL 222 Genetics 4 Emphasis BIOL 224 Cell Biology 4 Minimum 42 semester hours BIOL 245 Ecology 4 The requirements for the BA or BS in biology BIOL 253 Zoology or 4 Four of the following: CHEM 221, CHEM 222, BIOL 257 Botany PHYS 201, PHYS 202, BIOL 255, HCA/BIOL 261 BIOL 264, BIOL 265, BIOL 327, BIOL 328, BIOL 381 Junior Seminar 3 BIOL 329, BIOL 352, BIOL 354, or BIOL 355 BIOL 400 Senior Seminar 1 One of the following: ANTH 208, HCA 101, BIOL 401 Senior Research or 2 HCA 125, HCA 225, HCA/PHIL 230, HCA 245, BIOL 402 Senior Colloquium HCA 250, PSYC 203, PSYC 210, PSYC 211, PSYC BIOL Elective at the 200 level or 2-4 305, PSYC 307, or SOC 260 above BIOL Elective at the 200 level or 2-4 Note: Students are encouraged to pursue above internships in the biomedical sciences (BIOL BIOL Elective at the 300 level 2-4 387). TOTAL Minimum of 39 Science Education Emphasis The science education emphasis, added to a Supporting Courses: minor in education, prepares students for Required of all Biology majors careers as science educators.
8 credit hours in Chemistry: Requirements for the Science Education CHEM 121 General Chemistry I with lab Emphasis CHEM 122 General Chemistry II with lab 48 semester hours The requirements for the BA in Biology Requirements for Bachelor of Science in including both BIOL 253 and BIOL 257 Biology One of the following: BIOL 141, BIOL 142, BIOL 39 semester hours in Biology plus 19 semester 145 or BIOL 148 and BIOL 149, BIOL 150 hours in supporting courses One of the following: BIOL 264 or BIOL 265 The Basic Biology Core (listed above) with two BIOL 380: serve as a teaching assistant in a lab BIOL electives at the 300 level instead of one and science BIOL 401. Note: Students also should refer to the Supporting Courses requirements for an education minor and for 8 credit hours in Chemistry: teacher licensure. For more information, see CHEM 121 General Chemistry I with lab College of Education. CHEM 122 General Chemistry II with lab 58 Requirements for the Minor in Biology 141 Field Biology (4 s.h.) (N) 24 semester hours Field course. Focuses on the natural history and BIOL 111 and BIOL 112 ecology of plants and animals in and around the Three of the following: BIOL 222, BIOL 224, Shenandoah Valley. Spring wildflowers, birds, BIOL 245, BIOL 253, or BIOL 257 and mammals are studied in the varied habitats Additional courses in biology to total 24 found in the George Washington National Forest semester hours. and St. Mary’s and Ramsey’s Draft wilderness areas. Students who take the course should like Civic Engagement Opportunities to hike. May Term. • Civic engagement contracts with BIOL 151 and BIOL 264/265 by working in local clinics 142 Botany in the Field (4 s.h.) (N) or health services. Field course. A detailed study of the plant species growing in local habitats, focusing on Biology Course Descriptions how elevation, soils, microclimate, and 100 The Living World (3 s.h.) (N, R) ecological succession affect vegetation patterns This is a course recommended for non-majors. of the region. Students who take this course Students will seek answers to several questions: should like to hike. Offered Summer Week as What should I eat? Why do we run? What do needed. our genes do? Why do we need bacteria in our bodies? How does what we do impact other 145 Freshwater Chemistry and Biology (4 s.h.) species? This course will examine these themes (N) through readings, videos, discussions, and oral For course description see CHEM 145 in the presentations. Chemistry listing. May Term.
111 Principles of Biology (4 s.h.) (N) 148 Environmental Issues (3 s.h.) (N) Lecture and lab. The biological sciences as a The goals of this course are to introduce process of inquiry, with emphasis on general students to the basic principles of ecology that principles including the structure and function underlie the major environmental issues of of major biological molecules such as DNA, today. This course is particularly appropriate for RNA, protein, lipids, and carbohydrates. This students interested in the environment that are course emphasizes basic cell biology, majoring in business administration, fundamental biochemical pathways, and communication, education, and the social introductory genetics. This course provides the sciences. Requires BIOL 149 in order to count foundation for all other biology courses and is toward a Biology major. the first course in a two part sequence with BIOL 112. Fall. Lab fee. 149 Environmental Issues Lab (1 s.h.) (N) Lab course. Students work on a variety of 112 Diversity of Life (4 s.h.) (N) projects dealing with population biology, Lecture and lab. This course is intended to give community structure, and the monitoring of students an introduction to the great diversity of environmental pollution. Lab fee. life on Earth, with emphasis on the body plans, ecology, and evolutionary relationships among 150 Field Ornithology (4 s.h.) (N) organisms. This is the second course in the Field course. Students study the biology, introductory biology sequence which began ecology, and behavior of wild birds, learn to with BIOL 111. Spring. Lab fee. identify birds (by sight and sound) and participate in a bird-banding research project. 120 Nutrition for Health, Fitness, and Sport (3 The plight of neotropical migratory birds is s.h.) (N) emphasized. Alternate years, May Term. For course description, see CHEM 120 in the Chemistry listing. 151 Human Health and Disease (3 s.h.) (N) A study of the structure and function of the human body in order to understand how disease 59 impacts the living world. The effects of disease 248/348 Conservation Biology (3 s.h.) (T: 348 on society are considered from the primary only) perspective of the biological sciences with Conservation biology is the study of the context offered within healthcare management, diversity of life and its preservation. Students the media, ethics, and economics. This course does taking this course will explore how evolutionary not count toward teacher licensure. processes result in the biological diversity we see today, examine current threats to biological 211 Evolution (3 s.h.) diversity, and engage in critical discussion of Evolution, the great unifying theory behind conservation ethics and economic tradeoffs. The modern biology, is introduced with an emphasis course will cover the theoretical underpinnings on experimental evidence bearing on the of conservation as well as practical strategies modern synthesis of evolutionary theory and its that conservationists apply to maintain bearing on topics such as disease, aging, and biological diversity in the field. *Prerequisite: social behavior. *Prerequisite: BIOL 111. Alternate BIOL 245 or permission of instructor. Alternate years. years.
222 Genetics (4 s.h.) 250 Neotropical Ornithology (4 s.h.) (I ) Study Lecture and lab. The study of genetic principles, abroad. Neotropical ornithology introduces the including Mendelian inheritance and gene diversity of birds, their scientific study, and regulation, in a variety of different organisms. conservation in both tropical and temperate The ethical and practical implications of genetic settings. We visit the tropics during spring break research and the genetic basis of disease are and study migratory species in Virginia during a focal points of the course. Students develop week of May Term. Differences between resident problem-solving ability and conduct genetic and migratory tropical birds introduce the experiments using classical and molecular concept of bias in our perception. Students methods. *Prerequisite: BIOL 111. Spring. Lab fee. achieve a solid foundation in bird biology, ecology, and behavior. Alternate years, May 224 Cell Biology (4 s.h.) Term. Lecture and lab. Cell structure and function including cell physiology, cell-cell signaling and 251 Personal Training (3 s.h.) the role of cells in development and cancer are For course description, see EXSS 251 in the Exercise presented along with basic biochemical Science listing. concepts. The laboratory introduces the main techniques of cytochemistry, histology, 252 Biology of Women (3 s.h.) (G) enzymology, and tissue culture. Spring. This course examines female biology from the *Prerequisite: BIOL 111, Recommended: CHEM 121. evolution of sex to reproduction to individual Lab fee. health. This course emphasizes female life stages and basic biological concepts relating to cells 230 Studies in Biology (3 s.h.) and heredity. Cross listed as WS 252. Suggested These colloquia will focus on topics not included background: BIOL 111 or 151. in regularly scheduled biology courses. Interests of the students and faculty will determine the 253 Zoology (4 s.h.) subject. Lecture and lab. Introduction to the evolution of form and function of the major animal phyla 245 Ecology (4 s.h.) with emphasis on observing ecological Lecture, lab, and field course. Students study the adaptations and unraveling evolutionary history interrelationships of living organisms with each through the use of contemporary taxonomic other and their environments at the population, methods. The laboratory involves substantial community, and ecosystem levels. The course dissection. *Prerequisite: BIOL 112. Alternate years, includes a research weekend at the Duke Spring. Lab fee. University Marine Laboratory. *Prerequisite: BIOL 112. Fall. Lab fee. 60 255 Microbiology (4 s.h.) Physiology I. The body systems that will be Lecture and lab. The basic biology of bacteria studied in this course will include the immune, and other microbes, with emphasis on metabolic lymphatic, cardiovascular, respiratory, digestive, diversity, the disease process, and microbial urinary and reproductive systems. Human ecology. The laboratory introduces methods for development and pregnancy will also be microbial culture and identification through studied. In the lab, students will use human student-designed experiments. This course is models, human skeletons, histological slides and required for students in the Clinical Laboratory cat dissection to observe the structure of cells, Science or Master of Science in Nursing tissues and body systems. Also, physiology programs. *Prerequisite: BIOL 111. Recommended: laboratory skills used in both research and CHEM 121. Fall. Lab fee. clinical settings will be introduced. *Prerequisite: BIOL 264. Spring. Lab fee. 257 Botany (4 s.h.) Lecture and lab. A study of how different 305 Physiological Psychology (3 s.h.) (W) groups of plants have solved common For course description, see PSYC 305 in the environmental challenges including support, Psychology listing. transport, defenses, reproductive strategies, and modes of speciation. Laboratory work includes 324 Biochemistry I (3 s.h.) plant physiology experiments, preserved For course description, see CHEM 324 in the material, and field identification of local species Chemistry listing. and families. *Prerequisite: BIOL 112. Alternate years. Lab fee. 325 Biochemistry II (4 s.h.) For course description, see CHEM 325 in the 261 Epidemiology (3 s.h.) (Q) Chemistry listing. For course description, see HCA 261 in the Healthcare Administration listing. 327 Immunology (3 s.h.) The physiology, cell biology, genetics, and health 264 Human Anatomy and Physiology I (4 s.h.) implications of the immune system, with Lecture and lab. This is the first course in a emphasis on the experimental evidence and two-course sequence that will introduce reasoning behind our current understanding. students to the structure and function of the This course is required of students seeking to human body. This course will begin with the enter the clinical laboratory science program. study of cellular structure and processes. This *Prerequisite: BIOL 224 or permission of instructor. will then be related to the structure and function Alternate years. of the different tissue types throughout the human body. The body systems that will be 328 Biotechnology (3 s.h.) studied in this course will include the Techniques of molecular biology are used to musculoskeletal, nervous and endocrine study topics ranging from cell-cell signaling to systems. In the lab, students will use human evolution and ecology; this course is taught as a models, human skeletons, histological slides and journal club in which students select, present, cat dissection to observe the structure of cells, and discuss a variety of current research papers tissues and body systems. Also, physiology using these techniques. *Prerequisite: BIOL 222. laboratory skills used in both research and Alternate years. clinical settings will be introduced. *Prerequisite: 329 Biological Imaging (4 s.h.) BIOL 111. Fall. Lab fee. Laboratory course. The study of the theory and methodology of multiple types of imaging to 265 Human Anatomy and Physiology II (4 s.h.) include light and fluorescence microscopy, Lecture and lab. This is the second course in a Scanning Electron Microscopy (SEM), and gel two-course sequence that will introduce imaging for DNA and protein analysis. students to the structure and function of the *Prerequisite: BIOL 111 or BIOL 112. Alternate human body. This course will build off of the years, May Term. Lab fee. material learned in Human Anatomy and 61
351 Exercise Physiology (4 s.h.) (W) 383 Advanced Study in Biology (2–3 s.h.) Lecture and lab. An in-depth study of Exercise Topics of mutual interest to a group of students Physiology as it relates to normal physiology, and a professor are considered. fitness, performance and health. Topics include the history of exercise physiology, 387 Internship: Professional Experience in neuromuscular, metabolic, cardiovascular, Biology (2–3 s.h.) pulmonary, and endocrine responses to exercise, Provides practical experience in a biology research methods for improving exercise related career setting by working with performance and special considerations relating professionals in a chosen career specialty area. to environmental impacts on exercise training. Students work closely with a faculty member This course will highlight the human adaptive and negotiate the terms of internship with the response to exercise in the context of the normal on-site supervisor. Credit is awarded on the physiology of the systems studies. The basis of one semester hour per 50 hours of laboratory portion will allow students to internship. Must be taken P/NC, and does not perform high level metabolic analyses and count as a 300-level elective towards the major. propose original research questions to extend studies they select from the primary literature. 400 Senior Seminar (1 s.h.) (M) Cross-listed as EXSS 351. Lab fee. Students complete planning for the project designed during BIOL 381. Students refine the 354 Comparative Physiology (4 s.h.) (W) research/review plan and then participate in Lecture and lab. An examination of the common journal article presentations on relevant papers. cellular mechanisms underlying many Students meet in small groups to report progress physiological processes using a comparative on experiments and data acquisition or on approach emphasizing functional strategies for writing of a critical review of the research solving physiological problems. The laboratory literature. *Prerequisite: BIOL 381. Fall. allows students to perform self-directed experiments, based in the primary literature, on 401 Senior Research (2 s.h.) (M) a variety of organisms. This research seminar includes the experimental *Prerequisite: BIOL 111. Alternate years. Lab fee. portion of the senior research project developed during BIOL 381 and 400, combined with a lab 361 Animal Behavior (4 s.h.) (W) meeting format in which to present results, Lecture, project development, discussion, and including formal oral presentations of the lab. The comparative study of animal behavior project. The student prepares a written thesis from ecological and evolutionary points of view. and conducts an oral defense of it, and takes the Topics include innate and learned behavior as Major Field Achievement Test in Biology. two poles of the entire spectrum of behavior, *Prerequisite: BIOL 400. Spring. evolution of behavior patterns, social organization, sexual selection and female choice, 402 Senior Colloquium (2 s.h.) (M) and applications of ethology to human behavior. This colloquium includes the completion of a *Prerequisite: BIOL 112. Alternate years. Lab fee. critical review of the research literature focused 381 Junior Seminar (3 s.h.) (R) on the topic developed during BIOL 381 and This seminar focuses on experimental design, 400, combined with small group meetings to scientific writing, data analysis, and discuss progress on a comprehensive critical development of a senior research topic. Students review paper, including formal oral write a research proposal for review by presentations of the topic. The student prepares midterm. Required of all junior year biology a critical review paper and conducts a summary majors. *Prerequisites: at least two of the biology oral presentation of it, and takes the Major Field core courses (BIOL 222, 224, 245, and 253 or 257) Achievement Test in Biology. *Prerequisite: BIOL completed with a grade of “C” or better and overall 400. Spring. GPA in biology of 2.0 or higher OR permission of the department. Spring. 62 BUSINESS Bachelor of Arts in Business Cathy Ferris McPherson, department head The degree in Business is a preparation for Christina Cain, Sunghil Chung, Bruce Dorries, engaging in the world after graduation in almost Janet Ewing, Jinyoung Kang, Claire Kent, Lallon any endeavor, whether profit-seeking or not. Pond The core of the program focuses on three critical abilities: We prepare students to embark on the next •To communicate one’s ideas to others and to phase of their lives, whether it is entering the learn from them work environment or pursuing graduate •To organize people and activities in order to studies, with a powerful skill set. Students will effectively accomplish one’s goals develop the ability to assess a situation, choose •To track and evaluate progress against those effective business tools, and adapt to often goals complex and changing environments. Students will be required to complete a series of We offer several challenging and focused business courses intended to provide a baccalaureate options for both undergraduate foundation in essential business competencies residential programs and for distance learning which will be supplemented by additional students through MBU Online. Our bachelor of coursework in one of seven emphasis areas. arts in business has a strong broad-based core covering all the fundamental components Note for transfer students: Microeconomics and necessary to understand the business world and Macroeconomics credits transferred from the dynamic environment in which it operates. another college meet the ECON 101 and 102 Students complete the core, as well as at least requirements for the bachelor of arts in business, one area of emphasis, specific to their needs and but only ECON 102 taken at MBU meets the interests. Emphasis areas include: management, Global Understanding requirement. Students entrepreneurship, marketing, accounting, transferring the ECON 102 course from another human resource management, sustainability, college must meet this learning outcome from project management, and women’s leadership. one of the other qualifying courses at MBU. (Note : Students may complete no more than two areas of emphasis.) A bachelor of science in Requirements for the Bachelor of Arts in business is also available. Business — Emphasis in Management Undergraduate residential programs and MBU The second baccalaureate option available to Online students in undergraduate residential programs 45 semester hours is a Marketing and Communication major. This BUAD 104 Perspectives on Sustainability unique major focuses specifically on marketing BUAD 200 Management Principles and communication theory and practice and BUAD 208 Accounting Principles equips students to understand, assess, and BUAD 209 Financial Decision Making navigate in a world that is increasingly diverse. BUAD 220 Legal Environment of Business Students will gain knowledge and skills BUAD 222 Social Science Statistics enabling them to understand different contexts, BUAD 230 Marketing Principles cultures, and media and be able to leverage the BUAD 307 Business & Society power of effective, informed and targeted BUAD 400 Strategy & Sustainability in Business communication. There are two tracks available Decisions in the Marketing and Communication degree BUAD 401 Business Senior Seminar option: Integrated Marketing and ECON 101 Microeconomics Communication Studies. Students have the ECON 102 International and Macroeconomics opportunity to become effective and Plus three of the following: impassioned communicators, decision makers, BUAD 202 Organizational Behavior and and team players. Interpersonal Communication
63 BUAD 250 The Female Executive: Strategies in CE 281 Civic Engagement and Social the Workplace Entrepreneurism* BUAD 260 Personal Finance COMM 240 Advertising BUAD 302 Managing Human Resources COMM/MKTC 300 Persuasive Campaigns BUAD 305 Global Business *Not offered online BUAD 306 The Entrepreneur
BUAD 350 Project Management for Sustainable Requirements for the Bachelor of Arts in Impact Business — Emphasis in Marketing ECON 310 Global Labor Economics* Undergraduate residential programs and MBU INT 230 History and Theories of Leadership Online INT 330 The Practice of Leadership Seminar* 45 semester hours PSYC 245 Industrial/Organizational BUAD 104 Perspectives on Sustainability Psychology* BUAD 200 Management Principles *Not offered online BUAD 208 Accounting Principles
BUAD 209 Financial Decision Making Requirements for the Bachelor of Arts in BUAD 220 Legal Environment of Business Business — Emphasis in Entrepreneurship BUAD 222 Social Science Statistics Undergraduate residential programs and MBU BUAD 230 Marketing Principles Online BUAD 338 Marketing Research 45 semester hours BUAD 362 Consumer Behavior BUAD 104 Perspectives on Sustainability BUAD 400 Strategy & Sustainability in Business BUAD 200 Management Principles Decisions BUAD 208 Accounting Principles BUAD 401 Business Senior Seminar BUAD 209 Financial Decision Making COMM 240 Advertising BUAD 220 Legal Environment of Business ECON 101 Microeconomics BUAD 222 Social Science Statistics ECON 102 International and Macroeconomics BUAD 230 Marketing Principles
BUAD 306 The Entrepreneur Plus one of the following: BUAD 400 Strategy & Sustainability in Business BUAD 334 Multicultural Marketing in America Decisions BUAD 336 Cross-Cultural and Global Marketing BUAD 401 Business Senior Seminar Requirements for the Bachelor of Arts in ECON 101 Microeconomics Business — Emphasis in Accounting ECON 102 International and Macroeconomics Note: All upper division accounting courses are Plus three of the following: only offered online through MBU Online. BUAD 214 Income Tax (VITA) 45 semester hours BUAD 313 Computerized Accounting for the BUAD 104 Perspectives on Sustainability Small Business BUAD 200 Management Principles BUAD 338 Market Research BUAD 210 Financial Accounting BUAD 350 Project Management for Sustainable BUAD 211 Managerial Accounting Impact BUAD 220 Legal Environment of Business BUAD 362 Consumer Behavior BUAD 222 Social Science Statistics CE 281 Civic Engagement and Social BUAD 230 Marketing Principles Entrepreneurism* BUAD 340 Principles of Financial Management COMM 240 Advertising BUAD 400 Strategy & Sustainability in Business COMM/MKTC 300 Persuasive Campaigns Decisions Plus three of the following: BUAD 401 Business Senior Seminar BUAD 313 Computerized Accounting for the ECON 101 Microeconomics Small Business ECON 102 International and Macroeconomics BUAD 338 Market Research Plus three of the following: BUAD 350 Project Management for Sustainable BUAD 214 Income Tax (VITA) Impact BUAD 310 Intermediate Accounting I BUAD 362 Consumer Behavior 64 BUAD 311 Intermediate Accounting II BUAD 387 Business and Civic Engagement BUAD 312 Cost Accounting Internship BUAD 313 Computerized Accounting for the BUAD 395 Business Practicum Small Business PSYC 205 Techniques of Counseling and BUAD 314 Tax Accounting Psychotherapy BUAD 315 Accounting Information Systems PSYC 302 Psychological Testing (Note: PSYC 220 BUAD 316 Advanced Accounting or 250 is a prerequisite for PSYC 302) BUAD 317 Accounting for Nonprofits and PSYC 313 Applied Behavioral Government Analysis*REL/COMM 237 Mediation: Theory BUAD 318 Auditing and Practice* *Not offered online Note: Students planning to take the CPA exam should complete all accounting courses at the Requirements for the Bachelor of Arts in 300-level offered at MBU. Business — Emphasis in Sustainability Undergraduate residential programs and MBU Requirements for the Bachelor of Arts in Online Business — Emphasis in Human Resource 45 semester hours Management Undergraduate residential programs and MBU BUAD 104 Perspectives on Sustainability Online BUAD 200 Management Principles 45 semester hours BUAD 208 Accounting Principles BUAD 104 Perspectives on Sustainability BUAD 209 Financial Decision Making BUAD 200 Management Principles BUAD 220 Legal Environment of Business BUAD 208 Accounting Principles BUAD 222 Social Science Statistics BUAD 209 Financial Decision Making BUAD 230 Marketing Principles BUAD 220 Legal Environment of Business BUAD 307 Business & Society BUAD 222 Social Science Statistics BUAD 400 Strategy & Sustainability in Business BUAD 230 Marketing Principles Decisions BUAD 302 Managing Human Resources BUAD 401 Business Senior Seminar BUAD 400 Strategy and Sustainability in ECON 101 Microeconomics Business Decisions ECON 102 International and Macroeconomics BUAD 401 Business Senior Seminar Plus one of the following: ECON 101 Microeconomics BUAD 202 Organizational Behavior and ECON 102 International and Macroeconomics Interpersonal Communication BUAD 266 Social Trends and their Impact on Plus one of the following: Business BUAD 202 Organizational Behavior and CE 281 Civic Engagement and Social Interpersonal Communication Entrepreneurism* PSYC 245 Industrial/Organizational Psychology* Plus one of the following: BUAD 250 The Female Executive: Strategies in Plus one of the following: the Workplace BUAD 266 Social Trends and their Impact on BUAD 260 Personal Finance Business PHIL 110 Ethical Issues in Business BUAD 305 Global Business COMM 280 Intercultural Communication Plus one of the following: ECON 310 Global Labor Economics* BIOL 148 Environmental Issues BUAD 350 Project Management for Sustainable Plus one of the following: Impact BUAD 350 Project Management for Sustainable ECON 272 Environmental Policy* Impact SOC 262 Environmental Sociology *Not offered online 65 Requirements for the Bachelor of Arts in • ECON/POLS 301 Advanced Data Analysis* Business — Emphasis in Project Management • Three courses in mathematics at the Undergraduate residential programs and MBU 200-level or above Online • Two 200-level lab science courses 45 semester hours *Not offered online
BUAD 104 Perspectives on Sustainability Note: Students planning to enter a Master of BUAD 200 Management Principles Business Administration (MBA) program would BUAD 208 Accounting Principles benefit from taking: BUAD 209 Financial Decision Making BUAD 305 Global Business BUAD 220 Legal Environment of Business BUAD 312 Cost Accounting BUAD 222 Social Science Statistics BUAD 340 Principles of Financial Management BUAD 230 Marketing Principles BUAD 336 Cross-Cultural and Global Marketing BUAD 350 Project Management for Sustainable Impact Bachelor of Arts in Marketing and BUAD 351 Project Quality Management Communication BUAD 352 Project Scheduling Please see Marketing and Communication BUAD 353 Project Financial/Risk Analysis BUAD 400 Strategy & Sustainability in Business Minor in Business Decisions Undergraduate residential programs and MBU BUAD 401 Business Senior Seminar Online ECON 101 Microeconomics ECON 102 International and Macroeconomics A minor in Business is highly desirable in today’s fast-paced environment. The minor will Requirements for the Bachelor of Arts in provide valuable theoretical understanding and Business — Emphasis in Women’s Leadership practical application exercises in the areas of Undergraduate residential programs only management, marketing, accounting, and the 45 semester hours legal environment of business. Coursework will BUAD 104 Perspectives on Sustainability also reflect the growing focus on sustainability BUAD 200 Management Principles practices and measures as a means to preserve BUAD 208 Accounting Principles our world. Students in any major area will BUAD 209 Financial Decision Making benefit from pairing a business minor with other BUAD 220 Legal Environment of Business majors and minors. BUAD 222 Social Science Statistics BUAD 230 Marketing Principles Requirements for the Minor in Business BUAD 250 The Female Executive: Strategies in 18 semester hours the Workplace BUAD 400 Strategy & Sustainability in Business BUAD 104 Perspectives on Sustainability Decisions BUAD 200 Management Principles BUAD 401 Business Senior Seminar BUAD 208 Accounting Principles ECON 101 Microeconomics BUAD 209 Financial Decision Making INT 230 History and Theories of Leadership BUAD 220 Legal Environment of Business INT 330 The Practice of Leadership* BUAD 230 Marketing Principles PSYC 214 Psychology of Women* WS 100 Focus on Women* For those students whose major field is a *Not offered online non-business discipline, the completion of these core business courses satisfies the requirements Bachelor of Science in Business for a minor in Business. Those students who Students seeking a Bachelor of Science in wish to further their study of business may earn business must meet all of the requirements for a major in Business with an emphasis in one of the Bachelor of Arts in business in any of the the seven areas outlined above. To be eligible for emphasis areas, plus the following: a major in Business, the student must have 66 earned a 2.5 GPA or higher in the core business BUAD 302 Managing Human Resources curriculum. BUAD 338 Marketing Research BUAD 350 Project Management for Sustainable Additional Business Department Minors Impact Undergraduate residential programs and MBU BUAD 362 Consumer Behavior Online CE 281 Civic Leadership and Social Please see Human Resource Management, Entrepreneurism* Marketing, Management, or Project Management *Not offered online
Certificate Programs Requirements for Certificate in Human Undergraduate residential programs and MBU Resource Management Online 18 semester hours
MBU offers certificates in the following areas: BUAD 200 Management Principles BUAD 302 Managing Human Resources ● Sustainable Business Management PSYC 205 Techniques of Counseling and ● Entrepreneurship Psychotherapy ● Human Resource Management ● Marketing and Communication Plus one of the following: BUAD 202 Organizational Behavior and Twelve semester hours must be new coursework Interpersonal Communication with MBU. PSYC 245 Industrial/Organizational Psychology* Requirements for Certificate in Sustainable Business Management Plus one of the following: 21 semester hours BUAD 266 Social Trends and their Impact on Business BUAD 104 Perspectives on Sustainability BUAD 305 Global Business BUAD 200 Management Principles BUAD 307 Business and Society BUAD 202 Organizational Behavior and COMM 280 Intercultural Communication Interpersonal Communication ECON 310 Global Labor Economics* BUAD 208 Accounting Principles Plus one of the following: BUAD 230 Marketing Principles BUAD 350 Project Management for Sustainable BUAD 350 Project Management for Sustainable Impact Impact BUAD 387 Business & Civic Engagement Internship Plus one of the following: BUAD 395 Business Practicum BUAD 307 Business & Society PSYC 302 Psychological Testing (Note: PSY 220 PHIL 110 Ethical Issues in Business or 250 is a prerequisite for PSY 302) PSYC 313 Applied Behavioral Requirements for Certificate in Analysis*REL/COMM 237 Mediation: Theory Entrepreneurship and Practice* 21 semester hours *Not offered online
BUAD 104 Perspectives on Sustainability Requirements for Certificate in Project BUAD 200 Management Principles Management BUAD 208 Accounting Principles 12 semester hours BUAD 230 Marketing Principles BUAD 306 The Entrepreneur BUAD 350 Project Management for Sustainable Impact Plus two of the following: BUAD 351 Project Quality Management BUAD 209 Financial Decision Making BUAD 352 Project Scheduling 67 BUAD 353 Project Financial/Risk Analysis and practices of sustainable business management from both a strategic perspective Requirements for Certificate in Marketing and and an application-oriented perspective. Communication *Prerequisite: sophomore standing or permission of 21 semester hours instructor.
BUAD 230 Marketing Principles 202 Organizational Behavior and Interpersonal BUAD 338 Marketing Research Communication (3 s.h.) BUAD 362 Consumer Behavior Focuses on critical aspects of organizational COMM 115 Introduction to Mass Media behavior and interpersonal communication. COMM 240 Advertising Covers topics such as systems theory; COMM 260 Public Relations organizational culture and learning; and COMM 300 Persuasive Campaigns (OR an individual, team, and group dynamics, as well approved 300-level substitute) as other vital areas such as conflict resolution and negotiation. Understanding of the centrality Civic Engagement Opportunities of communication in person-to-person Students may take course learning into their relationships, and recognition and acceptance of communities to help organizations of all types diversity are critical elements on a micro and with business-related activities. The Income Tax macro level. Organizational leadership and Assistance Course (VITA) offers students such a change management are explored as elements of co-curricular, Community Involvement (C) healthy and sustainable organizational cultures. opportunity. They become IRS certified to Cross listed as COMM 202. *Prerequisite: prepare tax returns for area residents. As the sophomore standing. university’s gateway for civic engagement and global engagement options, the Spencer Center 208 Accounting Principles (3 s.h.) provides faculty who will work with students to Introduces students to financial statements and pair their interests with appropriate the concepts and transactions that underlie those opportunities. statements. It focuses on understanding financial statements and the numbers that make Business Course Descriptions up financial statements, giving students a Note: The following courses are available only rudimentary knowledge of debits and credits, an through MBU Online: understanding of basic accounting principles, BUAD 211, BUAD 311, BUAD 312, BUAD and a greater understanding of the relationships 314, BUAD 315, BUAD 316, BUAD 317, between the numbers. Will also examine the BUAD 318, BUAD 340, and BUAD 360. prevalence of corporate social responsibility annual reports. 104 Perspectives on Sustainability (3 s.h.) (T) Provides an overview of sustainability from the 209 Financial Decision Making (3 s.h.) (Q) perspectives of business, economics, Provides an introduction to the concepts, environmental/ecological studies, and problems, and applications of decision making sociology. It introduces the student to the triple as related to personal and corporate financial bottom line concept and evaluation which management. Specifically, the principles of time focuses on financial, social, and environmental value of money, risk/return trade-off, stock and responsibilities. bond valuation, capital budgeting techniques and practices including cost/benefit analysis, 200 Management Principles (3 s.h.) (W) capital structure, and working capital Provides an overview of traditional management are covered in the context of the management theory and practice and the triple bottom line. *Prerequisite: BUAD 208. growing literature on contemporary 210 Financial Accounting (3 s.h.) management. It also provides the student with Introduces the conceptual foundation of opportunities to read about and examine accounting and the fundamental techniques real-life applications. Highlights the principles involved in the preparation of corporate 68 financial statements. Includes the balance sheet, credits, exemptions, and deductions preparing income statement, and retained earnings both paper and electronic returns. Upon statement. successfully passing certification exams students are IRS certified in tax law. They can then 211 Managerial Accounting (3 s.h.) answer tax law questions, explain tax law to Offered online only. The second semester of clients, prepare or correct tax returns, and accounting principles designed for students conduct quality reviews of completed tax planning to major in Business with an returns. Students are required to volunteer Accounting emphasis. Looks at financial weekly at a local VITA site. Offered spring only. accounting concepts/theories in greater depth *Prerequisite: BUAD 213 or permission of instructor. and examines principles of managerial accounting. *Prerequisite: at least a ‘B’ in BUAD 220 The Legal Environment of Business (3 s.h.) 210. This course is a basic introduction to legal concepts that affect businesses, employees, and 213 VITA (Income Tax) Seminar (1 s.h.) individuals dealing with them. Topics covered The goal for this one term, one credit hour the legal system of the United States, course is to teach you about personal income constitutional and criminal law, torts, contracts, taxes. You will learn about W-4 & W-2 forms, and agency law. Junior standing recommended. who is required to file taxes, how to determine filing status, who can be listed as dependents, 222 Social Science Statistics (3 s.h.) (Q) what is considered earned and unearned income For course description, see INT 222 in the – recognizing 1099 forms, what deductions can Interdisciplinary Studies listing. be taken, and much more. Items of particular interest to you will also be covered such as how 230 Marketing Principles (3 s.h.) to file your taxes if your parent claims you as a This course introduces the basic principles of dependent on their return, how to earn marketing, including marketing strategy, Educational Tax Credits, and how to deduct the marketing communication, and the interaction interest you must pay on your educational between organizations and consumers. loans. You will file a return from start to finish; a Emphasis will be on economic, social, cultural, paper and an electronic return. It will be and legal environments in which marketing fast-paced, but you will learn a life-long skill. occurs. Students gain understanding of You, your family, and your friends will have to traditional marketing concepts and current file income taxes the rest of your life. Why not marketing thought, as well as practical learn how to do it yourself now and learn to take experience through analytical and creative advantage of tax credits and deductions that will projects. result in tax savings and more spendable income in your pocket each year. This course is a 244 Investments (3 s.h.) required prerequisite for BUAD 214 taught each An introductory study of investment spring. management covering cash equivalents, money markets, mutual funds, stocks, corporate bonds, 214 Income Tax Assistance (VITA) (3 s.h.) (C) government bonds, retirement plans and Offers students a co-curricular Community annuities, real estate, options, and futures, Involvement (C) opportunity to become an focusing on the individual investor. Investment IRS-certified volunteer providing free basic strategies and risk and return are evaluated as income tax return preparation with electronic well as techniques and procedures designed to filing to qualified individuals. All workers in the aid in investment management. Course offered United States must pay taxes and most have to as needed. Optional field trip to NYC financial file an annual tax return. Students study the district at additional cost. conduct and ethics of working with confidential data and how to administer quality information 250 The Female Executive: Strategies in the gathering interviews. Once certified in each area, Workplace (3 s.h.) (G) students study current tax law including tax 69 Examines the impact of women in key in a broader environment. Sustainable leadership roles, presenting how women organizational culture requires appropriate establish and maintain effectiveness as design and implementation of HR policy. managers and leaders. Provides a historical Students study HR planning and organizational perspective on women’s culture and their competitiveness, global HRM, equal changing roles. Topics include gender employment opportunity, job analysis and communication, leadership style development, staffing, recruitment and selection, training and political game playing, work and family development, performance management and integration, networking and mentoring, sexual appraisal, compensation, employer rights, harassment, perceived and real barriers to union/management relations, and women’s job mobility, and professional characteristics of high-performance development planning. organizations. *Prerequisite: BUAD 200 or HCA 101. 260 Personal Finance (3 s.h.) (Q) Provides an overview of budgeting, financial 305 Global Business (3 s.h.) (I) record keeping, income tax planning, consumer Addresses issues involved in international credit, insurance considerations, factors business for firms of all sizes. As business has involved in buying or renting a home, become global in nature, firms must focus on investment strategies, stock market analysis, international business to remain competitive. credit scores, and retirement planning. Concepts Students preparing for a managerial career must and proven guidelines for successful financial understand the complexities and cultural planning are combined with real world aspects of international business. applications through readings, analysis of cases, Class/Blackboard discussions, case analyses, and outside research. and a semester project are required. *Prerequisite: BUAD 200 or instructor permission. 266 Social Trends and Their Impact on Business 306 The Entrepreneur: Starting, Marketing, and (3 s.h.) Managing a Small Business (3 s.h.) Introduces students to the significance of Students participate in feasibility studies and sociocultural, political, and environmental potential development of a new venture trends and their impact on how business involving creation, planning, assessment, opportunities can grow or be hampered. development, startup, and operation. Emphasizes a triple bottom line viewpoint while Includes feasibility assessment, focusing on social trends such as the changing business-plan development, and start-up face of America, the Green movement, preparation. Case studies will be used to globalization, technology and communication build the skills required. *Prerequisites: BUAD upgrades, and changes in the workforce. 200, 208, and 230 or instructor permission. Twenty-hour service component required. Cross 307 Business and Society (3 s.h.) (R) listed as INT 266. This course explores how business processes have affected, and been affected by, social, 287 Business Internship: Career Exploration cultural, political, and legal environments (credit varies) throughout history. Students gain This level of internship provides the student understanding of current business trends and with opportunities to observe and learn about events, with emphasis on the broad cultural job possibilities in an employment setting. A log contexts in which they occur, through current of daily responsibilities and a written summary readings, case analyses, and class/Blackboard are required. *Prerequisite: permission of a business discussions. *Prerequisite: sophomore standing. faculty member. 310 Intermediate Accounting I (3 s.h.) 302 Managing Human Resources (3 s.h.) This is a further consideration of issues Covers the design/purpose of human resource developed in accounting principles courses. (HR) management systems and examines trends 70 Assignments focus on preparation and use of 315 Accounting Information System (3 s.h.) meaningful financial statements. Among topics Offered online only. Examines the principal considered are present value concepts, cash and functions of accounting processes using marketable securities, receivables, inventory information technology in contemporary valuation, current liabilities, and long-term business. Examines models for the investments. *Prerequisite: At least a ‘B’ in BUAD sales/collection business process and 211 or instructor permission acquisition/payment process. Reviews process rules, risks, and associated controls. Overviews 311 Intermediate Accounting II (3 s.h.) general ledger architecture and Database Offered online only. A continuation of BUAD Management Systems (DBMSs). Students 310, this course includes topics such as develop an understanding of the critical nature intangible assets, long-term liabilities, of accounting information flow. stockholders’ equity, retained earnings, dividends, and leases. *Prerequisite: BUAD 310. 316 Advanced Accounting (3 s.h.) Offered online only. This is an in-depth 312 Cost Accounting (3 s.h.) consideration of topics introduced in BUAD 311. Offered online only. Emphasis in this course, Emphasis will be given to the principles of which is a continuation of managerial preparing consolidated financial statements. accounting topics, will be on the uses of This is an elective course for students interested accounting data for decision-making at all levels in pursuing a career in accounting. of managerial responsibility. This course *Prerequisite: BUAD 311. concentrates on the managerial functions of accounting specifically related to cost structures. 317 Accounting for Non-Profit and *Prerequisite: BUAD 211 or equivalent. Government Organizations (3 s.h.) Offered online only. Examines governmental 313 Computerized Accounting for the Small organizations (county, state, federal), which Business (3 s.h.) differ significantly from business organizations Utilizing a hands-on approach, students learn and, accordingly, have a different set of the accounting cycle through a popular small accounting activity standards. Reviews business accounting software package. Realistic, accounting and reporting according to the virtual company cases are utilized to enhance Governmental Accounting Standards Board the student’s comprehension of accounting. (GASB) including budgeting, proprietary funds, Students will learn how to set up a chart of and revenue funds. In addition, not-for-profit accounts, banking and reconciliation, payroll, entities are examined, particularly regarding cut purchase orders, manage inventories, pay accounting for hospitals and vendors, and generate financial statements colleges/universities. through the accounting software. 318 Auditing (3 s.h.) 314 Tax Accounting (3 s.h.) Offered online only. Studies the types of audits Offered online only. Focuses on the study of the and their purposes. Working papers, internal principles of federal taxation and the concept of controls, accounting systems, and audit reports taxable income. The basic concepts of income and programs will be studied, as well as taxation in the United States are examined with auditing standards, professional ethics, and an emphasis on recognizing the tax Securities and Exchange Commission audit consequences of business decisions. This is an requirements. This is an advanced-level elective course, which goes beyond the accounting course for the student who is serious intermediate level, for students interested in about a career in accounting and is preparing for pursuing a career in accounting.*Prerequisite: the CPA exam. *Prerequisite: BUAD 310 or BUAD 211 or equivalent. instructor permission.
71 330 Marketing Management (3 s.h.) 340 Financial Management (3 s.h.) (Q) Studies both management and marketing to Offered online only. Studies the ways and means prepare students to manage personnel within a by which a corporation raises funds, uses marketing department. Students read leading financial resources, and evaluates the uses of theory and practitioner articles about funds. Sources of funds, asset management, management, marketing, and strategic planning financial planning, ratio analysis, and other of marketing activities. techniques of evaluation are studied by means Prerequisites: BUAD 200 and BUAD 230. of problem solving and case analyses. * Course offered as needed. Prerequisites: At least a ‘C’ in BUAD 208, BUAD 211, ECON 101, and ECON 102. 334 Multicultural Marketing in America (3 s.h.) (D) 350 Project Management for Sustainable The United States is a mosaic of cultures and Impact (3 s.h.) backgrounds, and this course will look at the Students learn the responsibilities and essential impact these growing subcultures have on a tools and techniques required to successfully diverse market environment. In addition to plan, manage, control, and evaluate a project in learning strategic applications of a complex environment. Demonstrates how consumer/segment insights, students will be these approaches can be successfully applied in encouraged to reflect on current biases in the development and management of a major advertising and other messaging, and through project. Sustainability principles and practices their analysis understand the ethics and social will be studied and applied with a focus on responsibility involved with marketing to the environmental impact. * Prerequisite: junior standing multicultural consumer. Cross listed as COMM or instructor permission. 334. 351 Project Quality Management (3 s.h.) 336 Cross Cultural Global Marketing Students will gain insight and knowledge into (3 s.h.) (I, W) quality and process improvement for creating Studies marketing concepts and decision project or program deliverables. Specific topics making across cultures, both domestic and include six sigma, lean, quality control, testing, international. Emphasis on comparative ISO, TQM, continuous improvement and differences in markets, marketing functions, and requirements verification. Special emphasis will socio-economic and cultural differences between be placed on customer satisfaction within a domestic and international marketing. Cross project environment. listed as COMM 336. *Prerequisite: BUAD 230. 352 Project Scheduling (3 s.h.) 338 Marketing Research (3 s.h.) This course provides an in-depth look at The study of the marketing research process scheduling in the complex world of enterprise involves understanding and learning about level projects. Students will learn how to plan many different stages of the process, including and create realistic project schedules, network design, methodology, analysis, and diagrams and work breakdown structures. interpretation. Students gain understanding of Additional topics include scheduling with agile both qualitative and quantitative methods of methodology, estimating activity duration, marketing research. The focus will be on determining the critical path, corrective actions, providing students with a knowledge base that and generating reports. This course offers an allows them to become effective users and extensive look at agile and scrum concepts preliminary “doers” of marketing research. through the view of real-world case studies. This Practical application comes through completion course aligns with the Project Management of consumer research projects. Cross listed as Body of Knowledge (PMBOK) teachings of the COMM 338. *Prerequisite: BUAD 230. Project Management Institute.
72 353 Project Financial/Risk Analysis (3 s.h.) brief practicum proposal outline to the faculty This class delves into the financial and risk mentor. Upon approval, student and mentor management of projects by focusing on activity define the project’s timeline and its presentation. based forecasting, estimating management Projects must be approved in advance for reserve, budgeting, and cost associated with fulfillment of the requirement. *Prerequisites: projects. Additional topics include identifying junior standing and faculty mentor approval. and categorizing risks, developing a comprehensive risk management plan, earned 400 Strategy and Sustainability in Business value management, and determining proper risk Decisions (3 s.h.) (M) response strategies. It also includes other project Designed for students to develop conceptual management tools and methodologies used in and analytical skills needed by managers in managing projects. This class is designed to organizations. Focuses on strategy and examines provide students with an advanced look into case studies in sustainability for many different both qualitative and quantitative risk types of enterprises. Emphasizes integration of assessment and response planning with a focus business courses and should directly precede on financial impact. BUAD 401. Includes the strategic planning process, situational analysis, decision making in 360 Retail, Services, and Internet Marketing an uncertain environment, and effective (3 s.h.) implementation of a strategic plan, including Offered online only. Past, current, and organizational design and management. Covers developing trends in retailing, services a comprehensive case analysis process. marketing, and the Internet as a customer *Prerequisites: senior standing and completion of interface are examined in this course. Emphasis most pre-400 level major courses. is on consumer interaction issues such as customer service, customer satisfaction, and 401 Business Senior Seminar (3 s.h.) (O) experiential marketing. Practical application is Students demonstrate understanding of the provided through a retail/service consulting principles of the business curriculum through project. *Prerequisite: BUAD 230. Offered as the application of accumulated business needed. knowledge to one of the following options: develop a business plan with social and 362 Consumer Behavior (3 s.h.) environmental results and impact; complete a Explores the theories, principles, and current social audit and critical analysis of an existing perspectives related to consumer behaviors, enterprise/industry using the Institute for motivations, and experiences. Students gain Supply Management triple bottom line understanding of cultural, socio-economic, guidelines; or develop a social responsibility self-concept, lifestyle, interpersonal, and case study. Students present their findings orally perceptual factors in consumption. Cross listed and in writing for evaluation and critical review. as COMM 362. *Prerequisite: BUAD 230. *Prerequisites: BUAD 400 and senior standing.
387 Business Internship: Professional Business Economics Experience (credit varies) Amy Diduch, coordinator Focuses on practical experience of a professional nature. It can be a valuable testing ground for The business economics major prepares you for possible career opportunities. It requires keeping working in a data-driven global economy. The a log of job responsibilities and writing a paper major is grounded in a thorough understanding summarizing the experience and what was of economic theory (which emphasizes learned. analytical thinking) and is accompanied by courses in accounting, management and 395 Business Practicum (3 s.h.) marketing. Quantitative analysis skills are Gives students the opportunity to apply theory increasingly important in the business world; and skills learned in business courses to the this major provides students with multiple practice of business. Begins with delivering a hands-on data analysis and research 73 opportunities, leading toward a BA in business personalized attention and real laboratory economics. experience on meaningful research projects.
Requirements for the Major in Business A student pursuing the BS chemistry major is Economics required to have a cumulative GPA of at least 3.3 48–51 semester hours and have an average GPA for at least 3 chemistry courses taken at Mary Baldwin of at ECON 101 least 3.5 prior to registering for any courses at ECON 102 W&L. The student is also expected to provide ECON 254 her/his own transportation to W&L. ECON 303 BUAD 200 Requirements for the Bachelor of Arts in BUAD 208 Chemistry BUAD 209 33–34 semester hours BUAD 220 CHEM 121 General Chemistry I (4 s.h.) BUAD 230 CHEM 122 General Chemistry II (4 s.h.) BUAD 307 CHEM 221 Organic Chemistry I (4 s.h.) INT 222 CHEM 222 Organic Chemistry II (4 s.h.) ECON 301 or MATH 233 CHEM 311 Analytical Chemistry (4 s.h.) ECON 401 or BUAD 400 and 401 (contingent on CHEM 321 Physical Chemistry (3 s.h.) coursework completed before senior year) CHEM 400 Senior Research (2 s.h.) CHEM 401 Senior Research (2 s.h.) Two of the following: ECON 112, ECON 232, ECON 253, ECON 272, Two of the following 4 courses: ECON 310, or ECON 320 CHEM 230 Environmental Chemistry (3 s.h.) CHEM/PHYS 260 Introduction to Materials One of the following: Science (3 s.h.)* BUAD/COMM 202, BUAD 266, BUAD 305, CHEM 324 Biochemistry I ( 3 s.h.)+ BUAD 362 or BUAD/ECON 387 (Internship) CHEM 325 Biochemistry II (4 s.h.)
NOTE: Business Economics majors are strongly Additional courses required as prerequisites for advised to take INT 251, MATH 211, MATH 212, completion of the above include: and a foreign language through at least the PHYS 201 intermediate level. PHYS 202 MATH 211 CHEMISTRY MATH 212 Maria Craig, Nadine Gergel-Hackett, Peter BIOL 111 and BIOL 222 are prerequisites for Ruiz-Haas, Annmarie Trost CHEM 324 *Note that CHEM/PHYS 260 cannot count towards Mary Baldwin University offers majors in both the Chemistry BA and the Physics Minor Chemistry (BA, or BS with two Washington and Lee courses) and Biochemistry (BS) and a minor Requirements for the Bachelor of Science in in Chemistry. Both independent and profoundly Chemistry collaborative, chemistry is central to science and 40 semester hours a major or minor in Chemistry or Biochemistry prepares students for rewarding careers in CHEM 121 General Chemistry I (4 s.h.) industry, academia, and the public sector CHEM 122 General Chemistry II (4 s.h.) (government). These majors also provide a CHEM 221 Organic Chemistry I (4 s.h.) strong background for pursuing advanced work CHEM 222 Organic Chemistry II (4 s.h.) in medicine, business, and law. Students receive CHEM 250 (at W&L) Inorganic and Bioinorganic Chemistry (4 s.h.)
74 CHEM 311 Analytical Chemistry (4 s.h.) PHYS 201 CHEM 321 Physical Chemistry (3 s.h.) PHYS 202 CHEM 261 (at W&L) Physical Chemistry: MATH 211 Quantum and Computational Chemistry (3 s.h.) MATH 212 CHEM 400 Senior Research I (2 s.h.) CHEM 401 Senior Research II (2 s.h.) Requirements for the Minor in Chemistry 22 semester hours Three additional semester hours in chemistry, to CHEM 121 be chosen from CHEM 230 Environmental CHEM 122 Chemistry, CHEM/PHYS 260 Introduction to CHEM 221 Materials Science*, CHEM 324 Biochemistry I+ CHEM 311 Six additional semester hours at the 200-level or Three additional semester hours in mathematics above at the 200-level or above or PSYC 250 Civic Engagement Opportunities Additional courses required as prerequisites for Courses throughout the physical science completion of the above include: curriculum discuss the relevance of scientific PHYS 201 principles to public policy and social issues. PHYS 202 Students lend their growing expertise to projects MATH 211 that examine exposure to lead and other heavy MATH 212 metals as well as the quality of local water. +BIOL 111 and BIOL 222 or 224 are prerequisites Students are encouraged, particularly through for CHEM 324 the local chapter of the American Chemical *Note that CHEM/PHYS 260 cannot count Society Student Affiliates, to engage local towards both the Chemistry BS and the Physics schools and organizations such as the Girl Minor Scouts in hands-on experience with science and tutoring. Requirements for the Bachelor of Science in Biochemistry Chemistry Course Descriptions 52–53 semester hours 100 Exploring the Physical World (3 s.h.) (N, Q) For course description, see PHYS 100 in the Physics CHEM 121 General Chemistry I (4 s.h.) listing. CHEM 122 General Chemistry II (4 s.h.) CHEM 221 Organic Chemistry I (4 s.h.) 101 Forensic Chemistry (3 s.h.) (N, Q) CHEM 222 Organic Chemistry II (4 s.h.) This course, intended for non-science majors, CHEM 311 Analytical Chemistry (4 s.h.) will examine selected topics in forensic science. CHEM 321 Physical Chemistry (3 s.h.) Most of the analysis needed in forensic CHEM 324 Biochemistry I (3 s.h.) examinations requires the use of chemical CHEM 325 Biochemistry II (4 s.h.) analysis and we will learn about the tools and CHEM 400 Senior Research I (2 s.h.) theories that are used in solving crimes. Topics CHEM 401 Senior Research II (2 s.h.) may include toxicology, fingerprint analysis, BIOL 111 Principles of Biology (4 s.h.) fiber identification, blood typing and analysis, BIOL 222 Genetics (4 s.h.) drug identification, and DNA profiling. BIOL 224 Cell Biology (4 s.h.) 120 Nutrition for Health, Fitness and Sport Three additional semester hours in biology, to be (3 s.h.) (N) chosen from BIOL 255, 327, or 328 The study of nutrients and their effect on health, Three additional semester hours in mathematics development, and performance. Topics include at the 200-level or above or PSYC 250 metabolism of nutrients, the relationship between energy intake and expenditure, Additional courses required as prerequisites for metabolic disorders, nutrition and disease and completion of the above include: supplements. Students will be able to evaluate 75 their own energy intake and assess its spectroscopic instrumentation.*Prerequisite: effectiveness with their daily energy CHEM 122. Fall. expenditure. Cross listed as BIOL 120. 222 Organic Chemistry II (4 s.h.) (R) 121 General Chemistry I (4 s.h.) (N, Q) This course continues the survey of organic The first of a two-course survey of the principles chemistry started in CHEM 221 using a similar of chemistry appropriate for science majors. approach, and covering alkenes, alkynes, Topics include stoichiometry, the main classes of radicals, and aromatic and carbonyl compounds. reactions, atomic and molecular structure, Mass spectrometry, and IR and NMR thermochemistry, and phase behavior. The spectroscopy, are covered in detail. The lecture associated lab elaborates on the material and associated lab cover a broad spectrum of discussed in class and introduces laboratory modern methods of organic synthesis and techniques including the use of modern characterization. Student work is individualized instrumentation. Algebra and high school and the design and execution of experiments is chemistry are strongly recommended as stressed. The course exposes the students to a background. Fall. Lab fee. wide variety of laboratory techniques and develops their judgment in choosing 122 General Chemistry II (4 s.h.) (Q) experimental methods. *Prerequisite: CHEM 221. A continuation of General Chemistry I. Topics Spring. include ionic equilibria, chemical thermo-dynamics, chemical kinetics, 230 Environmental Chemistry (3 s.h.) (W) electrochemistry, materials chemistry, the An introduction to the study of the environment chemistry of main group elements and an and modern environmental problems in terms of introduction to biochemistry. The associated lab chemical structures and reactions. Chemical elaborates on the material discussed in class and principles of equilibrium, kinetics, and introduces laboratory techniques and the use of thermo-dynamics are used to help understand modern chemical instrumentation. *Prerequisite: our changing environment. Topics include CHEM 121. Spring. Lab fee. toxicological chemistry, aquatic chemistry, atmospheric chemistry, and green chemistry. 145 Freshwater Chemistry and Biology (4 s.h) *Prerequisite: CHEM 122. Alternate years. (N, Q) Field and lab course. Local streams will be 260 Introduction to Materials Science (3 s.h.) studied as part of a long-term project linking (R) their chemistry with land use and seasonal For course description, see PHYS in the Physics changes, and monitoring of plant and animal listing. communities. The emphasis will be on the collection and analysis of water quality data. 270 Undergraduate Research (1–3 s.h.) May Term. Students do original research in accordance with Cross-listed as BIOL 145. ability and background under the guidance of a member of the faculty. Students are expected to 221 Organic Chemistry I (4 s.h.) devote 4 hours per week to the project for every A survey of organic chemistry, using the credit hour. A written report will be submitted functional group approach, emphasizing the to the department each semester of enrollment. properties, stereochemistry, preparative Cannot be used to meet elective course methods, and reaction mechanisms of the requirements for a major or minor in following principal classes of organic chemistry. May be repeated for credit. Total compounds: alkanes, alkenes, alkynes, alkyl research credit to be used toward an halides, alcohols, ethers, and epoxides. In the undergraduate degree not to exceed 6 hours. associated lab, students develop competence in *Prerequisites: CHEM 122, consent of instructor and organic synthetic work, product purification, submission of a research contract to the department. and analysis of their products using modern
76 311 Analytical Chemistry (4 s.h.) (W) May be repeated for credit. Total research credit Principles, techniques, and instruments used in to be used toward an undergraduate degree not quantitative chemical analysis. Principles of to exceed 6 hours. *Prerequisites: CHEM 121, 122, chemical equilibria, spectrophotometry, 221, 222, consent of instructor and submission of a electrochemistry, and chromatography. research contract to the department. Applications to gravimetric, titrimetric, spectrophotometric, chromatographic, and 400, 401 Senior Research (2 s.h. each) (M) electrochemical analyses. *Prerequisite: CHEM Seminar and independent research leading to 122. Alternate Years. the completion of a thesis required of majors in the senior year. The student, under supervision 321 Physical Chemistry: Thermodynamics, of staff members, experiences research as it is Statistical Thermodynamics, and Kinetics (3 carried out in practical situations and presents s.h.) findings orally and in writing. Satisfactory Physical chemistry is the branch of chemistry completion of the research project and the oral that establishes and develops the theoretical defense of the thesis fulfill the senior foundations of chemistry. This course begins requirement for chemistry majors. with an essentially macroscopic perspective then describes the approach used to connect Civic Engagement molecular properties to macroscopic MBU Civic engagement courses provide phenomena. Cross listed as PHYS 321. students with an opportunity to link course *Prerequisites: CHEM 122, MATH 212, PHYS 202. content with real-life issues and projects. As part Alternate years. of a CE course, students complete a community-based experience that pertains to the 324 Biochemistry I (3 s.h.) course topic and thus becomes a “text” that Studies of the major classes of biomolecules; enriches student learning with information proteins, carbohydrates, lipids, and nucleic gleaned through firsthand experiences. During acids, provide a structural and functional basis class activities and independent assignments, for the understanding of metabolism, energy students critically reflect on their community production, and transfer of genetic information. experiences to integrate them with the course Recommended background: BIOL 224 and material, drawing insights from their CHEM 222. *Prerequisite: CHEM 221, either BIOL observations and interactions in the community 222 or 224, or permission of instructor. Alternate setting. years. Civic Engagement Course Descriptions 325 Biochemistry II (4 s.h.) 102 The Reflective Self in Community (1 s.h.) A continuation of the topics introduced in (C) CHEM 324. The associated lab introduces Faculty members intentionally link this 1 credit students to techniques of protein purification, class with a 3-credit disciplinary course to enrich enzyme assays, and kinetics. Recommended course content through the inclusion of a background: BIOL 224 and CHEM 222. 25-hour community engagement project in the *Prerequisites: CHEM 324 or permission of course requirements. Classroom activities and instructor. Alternate years. assignments that facilitate critical reflection about personal agency in light of pressing social 370 Undergraduate Research (1–3 s.h.) issues will help students integrate their Students do original research in accordance with experiential data with the course materials and ability and background under the guidance of a facilitate learning. Various methods of reflection member of the faculty. Students are expected to will be utilized. devote 4 hours per week to the project for every credit hour. A written report will be submitted 255 Food Insecurity and Public Education (3 to the department each semester of enrollment. s.h.) (C) Cannot be used to meet elective course Students complete a 25-hour service-learning requirements for a major or minor in chemistry. placement at a local food bank, elementary 77 school educational farm or food program to gain schools. All partner hospitals are fully firsthand experience with programs that attempt accredited, and their schools of clinical to address food insecurity in the community. laboratory science are approved by the National Reflection, class discussion and written Accrediting Agency for Clinical Laboratory assignments help students critically analyze Science (NAACLS). Upon completion of all current issues related to food insecurity, Mary Baldwin University graduation especially as it affects K-12 education and requirements, including requirements for this student readiness to learn. major and the clinical year, the student graduates with a Bachelor of Arts degree from 281 Civic Engagement and Social Mary Baldwin University with a major in Entrepreneurism (3 s.h.) (C) clinical laboratory science. Like other health By developing leadership and business skills, as professionals, the student must not only well as nurturing compassion and a willingness complete the degree requirements but also must to work for social, economic and environmental pass the National Registry Examination in order justice, this course empowers students with to be certified. tools to analyze organizations that serve others, provide jobs, build local wealth, and contribute Requirements for the Major in Clinical broadly to economic and community Laboratory Science development. 77–83 semester hours, including the clinical year Either an emphasis in biology with seven 287 Civic Engagement Internship (1–3 s.h.) (C) courses in biology and five courses in chemistry, Students completing a Civic Engagement or an emphasis in chemistry with seven courses Internship are challenged to consider, reflect in chemistry including at least one 300-level upon, and critically analyze a particular pressing chemistry course and five courses in biology, community issue through participation in a and in either case including the following community organization or agency. A faculty courses: member or the Spencer Center Director will oversee the internship, helping to negotiate BIOL 111 responsibilities, learning goals and professional BIOL 255 skill development, and meeting regularly with BIOL 327 the student to help facilitate learning. Students CHEM 121 will develop an increased sense of social CHEM 122 responsibility, empathy, and understanding of CHEM 221 public policy issues while connecting a major or CHEM 222 minor with community issues. One course in mathematics Successful completion of the clinical year CLINICAL LABORATORY SCIENCE Additional courses to complete the first Paul Deeble, coordinator requirement, above, and the total semester hours Note: Recommended courses: PHYS 201–202 Clinical laboratory science is the allied health and PSYC 250. profession of those who perform the major laboratory diagnostic tests in hospitals, clinics, Clinical Laboratory Science Course and research laboratories. Mary Baldwin Descriptions University offers a major in clinical laboratory science in affiliation with local healthcare 386, 387 The Clinical Year (15 s.h., 18 s.h.) facilities such as Augusta Health Medical Center The clinical year is a 12-month training period in Fishersville and Sentara Rockingham typically beginning in July but varying among Memorial Hospital in Harrisonburg. Students programs. Upon acceptance into a clinical complete all Mary Baldwin graduation and training program, the student registers at Mary requirements of the major on campus before Baldwin University for CLS 386 (fall semester, 15 beginning the clinical year at one of the affiliated semester hours) and CLS 387 (spring semester, 18 semester hours). The clinical training 78 program is conducted by an affiliated hospital; 115 Mass Communication (3 s.h.) (S) grading is only pass/no credit, and hospital An exploration of media culture includes the officials are the sole arbiters of these grades. history, economic structures, and special issues *Note: Please see the Tuition and Fees section of associated with various media industries. this catalog for billing and financial aid policy Enhances media literacy and explores how during the Clinical Year. culture influences and is influenced by media. Students are encouraged to become cultural COMMUNICATION critics of media. Bruce Dorries, coordinator 119 Introduction to Film/Video Production (3 This field of study develops communication s.h.) skills and knowledge, including oral For course description, see FILM 119 in the Film presentation and writing, research, critical listing. thinking, and visual literacy. It promotes effective and ethical practice by focusing on how 202 Organizational Behavior and Interpersonal people use messages to create meanings in Communication (3 s.h.) different contexts, cultures, and media. For course description, see BUAD 202 in the Communication helps prepare students for work Business listing. in a wide range of careers, graduate school, and for civic and global engagement. 217 Coding for Professional Communication (3 s.h.) Major in Marketing and Communication An introductory course offered online for web Please see Marketing and Communication design that covers HTML, and introduces other current tools. Students write code in a text editor Requirements for the Minor in to help them develop coding skills, with Communication hands-on experience for assignments that build 18 semester hours pages. Programming knowledge includes coverage of languages such as Python, C++, COMM 100 Java. While not required, students benefit from COMM 115 knowledge of Adobe Creative Cloud suite of And four of the following: software (Photoshop, InDesign, and Illustrator) FILM/COMM 119 covered in Art 117. BUAD/COMM 202 COMM 217 221 Mass Media Writing (3 s.h.) (W) COMM 221 An introduction to the basics of media writing, COMM 240 covering a variety of writing styles, including COMM 245 journalism and public relations. Provides COMM 260 practical experience in writing, editing, and COMM 280 meeting deadlines for Campus Comments, the COMM 300 Mary Baldwin student newspaper.
Communication Course Descriptions 225 Culture, Identity, and Communication 100 Public Speaking (3 s.h.) (O) (3 s.h.) (D) The theory and practice of public speaking in a This course considers the role of ethnicity, race, variety of professional and social contexts, culture, gender, class and sexual orientation in focusing on how presentations can transform the construction of everyday social, cultural, and speakers and audiences by creating an political experience and discourse in the U.S. environment for the civil exchange of ideas, Students are encouraged to actively engage in experiences, and opinions. intercultural dialogue with multiple cultural voices informed by the theoretically grounded perspective of minority communication scholars
79 and of others representing a range of cultural to help us do all these things and become better experience. communicators through intercultural awareness.
240 Advertising (3 s.h.) 300 Persuasive Campaigns (3 s.h.) Examines the history, functions, practices, and Course investigates a broad range of campaigns criticism of advertising. Students learn the for products and services, politics, public health, creative process of the profession, as well as and social movement causes. Case studies and ways to become more critical consumers of persuasion theories help students understand advertising messages. Includes integrated marketing communication strategies community-service learning and a group project and tactics. Cross listed as MKTC 300. for a nonprofit organization. Cross listed as MKTC 240. Recommended background: COMM CREATIVE WRITING 100. Sarah Kennedy, coordinator
245 Social Media (3 s.h.) Requirements for the Minor in Creative Develops knowledge and skills needed to Writing understand, critique and implement social 21 semester hours media strategies for organizations as well as ENG 245 individuals. Focuses on professional and ethical ENG 346 use of social media. Topics include: history of ENG 347 social media, critical analysis of relationships between social media and audiences, and Four of the following: relationships with traditional media, as well as ENG 111 strategic communication, and entrepreneurism ENG/THEA 216 online. Class will develop projects for nonprofit FILM 264 organizations. Any literature course in English numbered 200 or above excluding ENG 208, 209, 220, and 221. 260 Public Relations (3 s.h.) The development and role of public relations CRIMINAL JUSTICE and its centrality in democratic societies. Douglas Davis and Beth Easterling, Co-Directors Students learn practices of the profession, strategies and tactics, and how to implement a Criminal Justice provides students with a campaign. Includes the important role of thorough knowledge of crime, criminal research in public relations and related theory. behavior, the police and courts, law and society, Study of business and media writing and a and theories of crime through offerings within community service-learning project on behalf of the disciplines of Business, Anthropology, a nonprofit organization. Cross listed as MKTC Sociology and other disciplines related to this 260. Recommended background: COMM 100. field of study. The major also contains a strong applied component which offers students the 280 Intercultural Communication (3s.h.) (I) opportunity to learn about the criminal justice Course serves as an introduction to the field of system by taking courses such as police intercultural communication by looking at the procedure, crime scene investigation, forensics, practical application of theory and research. corrections and judicial procedures. In addition, Intercultural Communication focuses on the students will be offered internships in which importance of culture in our everyday lives, and they will work with crime agencies and police the ways in which culture interrelates with and departments. influences communication processes. The course will cover several general topics including: Mission Statement identity, perception, communication skills, The mission of the Criminal Justice program at culture, linguistic differences, stereotyping, and Mary Baldwin University is to provide students intercultural communication in education, with the ability to use critical thinking skills medicine and business. This course is designed 80 about issues related to criminal justice systems Interdisciplinary Electives: Select 2 in the United States and throughout the world. BUAD 200 Management Principles The program provides students with a strong BUAD 202 Organizational Behavior and background in the Liberal Arts by focusing on Interpersonal Communication the social, cultural and political dimensions of BUAD 208 Accounting Principles criminal justice systems. Students examine how CHEM 101 Forensic Chemistry social influences continually change the practice ECON 215 Poverty, Inequality and Welfare of criminal justice through applied coursework PHIL 102 Introduction to Ethics or and practical experience. PHIL 235 Ethics, Community and Leadership POLS 200 State and Local Government The major fosters writing, verbal POLS 321 Constitutional Law I communication skills, information literacy, and POLS 322 Constitutional Law II the application of theoretical knowledge relative PSYC 203 Abnormal Psychology to the field. The program further prepares PSYC 248 Forensic Psychology students to conduct scholarly research into the SGS 261 Sexual Minorities nature and sources of crime, as well as the SOC 112 Social Problems criminal justice system. SOC 200 Drugs and Society SOC 248 Social Inequality Requirements for the Major in Criminal Justice 42 – 45 s.h. Senior Requirement: INT 222 Social Science Statistics CJ Core: CJ 320 Research Methods in Criminal Justice (or CJ 100 Introduction to Criminal Justice SOC 320 Social Research Methods) CJ 211 Criminology CJ 387 Senior Internship (May be waived if CJ 233 Comparative Criminal Justice employment satisfies the requirements. CJ Faculty CJ 234 Juvenile Delinquency approval required.) SOC 232 Deviance CJ 400 or 401 Senior Seminar/Thesis ANTH 120 Cultural Anthropology or ANTH 227 Human Geography: People, Place and Culture Completion of the Criminal Justice Major Field Test is required. CJ Electives: Select 3 CJ 141 Introduction to Information Systems Requirements for the Major in Criminal Justice CJ 150 Women in Policing -Legal Track CJ 210 Prisons and Punishment 48 – 54 s.h. CJ 215 Criminal Investigations CJ 220 Police Administration Core Liberal Arts: (total: 18 hours) CJ 225 Public Safety Response to Disasters CJ 100 Introduction to Criminal Justice CJ 230 Crime Scene Investigations CJ 211 Criminology CJ 235 Law Enforcement and the Community CJ 233 Comparative Criminal Justice CJ 240 Victimology CJ 234 Juvenile Delinquency CJ 241 Introduction to Computer Security SOC 232 Deviance CJ 245 Criminal Profiling ANTH 120 Cultural Anthropology or ANTH 227 CJ 250 Criminal Law Human Geography: People, Place and Culture CJ 255 Prosecution of Violent Crimes CJ 256 Civil Liability for Criminal Justice Required Courses for Legal Track: (total: 21 CJ 260 Special Topics in CJ hours -fulfilling CJ electives and CJ 262 Girl Centered Initiatives interdisciplinary electives) CJ 265 Introduction to Homeland Security CJ 125 Criminal Investigations CJ 270 Introduction to Terrorism CJ 250 Criminal Law CJ 277 Colloquium CJ 255 Prosecution of Violent Crimes CJ 300 Theory of Criminology & CJ Systems CJ 256 Civil Liability for Criminal Justice POLS 321 Constitutional Law I 81 POLS 322 Constitutional Law II CJ 400 or 401 Senior Seminar/Thesis POLS 200 State and Local Government (Prerequisite for both: SOC 320, Prerequisite for CJ 401: CJ 300) **For students who plan to take CJ 401: Senior Thesis**(3 hours) As part of the Senior Requirement, students are required to take the Major Field Test (MFT) CJ 300 Theory of Criminology and CJ Systems Requirements for the Major in Criminal Justice Senior Requirement: (total: 9-12 hours) -Criminology Track INT 222 Social Science Statistics 48 – 51 s.h. CJ 320 Research Methods in Criminal Justice CJ 387 Senior Internship (may be waived if Core Liberal Arts: (total: 18 hours) employment satisfies the requirements. CJ CJ 100 Introduction to Criminal Justice faculty approval required.) CJ 211 Criminology CJ 400 or 401 Senior Seminar/Thesis CJ 233 Comparative Criminal Justice CJ 234 Juvenile Delinquency As part of the Senior Requirement, students are SOC 232 Deviance required to take the Major Field Test (MFT) ANTH 120 Cultural Anthropology or ANTH 227 Human Geography: People, Place and Culture Requirements for the Major in Criminal Justice -CJ Administration Track Required Courses for Criminology Track: 57-61 s.h. (total: 21 hours -fulfilling CJ electives and interdisciplinary electives) Core Liberal Arts: (total: 18 hours) CJ 100 Introduction to Criminal Justice CJ 210 Prisons and Punishment CJ 211 Criminology CJ 235 Law Enforcement and the Community CJ 233 Comparative Criminal Justice CJ 240 Victimology CJ 234 Juvenile Delinquency CJ 300 Theory of Criminology and CJ Systems SOC 232 Deviance (Prerequisite: CJ 100, SOC 211; REQUIRED ANTH 120 Cultural Anthropology or ANTH 227 PREREQUISITE FOR CJ 401) Human Geography: People, Place and Culture CJ 250 Criminal Law or CJ 255 Prosecution of Violent Crimes Required Courses for CJ Administration Track: SOC 248 Social Inequality or ECON 215 Poverty, (total: 21 hours -fulfilling CJ electives and Inequality and Welfare interdisciplinary electives) PSYCH 203 Abnormal Psychology or CJ 245 CJ 220 Police Administration Criminal Profiling CJ XXX Police Supervision CJ 256 Liability for Criminal Justice Senior Requirement: (total: 9-12 hours) BUAD 202 Organizational Behavior and INT 222 Social Science Statistics Interpersonal Communication (prerequisite: CJ 320 Research Methods in Criminal Justice sophomore standing) CJ 387 Senior Internship (may be waived if BUAD 208 Accounting Principles employment satisfies the requirements. CJ INT 230 History and Theories of Leadership faculty approval required.) INT 360 or Equivalent CJ 400 or 401 Senior Seminar/Thesis (Prerequisite for both: SOC 320, Prerequisite for Senior Requirement: (total: 9-12 hours) CJ 401: CJ 300) INT 222 Social Science Statistics CJ 320 Research Methods in Criminal Justice As part of the Senior Requirement, students are CJ 387 Senior Internship (may be waived if required to take the Major Field Test (MFT) employment satisfies the requirements. CJ faculty approval required.)
82 Requirements for the Minor in Criminal criminology, and a focus on the social origins of Justice crime and criminal behavior. Criminology has 21 semester hours captured the attention of political scientists, biologists, anthropologists, psychologists, and CJ 100 sociologists. Legislators, politicians, mass media, CJ 211 law enforcement, the courts, and the corrections CJ 233 system all have a profound impact on the nature ANTH 120 or ANTH 227 of crime. Indeed, crime is an integral part of the SOC 232 fabric of American life. Two of the following: CJ 215, CJ 220, CJ 225, CJ 230, CJ 235, CJ 255, CJ 260, CJ 265 or BUAD 208 215 Criminal Investigations (3 s.h.) This course covers the fundamentals of criminal Criminal Justice Course Descriptions investigation including the gathering of 100 Introduction to Criminal Justice (3 s.h.) investigative information from victims and This course provides a general overview of the witnesses, the search and recording of crime social creation of crime and of social responses scenes, and the principles involved in collecting to crime. Students analyze the social and preserving physical evidence. There is a circumstances that produce crime in diverse strong emphasis on investigative policies, societies and cultures. They also study a variety procedures, and practices that are necessary and of legal and law enforcement systems that define essential to secure the truth within today’s legal and control crime. This course focuses on the climate. perspectives of all those involved in the production of crime and on the critical analysis 220 Police Administration (3 s.h.) of those perspectives. This course teaches the principles of organization and administration of public safety 150 Women in Policing (3 s.h.) agencies; studies the management of line This course provides a unique view into the operations, staff and auxiliary services, history and current issues of women in law investigative and juvenile units; introduces enforcement. This discussion-based course concepts of data processing; examines policies, explores the entrance of women into the law procedures, rules, and regulations pertaining to enforcement industry and the changes through crime prevention. time as women have moved into this male-dominated field. This course will also 225 Police Response to Disasters (3 s.h.) examine the current roles of women and the This course will explore the development of future trends as more women enter the field. public safety response to major incidents following the National Response Framework 210 Prisons and Punishment (3 s.h.) (NRF), the Incident Command System (ICS), and Major philosophies of punishment and related the National Incident Management System history of prisons. Develops understanding of (NIMS). Students will learn how to manage justification for punishment and how American public safety resources in school shootings, prison systems do and do not reflect these major accidents including trains and planes, justifications. pandemics, terrorist attacks, and natural disasters including hurricanes, earthquakes, and 211 Criminology (3 s.h.) fires. Students will conduct classroom exercises This course introduces students to social using real life or fictional events to manage scientific theory explaining crime and criminal major incidents and catastrophes. They will behavior, with an emphasis on sociological learn to critically analyze policy as well as theory. This is an introductory-level class specific events for effectiveness in achieving focusing on the basic principles of criminology practical, social and ethical goals. Students will from a sociological perspective. Course topics learn how to develop more useful procedures include basic concepts, different methods of through analysis both failure and success for measuring crime, diverse theories of 83 “lessons learned.” This course counts as an policing techniques and lessons learned through “applied,” professional — training course for the trial and error. The student explores new and major. Students are encouraged to take CJ 100 innovative programs aiding a police prior to taking this course. department’s shift to Community Policing. The student addresses the pitfalls encountered, and 230 Crime Scene Investigations (3 s.h.) the citizens’ concerns and criticisms of This course will explore all aspects of crime Community Policing. The student examines scene investigation. The role of the Crime Scene how these obstacles are resolved and explores Investigator (CSI) is paramount to the successful untried methods to gain community preparation and prosecution of a case for commitment. This course counts as an criminal trial. Students learn how to identify, “applied,” professional — training course for the collect, and preserve evidence at a crime or major. Students are encouraged to take CJ 100 vehicle collision scene. Using a simulated crime prior to this course. or collision scene, students will conduct a search for evidence, photograph, and sketch the crime 240 Victimology (3 s.h.) (S) scene. Through the simulation, students will This survey course offers a broad introduction to prepare a report and draw conclusions based on victimology, the scientific study of victims. With the evidence collected. Reconstruction of the a focus on criminal victimization, students will scene is an important part of the role of the CSI explore the history of victimology (including the and is used in determining final conclusions. emergence of a victims’ movement), data on This course counts as an “applied,” professional victimization, types of victimization, the societal — training course for the major. Students are impact of victimization, and policies related to encouraged to take CJ 100 and CJ 215 prior to victimization. Special attention will be paid to this course. exploring restorative justice policies and programs as responses to victims’ issues. 233 Comparative Criminal Justice (3 s.h.) This course features a detailed consideration of 241 Introduction to Computer Security (3 s.h.) the criminal justice system of selected nations, in This course is the study of principles and historical and cultural context. The essential practices of computer and network security. features and functions of police, courts, lawyers, Students will explore common threats to jails, bail, and prisons are compared for their information systems and the methods to prevent effectiveness, as well as for their role in or mitigate the threat. Topics include malware, assigning the label of “juvenile delinquent” or social engineering, application security, network “criminal.” The course includes theories of security, data security, cryptography, and criminal behavior and reactions to that behavior. network security.
234 Juvenile Delinquency (3 s.h.) (S) 245 Criminal Profiling (3 s.h.) This course examines how society treats Understanding what motivates individuals to young people who break the law, the social offend is key to finding, trying, and convicting causes of juvenile delinquency, and rates of offenders. Serial offenders are individuals who juvenile delinquency. Students will explore commit multiple crimes, thus inflicting harm on criminological and sociological theories society multiple times. This course will discuss relating to juvenile delinquency and apply actual serial offenders and the cases associated course concepts to current events and media with them in an examination of the use of reports. linkage analysis associated with the crimes. Students will learn how criminal profiles are 235 Law Enforcement and the Community (3 developed and why this is process is important s.h.) within the criminal justice system. This course on Community Policing focuses on problem solving and the strategies and skills 250 Criminal Law (3 s.h.) necessary to build community/police The goal of this course is to help you understand partnerships. The student examines traditional criminal law in the United States. In particular, 84 we will examine various aspects of this law to of victims. Students explore the various include the elements of particular offenses. We methodological tools used to collect and analyze will explore all the major categories of crime and data pertaining to victims. This course requires the criminal prosecution of individual offenders. students to explore the place of the victim within society at both the micro and macro levels from 255 Prosecution of Violent Crimes (3 s.h.) a sociological perspective, learning important This course is to help the student understand the sociological terms and concepts along the way. role of the prosecutor in our justice system, Students learn about and use major specifically as it relates to violent crimes. In criminological theories as they relate to victims particular, students will examine various aspects from a sociological perspective and explore of prosecution, including interacting with polices related to victimization that impact all victims and witnesses, engaging in plea members of society. negotiations, and preparation and performance. Students will explore four major categories of 300 Theory of Criminology and Criminal violent crime: Robbery, Aggravated Assault, Justice Systems (3 s.h.) (W) Homicide, and Sexual Assault. This course is one of four fulfilling the criminal justice senior requirement. Students become 256 Civil Liability for Criminal Justice (3 s.h.) more familiar with some of the major theoretical This course has been designed to provide traditions in the discipline. They write a students with an overview of civil liability as it scholarly paper on at least one social scientific affects each of the three components (Police, theorist or theoretical tradition. The course also Courts and Corrections) of the criminal justice introduces students to criminal justice as an system. Specific attention will be given to US academic profession. This course is offered Supreme Court precedents and evolving public every spring semester for MBCW students and sentiment, that affect the liability and the at least one semester per school year for MBU administration of criminal justice personnel. Online students. *Prerequisites: CJ 100, CJ 211, CJ 233, and SOC 232. 260 Special Topics (3 s.h.) This course deals with topics that are unique in 320 Research Methods in Criminal Justice (3 criminal justice and may be tied to specific s.h.) (R) events that effect change in the criminal justice This course is designed to introduce Criminal system. The topics are not part of the regular Justice majors to applied, practical research in course curriculum. criminology and criminal justice. Students will explore the fundamentals of research, including 265 Introduction to Homeland Security (3 s.h.) operationalization, sampling, causation vs This course introduces the changing dynamics correlation, and research designs. The course of homeland security at both the national and will cover survey research, qualitative methods, state levels to the student. It explores the various and content analysis. Analyzing quantitative dynamics of providing security in different and qualitative data will be explored. The final settings. The history and future of terrorism are project for this course will be a research proposal also examined in a global context. Students are (through the method section). encouraged to take CJ 100 and CJ 233 prior to 387 Senior Internship (3 s.h.)*(C) this course. This course is one of four fulfilling the criminal justice senior requirement. The senior internship 270 Introduction to Terrorism (3 s.h.) offers students a field experience in one of a This is an introductory-level course that wide range of Criminal Justice professions. combines societally relevant sociological and Students keep a journal and work with their criminological concepts. It explores, describes advisor in order to benefit as much as possible and explains the history, scientific study, societal from this opportunity. Ideally, the internship impact, responses, and policies of victimization provides data that can be analyzed and in the United States and beyond. Students will developed as part of the senior thesis. use theory to explore crime from the perspective *Prerequisites: CJ 100, CJ 211, CJ 233, and SOC 232. 85 400/401 Senior Seminar/Thesis (3 s.h.) (M) ECON/POLS 301 or MATH 233 This course is one of four fulfilling the criminal ECON 401 justice senior requirement. Students in the senior Four electives in economics or related fields seminar will conduct an in-depth investigation (including BUAD 307, MATH 212, MATH 234 or of a topic in criminal justice and write two POLS 300). At least two electives must be scholarly analyses. Student in Senior Thesis will economics courses. conduct research on a topic in criminal justice One Math course at or above MATH 159 and write a thesis presenting their findings. In Note: Economics majors are strongly advised to both cases, senior papers will demonstrate a take BUAD 208, BUAD 209, INT 251, significant command of criminal justice theory, MATH 211, and MATH 212. academic literature and research methodology. Ideally, both the seminar papers and thesis will Requirements for the Bachelor of Science in analyze information acquired during the senior Economics internship. *Prerequisites: INT 222, SOC 320, or 53–56 semester hours POLS/ECON 301. CJ 401 also requires CJ 300. All of the requirements listed for the BA, plus the following: *Students may take up to 6 credit hours of internship MATH 211 toward their degree (CJ 38787). Internship credits MATH 212 above 3 s.h. will be taken in lieu of the elective MATH 301 or MATH 306 requirement. Two 200-level lab science courses
Note: Directed inquiries, teaching assistantships, Requirements for the Minor in Economics and internships in criminal justice are arranged 18 semester hours on an individual basis. ECON 101 ECONOMICS ECON 102 Amy McCormick Diduch, department head ECON 303 or ECON 314 Amy Eremionkhale INT 222 Two of the following: ECON 112, ECON 150, Economics is available as a major (BA or BS) and ECON 215, ECON 232, ECON 253, ECON 272, a minor. Through the lens of economics, ECON 277, ECON 254, ECON 272, students attain an extraordinarily powerful and ECON/POLS 301, ECON 303, ECON 310 or flexible set of tools. Economics majors develop ECON 314. highly desired skills such as analytical thinking, research, quantitative reasoning, and an Honors Credit understanding of computer technology. The Honor Scholars who are comfortable with economics department offers an excellent calculus may take ECON 101 and/or ECON 102 combination of the liberal arts and career for Honors credit. Please see Professor Diduch preparation. for details.
Requirements for the Bachelor of Arts in Civic Engagement Opportunities Economics Courses provide important tools for analysis of 42 semester hours social problems. Courses include issues like root causes and possible responses to poverty, ECON 101 education, healthcare, the environment, ECON 102 women’s labor market participation, the impact POLS 100 of international trade on workers in developed POLS 111 or 112 and developing countries, and immigration. ECON 303 ECON 215, PHIL 140, and SOC 282, among ECON 314 others include service learning components. INT 222 Relevant internships can be arranged.
86 Economics Course Descriptions 215 Poverty and Inequality in the U.S. 101 Principles of Microeconomics (3 s.h.) (S, Q) (3 s.h.) (D) Economics is the study of scarcity and choice in This course focuses on methods of defining and response to incentives. Students learn how examining the extent of income inequality and economists analyze choices, how markets poverty in the United States and engages in the determine prices and quantities exchanged, and public policy debates surrounding such issues as how individuals and businesses make optimal welfare reform, discrimination, and labor market decisions. Students gain skills in cost-benefit difficulties of low-skilled workers. Students gain analysis, the process of logical thought behind the critical thinking skills necessary to assess basic economic models, using graphs as poverty programs and policies. analytical tools, and interpreting articles on markets and decision-making. 222 Social Science Statistics (3 s.h.) (Q) For course description, see INT 222 in the 102 Principles of International and Interdisciplinary Studies listing. Macroeconomics (3 s.h.) (I) Students learn how economists measure 232 Topics in Economic Development economic performance, how national economies (3 s.h.) (I) function and how to analyze national and This seminar critically examines the goals of international economic government policies. economic development, measurements and Students learn basic economic theories of indicators of progress and growth for less international trade and finance and explore developed countries, and policies directed controversies surrounding exchange rates. toward development (including the concept of Students learn the advantages and sustainable development). We discuss progress disadvantages of specialization and discuss how in achieving the Sustainable Development Goals trade policy can be seen as beneficial or harmful and policy options for agriculture, education, to development. women’s rights, healthcare, and international *Prerequisite: ECON 101. trade. *Prerequisites: ECON 101 and ECON 102. 253 International Trade (3 s.h.) (I, W) 112 Economic Geography (3 s.h.) (S) This course examines the importance of, the size What brings resources and people together to of, and the directions in foreign trade within the create an opportunity for exchange? What are world economy. Gains from trade, trade theory the physical, economic, and political influences and policy, and barriers to trade will be studied. that affect this decision-making process? This Class discussions focus on current issues in course includes a review of methodologies used world trade. Students complete a series of in economics and economic geography to research papers on the international exchange of analyze the spatial distribution of firms, one particular commodity. Writing emphasis. consumers and cities and patterns of exchange *Prerequisites: ECON 101 and ECON 102. ECON 102 between these groups. Theories and models of may be taken concurrently. firm and consumer behavior will be examined and compared to actual patterns and clusters of 260 Public Policy (3 s.h.) (R) economic activity. For course description, see POLS 260 in the Political Science section. 150 Experimental Economics (3 s.h.) (S) Through highly interactive games and 272 Environmental Policy (3 s.h.) (R) experiments, students participate in market Environmental issues are at the forefront of decision-making, bargaining, and auctions, many policy discussions around the world. analyze experimental results, and determine Economic theory provides useful and important whether models predict actual behavior. tools for analyzing and comparing public policy Students learn models of supply and demand, options to global warming, resource use in market structure, public goods, and basic developing countries, and allocation of scarce techniques of game theory. water resources. Students learn the tools to recognize and analyze environmental 87 externalities, learn and evaluate the use and developing economies on developed country effectiveness of cost-benefit analysis and discuss wages. *Prerequisites: ECON 101 and ECON 102. current and potential policy alternatives in both developed and developing countries. 314 International Finance (3 s.h.) (I) *Prerequisite: Econ 101. This course examines the finance of international trade and investment and the channels and 277 Economics Colloquium (3 s.h.) institutions of world capital flows. Focus will be This course provides the opportunity for the on models of exchange rate systems, open extensive study of a special topic in which economy macroeconomic theory, international students have expressed particular interest. The policy coordination, the roles of the IMF and the topic will change each time the course is offered. World Bank, and the management of In recent years, topics have included social international debt. Students follow international science research on the Internet; economic macroeconomic and financial events and discuss transition from socialism to capitalism; and current policy issues. *Prerequisites: ECON 101 and environmental policy. ECON 102.
301 Advanced Data Analysis (3 s.h.) (Q) 320 Economics and Finance of Healthcare Applied statistics builds on social science Systems (3 s.h.) statistics. Students use data, theoretical models, For course description, see HCA 320 in the and statistical techniques to explore Healthcare Administration listing. relationships between variables, use computer graphics and exploratory data analysis to 401 Senior Project (3 s.h.) (M) examine economic, social, and financial data. The Senior Project requires the economics major Technical topics include index numbers, to design and implement a major independent forecasting, time series analysis, regression, research project on a topic of interest to the correlation. Research projects involve data student. The project draws on a student’s collection, statistical analysis, and interpretation mastery of economic theory and quantitative of results. Cross-listed as POLS 301. *Prerequisite: reasoning and results in two written and oral INT 222. presentations. The student is expected to discuss an appropriate research topic with economics 303 Intermediate Microeconomic Theory (3 faculty before the beginning of the course. s.h.) *Prerequisites: INT 222 and ECON 254 or ECON This course presents the analytical methods of 303. consumer choice theory and the theory of the firm, including the use of indifference curves Education and Teacher Licensure and budget constraints, welfare analysis of Please see College of Education perfectly competitive markets, cost minimization, applications of game theory, ENGLISH implications of market structure for profit and Katherine Turner, department head output, and the impact of government policies Ty Buckman, Ralph Alan Cohen, Matthew on decisions of consumers and businesses. Davies, Kristen Egan, Adam Fajardo, Sarah *Prerequisite: ECON 101. Kennedy, Paul Menzer
310 Global Labor Economics (3 s.h.) (I) Requirements for the Major in English This course addresses the concerns of workers 33 semester hours on a global scale: how changes in international trade, business practices and national economic ENG 111 Introduction to Literature policies affect employment, wages, unionization, ENG 208 British Literature to 1780 child labor, and immigration. Students discuss ENG 209 British Literature 1780 to the present the determinants of labor demand and supply, ENG/THEA 216 Introduction to Shakespeare the benefits and costs of education and job training, and the impact of low wages in 88 ENG 220 American Literature: Colonial to • Volunteer work in primary or secondary Romantic schools ENG 400 Major Seminar • Participation in academic conferences And five additional courses in English, and/or reading series numbered above ENG 111, to include at least • Internships in journalism, public relations, three courses at the 300 level and editing
Note: the department strongly recommends English Course Descriptions English Majors to study a foreign language 102 College English (3 s.h.) through intermediate level. Required for graduation. Designed to improve writing, critical thinking, and ability to read All Seniors must complete the Major Field Test carefully. Classes are devoted to discussing in English before graduation. student essays and texts by professional writers, with particular attention to the writing process, Requirements for the Minor in English especially revision. Class will culminate in the 21 semester hours production of a 1,500–2,000 word research paper. ENG 208 British Literature to 1780 ENG 209 British Literature 1780 to the present 103 English as a Second Language (3 s.h.) ENG/THEA 216 Introduction to Shakespeare Prepares ESL students for academic writing, ENG 220 American Literature: Colonial to with emphasis on analytical reading and on Romantic writing short essays that meet standards of And three additional courses in English, level organization, logical development, sentence ENG 111 and above, to include at least one structure, grammar, spelling, and punctuation. course at the 300 level Emphasis on extensive composition and revision. Students taking 103 in fall should Minor in Creative Writing expect to take ENG 102 in spring. This course is Please see Creative Writing offered on a pass/fail basis.
Virginia Program at Oxford University 111 Introduction to Literature (3 s.h.) (H, W) The History and English departments Provides an introduction to close reading of co-sponsor the Virginia Program at Oxford poetry, fiction, and drama. Through class University. Working with British tutors in discussion and regular writing assignments courses devoted to Tudor-Stuart England, students will gain an understanding and students can earn 3 s.h. of history credit and 3 appreciation of literary genre. The course will s.h. of English credit that count toward the also involve discussion and writing about how history and English majors and minors. the elements of each genre — including setting, Interested English majors are urged to apply plot, imagery, sound, and rhythm — contribute to this program. For more information, see Mary Hill to the meaning and effect of a literary work. Cole. *Prerequisite: ENG 102
Civic Engagement Opportunities 204 Children’s/Young Adult Literature • Civic Engagement contracts appropriate to (3 s.h.) ( H , W ) individual courses An overview of the literary and historical • Teaching assistantships development of literature for children and • Positions as tutors in the Writing Center or young adults through selected authors and Vantage Point/Academic Success Center genres, both classic and contemporary. Students analyze literary elements, discuss cultural and • Internships in web editing and publishing with Outrageous Fortune educational issues within the genre, and consider the development of the concept of • Editorial positions on Campus Comments, childhood and literacy in a variety of contexts. Libations, or other publications *Prerequisite: ENG 102.
89 208 British Literature before 1780 (3 s.h.) (H, W) feminist and gender theory and will consider the Works of major British writers from the historical contexts of texts as well as their Anglo-Saxons to 1780. Students will learn about significance for later readers.*Prerequisite: ENG genre, contexts, and critical approaches to 102. literary texts; they will also consider how the English language has evolved over time. 241 American Women’s Autobiography Classroom discussion will develop oral (3 s.h.) (G) presentation skills, and the term papers (which An introduction to the genre of autobiography students are encouraged to revise) will develop (“life-writing”) and some of the particular writing skills. *Prerequisite: ENG 102. challenges, both cultural and literary, faced by American women writers in shaping their 209 British Literature after 1780 (3 s.h.) (H, W) individual life stories. Full-length Continuation of ENG 208. Study works of major autobiographies read and discussed will include British writers from 1780 to the late 20th century. a slave narrative and works by first-generation *Prerequisite: ENG 102. American women. *Prerequisite: ENG 102.
216 Introduction to Shakespeare (3s.h.) (H, R) 245 Introduction to Creative Writing (3 s.h.) Discussion/performance course focusing on An introduction to the basic elements of writing examples of comedy, history, and tragedy, each fiction and poetry, incorporating in class considered from the dramatic, poetic, and exercises, frequent writing assignments, and theatrical perspectives, with some attention readings in contemporary fiction and poetry. given to historical background and Also introduces students to the writing characteristics and development of workshop method of analysis and critique. Shakespeare’s art. Cross-listed as THEA 216. *Prerequisite: ENG 102. *Prerequisite: ENG 102. 315 Early English Drama (3 s.h.) 220 American Literature: Colonial to Romantic A discussion and performance course studying (3 s.h.) (H, W) five to six plays written before 1640, including a Study of representative selections, including sample of medieval drama. The plays are writers such as Bradstreet, Poe, Hawthorne, studied in chronological order so that the Emerson, Melville, Stowe, and Douglass. student will gain some understanding of the Students will develop close reading skills development of the drama, as well as the through writing and discussion, and they will evolution of the language, in the period. Cross- learn to analyze and compare literary works. listed as THEA 315. *Prerequisite: ENG 111 or any Literary texts are also discussed in relation to 200-level English Literature course or permission of their cultural and historical contexts, and the instructor. students will develop an understanding of different genres. *Prerequisite: ENG 102. 320 Renaissance Literature (3 s.h.) (R) A study of non-dramatic English poetry and 221 American Literature: Realism to Present prose from Thomas Wyatt through John Milton. (3 s.h.) (H, W) This discussion course will cover the major A continuation of ENG 220. Representative authors of the mid-sixteenth through the selections from late 19th and 20th centuries are mid-seventeenth centuries and will provide an studied, including works by Twain, James, overview of several minor writers of the period. Chopin, Cather, Faulkner, Eliot, and Hughes. Students will study the comparative grammars *Prerequisite: ENG 102. of early and contemporary English and will be introduced to the literary theories pertinent to 235 Women’s Writing (3 s.h.) (G, W) study of the period, primarily New Historicism Students will read works by women from across and Cultural Studies, and will write research the English-speaking world, from the papers on topics of their choice.*Prerequisite: seventeenth century to the present day, in a ENG 111 or any 200-level English Literature course variety of genres. Analysis will be grounded in or permission of the instructor. 90 328 The Rise of the Novel (3 s.h.) (R) drama. Through writing and discussions, Detailed study of five or six major novels from students will develop skills in analyzing and the 18th and 19th centuries, both as literary comparing literary works and will consider masterpieces and as components of a broader contexts for African American writing. cultural matrix. *Prerequisite: ENG 111 or any 200-level English *Prerequisite: ENG 111 or any 200-level English Literature course or permission of the instructor. Literature course or permission of the instructor. 372 Gender Topics in Language and Literature 330 Nature in America (3 s.h.) (T) (3 s.h.) This course will explore interdisciplinary Intensive study of literature or English language representations of nature and analyze how these with a specific focus on gender. Topics and representations participate in the cultural instructors will vary. If there is no duplication of production of American national identity. From topic, may be repeated for elective credit. its earliest conception, America has paradoxically desired and disavowed nature, a 373 International Topics in Language and paradox with deep historical roots and Literature (3 s.h.) contemporary consequences. This course will Intensive study of literature or English language explore how the dominant culture and with an international focus. Topics and marginalized groups contend with this paradox, instructors will vary. If there is no duplication of by analyzing how the theme of America as topic, may be repeated for elective credit. “nature’s nation” changes over time. *Prerequisite: ENG 111 or any 200-level English 374 Diversity Topics in Language and literature course or permission of the instructor. Literature (3 s.h.) 346 The Writing of Fiction (3 s.h.) Intensive study of literature or English language Emphasizes the process and craft of fiction with a specific focus on diversity. Topics and writing. Classes are designed as workshops and instructors will vary. If there is no duplication of divided between periods of writing and periods topic, may be repeated for elective credit. of reading and discussing each other’s work. *Prerequisite: ENG 245 or permission of instructor. 375 Special Topics in Language and Literature (3 s.h.) 347 The Writing of Poetry (3 s.h.) Intensive study of a literary or English language Emphasizes the process and craft of poetry subject, such as the work of one or two major writing. Classes are designed as workshops and authors, a recurring literary or rhetorical theme, divided between periods of writing and periods a genre, or a critical problem. Topics and of reading and discussing each other’s work. instructors will vary. If there is no duplication of *Prerequisite: ENG 245 or permission of instructor. topic, may be repeated for elective credit.
350 Modern Literature (3 s.h.) 400 Major Seminar (3 s.h.) (M) A survey of 20th-century literature, with Students will learn about and evaluate the particular emphasis on Modernist works from various theoretical approaches that may be used between the two World Wars. Through reading, to analyze literary texts. They will also develop discussing, and writing about selected works, their research expertise within their chosen area students will gain a greater understanding of of interest, in order to produce a research various Modernist responses to some of the proposal and annotated bibliography. Once this paradigm shifts that characterized the proposal is approved, they will write a research 20th-century. *Prerequisite: ENG 111 or any paper of 5,000–6,000 words (excluding notes and 200-level English Literature course, or permission of bibliography), culminating in a formal the instructor. presentation and defense. *Prerequisites: senior 364 African American Literature (3 s.h.) (D) standing and at least a 2.0 GPA in English major This course will focus on 19th and 20th century courses. African American fiction, poetry, essays, and 91 Note: Directed inquiries, teaching assistantships, 2 Electives from the “Open Elective” list 6-8 and internships in English can be arranged on below TOTAL Minimum of 51 hours an individual basis.
Supporting Courses Required of all ENVIRONMENTAL BIOLOGY Environmental Biology Majors: Kadrin Anderson, Paul Callo, Paul Deeble, Mary Jane Epps, Melissa Scheiber 8 credit hours in Chemistry: ● CHEM 121 General Chemistry I with lab Humans cannot continue to consume more and ● CHEM 122 General Chemistry II with lab more of the earth’s resources indefinitely. There are there limits to growth, and the consequences 6 credit hours in Economics: of ignoring these issues can be seen across the ● ECON 101 Principles of Microeconomics globe. Developing meaningful sustainable ● ECON 272 Environmental Policy solutions to environmental problems requires awareness of science, economics, politics, and Note: Students are encouraged to pursue society. Students majoring in Environmental internships in the environmental field (BIOL Biology will acquire the knowledge and skills 387) necessary to undertake competent, complex Environmental Studies Elective List problem-solving in a major that has an Electives chosen must include at least one important connection to finding solutions for 300-level course and two 200-level courses. our shared environmental problems. Experiential Electives -choose one Requirement for Bachelor of Arts in • BIOL 141 Field Biology Environmental Biology • BIOL/CHEM 145 Freshwater Chemistry & Biology 51 Semester hours in Environmental Biology • BIOL 150 Field Ornithology (Biology courses plus electives) and 8 semester • BIOL 250 Neotropical Field Ornithology hours in supporting courses. Interdisciplinary – choose one
• ANTH 227 Human Geography: People, The Basic Environmental Studies Core: Required Place and Culture of all majors. • BUAD 104 Perspectives on Sustainability
BUAD 307 Business and Society Course Credit Hours • BIOL 111 Principles of Biology 4 • CHEM 230 Environmental Chemistry BIOL 112 Diversity of Life 4 • PSYC 275 Social Psychology BIOL 148 Environmental Issues 3 Humanities – choose one BIOL 149 Environmental Issues Lab 1 ENG 330 Nature in America BIOL 245 Ecology 4 • BIOL 253 Zoology 4 • HIST 265 Survey of African American BIOL 257 Botany 4 History to 1877 BIOL 381 Junior Seminar 3 • HIST 325 Jacksonian America BIOL 400 Senior Seminar 1 PHIL 110 Ethical Issues in Business BIOL 401 Senior Research 2 • TOTAL 33 hrs • PHIL 305 Science, Religion, and the Search for Meaning Environmental Studies Electives Social Sciences – choose one Course Credit • ECON 301 Advanced Data Analysis Hours • POLS 100 Introduction to American 1 Elective from the “Experiential list below 3-4 Government 1 Elective from the “Interdisciplinary” list 3-4 below • POLS 200 State and Local Government 1 Elective from the “Humanities” list below 3-4 • POLS 260 Public Policy 1 Elective from the “Social Sciences” list 3-4 • SOC 262 Environment, Society, and the below Sustainability Movement
92 Open Electives – take two additional electives BIOL 264 Anatomy & Physiology 4 from the lists above. BIOL 265 Anatomy & Physiology 4 BIOL/PSYC 305 Physiological 3 Note: a course may not count in more than one Psychology category, e.g. BIOL 141 may not be taken to CHEM 120 Nutrition for Health, 3 fulfill both an “Experiential” and an “Open” Fitness and Sport PHYS 100 Exploring the Physical 3 elective slot. World HSCI 180 Medical Terminology 2 EXERCISE SCIENCE HCA 125 Introduction to Public 3 Program Director: Christopher Harnish Health Faculty: Sharon Spaulding TOTAL 29 hrs
The Bachelor of Arts (BA) degree in Exercise Exercise Science Core Courses: Science prepares students for job opportunities Course Credit Hours in public and private fitness centers, corporate EXSS 101 Introduction to Exercise 3 wellness, and clinical health and rehabilitation Science programs. Exercise Science graduates may also EXSS 141 Therapeutic Assessment 3 & Intervention be employed to conduct exercise programs as EXSS 245 Motor Learning 3 part of clinical trials. EXSS 330 Biomechanics 3 BIOL/EXSS 351 Exercise 4 The Exercise Science major at Mary Baldwin Physiology University will prepare students for health and EXSS 360 Strength and 3 fitness certifications through the American Conditioning College of Sports Medicine (ACSM) and the EXSS 365 Certification Review 1 National Strength and Conditioning Association EXSS 401 Research Methods and 2 (NSCA). Students may identify specialty tracks Practice in Exercise Science in Personal Training, Athletic Coaching, EXSS 402 Senior Project in Exercise 1 Strength and Conditioning, or Medical Fitness. Science Students will study human anatomy, EXSS 450 Advanced Exercise 3 Physiology physiology, and movement. They will perform EXSS 459 Theories and Principles of 3 exercise evaluations, develop exercise Exercise Training Programs prescriptions, and teach and lead exercise TOTAL 37 hrs sessions. Students will show their professional knowledge and skills during an internship. Elective Courses (9 s.h.) -Choose at least ONE Course Credit Hours Students may add additional science and math EXSS 220 Principles of Coaching 3 for the Bachelor of Science (BS) degree and EXSS 251 Personal Training 3 preparation for graduate school in Exercise EXSS 350 Exercise for Special 3 Science, Physical Therapy, Occupational Populations Therapy, or Physician Assistant. Choose at least ONE Requirements for the Bachelor of Arts in Course Credit Hours Exercise Science: HCA 225 Public Health Issues 3 In addition to the courses to complete the HCA 245 Healthcare Policy, Politics, 3 Common Curriculum, students will complete 29 and Law credits of core science courses and 46 credits of course in the Exercise Science Major (EXSS) for Choose One 300 Level Psychology Course the BA degree. Requirements for the Bachelor of Science in Science Core: Exercise Science: Course Credit Hours All requirements listed above for the BA, with BIOL 111 Principles of Biology 4 the addition of: 93 • Six semester hours of MATH at 200 or above Internship Experience required for the minor • Three semester hours emphasizing involves working with a local school or club quantitative reasoning/ data analysis sports team or fitness or therapy center.
EXERCISE LEADERSHIP Exercise Science Course Descriptions Sharon Spalding, coordinator EXSS 101 Introduction to Exercise Science (3 s.h.) The minor in exercise leadership is designed to This course is intended primarily for first-year prepare students to coach sports teams, or work students, this course provides students planning with designing exercise programs for healthy a career in exercise science-related fields. It individuals or those with disorders and disease. covers the foundations of exercise science, The minor prepares those interested in including history and philosophy, careers, becoming athletic coaches at any level and professional organizations, certifications, includes course work that covers each of the sub-disciplines, research methods and eight domains included in the Standards and professional issues. During the course, students Competencies for Sport Coaches as outlined by will visit various locations for observation, and the National Association for Sport and Physical take part in basic exercise and fitness labs, and Education (NASPE) and prepares students to learn basic skills that will be developed test for certification that is now required for high throughout their student careers. school coaches in Virginia. EXSS 141 Therapeutic Assessment and This is also a great minor for Students interested Intervention (3 s.h.) in Graduate study in Exercise Science, PT, OT or An introduction to the prevention, care, and PA. Those students will take either Exercise and evaluation of athletic injuries. Designed to teach Special Populations or Personal Training instead a basic understanding of how to manage injuries of the Principles of Coaching before completing on and off the field, with a look at special their 1 credit internship. consideration of special injuries that are unique to athletics. Students will learn and attain basic REQUIREMENTS FOR THE MINOR IN CPR & AED certification by the end of the EXERCISE LEADERSHIP course. Prerequisite: Biology 111. 20 semester hours EXSS 220 Principles of Coaching (3 s.h.) Course Credit Hours A course to present the foundational knowledge BIOL 151 Human Health and 3 that is essential for coaching any sport. The Disease course will present an overview of the exercise EXSS 220 Principles of Coaching or 3 sciences related to coaching and teaching motor EXSS 350 Exercise and Special Populations skills. The course will assist students in EXSS 245 Motor Learning 3 developing a coaching philosophy as well as CHEM 120 Nutrition for Health, 3 providing principles, guidelines and tools that Fitness and Sport (LO1 Science are essential to the coaching profession. credit) Recommended for students in the exercise INT 287 Practicum 1 leadership minor or students who already assist PHE 221 First Aid (LO2 P1 credit) 2 with youth or scholastic sports. Successful EXSS 251 Personal Training 3 completion of the course will lead to the SGS/WS 245 Gender and Sport 3 coaching certification required in many states for (LO2 Gender credit) high school scholastic coaches. TOTAL 21 hrs EXSS 245 Motor Learning (3 s.h.) CIVIC ENGAGEMENT OPPORTUNITIES Motor Learning will cover the analysis, EXSS 251 Personal Training instruction, and rehabilitation of motor skills as Assists the MBU community with personal related to a variety of individuals who possess fitness plans during the term it is offered. The 94 different interests and abilities. The course will improve health, and optimize performance. cover the stages of learning, skills classification, Students will actively participate in and motivation and attention, effective instructions demonstrate knowledge of a range of resistance and demonstrations, practice schedules and exercise techniques, as well as pre-participation effective feedback. This course is part of the screening. This course will help prepare those exercise leadership minor, but may also be of students wishing to take the National Strength interest to those students interested in graduate and Conditioning Association’s Certified work in occupational or physical therapy. Strength and Conditioning (CSCS) Exam. Prerequisite: EXSS 330, EXSS 251 EXSS 251 Personal Training (3 s.h.) The course includes techniques for assessing EXSS 365 Certification in Exercise Science (1 blood pressure, resting heart rate, body s.h.) composition, aerobic fitness, body composition, This course is designed to provide review of muscular strength and endurance. Basic appropriate content and study strategies to exercise physiology as it relates to testing is prepare the student to sit for one or more included. Cross listed as BIO 251. national certifications offered by the American College of Sports Medicine (ACSM) or the EXSS 330 Biomechanics (3 s.h.) National Strength and Conditioning Association This course introduces students to concepts of (NSCA). Prerequisite: EXSS 101,141, 245,330, 351, 360 mechanics as they apply to human movement, particularly those pertaining to exercise, sport EXSS 401 Research Methods And and physical activity. The student will gain an Evidence-Based Practice (2 s.h.) understanding of the mechanical principles that This course is the first semester of the govern human motion and develop the ability to two-semester senior requirement for exercise link the structure of the human body with its science majors. This course is intended to enable function from a mechanical perspective. the student to critically read and evaluate Prerequisite: Bio 264, EXSS 245. scientific literature, with a focus on clinical and/or applied research. The course will EXSS 350 Exercise for Special Populations (3 introduce the research design, methods and s.h.) (R) statistics used in the literature to help students Students will learn to plan exercise for with develop the necessary skills to critically analyze clients who have cardiovascular, pulmonary, research studies for use in evidence-based metabolic, orthopedic, neuromuscular, and practice. Question structure, hypothesis cognitive disorders. This advanced course will development and research design will be related cover the pathophysiology, medical to the different types of questions asked in the management, exercise response and special areas of exercise science and exercise physiology. considerations for exercise programming for Students will also be introduced to how primary each of the diseases or disorders. This course studies, systematic reviews and meta-analyses fulfills the LO3 research requirement. are used to develop standards of practice. Prerequisite: BIOL 351. *Prerequisite: Students will be required to have junior status, and received a C-or better in a BIOL/EXSS 351 Exercise Physiology (4) statistics course (MBU courses: INT 222 or For course description, see BIOL 351 in the Biology MATH 233 or PSYC 250; or an equivalent listing. transfer course) and medical terminology course (MBU course: HSCI 180). EXSS 360 Strength and Conditioning (3 s.h.) This course is designed to provide students with EXSS 402 Senior Project in Exercise Science the knowledge, skills, and abilities (KSA) to (1 s.h.) design and implement resistance training This course is the second semester of the programs for a variety of populations. Course two-semester senior requirement for exercise content will cover the scientific and practical science majors. In this course, students will basis for resistance training to reduce injuries, complete an evidence-based capstone project 95 related to health. The project will follow one of photography, and/or use video/film as a fine three possible project designs: experimental art. Mary Baldwin offers a major in Performing research, literature review, or community-based Arts with a concentration in Film, and a minor exercise science-related education. For each in Film. Those who wish to design an project, students will critically evaluate independent major in Film should discuss the published studies related to their topic. Each possibility with their advisors and the director student will present the design, results and of the Film minor. conclusions of their project in both a written and oral presentation. *Prerequisite: EXSS 401 Requirements for the Major in Performing Arts with a Concentration in Film EXSS 450 Advanced Exercise Physiology (3 s.h.) Core requirements: (18.5-20 s.h.) This course is designed to advance the MUS 100 or MUS 226 knowledge and understanding of exercise MUS 105 or MUS 111 science by using historical perspective of the THEA 114 or THEA 115 field and the study of exercise. Course content THEA 121,THEA 111, THEA 105, includes an integration of exercise physiology THEA 110, FILM 119, or 3 s.h. of THEA 210 and bioenergetics, biomechanics and motor One PHE class that is dance, yoga, or fencing control, as well as how both basic and applied MUS/THEA/FILM 150 exercise science, and how these areas relate to THEA 401, MUS 401, MUS 402 or FILM improved health and optimal performance. 401: Senior Project Prerequisite: EXSS 251, EXSS 351 Concentration in Film EXSS 459 Principles and Applications of Fulfillment of core requirements Exercise Training Programs (3 s.h.) From the core choose: This course focuses on an evidence-based FILM 119 approach to developing training programs for FILM 401 athletes and the general population. Discussions will focus on the practicality, feasibility, and the Additional requirements (15 s.h.) legitimacy of established training concepts and FILM 254 practices including, periodization, athlete monitoring methods, training methodologies, Three of the following: FILM 229, FILM 264, training equipment and current trends in the FILM 275, or FILM 333 training and fitness industry. Prerequisite: EXSS One of the following: ARTH 206, ART 115, 351 and 360 THEA 115, or an additional film course from above. FILM Department Head: Allan Moyé Requirements for the Minor in Film with an Emphasis in Film Studies Film study emphasizes cinema as an art form, 21 semester hours media industry, and social artifact. It integrates courses from many disciplines to provide FILM 254 cultural, historical, and aesthetic means to think FILM 333 about and create visual media. Students choose Five of the following: ANTH 220, ARTH 206, AS one of two tracks: film studies emphasizes 270, COMM 115, FILM 275, FREN 225, critical, aesthetic, theoretical and philosophical HIST 246, HIST 247, PHIL 234, SOC 236, approaches, while film production emphasizes SPAN 215, or special topics in art, practice through courses in photography, communication, film, or theatre where scriptwriting, video production, and theater appropriate. production, for students who want to create movies, or study photojournalism, or narrative
96 Requirements for the Minor in Film with an This course is an introduction to and a Emphasis in Film Production requirement for the Performing Arts major. 21 semester hours Students will attend Theatre, Music, and Film events with lectures before and after each. FILM 254 Students will participate in discussions with Two of the following: ART 115, FILM 119, or professors from each discipline along with THEA 105 readings, written response papers, and a group Four of the following: ART 115, ART 215, ENG project geared to the student’s area of interest. 246, FILM 119, FILM 229, FILM 264, Cross-listed as MUS 150 and THEA 150. FILM 333, THEA 105, THEA 323, or special topics in art, communication, film, or theatre 229 Advanced Film/Video Production (3 s.h.) where appropriate. The art and theories of visual storytelling in a concentrated hands-on workshop setting. Civic Engagement Opportunities Students will create and produce their own short • Special topics in film and filmmaking film/video either narrative, documentary, include: creative self-expression, commercial, or music • Documenting special May Term projects in within the three week May-term period. Projects conjunction with artist/activist Claudia are oriented toward basic scripting, shooting, Bernardi of the Walls of Hope organization. and editing. Cross-listed as COMM 229 and These have included study abroad trips to El THEA 229. *Prerequisite: FILM 119 or permission of Salvador as well as in-state projects. the instructor. • Documenting local topics of human interest. • Required or recommended internships at 254 Film Analysis (3 s.h.) (A) area television, radio stations or video A critical framework for watching and production companies. analyzing popular and critically acclaimed films • Videotaping campus and local events of by examining dramatic, visual, and technical importance. elements, and by studying the art and history of • Opportunities to attend national and great filmmakers. Screenings each week of international film festivals as a student important silent, classic, international and intern. modern films. Cross listed as ARTH 254.
• Creating Public Service Announcements for campus broadcast. 264 Screenwriting (3 s.h.) (W) • Exploring civic engagement through class Theory and practice of screenwriting, projects and group and individual including concept, research, writing, revisions, assignments. and presentation. Analysis of successful scripts to discover appropriate styles and methods of Film Course Descriptions writing. Workshop development of scripts 119 Introduction to Film/Video Production emphasizing dramatic narrative for television (3 s.h.) and film. Cross listed as THEA 264. Fundamental, practical, and theoretical approach to video production. Emphasizes 275 Women and Film (3 s.h.) (G) camera operation and composition, nonlinear An exploration of issues of representation and editing and principles of editing (using FinalCut spectatorship relating to women and film from Pro), and related audio. Projects vary to the 1920s to the present from a feminist and a emphasize broadcasting, documentary, narrative critical studies perspective. Examines filmmaking, and various forms of artistic Hollywood, independent, and international expression. Cross listed as COMM 119, THEA cinema with an emphasis on women directors 119, and ART 119. and filmmakers. Includes varied genres of film and their production and reception in their 150 Introduction to the Performing Arts specific social contexts. (3 s.h.) (A)
97 333 Film Theory and Criticism (3 s.h.) and creative writing, the student will develop a An overview of the major theoretical and critical basic proficiency in speaking, listening, reading, approaches to film as a complex cultural and writing. Students who pass 102 cannot take medium. Weekly viewings and discussion of 101 at a later date without permission from the historical, international, independent, and short instructor. films. Focuses on film as art and expression by examining work of great classic, independent, 201, 202 Intermediate French (3 s.h. each) and international filmmakers. Cross-listed as (F: both 201 and 202) THEA 333. Continues to build the student’s proficiency using exercises, dialogues, skits, and controlled FRANCOPHONE STUDIES and creative writing. At the end of the course, Martha J. Walker, dean and professor students will have a basic understanding of French and be able to carry on everyday Students can pursue a minor in Francophone conversations, read schedules, pamphlets, and Studies. Minors become proficient in reading, other texts of moderate difficulty, and write speaking, writing, and understanding spoken fluently and accurately about everyday topics. French and using their French ability to study Students with more than four years of French other subjects. They examine literary works and may NOT take French 201 or 202. Students who occasionally historical and artistic works pass 202 cannot take 201 at a later date without representing France and other French-speaking permission of the instructor. regions. 203 Everyday French (3 s.h.) Requirements for the Minor in Francophone A total immersion experience in language and Studies culture through conversation. 18 semester hours 220 French across the Curriculum FREN 201 (1 s. h., repeatable credit) FREN 202 Students apply their French language skills to FREN 203 or study abroad (program chosen any other academic course taken concurrently. after consultation with French faculty) They work with faculty in French, reading and Two courses chosen from among the following: discussing a variety of authentic multimedia FREN 225, FREN 270, FREN 277 (as offered) 1 documents as a supplement to the academic s.h. of FREN 220 in conjunction with a course in course. *Prerequisite: FREN 202 or equivalent. the student's major 225 Literature and Film in Translation (3 s. h.)
(T) Civic and International Engagement Study of translated novels and films from Opportunities Francophone areas of the world (Québec, North • Study abroad for a semester or year and West Africa, and the Caribbean) that • Volunteer work in non-profit organizations concern the making or undoing of individual • Internships and cultural identity. Some of the contexts to be • Students abroad are required to learn about studied that contribute to the formation of the social, cultural, and political reality of the identity are interactions of colonizer and target country, thus getting involved with colonized, male and female, and child and adult. the civic life of their host country.
270 African and Caribbean Women Writers (3 French and Francophone Studies Course s.h.) (G) Descriptions This survey course of modern francophone 101, 102 Beginning French (4 s.h. each) (F: both women’s literature, conducted in English, 101 and 102) includes works from North and Sub-Saharan Designed for those with little or no French. Africa and the Caribbean. Major themes of the Through exercises, dialogs, skits, and controlled course are the search for identity and the role of 98 language and writing in discovering and/or management area in a variety of positions and asserting cultural and gender identities. organizations related to the healthcare field. The major can also be a springboard for graduate 277 Colloquium (3 s.h.) work in many related fields. The MBU Special topics in Francophone language and Healthcare Administration Program is the only culture. endowed program of its type in the United States and Canada. The program has five named GLOBAL POVERTY AND scholarships for Healthcare Administration DEVELOPMENT majors. The program also coordinates the Public Amy McCormick Diduch, coordinator Health minor.
The global poverty and development minor Requirements for the Major in Healthcare gives students the tools to understand why Administration some countries are rich and some are poor. 51 semester hours Students will compare policy options for increasing incomes and opportunities in the HCA 101 Introduction to Healthcare developing world. Poverty in developing Administration countries, as in America, is a function of INT 222 Social Sciences Statistics education, gender, and age, but also of property HCA 243 Introduction to Healthcare Quality and rights, political voice, and low levels of national Risk Management income. Poverty may be reduced by increasing HCA 245 Healthcare Policy, Politics, and Law economic growth, reducing conflict and HCA 250 Global Healthcare violence, addressing discrimination against HCA 300 Healthcare Research Methods women and girls, and improving access to HCA 310 Healthcare Strategic Management education. HCA 315 Introduction to Healthcare Information Management Requirements for the Minor in Global Poverty HCA 320 Economics and Finance of Healthcare and Development Systems 21 semester hours HCA 387 Internship ECON 101 HCA 401 Senior Seminar ECON 102 BUAD 230 Marketing Principles ECON 232 BUAD 302 Managing Human Resources POLS 215 ANTH 208 Medical Anthropology or Three of the following: ANTH 120, ANTH 202, SOC 260 Medical Sociology ECON 215, ECON 310, POLS 120, ECON 101 Microeconomics POLS 244, POLS 295, POLS 311, REL 130, or (with permission) another course related to the Elective Offerings history, culture or politics of a developing HCA 125 Introduction to Public Health country, study abroad in a developing country, HCA 225 Public Health Issues or service learning in a developing country. HCA 235 Women’s Healthcare Issues HCA 240 Long-Term Care Administration HEALTHCARE ADMINISTRATION HCA 261 Epidemiology
Kim Nine, director Senior Requirement: Successful completion of Eileen Hinks HCA 401 with a grade of “C” or higher
Healthcare is a rapidly changing field. The Requirements for Major in Healthcare leadership and administration of programs and Administration with Public Health Minor organizations in healthcare requires knowledge, Students seeking a BA in Healthcare skill, and a strong sense of caring for others. The Administration with a Public Health emphasis major in Healthcare Administration prepares must fulfill all of the requirements for the BA, students to enter, or advance, into the plus the following: 99 HCA 101 Introduction to Healthcare status of the community they serve, so HCA 125 Introduction to Public Health internships are a part of that effort at providing HCA 225 Public Health Issues a “community benefit”. The work of the intern HCA 250 Global Healthcare through daily activities and projects will reflect HCA 261 Epidemiology the “community benefit” -both inside the HCA 235 Women’s Healthcare Issues[SS1] organization and perhaps outside the organization as well. The HCA 387 internship Requirements for the Minor in Healthcare therefore satisfies the university’s civic Administration engagement requirement of the Central 18 semester hours Curriculum as well as the internship requirement of the HCA Program. In short, the HCA 101 Introduction to Healthcare “community benefit” aspect of the internship is Administration tied to the helping of those served by the PHIL 230 organization. It is integrated into the daily HCA/BIOL 261 Epidemiology activities of the intern. Three additional HCA courses Healthcare Administration Course Requirements for the Certificate in Long Term Descriptions Care Administration 29 semester hours 101 Introduction to Healthcare Administration (3 s.h.) HCA 101 Introduction to Healthcare This course introduces the nature, organization, Administration and functions of the continuum that delivers PHIL 230 health services in the U.S. healthcare system in a HCA 240 Long-Term Care Administration comprehensive fashion. Includes general HCA/BIOL 261 Epidemiology management principles and practices as found HCA 310 Healthcare Strategic Management in healthcare organizations. Analyzes the nature HCA 320 Economics and Finance of Healthcare and role of health policy. Reviews the roles of Systems healthcare providers, managers, and consumers. HCA 387 (must include at least 400 hours under Current issues explored at global, national, state, supervision of a preceptor approved by the and local levels. Virginia Board of Nursing Home Administrators) 125 Introduction to Public Health (3 s.h.) INT 222 Social Science Statistics This course provides an introduction to mission, functions, and scope of U.S. public health at Requirements for the Certificate in Healthcare local, state, and federal levels and to major 20th Management (Not for HCA students) century public health achievements and 21st 21 semester hours century challenges. Topics include: definitions of public health; emphasis on population, health HCA 101 Introduction to Healthcare promotion, and disease prevention; balancing INT 222 Social Science Statistics individual rights vs. the needs of society; health HCA 310 Healthcare Strategic Management disparities related to age, gender, race, and HCA 320 Economics and Finance of Healthcare ethnicity; and the ecological view of health Systems within the context of biological, social, and Three of the following: HCA/PHIL 230, HCA environmental determinants of individual and 240, HCA/BIOL 261, or HCA 330 population health. The significant role of collection, analysis, and communication of Civic Engagement Opportunities and Global surveillance data will be explored through Awareness readings and interpretation of current public Each major completes an internship of 150 health reports of the Centers for Disease Control contact hours or more. As all healthcare and Prevention (Morbidity and Mortality organizations attempt to improve the health Weekly Reports). Alternate years. 100 222 Social Science Statistics (3 s.h.) (Q) well-being. Tours/analyses of long-term care For course description, see INT 222 in the facilities included. Alternate years. Interdisciplinary Studies listing. 243 Introduction to Healthcare Quality and 225 Public Health Issues (3 s.h.) Risk Management (3 s.h.) Infectious diseases continue to challenge public This course examines the relationships between health practitioners in the United States and healthcare quality and risk management and globally. These challenges include emerging and organizational performance. The course focuses re-emerging infectious diseases, antibiotic on points such as the role of a risk manager, resistance, food and water borne outbreaks, medical errors, managing and controlling risks, pandemics, and bioterrorism. This course will accident causation theories, and ensuring analyze concepts of disease transmission and compliance with the standards of regulatory and conditions that promote the emergence and accreditation organizations. Risk management is re-emergence of diseases (for example, poverty, introduced and examined across a variety of disasters, globalization, climate change, and healthcare organizations. Prerequisites: HCA 310 disruption of ecological habitats); historical aspects of infection control and the changing 245 Healthcare Policy, Law and Ethics (3 s.h.) landscape of infectious diseases; healthcare and This course provides an analysis of the factors community associated infections; the that shape healthcare policy in the United States, microbiome and its role in disease; prevention as including public policy and various types of well as recognition, investigation, and control of healthcare policies, government structures and outbreaks (infectious and non-infectious); and institutions responsible for making health policy, the role of technological advances, including important actors in the health reform debate and social media, in early recognition. Alternate implementation, and their strategies to influence years. policy. It includes an examination of ethics and how these principles and theories are applied to 235 Women’s Healthcare Issues (3 s.h.) (G, W) current issues and policy formulation. Cross This course explores current U.S. and global listed as POLS 245. issues in women’s health and disease through discussion and writing. Topics include: 250 Global Healthcare (3 s.h.) (I) reproductive and maternal health; chronic Much can be learned about the U.S. healthcare diseases and their global burden; effects of social system by comparing it to the operation of other policies on women’s health; and impact of countries’ systems. Canada, the United gender-based violence, disasters, and conflicts Kingdom, Germany, Japan, and Australia are on women. Students will evaluate internet among the countries that are explored by health sources; analyze and utilize narrative as a considering the elements of history, means of reflecting on health and illness; and philosophy/values, levels of care, communicate health issues to specific audiences. provider/manager/consumer roles, and Alternate years. delivery systems. Comparisons are made in terms of the health status of a population served. 240 Long-Term Care Administration (3 s.h.) The course also includes review of health issues The historical development of long-term care facing the international community (e.g., and the role of health policy. Analysis of the communicable and noncommunicable diseases, roles played by long term care emergencies, etc.). Alternate years. facilities/organizations like nursing homes, home health organizations, assisted living 261 Epidemiology (3 s.h.) (Q) facilities, rehabilitation centers, continuing care The fundamentals of distribution and retirement communities, and organizations that determinants of health and disease in deal with chronic healthcare concerns. Issues populations. Epidemiology is applied to include medical, organizational, legal, financial, formulation/assessment of healthcare and human resources, and communication. Holistic public health management decisions since it is approach covers physical, mental, and social the basic science of public health and it utilizes 101 principles of the scientific method. management, including internal and external Epidemiology includes applications to: environmental assessments. Health status of morbidity and mortality, and disease prevention populations served will be addressed as it and wellness, as well as, disease transmission, relates to population health management. diagnostic and screening tests, population Organizational behavior is analyzed in depth studies and study design, and determination of including leadership aspects. Different ways to causation. Includes evaluation of peer-reviewed organize and deliver care are analyzed such as journal articles for study design and proper Accountable Care Organizations and Patient conclusions and recognition of study limitations Centered Medical Homes. Course focuses on and potential biases. Cross listed as BIOL 261. managing change, as seen in health reform Alternate years. efforts, the influence of payment systems, leadership, and technological and scientific 277 Colloquium (3 s.h.) innovations. Case study methodology used. Special topics dealing with current issues facing Strategic management tools of analysis are healthcare administration. reviewed and used. Alternate years.
287 Internship (3 s.h.) (C) 315 Introduction to Healthcare Information Off-campus experiential learning on an Management (3 s.h.) exploratory basis in healthcare facilities and Course Description: The purpose of this course health related organizations. Community is to offer a broad view of health information service/benefit component required. Placement management, including: government standards, through the Healthcare Administration revenue management and compliance, Program. Forms must be submitted at informatics and analytics of data usage, and registration. *Prerequisites: HCA 101 and data management/strategies. sophomore HCA major status. Must be taken P/NC. 320 Economics and Finance of Healthcare 300 Healthcare Research Methods (3 s.h.) (R) Systems (3 s.h.) This course introduces the fundamentals of Investigation of the factors and forces at work in research in healthcare, including institutional setting healthcare costs and impacts of those review boards; qualitative and quantitative costs. Analysis of demand and supply concerns, methodologies; working with primary and reimbursement systems, insurance, Medicare, secondary data; health services research; and Medicaid, governmental regulations, legal evaluation studies. In addition, students will issues, accessibility, budgeting processes and identify and develop a topic for the senior planning, and human resources concerns. project in HCA 401 Senior Seminar, undergo a Health care financial management tools and program approval process for the topic, prepare techniques are presented and used. Cross listed and submit IRB forms as appropriate, and as ECON 320. *Prerequisites: ECON 101 and complete drafts of several components of the BUAD 208. Alternate years. senior project: the purpose, research question, research methodology, significance to the field of 330 Issues in Healthcare Finance (3 s.h.) healthcare administration, and a literature Analysis of the nature and operations of review. HCA majors must receive a grade of “C” health insurance in the United States, including or better in HCA 300 to enter HCA 401. purposes of the various plans (HMO, PPO, IPA, *Prerequisite: INT 222. CDHP, etc.) and how they work. Offers provider, manager and consumer perspectives. Analysis 310 Healthcare Strategic Management (3 s.h.) of the integration of healthcare delivery systems (O) and financial aspects, including funding Course focuses on a variety of methods utilized principles and practices, systems of in the organization of healthcare facilities and reimbursement (like capitation, fee-for-service, the delivery of services. The nature of planning and value-based) , and the role of health is analyzed with particular attention paid to information technology. Strategic initiatives health policy, and strategic thinking and 102 reviewed such as population health College of Health Sciences. The interdisciplinary management, growth of companies and services, nature of this major enables students to etc. Examines public policy initiatives. understand human health as a complex cultural, *Prerequisite: HCA 320. Alternate years. biological, psychological, and social dynamic. Students in this major should consult with the 387 Internship (credit varies) (C) health sciences advisor regarding graduate Off-campus pre-professional experiential program prerequisites to ensure that courses learning in healthcare facilities and related will fulfill requirements needed to be admitted organizations. Projects are under the supervision to graduate programs in healthcare. of a qualified professional on-site as well as a Additionally, there are 3- and 4-year plans healthcare administration faculty member. available that have been structured specifically Community service/benefit component with the required prerequisites for students required. Placement through the Healthcare interested in physical therapy, occupational Administration Program. Forms must be therapy, physician assistant, chiropractic, dental submitted at registration. and medical school. *Prerequisites: junior or senior HCA major status. Student must have a 2.0 GPA in the HCA major, Requirements for Bachelor of Arts in Health a cumulative GPA of 2.0, and a “C” in HCA 101 Sciences in order to enroll in this course. Must be taken 56 semester hours P/NC. Required Core Courses (29 s.h.) 401 Senior Seminar (3 s.h.) (M) BIOL 111 Principles of Biology The capstone course for the HCA major. BIOL 264 Human Anatomy and Physiology I Synthesizes material from the entire curriculum. BIOL 265 Human Anatomy and Physiology II Focus on healthcare administrators as HCA 101 Introduction to Healthcare professionals. Classroom material is integrated Administration with experiential learning through a major INT 222 Social Science Statistics OR Psych 250 research project. This is the last course taken in Introduction to Psychology as a Social the program by HCA majors. HCA majors must Science OR Math 233 Statistical Methods and earn a grade of “C” or better in HCA 401 to Theory I satisfy the senior requirement for the HCA PSYC 101 Introduction to Psychology as a major. Natural Science OR PSYC 111 Introduction to *Prerequisites: HCA 300 with a grade of “C” or Psychology as a Social Science better, HCA 387, and senior HCA major status. HSCI 150 Introduction to Health Professions HSCI 180 Medical Terminology HEALTH INFORMATICS AND HSCI 401 Research Methods and INFORMATION MANAGEMENT Evidence-based Practice Please see Murphy Deming College of Health Sciences HSCI 402 Senior Project in Health Science
HEALTH SCIENCES Electives Brian Miller A minimum of 27 credit hours from any of the courses listed below. At least three credit hours The health sciences major at Mary Baldwin from any of the courses below must be at the 300 University provides students with an level and an additional twelve credit hours from interdisciplinary, liberal arts foundation in the any of the courses listed below must be at the natural and social sciences in order to prepare 200 level or above. them for graduate programs in healthcare. The health sciences major combines the At least 6 hours in Biology from the following long-standing strengths of the undergraduate courses: liberal arts program with the health sciences BIOL 112 Diversity of Life expertise of faculty within the Murphy Deming CHEM 120*Nutrition for Health, Fitness, and Sport 103 BIOL 151 Human Health and Disease Other Major Electives: electives that can be taken BIOL 191 Course-based Undergraduate to fulfill the total elective hours, as well as the 200 or Research Experience 300 level elective requirements: BIOL 222 Genetics EXSS 245 Motor Learning BIOL 224 Cell Biology EXSS 251 Personal Training BIOL 252 Biology of Women EXSS 350 Exercise for Special Populations BIOL 255 Microbiology HCA 125 Introduction to Public Health BIOL/HCA 261 Epidemiology HCA 225 Public Health Issues BIOL/PSYC 305 Physiological Psychology HCA 230 Medical and Healthcare Ethics BIOL/CHEM 324*Biochemistry I HCA 235 Women’s Healthcare Issues BIOL/CHEM 325*Biochemistry II HCA 240 Long-Term Care Administration BIOL 327 Immunology HCA 245 Healthcare Policy and Politics BIOL 351 Exercise Physiology HCA 250 Global Health *May count for either BIOL or CHEM, but not MATH 211 Introduction to Calculus and both Analytic Geometry I ***May count for either BIOL or PSYC but not MATH 212 Introduction to Calculus and both Analytic Geometry II PHYS 201 General Physics I At least 3 hours in Chemistry from the following PHYS 202 General Physics II courses: CHEM/BIOL 120*Nutrition for Health, Fitness Requirements for Bachelor of Science in and Sport Health Sciences CHEM 121 General Chemistry I CHEM 122 General Chemistry II Students who plan to complete the BS degree CHEM 221 Organic Chemistry I must take the following courses as part of their CHEM 222 Organic Chemistry II core or elective requirements within the health CHEM/BIOL 324*Biochemistry I science major, or as additional courses: CHEM/BIOL 325*Biochemistry II Two 200 or 300 level MATH courses *May count for either BIOL or CHEM, but not both. CHEM 121 General Chemistry 1 and CHEM 122 General Chemistry II At least 6 additional hours in coursework from At least two 200 or 300 level lab courses from the the following courses: Biology, Chemistry, or Physics course listed in ANTH 120 Cultural Anthropology the health science electives. ANTH 208 Medical Anthropology COMM 280 Intercultural Communication Health Sciences Course Descriptions SOC 100 General Sociology SOC 205 Death and Dying 150 Introduction to Health Professions (2 s.h.) SOC 260 Medical Sociology Intended primarily for first-year students, this SOWK 124 Aging course provides students planning a career in HSCI/ED 212 Lifespan Development healthcare or in a health-related field PSYC 203 Abnormal Psychology information necessary for identification of career PSYC 210 Child Psychology direction as well as an overview of the various PSYC 211 Adolescent Psychology health professions and an introduction to the PSYC 212 Cognition and Cognitive concepts of professionalism, cultural Neuroscience competence, interdisciplinary healthcare teams, PSYC 215 Health Psychology and healthcare policies. PSYC/BIOL 305**Physiological Psychology PSYC 307 Drugs and Behavior 180 Medical Terminology (2 s.h.) PSYC 311 Psychology of Adult Development This course provides an understanding of PSYC 313 Applied Behavioral Analysis medical abbreviations and terms. It includes the ***May count for either BIOL or PSYC, but not both study of prefixes, suffixes, word stems, and technical terms. It emphasizes skills and 104 techniques in understanding and using medical necessary skills to critically analyze research terminology accurately. Offered online only. studies for use in evidence-based practice. Question structure, hypothesis development and HSCI 205 Introduction to Human Anatomy and research design will be related to the different Physiology (3 s.h.) types of questions asked in medicine, i.e. This course is designed as a one semester questions about therapy, risk, etiology, introduction to anatomy and physiology with a diagnosis, prognosis and epidemiology. virtual laboratory experience. Students will gain Students will also be introduced to how primary an understanding of the anatomic structures and studies, systematic reviews and meta-analyses physiologic functions of the human body. Topics are used to develop clinical guidelines. to be covered include basic organization of the *Prerequisite: Students will be required to have body and the impact of diseases on certain junior status, and received a C- or better in a systems. Students will also learn about the statistics course (MBU courses: INT 222 or MATH mechanisms for maintaining balance in the body 233 or PSYC 250; or an equivalent transfer course) and the roles of different body systems. This and medical terminology course (MBU course: HSCI class is designed for nonscience majors and may 180). not satisfy prerequisites for graduate study. 402 Senior Project in Health Science (1s.h.) (M) HSCI 206 Introduction to Pharmacology (1 s.h.) This course is the second semester of the Students will acquire a basic understanding of two-semester senior requirement for health drugs and medicines and their effects on life science majors. In this course, students will processes. Topics to be explained include complete an evidence-based capstone project mechanisms of action, pharmacological effects, related to health. The project will follow one of indications and contraindications as well as three possible project designs: experimental adverse effects of drugs. Emphasis is on the role research, literature review, or community-based of pharmacology in healthcare. health education. For each project, students will critically evaluate published studies related to 212 Lifespan Human Development (3 s.h.) their topic. Each student will present the design, Lifespan Human Development meets the results and conclusions of their project in both a MDCHS admissions requirement and also meets written and oral presentation. *Prerequisite: HSCI the Virginia DOE licensure requirement for 3 401 hours of human growth and development coursework. This course will focus on theory, HISTORY philosophy, and research on learning and Amy Tillerson-Brown, department head human development from birth through late Clayton Brooks, Mary Hill Cole, Katharine adulthood, as well as real-life applications in Franzèn these areas through experiential projects and related assignments. Topics include physical, History is the study of past and present worlds psychosocial, emotional, cognitive, language, that we explore in their own contexts through and gender development in family, school, peer, written, oral, and material evidence. Using and work contexts. Cross-listed as ED 212. primary sources and engaging in historical debates, historians analyze and interpret the 401 Research Methods and Evidence-based actions, thoughts, values, and challenges of Practice (2 s.h.) (M) people in different cultures and eras. The This course is the first semester of the discipline of History emphasizes the importance two-semester senior requirement for health of historical perspective and context in seeking science majors. This course is intended to enable to understand the past. We encourage the study the student to critically read and evaluate of other cultures through academic travel and scientific literature, with a focus on clinical learning foreign languages. History majors research. The course will introduce the research pursue careers in a variety of fields, including design, methods and statistics used in the clinical literature to help students develop the 105 law, teaching, business, the arts, government, Civic Engagement Opportunities and foreign service. Students may develop their historical skills by working as interns in local museums, arts Requirements for the Major in History organizations, and historical societies. Other 36 semester hours opportunities for civic engagement include working with MBU History faculty on oral HIST 101 history projects in the local community, and HIST 102 serving as a Changemaker Student Research HIST 111 Archivist. For their civic engagement in HPUB HIST 112 230 and HISP 226, students may receive One 300-level history course HIST 400 community service credit in the common Six additional courses in history above the curriculum. 100-level History Course Descriptions Note: HPUB 230 and HISP 226 may count 101 Western Civilization to 1648 (3 s.h.) (H) toward the history major. Teaching A survey of the civilization of Western European assistantships (no more than 3 s.h.) may count history from classical antiquity to the end of the toward the major. Students must complete HIST Thirty Years’ War. Topics include Greek and 101, HIST 102, HIST 111, and HIST 112 before Roman empires, transmission of cultures, enrolling in HIST 400. organization of Christianity, medieval dynasties, and the Reformation. Senior Requirement: Students fulfill the senior requirement by successful completion of HIST 102 Western Civilization from 1648 (3 s.h.) (H) 400. Students must have a minimum GPA of 2.0 A survey of the civilization of Western European in History courses before enrolling in HIST 400, history from the scientific revolution to the and they must have passed at least 9 semester present. Topics include the English Civil War, hours of MBU history courses. the French Revolution, nationalism and imperialism, the two World Wars, the Russian Requirements for the Minor in History Revolution, and the rebuilding of postwar 21 semester hours in history Europe.
HIST 101 111 Survey of U.S. History to 1877 (3 s.h.) (H) HIST 102 A survey of the principal events, in HIST 111 chronological order, of U.S. history to 1877. HIST 112 Students are introduced to the historical method Three history courses above the 100-level of asking questions about the past, analyzing Note: The department urges history majors to events, and interpreting them. complete foreign language study through the intermediate level. Directed inquiries, teaching 112 Survey of U.S. History from 1877 assistantships and internships in History can be (3 s.h.) (H) arranged on an individual basis. A chronological survey of the principal events of U.S. history from 1877. Students are introduced Virginia Program at Oxford to the historical method of asking questions The History and English departments about the past, analyzing events, and co-sponsor the Virginia Program at Oxford. interpreting them. Working with British tutors in courses devoted to Tudor-Stuart England, students can earn 3 s.h. 203 Women in American History (3 s.h.) (G) of History credit and 3 s.h. of English credit that A thematic study of the history of women in count toward the History and English majors America. This course examines the events and and minors. History majors are urged to apply trends that have special significance for women to this program. For more information, see Mary in American history. *Prerequisite: HIST 111 or Hill Cole. HIST 112 or permission of Instructor. 106 204 Religion in America (3 s.h.) geography, technology, warfare, international An introduction to the history of religion in politics, and Indigenous/European relations. America, its forms, and the interaction of religious convictions and American culture. 222 History of American Art and Architecture Students will learn to analyze and compare (3 s.h.) religious ideas and environments. Cross listed as For course description, see ARTH 222 in the Art History REL 204. listing.
216 Hip Hop and History (3 s.h.) (W) 224 Diplomatic History of the United States (3 Through our analysis of historical scholarship, s.h.) in class discussions, and formal writing A study of the foreign relations of the United assignments this course uses hip hop lyrics to States from the American Revolution to the Iraq guide our analysis of U.S. history, from 1970. War. *Prerequisite: HIST 111 or HIST 112 or This course will examine the historical roots of permission of Instructor. emergence of hip hop culture that overlaps with the “War and Drugs” and mass incarceration, 227 History of the American South (3 s.h.) gender wars and new forms of activism. History of the American South from its founding Inspired by W. E. B. DuBois’ use of the musical to the present; its geography, settlement, bars and lyrics of Negro Spirituals to introduce economy, politics, and culture. Focuses on the the chapters of his classic book The Souls of rise of sectionalism and secession, race and Black Folk, this course will introduce each slavery, reform and Jim Crow, reconciliation and course topic with hip hop lyrics—written by modernization, civil rights, immigration, and the descendants of the singers of “sorrow songs” Sunbelt. who continue to live beneath “the Veil.” Our analysis of hip hop lyrics and culture will 230 American Immigration History (3 s.h.) (D, address themes of oppression, power, identity, R) gender, politics and violence. Information Watch a television news program or read a presented in this course will lead to the analysis newspaper’s opinion page, and it seems that of the political economy of hip hop that includes someone will always be talking about racial commodification and cultural immigration. Whether in favor of open borders appropriation, hip hop masculinity and or proposing to electrify the fence between the feminism, and perceptions of urban life in United States and Mexico, it seems that these particular. debates are a major issue of our time. But the issue of immigration and the role of immigrants 217 The American West (3 s.h.) (D) within the United States is not a new question: The American frontier experience has provided since 1790, the United States have decided who fuel to an endless number of popular portrayals, can and who cannot (legally) immigrate to the from Davy Crockett to Deadwood . This United States. The goal of this course is to lecture/discussion course seeks to complicate demonstrate the historic role of immigrants in these images of cowboys and cattle trains by the United States; to examine the hardships and examining the social, political, and economic prejudice they have faced; and to explore dimensions of the United States’ various strategies for adapting and thriving in their frontiers in order to integrate these peripheral adopted homeland. Throughout the course, we places into the larger narrative of American will focus on the intertwined relationships of history. Beginning with the American law, race, gender, and prejudice in American Revolution, and ending with World War I, this immigration policy and practices. Field trip to course emphasizes the conjunction of place and New York City highly suggested. time in influencing the development of different frontiers, while at the same time examining 235 Body, Mind, and Spirit: Renaissance and what factors were common to all American Reformation Europe, 1350–1650 (3 s.h.) (T) frontiers. Problems to be addressed include This course focuses on the changes during three centuries that reshaped the European world: the 107 devastation of the plague, a cultural explosion of 242 British History from 1688 (3 s.h.) (H) artistry (theatrical, visual, and musical), the A survey of British history from the Glorious growth of learning and literacy through the Revolution to the present. Topics include the spread of the printed word, the political power power of the landed elite, party rivalries, of newly centralized monarchies, the Protestant imperial expansion, the role of women in challenges to Catholicism, and the religious politics and industry, and British cultural myths. tensions that erupted into civil wars. At the This course offers a historical background for same time, intellectual and scientific discoveries courses in English literature. altered old views of the human body, the universe, and the natural world. We will focus 243 The French Revolution (3 s.h.) (T) on the intersecting topics of learning, An intensive study of the first six years of the instruction, education, and acquisition of skills French Revolution, 1789–1794. Explores major as we explore the educational experiences of events and figures; economic, social, political, women and men in universities, convent and and intellectual conditions; and interpretations grammar schools, guilds, and at home. of the accomplishments of the era. No knowledge of French language is required; 238 Tudor-Stuart England, 1450–1660 (3 s.h.) (R) however, students who do their research in An exploration of politics, culture, religion, and French can receive credit toward the French society. Topics include the Wars of the Roses, major. A key component of the course is Parliament and monarchy, Henry VIII’s marital participation in all discussions and projects. and religious policies, Elizabeth I’s court, the Civil War, family, sexuality, and gender. 246 Europe in the Twentieth Century, Recommended for students taking English 1900–1939 (3 s.h.) (I, R) literature courses and the Virginia Program at A study of Europe from the early twentieth Oxford. century to the outbreak of the Second World War. Topics include the Great War and Russian 239 Voices of Protest and Authority: Europe Revolution, women’s movements, sexuality and 1600–1800 (3 s.h.) (O) gender relations, the rise of fascism, the Spanish An exploration of the controversies that divided Civil War, and appeasement. Exploring Europeans during the Enlightenment. Through European culture through foreign-language texts and images of the period, we will explore films is a key component of the course. debates on the nature of political power, absolutism, education, women, race, and family. 247 Modern Europe, 1939–Present (3 s.h.) (I, R) In addition the course will examine the popular A study of Europe from the beginning of the culture, satires, and autobiographical accounts Second World War to the present. Topics include that challenged ideas of liberty, equality, and World War II and the Holocaust, the fraternity. development of the Cold War, women’s movements and culture wars, European 241 British History to 1688 (3 s.h.) (H) relations with the superpowers, the revolutions British history from the Romans to the Glorious of 1989, and German reunification. Exploring Revolution that introduces historical methods, European culture through foreign films in sources, and key debates among historians. English is a key component of the course. Topics include the Norman invasion, English law, the monarchy, medieval town and village 255 The History of Russia (3 s.h.) (I) life, women’s roles, gender relations, the A survey of the Russian state from its Kievan Reformation, the Civil War, and Restoration. origins to the present. Topics include Peter the This course offers historical background for Great’s westernization program, the expansion English literature courses and for the Virginia of the Muscovite state under Catherine the Program at Oxford. Great, the Russian Revolution, Lenin and Stalin, communism, and the current crises within the former Soviet Union.
108 264 Introduction to the African Diaspora (3 267 History of the Harlem Renaissance (3 s.h.) s.h.) (T) (D) A survey course that investigates the dispersal This course surveys the cultural, political, of African peoples to Europe, the Caribbean, and literary, and artistic activities and celebrated the Americas since ancient times. We will figures from the Harlem Renaissance era, late explore the processes of acculturation and 1910s to mid-1930s. We will analyze the resistance among people of African descent and unprecedented artistic outpouring of this era; the connections and relationships between how politicians, civil rights activists, writers, Africa and the rest of the world. Major themes artists, musicians, and ordinary people explore include race and culture, the Mediterranean and the character of the “New Negro”; and the Atlantic Slave Trades, African Liberation, and implications of race, gender, and skin color. interactions between diasporic Blacks and This course will use primary source documents, Africans. documentaries and music to study this era.
265 Survey of African American History to 277 Colloquium (3 s.h.) 1877 Colloquia focus on specialized methods in (3 s.h.) (D, R) history such as archaeology, oral, family and This course presents a chronological survey of local history, or special topics. Emphasis placed principal events in African American History on class discussion and presentations. Limited from its beginning in Africa, through the Civil enrollment. War with particular focus on how Blacks experienced, and responded to, the “peculiar 302 Virginia History (3 s.h.) (D, R) institution” of slavery in the Caribbean, Central A survey of Virginia life and culture during the and South America and the United States. We first four centuries of the colony and will examine the development of slave culture, commonwealth. Students conduct research formation of free communities, rise of about specific events or topics in Virginia history abolitionism, and life in the immediate and present their findings in a research paper. post-Emancipation era discussed with emphasis *Prerequisite: HIST 111 or HIST 112 or permission on the action and experiences of people of of Instructor . African descent. The African American experience was not monolithic; location, 325 Jacksonian America (3 s.h.) (T, W) condition of servitude, class, and gender must Jacksonian America looks at a volatile and all be considered when analyzing the African exciting period in American history considering American past. the theme of Democracy and Division, questioning how nationalism and participatory democracy 266 Survey of African American History from can be fostered when faced with challenges (and 1877 (3 s.h.) (D) opportunities) of considerable gender, racial, Using lectures, reading and writing regional, class, and religious divisions. Students assignments; in class discussion and structured will learn how to locate, evaluate, and utilize debates this course surveys the history of primary and secondary sources to hear these African Americans from the end of diverse historical voices. Through guided steps, Reconstruction to the present. The course students will hone research and writing skills by critically analyses decisive political, social, and turning their source findings into effective thesis cultural events specific to African American arguments. History through the examination of primary and secondary sources. Emphasis is placed on the 340 Revolutionary Europe, 1789–1901 (3 s.h.) construction of “race” in each period as well as (W) the diversity of the Black experience in America. Topics include the French Revolution, Napoleon, industrialization, Marx, political ideologies, suffrage movements, women, and the family.
109 346 European Women’s History from 1700 (3 the National Trust for Historic Preservation, and s.h.) (G, R) government agencies, such as the National Park With an emphasis on primary sources and class Service and the National Archives and Records discussion, we examine women’s lives in the Administration. Public historians also work as workplace, at home, in the professions, and in consultants, write commissioned histories, and politics. Topics include the education of women, research and direct film, radio, and television laws governing marriage and property, women’s productions. The minor also provides family relations as wives and mothers, and the prospective teachers with resources and ideas dynamics of class and gender. *Prerequisite: one of for enriching activities to support teaching HIST 102, HIST 242, HIST 246, HIST 247; or history beyond the classroom. permission of instructor. Requirements for the Minor in Public History 365 History of the Civil Rights Movement (3 21 semester hours s.h.) (T) The struggle for African Americans to enjoy the Four of the following: ARTM 340, HPUB 230, rights of United States’ citizens has been an HPUB 300, HPUB 287, or HPUB 387 arduous battle waged in the face of systematic Two History courses at the 200-level or above racism and domestic terrorism. This course One of the following: HISP 226, FILM 119, FILM analyzes the history of the American Civil 264, INT 251, or BUAD 200 Rights Movement (1940– 1965) placing emphasis on the following: The involvement of ordinary Public History Course Descriptions citizens; the centrality of religion in the 230 Introduction to Public History (3 s.h.) (C, movement; decisive events and personalities; R) tactics; and consequences of the contemporary The practice of history in museums, archives, civil rights movement. This course will use business, media, parks, historical societies, and primary source documents, documentaries and government agencies, including theoretical and music in order to study this important protest practical issues confronting public historians movement. *Prerequisite: one of HIST 112, HIST 302, today. Readings and guest lecturers address HIST 266; or permission of instructor. questions of audience and authority in collecting and presenting history. Students explore the 400 Senior Seminar (3 s.h.) (M) relationship between history and national, An examination of the method of historical communal, and personal memory and the role analysis and its specific application to a research politics can play in public history. problem. Students prepare and defend their senior history seminar paper during the course. 300 Special Topics in Public History (3 s.h.) (C, Research theme varies from year to year. R) *Prerequisites: HIST 101, HIST 102, HIST 111, Special Topics in Public History is a seminar HIST 112. Students must have a minimum GPA course that focuses on an aspect of the field of of 2.0 in history courses before enrolling in HIST public history. Students learn how to apply the 400. research, analysis, and writing skills of a historian to develop and complete a project Note: Directed inquiries, teaching assistantships which can benefit an audience outside of and internships in history can be arranged on an traditional academia. individual basis. 287, 387 Internship (3 s.h.) HISTORY — PUBLIC Internships consist of 150 hours of practice in Amy Tillerson-Brown, coordinator such areas as cultural resource management, cultural tourism research, curatorial services and The Public History minor prepares students for material culture, digital history, educational professional careers at museums, presidential programming, exhibit design, historical libraries, historic birthplaces, volunteer interpretation, and management of archives. In organizations, professional non-profits, such as addition to their other activities, students keep a 110 journal of their work experiences. Students may Plus one of the following: work at a variety of approved organizations in BUAD 266 Social Trends and their Impact on Staunton or elsewhere. Business BUAD 305 Global Business HUMAN RESOURCE MANAGEMENT BUAD 307 Business & Society Claire Kent, coordinator COMM 280 Intercultural Communication ECON 247 Global Labor Issues* Human Resource Management (HRM) focuses Plus one of the following: on the recruitment and management of an BUAD 350 Project Management for a enterprise’s greatest resource — its human Sustainable Impact capital. It is the organizational function that BUAD 387 Business and Civic Engagement deals with issues related to people such as Internship compensation, hiring, performance BUAD 395 Business Practicum management, organization development, safety, PSYC 302 Psychological Testing (Note: PSYC 220 wellness, benefits, employee motivation, or 250 is a prerequisite for PSYC 302) communication, administration, and training. In PSYC 313 Applied Behavioral order to maximize organizational effectiveness; Analysis*REL/COMM 237 Mediation: Theory human potential individuals’ capabilities, and Practice* time, and talents must be managed. Human *Not offered online resource management works to ensure that employees are able to meet the INTERDISCIPLINARY STUDIES organization’s goals. Roderic Owen, director
If you think your career path may lead you into Courses within interdisciplinary studies derive leadership or organizational development, then their literature and methodologies from more the Human Resource Management minor may than one discipline. be the ideal supplement to your liberal arts or business major. The curriculum provides Interdisciplinary Course Descriptions students with a thorough understanding of human resource management theory and BOLD 101 Baldwin Opportunities for practice and allows them the opportunity to Leadership and Development (.5 s.h.) select specific courses of interest based on their BOLD 101 is a one semester seminar taken by career goals and objectives. first-year students in undergraduate residential programs. An important part of successful Requirements for the Minor in Human college transition, students will come to Resource Management understand themselves in relation to the larger Undergraduate residential programs and MBU Mary Baldwin community, and as scholars in Online pursuit of specific goals and outcomes. This 18 semester hours seminar is an opportunity for self-discovery, for understanding the liberal arts in relation to self BUAD 200 Management Principles and career, and for establishing meaningful BUAD 302 Managing Human Resources relationships with others on your Boldly PSYC 205 Techniques of Counseling and Baldwin journey. First-year students take this Psychotherapy (Note: PSYC 101 or 111is a course during the fall semester. prerequisite for PSYC 205) BOLD 102 Baldwin Opportunities for Plus one of the following: Leadership and Development (.5 s.h.) BUAD 202 Organizational Behavior and A continuation of BOLD 101, 102 is a one term Interpersonal Communication seminar taken by students in undergraduate PSYC 245 Industrial/Organizational residential programs during the spring semester Psychology* of the first year. Students continue their path of
111 self-discovery, and begin to explore the MBU 105 Success as an Adult Learner (1 s.h.) connections between liberal arts and Required of students entering the Baldwin career/professionalism. Online and Adult Programs from Mary Baldwin residential programs and recommended for BOLD 201 Preparing for Professional Life (1 Online and Adult students returning after an s.h.) extended time period. Focuses on the skills In BOLD 201, learners begin the crucial task of students need to be successful adult learners, understanding the range of careers available and including developing self-awareness, cultivating considering which careers will best align with independent learning skills, navigating degree their interests and needs. Learners will gain an planning, using online technology, and in depth understanding of written and verbal understanding the philosophy and policies of communication skills and how to utilize them in Mary Baldwin University. Students must have a professional setting. Learners will conduct already completed MBU 101 or BOLD 101; taken informational interviews, create strong resumes in first semester. and cover letters, design an effective LinkedIn page, complete a mock interview, begin to build INT 103 Information Literacy (1 s.h.) (R) a professional network, and learn professional Required for graduation. This course will presentation skills. Learners will access tools to develop the research and critical thinking skills explore and understand the world of work and necessary for academic success. Information take a closer examination of the options that are literate students recognize when information is most intriguing to them. Second-year students needed and know how to locate, evaluate, and may take this course during the fall semester. use that information effectively in academic and other settings. Topics covered include MBU 101 Planning your MBU Degree (0.5–1 information creation, finding different types of s.h.) information in a variety of resources, and This course emphasizes academic readiness, appropriate use and citation of information. self-efficacy, and responsible connection to and Skills learned are common to all disciplines and participation in the Mary Baldwin Community. lifelong learning. Encourages students to use resources at the college in an informed and intentional manner, INT 118 Principles for Sustainable Living (3 to foster productive relationships, to support s.h.) (T) academic success, and to facilitate Sustainability means the capacity to endure. understanding of the value of an education at Sustainable living incorporates not only the MBU. choices we make but also the impact we have on the future quality of our environment and the Course sections in Baldwin Online and Adult lives of the next generation. Each student will Programs also emphasize skills necessary for examine readings, complete assignments and successful adult learners, including navigating engage in discussion about how their lives can degree planning, using online technology, and be enhanced through eco-friendly health and understanding the philosophy and policies of consumer choices. Course materials will the university. Students take this course their integrate discipline materials from economics, first semester at Mary Baldwin. psychology, sociology, ecology and health in order to inform the study of sustainability. MBU 102 An Investigation of the Arts (1 s.h.) Students will identify and plan for a sustainable This course introduces first-year students in and an enhanced quality of life. specific programs (Honors, PEG, Shakespeare and the Performing Arts, and the Arts Gateway) INT 120 Essentials of Scholarship (3 s.h.) to the liberal arts, using Shakespeare as an This course is designed for students who are integrating theme. facing academic challenges. It is designed to address the major academic and personal skill areas that affect student performance and quickly intervene with changes that can work 112 across genres and academic disciplines. The change, energy and policy. This course is class will address strategies for dealing with intended for the non-science major. lengthy and complex readings, increase student fluency in academic writing, strengthen the INT 200 Resident Assistant Training (1 s.h.) analytical and evaluative skills of scholarship, The resident assistant’s role as a peer counselor and develop individual plans to meet academic in the college residence halls is facilitated goals. through sessions in student development theory, values clarification, women’s health issues, INT 130 Introduction to American Culture (3 sexuality, crisis intervention counseling, alcohol s.h.) and drug concerns of college students, Survey of the history and culture of the United leadership training, small group States designed specifically for international communications, conflict mediation, and basic students. Students will receive a broad history of counseling skills. Required for all first-year the American nation since the colonial period, resident assistants. This course is offered on a with a focus on such key episodes and pass/fail basis. movements as the Revolution and founding of the nation, the Civil War, the industrial INT 213 Bailey Colloquium (3 s.h.) (T, R) revolution of the late 1800s, America’s The Bailey Colloquium is a small emergence in global politics, the civil rights interdisciplinary honors seminar that counts movement, American feminism, and other toward the Honors Degree. It is open to Honor modern developments. Students will also learn Scholars; other strong students may be admitted about Staunton and Mary Baldwin University, at the discretion of the professor. The set within this larger historical context. colloquium fosters creativity and independent thinking. Topics vary. INT 155 Permeable Borders (3 s.h.) (D) A multi-faceted course that utilizes the areas of INT 222 Social Science Statistics (3 s.h.) (Q) art, human rights, education and social and Students learn how to correctly interpret data political awareness. Mary Baldwin University tables, download data from online databases, students and faculty will collaborate with manipulate the data in a spreadsheet, and immigrant and other minority communities in analyze social science and business data with and around Augusta County on projects that Excel, SPSS, and Systat statistical software. will help to create a cultural bridge between the Through an understanding of sampling, mission and activities of Walls of Hope, Perquin, distributions, and summary statistics, students El Salvador and the underserved communities acquire the means to understand and evaluate of Staunton and Augusta County. quantitative reasoning in corporate, government, and news reports. Cross listed as INT 165 Earth and Space Science (4 s.h.) (N, Q) BUAD/ECON/HCA/POLS 222. *Prerequisite: Earth science encompasses the geology, Sophomore standing. chemistry, biology, and physics of our planet. Environmental degradation, natural resources, INT 230 History and Theories of Leadership energy, climate change, and geologic hazards are (3 s.h.) among the most pressing issues facing society in Students develop a broad understanding of the the 21st century. This course offers an practice and process of leadership by enhancing introductory survey of earth science through a knowledge and application of leadership survey of geology, oceanography, meteorology, theories, styles, attributes and skills; as well as hydrology and the study of the solar system, by exploring the factors that influence effective with a focus on terrestrial-oriented processes leadership including gender, race, power, that shape and have shaped our planet. Topics culture, and ethics. include formation, evolution, structure, and Additionally, they view leadership through the composition of the Earth, plate tectonics and the lenses of various disciplines in the social rock cycle, water and nutrient cycles, climate sciences. This course is required for all students seeking a minor in leadership studies including 113 all students in the Virginia Women’s Institute for INT 270 Teaching Writing: Introduction to Leadership. Theory and Practice (3 s.h.) (W) Introduction to the major developments in the INT 251 The Writer in the World: Professional history of writing instruction in the U.S. as well Writing (3 s.h.) (C, W) as composition studies and writing pedagogy. Application of rhetorical principles in drafting Students will practice collaborative writing and and revising professional documents. Case research, and, through observation and practice studies examine common genres of writing in in MBU’s Writing Center, gain first-hand communities and workplaces: proposals, experience assisting student writers across the reports, electronic mail, web content, issues curriculum. Students who complete this course papers. Students gain an appreciation for the and meet additional requirements may apply to interacting demands of content, audience, and work in the College’s Writing Center. Offered structure and learn to use their writing time 2017-2018. *Prerequisite: ENG 102 or permission of more effectively. *Prerequisites: ENG 102 or instructor. equivalent, or permission of instructor. INT 287, 387 Internship (credit varies) (C: 387 INT 258 Globalization and its Impact on World only) Affairs (3 s.h.) Internships provide practical experiences in Introduction to the concept of globalization and working with professionals in field experiences its economic and political impact on selected and positions of responsibility on campus under countries and regions. the supervision of a faculty sponsor.
INT 266 Social Trends and Their Impact on INT 330 Exploration of Leadership Business (3 s.h.) Development (3 s.h.) Introduces students to the significance of This is an exciting opportunity to use action, sociocultural, political, and environmental reflection, and experimentation to develop your trends and their impact on how business leadership skills. The goals include opportunities can grow or be hampered. understanding how leadership affects Emphasizes a triple bottom line viewpoint while organizational performance and identifying focusing on social trends such as the changing those leader practices that are most effective in face of America, the Green movement, getting desired results. Students explore globalization, technology and communication executive leadership, team leadership, process upgrades, and changes in the workforce. improvement, and shared leadership while Twenty-hour service component required. Cross relating these concepts to their experience in listed as BUAD 266. leading an organization. This course is required for all students pursuing a minor in Leadership INT 268 Truth, Beauty, and Persuasion: Studies. Histories and Theories of Writing and Rhetoric (3 s.h.) (H) INTERNATIONAL AFFAIRS Introductory survey of high points in the Laura Van Assendelft, coordinator Western tradition of writing and rhetoric, Mary Hill Cole, Amy Diduch, Amy Miller, including ancient Greece and Rome and the rise Marina Omar, Abigail Wightman of English rhetoric during the Renaissance. The course also provides attention to evolving Requirements for the Major in International assumptions about text and authorship from the Affairs Enlightenment through the 20th century, with a 39 semester hours speculative look forward. *Prerequisite: ENG 102 or equivalent. One year (two semesters) of one foreign language at the intermediate level or above ANTH 120 Cultural Anthropology ECON 101 Principles of Microeconomics
114 ECON 102 Principles of International and see the Asian Studies section in this catalog for Macroeconomics information on the Asian Studies minor. POLS 112 International Relations Students wishing to advance their knowledge of INT 222 Social Science Statistics Japanese are invited to spend a semester or a full One Course in Research Methods: ECON 301 year at one of MBU’s sister schools in Japan: Advanced Data Analysis; Math 233 Statistical Doshisha Women’s College, Kansa Gaidai, or Methods I (Note: Additional courses Soka University. recommended) POLS 400 Senior Seminar OR ECON 401 Senior Japanese Course Descriptions Project (Note: ECON 401 requires additional 101, 102 Beginning Japanese (4 s.h.) (F:both 101 prerequisites) and 102) An introduction to the Japanese language with Choose two ECON electives: emphasis on understanding, speaking, reading, ECON 210 Food Population and Technology and writing. Students will be introduced to the ECON 232 Topics in Economic Development kana writing system as well as elementary ECON 253 International Trade Chinese characters (kanji). Students must also ECON 254 International Finance register for a language lab connected with each ECON 310 Global Labor Economics course. JPNS 101 offered in the fall semester; JPNS 102 in spring semester. Choose two POLS electives: POLS 128 U.S. Foreign Policy 201, 202 Intermediate Japanese (3 s.h.) (F:both POLS 215 Politics of Developing Nations 201 and 202) POLS 311 Civil Wars and Ethnic Conflict Students continue to develop the skills of reading, writing, and speaking of Japanese. Choose two Area Studies electives: Students must also register for a language lab Africa connected with each course. *Prerequisites: JPNS POLS 295 Democracy in Africa and Latin 101, JPNS 102. JPNS 201 offered in the fall semester; America JPNS 202 in spring semester. HIST 264 African Diaspora LEADERSHIP STUDIES Europe Roderic Owen, coordinator HIST 242 British History from 1688 to the present Leadership Studies is a multidisciplinary field HIST 246 Europe 1900–1939 combining theory and applied coursework in a HIST 247 Europe 1939–present variety of organizational and cultural contexts. HIST 255 History of Russia The Business & Professional emphasis is designed for students who are aspiring Asia and the Middle East entrepreneurs, future heads of nonprofits, and AS/REL 212 Asian Religions organization leaders. The emphasis on AS 246 Modern Japan Community and Social Change is for motivated AS 247 Modern India students in any field who are interested in social AS 251 Gender in Asian Cultures action – enhancing their belief that direct AS 253 China in the Developing World intervention in community change is possible and consequential as well as teaching the skills JAPANESE and theory necessary to bring about such Amy Miller, coordinator, Asian Studies change. The military leadership emphasis is for VWIL students who will commission into the Students learn to read, write, and speak one of the armed services. An internship is Japanese through the intermediate level, There is required for all military emphasis minors and is no major or minor in Japanese; however, an optional upper-level 3 s.h. elective for the students interested in Japanese Studies should other two emphasis areas.
115 INT 287/387 All VWIL students are required to complete the leadership minor as part of their overall leader Certificate in Leadership Studies development program. This minor is also open The certificate is available to degree-seeking to all MBU students and may complement both students also involved regularly in volunteer or professional and liberal arts majors. campus activities or who have significant work experience. Adult learners may be either Requirements for the Minor in Leadership degree-seeking or non-degree-seeking students. Studies 21 semester hours Requirements for the Certificate in Leadership INT 230 History and Theories of Leadership Studies INT 330 Exploration of Leadership Development 21 semester hours INT 230 History and Theories of Leadership One of the following: INT 330 Exploration of Leadership Development PHIL/REL 225 Martin Luther King and a Philosophy of Civil Rights One of the following: PHIL 235 Ethics, Community, and Leadership PHIL/REL 225 Martin Luther King and a REL/COMM 237 Mediation and Conflict Philosophy of Civil Rights Resolution: Principles and Practices PHIL 235 Ethics, Community, and Leadership REL/COMM 237 Mediation and Conflict One of the following: Resolution: Principles and Practices COMM 100 Public Speaking COMM 280 Intercultural Communication One of the following: THEA 111 Voice, Diction, and Oral Reading COMM 100 Public Speaking Emphasis requirements (see below) COMM 280 Intercultural Communication THEA 111 Voice, Diction, and Oral Reading Business and Professional Emphasis Three of the following: BUAD 200, BUAD 202, Business Emphasis BUAD 250, BUAD 266, BUAD 307, Three of the following: BUAD 200, BUAD 202, BUAD 287/387, CJ 235, HCA 101, HCA 235, BUAD 250, BUAD 266, BUAD 307, HCA 245, REL 222, or SOWK 353. BUAD 287/387, CJ 235, HCA 101, HCA 235, HCA 245, REL 222, or SOWK 353. Community and Social Change Emphasis Three of the following: CE 281, ECON 215, HIST Community and Social Change Emphasis 203, HIST 265, HIST 266, HIST 302, Three of the following: CE 281, ECON 215, HIST HIST 365, PHIL 320, POLS 220, REL 231, 203, HIST 265, HIST 266, HIST 302, HIST 365, REL 232, SGS 261, SGS 275, SOC 112, SOC PHIL 320, POLS 220, REL 231, REL 232, 210, SOC 240, or SOC 248 SGS 261, SGS 275, SOC 112, SOC 210, SOC 240, or SOC 248 Note: up to 3 s.h. may be used to substitute for one course in one of the two leadership Note: up to 3 s.h. may be used to substitute for emphasis areas above. These include BOLD 101, one course in one of the two leadership MS 109, MS 110, MS 209; other ROTC. 1 and 2 emphasis areas above. These include BOLD 101, s.h. leadership-oriented courses may also MS 109, MS 110, MS 209; other ROTC. 1 and 2 contribute. s.h. leadership-oriented courses may also contribute. Military Leadership Emphasis All VWIL students commissioning for the Military Leadership Emphasis military must complete this Military Leadership Required courses: emphasis (9 s.h.) INT 287/387 ROTC 3XX ROTC 3XX ROTC 4XX ROTC 4XX 116 Note: The Military Leadership Emphasis is only INT 230 History and Theories of Leadership available to students seeking commission. Plus two of the following: Civic Engagement Opportunities BUAD 302 Managing Human Resources Students pursuing this minor have three options BUAD 305 Global Business for practical experience: service in a non-profit BUAD 306 The Entrepreneur community-based or advocacy organization, BUAD 350 Project Management for a participation in field training for one of the U.S. Sustainable Impact armed forces, or a business internship. In each INT 330 Exploration of Leadership Development case the experience focuses on organizational Note: Students majoring in Business with an leadership and specific leadership skills of both emphasis in sustainability and minoring in student and employer that serve a larger management need to select their courses community-oriented mission. carefully in order to avoid more than a two-course overlap between a major and minor. LIBERAL ARTS AND *Not offered online INTERDISCIPLINARY STUDIES Please see College of Education MARKETING AND COMMUNICATION MANAGEMENT Catherine Ferris McPherson, coordinator Claire Kent, coordinator This interdisciplinary field combines integrated Management focuses on getting people together marketing and communication studies. Students to accomplish desired goals. It includes the develop skills in oral presentation, writing, functions of planning, organizing, staffing, critical thinking, and visual literacy. They also leading, and controlling. It also encompasses the acquire knowledge about the media, market deployment and use of human resources, research, audiences and consumer behavior. The financial resources, technological resources, and major prepares students for work in a wide natural resources. At Mary Baldwin, we range of careers in business, mass media, approach this discipline with an eye towards nonprofits, graduate school, as well as to pursue creating a sustainable business culture while their passions in civic and global engagement. giving students a well-rounded view of basic management principles. A minor in Civic Engagement and International Management will give students from across the Experience college community the tools to see the business •Internships provide non-profit organizations world in an entirely new way. and governmental offices with public relations, advertising, video production, writing, and Requirements for the Minor in Management editing. Examples: public relations work for LEARN (the local literacy council), special Undergraduate residential programs and MBU event preparation and media relations work Online for Riverfest, an environmental teach-in, and 18 semester hours Staunton Earth Day. BUAD 200 Management Principles •Students may conduct internships with local BUAD 208 Accounting Principles media, as well as with the Office of External Affairs. Plus two of the following: •Class projects require production of materials, BUAD 202 Organizational Behavior and including short documentaries, news releases, Interpersonal Communication and integrated marketing communication BUAD 220 The Legal Environment of Business campaigns, for nonprofit organizations, such BUAD 250 The Female Executive: Strategies in as Wild Virginia, the Community Childcare the Workplace Center, and Project Grows. ECON 310 Global Labor Economics*
117 •Seniors may choose a civic or global BUAD 336 Cross-Cultural & Global Marketing engagement focused case study, thesis, or a BUAD 338 Marketing Research project, e.g., developing the social media plan BUAD 362 Consumer Behavior for a Veterans Administration Hospital. COMM 221 Media Writing COMM 240 Advertising Requirements for the Major in Marketing and COMM 245 Social Media Communication COMM 260 Public Relations Undergraduate residential programs and MBU FILM/COMM 119 Video Production Online INT 251 Professional Writing MKTC 401 Supervised Research 27 s.h. with emphasis in either Integrated SOC 320 Sociological Research Methods Marketing (undergraduate residential programs Students should consult with their advisor to and MBU Online) or Communication Studies determine course selections best suited to their (undergraduate residential programs) desired career path. 9 courses required for both tracks, 27 hours: RECOMMENDED (but not required): ART 117 Software in Visual Arts: In Design, BUAD 208 Accounting Principles Photoshop, Illustrator BUAD 250 Female Executive BUAD 202 Organizational Behavior and Interpersonal Communication Minor in Marketing BUAD 230 Marketing Principles COMM 100 Public Speaking Catherine Ferris McPherson, coordinator COMM 115 Mass Communication INT 222 Social Science Statistics Marketing is defined by the American MKTC 300 Persuasive Campaigns Marketing Association as the activity, set of MKTC 387 or COMM 387 Internships institutions, and processes for creating, MKTC 400 Senior Seminar communicating, delivering, and exchanging offerings that have value for customers, clients, *Note: MKTC 401 Independent Research may partners, and society at large. serve as a required course for some students Marketing practice tends to be seen as a creative who meet discipline requirements. industry, which includes research, advertising, distribution, and selling. At Mary Baldwin, Students with an emphasis in Communication students will view the marketing function Studies, choose six (6) courses from: through the lens of sustainability and creating COMM 221 Media Writing ethical and socially responsible business COMM 240 Advertising practices. COMM 245 Social Media COMM 260 Public Relations The importance of marketing oneself or one’s COMM 280 Intercultural Communications business cannot be underestimated. The FILM/COMM 119 Video Production marketing minor allows students across the FILM/COMM 219 Advanced Video Production university to add this important skill set to any FILM/COMM 264 Screenwriting major they may choose to pursue, including INT 251 Professional Writing business. This exciting curriculum will focus on INT 268 Rhetoric and Writing the theory and practice of marketing and its MKTC 401 Supervised Research importance to any industry or organization. REL/COMM 237 Mediation and Conflict Resolution: Principles and Practices Requirements for the Minor in Marketing Undergraduate residential programs and MBU OR Online Students with an emphasis in Integrated 18 semester hours Marketing choose six (6) courses from: BUAD 104 Perspectives on Sustainability ART 218 Production for Print BUAD 230 Marketing Principles BUAD 334 Multicultural Marketing in America BUAD 338 Marketing Research 118 BUAD 362 Consumer Behavior COMM 240 Advertising 240 Advertising (3 s.h.) Examines the history, functions, practices, and Plus one of the following: criticism of advertising. Students learn the BUAD 334 Multicultural Marketing in America creative process of the profession, as well as BUAD 336 Cross-Cultural and Global Marketing ways to become more critical consumers of commercial messages. Cross listed as MKTC Minor in Communication 240. Recommended background: COMM 100. Please see Communication 245 Social Media (3 s.h.) Marketing and Communication Course Develops knowledge and skills needed to Descriptions understand, critique and implement social media strategies for organizations as well as 100 Public Speaking (3 s.h.) (O) individuals. Focuses on professional and ethical The theory and practice of public speaking in a use of social media. Topics include: history of variety of professional and social contexts, social media, critical analysis of relationships focusing on how presentations can transform between social media and audiences, and speakers and audiences by creating an relationships with traditional media, as well as environment for the civil exchange of ideas, strategic communication, and entrepreneurism experiences, and opinions. online. Class will develop projects for nonprofit organizations. 115 Mass Communication (3 s.h.) (S) An exploration of media culture includes the 260 Public Relations (3 s.h.) history, economic structures, and special issues Covers the development and role of public associated with various media industries. relations and its centrality in democratic Enhances media literacy and explores how societies. Students learn practices of the culture influences and is influenced by media. profession, strategies and tactics, and how to implement a campaign. Includes the important 119 Introduction to Film/Video Production (3 role of research in public relations and related s.h.) theory. Study of business and media writing and For course description, see FILM 119 in the Film a community service-learning project on behalf listing. of a nonprofit organization. Cross listed as MKTC 260. Recommended background: COMM 202 Organizational Behavior and Interpersonal 100. Communication (3 s.h.) For course description, see BUAD 202 in the 280 Intercultural Communication (3 s.h.) (I) Business listing. Course serves as an introduction to the field by looking at the practical application of theory and 221 Mass Media Writing (3 s.h.) (W) research. Study focuses on the importance of An introduction to the basics of media writing, culture in our everyday lives, and the ways in covering a variety of writing styles, including which culture interrelates with and influences journalism and public relations. Provides communication processes. General topics practical experience in writing, editing, and including: identity, perception, communication meeting deadlines. accommodation skills, linguistic differences, stereotyping, and intercultural communication 229 Advanced Film/Video Production(3 s.h.) in education, medicine and business. For course description, see FILM 229 in the Film listing. 300 Persuasive Campaigns (3 s.h.) Course investigates a broad range of campaigns 237 Mediation and Conflict Resolution: for products and services, politics, public health, Principles and Practices (3 s.h.) (O) and social movement causes. Case studies and For course description, see REL 237 in the Religion listing. persuasion theories help students understand 119 integrated marketing communication strategies in agreement with the instructor. *Prerequisites: and tactics as well as ethical issues related to consult discipline coordinator. persuasion. Cross listed as COMM 300. MATHEMATICS 334 Multicultural Marketing in America (3 s.h.) John Ong, department head (D) Joseph Johnson For course description, see BUAD 334 in the Business listing. The mathematics curriculum at Mary Baldwin emphasizes the development of a student’s 336 Cross Cultural Global Marketing (3 s.h.) (I, ability to think and engage in the process of W) problem solving. Techniques associated with For course description, see BUAD 336 in the logic, analysis, data manipulation, computing, Business listing. pedagogy, and the understanding of mathematical assumptions and structures are 338 Marketing Research (3 s.h.) taught. Students will be exposed to both pure For course description, see BUAD 338 in the and applied mathematics, gaining analytical and Business listing. practical skills necessary for succeeding in industry, as an educator, or in graduate school. 362 Consumer Behavior (3 s.h.) For course description, see BUAD 362 in the Requirements for the Bachelor of Arts in Business listing. Mathematics 35 semester hours 387 Internship in Marketing and Communication (3–6 s.h.) MATH 211 A communication-based, practical learning MATH 212 experience that bridges the academic and MATH 231 professional worlds. The student identifies the MATH 301 internship and negotiates the nature of her MATH 302 responsibilities with the supervising MATH 306 organization, which works with the supervising MATH 322 professors to evaluate the student’s MATH 398 performance. Internship-agreement contract MATH 401 must be finalized before a student begins And additional courses in Math numbered working with an organization. The major is 2x/3xx to total 35 s.h. Note that a maximum of 3 required to complete a three-semester-hour s.h. of Math 380: Teaching Assistantship may internship. count toward the mathematics major.
400 Marketing and Communication Senior Requirements for the Bachelor of Science in Seminar (3 s.h.) (M) Mathematics Practice in the conduct and presentation of a 50 semester hours marketing or communication case study, and development of a professional portfolio. This All of the requirements listed for the BA, plus capstone experience in the major includes an the following: assessment of student’s cumulative knowledge PHYS 201 of the discipline. PHYS 202 MATH 2xx/3xx or 398 not counted in the BA. 401 Independent Research (3 s.h.) One other 200 or 300-level laboratory science Individual students may qualify to conduct an course. independent research thesis or project demonstrating understanding of communication Requirements for the Minor in Mathematics and marketing issues. Topic of student’s choice 20 semester hours
120 MATH 211 Mathematics Course Descriptions MATH 212 155 Mathematics in Contemporary Society (3 MATH 231 s.h.) (Q) And additional courses in Math numbered Students will investigate mathematical topics in 2xx/3xx to total 20 s.h. Math 380 may not count relationship to life in contemporary society. The toward the minor. course will emphasize quantitative reasoning in the context of applications, focusing on Program in Applied Mathematics mathematical modeling and critical analysis of Please see Mathematics — Applied real-world problems. Topics to be covered may include basic probability and statistics, Recommended Programs mathematical modeling, finance, voting and For teachers of mathematics: appointment, number theory and systems, and Students at Mary Baldwin University may logic. Supplemental topics may be introduced obtain a BA in Mathematics with a Math depending on the interests of students enrolled Education Emphasis, or elect to participate in a in the course. 3-2 program leading to the BA and a Master of Arts in Teaching (MAT) degree. Interested 156 Numeration and Algebra for Teachers (3 students should contact Dr. Ong or Dr. Johnson s.h.) (Q) in the mathematics department in their first The course reviews content of the numeration, semester at college. Students in this program are computation & estimation, and algebra strands encouraged to apply to be math tutors and are of the Virginia SOL for grades K-6 from a required to sign up for Math 380, a teaching teacher and student perspective. Students assistantship in mathematics. develop deeper understanding of content, flexibility in solving problems, and an ability to Requirements for the Bachelor of Arts in work with a variety of algorithms and Mathematics with Math Education Emphasis manipulatives that are appropriate for this grade 41 semester hours span. Representing abstract mathematical MATH/ED 156 concepts in developmentally appropriate ways MATH/ED 158 is emphasized. Emphasis will be on exploration, MATH 211 problem solving, appropriate technology usage, MATH 212 and designing tasks to develop deeper MATH 221 understanding of content as a student and MATH 231 future teacher. In addition, the course MATH 233 emphasizes the development of teaching styles MATH 250 with a focus on inquiry teaching and learning MATH 301 for the concepts. Students will design tasks that MATH 322 foster deeper understandings as they explore the MATH 380 concepts. Cross listed as ED 156 MATH 398 MATH 401 158 Geometry and Measurement for Teachers ED 115 (3 s.h.) (Q) The committee formed for evaluating the The course reviews concepts of geometry and student’s senior project will include a faculty measurement in the K-8 curriculum from a member from the education department. teacher and student perspective, with particular attention to Euclidean geometry, axiomatics, and For graduate study in mathematics: deductive reasoning. Emphasis will be on Please see Applied Mathematics – Statistics exploration, inductive and deductive reasoning, Emphasis. problem solving, appropriate technology usage, and designing tasks to develop deeper understanding of content as a student and future teacher.
121 Statistics will be addressed conceptually. In series and the Taylor Polynomials. *Prerequisite: addition, the course emphasizes the MATH 211. Spring semester. development of teaching styles with a focus on inquiry teaching and learning for the concepts. 221 History of Mathematics: From Euclid's Students will design tasks that foster a deep Geometry to the 21st Century. (3 s.h.) (Q) understanding of geometry and statistics as they This course examines the development of explore the concepts. Cross listed as ED 158. mathematics using a blend of chronological, cultural and historical great theorems approach. 159 College Algebra (3 s.h.) (Q) Topics include the conceptual and axiomatic Students are provided with a background in development of numeracy, geometry, algebra algebra appropriate for the application of and calculus, as well as the development of mathematics to other disciplines and for further reasoning and proof throughout history. The study in mathematics. Topics include equations first half of the course is the axiomatic and inequalities, functions and graphs, development of Euclid’s geometry as polynomial and rational functions, exponential expounded in the thirteen books of the and logarithmic functions, and systems of Elements. We end the semester with focus given equations. Emphasis is on logical analysis, to differences between Euclidean and deductive reasoning, problem solving and Non-Euclidean geometries. Throughout the modeling. *Prerequisite: MSAT 510 or MACT 20, course, students will explore and gain insight or C-or higher in a Q course. Fall and Spring into the contributions made by various cultures semester. and significant individuals, including women mathematicians, in the global history of 171 Precalculus with Trigonometry (3s.h.) (Q) mathematics. *Prerequisite: MATH 211 or Algebraic, trigonometric, logarithmic and permission of instructor. Alternate years. exponential functions are explored. The main emphasis will be on developing trigonometric 231 Discrete Mathematical Structures (3 s.h.) functions and their properties, since they play an (Q) indispensable role in the modeling of physical This is an introduction to the techniques of phenomena and in the study of calculus. theoretical mathematics. We will explore logic, Included is a MAPLE software project on truth tables, deductive proof and the principle of modeling and problem solving.*Prerequisite: mathematical induction. Algorithms, algebraic MATH 159, MSAT 550 or MACT 23. Fall and structures, discrete probability, counting Spring semester. methods, relations, and graph theory are also covered. Some of the topics have substantial 211, 212 Introduction to Calculus and Analytic application to computer science. *Prerequisite: Geometry I, II (4 s.h. each) (Q) MATH 211. Fall semester. MATH 211 is required for mathematics majors and recommended for majors in the sciences and 233 Statistical Methods and Theory I (3 s.h.) economics. We treat the basic concepts of (Q) differential calculus and its applications, An introduction to applied statistics and theory. including limits, continuity, differentiation, the Topics include measures of central tendency, chain rule, the mean-value theorem, discrete and continuous random variables, optimization problems, antiderivatives, and the Normal distributions, Binomial distributions, fundamental theorem of calculus. sampling distributions and the Central Limit Transcendental functions are covered. Theorem, probability, correlation and regression, *Prerequisite: Minimum C-in MATH 171. Fall semester. producing data from sampling and experiments, hypothesis testing using the z, t, chi-square, and MATH 212 Develops the concept of the definite F distributions, confidence intervals, and integral and its applications. Integration of analysis of variance. The statistical software transcendental functions, integration techniques, package SPSS will be used to illustrate the L’Hopital’s Rule, and improper integrals are material presented. *Prerequisite: B or higher in covered. We complete the course with infinite 122 INT 222 and MATH 159, PSYC 250, or MATH 211. Spring semester. 304 Numerical Analysis and Computing (3 s.h.) (Q) 234 Statistical Methods and Theory II (3 s.h.) This course surveys the techniques and (Q) algorithms of numerical computing, numerical This is a second course in applied statistics and solution of algebraic equations and differential theory. Topics include analysis of variance, equations, interpolation, approximation, and multiple linear regression, and nonparametric iteration theory, numerical differentiation and statistical methods. The statistical software numerical integration, error analysis, stability package SPSS will be used to illustrate the and convergence of solutions. The computer material presented. algebra system Maple is used. *Prerequisite: *Prerequisite: MATH 233. Offered every third MATH 301 or taken concurrently. Alternate years. year or as needed. 306 Ordinary Differential Equations (3 s.h.) (Q) 250 Mathematics and Programming (3 s.h.) (Q) This is the study of the theory and methods of In this course students examine mathematics initial value problems of first and second order through the lens of programming. In addition to equations as well as systems of first order linear learning how to state and solve math problems equations with constant coefficients. Methods in a programming language, the student will such as integrating factors, undetermined also learn some mathematics related to coefficients, variation of parameters and the computer science topics. linearization of nonlinear problems will be Comparison between different programming covered. Uniqueness and existence questions languages will be presented. Computer science will be discussed. Differential equations is a topics might include computation, automata, powerful modeling tool and can be applied to programming paradigms, and complexity diverse areas of study, including environmental theory. *Prerequisite: MATH 211. Alternate years. and population studies, radioactive decay, fluid flow, epidemiology and much of engineering. 301 Multivariable Calculus I (3 s.h.) (Q) Students will be required to make a presentation Math 301 covers the first semester of in their area of interest. Multivariable Calculus. Subjects include: *Prerequisite: MATH 212. Alternate years. vectors, the dot and cross product, functions of several variable, partial derivatives, chain rule in 311 Probability and Distribution Theory (3 s.h.) multiple variables, directional derivatives and (Q) the gradient, and Lagrange multipliers. Next Sample-point and event-composition methods integration in two and three dimensions for calculating the probability of an event; Bayes’ including polar integrals will be covered. Time rule; the binomial, geometric, hypergeometric permitting, cylindrical and spherical coordinates and Poisson probability distributions; will complete the course.*Prerequisites: MATH mathematical expectations; moment-generating 212. Fall semester. functions; Tchebysheff’s theorem; continuous random variables and their probability 302 Multivariable Calculus II (3 s.h.) (Q) Math distributions; multivariate probability 302 distributions; and functions of random is the second semester of Multivariable Calculus. variables. This course is recommended for Subjects include: continuation of multiple students planning to work in industry. integrals from the first semester, the calculus of *Prerequisites: 212. Offered as needed. vector valued functions, vector fields, integration over vector fields, The Fundamental 322 Linear Algebra (3 s.h.) (Q) Theorem for Line Integrals, Green’s Theorem, This class develops the theory of vector spaces Stoke’s Theorem, and Gauss’s Theorem. Time and its underlying relevance to matrices and permitting, proof techniques in advance calculus systems of linear equations. Topics include the will be introduced.*Prerequisite: MATH 301. vector space Rn, abstract vector spaces, Spring semester. elementary operations and systems of linear 123 equations, linear transformations, and in the spring of their senior year. Each student eigenvectors and eigenvalues. Emphasis is on completes a faculty-approved research project, providing a bridge from the intuitive writes a senior paper based on the results, and developments of lower level courses to the more presents the results to the mathematics faculty. rigorous abstract courses in mathematics. All The student is required to write a paper and students will be required to make a presentation pass an oral examination on the theory related to on an application area. her research area, as well as propose her *Prerequisites: MATH 211 and 231. Alternate research project in the fall. She will perform her years. research in the spring semester, and defend her senior research project paper when done. This 370 Colloquium in Mathematics (3 s.h.) (Q) requirement applies to Adult Degree Program Selected topics in higher-level mathematics are students as well. *Prerequisite: MATH 398 or taken offered which are not among our regular concurrently. courses. The list below reflects the knowledge and expertise of the current faculty and are Note: Directed inquiries, teaching assistantships, typical courses in an undergraduate curriculum. and internships are arranged on an individual The colloquium is also used to introduce basis. Internships and teaching assistantships students to potential research areas. Topics may include service-oriented work in the include: Abstract Algebra II, Real Analysis II, community for fulfilling civic engagement Topology, Representation Theory, Introduction requirements. to Homotopy Theory, Fourier Analysis, Complex Analysis, Mathematical Modeling, Mathematics — Applied Partial Differential Equations, Women in John Ong, coordinator Mathematics, Mathematics Pedagogy, Introduction to Functional Analysis, Partially Applied mathematics explores the connections Ordered Groups, Graph Theory, Problem between mathematics and the physical world Solving Seminar, and Engineering Mathematics. and uses mathematics in studying and solving Alternate years or through directed inquiry. real-world problems. In this interdisciplinary major, students learn the techniques of 398 Abstract Algebra I or Real Analysis I modeling, analysis, computing, simulation and (3 s.h. each) (Q) data manipulation as applied to their area of MATH 398 alternates between abstract algebra interest, such as engineering, biology, chemistry, one year and real analysis the next. Both courses physics, or economics. Students can pursue a BS develop mathematical maturity through the use with a major in applied mathematics in three of intuition, deductive logic and mathematical different ways, either at the university (Option A analysis. Abstract algebra studies the structures with a minor or Option C Statistics Emphasis) or of axiomatic mathematical systems such as through the MBU-UVA cooperative program in groups, rings and fields. Real analysis develops Engineering (Option B). the mathematical techniques necessary to understand the real line as well as functions on The four-year program in Applied the reals. MATH 398 may be repeated for credit Mathematics (Option A) and all students who plan to attend Students who are interested in the intersection graduate school in Mathematics must take of mathematics with another discipline at the both courses. *Prerequisites: MATH 302, and university should choose this option. MATH 322 or permission of instructor. Fall semester. Requirements for the Bachelor of Science in Applied Mathematics (Option A) 401 Senior Seminar (3 s.h.) (M) • MATH 211 MATH 401 provides the structure under which • MATH 212 students complete their senior research projects. • MATH 231 Students must sign up for 1 s.h. of Senior • MATH 233 Seminar in the fall and 2 s.h. of Senior Seminar • MATH 2xx/3xx 124 • MATH 301 • MATH 301 • MATH 302 • MATH 302 • MATH 304 • MATH 304 • MATH 306 • MATH 306 • MATH 322 • MATH 322 • MATH 398 • MATH 398 • MATH 401 • MATH 401 • PHYS 201 • CHEM 121 • PHYS 202 • CHEM 122 • PHYS 201 A minor in a discipline of interest. (Common • PHYS 202 disciplines include Biology, Chemistry, Physics, • Plus 15 semester hours of coursework Business, Economics, Sociology, Philosophy, and transferred from the University of Virginia. Art and Literature, although most disciplines are possible.) Note: Credit that counts toward the master’s degree at U. Va. cannot be transferred. Note: MATH 401 in this applied mathematics program consists of an in-depth study of Note: MATH 401 in this applied mathematics mathematics in the student’s chosen minor. program consists of a study of partial differential The committee formed for evaluating the equations, or a comparable area of mathematics student’s senior project must include both the as applied to an engineering problem. The mathematics faculty and a member of the student will present her faculty-approved math faculty from the minor discipline. 401 project in the spring of her third (last) year at the university. It is recommended that each MBU-UVA cooperative program in student in the program complete an internship Engineering (Option B) or a summer course in engineering. Mary Baldwin University students may elect to participate in a dual degree program in The four-year program in Applied engineering offered by the School of Mathematics – Statistics Emphasis (Option C) Engineering and Applied Science at the Students who are interested in statistical University of Virginia. Qualified students attend analysis or data analytics should choose this Mary Baldwin for three years and then, based on option. their academic performance, are accepted into the University of Virginia for two or more years Requirements for the Bachelor of Science in of study, leading to a Bachelor of Science degree Applied Mathematics – Statistics Emphasis in applied mathematics from Mary Baldwin (Option C). University and a master’s degree in engineering from the University of Virginia. Admission into • MATH 211 the graduate program at UVA is based on the • MATH 212 admissions criteria at UVA. Interested students • MATH 231 should contact Dr. Ong during their first • MATH 233 semester at the university, and must sign up and • MATH 234 complete the Calculus and Physics sequence during • MATH 301 their freshman year. • MATH 302 or MATH 250 • MATH 311 Requirements for the Bachelor of Science in • MATH 322 Applied Mathematics (Option B) • MATH 398 (preferably Real Analysis I) • MATH 211 • MATH 401 • MATH 212 • PHYS 201 • MATH 231 • PHYS 202 • MATH 233 Two electives in Applied Statistics from the • MATH 250 following courses: PSYC 250, ECON 301 or a 125 Biostatistics course. There may be prerequisites 209 Innovative Team Leadership for some of these courses. The student’s senior Credit Hours: 1 project research topic must be in the area of MS 209 explores the dimensions of creative and Statistics. innovative tactical leadership strategies and styles by examining team dynamics and two Although not a requirement, the student is historical leadership theories that form the basis encouraged to take the colloquium: of the Army leadership framework (trait and Mathematical Problem Solving through behavior theories). Cadets practice aspects of Programming when offered by the department. personal motivation and team building in the context of planning, executing and assessing MILITARY SCIENCE team exercises and participating in Leadership (U.S. Army ROTC) Labs. Focus is on continued development of the knowledge of leadership values and attributes Mary Baldwin University offers the Military through an understanding of Army rank Science curriculum through the U.S. Army structure, and duties and basic aspects of land ROTC program conducted at Virginia Military navigation and squad tactics. Case studies Institute. The first two years of the program are provide tangible context for learning the open to eligible freshmen and sophomores. Soldier’s Creed and Warrior Ethos as they apply Participation at the junior and senior level is in the Contemporary Operating Environment limited to cadets with Army ROTC advanced (COE). level contracts. 210 Army Doctrine and Team Development 109 Introduction to the Army & Critical Credit Hours: 1 Thinking MS 210 introduces Cadets to Modern Army Credit Hours: 1 doctrine as well as leadership ethics and Orients cadets to information and competencies decision-making. The course highlights that are central to a commissioned officer’s dimensions of team building and development. responsibilities in today’s Army. Cadets will Further study of the theoretical basis of the gain a basic understanding of the Army values Army leadership framework explores the and culture, officership and leadership skills. dynamics of adaptive leadership in the context Cadets will also learn time management, health of military operations. Cadets develop greater and physical fitness, critical thinking and basic self-awareness as they assess their own military skills. Cadets will attend one field leadership styles and practice communication training exercise during the semester where they and team building skills. Practical exercises give will focus on the practical application of the insight into the importance and practice of basic skills learned during the course. teamwork and tactics in real-world scenarios.
110 Introduction to the Profession of Arms 309 Adaptive Team Leadership Credit Hours: 1 Credit Hours: 2 Continues to build upon the skills learned in MS This is the first course in the advanced MSL 109 with greater emphasis on the principles of program, specifically designed to prepare cadets ethical leadership. Cadets will continue to for their responsibilities as Army officers. learning the basics of leadership in demanding Emphasis is placed on the practical application tactical scenarios. They will practice and of leadership and the mastery of effective improve their basic military skills in planning, organizational and communication marksmanship, map reading and land skills within the framework of Army doctrine. navigation and first aid. Cadets will attend one Cadets will examine Army leadership case field training exercise during the semester where studies and models in the search for their own they will focus on the practical application of effective leadership style. Cadets are required to basic military skills, and the use of teamwork in read selected works on military and conducting collective tasks. organizational leadership throughout the semester and must write short analytical essays. 126 *Corequisite: MS 319 for commissioning cadets, or integrated into leadership exercises. Cadets are LS 350 for non-commissioning cadets. required to read selected works on military organizational leadership throughout the 319 Lab for MS 309 semester and must write short analytical essays. Credit Hours: 0 *Corequisite(s): MS 320 for commissioning cadets, or The MS Lab focuses on the practical application LS 351 for non-commissioning cadets. of the subjects taught in the classroom during MS 309. Cadets will meet rigorous leadership 320 Lab for MS 310 challenges, reinforced by consistent instructor Credit Hours: 0 evaluation and mentorship. Leadership The MS Lab focuses on the practical application exercises will include tactical scenarios as well of the subjects taught in the classroom during as the development and delivery of small group MS 310. Cadets will meet rigorous leadership instruction for other cadets. This extensive challenges, reinforced by consistent instructor training program also includes physical fitness, evaluation and mentorship. Leadership marksmanship, land navigation, drill and exercises will include tactical scenarios as well ceremonies, mission planning and written and as the development and delivery of small group oral communication skills. Cadets are required instruction for other cadets. This extensive to participate in one field training exercise each training program also includes physical-fitness, semester, in which they will practice both marksmanship, land navigation, drill and leadership and teamwork and demonstrate their ceremonies, mission planning and written and tactical and technical proficiency. This laboratory oral communication skills. Cadets are required course companions the MS 309 class, and all to participate in one field training exercise each contracted cadets must take the appropriate lab semester, in which they will practice both section simultaneously with this class each leadership and teamwork and demonstrate their semester (non-contracted cadets who do not tactical and technical proficiency. This laboratory seek a commission will enroll in LS 350). course companions the MS 310 class, and all contracted cadets must take the appropriate lab 350 Leadership and Career Development I section simultaneously with those classes each Lecture Hours: 0 semester (non-contracted cadets who do not Lab Hours: 1 seek a commission will enroll in LS 351). Credit Hours: 0 Required for those cadets not being 351 Leadership and Career Development II commissioned in the Armed Forces and who are Lecture Hours: 0 enrolled in AS 303, MS 309, NS 308, or NS 303. Lab Hours: 1 The class focuses on knowing yourself, career Credit Hours: 0 discovery and planning, resume writing, and Required for those cadets not being personal development. commissioned in the Armed Forces, and who are enrolled in AS 304, MS 310, NS 205, or NS 310 Applied Team Leadership 304. The class focuses on career preparation and Credit Hours: 2 research, networking skills, critical thinking, Continues the lessons of MS 309, with greater time management, and values and ethics in the emphasis on the principles of ethical leadership. workplace. Cadets will be exposed to more detailed information regarding the functions of Army 409 Mission Command and the Army commanders and staffs and will learn about the Profession duties and responsibilities of specific Army Credit Hours: 2 occupation branches. Through Army values and This course begins the cadet’s transition to codified leadership dimensions, cadets will learn commissioned officer. Cadets will receive to practice ethical leadership in dealing with information that enables them to make sound external challenges and with their own career decisions as they prepare for accession. subordinates. Superior-subordinate relations The training emphasis moves from the and practical counseling techniques are individual and squad level to the platoon level. 127 Cadets will gain specific knowledge and skills This course continues the lessons of MS 409 and that they will need as professional officers, completes the transition from cadet to including training and maintenance commissioned officer. Cadets will continue to management, subordinate counseling and learn the specific management skills they will development, Army staff operation and Military need as professional officers. Special emphasis is Justice. *Corequisite: MS 419 for commissioning given to “life skills” that cadets will need as cadets, or LS 450 for non-commissioning cadets. young lieutenants, such as personal financial management, moving, housing and orientation 419 Advanced MS Lab for MS 409 to Army pay and benefits. Cadets will also Credit Hours: 0 become familiar with current Army operations The Advanced MS Lab focuses on the practical worldwide. Prerequisite(s): MS 409, or waiver from application of the subjects taught in the the Professor of Military Science. *Corequisite: MS classroom during MS 409. Emphasis is on the 420 for commissioning cadets, or LS 451 for practical knowledge and skills that cadets will non-commissioning cadets. need as commissioned officers and Army platoon leaders. Cadets will practice training 420 Advanced MS Lab for MS 410 management and subordinate development Credit Hours: 0 through regular interaction with underclass MS cadets. They will have numerous opportunities The Advanced MS Lab focuses on the practical to exercise collective leadership reinforced by application of the subjects taught in the consistent instructor mentorship. Through classroom during MS 410. Emphasis is on the collective training, they will also maintain their practical knowledge and skills that cadets will basic military skills throughout the year. Cadets need as commissioned officers and Army are required to participate in one field training platoon leaders. Cadets will practice training exercise each semester, in which they will play management and subordinate development an active role in planning and conducting through regular interaction with underclass MS training for all MS cadets. These laboratory cadets. They will have numerous opportunities courses are companions to the MS 409 to exercise collective leadership reinforced by classes, and all contracted cadets must take consistent instructor mentorship. Through the appropriate lab section simultaneously collective training, they will also maintain their with those classes each semester. *Prerequisite: basic military skills throughout the year. Cadets Completion of Cadet Leaders Course (CLC) required are required to participate in one field training for enrollment. exercise each semester, in which they will play an active role in planning and conducting 450 Leadership and Career Development III training for all MS cadets. This laboratory course Lecture Hours: 0 companions the 410 class, and all contracted Lab Hours: 1 cadets must take the appropriate lab section Credit Hours: 0 simultaneously with those classes each semester Required for those cadets not being (non-commissioning cadets will enroll in LS commissioned in the Armed Forces, and who 451). *Prerequisite: Completion of Cadet Leaders are enrolled in AS 403, MS 409, or NS 408. The Course (CLC) required for enrollment. class focuses on job search and graduate school admission activities, business correspondence, 451 Leadership and Career Development IV building a portfolio, recruitment, advanced Lecture Hours: 0 interviewing skills, dressing for success, Lab Hours: 1 business etiquette, and using the internet in the Credit Hours: 0 job search. Required for those cadets not being 410 Mission Command and the Company commissioned in the Armed Forces, and who Grade Officer are enrolled in AS 404, MS 410, NS 402, or NS Credit Hours: 2 404. The class focuses on post-VMI career transition, salary negotiation, business ethics, 128 employment law, income tax preparation, basic Continues the lessons of MS 429, with greater money management and investing for the emphasis on the principles of ethical leadership. future, 401 (k) plans, starting your own business, Cadets will be exposed to more detailed and how much insurance is enough. information regarding the functions of Army commanders and staffs and will learn about the For Contracted or Seeking Cadets attending duties and responsibilities of specific Army CLC after their senior year: occupation branches. Through Army values and codified leadership dimensions, cadets will learn 429 Adaptive Team Leadership to practice ethical leadership in dealing with Credit Hours: 2 external challenges and with their own subordinates. Superior-subordinate relations This is the first course in the advanced MSL and practical counseling techniques are program, specifically designed to prepare cadets integrated into leadership exercises. Cadets are for the responsibilities as Army officers. required to read selected works on military Emphasis is placed on the practical application organizational leadership throughout the of leadership and the mastery of effective semester and must write short analytical essays. planning, organizational and communication Note: Instructor approval required. *Corequisite: skills within the framework of Army doctrine. MS 440. Cadets will examine Army leadership case studies and models in the search for their own 440 Lab for MS 430 effective leadership style. Cadets are required to Credit Hours: 0 read selected works on military and The MS Lab focuses on the practical application organizational leadership throughout the of the subjects taught in the classroom during semester and must write short analytical essays. MS 430. Cadets will meet rigorous leadership Instructor approval required. *Corequisite(s): MS challenges, reinforced by consistent instructor 439. evaluation and mentorship. Leadership exercises will include tactical scenarios as well 439 Lab for MS 429 as the development and delivery of small group Credit Hours: 0 instruction for other cadets. This extensive The MS Lab focuses on the practical application training program also includes physical fitness, of the subjects taught in the classroom during land navigation, drill and ceremonies, mission MS 429. Cadets will meet rigorous leadership planning and written and oral communication challenges, reinforced by consistent instructor skills. Cadets are required to participate in one evaluation and mentorship. Leadership field training exercise each semester, in which exercises will include tactical scenarios as well they will practice both leadership and teamwork as the development and delivery of small group and demonstrate their tactical and technical instruction for other cadets. This extensive proficiency. This laboratory course companions training program also includes physical fitness, the MS 430 class, and all contracted cadets must land navigation, drill and ceremonies, mission take the appropriate lab section simultaneously planning and written and oral communication with those classes each semester. Note: skills. Cadets are required to participate in one Instructor approval required. *Corequisite: MS field training exercise each semester, in which 430. they will practice both leadership and teamwork and demonstrate their tactical and technical MUSIC proficiency. This laboratory course companions Lise Keiter, department head the MS 429 class, and all contracted cadets must Sharon Barnes, Johanna Beaver, Timothy take the appropriate lab section simultaneously Duncan, Pamela Fox, Andrew Gabbert, Jihye with those classes each semester. Instructor Lovelace, Lynne Mackey, Marie Masincup, Erin approval required. *Corequisite: MS 429. Murphy, Rafael Scarfullery, David Tate, Anne
Wick 430 Applied Team Leadership
Credit Hours: 2 129 The music department offers a Major in Additional requirements (20-22 s.h.) Performing Arts with a Concentration in Music, MUS 112 a Minor in Music, and introductory courses and MUS 211 electives for more casual music enthusiasts. In MUS 212 all its offerings, the department is committed to At least one Music History course at the 200 the exploration of music within the context of level the liberal arts. Vocal, keyboard, and selected (3 s.h.) instrumental instruction is available to all At least one Music History course at the 300 students at beginning, intermediate, and level advanced levels. The Mary Baldwin University (3 s.h.) Choir has an active schedule and is open to all At least 2 semesters of Applied Music Lessons students by audition, as are other vocal and (2-4 s.h.) instrumental ensembles. At least 2 semesters of Music Ensemble (2 s.h.) Also Recommended: PERFORMING ARTS At least 1 semester of Foreign Language. Film Concentration Coordinator: Allan Moye At least 2 semesters of Applied Piano (if Piano is Music Concentration Coordinator: Lise Keiter not the student’s Primary instrument) (2 s.h.) Theatre Concentration Coordinator: JP Scheidler (Please see the Performing Arts Section of the Catalog for more information about the Performing Requirements for the Major in Performing Art Arts Major.) with a Concentration in Music Core requirements: (18.5–20 s.h.) *Music Majors who entered Mary Baldwin prior to MUS 100 or MUS 226 August 2016 should consult the 2015– 16 Catalog MUS 105 or MUS 111 for a list of requirements. THEA 114 or THEA 115 THEA 105, THEA 110, THEA 111, THEA 121, Major in Arts Management with a FILM 119, or 3 s.h. of THEA 210 Concentration in Music One PHE class that is dance, yoga, or fencing Please see Arts Management MUS/THEA/FILM 150 MUS 401, MUS 402, FILM 401, or THEA 401: Requirements for the Minor in Music Senior Project 21–25 s.h. MUS 100 Concentration in Music MUS 111 Fulfillment of core requirements. MUS 112 From the core choose: Concentration requirements (see below) MUS 100 MUS 111 General Concentration MUS 401*or 402 All core requirements for the minor in music At least two three-credit courses at the 200-or *Music Concentration Students pursuing the 300-level Performance Track complete Music 401 (Senior A minimum of four semesters of Applied Recital). All other Music Concentration students Lessons, MUS 106, and/or MUS 108 complete Music 402 (Senior Thesis). Performance Concentration Students in the Performance Track must pass a At least two additional three-credit courses at formal audition at the end of their sophomore the 200 or 300-level. year and must take applied lessons on their primary instrument or voice for a minimum of 6 All core requirements for the minor in music semesters. (Music 301 is also recommended for A formal audition by spring semester of the Performance Track students who wish to pursue sophomore year. A minimum of six credit hours graduate study.) of Applied Lessons MUS 302 130
Music Education Minor 111, 112 Music Theory I and II (4 s.h. each) (A: Please see Music Education in the College of 111 only) Education section. These courses examine the role of harmonic material in tonal music, viewed in several ways: Civic Engagement Opportunities harmonization exercises, analysis, and short • Performing in the community, as part of one compositions. There is a lab component, which of the music department’s ensembles will emphasize aural skills and sight-singing. • Sharing talents with the community, through Required for the major or minor. Students must the Senior Project pass Music 111 before they may take Music 112. • Engaging with community members who *Prerequisite: Ability to read music in both treble and attend on-campus concerts. bass clef and/or MUS 105.
Music Course Descriptions Applied Lessons (1–2 s.h.) Individual voice, piano, and selected 100 Introduction to Listening (3 s.h.) (A ) instrumental lessons are available to all A general introduction to western music from students, on a space available basis, regardless Gregorian Chant to the 21st century, as well as of present level of ability and prior music world music, jazz, and other popular styles, experience. Normally, approved majors and designed to refine the student’s listening skills minors take Primary Applied Lessons (200-level, and enjoyment. Emphasis will be on guided two credits, and 60-minute lessons), and most analytical listening to selected works by major other students should take Elective Applied composers. No previous musical experience is Lessons (100-level, one credit, 30-minute expected. lessons). Students with questions about their status should consult the music department. 105 Fundamentals of Music (3 s.h.) (A) Fees: An introduction to the structure of tonal music • 12, 30-minute lessons, $230; intended for the student with little or no formal • 12, 60-minute lessons, $450. musical training. Students will learn the basics Reduced fee for approved majors or minors: of reading music, and have an introduction to the keyboard, and to aural skills training. This • 12, 30-minute lessons, $130; course is recommended for students who wish • 12, 60-minute lessons, $195. to take MUS 111. (This course is not open to students who have passed Music 111 or the (Reduced fees are based on certification by the equivalent.) music department at the beginning of each semester.) Students should consult their teachers 106 Mary Baldwin University Choir (1 s.h.) about which course is appropriate for them. A large performing ensemble open to all Mary Baldwin students. The choir activities include a 120, 260 Applied Piano (credit varies) spring tour and concerts each semester. Can be repeated for credit. 121, 261 Applied Voice (credit varies) Priority for Applied Voice will be given first to 108 Chamber Music Ensembles (credit varies) majors or minors and then to students registered Admission by audition. Can be repeated for for MUS 106 (Mary Baldwin Choir). All students credit. Ensembles include Baldwin Charm, Bella in Applied Voice are required to enroll in MUS Voce, Flute Ensemble, String Ensemble, MBU 106. Marching Band, Jazz Combo, and chamber groups. Singers for Baldwin Charm and Bella 123, 263 Applied Violin (credit varies) Voce are selected by audition from the Mary Baldwin University Choir. (Choir membership is 124, 264 Applied Flute (credit varies) a requirement for participation in either small vocal ensemble.) 125, 265 Applied Cello (credit varies) 131 127, 267 Applied Guitar (credit varies) techniques appropriate for the major styles and genres of western music, from Gregorian chant 128, 268 Applied Viola (credit varies) to the present, with attention as well to the historical and cultural foundation of these 130, 270 Applied Saxophone (credit varies) techniques. Focus will be on analysis projects, composition, and aural skills. Required for 141 Diction for Singers (3 s.h.) majors. Students must pass Music 211 before The course will include the application of the they may take Music 212. *Prerequisite: MUS 112 International Phonetic Alphabet, mainly to the or permission of instructor. study of Italian, English, German, and French song literature. There will be a brief study of its 215, 315 History of Western Music to 1700 application to Spanish and Latin texts. (3 s.h. each) Diction problems applicable to all song literature A survey of western music from antiquity to the will be discussed. Baroque. The major emphasis will be on aural recognition of the various musical styles current 150 Introduction to the Performing Arts (3 s.h.) during the Medieval, Renaissance, and Baroque (A) eras. Music 315 is required for Music Majors. This course is an introduction to, and a *Prerequisite: MUS 100 or permission of instructor. requirement for, the Performing Arts major. Students will attend Theatre, Music, and Film 216, 316 History of Western Music from 1700 to events with lectures before and after each. the Present (3 s.h. each) Students will participate in discussions with A survey of western music from the late professors from each discipline along with Baroque to the present. As in MUS 315, primary readings, written response papers, and a emphasis will be on aural recognition of the group project geared to the student’s area of major styles of the last 400 years. Music 316 is interest. Cross-listed as FILM 150 and THEA 150. required for Music Majors.*Prerequisite: MUS 100 or permission of instructor. 151 History of Jazz (3 s.h.) (D) An examination of jazz as both a musical and 217 Conducting (3 s.h.) sociological phenomenon; this course focuses on Conducting is the art of teaching and the musical developments that resulted in jazz, communicating through verbal and gestural the major jazz styles from New Orleans to the technique. Students will learn the foundational present, and musicians who have strongly principles of ensemble conducting necessary for influenced these styles. success as a conductor and teacher. In addition to exploring fundamental beat patterns, students 200, 300 Topics in Music History (credit varies) will study conducting terminology and develop One or more course topics will be chosen from skills needed to solve gestural problems of such areas as: J. S. Bach, American Music, the tempo, phrasing, and articulation. While Art Song, World Music, and Chamber Music working towards gestural proficiency, students Literature. will investigate how to implement rehearsal strategies and appropriate instruction to the 210 Accompanying (1 s.h.) ensemble. Required for Music Education This course is for piano students. Each student students. will accompany voice or instrumental students in a performance. *Prerequisites: advanced piano 218, 318 Women in Music (3 s.h. each) (G, O: skills and permission of instructor. both) This course will examine the history of women’s 211, 212 Music Theory III and IV (3 s.h. each) involvement with music as composers, (Q: 212 only) performers, listeners, patrons, critics, and objects These courses are a continuation of MUS of musical representation. This course includes 111–112. Students will develop analytical examples drawn from western civilization, popular music, and world music. 132 223, 323 Piano Literature (3 s.h. each) teaching theory and practice. This course is (A: 223 only; W: 323 only) directed toward the vocal music educator and A survey of the music, history, and performance will cover choral direction methods, materials, techniques of the keyboard from the Baroque to and strategies. the 21st century. Individual works will be *Prerequisite: Sophomore standing or permission of selected for listening, discussion and limited instructor. analysis. Emphasis will be on both live and recorded performances. 400 Senior Seminar (3 s.h.) *Recommended background: MUS 100. This seminar will focus on developing writing and research techniques appropriate to the field 226, 326 Music and the Theatre (3 s.h. each) of music. (A: 226 only) An introduction to opera and other theatre 401 Senior Recital (3 s.h.) (M) music (including incidental music, ballet, and The Senior Recital is a full recital (40–55 musical theatre) from their origins to the 21st minutes) that majors with performance century. If possible, a field trip to hear an emphasis present in their senior year. operatic performance will be scheduled. 402 Senior Thesis (3 s.h.) (M) 301 Junior Recital (1 s.h.) The senior thesis gives students the opportunity The Junior Recital is a half-recital (25–35 to conduct a large-scale, independent research minutes) that music majors with performance project. This will include a proposal, emphasis present in their junior year. bibliography, a 30-page thesis (at least one *Prerequisite: Students must have passed the major component of which must discuss or analyze audition and have junior standing. music), and a final defense.
302 Minor Recital (1 s.h.) Note: Directed inquiries, teaching assistantships, The Minor Recital is a half-recital (25–35 and internships in music can be arranged on an minutes) that music minors with performance individual basis. concentration present in their junior or senior year. *Prerequisite: Students must have passed their NAVAL SCIENCE minor audition and have at least junior standing. (U.S. Navy and U.S. Marine Corps ROTC) MBU offers the naval science curriculum, with 310 Music Methods Lab: Elementary Music Marine Corps option, through the U.S. Navy Education (3 s.h.) and Marine Corps ROTC program conducted at This course will give students a foundation for Virginia Military Institute. teaching music at the elementary level. Observation and participation in public school Naval Science Course Descriptions classrooms will be arranged to integrate 101 Introduction to Naval Science (1 s.h.) teaching theory and practice. The course will A general introduction to sea power and the introduce standard methods and materials Naval Services. Emphasis is placed on the appropriate for teaching general and mission, organization, regulations and broad vocal/choral music, including Orff and Kodaly warfare components of the Navy and Marine systems, recorder, and autoharp. Corps. *Prerequisite: Sophomore standing or permission of instructor. 102 Sea Power and Maritime Affairs (1 s.h.) Continues the general concepts and history of 311 Music Methods Lab: Middle/Secondary sea power, implementation of sea power as an Music Education (3 s.h.) instrument of national policy and a study of the This course will give students a foundation for U.S. Naval strategy. teaching music at the middle and high school levels. Observation and participation in public school classrooms will be arranged to integrate 133 203 Leadership and Management (1s.h.) 314 Leadership Weapons Tactics Lab for NS 304 Introduction to the principles of Naval (Marine Option) (No credit) leadership, management, and command. For students seeking a commission in the Marine Corps. *Concurrent enrollment in NS 304 205 Navigation (Navy Option) (2 s.h.) required. Provides a comprehensive study of the theory, principles, and procedures of ship navigation 318 Navy Leadership Lab I for NS 309 (Navy and coastal piloting. *Must concurrently register Option) (No credit) for either NS 211 or MS 350. For students seeking a commission in the Navy. *Concurrent enrollment in NS 309 is required. 206 Evolution of Warfare I (Marine Option) (1 s.h.) 402 Leadership and Ethics (Navy and Marine Explores the nature of warfare throughout Option) (2 s.h.) Western history. Seminar on leadership principles and management techniques as they apply to the 211 Navigation Lab for NS 205 (Navy Option) duties and responsibilities of junior officers. (No credit) *Must concurrently register for NS 412, NS 414, or For students seeking a commission in the Navy. MS 451. *Concurrent enrollment in NS 205 required. 403 Evolution of Warfare II (Marine Option) 303 Amphibious Warfare I (Marine Option) (2 (2 s.h.) s.h.) Seminar on leadership principles and Historical survey of the projection of sea power management techniques as they apply to the ashore. *Must concurrently register for either NS duties and responsibilities of junior officers. 313 or MS 350. *Must concurrently register for NS 413.
304 USMC Small Unit Leadership, Weapons, 408 Naval Operations and Seamanship (Navy and Tactics (Marine Option) (2 s.h.) Option) (2 s.h.) Continuation of NS 303. *Must concurrently Comprehensive study of the theory, principles register for either NS 314 or MS 351. and procedures of naval operations. *Must concurrently register for either NS 411 or LS 450. 308 Naval Engineering (2 s.h.) Familiarizes students with the types, structures, 411 Naval Operations Lab for NS 408 (Navy and purpose of Navy ships. Option) (No Credit) For students seeking a commission in the Navy. 309 Naval Weapons Systems (Navy and Marine *Concurrent enrollment in NS 408 required. Option) (2 s.h.) Covers the principles of Naval weapons 412 Navy Leadership Lab II for NS 402 (Navy systems, including the integration of Marine Option) (No credit) Corps combat elements with a Navy Battle For students seeking a commission in the Navy. Group. *Must concurrently register for either NS *Concurrent enrollment in NS 402 is required. 315, NS 413, or MS 450. 413 Marine Leadership Lab I for NS 403 313 Amphibious Warfare I Lab for NS 303 (Marine Option) (No credit) (Marine Option) (No credit) For students seeking a commission in the For students seeking a commission in the Marine Corps. *Concurrent enrollment in NS 403 Marine Corps. Emphasizes preparation for is required. NROTC Officer Candidate School at Quantico, Virginia. *Concurrent enrollment in NS 303 is 414 Marine Leadership Lab II for NS 402 required. (Marine Option) (No credit)
134 For students seeking a commission in the REL/COMM 237 Mediation and Conflict Marine Corps. *Concurrent enrollment in NS 402 Resolution: Principles and Practices is required. Three of the following elective courses (with no NURSING more than two from any single discipline): (RN to BSN, post-licensure) ANTH 120, ANTH 202, AS/REL 212, AS Please see Murphy Deming College of Health 251, AS/REL 275, AS/REL 278, BIOL 148, Sciences BUAD/COMM 202, CE 281, CJ 235, COMM 225, ECON 215, ECON 272, HCA 125, HCA PEACEBUILDING AND CONFLICT 225, HCA 235, HIST 266, HIST 365, INT 150, INT 155, PHIL 211, PHIL 232, PHIL RESOLUTION 235, POLS 112, POLS 209, POLS 311, PSYC Roderic Owen, coordinator 214, PSYC 216, PSYC 245, PSYC 281, REL 130, REL 202, REL 231, REL 232, SGS 261, Students with an interest in peacebuilding, SGS 275, SOC 112, SOC 232, SOC 240, SOC global and cross-cultural diversity, and the 248, SOC 262, SOC 264, SOWK 265, SOWK relationship between peace and justice as well as 353, and SPAN 227 the skills and techniques emerging from mediation, conflict resolution, and non-violence Either a faculty-approved 3 s.h. internship (see are encouraged to pursue a multi-disciplinary note below) or one of the following experiential minor in Peacebuilding and Conflict Resolution. courses: CE 255 Topics include older forms of faith-based CE 287 pacifism and diverse forms of contemporary PHIL 140 non-violent thought and protest, as well as the SOC 282 skills and resources necessary for interpersonal, REL 310 organizational, and cross-cultural conflict SOWK 400 analysis, resolution, and peacebuilding. Minor requirements are structured to support Note: The internship must include a cross-disciplinary study, a combination of theory mediation/conflict resolution or a and praxis, and, whenever possible, integration community-service emphasis and be registered with a student’s declared major. under one of the following departments: Civic This minor complements an academic major in Engagement, Communication, Philosophy, any number of different liberal arts and Religion, Political Science, Psychology, pre-professional areas while also enriching Sociology, or Social Work. students’ participation in various programs including Quest Interfaith, Spencer Global PERFORMING ARTS Citizens, CGIU, and VWIL and Leadership Doreen Bechtol, Ralph Alan Cohen, Kerry Studies. Cooke, Matt Davies, Brian Granger, Sarah
Kennedy, Lise Keiter, Paul Menzer, Allan Moye, Requirements for the Minor in Peacebuilding J.P. Scheidler and Conflict Resolution
21 semester hours Requirements for the Major in Performing Arts
Three of the following core courses: Core requirements: (18.5-20 s.h.) COMM 280 Intercultural Communication MUS 100 or MUS 226 PHIL/REL 225 Martin Luther King and a MUS 105 or MUS 111 Philosophy of Civil Rights THEA 114 or THEA 115 PHIL/REL 320 Peacemaking: Gandhi and THEA 105, THEA 110, THEA 11, THEA 121, Nonviolence FILM 119, or 3 s.h. of THEA 201 PSYC 275 Social Psychology or SOC 254 Social One PHE class that is dance, yoga, or fencing Psychology MUS/THEA/FILM 150 THEA 401 135 MUS 401, MUS 402, FILM 401, or THEA 401: At least 2 semesters of Applied Music Lessons Senior Project (2-4 s.h.) At least 2 semesters of Music Ensemble (2 s.h.) Concentration in Film Fulfillment of core requirements Also recommended: At least 1 semester of foreign language From the core choose: At least 2 semesters of Applied Piano (if Piano is FILM 119 not the student’s Primary instrument) (2 s.h.) FILM 401 Concentration in Theatre Additional requirements (15 s.h.): Fulfillment of core requirements FILM 254 Three of the following: From the core choose: FILM 229 THEA 105 or 110 FILM 264 THEA 114 FILM 275 THEA 121 FILM 333 THEA 401 One of the following: ARTH 206 Additional requirements (14 s.h.): Art 115 THEA 210 taken twice THEA 115 THEA 221 or an additional film course from above One of the following: THEA 217, THEA 218, THEA 219, or THEA 270 Concentration in Music THEA 395 Fulfillment of core requirements One elective from THEA or REN From the core choose: (undergraduate students may take up to two MUS 100 graduate courses without additional fees) MUS 111 MUS 401*or 402 Strongly recommended: THEA 105 and THEA 110 *Music Concentration Students pursuing the Performance Track complete Music 401 (Senior For course descriptions see the Film, Music, and Recital). All other Music Concentration students Theatre sections of this catalog respectively. complete Music 402 (Senior Thesis). PHILOSOPHY AND RELIGIOUS Students in the Performance Track must pass a STUDIES formal audition at the end of their sophomore Edward Scott, department chair year and must take applied lessons on their Andrea Cornett-Scott, Katherine Low, Amy primary instrument or voice for a minimum of 6 Miller, Roderic Owen semesters. (Music 301 is also recommended for MBU offers a minor in both philosophy and Performance Track students who wish to pursue religious studies as well as a minor in religious graduate study.) leadership and ministry. Additional requirements (20-22 s.h.) MUS 112 Philosophy is unlike any other field: it is unique MUS 211 both in its methods and in the nature and MUS 212 breadth of its subject matter. Philosophy pursues At least one Music History course at the 200 fundamental questions in every dimension of level human life, and its techniques apply to problems (3 s.h.) in many fields of study or endeavor. No single At least one Music History course at the 300 definition expresses the richness and variety of level philosophy: it is a reasoned pursuit of (3 s.h.) 136 fundamental truths, a quest for deeper Note: The following Philosophy courses may be understanding, a study of the principles of taken at the 300 level by declared minors: conduct, and a critical examination of the PHIL 201 ways-of-knowing and experiencing. PHIL 203 Philosophers seek to establish standards of PHIL 211 evidence, provide rational and humane methods PHIL 232 of resolving conflicts, and create methods and PHIL 234 criteria for evaluating ideas and arguments. Philosophy develops students’ capacity to view Requirements for the Minor in Religious the world from the perspective of other Studies individuals and other cultures; it enhances one's 21 semester hours ability to perceive the relationships among REL 101 diverse fields of study; and it deepens one's REL 102 sense of the meanings and varieties of human One of the following from Asian Religions: experience. AS/REL 212, AS/REL 275, AS 278/REL 278 Additional courses in Religious Studies to total Religious Studies involves the study of religious 21 s.h. history and modern religious issues in a manner that regards all spiritual traditions equally. A minor in Religious Studies draws upon many of Religious Studies Course Descriptions the same tools as philosophy, history, sociology, Please see Religious Studies anthropology, and theology. Students will exercise strong analytical and original thinking Civic Engagement Opportunities skills and develop their ability to empathize • Civic engagement focus: PHIL 140 with the perspectives and beliefs of fellow Community and Service Learning human beings. The religious studies minor • Many programs and events jointly provides an understanding of different religions sponsored by Religion and Philosophy, such including Christianity, Judaism, Buddhism, as BlackHistory Month events — Black Baby Hinduism, and Islam. These diverse belief Doll Day, Martin Luther King Jr. Candlelight systems have had a significant influence on the March and Memorial Service, Kwanzaa, lives of millions of people worldwide and Annual Praise House Service served as the foundation for community and • Annual Peacebuilding and World Religions culture and also provided a way to grapple with presentations and campus guest speakers fundamental values and questions about human • Support for diverse Spencer Center and existence. Also, religious faith has been the student club civic activities source of great artistic and literary achievements • Internship opportunities: mediation and while at the same time, served as the conflict resolution, peacebuilding, interfaith justification for many of the world's major programs conflicts, wars, and social movements. • International civic engagement through May Understanding the role religion plays in Term course offerings conflicts and social change and the resources it may bring to their resolution is one key purpose Philosophy Course Descriptions for its study. 101 Introduction to Philosophy (3 s.h.) (H, W) Involves the activity of philosophizing by Requirements for the Minor in Philosophy practicing skills and methods of philosophical 21 semester hours inquiry and critical analysis. Issues examined PHIL 101 or PHIL 102 include free will and determinism, ethical PHIL 103 decision-making, theories of knowledge, the PHIL 201 or PHIL 211 existence of God, political philosophy, and Additional courses in Philosophy to total 21 s.h. theories of human nature.
137 102 Introduction to Ethics (3 s.h.) (H) Retraces the original steps taken by the Provides theoretical tools for ethical philosophical imagination in the history of decision-making; examines basic concepts of metaphysics; includes a careful interpretation of ethical decision-making and several theories seminal works determinative for the unfolding including those of Plato, Aristotle, Kant, Mill of that history, with particular attention to the and Bentham. Application is made to play of logos and the formation of metaphor for contemporary moral issues. expressing thought and being. Related themes include the existence of God, theories of ethics, 103 Introduction to Logic (3 s.h.) (Q) refutation of skepticism, and the nature of Acquaints the student with basic terminology persons. and develops her analytic and logical reasoning abilities. Topics include distinctions between 203 The Literature and Thought of truth and validity, induction and deduction, Existentialism (3 s.h.) (W) recognizing fallacies, testing the validity of Explores the growth of existentialism as a major arguments in concrete situations, and modern literary and philosophical movement. understanding the importance of logic for the Besides philosophical literature, the student sciences. reads novels, poetry, and drama selected from the works of Kierkegaard, Nietzsche, 110 Ethical Issues in Business (3 s.h.) (H ) Dostoyevsky, Heidegger, Sartre, Camus, Hesse, A philosophical introduction to ethical inquiry Kafka, Tillich, and Buber. Occasionally offered as and moral judgments in corporate and business a global honors course. contexts. Ethical issues include advertising, profit margins, environmental responsibility, 211 Modern Political Thought (3 s.h.) and worker’s rights, and moral issues in Inquiry into the origins and development of business that concern the student. Online, modern and contemporary political blackboard-based course. theories-especially democracy, communism, socialism, and fascism. Students will examine 140 Community and Service Learning (3 s.h.) ideas and values undergirding these theories, (C, O) including view of human nature and modern Students encounter practical community needs conceptions of freedom, equality, individualism, and goals, develop skills in critical thinking and the social contract, and national sovereignty. problem solving, and reflect on the relationship Special topics may include the politics of between theory and practice. They explore their genocide, the nature of justice, meanings of commitment to community-oriented values, social equality, and the emergence of practice skills that enhance citizenship, and transnational forms of association and identity. learn how to care for those in need. Combined Readings include the works of thinkers such as course and internship includes hands-on Machiavelli, Hobbes, Locke, Rousseau, Marx, experience in an approved community agency Hitler, Rawls, Nussbaum, and Sandel. or religious or humanitarian organization, and critical reading, discussion, and written 225 Martin Luther King and a Philosophy of reflection about service work. Students make Civil Rights (3 s.h.) (D) connections between personal and professional Students will read King’s writings and speeches goals, their roles as liberal arts students, and to discover how his intellectual precedents their evolving commitment. grounded his arguments politically, morally and spiritually. One overarching goal of the course is 200 Contemporary Feminisms and Gender to see how King’s African American journey as a Studies (3 s.h.) (G) quintessentially American journey reconfigures For course description, see WS 200 in the Women’s the relationship of religion, politics, and Studies listing. metaphysics into a meditation on what it means to be human. Cross listed as REL 225; Ethics 201 Greek and Medieval Philosophy (3 s.h.) (H) option for the Leadership minor. Also contributes to the minor in African American Studies. 138 230 Medical and Healthcare Ethics (3 s.h.) A Global Honors course inquiry into the For course description, see HCA 230 in the domains and methods of the sciences and Healthcare Administration listing. diverse religions. Introduces methodologies of Western science in their historical, philosophical, 232 African American Thought (3 s.h.) (D) religious, and institutional contexts. A parallel Focuses on various intellectual resources created examination of theological thought focuses on by African Americans in response to a series of models of inquiry, views of nature, language, crises that shaped their history. Students explore and symbols, and the relationship between the these responses as modes of black consciousness divine and the natural. Modern cosmology, and culture and as viable options for the human genetic engineering, and developments American experience. Includes discussion of in quantum physics are among the topics for issues such as freedom, voice, community, examining the interactions between religion and history, worship, literature, and music as science. Cross listed as REL 305. expressions of black experience. Contributes to the minor in African American Studies. 306 Morality: Human Nature and Nurture (3 s.h.) (T) 234 Philosophy and the Arts (3 s.h.) (A) For course description, see PSYC 306 in the This course examines perennial questions Psychology listing. concerning beauty in art and nature, the attribution of value, the relation of aesthetic 320 Peacemaking: Gandhi and Nonviolence (3 judgment and imagination to cognition and s.h.) (T, R) moral duty, and the implications of these An examination of the life, writings, and ideals questions for inquiries in related disciplines, i.e. of Mahatma Gandhi and those influenced by linguistics, psychoanalysis, and religious him who are powerful advocates of nonviolent studies. A primary theme will be the truth-value social change. Topics include the emergence of of aesthetic objects and their ontological status peace activism and peace studies and their roots as expressive entities or “spiritual objects.” in the philosophy of nonviolent social change; Cross listed as ARTH 234. sources of violent conflict; alternatives to violence; and cultural models of conflict 235 Ethics, Community, and Leadership (3 s.h.) management and transformation that aim at (O) resolving conflict in non-violent ways. Cross Students learn about the moral dimensions of listed as AS 320 and REL 320. leadership and develop a critical understanding of the ethical relationships among character, 390 Directed Inquiry (credit varies) leadership style and skills, community values, The student and supervising faculty member and the aims of leadership. Students examine undertake an advanced study of a selected topic the nature and function of leadership in the in philosophy. context of humanitarian causes, advancement of social justice, and peaceful conflict resolution. Note: Directed inquiries, teaching assistantships, Includes analysis of major forms of moral and internships in philosophy are available on reasoning and of classic leadership case studies. an individual basis. Ethics option for the Leadership minor. PHYSICAL AND HEALTH 277/377 Colloquia in Philosophy (3 s.h.) EDUCATION Topics not included in regularly scheduled Department Head: Sharon Spalding philosophy courses. Intellectual interests of Melissa Anderson Morgan, students and faculty determine the subject matter. Physical and health education provides instruction through movement, cognitive 305 Science, Religion, and the Search for development, and social experiences. The Meaning (3 s.h.) (T) program emphasis is the acquisition of physical
139 skills, which contribute to the development of 139 Topics in Principles of Dance and healthful lifestyles and life-long activity. Health-Related Fitness (.5 s.h.) (P2) Students must complete one class from PHE 100 A current content-related class specific to topics through 123, and PHE 221 (P1), as well as one in the Principles of Dance and Health-Related credit hour from PHE 137 through PHE 193 (P2), Fitness. See the current course offerings list for for a total of at least two credit hours. In the most up-to-date topic offering. addition to the basic instructional program in physical education, the department offers a 140 Yoga (.5 s.h.) (P2) minor in Exercise Leadership (EXLD). Instruction in basic techniques of yoga. This course covers a brief history of yoga, a variety of Minor in Exercise Leadership yoga breathing techniques, proper alignment Please see Exercise Science instruction, and an opportunity to develop a safe and effective yoga practice. Physical and Health Education Course Descriptions 141 Aerobics (.5 s.h.) (P2) 100 Fitness (1 s.h.) (P1) Instruction and participation in various types of Self-fitness and Nutrition assessment. Design aerobics. Aerobic activities may include interval and implementation of a personal fitness, training, spinning, stepping and a variety of wellness, and nutrition plan based on the seven other activities that will improve cardiovascular components of wellness. Students participate in fitness. a variety of wellness activities. Strongly suggested for freshmen and sophomores. 142 Weight Training (.5 s.h.) (P2) Instruction in basic techniques of weight 101 Advanced Fitness (1 s.h.) (P1) training. Self-fitness and Nutrition assessment as well as instruction in how to assess and plan group 143 Fitness Walking (.5 s.h.) (P2) fitness. Required for VWIL freshmen. Current Instruction in basic techniques of fitness health issues will also be addressed. walking. May include use of Nordic walking poles or hiking. 102 Topics in Principles of Health (1 s.h.) (P1) Covers current content related to specific topics 144A Beginning Ballet (.5 s.h.) (P2) in the Principles of Health. See the current Instruction in beginning level ballet. Leotard course offerings list for the most up-to-date topic and tights required. Students may borrow offering. slippers from the dance department. This beginner-level class is offered at the PAC does 122 Stress Management (1 s.h.) (P1) not require an additional course fee. Students engage in self-examination of personal stressors. Emphasis on the practice of stress 144B Intermediate Ballet (.5 s.h.) (P2) reduction techniques. The student will construct Instruction in intermediate level ballet skills. a personal stress management plan. Leotard and slippers required. Consult the physical education department for fees. Students 123 Consumer Health (1 s.h.) (P1) must provide own transportation. *Prerequisite: Provides the student with knowledge and skills one year of ballet instruction after age 10, PHE to become a wise consumer of health products 144A, or permission of instructor. and services. 144C Advanced Ballet (.5 s.h.) (P2) 137 Outdoor Recreation: Leadership Challenge Instruction in advanced level ballet skills. Program (.5 s.h.) (P2) Leotard and slippers required. Consult the Experiential activities that encourage individual physical education department for fees. Students challenge, team building, communication, and must provide own transportation. *Prerequisite: trust. three or more years of ballet instruction after age 10, PHE 144B, or permission of instructor. 140 145 World Rhythms Dance (.5 s.h.) (P2) a warm-up and stretch followed by hip hop Instruction in a range of international dance technique practice and choreography. styles set to eclectic world music. Class will include a brief warm-up followed by technique 155 Independent Activity -Health Related and upbeat choreography influenced by a (.5 – 1 s.h.) (P2) variety of genres from around the world. Activities to suit individual students with special needs or those who wish to do an 146 Modern Dance (.5 s.h.) (P2) advanced activity not offered on campus. Instruction in the basic techniques of modern *Prerequisite: permission of instructor. dance and improvisation. The students will have the opportunity to choreograph and perform 167 Outdoor Recreation (1 s.h.) (P2) solo and group pieces. Provides knowledge, experience, and skills in outdoor adventures. Required for VWIL 147 Historical Dance (.5 s.h.) (P2) freshmen. Instruction in historical dance movement with emphasis on American and European social 170 Racquetball (.5 s.h.) (P2) dance from the 16th to 20th centuries. Instruction in basic skills, rules, and strategies of racquetball for the beginner. Equipment is 148 Ballroom Dance (.5 s.h.) (P2) available. Introduction to basic ballroom dance skills including: steps, styling, leading and following 171 Tennis (.5 s.h.) (P2) for American and Latin ballroom dance forms. Instruction in basic skills, rules, and strategies of tennis for the beginner. Equipment is available. 149 Folk Dance (.5 s.h.) (P2) Instruction and participation in international 172 Golf (.5 s.h.) (P2) folk dances primarily from European and Instruction in basic skills and rules of golf for the Middle Eastern countries. beginner. Equipment is available.
150 Performance Dance Group (1 s.h.) (P2) 173 Fencing (.5 s.h.) (P2) Introduction to group dance experiences Instruction in basic skills, rules, and strategies of through dance technique training in a range of bouting for the beginner. Equipment is available. genres, technical practice, and choreography rehearsal. The group will host, organize, and 174 Self-Defense (.5 s.h.) (P2) perform for a variety of dance-related events Instruction in basic techniques of self-defense. within the campus and local communities. This class may be taken additional times for credit. 175 Karate (.5 s.h.) (P2 ) *Prerequisite: permission of instructor. Instruction in basic techniques of karate.
151 Broadway Jazz Dance (.5 s.h.) (P2) 176 Outdoor Recreation (.5 s.h.) (P2) Instruction in the basic techniques of jazz and Provides physical activity through participation musical theater dance styles with an emphasis in outdoor recreational activities. on choreography set to Broadway show tunes 177 Colloquium (credit varies) (P2 ) Review and songs from famous musicals. Technique will current course offerings list for subject matter. emphasize body isolations, balance, rhythmic patterns, and expression. 179 Horseback Riding (.5 s.h.) (P2 ) Consult the physical education department for 152 Hip Hop Dance (.5 s.h.) (P2) Instruction in a fees. Students must provide own transportation. variety of Hip Hop dance techniques and choreography, including both “old school” and PHE 179A Beginning – Horseback riding basics new urban street style dance moves with for the beginning for student with minimal influences from jazz and funk. Class will include riding instruction or limited trail riding experience. Prerequisite: None 141 PHE 179B Intermediate – Riders improve 192 Spring Varsity Sports (.5 s.h.) (P2) posting and sitting trot and learn to canter with Varsity athletes in tennis, outdoor track and control. Prerequisite: Ability to control horse and softball may enroll. *Prerequisite: permission of post the trot. PHE 179A or six months of English instructor. Offered P/NC only. riding instruction 193 Advanced Fencing (1 s.h.) (P2) PHE 179C Advanced – Prepares riders for Provides skill development in the student’s jumping and concentrates on improving the chosen weapon (foil or épée). Students are rider’s overall security and control. expected to compete intercollegiately as a Prerequisite: Ability to walk, trot and canter part of the class. *Prerequisite: PHE 173. with adequate control. PHE 179B or one year of English riding instruction. PHE 199 Fitness and Independent Activities (2 s.h.) (P1 and P2) Students may continue their equestrian program Activities to suit individual students with through independent study. special needs or those who wish to do an advanced activity not offered on campus. 180 Scuba (1 s.h.) (P2) *Prerequisite: permission of instructor. Instruction in the knowledge and the skills necessary to dive safely and enjoy the aquatic 221 Emergency Healthcare (2 s.h.) (P1) environment. Successful completion earns the Provides knowledge and practical experience for student international certification (PADI). emergency healthcare procedures. American Consult the physical education department for Heart Association Certification is awarded after fees. Students must provide own transportation. successful completion of exam.
183 Indoor Recreation (.5 s.h.) (P2) PHYSICS Promotes physical activity through the skills Nadine Gergel-Hackett and knowledge in indoor recreational activities. Mary Baldwin University offers a minor in 185 Independent Activity -Sport Related Physics and a major in collaboration with our (.5 – 1 s.h.) (P2) consortium school Washington & Lee University Activities to suit individual students with (W&L) in Lexington, Virginia. special needs or those who wish to do an advanced activity not offered on campus. A student pursuing the major is required to *Prerequisite: permission of instructor. have a cumulative GPA of at least 3.3 and have an average GPA for at least 3 physics courses taken at Mary Baldwin of at least 3.7 prior to 189 Topics in Principles of Motor Skill and registering for any courses at W&L. The student Sport-Related Fitness (.5 s.h.) (P2) is also expected to provide her own Provides content related to specific topics in the transportation to W&L. Principles of Motor Skill and Sport-Related Fitness. See the current course offerings list for Requirements for the Major in the most up-to-date topic offering. Physics 190 Fall Varsity Sports (.5 s.h.) (P2) 41 semester hours Varsity Athletes in soccer, volleyball, cross PHYS 201 General Physics I country, may enroll. *Prerequisite: permission of PHYS 202 General Physics II instructor. Offered P/NC only. PHYS 207 Electrical Circuits PHYS 260 Introduction to Materials Science 191 Winter Varsity Sports (.5sh) (P2) CHEM/PHYS 321 Physical Chemistry I Modern Varsity athletes in indoor track and basketball Physics* may enroll. *Prerequisite: permission of instructor. Optics* Offered P/NC only. Electricity and Magnetism* 142 Newtonian Mechanics* Physics Course Descriptions Quantum Mechanics* 100 Exploring the Physical World (3 s.h.) (N, Q) Mathematical Methods for Physics and This is a course for students who like to learn by Engineering* doing: hands-on activities linking core chemistry PHYS 400 and PHYS 401 Senior Research and physics principles to the real-world are emphasized. The objectives of the course are to Additional courses required as prerequisites for give an appreciation of the process and content completion of the above include: of physical science and to provide experience in MATH 211 learning by the inquiry method Cross listed as MATH 212 CHEM 100. Fall yearly. MATH 301 MATH 302 201, 202 General Physics I, II (4 s.h. each) MATH 306 (N: 201 only) CHEM 121 A foundation for further study in physics, CHEM 122 biology, chemistry, and pre-medicine. Topics include the phenomena of classical mechanics, *Courses offered at Washington & Lee University wave motion and sound, fluids, electricity, magnetism, and light, each developed from first Requirements for the Minor in Physics principles, often historic discoveries. Equations 18 semester hours for physical laws use algebra, trigonometry, plane geometry, and calculus, as appropriate. PHYS 201 Laboratories provide direct familiarity with PHYS 202 natural phenomena. PHYS 207 Recommended background: high school PHYS/CHEM 260 physics. *Prerequisites: MATH 211–212, which may CHEM/PHYS 321 be taken concurrently. Yearly. Additional courses required as prerequisites for completion of the above include: 207 Electrical Circuits (4 s.h.) MATH 211 This laboratory-based course covers basic MATH 212 introductory level circuits, including basic DC CHEM 121 Circuits, Ohm’s Law and Kirchoff’s Rules, CHEM 122 Resistance, Thevenin and Norton Equivalents, Op-Amps, digital circuits, and transient circuits. Note: Students may substitute Physics courses at *Prerequisites: PHYS 201 and PHYS 202. May Washington & Lee for PHYS 207, PHYS/CHEM term alternate years. 260 and CHEM/PHYS 321. Please see you advisor for more information. 260 Introduction to Materials Science (3 s.h.) (R) Civic Engagement Opportunities This course integrates the physics and • Courses throughout the physical science chemistry of materials with an emphasis on the curriculum discuss the relevance of scientific state-of-the-art in nanomaterials and principles to public policy and social issues. nanotechnologies. Topics include: crystalline • Students are encouraged, particularly structure, bonding in solids, band theory, through the local chapter of the American defects, electrical and thermal properties of Chemical Society Student Affiliates and the materials, and a project researching national physics honor society Sigma Pi nanomaterials and/or nanotechnologies in the Sigma, to engage local schools and current scientific literature. Cross listed as organizations such as the Girl Scouts in CHEM 260. *Prerequisites: PHYS 202 and CHEM hands-on experience with science and 122, which may be taken concurrently. Spring tutoring. alternate years.
143 270 Undergraduate Research (1–3 s.h.) POLITICAL SCIENCE Students do original research in accordance with Department Head: Laura van Assendelft ability and background under the guidance of a Marina Omar member of the faculty. Students are expected to devote 4 hours per week to the project for every Requirements for the Major in Political credit hour. A written report will be submitted Science to the department each semester of enrollment. 39 semester hours Cannot be used to meet elective course requirements for a major or minor in physics. POLS 100 American Government May be repeated for credit. Total research credit POLS 111 Comparative Politics OR POLS 112 to be used toward an undergraduate degree not International Relations to exceed 6 hours. *Prerequisites: PHYS 202, ECON 101 Principles of Microeconomics consent of instructor and submission of a research ECON 102 Principles of International and contract to the department. Macroeconomics 321 Physical Chemistry I: Thermodynamics, INT 222 Social Science Statistics Statistical Thermodynamics, and Kinetics (3 One Course in Research Methods: s.h.) POLS 300 Political Behavior; For course description, see CHEM 321 in the POLS 260 Public Policy; Chemistry listing. ECON 301 Advanced Data Analysis OR Math 233 Statistical Methods I 370 Undergraduate Research (1–3 s.h.) Students do original research in accordance with (Note: additional courses recommended) ability and background under the guidance of a POLS 400 Senior Seminar member of the faculty. Students are expected to devote 4 hours per week to the project for every Additional Courses in Political Science to total credit hour. A written report will be submitted 39 s.h. to the department each semester of enrollment. Cannot be used to meet elective course One of the following PHIL courses may count requirements for a major or minor in physics. towards the major: May be repeated for credit. Total research credit PHIL 201 Greek and Medieval Philosophy to be used toward an undergraduate degree not PHIL 211 Modern Political Thought to exceed 6 hours. *Prerequisites: PHYS 202, PHIL 235 Ethics, Community, and Leadership PHYS 260, consent of instructor and submission of a research contract to the department. Senior Requirement: Satisfactory completion of POLS 400 Senior Seminar 400, 401 Senior Research (2 s.h. each) (M : both 400 and 401) Requirements for the Minor in Political Seminar and independent research leading to Science the completion of a thesis required of majors in 18 semester hours the senior year. The student, under supervision of faculty members, experiences research as it is POLS 100 American Government carried out in practical situations and presents POLS 111 Comparative Politics findings orally and in writing. Satisfactory POLS 112 International Relations completion of the research project and the oral Three additional Political Science courses defense of the thesis fulfill the senior requirement for physics majors. Civic Engagement Opportunities
● POLS 220 Special Topics in Campaigns Note: Directed inquiries, teaching assistantships, and Elections and internships in physics are available on an individual basis. ● Civic engagement contracts associated with any course in political science ● MBU Election Live Broadcast 144 ● Political science internships approved the U.S. and its trade partners. We will examine by the political science faculty controversies over agricultural subsidies, supervisor labeling requirements, taxation, farming ● Study abroad for academic credit practices, food safety, nutrition guidelines, through student participation in import/export laws, and education. issues of public concern and reflection on the public issues 128 U.S. Foreign Policy (3 s.h.) (I) Students study the institutions and events that encountered have shaped the relations of the United States ● Senior projects in political science with the rest of the world. Diplomatic, covert, designed to emphasize civic and military techniques used to maximize U.S. engagement national interests are addressed.
Political Science Course Descriptions 200 State and Local Government (3 s.h.) (S) 100 Introduction to American Government and Students examine Virginia government and Politics (3 s.h.) (S) public policy through a comparative analysis of Students are introduced to political science by all fifty states and their local governments. The studying the U.S. Constitution, major course focuses on federalism, the structure and institutions, political processes (elections and contemporary functions of state and local lobbying), and political behavior. governments, and how these laboratories of democracy are managing diversity among 111 Comparative Politics (3 s.h.) (I) competing social, political, and judicial Students examine challenges to democratic pressures. government by studying the domestic politics of several non-U.S. political systems. Particular 205 Political Parties and Interest Groups (3 s.h.) attention is paid to social foundations of Students examine the nature of political parties government. The status of the individual and and interest groups and the role they play in the rights of minorities provide themes for American politics, including analysis of learning about the distinction between platforms, purposes, strategies and influence in democratic and non-democratic political elections and policymaking. Students engage in systems. writing assignments, hands-on experiments, group exercises, and oral presentations, 112 International Relations (3 s.h.) (I) including a mock political convention. This is the basic course in which students apply tools of systematic study to relations among the 208 Congress and the Presidency (3 s.h.) actors in the international system: states, This course explores the historical origins and international organizations, and non-state actors contemporary operation of the United States (e.g., terrorist groups). The sources of states’ Congress and the Presidency as separate but behavior, including ideological and strategic equal branches, with an emphasis on the motivations, are studied. The ways in which the unintended consequences of divided global set of states operates as a system also are government and increased party polarization. analyzed. Students will evaluate the institutional differences between Congress and the 120 Politics of Food (3 s.h.) Presidency in representation, leadership, and This course looks at production, consumption, processes through analysis of policymaking in and import/export of food in a political context. domestic, budget, and foreign policy arenas. Food politics and policies have critical Students will also gain hands-on experience implications for the environment, for public through a variety of simulations. health, for political equality, for budget priorities, and for relations among states. This 209 Women and Politics (3 s.h.) (G) course looks at food politics through a series of Students examine the roles and influences of “food fights”—both within the U.S. and between women in politics and the effect of politics upon 145 their status and life choices. Students analyze states; religion and politics; ethnicity and gender differences in patterns of political national identity; and the pressures for participation, including voting, working in expanded participation and democracy as campaigns, running for public office, serving as recently shown in the Arab Spring. elected officials, and participating in various kinds of interest groups. 245 Healthcare Policy, Politics, and Law (3 s.h.) For course description, see HCA 245 in the 215 Politics of Developing Nations (3 s.h.) (I, Healthcare Administration listing. W) This course studies political problems in the 260 Public Policy (3 s.h.) (R) nations outside the affluent North of the globe. This course explains the nature of public policy The political options of democratic, military, and and analyzes stages in its making, including single party forms are analyzed. problem identification and policy agenda, formulation, adoption, implementation, and 220 Special Topics in Campaigns and Elections evaluation. Case studies in varied policy areas (3 s.h.) (C) will show how the process actually works, i.e., This course covers the politics of American what the results of policy look like in the real campaigns and elections, focusing on election world. Leadership roles of individuals, groups, laws, candidate recruitment, campaign strategy, and institutions will be reviewed in depth. Cross voting behavior, issues, and the roles played by listed as ECON 260. national, state, and local politics. Students in this course also gain hands-on experience through 277 Colloquium (3 s.h.) planning and staging the Mary Baldwin Election These courses look into subjects best covered in Live Broadcast, including "war room" research, intensive group study experiences. Core interviews, live reporting, film and sound crew, readings and seminar discussions form common and voter engagement. The primary focus of this experiences for the group, and individual course changes each year to reflect presidential, projects refine understanding. Offered as gubernatorial, and midterm congressional needed. elections. 287 Internship (3 s.h.) 222 Social Science Statistics (3 s.h.) (Q) For course description, see INT 222 in the 295 Democracy in Africa and Latin America Interdisciplinary Studies listing. (3 s.h.) (I) This course is designed to study the underlying 244 Politics of the Middle East and North processes of democratization in Latin America Africa and Africa—in comparison to the nations of (3 s.h.) (I) Western Europe. We will try to answer the This course will introduce students to the following questions using case-studies from contemporary political systems of the countries Latin America and Africa: what are the of the Middle East and North Africa, the region similarities and differences between states of stretching from Morocco to Iran. We will not be Latin America and Africa in their experience able to cover the politics of each country in with democratization? And, what can we learn depth, but we will study broad themes that are about democratic stability by looking at the common throughout the region: the struggle for experiences of these regions? We will discuss the independence; the problems of forming politics, economics, and legacies of colonialism nation-states; the persistence of strong social in the two regions and how forces; the role of individual leaders; the they may have influenced democratic transitions weakness of institutions; the emergence and in Latin American and African states. persistence of authoritarian regimes; the political reasons for economic underdevelopment; the 300 Political Behavior (3 s.h.) (Q) importance of oil in the formation of rentier Students investigate determinants of political behavior, including political socialization, group 146 differences, political efficacy, and civic Project management focuses on the engagement. They develop skills in empirical development of timely and profitable projects analysis as they measure and analyze public that are properly aligned with the goals of the opinion and voting behavior. organization. The successful student will learn the fundamentals of project management, the 301 Advanced Data Analysis (3 s.h.) (Q) tools needed to ensure a quality project, For course description, see ECON 301 in the navigation of the complex world of enterprise Economics listing. level projects and understanding how to define and reduce project financial implications and 311 Civil Wars and Ethnic Conflict (3 s.h.) (I) risks. At Mary Baldwin, we approach this This course is designed to address two discipline with an eye towards creating a questions: first, what factors make a nation-state sustainable business culture while giving more or less susceptible to the outbreak of civil students a well-rounded view of basic project war? Second, what factors explain the duration management principles. and outcome of civil wars (i.e., do they end in rebel victory, government victory, or some sort Requirements for the Minor in Project of peace agreement)? We will look at different Management explanations offered for the above questions and will evaluate them based on their explanatory Undergraduate residential programs and power. Students will have a chance to apply Baldwin Online and Adult Programs (online) their theoretical knowledge to current events. 18 semester hours 321 Constitutional Law I: Structure and Powers BUAD 200 Management Principles (3 s.h.) BUAD 208 Accounting Principles This course is a case-method study of the BUAD 350 Project Management for Sustainable significant decisions of the U.S. Supreme Court Impact that define judicial, presidential, and BUAD 351 Project Quality Management congressional powers and their limits. BUAD 352 Project Scheduling Federalism and administrative power also will BUAD 353 Project Financial/Risk Analysis be examined. PSYCHOLOGY 322 Constitutional Law II: Civil Rights and Chandra Mason, department head Liberties (3 s.h.) Louise Freeman, Jenna Holt, Robin Hopkins, A case-method study of the U.S. Supreme Court Heather Macalister, Patricia Murphy decisions in the areas of First Amendment freedoms of speech, press, and religion. Requirements for the Bachelor of Arts in Constitutional protections in criminal law, the Psychology right to privacy and equal protection will be 39 semester hours examined. PSYC 101 PSYC 150 400 Senior Seminar in Political Science (3 s.h.) PSYC 203 or PSYC 205 (M) PSYC 210 or PSYC 211 Seniors majoring in political science or PSYC 212 or 310 international affairs, or who include this PSYC 231, PSYC 275, PSYC 281 or a discipline in an independent major, must enroll social/personality psychology-related in this course and complete an acceptable senior colloquium approved by the department head thesis on a major independent research project. PSYC 241 or PSYC/BIOL 305 PSYC 220 PROJECT MANAGEMENT PSYC 250 Joe Sprangel, coordinator PSYC 360 or 381 PSYC 400 or PSYC 401 and PSYC 402
147 One other psychology course (3–4 hrs.) of the Two additional elective courses selected from student’s choice, at the 200 level or higher, the following: excluding PSYC 287, PSYC 387, and PSYC 380. PSYC 203 Abnormal Psychology PSYC 205 Techniques of Counseling and Emphasis Areas Psychotherapy PYSC 213 Applied Behavior Analysis or ABA Child Psychology: 313/513 Basic Concepts and Principles of Majors who plan an elementary teaching license, Applied Behavior Analysis a career in child care, or to enter a graduate PSYC 214 Psychology of Women program in developmental psychology, PSYC 216 Multicultural Psychology educational psychology, or a related field should PSYC 218 Psychology of Relationships take: PSYC 203, PSYC 210, PSYC 302, and PSYC PSYC 231 Psychology of Personality 310. PSYC 232 is also recommended. PSYC 232 Educational Psychology PSYC 235 Health Psychology Mental Health Work: PSYC 245 Industrial/Organizational Psychology Students who plan to work in a mental health PSYC 248 Forensic Psychology setting or enter a graduate program in clinical or PSYC 275 Social Psychology counseling psychology or a related field should PSYC 277 Psychology Colloquium take: PSYC 281 Psychology of Global Social Justice PSYC 203, PSYC 205, PSYC 231or 307, PSYC 302, PSYC 302 Psychological Testing and PSYC 213, ABA 313 or ABA 513 and an Measurement internship in mental health. PSYC 305 Behavioral Neuroscience PSYC 307 Drugs and Behavior Physical/Occupational Therapy: PSYC 311 Adult Development Students interested in graduate studies in physical or occupational therapy should take: Majors must take a standardized achievement PSYC 305, PSYC 310, PSYC 213, ABA 313 or test in psychology during their senior year. ABA 513, BIOL 111, BIOL 264, BIOL 265, EXLD 251 and an internship in a PT or OT setting. Requirements for the Bachelor of Science in PSYC 235 is also recommended. Psychology All of the requirements listed for the BA, plus (Note: this is an emphasis within the psychology the following: major; it does not include all prerequisite Two mathematics courses at the 200 level or courses for admission to a graduate program in above. PT or OT.) One additional lab science course at the 200 level Elder Care: Senior Requirement: Satisfactory completion of Students interested in working with the elderly PSYC 400 or 401/402 or graduate work in gerontology should take: Requirements for the Minor in Psychology PSYC 111 20 semester hours, with at least 3 semester hours PSYC 212 at the 300+ level PSYC 307 PSYC 101 and PSYC 220 PSYC 311 One of the following: PSYC 111, PSYC 210, PSYC BIOL 151 211, PSYC 231, PSYC 275 or PSYC 281 HCA 240 One of the following: SOWK 124 PSYC 203, PSYC 205, PSYC 313, ABA 313, or And an internship in an elder care setting. ABA 513 SOC 205 is also recommended.
One of the following: PSYC 212, PSYC 241, PSYC/BIOL 305, PSYC 307, PSYC 310
148 Forensic Psychology: student’s faculty advisor and approved by the Students interested in graduate studies in Psychology Department Head. Minimum forensic psychology should take: requirements for the certificate are Psych 151 PSYC 203 plus 12 semester hours in psychology, with all PSYC 205 courses at the 200-level or above and at least 3 PSYC 248 hours at the 300-level. All courses must be taken PSYC 249 for a letter grade, and students must earn a 2.0 PSYC 302 or higher for the course to count as certificate PSYC 307 credit. Students must have a psychology GPA of and an internship in a forensic or criminal justice 3.0 or higher to earn the certificate. setting (PSYC 287 or CJ 287). Courses: Civic Engagement and International Exact requirements may be adjusted according Opportunities to the student’s experience. However, typically, a • Long-established internships and volunteer PBCP student should have the following upon opportunities with agencies such as Western completion: State Hospital, Woodrow Wilson Rehabilitation Center, and area service PSYC 220 Experimental Psychology 4 hours agencies PSYC 250 Behavioral Statistics 3 hours • May term course in Europe Two additional psychology courses at 6 hours the 200-level or above, with at least 1 course at the 300 level or higher. Post-Baccalaureate Certificate in Psychology PSYC 401 (Thesis) or Independent 3 hours (PBCP) Research or Internship The Post-Baccalaureate Certificate in Psychology TOTAL CREDIT HOURS 17 is designed for students who have a bachelor’s hours degree in a field other than psychology who wish to enter a master’s or doctorate-level Psychology Course Descriptions psychology graduate program. In the Certificate program, you will work with a psychology 101 Introduction to Psychology as a Natural faculty adviser to design a personalized Science (4 s.h.) (N*) educational plan of 13-17 semester hours. You A course with a required laboratory applied will also receive individual advising from a component emphasizing the experimental psychology faculty member on selecting, method as a procedure for discovering the applying to and preparing for graduate study. principles of behavior and mental processes. Subject areas include psychobiology, sensation Students applying to this program should have and perception, consciousness, learning and a bachelor’s degree from an accredited college or memory, intelligence, motivation, emotion, and university, a 3.0 grade point average, and stress. Weekly labs enable students to explore a standardized test scores (SAT, ACT or general wide variety of psychological phenomena by GRE) in the 50th percentile or higher. You replicating classic experiments and collecting should also submit a written statement of and analyzing behavioral data. Must earn at least purpose detailing your educational and a C-to declare the Psychology major. (*Does not meet professional goals and explaining how the PBCP VA DOE licensure requirement for Natural Science) will assist you. Finally, an interview with the Psychology department is required for 111 Introduction to Psychology as a Social admission. Science (3 s.h.) (S) This course is designed to introduce students to Requirements for PBCP the study of psychology as a social science. Course requirements are intentionally flexible Content areas: the major theoretical approaches and will depend on the student’s academic to the study of psychology, developmental record and work experience. Individual processes, personality and its assessment, certificate plans will be prepared by the 149 abnormal psychology, therapy, and social 211 Adolescent Psychology (3 s.h.) (S) influences on behavior. This course focuses on the neurological, socio-emotional, cognitive, and transitional 150 Survival Skills for the Psychology Major aspects of adolescent development with an (1 s.h.) emphasis on methodology. Topics include Required for declared psychology majors. The identity formation; sexuality; work and leisure; course fosters an understanding of the career and family, peer, and school influences on field and the acquisition of the basic learning development. Students learn how culture, and professional skills necessary to succeed in generation, gender roles, and other the field. Topics include vocational assessment, psychological factors affect adolescent tools for academic success, writing a literature behavior. *Prerequisite: PSYC 101 or PSYC 111 or review and an empirical paper, occupational Sophomore standing. choices, and preparing for and applying to graduate school. 212 Cognition and Cognitive Neuroscience (3 s.h.) (R) 203 Abnormal Psychology (3 s.h.) (S) An examination of the operations of the human A study of the major forms of abnormal mind, as well as the neural processes that behavior focusing on adult psychopathology. support the mind. Classic cognitive findings are Topics include the definition and history of integrated with current research methods to abnormal behavior, research methods, current more fully explore the link between mind and theoretical perspectives classification, brain. Topics covered include the nature of symptomatology and treatment of mental consciousness, attention, memory, motor control, disorders, psychological health. Of special language, emotion, problem solving, and interest to prospective human service workers, cognitive control. Emphasis is placed on including social workers, counselors, and critical thinking and current methodological teachers. *Prerequisite: PSYC 101 or PSYC 111. approaches. *Prerequisite: PSYC101 or BIOL111.
205 Techniques of Counseling and 213 Applied Behavior Analysis (3 s.h.) Psychotherapy (3 s.h.) Procedures for treating a variety of problems, An overview of current approaches to ranging from personal behavior problems to counseling and psychotherapy including abnormal behavior will be considered. Students psychodynamic, phenomenological, behavioral, will learn to design, conduct, and evaluate cognitive, and feminist orientations, and family programs for behavior change for themselves therapy and therapy with children. Ethical and and others. Considers procedures for multicultural issues pertaining to therapy are establishing desirable behaviors and eliminating also considered. Of special interest to or reducing undesirable behaviors, maladaptive prospective human service workers, including anxiety, and other unwanted emotions. mental health workers, social workers, teachers, (Currently offered only online; does not count and personnel workers. *Prerequisite: PSYC 101 for the BCaBA© or the BCBA© certification or PSYC 111. program.)
210 Child Psychology (3 s.h.) (S) 214 Psychology of Women (3 s.h.) (G) Examines cognitive, socio-emotional, language, This course takes a psychosocial developmental and gender development from infancy through feminist approach to understanding late childhood from different theoretical psychological and social phenomena that perspectives, with an emphasis on methodology. pertain to women. We will examine theoretical Environmental and biological influences on perspectives on women’s psychology; cultural children’s behavior are considered. Implications and societal images of women; women in for parents, teachers, and others who work with adolescence, young adulthood, midlife, and late children are discussed. adulthood; and issues of relationships, lifestyles, *Prerequisite: PSYC 101 or PSYC 111 or sexuality, parenting, family, and work. Includes Sophomore standing. 150 opportunity for community activism that 231 Psychology of Personality (3 s.h.) (S) benefits girls and women. This course introduces each of the major theories of personality: psychoanalytic, 216 Multicultural Psychology (3 s.h.) (W) phenomenological, biological, behavioral, social In this class you will be studying human learning, humanistic, existential, and positive. behavior with respect to culture. It is becoming Each is critically examined with respect to its more broadly understood that one’s culture ability to explain human nature and generate impacts development, personality, perceptions, strategies for assessing and modifying cognition, social behavior and views of personality. Considers findings relating to “abnormality.” In order to scientifically study conflict, stress, aggression, self-concept, and psychology and/or be more effective in multicultural influences on personality. interacting with others, we must understand *Prerequisite: PSYC 101 or PSYC 111. cultural differences and how we each are affected by them. Some of the premises formed 232 Educational Psychology (3 s.h.) early in our discipline’s history now need to The application of psychological principles and evolve to retain truth and relevance in our theories to educational settings, including world. We will look at some of these as a way to elementary, middle, and secondary schools, understand our own biases. As well as studying colleges, and other institutions (e.g., businesses racial, ethnic, and national cultural diversity, we and industries) in which education or training is will also gain knowledge of the impact of a goal. Students will learn how to write differences in religion, class, age, gender, and educational objectives, analyze learning tasks, sexual orientation. (Currently offered only devise instructional strategies for accomplishing online) educational objectives, and evaluate the outcomes of such strategies. (Currently offered 218 Psychology of Relationships (3 s.h.) only online) This course discusses and evaluates recent data, emphasizing heterosexual relationships, but 235 Health Psychology (3 s.h.) including data on other intrapersonal and family This course on the psychology of health and relationships. It focuses on how relationships wellness, with a focus on mind-body connection, have evolved and the adaptive significance of provides an overview of the field of health the roles of the individuals within them. psychology, one of the specialty areas of the Examines the psychological principles that discipline of psychology. Students will learn the result in different behavioral strategies in history of health psychology, major theories in response to changing societal demands, and the field, and methods of applying health addresses principles that underlie adaptive, psychology knowledge to promoting health and destructive, and abnormal behaviors within preventing disease. Particular attention will be relationships. given to the roles of individual, social, cultural, and economic factors in health; including the 220 Experimental Psychology (4 s.h.) relevance of age, gender identity, sexual This is a lecture/laboratory course that focuses orientation, and race. on why and how experiments are conducted in psychology. Students will learn how to critically 241 Sensation and Perception (3 s.h.) (N) evaluate published psychological research, Introduces principles of sensation and their design and conduct experiments, and use involvement in our perception of the world. computers for statistical analysis of results. We Examines all sensory systems as to how they will investigate variables, methods, and translate physical stimuli into information problems pertaining to psychological research. useful for processing by the brain. Investigates In lab, students participate in data collection, roles of experience, context, attribution, and design and conduct experiments, and analyze other perceptual variables in the interpretation results with computer-generated statistics. of these stimuli. Personally conducted and *Prerequisite: minimum grade of C-in PSYC 101. computer generated demonstrations involving sensation and perception phenomena allow 151 students to experience principles firsthand. 275 Social Psychology (3 s.h.) *Prerequisite: PSYC 101, BIOL 111, or BIOL 151, or This course examines the ways our social permission of instructor. environment influences our thoughts and behaviors. The course will focus on how 245 Industrial/Organizational Psychology (3 individuals think about, relate to and influence s.h.) one another. Students will examine how we Students survey topics related to industrial and form our attitudes and judgments and how organizational psychology, including those attitudes and judgments can affect our motivation, job satisfaction and values, groups behavior. Specific topics to be examined are: in organizations, decision-making, leadership, social roles, conformity, persuasion, group job analysis and evaluation, and models and influence, prejudice, aggression, attraction, methods of employee selection. The helping behavior, and conflict resolution. How requirements cover theory and conceptual all these phenomena impact our daily lives and information as well as practical applications. our institutions will be discussed. This course is not interchangeable with SOC 254, also called Social 248 Forensic Psychology I (3 s.h.) (D) Psychology. Application of psychological principles and research to legal issues. This course addresses 281 The Psychology of Global Social Justice (3 police training in interrogation, profile s.h.) (I) generation, and how to deal with special This May Term offering will explore issues of victims. Trial issues such as pre-trial publicity social justice through the lens of social effects, jury composition, and assisting lawyers psychology, with a strong emphasis on with their presentation and cross-examination international perspectives, organizations and techniques are addressed. Special attention to policies.. Readings include recent empirical how the legal system influences and is social psychological literature on the major influenced by race, ethnic, religious, and cultural themes of this course to include: human rights, differences. Alternate years. human trafficking and prostitution, refugee experiences and issues, labor laws and rights, 249 Forensic Psychology II (3 s.h.) origins and responses to mass violence, and This is the second forensic psychology course in peace and conflict resolution. a two-part series. This second course focuses on the applied side of the discipline; students will 287 Internship: Career Exploration in learn about the complex roles that forensic Psychology (1–3 s.h.) psychologists frequently play within the legal This course provides the opportunity to observe system. They will learn how to interpret and participate with professionals performing criminal behavior, how forensics assessments are psychology-related jobs in widely varied conducted, and how to protect the rights of employment settings. Students must apply for victims and special groups. (Currently offered an internship to a member of the psychology only online) faculty who will serve as the supervisor. The two negotiate the terms of the internship with 250 Behavioral Statistics (3 s.h.) (Q) the on-site supervisor. Required of all psychology majors. Overview of the basic concepts and principles of parametric 302 Psychological Testing and Measurement and non-parametric statistics and how they are (3 s.h.) used in the behavioral sciences. Students learn An examination of the basic principles of to conduct statistical tests on data sets and to psychological assessment and a critical survey of thoughtfully critique the conclusions of others. the instruments used in schools, clinics, and Topics include descriptive and inferential hospitals, including intelligence, aptitude, statistics, probability, correlation, linear achievement, vocational interest, and regression, the z-test, the t-test, analysis of personality tests. Practice is given in variance, and chi-square. *Prerequisites: PSYC administering, scoring, and interpreting 220 and MATH 159 or equivalent. 152 representative tests. *Prerequisite: PSYC 220 or Students will critique traditional theories and PSYC 250. Alternate years. perspectives on adulthood and apply contemporary feminist theory and research. 305 Behavioral Neuroscience (3 s.h.) (W) Topics include research methodology; work and Current concepts regarding the relationship retirement; intimate relationships, family, between brain function and behavior. Includes friendships, and caregiving; physical changes the gross anatomical characteristics of the and sexuality; cognitive functioning and nervous system, functional characteristics of intelligence; identity, generativity, and neurons, research techniques used in integrity. *Prerequisite: PSYC 210 or PSYC 211. neurophysiology, and the functional role of the nervous system with respect to arousal, pain, 360 History and Systems of Psychology (3 s.h.) sensory processes, sleep, sexual behavior, brain This course for senior psychology majors disorders, emotion, learning, and motivation. examines the historical antecedents of Cross listed as BIOL 305. contemporary psychology and the major *Prerequisites: PSYC 101 and three semester hours systems of psychology. Emphasis is placed on in biology or permission of the instructor. Alternate the historical development leading to currently years. held positions on topic areas including development, learning, motivation, sensation, 307 Drugs and Behavior (3 s.h.) (T) perception, and cognition. (Currently offered only Examines drugs and their effects on human and online) animal behavior, with particular emphasis on the neural mechanisms underlying drug actions. 381 Junior Seminar in Psychology (3 s.h.) Topics include the current clinical uses of drugs, This course for junior psychology majors offers drug abuse, addiction, and the effects of drugs the opportunity for thorough analysis and on motivation, memory, and learning. Drugs critique of empirical journal articles in studied include alcohol, antidepressants, preparation for senior thesis. Taught like a antipsychotics, barbiturates, hallucinogens, graduate seminar, this class will introduce narcotics, sedatives, and stimulants. *Prerequisite: students to advanced issues in research PSYC 101, BIOL 111, or BIOL 151 or permission of methods. Students will read journal articles in instructor. Alternate years. preparation for each class meeting and take turns leading discussions with their classmates. 310 Learning and Memory (3 s.h.) (R) Students will prepare written critiques of articles An in-depth look at how both humans and as practice for senior thesis. Successful completion animals learn and retain information. of PSYC 220 is strongly recommended. Behaviorist and cognitive approaches will be covered, including classical and operant 387 Internship: Professional Experience in conditioning, working memory, semantic and Psychology (2–3 s.h.) episodic memory, memory for skills and actions, Culminates a student’s preparation for as well as forgetting. Attention will also be paid entry-level employment in a psychology-related to emotional and social influences on memory, career by providing practical experience and how memories change across the lifespan. working with professionals in a chosen career Focus is given to empirical articles and specialty. Students work closely with a faculty communication of empirical findings. member and negotiate the terms of the *Prerequisite: PSYC101 and PSYC220, or internship with the on-site supervisor. Credit is permission of instructor. awarded on the basis of three semester hours per 150 hours of observation. Must be taken 311 Psychology of Adult Development (3 s.h.) P/NC. This course is an advanced developmental psychology seminar, focusing on psychosocial, 400 Senior Thesis -Critical Literature Review cognitive, and physiological development and (3 s.h.) (M) issues of young adulthood, midlife, and late Senior thesis students integrate their learning in adulthood, with an emphasis on women. the major by conducting a critical analysis of a 153 comprehensive body of literature on a The Religious Leadership and Ministry Minor is contemporary topic in psychology under the offered to students of all faiths and backgrounds mentorship of a psychology faculty member. All with a focus on interdisciplinary preparation for students make a formal oral presentation of their religious leadership in various types of career results and present a final written thesis. settings. The minor allows for students to *Prerequisites: PSYC 220 and PSYC 250. explore leadership styles in a religiously diverse world, to learn about serving organizations and 401 and 402 Senior Thesis – Data Collection their various structures, and to prepare for more (1.5 s.h. each ; 3 s.h. total across two semesters) formal training in their respective institutions or (M) seminaries. The minor also develops the Senior thesis students integrate their learning in student’s critical ability to identify the ways that the major by conducting a data collection project faith, religion, and worldviews help to structure over two semesters on a contemporary topic in one’s sense of a meaningful and purposeful life psychology under the mentorship of a and vocation. psychology faculty member. All students make a formal oral presentation of their results and Requirements for the Minor in Religious present a final written thesis. Leadership and Ministry *Prerequisites: grade of B or higher in both PSYC 21–23 semester hours 220 and PSYC 250 REL 101 or REL 102 Note: Teaching assistantships in psychology can AS/REL 212 be arranged on an individual basis. REL 231 or REL 232 PHIL 235 or INT 230 PUBLIC HEALTH BUAD/COMM 202 Director: Kim Nine Two of the following: Public health involves the study of population REL 130, REL 202, REL 222, REL 237, REL 320, health, including protection and improvement of BUAD 208, BUAD 250, COMM 280, HIST/REL community health at local, national, and global 204, SOC/REL 205, SOC/REL 284, or ANTH 244 levels. The public health minor introduces students to the wide variety of public health Note: Other courses appropriate for the major fields including administration and policy, and/or to the career plans of the student may be community health and education, epidemiology chosen and substituted for the above with the and biostatistics, and medical and public health approval of the director. Directed inquiries and research. teaching assistantships are available on an individual basis. Requirements for the Minor in Public Health 18 semester hours Carpenter Preparation for Ministry Program HCA 101 Introduction to Healthcare This unique program provides a bridge between Administration the intellectual rigor of the classroom and the HCA 125 Introduction to Public Health living of faith in the world. The program is not HCA 225 Public Health Issues only for those students preparing for a religious HCA 250 Global Healthcare vocation, but for those with any major or career HCA 261 Epidemiology plans who are interested in integrating faith and HCA 235 Women’s Healthcare Issues life. Both internships and volunteer opportunities are also available. RELIGIOUS LEADERSHIP AND MINISTRY Carpenter Quest Program Conducted by the chaplain as part of the Katherine Low, chaplain, director Carpenter Preparation for Ministry Program,
this unique program helps students integrate religious commitment, intellectual development, 154 and service. The program includes two years of Four of the following: REL 130, REL 202, spiritual direction, academic courses, and HIST/REL 204, AS 212/REL 212, PHIL/REL enrichment activities that support individual 225, REL 231, REL 232, COMM/REL 237, efforts to make sense of life, learning, and faith. AS/REL 275, AS/REL 278, SOC/REL 284, When students fulfill all the requirements of PHIL/REL 305, REL/PHIL 320, REL 355, Quest, including engaging in 100 hours of PHIL 101, ANTH/REL 244, HIST 365, community service, they are inducted into The SOC/REL 205 Carpenter Society in their junior or senior year. Note: Minors may take the following at the 300-level: RELIGIOUS STUDIES REL 231, REL 232, AS/REL 275, and REL 277 Katherine Low, coordinator Andrea Cornett-Scott, Roderic Owen, Edward Minor in Religious Leadership and Ministry Scott, Amy Miller Please see Religious Leadership and Ministry
Religious Studies involves the study of religious Civic Engagement Opportunities history and modern religious issues in a manner • Courses which include a civic engagement that regards all spiritual traditions equally. A component: REL 130 Faith, Life, and Service minor in religious studies draws upon many of and REL 232 African American Religion the same tools as philosophy, history, sociology, • Quest: A co-curricular interfaith program anthropology, and theology. Students will with programming provided on campus exercise strong analytical and original thinking through the Office of the Chaplain. skills and develop their ability to empathize • Programs sponsored by Philosophy and with the perspectives and beliefs of fellow Religious Studies including Black Baby Doll human beings. The religious studies minor Day; International Day of Peace, Martin provides an understanding of different religions Luther King Jr. Memorial Service, Kwanzaa, including Christianity, Judaism, Buddhism, interfaith excursions, and others Hinduism, and Islam. • Black History Month events: Oratorical Contest with community participation, These diverse belief systems have had a Gospel Extravaganza, Praise House Service significant influence on the lives of millions of • Participation in Habitat for Humanity and people worldwide and served as the foundation Amnesty International for community and culture and also provided a • Internship opportunities through the way to grapple with fundamental values and Spencer Center questions about human existence. Also, religious • International civic engagement: South faith has been the source of great artistic and Africa, India, Spain literary achievements — while at the same time, served as the justification for many of the world's major conflicts, wars, and social Religious Studies Course Descriptions movements. Understanding the role religion 101 Old Testament (Hebrew Bible) (3 s.h.) (H) plays in conflicts and social change — and the Introduction to the historical and cultural resources it may bring to their resolution--is one background of Hebrew Bible. Students are key purpose for its study. introduced to the historical-critical method of study. The Biblical texts are approached from the Requirements for the Minor in Religious perspectives of the history, faith, and theology of Studies Ancient Israel, from Abraham to the return from 21 semester hours exile.
REL 101 102 New Testament (Christian Bible) (3 s.h.) REL 102 (H) One of the following from Asian Religions: The formation and content of the New AS/REL 212, AS/REL 275, AS 278 Testament in light of the entire Christian Bible
155 are the focus, with special emphasis on “place of women.” Issues include biblical developing the student’s ability to interpret texts imagery for God, the ordination of women, and in the synoptic gospels. This study includes the inclusive religious language. history of the early church and some of its leaders, especially the Apostle Paul. 232 African American Religion (3 s.h.) (D) Focuses on the African origin and African 130 Faith, Life, and Service (3 s.h.) (C) American recreations of religions and sects. Focuses on the relationship between life, work, Special emphasis on the liturgical and and faith. Students examine the interaction homiletical (preaching) traditions of black between American culture and religion. women and men, and the role of the slave Through reading, discussion and guest lecturers, church as a catalyst for civil rights in the they gain an appreciation for the differing ways contemporary black church. Examines the in which individuals and communities put evolution of womanist and black theological together faith and respond to the world. critiques and the counter challenge of the black Muslim movement. Contributes to the minor in 202 Judaism, Christianity, and Islam (3 s.h.) (I ) African American Studies. A study of the historical religions of the Middle East and West: Judaism, Christianity, and Islam. 237 Mediation and Conflict Resolution: Along with an analysis of the beliefs, practices, Principles and Practices (3 s.h.) (O) and history of each tradition, a comparative Topics include: why conflict resolution and analysis is undertaken. mediation matter; the adversarial system and mediation as an alternative; the concept of 204 Religion in America (3 s.h.) win-win; managing multiple and conflicting For course description, see HIST 204 in the History emotions; power, conflict, and morality; conflict listing. styles and dysfunctional conflict practices; ethical negotiation and negotiating conflict 205 Sociology of Death and Dying (3 s.h.) resolutions; listening in conflict; disruptions in For course description, see SOC 205 in the Sociology close relationships; a mediator’s role in working listing. through conflict; helping others manage conflict; moral, religious, and cultural conflicts; and 212 Asian Religions (3 s.h.) (H) managing moral conflicts. Topics are covered For course description, see AS 212 in the Asian through faculty and student presentations, Studies listing. critical readings and discussion, and analysis and role playing of mediation case 222 Internship in Ministry (credit varies) studies. Cross-listed as COMM 237; Ethics option Students work with faculty and pastors to learn for the Leadership minor. and practice the basics of pastoral care, counseling, and ministry. *Prerequisite: permission 244 Magic, Ritual and Religion (3 s.h.) (R) of instructor. Offered as needed. For course description, see ANTH 244 in the Anthropology listing. 225 Martin Luther King and a Philosophy of Civil Rights (3 s.h.) (D) 275 Buddhism (3 s.h.) (H, W) For course description, see PHIL 225 in the For course description, see AS 275 in the Asian Philosophy listing. Studies listing.
231 Women and Religion (3 s.h.) (G) 277 Studies in Religion (credit varies) A study of the role and treatment of women Topics not included in regularly scheduled focusing primarily on the Judeo-Christian religion courses. Interests of students and tradition. Beginning with the biblical texts, the faculty determine the subject matter. study looks at both traditional and feminist interpretation of scriptures concerning the
156 278 Hinduism (3 s.h.) (H, W) perspective. Students interested in declaring an For course description, see AS 278 in the Asian undergraduate major in Sexuality and Gender Studies listing. Studies should contact Kathy McCleaf for curriculum options to design an Independent 284 Sociology of Religion (3 s.h.) Major. For course description, see SOC 284 in the Sociology listing. Requirements for the Minor in Sexuality and Gender Studies 305 Science, Religion, and the Search for 18 semester hours Meaning (Honors Colloquium) (3 s.h.) (T) For course description, see PHIL 305 in the One of the following: Philosophy listing. ANTH 120, PSYC 111, or SOC 100 as a pre- or corequisite for SGS 261, SGS 263, or SGS 275 320 Peacemaking: Gandhi and Nonviolence (3 s.h.) (T, R) Two of the following: For course description, see PHIL 320 in the SGS 261, SGS 263, or SGS 275 Philosophy listing. One of the following: 355 Greek Myth and Religion (3 s.h.) (R) SGS 226, or SGS 235, or SGS 245, or SGS261, or Examines the myths and religious beliefs, SGS263, or SGS 275, or SGS 215/315, or SGS 338 practices, and institutions of the ancients Greeks. One of the following: SOC 248, or ANTH Primary sources for doing so include Hesiod, 202, or PSYC 218, or PSYC 214, or other Homer, and Greek dramatists and poets. This approved substitution course also examines theories of interpreting myth and the influence of Greek myth and One of the following: religion in Western culture, literature, art, and HCA 235, SOWK 235, SOWK 353, WS 240, or music. *Prerequisite: sophomore standing; often other approved substitution offered with a global honors designation. Civic Engagement Opportunities 390 Directed Inquiry (credit varies) SGS 226 Culture and Wellness and CE 255 The student and supervising faculty member Assisting Local Food Programs provide students undertake an advanced study of a selected topic opportunities for civic engagement and in religious studies. applications to better understand class and gender. Students receive 3 credit hours SEXUALITY AND GENDER attributed to civic engagement when Kathy McCleaf, coordinator participating in CE 255 and may contract for CE hours in SGS 226 beyond what is required in the Studies in gender and sexuality range from course. theoretical to practical, from institutional to individual, and from policy to practice. Students Sexuality and Gender Studies Course will explore the multiple dimensions of Descriptions sexuality and gender framed in biological, 215, 315 Topics in Sexuality and Gender psychological, and sociocultural analyses. An Studies investigation of this field of study will be useful (3 s.h.) for students entering into multiple disciplines, Special topics in sexuality and gender studies such as sociology, psychology, and education as include but are not limited to studies in well as pre-professional programs such as masculinities, bisexuality, sexual consumerism, healthcare and social work. The interdisciplinary research issues and methods in sexuality and minor in sexuality and gender studies, gender studies, sexuality and the schools, grounded in the social sciences, offers students constructions of sexual minority male and an opportunity to examine the field of sexuality female cultures, religion and sexuality, and and gender through a bio-psycho-sociocultural ethnicity and sexuality. 157 such as intimacy, assertiveness, internet dating, 226 Culture and Wellness: Understanding and sexual consumerism. Access (3 s.h.) Students examine intersections of ethnicity, 275 Trans Communities (3 s.h.) (G, W) gender, sexuality, ability, and class as they Students are provided with an opportunity to impact access to wellness. explore and better understand those identified (by self or by others) with a gender variance 235 Gender, Sex, and the Military (3 s.h.) (G) outside of the binary constructs of male/female; Students will focus on current issues in the U.S. man/woman. An examination of the history, military representing constructions of gender — biology, theory, and psycho-social-cultural with a focus on masculinity. Students will ideologies that frame the lives of this subset of engage in a critical investigation of the gender minorities will guide the student’s transitions to the Don’t Ask Don’t Tell policy. In reading, discussion, and research. addition, students will examine the history, politics, and constructions of a modern day 338 Theories in Sexuality and Gender Studies warrior as it relates to American society and (3 s.h.) (G, W) those individuals serving in the military. Students are provided an opportunity to Students will also examine foreign militaries and examine select theoretical frames that inform the make comparative analysis relative to access study of sexuality and gender. Beginning with a with regard to issues of religion, sex, class, and variety of readings in gender, LGBT, and queer race. theories, students will discuss and research scholarly works and engage in discourse about 245 Gender and Sport (3 s.h.) (G) the intersections and contributions of each as Conversations will guide class explorations they inform the field of sexuality and gender regarding current and historical performance, studies. participation, and politics in sport relative to gender, sexual orientation, class and race. SOCIAL WORK Special emphasis will be placed on women’s Mary Clay Thomas, program director sport experience. Cross listed as WS 245. Doris Dodson
261 Sexual Minorities (3 s.h.) (S, O) Students interested in social work learn to apply Students examine sexual minority culture. theory, practice and research to empower Lesbian, gay, and bisexual, person’s experiences vulnerable populations and complete 450 hours will be explored utilizing an interdisciplinary of field experience by majoring in social work. approach. Discussion topics will include civil This major requires a sequence of courses as rights, access to education, ethnicity, religion, described in the Social Work section below, health and other bio-psycho-social cultural including a self-selected supervised field issues. Coursework will include understanding instruction in a social service agency. This field and reflecting on our heterocentric culture while practicum, for 15 s.h. credit, provides an examining select theories in sexual identity opportunity to develop and translate theoretical development, and sexual orientation. concepts into professional practice.
263 Dimensions of Human Sexuality (3 s.h.) (S, Requirements for the Bachelor of Social Work R) 51 semester hours Students are provided opportunities to develop a level of sexual literacy. Scholarly inquiry will SOWK 153 aid personal decisions regarding sexuality while SOWK 156 building awareness of the institutional and SOWK 235 cultural factors that affect policy and cultural SOWK 275 ideologies relative to gender and sexuality. SOWK 317 Research efforts that apply critical examination SOWK 335 skills will be honed as students explore topics 158 SOWK 353 156 Interviewing in Human Service SOWK 355 Professions SOWK 365 (3 s.h.) (O) SOWK 375 Students will acquire knowledge and develop SOWK 400 skills for effective communication which are essential for helping individuals and families in Two of the following electives: planning change, in the social work profession, SOWK 124, SOWK 251, SOWK 262, SOWK 265, as well as in other disciplines. Emphasis on SOWK 272, SOWK 307, SOWK 287, or SGS 261 understanding and development of interviewing skills. Class activities include role Additional courses required as prerequisites playing interviews. for completion of the above include: BIOL 151/252 235 Human Behavior and Social Environment 1 INT 222 (3 s.h.) POLS 100 Provides basic framework for creating and PSYC 111 organizing knowledge of human behavior and SOC 100 social environment. Social systems, life-span, and strengths approaches to understanding Civic Engagement Opportunities HBSE introduced. Focus on individuals and • SOWK 355 requires students to complete families and impact of larger environment on 25 hours of service learning in these systems. *Prerequisites: SOC 100, SOWK designated community agencies. 153, PSYC 111, and either BIOL 151or BIOL/WS • SOWK 400 engages students in the 252. direct practice of social work where they fulfill 450 hours of a field 251 Child Welfare Services (3 s.h.) placement. Study of adoption, foster care, child protective services, juvenile court, and other child welfare • The Social Work Club allows students to services for children in need of protection. work with area agencies to serve local Course content covers the well-being of children residents and provide needed and attitudes and values that define parents’ community service. and society’s responsibilities to children.
Social Work Course Descriptions 262 Girl-Centered Initiatives (3 s.h.) 124 Aging (3 s.h.) This innovative training program educates Introduction to dynamics of aging, including participants about effective, research-based bio-psycho-socio aspects and special needs of practices for addressing the needs of girls and aged persons. Participants will examine society’s young women who have experienced trauma provisions for the aged and methods used in and/or been impacted the juvenile justice working with their problems. system. Upon successful completion of this course, students will be certified by the Girl 153 Introduction to Social Work (3 s.h.) Centered Institute (GCI) through the Delores Explores career opportunities in social work. Barr Weaver Policy Center to provide Special emphasis on the profession as it relates girl-centered interventions in a variety of to practice with children, families, and other settings including the internship SW 287. This persons who experience problems with course is designed to enhance the skills of adjustment to their social environment. professionals and students in the fields of Participants will study philosophies, values, and education, social services, child protection, attitudes that form a base for professional mental health, and juvenile justice, as well as practice. volunteer mentors, coaches, and leaders involved with girl-serving organizations.
159 265 Mindfulness and Self Compassion (3 s.h.) 307 School Social Work (3 s.h.) Self-care has been identified as one of the Teaches students the skills and knowledge overlooked competencies in the social work needed to work in a school setting as a social profession. This course is intended to put the worker. With an emphasis on planning, student on a better path to manage stress by assessment, and successful interventions, teaching specific, concrete tools that can be used students learn theoretical framework as applied to decrease emotional stress and enhance life in a school setting. Students also learn the value satisfaction. In this experiential course, students of interdisciplinary team planning, models of will be instructed in both informal and formal service delivery, program planning and the practices of mindfulness and self-compassion value of community resources. *Prerequisite: and how these practices can be used to provide SOWK 153 a foundation of well-being. Course material will consider the latest scientific 317 Social Work Research (3 s.h.) (R) findings regarding mindfulness and Designed to increase knowledge of research as a self-compassion. tool for social work practice. Students acquire basic skills and knowledge to utilize existing 272 Vulnerable Populations in Film (3 s.h.) (T) social research for practice-related decision This course provides students an opportunity to making and the capacity to carry out systematic explore the enduring theme of vulnerable methods of inquiry in their practice setting. populations in society with the use of selected *Prerequisites: SOWK 153 and INT 222. references from a variety of sources and relate this to commercial films. Students gain deeper 335 Human Behavior and Social Environment understanding of vulnerable populations from a II (3 s.h.) sociological and social work point of view and Provides basic framework for creating and practice skills in writing. organizing knowledge of human behavior and social environment, along with social systems, 275 Social Welfare Policy (3 s.h.) lifespan, and strengths approaches acquired in Describes and analyzes policies and services HBSE I, to understand group organizational and rendered by local, state, regional, national, and community systems. Special attention given to international agencies and policy implications the impact of human diversity, discrimination, for social work practice. Students prepare to and oppression in the context of groups, advocate for social policy changes designed to organizations, and communities. improve social conditions, promote social *Prerequisites: SOWK 153 and SOWK 235. justice, and empower at risk populations. 353 Social Work with Diverse Populations (3 *Prerequisites: SOWK 153 and POLS 100. s.h.) (D, W) Provides understanding of and sensitization 287 See the Girl Internship (3 s.h.) toward cultural diversity, to include Through affiliation with local elementary race/ethnicity, sex, sexual orientation, ablism schools, students learn to apply the versus disablism, and social class in the context fundamentals of girl-centered practice with of social work practice and policy, as well as elementary aged girls. This internship follows generally. Personal values toward cultural the completion of Girl Centered Initiatives. identity, as defined above, are explored and Participants will become more effective in discussed in the context of social work values including girls’ voices in their work by learning and practice. strategies for translating research into policies, processes, programs and services that 355 Social Work Practice I (3 s.h.) (C) emphasize the safety, dignity, and growth of Assists students in developing knowledge and girls. Internship requires placement for a skills to work with individuals. Experiential minimum of 100 contact hours on a weekly techniques are employed to aid in integration of scheduled basis. Group supervision is also theory and practice. Many of the videotapes, required. *Prerequisites: SOWK 262. class exercises, case studies, and role plays focus on the implications of cultural diversity and 160 include application to vulnerable populations. sociologists command an arsenal of skills, *Prerequisite: SOWK 153. knowledge, and experience that can be put to good use in an increasingly complex social 365 Social Work Practice II (3 s.h.) world. Assists students in developing knowledge and skills to work with families and groups. Requirements for the Major in Sociology Experiential techniques are employed to aid in 39 semester hours integration of theory and practice. Many of the videotapes, class exercises, case studies, and role SOC 100 plays focus on the many implications of cultural ANTH 120 or ANTH 227 diversity and include application to vulnerable INT 222 populations. *Prerequisite: SOWK 355. SOC 248 SOC 300 375 Social Work Practice III (3 s.h.) SOC 320 Assists students in developing the knowledge SOC 400 or SOC 401 base necessary for understanding the Six additional Sociology courses contemporary American community, its Completion of Senior Achievement Test structure, politics, its growth and/or decline, and roles and functions of various human Senior Requirement: service agencies and organizations within the Completion of SOC 400 or SOC 401 and community. Additional focus on how people can completion of the Senior Achievement Test. empower themselves for the purpose of improving the overall quality of life in Note: In meeting the requirements for the major, communities. *Prerequisite: SOWK 365. students may include two of the following in lieu of sociology electives: BUAD/INT 266, CJ 400 Field Instruction in Social Work (15 s.h.) 210, CJ 211, CJ 233, CJ 234, SOWK 124, SOWK (M) 153, SOWK 272, SGS 226, SGS 261, SGS 318, SGS Supervised field instruction in a social service 338, or Anthropology courses approved by the agency provides seniors opportunities to acquire Anthropology and Sociology faculty. A knowledge and skills in social work practice. maximum of six semester hours of internship The field work requires a semester block credit (SOC 287 and/or SOC 387) may count placement, five days a week, 8 hours per day, for toward the sociology major. a minimum of 450 contact hours on a scheduled basis. An integrating seminar is also required. Requirements for the Minor in Sociology *Prerequisites: Completion of all social work and 18 semester hours general education required curriculum with a SOC 100 minimum grade of “C” in each social work course as SOC 112 well as successful completion of the program’s SOC 232, 254 or 300 comprehensive exam. Three sociology electives, all of which must be Sociology courses and two of which must be at SOCIOLOGY the 200-level or higher. A maximum of three Coordinator: Bob Robinson semester hours of internship credit (SOC 287 or Daniel Stuhlsatz SOC 387) may count toward the Sociology minor. Sociology is the scientific study of the social dimension of human experience. Sociology Civic Engagement Opportunities involves application of scientific principles and ● The faculty aims to instill a sense of civic procedures in order to better understand social engagement and altruism. interaction, social groups, organizations, and ● Several courses require a service institutions. Many sociologists are involved in component. research; others manage; some teach. Though ● Service internships are encouraged. specific areas of expertise and abilities vary, 161 ● The student SOC CLUB offers many products as television, radio, magazines, and service opportunities each semester. popular music.
Sociology Course Descriptions 222 Social Science Statistics (3 s.h.) (Q) 100 General Sociology (3 s.h.) (S) For course description, see INT 222 in the Designed to introduce the unique perspective of Interdisciplinary Studies listing. the sociologist through readings, discussions, and lectures as well as observations focused on 225 Sex Roles and Male-Female Relationships the everyday social world. Deviant behavior, (3 s.h.) (G) social class, and globalization are some of the Examines nature and dynamics of male/female more specific topics. relationships. Traditional notions of masculinity and femininity and changing sex role identities 110 Sociology of the Family (3 s.h.) (S) in modern society are analyzed. Focuses upon Acquaints student with the field of marriage and socialization process, theoretical attempts to family from a sociological perspective. Focuses explain sex role division, and biographical case include mate selection, dating, premarital sex, studies of men and women. the marriage contract, parenthood, communal living, and divorce. Alternate years. 232 Deviance (3 s.h.) (S) This course will survey social theories that have 112 Social Problems (3 s.h.) (S) been developed about deviant, non-conformist, This course applies a sociological perspective to behavior and will survey a selection of the many a full range of social issues. Sociological theory studies that have been conducted on this topic. and analysis help us to better understand and The student will learn how deviance is socially explain tensions within society such as those constructed when members of a society or group stemming from population, war, centralized define the actions of others as being outside the power, environmental issues, race relations, boundaries of normative, approved, behavior. poverty, gender inequality, sexual issues, drug Reactions by those in power emphasize these addictions, family relations, and healthcare. The boundaries, and these reactions are a major force course includes a service component. defining the culture of a society. Classical sociological theorists often considered the 200 Drugs and Society (3 s.h.) creation of deviance as fundamental to the Acquaints student with the relationship among creation of integrated groups and societies. Time drug use, the individual, and society at large. has only reinforced the validity of their insight. Topics covered include regulation of narcotics and dangerous drugs; drugs, crime, and 236 Men and Society (3 s.h.) violence; drugs and sports; tranquilizers and Acquaints the student with men’s studies using depressants; and marijuana, cocaine, and the use a sociological perspective in examination of of LSD. portrayal of men in films. Students will understand male socialization process and 205 Death and Dying (3 s.h.) (T) development of personality in a changing Topics covered through reading, discussion, and society. lecture are: concepts of death, death rites of other cultures, experiences of death, preparing 240 Community and Urban Sociology for death, and contemporary attitudes toward (3 s.h.) (W) death. Recommended background: SOC 100. Examines relationships between humans and Alternate years. place and their effects on community from a sociological perspective. Students become 214 Sociology of Popular Culture (3 s.h.) acquainted with ecological and socio-spatial Acquaints students with study of popular perspectives regarding origins of urbanization, culture in America with a focus upon and social and psychological consequences of sociological significance of such cultural the urban environment. Recommended background: SOC 100. Alternate years. 162 242 Race in Sociological Perspective (3 s.h.) (D) States, and selected ethical issues in medicine. Race is one of the most contentious aspects of Alternate years. our national life; it is also one of the more confusing concepts in sociology. This course 262 Environment, Society, and the offers students the opportunity to objectively Sustainability Movement (3 s.h.) (T) and systematically consider racial statuses and This course focuses on the “sustainability how they function as elements of “racialized” movement,” a set of groups, organizations, and social systems. How do racialized systems come policies advocating human development that into being, and why? What do they actually look insures the well-being of the social and natural like? How are they reproduced over time? How worlds for future generations. This movement is are they legitimated (justified)? The focus will an attempt to resolve a long-standing dispute be on the American colonies and the United between those who place their hopes in States, but we will also consider a full range of unfettered technological development and those examples of racialization from the historical who call for the preservation of “nature.” We record. The course will finish with an extended will consider the conceptual and organizational analysis of race relations today, using conceptual dimensions of the sustainability movement, as tools developed over the semester. Students will well as the social and cultural dimensions of a write a term paper on the current racial issue of full range of environmental “problems.” their choice. 264 Social Movements (3 s.h.) (D) 248 Social Inequality (3 s.h.) (D, W) This course analyzes organized, enduring, General survey course in social stratification. collective actions called social movements and Topics include social inequality based on social counter-movements by studying social context, class, race/ethnicity, gender, sexual orientation, organizational networks, resource mobilization, age, and disability, drawing on a variety of collective identity, group solidarity, and theoretical approaches. The focus is on the leadership. United States, but significant attention may also be given to a broad range of societies. The 282 Community Service and Society (3 s.h.) (C) course considers current trends and their This course is dedicated to the development of a historical development. Strongly recommended sociological perspective through field work in background: a 100 level sociology course. community service. Class meetings draw out fundamental sociological concepts and theories 254 Social Psychology (3 s.h.) (S) as these pertain to the work of “non-profit” This course considers the development of organizations dedicated to the public welfare. self-identity, groups and group processes These concepts and theories help inform service through social interaction. The focus is on the commitments through reflection in a journal and dynamic relationship between individuals and final paper. their social context. Topics include the creation of meaning, the social construction of reality, 284 Sociology of Religion (3 s.h.) socialization, the social self, symbolic interaction This course examines the diversity of religious and communication, sociology of emotions, expression in human history, and major religious group dynamics, social control, deviance, social traditions in our world today. Much of the exchange and social movements. course focuses on the United States and includes discussion of religious affiliation and 260 Medical Sociology (3 s.h.) organization, religiosity and conversion, social Examines health/illness issues as they relate to issues, political-economy, and social inequality. societal conditions and social identities. Specific Cross listed as REL 284. topics include social factors and health, the medicalization of life, the interrelationships of 287 Internship: Career Exploration health and various social institutions, the (credit varies) healthcare delivery “system” in the United Provides students with the opportunity to observe sociology-related occupational 163 possibilities in actual employment settings. A papers and give oral reports on their work, maximum of 6 semester hours of internship drawing conclusions from areas of study within credit will count toward the Sociology major the field of sociology. *Prerequisite: SOC 320. and a maximum of three semester hours toward the minor. *Prerequisite: permission of a member of 401 Sociology Senior Thesis (3 s.h.) (M) the sociology faculty. Students work with their thesis advisor to complete and defend their senior thesis. 300 Sociological Theory (3 s.h.) (W) *Prerequisite: SOC 320. This course is designed to acquaint students with the general development of sociological Note: Directed inquiries, teaching assistantships, theory from its earliest foundations to the and internships in sociology can be arranged on modern era. The nature of theories and the an individual basis. historical context of the writers will be explored in detail by focusing upon abstract concepts, SPANISH LANGUAGE AND propositions, major events and individual HISPANIC CULTURES biographies. Some of the theorists include: Marx, Department Head: Brenci Patiño, World Durkheim, Weber, and theories such as Languages and Cultures Structural-Functionalism, Symbolic Interactionism, Feminism, and W.E.B. Du Bois. Students who minor in Spanish Language and Furthermore, students will write one standard Hispanic Cultures learn to speak, write, read, sociological research paper on a special topic in and understand the language. Literature, sociology using one or more of the theories culture, history, art, and music enhance their covered in class to explain the issue or problem. learning experience. Students who participate in *Prerequisite: SOC 100 and permission of the May Term in a Spanish-speaking country instructor. participate in a total immersion experience giving them opportunities to further their 320 Research Methods (3 s.h.) (R) knowledge of the Spanish language and Designed to teach nature and techniques of Hispanic Cultures. Spanish courses provide the research process. Students learn to use theory in linguistic foundation to prepare students for formulating hypotheses, ways in which to advance studies in Latin American literature collect data, and methods for analysis of data. and cultural studies. Course covers survey research, qualitative field research, classical experiments, and unobtrusive Students can get additional Spanish language methods. Recommended: senior standing. Highly credits by adding a one-hour credit in recommended: INT 222 *Prerequisites: SOC 100 and Languages Across the Curriculum to courses permission of the instructor. taken in any other department. 387 Internship: Professional Experience (credit varies) Requirements for the Minor in Spanish Provides students with opportunity to work Language and Hispanic Cultures (SPAN) with professionals in a sociology-related 18 semester hours occupational setting. A maximum of 6 s.h. of internship credit will count toward the SPAN 201 Intermediate Spanish Language I Sociology major and 3 s.h. toward the minor. SPAN 202 Intermediate Spanish Language II *Prerequisite: permission of a member of the sociology SPAN 203 Spanish Grammar and Composition faculty. or SPAN 204 Spanish for Heritage Learners 400 Senior Seminar (3 s.h.) (M) SPAN 227 U.S. Latina/o Literature and Culture The first third of the course includes seminar SPAN 230 Culture and Civilization of Latin discussions on issues in sociological theory and America professional development. For the remainder of the semester, students write their senior research One of the following: 164 SPAN 210 Advanced Spanish Abroad Spanish 201 or 202. Additionally, students who SPAN 215 Let’s Talk About Movies/Hablemos pass 202 cannot take 201 at a later date. de cine *Prerequisite: SPAN 102 or equivalent. SPAN 218 May Term Abroad SPAN 232 Approaches to Latin American 203 Advanced Grammar and Composition (3 Literature s.h.) (I, W) SPAN 246 Latin American Women Writers Intensive grammar review and amplification of SPAN 277 Colloquium (as offered) knowledge of grammatical principles enable the student to achieve greater accuracy and Civic and International Engagement idiomatic flavor in the use of oral and written Opportunities language. This course is designed to develop the ● May Term study abroad student’s ability to write critical essays in ● Study and volunteer for a semester or a Spanish while providing an advance review of year in a Spanish-speaking country grammar. Special attention is given to ● Volunteer in non-profit organizations in developing strategies for planning, developing, the United States or abroad and organizing a scholarly writing assignment ● Internships from the first to the final draft. *Prerequisite: ● Tutor Spanish-speaking community SPAN 202 or equivalent. members ● Interpreter for Spanish-speakers 204 Spanish for Heritage Learners (3 s.h.) (I, W) A course designed for heritage or native Spanish Spanish Language and Hispanic Cultures learners who can express themselves orally and Course Descriptions in writing in Spanish but have not received 101, 102 Beginning Spanish (4 s.h. each) formal education in the language. Focuses on (F: both 101 and 102) grammar, reading development, and writing, Designed to teach students the basics of the while offering an introduction to selected Spanish language. The goal of this two-semester representations of Hispanic/Latinx literary and sequence is to develop basic proficiency in cultural texts. *Prerequisite: Instructor’s approval. Spanish in the four skills: listening, speaking, writing, and reading. For students who have 210 Advanced Spanish Abroad (3 s.h.) (I) never studied Spanish before or have taken only Study Abroad. Intensive oral and grammar one year of Spanish in high school. Students training designed to help the student achieve with more than two years of Spanish may NOT more sophisticated expression in Spanish, along take Spanish 101 or 102. Additionally, students with good pronunciation and intonation and a who pass 102 cannot take 101 at a later date. reasonable degree of speed. *Prerequisite: SPAN 202 or equivalent. 150 Spanish Abroad (3 s.h.) (F) Study Abroad. The student who is at an early 215 Let’s Talk About Movies/Hablemos de stage of language study concentrates on the Cine (3 s.h.) (I) development of communication skills in A conversation course for students interested in everyday situations. improving their speaking and listening skills. We will watch a selection of Latin American and 201, 202 Intermediate Spanish (3 s.h. each) Spanish movies and discuss the language and (F: both 201 and 202) cultural issues presented. The movies also This two-semester sequence continues to provide an excellent example of natural develop the student’s proficiency in Spanish language in context. Students will develop language, enabling students to communicate techniques for understanding oral language, will successfully in everyday situations. They will learn to identify different regional accents, and also build on their reading and writing skills. will acquire advanced-level speaking skill. For students who have taken two or three years *Prerequisite: SPAN 202 or concurrent enrollment. of Spanish in high school. Students with more than three years of Spanish may NOT take 165 218 May Term Abroad (3 s.h.) (I) styles of the different periods of Hispanic Study Abroad. Students spend the May Term literary history. Throughout the course, students abroad, where they live with native families will acquire the appropriate vocabulary and the while attending language and culture classes critical skills that will allow them to write critical taught by native professors. With an MBU essays and comment on what a text says and director, students visit museums and how it says it. *Prerequisite: SPAN 203. monuments of artistic and historic interest. All travel and other expenses abroad are in addition 246 Latin American Women Writers (3 s.h.) (G) to the MBU tuition already paid for the semester. This course focuses on the works of outstanding Provides a total immersion experience. women writers from Latin America. We will study the tradition of women’s writing in 220 Spanish Across the Curriculum Spanish language: What are its characteristics? (1 s.h., repeatable credit) Who are the founding/canonical authors of this Students apply their Spanish language skills to tradition? How do contemporary writers relate any other academic course taken concurrently. to this tradition? The texts will be treated They work with faculty in Spanish, reading and analytically; we will analyze form, structure, discussing a variety of authentic multimedia and rhetorical strategies. *Prerequisite: SPAN 203. documents as a supplement to the academic course. *Prerequisite: SPAN 202 or equivalent. 277 Colloquium (3 s.h.) Special topics in Spanish language and/or 227 U.S. Latino Literature and Culture (3 s.h.) Hispanic cultures. (D) This course explores the complexities of the U.S. Latina/o experience through the study of TEACHER LICENSURE (MULTIPLE fictional and nonfiction texts by or about MAJORS AND SUBJECT AREAS) Latinas/os. Although most Latino groups are Please see College of Education covered, this course studies Chicanos, Puerto Ricans, and Cuban Americans in a more detailed THEATRE manner. Students read, reflect on, and discuss J.P. Scheidler, department head texts from a variety of disciplines including Doreen Bechtol, Kerry Cooke, Matt Davies, history, law, sociology, film studies, public Brian Granger, Sarah Kennedy, Paul Menzer, health, literature, and ethnomusicology. Taught Allan Moyé in English.
Requirements for the Major in Performing Arts 230 Latin American Culture and Civilization with a Concentration in Theatre (3 s.h.) (I)
This three credit-hour course explores the Core requirements: (18.5-20 s.h.) political, cultural and social landscapes of Latin MUS 100 or MUS 226 America through the study of historical, MUS 105 or MUS 111 cultural, literary texts, and films that deal with THEA 114 or THEA 115 the region. The course seeks to critically engage THEA 121 the students in the study of the socio-historical THEA 111 roots that inform present day Latin American THEA 105, THEA 110 cultural manifestations. Taught in English. FILM 119 or 3 s.h. of THEA 210
One PHE class that is dance, yoga, or fencing 232 Approaches to Latin American Literature MUS/THEA/FILM 150 (3 s.h.) (H) THEA 401 Introduction to literary analysis through close MUS 401 readings and interpretation of representative MUS 402 or FILM works by major Latin American writers. 401: Senior Project Students will learn to identify texts of different genres, and will become acquainted with the 166 Concentration in Theatre Civic Engagement Opportunities Fulfillment of core requirements ● Theatre in the Community engages From the core choose: students in theatre communities beyond THEA 105 or 110 the university THEA 114 ● Theatre students work with school and THEA 121 community theatres through THEA 401 service-learning contracts or directed Additional requirements (14 s.h.): inquiries THEA 210 taken twice ● Student teachers with theatre majors are THEA 221 encouraged to incorporate theatre in One of the following: THEA 217 their student teaching THEA 218 ● International course offerings explore the THEA 219 role of theatre in community and public THEA 270 life in London and Paris THEA 400 One elective from THEA or REN Theatre Course Descriptions (undergraduate students may take up to 2 101 Plays in Performance (3 s.h.) (A,W) graduate courses without additional fees) Students are introduced to theatre by analyzing Strongly recommended: Both THEA 105 and plays and viewing performances in professional, THEA 110 academic, and community theatres. No previous knowledge of theatre is required. Course may be Senior Requirement: Successful completion of repeated for credit. Course fee is approximately THEA 400 and an approved senior project $175. registered as THEA 401 during the senior year. 105 Basic Theatre Production: Scene and Light Major in Arts Management/Theatre (3 s.h.) (A) Please see Arts Management, Theatre A brief introduction to the technical aspects of production in set, lights, sound and props. Some Requirements for the Minor in Theatre additional work on MBU theatre productions, 21 semester hours outside of class, is required. No previous theatrical knowledge is necessary. THEA 105 or THEA 110 THEA 114 110 Basic Theatre Production: Costumes and THEA 115 Stage Management (3 s.h.) (A) THEA 121 A brief introduction to the technical aspect of THEA 105 or THEA 110 not taken above OR production in costumes, make-up, and stage FILM/THEA 119 management. Some additional work on MBU THEA 210 OR 211 theatre productions, outside of class, is required. One of the following: THEA 217, THEA 218, No previous knowledge is necessary. THEA 219, or THEA 270 111 Voice, Diction, and Oral Reading (3 s.h.)(O) Note: At least 9 semester hours must be taken Students set individual goals for development of with on-campus MBU faculty. the speaking voice, standard American diction, clear and expressive speech, and poise in public 3-2 Program for BA/MLitt situations. The course is appropriate for students Students may pursue a Bachelor of Arts and whose first language is English and for Master of Letters (3–2 program) that allows international students, who prepare readings to completion of the BA in Performing Arts with a demonstrate progress toward their goals. Concentration in Theatre and the MLitt in Shakespeare and Performance in five years. Students should see Kerry Cooke during their freshman year to discuss requirements. 167 114 Introduction to Theatre History: Greeks to 208 London Theatre (3 s.h.) (I) the Renaissance (3 s.h.) (A, W) Study-travel in London. Course fee includes air Students are introduced to Western theatre transportation from Washington DC, hotel, history and drama from the ancient Greeks to theatre tickets, and all scheduled performances the Renaissance. Prerequisite for THEA 400. and activities. The course must be taken P/NC and may be repeated for credit. *Prerequisites: 115 Introduction to Drama: Script Analysis (3 Application by November 1 and permission of s.h.) (A, W) instructor. Alternate years. Students learn a system of play script analysis and apply it to significant plays of the modern 210 Production Practicum (credit varies) (M) and postmodern periods. Directed experience in MBU Theatre productions. Students take on one or more 119 Introduction to Film/Video Production (3 production roles such as stage management, s.h.) design (costuming, lighting, sound, props), For course description, see FILM 119 in the Film publicity, construction, or box office over the listing. course of the term. When taken during the May Term, working conditions approximate those of 121 Acting I (3 s.h.) the professional theatre, as enrolled students The Theatre Department’s first level acting work full time to cover all production duties. course. This course takes students through the The course may be repeated for credit. beginning steps of developing the mind, body, *Prerequisites: Coursework or equivalent experience and voice of the actor. Through a series of in the area of specific production role(s) and exercises, speeches and scene work students will permission of instructor; no permission required for learn the basic tenets of acting including; the May Term memorization, action, intention, character, given circumstances, storytelling, script analysis and 211 Theatre in the Community (credit varies) theatrical structure. Students will participate in (C, M) scene work and monologues where the tools of Supervised experience in acting, designing, the actor are honed through repetition and stage management, producing, directing or performance in front of their peers. In class other areas of hands-on work in theatre in the exercises along with outside rehearsal help the community. Students are encouraged to propose actor identify creative inspiration, experience the work in theatre communities beyond the joys of risk-taking in live performance, all in a Staunton-Augusta region and to propose format that requires personal commitment as additional work that meets the criteria for global well as commitment to others. No previous citizenship experience. *Prerequisites: Course work acting experience is required. This course is a or experience at MBU in area of specialization and prerequisite for further acting courses. permission of instructor.
150 Introduction to the Performing Arts (3 s.h.) 216 Introduction to Shakespeare (3 s.h.) (H, R) (A) For course description, see ENG 216 in the English This course is an introduction to, and a listing. requirement for, the Performing Arts major. Students will attend Theatre, Music, and Film 217 Continental Renaissance Drama (3 s.h.) (H) events with lectures before and after each. A survey of the canonized plays and dramatic Students will participate in discussions with theory of the non-English Renaissance. This professors from each discipline along with comparative study of the major theatrical and readings, written response papers, and a group theoretical works from the Italian Renaissance, project geared to the student’s area of interest. Spanish Golden Age, and French Neoclassical Cross listed as MUS 150 and FILM 150. period explores how these dramatic and critical works engage with their specific historical and cultural moment, and how they inform each
168 other through cross-cultural exchanges. Offered and theatrical contexts, as well as the alternate years. *Prerequisite THEA 114. performance techniques within each period. Students will apply this knowledge through a 218 Shakespearean Drama in Context (3 s.h.)(T) variety of practical exercises, presentations, Shakespearean Drama in Context is a course that group work, monologues, and scenes. Offered asks students to study Shakespeare’s plays in alternate years. the context of adaptation. It focuses on Shakespeare as a playwright whose work has 229 Advanced Film/Video Production (3 s.h.) been adapted over time, but also as a playwright For course description, see FILM 229 in the Film who frequently imitated and adapted the work listing. of others in his own time. In so doing, students re-evaluate the concept of Shakespeare as 264 Screenwriting (3 s.h.) (W) "singular" and "unique," to understand his plays For course description, see FILM 264 in the Film — and all plays — as part of a process rather listing. than an end product. 270 African American Theatre (3 s.h.) (D) 219 Women in American Theatre and Drama This lecture-workshop style seminar traces the (3 s.h.) (G) history of African American theatre from the This lecture-style course focuses on plays twentieth century to present through the critical written by women in American theatre from the study of both representative and outsider black early 20th century to the early 21st century. The theatre practitioners. In addition there will be plays and practitioners discussed in the course in-class oral readings of their plays. Cross-listed will be studied through the lens of feminist as AMST 270. Offered alternate years. history and theory as it has developed across time. Offered alternate years. Cross listed as WS 315 Early English Drama (3 s.h.) 219. For course description, see ENG 315 in the English listing. 221 Acting II: Techniques (3 s.h.) Acting II is a continuation of THEA 121: Acting 321 Acting III (3 s.h.) I. The focus in Acting II is to deepen the This course allows students accomplished in student’s understanding of character through acting to concentrate on their own areas of analysis and various acting techniques. difficulty or experience with specific emphasis Techniques may include practices of on portfolio and audition. This course may be Stanislavski, Rudolf Laban, physical acting repeated for credit. *Prerequisite: permission of approaches, and numerous others. Students will instructor. Alternate years. engage in classroom exercises, monologues and scenes as vehicles for creating and existing in the 323 Directing Methods (3s.h.) character defined by the play. Students will be The director’s responsibilities and practices in challenged to meet the demands of creating a play selection and analysis, casting, planning fully developed, multi-faceted character through and coordination of technical elements, and actor’s script analysis. Students will be conducting rehearsals and performances. Focus generating character profiles which they work to on academic and community theatre. Previous embody through rehearsals and bring to life in MBU acting and technical experience is performance. Participation in classroom exercise required. Students who enroll in this course are and exploration, along with outside rehearsals, expected to take THEA 324. is a major component of the work. *Prerequisite: permission of instructor. Alternate years. 222 Acting II: Performance Styles (3 s.h.) For the intermediate to advanced student actor, 324 Directing Practicum (3 s.h.) this course explores the different manners of Supervised directing experience. Each student physical and vocal expression from the Greek to casts and rehearses a one-act play and forms a modern times by examining historical, cultural, concerted whole of the play text, actors, and 169 production elements. Public performance ECON 101 constitutes the final exam. The course may be ECON 215 repeated for credit. *Prerequisites: THEA 323 and SOC 248 permission of instructor. May term. Alternate Three of the following: ECON 232, ECON 310, years. PHIL 102, PHIL 235, PHIL 320, POLS 120, POLS 209, POLS 260, REL 130, SOC 112, SOC 240, or 333 Film Theory and Criticism (3 s.h.) (with permission) another course relevant to the For course description, see FILM 333 in the Film study of U.S poverty issues. listing. One three-credit service-learning experience
395 Introduction to Theatre History II (3 s.h.) WOMEN’S STUDIES (O) Heather Macalister, program director This final course for theatre majors surveys Western and non-Western theatre history and Women’s Studies is a minor program at Mary drama from the Restoration to the present. Baldwin University. Students wishing to major Through a series of paper projects, students in Women’s Studies may talk to their advisors or examine canonical and non-canonical plays in the director about designing an independent relation to their specific cultural and theatrical major in Women’s Studies. contexts. Required of the theatre major; open to other students by permission of the instructor. Requirements for the Minor in Women’s *Prerequisites: THEA 114 and junior or senior Studies standing. Offered alternate years. 21 semester hours
401 Senior Project (3 s.h.) (M) WS 100 Students demonstrate their ability to apply their WS 200 skills and knowledge to the work of the theatre, At least three of the following: ARTH 221, AS present and defend a written analysis of their 251, BIOL/WS 252, BUAD 250, CJ/SOWK 262, work and experience, and evaluate their work ENG 235, FILM 275, FREN 270, HCA 235, HIST against their contract goals and professional 203, HIST 346, HPUB 300*, MUS 218, MUS 318, standards. *Prerequisites: senior status and POLS 209, PSYC 214, REL 231, SOC 225, SPAN permission of instructor. 246, THEA 219, WS 240, or WS 245 No more than two of the following: Note: Directed inquiries, teaching assistantships, HIST 213, MUS 151, PSYC 210, PSYC 211, PSYC and internships in theatre can be arranged on an 311, REL 202, SOC 110, or THEA 115 individual basis. *HPUB 300: MBC History; other rotating topics U.S. POVERTY ANALYSIS courses and colloquia considered on individual Amy McCormick Diduch, coordinator basis.
Poverty in the United States is largely a function Civic Engagement Opportunities of education, class, race, gender, age, and marital Co-curricular civic engagement opportunities status. The minor in U.S. poverty analysis gives are available to WS minors through a variety of students the tools to understand why poverty women-focused community service can persist in a high-income country and organizations in the Staunton area. Students compare the possible solutions. may also arrange service-based internships in the field. Consult the director or the Spencer Requirements for the Minor in U.S. Poverty Center for more information. Analysis 21 semester hours Women’s Studies Course Descriptions 100 Focus on Women: An Introduction to Women’s Studies (3 s.h.) (G)
170 Examines the interdisciplinary nature of the COLLEGE OF EDUCATION field as well as its applications in non-academic Pam Bailey, Emily Ely, Kathy McCleaf, Rachel contexts. What are the aims of women’s studies Potter, Stephanie Sebolt, Carla VanDevander, and how are they put into practice? Alice Waddell, Tamra Willis, Angela Wilson
200 Contemporary Feminisms and Gender Our Mission Studies (3 s.h.) (G) The mission of the College of Education is to Why is any attempt to define one monolithic prepare confident practitioners who apply solid vision of feminism inadequate? Explores academic knowledge, strong leadership skills, contemporary topics in women’s studies and and compassion for others to serve learners in feminist theory as it examines various models of diverse communities. We support this mission feminism. Traces evolution of feminist thought by providing personalized paths to meet and articulation of Queer Theory as structures individual goals while modeling and from which current thinking on gender studies encouraging inquiry and reflection, integrating develops. Cross listed as PHIL 200. *Prereq: WS theory and practice, and providing 100, any PHIL course, or permission of instructor. opportunities for exploration and innovation within a collaborative environment. 219 Women in American Theatre and Drama (3 s.h.) (G) Accreditation For course description, see THEA 219 in the Theatre The College of Education at Mary Baldwin listing. University is accredited by the Virginia Department of Education and by the Teacher 240 Gender and Popular Culture (3 s.h.) (G, W) Education Accreditation Council (now the This course explores the cultural and social Council for the Accreditation of Educator meanings of gender, and the intersections of Preparation or CAEP) for a period of seven gender with race and class, as seen through years from April 2015 to April 2022. This American popular culture. It investigates the accreditation certifies that Mary Baldwin popular images and stories that shape University’s professional education program has gendered/sexual identities as well as a variety provided evidence that it adheres to of theories and methods used in contemporary accreditation standards. gender scholarship. UNDERGRADUATE AND 245 Gender and Sport (3 s.h.) (G) POST-BACCALAUREATE TEACHER For course description, see SGS 245 in the Sexuality and Gender Studies listing. LICENSURE (PBTL) OFFERINGS
251 Gender in Asian Cultures (3 s.h.) (G) There are multiple paths to teacher licensure for For course description, see AS 251 in the Asian students at Mary Baldwin University and they Studies Listing. are outlined below.
252 Biology of Women (3 s.h.) (G) Undergraduate students preparing to teach For course description, see BIOL 252 in the Biology must complete all requirements for the listing. bachelor’s degree, which includes a major. They must also complete professional studies 277 Colloquium (credit varies) requirements and any additional requirements A one-time only special course offered on an particular to the area of licensure. occasional basis. Students pursuing Elementary Education Note: Directed Inquiries, teaching assistantships, Licensure are encouraged to pursue the Liberal and internships in women’s studies can be Arts and Interdisciplinary Studies major. arranged on an individual basis. Students seeking licensure to teach at the middle or secondary level must major in the area in 171 which they intend to teach (see details below), and analysis has developed many techniques for should minor in their discipline-specific increasing useful behaviors and reducing those education minor. that may cause harm or interfere with learning. Applied behavior analysis (ABA) is the use of Undergraduate students may also minor in one these techniques and principles to bring about of the education minors without pursuing meaningful and positive change in behavior. licensure. There are additional options for This major will include coursework in Applied individuals who already hold a baccalaureate Behavior Analysis (ABA) which will provide a degree and for undergraduates who wish to deeper understanding about concepts and obtain their undergraduate degree, master’s, principles of ABA, behavior assessment, and licensure in as little as four or five years. behavior change procedures, ethics and professional standards, personnel management, Through the Post-Baccalaureate Teacher as well as additional topics. Licensure Program, (PBTL) students who already have a bachelor’s degree can pursue Requirements for the Major in Autism Studies initial licensure. This is a licensure program, and ABA which takes into account all of the credits a 47-48 semester hours (students also receive the student has already earned and applies those Comprehensive Certificate in Autism Spectrum toward the goal of obtaining a Virginia teaching Disorders) license. This program does not lead to a graduate degree. All students enrolled in the 16-17 credit hours of ABA coursework: program must devote their final semester All courses are 3 s.h. unless otherwise noted. entirely to student teaching. For more information ABA 313 Basic Concepts and Principles of ABA on PBTL, please contact the College of Education. (4 s.h.) – Bachelor’s/MS students need ABA 513 Students seeking both initial licensure and a instead graduate degree do so through the Master of ABA 514 Behavior Assessment Arts in Teaching program. For more information, ABA 515 Behavior Change Procedures I see the Graduate Offerings section below. ABA 516 Behavior Change Procedures II (1 s.h.)
AUTISM STUDIES & APPLIED BEHAVIOR ABA 517 ABA Ethics and Professional Standards ANALYSIS I (2 s.h.) Program Coordinator: Lori Wall ABA 518 ABA Personnel Management I (1 s.h.) ABA 519 Data Collect. & Research Design (2 s.h.) OVERVIEW: -Bachelor’s/MS students need ABA 536 instead One of the greatest challenges schools and Students must wait until junior status to take these caregivers face today is the sharp rise in children ABA graduate courses, rare exceptions with diagnosed with Autism Spectrum Disorder approval. (ASD). Mary Baldwin University is helping to provide educators — and others seeking Autism Sequence (12 credit hours): employment in any human services field — with Offered online only (except that practicum comprehensive training and experiences in the requires 70 direct hours of fieldwork). To earn field of ASD. Approved by the Virginia Autism the Comprehensive Certificate in ASD, a 3.0 Council, Mary Baldwin University’s average in these four courses is required plus a Comprehensive Certificate in the Area of Autism B-in ED 363. Only one C range grade is Spectrum Disorders will help those permitted in the certificate program professionals work with and provide support to individuals with ASD in schools and in the ED 360 Characteristics and Assessment of greater community. Autism Spectrum Disorders (3 s.h.) ED 361 Communication, Language, and Sensory Behavior analysis focuses on the principles that Aspects of Autism Spectrum Disorders (3 s.h.) – explain how learning takes place. Through prerequisite is ED 360 decades of research, the field of behavior 172 ED 362 Social Skills Instruction and Behavior ABA 535 Advanced Concepts and Principles of Strategies for Students with ASD (3 s.h.) ABA Prerequisite is ED 360 ABA 537 ABA Personnel Management II (1 s.h.) ED 363 Practicum Experience: Autism Spectrum ED 622 An Integrated Approach to Disorders (3 s.h.) – Prerequisite or Corequisite Exceptionality -ED 361 and ED 362 (3 s.h.) IN 620 Inquiry into the Legal and Political Additional Requirements (10 credit hours): This Processes of Exceptionality (3 s.h.) course is offered in Staunton OR online ABA 630 Methods of Professional Inquiry (4 s.h.) PSYC 101 Intro to Psychology as a Natural ED 632 Inquiry Research Project (3 s.h.) – Science Prerequisite is ABA 630 (4 s.h.) PSYC 203 Abnormal Psychology (3 s.h.) Total Graduate Credit Hours = 35 semester Prerequisite is PSYC 101 or 111 hours (17 taken as a BA student) ABA 400 Senior Seminar (3 s.h.) (differentiated section from other ED 400 students) LIBERAL ARTS AND INTERDISCIPLINARY STUDIES (LAIS) Electives (choose 3 of the following courses; this list includes Staunton and online options and The Liberal Arts and Interdisciplinary Studies any alternatives must be approved by the (LAIS) major embodies the University’s values coordinator of the major) of a comprehensive liberal arts education. SOWK 251 Child Welfare Services (3 s.h.) Drawing from multiple disciplinary areas SOC 110 Sociology of the Family (3 s.h.) extending beyond general education SOC 260 Medical Sociology (3 s.h.) requirements, this major offers students the PSYC 212 Cognition and Cognitive opportunity to select a track that aligns best with Neuroscience their educational goals. (3 s.h.) – Prerequisite is PSYC 101 or BIOL 111 PSYC 241 Sensation & Perception (3 s.h.) – The Humanities track serves to offer a Prerequisite is PSYC 101, BIOL 111, BIOL 151, or cross-disciplinary major with primary focus in instructor permission both History and English. The Educational PSYC 210 Child Psychology (3 s.h.) or ED 212 Foundations track provides students interested Lifespan Human Development (3 s.h.) in education, but not teacher licensure, an option ED 215 Foundations and Legal Issues of Special to earn a degree that encompasses many areas of Education***(3 s.h.) study with coursework in pedagogy.
Note: this major does require 12-17 graduate In addition to these two tracks that are not semester hours as part of the major; only up to intended to lead to teacher licensure, this major 18 graduate semester hours may be counted offers two tracks that provide prospective toward the BA degree. elementary and special education teachers the breadth of subject mastery that is expected both Students who wish to complete a Master of for effective teaching of diverse students in a Science in ABA will need to apply and be collaborative setting and for meeting admitted to the Bachelor’s/MS program by the requirements set by the Virginia Department of beginning of their junior year. Education. This major (specifically, the tracks in elementary and special education) provides the Additional Requirements for Students doing best opportunity to prepare highly-qualified the BA/Masters option, to be taken post-BA: classroom teachers within the four years of the (offered online only) undergraduate degree program.
ABA 534 ABA Ethics and Professional Standards This major (within these tracks) includes content II (1 s.h.) and professional studies requirements for licensure. Therefore, students seeking licensure 173 will also be required to meet Education program ECON 112 Economic Geography* admission requirements, candidacy requirements, and successfully complete student *NOTE: ECON 112 will satisfy the Economic and teaching in order to qualify for a Virginia Geography requirement. If taking ECON 112, it is Teaching License. not necessary to also take ANTH 227 or other ECON course. Requirements for the Major in Liberal Arts and Interdisciplinary Studies History (9 s.h.) HIST 111 Survey of U.S. History to 1877 The Liberal Arts and Interdisciplinary Studies HIST 112 Survey of U.S. History from 1877 (LAIS) major consists of 62-71 semester hours. Plus one of the following: Credits will vary depending on endorsement HIST 101 Western Civilization to 1648 area being sought and program in which the HIST 102 Western Civilization from 1648 student has been accepted. Students will complete the Core Requirements in addition to a Math (9-12 s.h.) Track: Elementary, Special Education, MATH/ED 156 Numeration and Algebra for Educational Foundations (not intended to lead Teachers to licensure) or Humanities (not intended to lead MATH/ED 158 Geometry and Measurement for to licensure). Exceptions to specified courses Teachers below must be approved. There will be minor Plus one or two of the following: differences in the requirements for BA/MAT (student seeking an Elementary Education License students. For more information, please see the will need two; on must be college algebra.) Liberal Arts and Interdisciplinary Studies Major MATH 155 Mathematics in Contemporary section of myMBU, College of Education tab. Society MATH 159 College Algebra LAIS Elementary Track (62-72 s.h.) or Special MATH 171 Precalculus with Trigonometry Education Track (67-74 s.h.) Natural Science CORE Requirements (40–50 s.h.) Two of the following from different disciplines with one course containing a lab (7-8 s.h.) Civics (3 s.h.) BIOL 100 The Living World POLS 200 State and Local Government BIOL 111 Principles of Biology BIOL 112 Diversity of Life Economics: One of the following (3 s.h.) BIOL 141 Field Biology ECON 101 Principles of Microeconomics CHEM 121 General Chemistry I ECON 112 Economic Geography* INT 165 Earth Science ECON 150 Experimental Economics PHYS 100 Exploring the Physical World
*NOTE: ECON 112 will satisfy the Economic and Psychology (3 s.h.) Geography requirement. If taking ECON 112, it is Students completing the Elementary Education or not necessary to also take ANTH 227 or other ECON Special Education Track must complete: course. ED 212 Lifespan Human Development OR PSYC 210 Child Psychology AND English: Two of the following (6 s.h.) PSYC 211 Adolescent Psychology ENG 204 Children’s/Young Adult Literature ENG 220 American Literature: Colonial to TRACK Requirements: Elementary Education Romantic PK–6 (22 s.h.) ENG 221 American Literature: Realism to ED 110 Practicum in Education Present ED 115 Foundations of Education ED 205 Characteristics of Exceptional Geography: One of the following (3 s.h.) Individuals ANTH 227 People, Place and Culture ED 323 Language Acquisition and Reading I 174 ED 324 Language Acquisition and Reading II Geography: One of the following (3 s.h.) and Practicum (4sh) ANTH 227 People, Place and Culture ED 325 Classroom and Behavior Management ECON 112 Economic Geography* ED 400 Senior Seminar and Project *NOTE: ECON 112 will satisfy the Economic and TRACK Requirements: Special Education Geography requirement. If taking ECON 112, it is General Curriculum PK–12 (27-28 s.h.) not necessary to also take ANTH 227 or other ECON Students seeking a Special Education license will course. need practicum experience in all three levels: elementary, middle, and high school. History (9 s.h.) HIST 111 Survey of U.S. History to 1877 ED 111 Practicum in Special Education HIST 112 Survey of U.S. History from 1877 ED 115 Foundations of Education Plus one of the following: ED 205 Characteristics of Exceptionality HIST 101 Western Civilization to 1648 ED 215 Foundations and Legal Issues of Special HIST 102 Western Civilization from 1648 Education ED 218 Transitioning in the Special Education Math (3 s.h.) One of the following: Environment MATH 155 Mathematics in Contemporary ED 305 Classroom Management and Society Collaboration in Special Education Setting MATH 159 College Algebra ED 323 Language Acquisition and Reading I MATH 171 Precalculus with Trigonometry ED 324 Language Acquisition and Reading II and Practicum (4 s.h.) or ED 350 Content Area Natural Science: Two of the following from Reading different disciplines; lab science not required ED 400 Senior Seminar and Project (6 s.h.) BIOL 100 The Living World LAIS Educational Foundations Track (60-65 BIOL 111 Principles of Biology s.h.) BIOL 112 Diversity of Life BIOL 141 Field Biology CORE Requirements (33-36 s.h.) CHEM 121 General Chemistry I INT 165 Earth Science Civics (3 s.h.) PHYS 100 Exploring the Physical World POLS 100 Intro to American Government and Other MBU online non-lab sciences with BIOL Politics OR or CHEM prefix POLS 200 State and Local Government Psychology (3 s.h.) Economics: One of the following (3 s.h.) ED 212 Lifespan Human Development OR ECON 101 Principles of Microeconomics PSYC 210 Child Psychology ECON 112 Economic Geography* ECON 150 Experimental Economics TRACK Requirements: Educational Foundations (27 – 29 s.h.) *NOTE: ECON 112 will satisfy the Economic and ED 115 Foundations of Education Geography requirement. If taking ECON 112, it is ED 205 Characteristics of Exceptional not necessary to also take ANTH 227 or other ECON Individuals course. ED 400 Senior Seminar and Project
English: Two of the following (6 s.h.) At least SIX of the following: ENG 204 Children’s/Young Adult Literature ABA 313 ENG 220 American Literature: Colonial to ART 125* Romantic ED 110 Practicum in Education*(Requires PLP or ENG 221 American Literature: Realism to fieldwork IN VIRGINIA) Present 175 ED 111 Practicum in Special Education*(Requires *NOTE: ECON 112 will satisfy the Economic and PLP or fieldwork IN VIRGINIA) Geography requirement. If taking ECON 112, it is ED 215 Foundations and Legal Issues of Special not necessary to also take ANTH 227 or other ECON Education course. ED 218 Transitioning in the Special Education Environment English: Two of the following (6 s.h.) ED 328 Student Assessment and Technology ENG 204 Children’s/Young Adult Literature Integration ENG 220 American Literature: Colonial to ED 305 Classroom Management and Romantic Collaboration in Special Education Setting ENG 221 American Literature: Realism to ED 323 Language Acquisition and Reading I* Present ED 324 Language Acquisition and Reading II and Practicum* Geography: One of the following (3 s.h.) ED 325 Classroom and Behavior Management* ANTH 227 People, Place and Culture ED 336 Comparative Education ECON 112 Economic Geography* ED 342 Culturally Responsive Teaching and Communication *NOTE: ECON 112 will satisfy the Economic and ED 350 Content Area Reading Geography requirement. If taking ECON 112, it is ED 360 Characteristics and Assessment of not necessary to also take ANTH 227 or other ECON Autism Spectrum Disorders course. ED 361 Communication, Language, and Sensory Aspects of Autism Spectrum Disorders History (9 s.h.) ED 362 Social Skills Instruction and Behavior HIST 111 Survey of U.S. History to 1877 HIST Strategies for Students with ASD – Prerequisite is 112 Survey of U.S. History from 1877 ED 360 ED 363 Practicum Experience: Autism Spectrum Plus one of the following: Disorders – Prerequisite or Corequisite ED 361 and HIST 101 Western Civilization to 1648 ED 362 HIST 102 Western Civilization from 1648 MATH/ED 156 Numeration and Algebra for Teachers* Math (6 s.h.) Two of the following: MATH/ED 158 Geometry and Measurement for ED 328 Student Assessment and Technology Teachers* Integration Other course with approval of the Director of MATH 155 Mathematics in Contemporary Teacher Education Society MATH 159 College Algebra *These courses require either hybrid coursework at an MATH 171 Precalculus with Trigonometry MBU location or fieldwork IN VIRGINIA. Additional other course meeting (Q) credit not LAIS Humanities Track (57-60 s.h.) counting for another requirement for this major
CORE Requirements (36-39 s.h.) Natural Science: Two of the following from different disciplines; lab science not required Civics (3 s.h.) (6 s.h.) POLS 100 Intro to American Government and BIOL 100 The Living World Politics OR BIOL 111 Principles of Biology POLS 200 State and Local Government BIOL 112 Diversity of Life BIOL 141 Field Biology Economics: One of the following (3 s.h.) CHEM 121 General Chemistry I ECON 101 Principles of Microeconomics INT 165 Earth Science ECON 112 Economic Geography* PHYS 100 Exploring the Physical World Other ECON 150 Experimental Economics MBU online non-lab sciences with BIOL or CHEM prefix 176 Psychology (3 s.h.) HIST 235 Body, Mind Spirit: Renaissance and ED 212 Lifespan Human Development OR Reformation Europe 1350-1650 PSYC 210 Child Psychology HIST 238 Tudor-Stuart England 1450-1660 HIST 255 History of Russia TRACK Requirements: Humanities HIST 264 Introduction to African Diaspora (21 s.h.) HIST 265 Survey of African American History to At least three of these courses must be taken at 1877 the 300-level. HIST 266 Survey of African American History to English 111 Introduction to Literature 1877 English Elective HIST 302 Virginia History HIST 325 Jacksonian History Elective America History Elective HIST 340 Revolutionary Europe, 1789-1901 Humanities Elective HIST 346 European Women’s History from 1700 Humanities Elective HIST 365 History of the Civil Rights Movement ENG 400 or HIST 400 Senior Project (Must be an interdisciplinary project ENG/HIST in some OTHER HUMANITIES ELECTIVES: capacity) A 300-level course from Philosophy, Religious Studies, Asian Studies, or Art History. This major should be approved by the chair of the department in which the student plans to complete Any substitutions of courses in the major should be the Senior Project approved by the chair of the department in which the student plans to complete the Senior Project. ELECTIVES for Humanities track: For the purposes of the LAIS major and all of the ENGLISH ELECTIVES education minors, the graduate courses listed ENG 208 British Literature Before 1780 below may count as acceptable substitutes as ENG 209 British Literature after 1780 long as minimum credit hours needed for the ENG 216 Intro to Shakespeare major or minor are accrued (note that ENG 235 Women’s Writing undergraduate students not admitted to ENG 241 American Women’s Autobiography BA/MAT are only permitted to take two ENG 315 Early English Drama graduate level courses; however, exceptions may ENG 320 Renaissance Literature be made with COE approval for students ENG 328 The Rise of the Novel completing certificates or special course ENG 330 Nature in America sequences). ENG 350 Modern Literature UNDERGRADUATE GRADUATE ENG 364 African American Literature ECON 112 IN 603 ENG 375 Special Topics in Language and MATH 156 + 158 IN 601 PSYC 210 ED 601 Literature (CC Designations may vary) PSYC 211 ED 601 ED 212 ED 601 OTHER LITERATURE ELECTIVES ED 218 ED 627 (Courses in this section typically not offered ED 115 ED 602 online.) ED 205 ED 622 ED 215 IN 620 FREN 270 African and Caribbean Women ED 230 IN 605 Writers ED 300 ED 607 FREN 225 Literature and Film in Translation ED 310 ED 607 SPAN 227 US Latino Literature and Culture ED 305 ED 625 SPAN 232 Approaches to Latin American ED 315 ED 624 + ED 328/603 ED 323 ED 605 or ED 671 Literature ED 324 ED 605 or ED 672 (or ED 606, if SPAN 246 Latin American Women Writers ED 605 was taken for ED 323) ED 325 ED 625 HISTORY ELECTIVES ED 328 ED 603 ED 350 ED 606
177 MINORS IN EDUCATION Any major other than LAIS (if planning to Requirements for the Applied Behavior pursue a teaching endorsement in elementary Analysis Minor education and choosing this minor instead of the (20-21 s.h.) LAIS major: must major in American Studies, History, Political Science, Economics, English, PSYC 101 Psychology as a Natural Science (4 Math, Biology, Chemistry, or Physics.) s.h.) ABA 313 (4 s.h.) (513 may substitute, 4 s.h.) Requirements for the Foreign Language ABA 514 (3 s.h.) Education Minor or Theatre Arts Education ABA 515 (3 s.h.) Minor (18–21 s.h.) ABA 516 (1 s.h.) ED 110 ABA 517 (2 s.h.) ED 115 ABA 518 (1 s.h.) ED 205ED 212 or PSYC 210 and PSYC 211 ABA 519 (2 s.h.) (536 may substitute, 3 s.h.) ED 325 ED 350 LAIS and Education Minors Policy Foreign Language: must major or co-minor in Students who declare a major in LAIS may not French, Spanish, or LALC. declare the following minors due to too much Theatre Arts: must major or co-minor in Theatre. curricular overlap. Students pursuing the BA/MAT may take graduate-level equivalents Requirements for the Music Education Minor for some of these courses (see above). Students (18-21 s.h.) pursuing licensure in any of these areas will Coordinator: Lise Keiter have additional requirements as set forth by the ED 115 Virginia Department of Education. A minor in ED 205 Education does not sufficiently meet the ED 212 or PSYC 210 and PSYC 211 requirements for a Virginia teaching license. MUS 310 Students interested in pursuing licensure should MUS 311 arrange to meet with an education advisor to go Recommend ED 110 over specific licensure requirements. Must major in music or performing arts with music concentration. Requirements for the Art Education Minor (18–21 s.h.) Requirements for the Special Education Minor ED 110 (18–21 s.h.) ED 115 ED 111 ED 205 ED 115 ED 212 or PSYC 210 and PSYC 211 ED 205 ED 325 ED 212 or PSYC 210 and 211 ART 125 ED 215 Must major in studio art; emphasis in one of ED 305 painting, drawing, printmaking, ceramics, or graphic design Any major other than LAIS; a psychology major or minor is recommended, but not required. Requirements for the Elementary Education Minor Requirements for the English Education (22 s.h.) Minor, Math Education Minor, Science ED 110 Education Minor, History & Social Science ED 115 Education Minor ED 205 (18–21 s.h.) ED 212 or PSYC 210 ED 110 ED 323 ED 115 ED 324 ED 205 ED 325 ED 212 or PSYC 211 178 ED 325 Transfer Credit ED 350 Up to two graduate equivalent courses taken at Additional courses for Math Education: MATH other institutions may be considered for transfer 156 or MATH 158 credit, if taken within 3 years of admission, and Additional course for Science Education: ED 230 if a grade of B or better is earned. Please see English Education (18 s.h.): must major or Transfer Credit section of the Graduate Academic co-minor in English. Policies for specific details. Math Education (21 s.h.): must major or co-minor in Math. BACHELOR OF ARTS/MASTER OF ARTS IN Science Education (21 s.h.): must major or TEACHING (BA/MAT) co-minor in one of the following Biology, The BA/MAT is designed as a program which Chemistry, or Physics. allows students to complete a Bachelor of Arts History & Social Science Education (18 s.h.): (BA), a Master of Arts in Teaching (MAT), and must major or co-minor in one of the following: teacher licensure upon MAT graduation. History, American Studies, Political Science, or This program is available to undergraduate Economics. students. Students combine graduate courses with undergraduate work, leading to a MAT one BACHELOR’S/MASTER’S OPTIONS year following completion of the BA degree but The College of Education offers three prior to the start of their teaching careers Bachelor’s/Master’s options. Each program is enriching their pre-service preparation. Students designed to allow an undergraduate student to interested in the BA/MAT should arrange a complete coursework toward a Bachelor’s meeting with an education advisor to degree and Master’s degree. Students combine thoroughly review all course requirements. up to 18 s.h. of graduate courses with undergraduate work, leading to a Master’s Concentration areas for this option are: degree one year following completion of the • Elementary Education Bachelor’s degree. Please see the following • Middle Education sections below (BA/MAT, Bachelor’s/MEd, and • Secondary Education Bachelor’s/MS) for specific program options, • Special Education policies and requirements. Education Leaders Collective Course Restrictions The Education Leaders cohort allows high Prior to admission to a Bachelor’s/Master’s performing and motivated College for Women program (see Admission requirements below), and University College students to complete students may only take two graduate courses both the BA and MAT degrees in four years, (6-7 semester hours). However, exceptions may essentially accelerating through the be made with COE approval for students undergraduate curriculum in three years (same completing certificates or special course BA requirements as all BA students), with one sequences. Following admission to a year remaining for graduate studies and student Bachelor’s/Master’s program, students may teaching. For more information on the Education take additional graduate courses, but will be Leaders program, please contact the College of assessed an additional nominal fee to do so, Education. beyond the first six semester hours. No more than 18 graduate semester hours may be taken Program Requirements for the BA/MAT prior to Bachelor’s degree conferral for students At least 18 semester hours must be completed in these programs. over the course of two or more semesters, following BA conferral. All students are Terms of Graduate Study required to complete three Professional Students must be continuously enrolled in the Development Institutes (PDI’s). All PDI’s and program full time at least two semesters as a required licensure assessments must be complete Master’s degree seeking student following prior to MAT graduation. conferral of the Bachelor’s degree. 179 BACHELOR’S/MASTER OF EDUCATION • Middle Education (in a teaching subject area (BA/MEd or BS/MEd) for grades 6–8) The Bachelor’s/MEd allows undergraduate • Secondary Education (in a teaching subject students to complete both a Bachelor’s degree area for grades 6–12) and a Master of Education. Students combine • Special Education - General Curriculum graduate courses with undergraduate work, (K–12). (Requires practicum experience in all leading to a MEd one year following completion three levels: elementary, middle, and high of the Bachelor’s degree. All students must school.) complete the Required Core Courses plus one • Visual Arts (PK–12) concentration area. Students interested in the Bachelor’s/Med should arrange a meeting with Add-on Endorsements an education advisor to thoroughly review all Add-on endorsements are not stand-alone course requirements. endorsements. A student must seek another endorsement simultaneously or already hold an Concentration areas for this option are: active teaching license. Add-on endorsements • Autism Spectrum Disorders offered are: • Authentic Learning and Leadership • English as a Second Language (ESL)*
Program Requirements for the Bachelor’s/MEd *Must complete the equivalent of a spoken modern At least 18 semester hours must be completed foreign language through the intermediate level prior over the course of two or more semesters, to applying for the ESL endorsement. following Bachelor’s degree conferral. As soon as the student identifies an interest in BACHELOR’S/MASTER OF SCIENCE pursuing teacher licensure, he or she should The Bachelor’s/MS allows undergraduate arrange a meeting with an education advisor to students to complete both a bachelor’s degree go over specific licensure requirements. and a Master of Science degree. Students combine graduate courses with undergraduate NON-LICENSURE PROGRAMS AND work, leading to a MS one year following CERTIFICATES completion of the bachelor’s degree. Students The College of Education provides non-licensure interested in the Bachelor’s/MS should arrange as well as non-degree opportunities for students. a meeting with an education advisor to thoroughly review all course requirements. Through the Bachelor’s/MEd and
Bachelor’s/MS programs, students have the Concentration areas for this option are: opportunity to combine undergraduate and • Applied Behavior Analysis graduate work, in order to complete a • Higher Education Bachelor’s and a Master of Education (MEd) or a Bachelor’s and a Master of Science (MS). This option is available to all undergraduate Program Requirements for the Bachelor’s/MS students. At least 18 semester hours must be completed over the course of two or more semesters, There are options for obtaining a certificate at following Bachelor’s degree conferral. All the graduate level or adding an area of ABA-specific courses must be taken at MBU in endorsement to an already existing license. order to meet Behavior Analysis Certification Information about these options can be found in the Board requirements. Graduate Offerings section below.
LICENSURE ENDORSEMENT AREAS UNDERGRADUATE AND Initial Licensure Endorsement Areas POST-BACCALAUREATE TEACHER • Elementary Education (PK–6) LICENSURE ADMISSION REQUIREMENTS
180 Undergraduate Requirements for the Teacher Program/Pre-Candidate Admission Education Program (seeking licensure) A Level 1 “Pre-Candidate” has met including BA/MAT and PBTL requirements above and been admitted to the: Undergraduate students seeking admission to Teacher Education Program, Post-Baccalaureate the Education program and undergraduate Teacher Licensure Program, or Master of Arts in students seeking admission to the BA/MAT Teaching Program (including BA/MAT). program must apply for acceptance by the end of the sophomore year or upon completion of 53 Level Two: Admitted Candidate semester hours. Undergraduate students in the Requirements for Admission Education Leaders Cohort may apply to the Apply for Level 2 “Admitted Candidate” BA/MAT program as soon as admission criteria meaning eligibility for methods. The are met, even if a first semester freshman. pre-candidate student must have: Application forms are available on the MyMBU College of Education tab. ● GPA 3.0 (in courses, so far, on program checklist) Through the Post-Baccalaureate Teacher ● Resolved any conditions related to Level 1 Licensure Program, students who already have a admission bachelor’s degree can pursue initial licensure. ● ACT, SAT, or GRE scores in the top 50th This is a licensure program, which takes into percentile in each component OR account all of the credits a student has already ● Praxis Core Reading minimum score 169; earned and applies those toward the goal of Praxis Core Math minimum score 163; Praxis obtaining a Virginia teaching license. This Core Writing minimum score 165 (required program does not lead to a graduate degree. All fall 2020 and beyond) students enrolled in the program must devote their final semester entirely to student teaching. Admitted Candidate Admission Applications are available online. For more A Level 2 “Admitted Candidate” has met the information on the PBTL program, please contact the requirements above and is now eligible for College of Education. methods.
The College of Education in compliance with Level Three: (Selected Candidate): our accreditor, the Council for the Accreditation Requirements for admission: of Educator Preparation (CAEP), has adopted a Apply for Level 3 “Selected Candidate,” Levels of Teacher Education Program meaning eligibility for seminar and student Progression rubric to meet new requirements. teaching. The admitted candidate must have: Students are admitted and progress through ● GPA 3.0 (in all courses on program checklist) varying levels of program progression. This ● Completed all prerequisite courses (courses process is outlined below. in progress are acceptable) ● Successfully completed methods Level One: Admission/Pre-Candidacy ● Received an acceptable score on a Requirements for Admission dispositional assessment (completed by the Apply for Level 1 admission to the College of methods Instructor) Education’s Teacher Education Program, ● Completed Child Abuse Recognition and Post-Baccalaureate Program, or Master of Arts in Reporting Training Teaching Program (including BA/MAT). This ● Completed Dyslexia training includes: ● Completed Professional Ethics Module ● GPA 2.5 (UG and PBTL – last 60 sh) ● Passed VCLA Reading and Writing ● GPA 3.0 (Graduate – last 60 sh) ● Attempted Praxis II (if applicable) and scores ● Online application received (pass not required for Level 3) ● Two references ● Attempted RVE (if applicable) and scores received (pass not required for Level 3)
181 Selected Candidate Admission are available on the MyMBU, College of A Level 3 “Selected Candidate” has met the Education tab. requirements above and been selected to progress to seminar and student teaching. Program Entry Requirements: • Submit a completed application form Level Four: • Have a minimum GPA of 3.0 in the last 60 Requirements for Admission: hours of coursework Proceed toward licensure application and • Submit two recommendation forms employment. The selected candidate must have: completed by people who have observed the ● Successfully completed seminar and student professional and academic work ethic of the teaching student and personality traits such as ● Successfully completed the Student Impact character, dependability, emotional stability, Project interpersonal skills, and temperament, as ● Received an acceptable score on a evidenced by faculty and practicum teachers dispositional assessment (completed by the • Submit a one-page, typed writing sample University Supervisor) (topic provided on the application form) ● Passed Praxis II, if applicable ● Passed RVE, if applicable Conditional Admission ● Completed First Aid/CPR/AED training Students who do not meet the full-admission ● Completed Civic Education Module, if criteria may be considered for conditional applicable admission on the basis of strong evidence that ● Submitted licensure application, transcripts, they can succeed in a teacher preparation and certified check (or money order) to the program that requires maintenance of an Licensure Coordinator for processing average 3.0 GPA. ● Completed the SPED Assessment PDI, for MAT students completing an endorsement Conditionally admitted students must achieve a in Special Education minimum 3.0 GPA in all professional studies coursework and complete all other admissions Completer Admission requirements in order to be considered for full A Level 4 “Completer” has met the requirements admission. In general, conditional admission above and their licensure application has been status does not continue for more than three submitted to the Virginia Department of successive semesters. Conditional admission is not Education for processing. A “Completer” is a available in all programs. licensed student/alumni who is employed in the field. Moving from Conditional to Full Admission Status Periodic reappraisal of teacher candidates will The College of Education monitors the progress be made as the student progresses through the of conditionally admitted students at the end of program. Students who have a bachelor’s each semester. Course grades, course instructors’ degree and wish to seek initial licensure may assessment of students’ writing and speaking apply for admission into the Post-Baccalaureate skills, and professional qualities evaluations are Teacher Licensure Program. These students considered in this review. The College of follow the same admission procedure as Education informs students and their academic undergraduates and are evaluated on the same advisors in writing regarding their status: criteria. • continued conditional admission,
• admission to full degree-seeking status, Bachelor’s/MEd Requirements • suspension, or Undergraduate students must apply for • dismissal. acceptance into the Bachelor’s/MEd program by the end of the sophomore year or upon completion of 53 credit hours. Application forms
182 Non-Degree-Seeking Students • An Incomplete may be given only with the Students who do not meet admission approval of the dean of the College of requirements but hold a bachelor’s degree from Education and the course instructor. an accredited institution are eligible to enroll in • Incomplete work must be completed by the education courses as special students. No end of the next calendar term, that is, by the financial aid services are provided to special end of Term 3 for fall semester courses, and students. Upon completion of 9 s.h. of by the end of Term 1 for spring semester coursework, non-degree seeking students in courses. In unusual circumstances, such as non-CAEP governed MEd and MS programs prolonged illness, with the approval of the may be eligible for a status change to conditional instructor or the dean of the College of or full admission providing they have Education, time may be extended. maintained a 3.0 GPA in MBU coursework. • If the work is not completed within the time Teachers seeking recertification credits may specified, the College of Education office will enroll as non-degree seeking students. One must assign the grade awarded by the instructor be admitted to the Teacher Education Program based on the work completed to date. in order to enroll in ED 300, 310, 315, 607, or 624. • Note that the MBU Online policy regarding ET (extended time) does not apply to COE UNDERGRADUATE AND PBTL coursework. ACADEMIC POLICIES AND • Professional Studies (Education) coursework STANDARDS may only be repeated twice for a total of three attempts. Academic Progress PBTL students are under the same academic Requests for grade changes will not be standards as undergraduate students. Please see considered if initiated by students later than the the Academic Probation and Academic Suspension first week of classes in the semester following and Dismissal sections under Academic Standards distribution of the official grade which is being in the Undergraduate Academic Policies section contested. A student with questions about a of the catalog for more detail. grade should first contact the course instructor to determine if there is an error. If so, the Students fully accepted and enrolled as instructor must report the correct grade to the undergraduates or post-baccalaureate teacher dean of the College of Education immediately. If licensure (PBTL) students at Mary Baldwin there is no error, and the student desires to University may be permitted to take up to two contest the grade, the student must submit graduate education courses. Undergraduate written reason(s) for the appeal to the dean of students must adhere to the rules for taking the College of Education. The dean forms a online coursework found in the undergraduate hearing committee consisting of the dean, the section of the catalog. All students must receive director of academic and student services, the permission from the College of Education with student’s advisor, and two faculty members. The support from their academic advisor. committee reviews the written appeal, hears statements from both the student and the Examinations, Incompletes, Grade Reports, instructor involved, and approves or disallows a Grade Changes change. To receive credit for a course, a student must take the examination or its equivalent as Prior Learning Portfolios prescribed for the course by the instructor. Students in the PBTL program may submit a • The temporary symbol of I may be given at Prior Learning Portfolio (PLP) for requirements the end of a course if, for reasons beyond his for ED 110/111. The PLP should include a or her control, a College of Education (COE) minimum of 60 hours in the field, must have student is unable to complete the course been carried out in the endorsement area for work. which a license is sought and must have taken place prior to or in addition to practicums taken
183 at MBU; day-to-day substitute teaching does not undergraduate Leave of Absence policy may be found count for PLP hours. PLP’s must be completed in the undergraduate section of the catalog. either while the student is enrolled in ED 115 through MBU or in their first semester in the Seminar and Student Teaching Teacher Education Program. There is one Students who are admitted to Level Three – semester hour fee associated with submitting a Selected Candidate in the Education program portfolio. For more information on the PBTL are eligible to apply for seminar and student program or PLP’s, please contact the College of teaching during their final semester. Education. Requirements for Seminar and Student Requirement for Coursework, Continuous Teaching -Level Three Selected Candidate Enrollment, and Leave of Absence for PBTL Submit an application to student teach prior to students the published deadline (available online) Undergraduate students admitted to the Teacher Full admission to the Teacher Education Education Program who plan to roll into the Program and continue to meet requirements, PBTL program to complete coursework and/or resolving any remedies or conditional student teaching must begin and complete the admissions status requirements: coursework or student teaching within one calendar year from Bachelor’s graduation. If ● Overall GPA of 3.0 or higher (in courses on incomplete within one calendar year, students program checklist) will be exited from the Teacher Education ● Completed all prerequisite courses (courses Program and will need to reapply for program in progress are acceptable) entry and meet any new licensure requirements ● Successfully completed methods put into place by the Virginia Department of ● Received an acceptable score on a Education. dispositional assessment (completed by the methods Instructor) PBTL students must take at least two courses ● Completed Child Abuse Recognition and (six semester hours) in the PBTL program, one Reporting Training of which must be a methods course, prior to ● Completed Dyslexia training applying for student teaching. Students are ● Completed Professional Ethics Module expected to remain enrolled continuously from ● Passed VCLA Reading and Writing the date of their initial registration for courses ● Attempted Praxis II (if applicable) and scores until completion of the degree. However, received (pass not required for Level 3) because of family emergencies or special ● Attempted RVE (if applicable) and scores situations, students may need to stop registering received (pass not required for Level 3) for new course work for a semester or two. The decision to do so should be made by the student Selected Candidate Admission in consultation with the advisor. Students who A Level 3 “Selected Candidate” has met the do not enroll in education courses for three requirements above and been selected to consecutive sessions (or one calendar year) are progress to seminar and student teaching. changed to “inactive” status and given an exit date. Inactive students who wish to re-enter the Note: Approval for student teaching does not program must reapply and must pay a necessarily guarantee licensure approval. re-enrollment fee of $50, if accepted. Records of Candidates for licensure must meet the inactive students who wish to re-enter the requirements to move to Level Four – Completer program are reviewed for reactivation. Certain and earn a grade of B-or better in student conditions may be set for re-entry into the teaching and an overall 3.0 GPA on courses on program: e.g., if program requirements have the licensure checklist. Additionally, candidates changed during the time students were on must successfully complete all relevant inactive status, they may have to meet the new assessments for licensure as outlined in the requirements. Students may also request a Leave Requirements for Teacher Licensure section of Absence. Additional information on the 184 below and as required by the Virginia Professional Qualities and Dispositional Traits Department of Education. Evaluation of student dispositions has been an aspect of MBU’s COE program since its Requirements for Initial Teacher Licensure inception. It is also a requirement from our Application national accrediting agent, CAEP. In the COE, • Professional studies and teaching area we refer to these as Professional Qualities and requirements approved by the Virginia Dispositional Traits and focus on those Department of Education characteristics, attitudes, and behaviors that are • Successful completion of student teaching relevant to serving as or becoming an effective experience demonstrated by a grade of B-or educator --but that are not necessarily included better in traditional academic evaluation and • Successful completion of the Student Impact individual course grades. Project • 3.0 GPA (in courses on licensure checklist) Faculty, advisors, director of academic and • Professional studies courses offered through student services, director of teacher education, MBU may not be taken for P/NC credit and the dean of the College of Education review • Passing score on Praxis II assessment for all students’ professional qualities and applicable endorsement area dispositional traits throughout the program and at admission, during practica, after the methods • Passing score on Virginia Communication and Literacy Assessment (VCLA) course, and after student teaching. The COE reserves the right to collect and review • Passing score on the Reading for Virginia dispositional traits at any point in time for Educators (RVE) Assessment for Elementary matters of grave concern. If in their judgment a and Special Education licensure only pattern of concern about professional qualities • Successful completion of Child Abuse from either the course performance or practicum Recognition and Reporting training evaluations is evident, both the students and • Successful completion of certification or their academic advisors are notified in writing. training in emergency first aid, hands-on In an effort to address or remediate any cardiopulmonary resuscitation (CPR), and concerns, students may be placed on warning or the use of automated external defibrillators probation with conditions or stipulations. (AED) Ongoing or grave concerns may result in • Successful completion of Dyslexia dismissal from the Teacher Education Program. Awareness training • Successful completion of Professional Ethics GRADUATE OFFERINGS Module Mary Baldwin University offers two unique • Computer technology competency which is graduate programs for teachers and prospective embedded in the courses leading to teacher teachers: licensure through a variety of
demonstrations, applications, and projects The Master of Arts in Teaching (MAT) balances • Successful completion of Virginia State and liberal arts courses with professional studies, Local Civic Education module (for and includes requirements for initial teacher Elementary, Middle History & Social Science, licensure in: and Secondary History & Social Science ● Elementary PK–6 endorsements only) ● Middle School 6–8 (Language Arts, Math, • Successful completion of the Special Science, and Social Studies) Education Professional Development ● Secondary Education 6–12 (English, Math, Institute for students seeking Special and History & Social Science) Education endorsement ● Special Education -General Curriculum K–12 • Submitting your licensure application, transcripts, and certified check (or money order) to the Licensure Coordinator for processing 185 Through coursework, students may approved course sequence for students pursuing concurrently complete an add-on endorsement board certification in ABA. in the following areas: ● English as a Second Language (ESL)* Graduate education programs are nonresidential ● Gifted Education and are available on MBU’s Staunton campus and at our regional locations in Charlottesville, *Must complete the equivalent of a spoken modern Richmond, and Roanoke. Courses for the MAT, foreign language through the intermediate level prior MEd, and MS programs are offered throughout to applying for the ESL endorsement. the calendar year, including a full complement of courses during the summer. Note that the The Master of Education (MEd) program MEd focus on Authentic Learning and flexibly addresses the needs of teachers who are Leadership has a summer component offered on already licensed, and other educators whose the historic Staunton Campus; the MS in Higher careers do not require a teaching license. Education is an online-only program; the MS in Applied Behavior Analysis is available fully The MEd offers emphasis options in: online with some courses also available on the • Autism Spectrum Disorders Staunton Campus. • Elementary Education • English as a Second Language (ESL)* Admission • Gifted Education All students who matriculate at Mary Baldwin • Authentic Learning and Leadership University agree to abide by the rules, • Reading Education** regulations, and standards set by the college. • Special Education The college will offer the MAT, MEd, or MS to those who meet the established standards. *Must complete the equivalent of a spoken modern Students who seek the MAT, MEd, or MS must foreign language through the intermediate level prior be conditionally or fully admitted to the to applying for the ESL endorsement. graduate program to be eligible for financial aid services. The Declarations section of this catalog **Candidates pursuing this program must hold a states Mary Baldwin’s policies on bachelor’s degree as well as a teaching license before nondiscrimination, student privacy rights, and starting the program, and must have successfully other important provisions. completed at least three years of full-time teaching before program completion/graduation. Admission Requirements for the MAT Applicants to the MAT program must submit The Master of Science (MS) program flexibly the following to the College of Education at addresses the needs of educators and other Mary Baldwin University. The College of professionals seeking careers in applied fields of Education, in compliance with our accrediting education and/or clinical practice, specifically agency, the Council for the Accreditation of Higher Education or Applied Behavior Analysis Educator Preparation (CAEP), has adopted a (ABA). Levels of Teacher Education Program Progression to meet new requirements. Students The MS offers the following concentration are admitted and progress through varying options: levels of program progression. This process is • Applied Behavior Analysis outlined below. • Higher Education Level One (Admission/Pre-Candidacy) Additionally, Mary Baldwin University offers a Requirements for admission: Comprehensive Certificate in Autism Spectrum Apply for Level 1 admission to the College of Disorders and a Certificate in Education’s Teacher Education Program, Environment-Based Learning. We also offer the Post-Baccalaureate Program, or Master of Arts in
186 Teaching Program (including BA/MAT). This ● Attempted Praxis II (if applicable) and scores includes: received (pass not required for Level 3) ● GPA 2.5 (UG and PBTL – last 60 s.h.) ● Attempted RVE (if applicable) and scores ● GPA 3.0 (Graduate – last 60 s.h.) received (pass not required for Level 3) ● Online application ● Two references Selected Candidate Admission A Level 3 “Selected Candidate” has met the Program/Pre-Candidate Admission requirements above and been selected to A Level 1 “Pre-Candidate” has met progress to seminar and student teaching. requirements above and been admitted to the: Teacher Education Program, Post-Baccalaureate Level Four Teacher Licensure Program, or Master of Arts in Requirements for admission: Teaching Program (including BA/MAT). Proceed toward licensure application and employment. The selected candidate must have: Level Two (Admitted Candidate) ● Successfully completed seminar and student Requirements for admission: teaching Apply for Level 2 “Admitted Candidate,” ● Successfully completed the Student Impact meaning eligibility for methods. The Project pre-candidate student must have: ● Received an acceptable score on a ● GPA 3.0 (in courses, so far, on program dispositional assessment (completed by the checklist) University Supervisor) ● Resolved any conditions related to Level 1 ● Passed Praxis II, if applicable admission ● Passed RVE, if applicable ● ACT, SAT, or GRE scores in the top 50th ● Completed First Aid/CPR/AED training percentile in each component OR ● Completed Civic Education Module, if ● Praxis Core Reading minimum score 169; applicable Praxis Core Math minimum score 163; Praxis ● Submitted licensure application, transcripts, Core Writing minimum score 165 (required and certified check (or money order) to the fall 2020 and beyond) Licensure Coordinator for processing ● Completed the SPED Assessment PDI, for Admitted Candidate Admission MAT students completing an endorsement A Level 2 “Admitted Candidate” has met the in Special Education requirements above and is now eligible for methods. Completer Admission A Level 4 “Completer” has met the requirements Level Three (Selected Candidate) above and their licensure application has been Requirements for admission: submitted to the Virginia Department of Apply for Level 3 “Selected Candidate,” Education for processing. A “Completer” is a meaning eligibility for seminar and student licensed student/alumni who is employed in the teaching. The admitted candidate must have: field. ● GPA 3.0 (in all courses on program checklist) ● Completed all prerequisite courses (courses Periodic reappraisal of teacher candidates will in progress are acceptable) be made as the student progresses through the ● Successfully completed methods program. ● Received an acceptable score on a dispositional assessment (completed by the Admission Requirements for the MEd and MS methods instructor) Applicants to the MEd and MS programs must ● Completed Child Abuse Recognition and submit the following to the College of Education Reporting Training at Mary Baldwin University. In some cases, ● Completed Dyslexia training depending on program and concentration, ● Completed Professional Ethics Module admissions requirements must comply with our ● Passed VCLA Reading and Writing accrediting agency, CAEP. 187 • Online application for • Attempting to obtain admission by admission/enrollment fraudulent means or through • A bachelor’s degree from a regionally misrepresentation of material facts accredited institution • Falsification of records or documents • Have a minimum GPA of 3.0 in the last 60 • Conviction of any felony hours of coursework • Conviction of any misdemeanor involving • Correct, fluent written and spoken English. moral turpitude, sexual offense, drug Non-native English speakers must submit a distribution, or physical injury TOEFL score of 600 or above on the • Failure to meet stated program admission paper-based test or 75 on the requirements computer-based test with a minimum score of 18 in each section. Alternately an overall Full Admission score on the IELTS of 7.0 or above may be Students who meet all admissions requirements accepted in lieu of the TOEFL are admitted to the graduate education program • Two recommendation forms from as fully admitted degree-seeking students. professional educators (including higher education faculty and administrators) Conditional Admission and/or employers, school faculty and Students who do not meet the full-admission administrators who have criteria may be considered for conditional observed/supervised the applicant in admission on the basis of strong evidence that instructional, administrative, tutoring, they can succeed in a graduate teacher training or guidance roles (for preparation program that requires maintenance degree-seeking students) of a 3.0 GPA. Conditionally admitted students • A goal-statement essay (for degree-seeking must achieve a minimum 3.0 GPA in all students) graduate work and complete all other admissions requirements in order to be Note: An interview is suggested and may be considered for full admission. In general, required. conditional admission status does not continue for more than three successive semesters. Students who do not meet the requirements may Conditional admission is not available in all inquire about conditional admission. Not all programs. programs are eligible. Students approved for conditional admission to the MEd or MS Moving from Conditional to Full Admission programs should work with their advisors for Status opportunities to address and remedy any deficit The College of Education monitors the progress areas. See Conditional Admission below. of conditionally admitted students at the end of each semester. Course grades, course instructors’ Admission Decisions (MAT, MEd, MS) assessment of students’ writing and speaking Admissions decisions are made by the policies skills, and professional qualities evaluations are established through the Education Policy considered in this review. The College of Committee. The Mary Baldwin University Education informs students and their academic Admissions office informs applicants, in writing, advisors in writing regarding their status: of their admission status and the date of the next • continued conditional admission, orientation. At the time of admission, applicants • admission to full degree-seeking status, are advised by the College of Education • suspension, or regarding any additional undergraduate course • dismissal. requirements that must be fulfilled as conditions of enrollment. Any individual may be denied Non-Degree Seeking Students admission to the graduate Education program Students who do not meet admission for the following reasons: requirements but hold a bachelor’s degree from an accredited institution are eligible to enroll in
188 education courses as non-degree seeking Type of Aid Enrollmen Repayment How to Apply students. No financial aid services are provided t Status Required Unsubsidiz Full-time, Monetary File FAFSA to non-degree seeking students. Teachers ed Stafford Half-time repayment Borrow from seeking recertification credits may enroll as Loan federal non-degree seeking students. One must be government admitted to the Teacher Education Program in through the college. Not need order to enroll in ED 607 and ED 624. based.
Admission Requirements for the GRADUATE ACADEMIC POLICIES Comprehensive Certificate in Autism Spectrum AND STANDARDS Disorders
• A bachelor’s degree from a regionally Academic policies applicable to graduate accredited institution. (This requirement can students are published in this catalog. Other be waived on a case-by-case basis for statements of program policies are maintained individuals without undergraduate degrees in the College of Education. Policies may be who are professionally serving individuals amended at any time by the faculty, who with autism and who demonstrate the determine the date at which amended policies capability to handle graduate-level work.) become effective. The completion requirements • Minimum 3.0 (B) average in last 60 semester for each student are those in effect on the date of hours of coursework. first enrollment as a fully-accepted, continuously enrolled, degree-seeking student. Occasionally, Graduate Tuition and Fees 2019–20 some exceptions may apply if changes are made Tuition for all courses in the graduate education to teacher licensure regulations at the state level. program is determined on an annual basis. In Students are required to report name, address, addition, the following fees apply: email, and telephone number changes to the • Initial Registration Fee: $50 registrar and to the graduate program. Students • Re-Enrollment Fee: $50 (See Requirement for may petition for exemption from academic Continuous Enrollment below) policies. The request must include the • Technology and Library Fee: $60/semester recommendation of the student’s advisor. • Graduation Fee: $100 (all students pay this Petitions are granted only for cause, and only fee regardless of participation in with the approval of the Education Policy Commencement) Committee. A petition for exemption from or modification of a completion requirement may Financial Aid be granted only by the graduate faculty. Mary Baldwin makes every effort to assist students who need to obtain funding for Academic Progress education. Students should contact the Office of Degree-seeking graduate education students are Financial Aid and Student Campus Employment required to maintain a minimum cumulative at the time of application. To qualify for aid, GPA of 3.0 in graduate work to remain in good students must be accepted in the graduate standing and to graduate from the program. No Education program (not non-degree seeking more than one “C” may be counted on the students), meet registration deadlines each student’s records. To maintain degree-seeking semester, and make satisfactory academic status in the program, students must repeat any progress in the work attempted. Aid is awarded other courses in which they receive a grade of pending approvals of federal and state agencies. “C” or lower. The original grade is not removed from the permanent record, but the lower grade Aid for Which Graduate Students May Qualify is removed from the GPA calculation. Repeated (Subject to approval and funding by federal and state work must be done at MBU. In order to be agencies) recommended by Mary Baldwin University’s MAT or MEd program to the Commonwealth of Virginia for an initial teaching license or for an
189 additional endorsement on an existing license, a Code of Conduct student must earn a letter grade of “B-” or better The provisions of the college’s Code of Conduct in ED 609, ED 610 or ED 614 (Student Teaching) apply to graduate students. or ED 608 or ED 615 (Field Experience). A student whose GPA falls below 3.0 at the end of Contact Hours any semester is placed on warning. At the end of The syllabus of each graduate course includes a the second semester during which a student’s schedule of class contact hours required for the GPA is below 3.0, the student’s record is course. The syllabus includes goals, reviewed by the College of Education, which requirements, assignments, and attendance and may place the student on probation for a stated grading policies, as well as criteria for period, attach conditions to the probation, or evaluating students’ writing and speaking skills. dismiss the student. To be removed from probation or to complete the degree, a student Copyright Policy must fulfill any conditions attached to the The college enforces all provisions of copyright probation. law. Students are responsible to inform themselves of the law, particularly with respect In the event that a student earns a grade of D or to copying. F in any course in the graduate program, the course in which the unsatisfactory grade was Course Substitution Policy earned must be repeated with a successful grade Students who are in a program pursuing earned prior to enrolling in any further courses. licensure who have taken a licensure-required If the particular course is unavailable during the course at another institution at the next semester, with advisor recommendation undergraduate level in the last five years with a and Dean approval, the student may be grade of B or better may request taking another permitted to proceed with other coursework graduate elective in lieu of taking a graduate until such course becomes available, at which version of an undergraduate course they have time, the course with the D or F grade must be already taken. This may be done for no more repeated before proceeding with any other than two courses. Note that course substitutions courses. Coursework in the College of Education are not accepted for ED 607 unless the may only be repeated twice for a total of three undergraduate equivalent was taken at MBU. attempts. Examinations, Incompletes, Grade Reports, A student who has been suspended for Grade Changes academic reasons may reapply for admission to To receive credit for a course, a student must the degree program after completion of the take the examination or its equivalent as terms of the suspension. The College of prescribed for the course by the instructor. Education will review the student’s application • The temporary symbol of I may be given at for readmission as well as the applicant’s the end of a course if, for reasons beyond his previous performance and the reasons for or her control, a COE student is unable to suspension; additional information may be complete the course work. requested from the applicant and his/her • An Incomplete may be given only with the references, and from other relevant professional approval of the dean of the College of and educational sources. The College of Education and of the course instructor. Education communicates the readmission • Incomplete work must be completed by the decision to the applicant. end of the next calendar term, that is, by the end of Term 3 for fall semester courses, and Auditing Courses by the end of Term 1 for spring semester The instructor approves audits on a space courses. In unusual circumstances, such as available basis. Students who audit courses are prolonged illness, with the approval of the expected to meet all reading and oral discussion instructor or the dean of the College of requirements for the course. Full tuition applies Education, time may be extended. to audited courses. 190 • If the work is not completed within the time graduate Education program. Transfer courses specified, the College of Education office will are not included in the GPA. assign the grade awarded by the instructor based on the work completed to date. Honor System The provisions of the college’s Honor System Requests for grade changes will not be apply to graduate students. Students are considered if initiated by students later than the responsible for understanding the provisions of first week of classes in the semester following the Honor System and seeking information from distribution of the official grade which is being professors as to the application of the Honor contested. A student with questions about a Code to course activities. grade should first contact the course instructor to determine if there is an error. If so, the Moral and Ethical Responsibility instructor must report the correct grade to the Graduate students may not engage in behavior dean of the College of Education immediately. If or actions that endanger themselves or others, there is no error, and the student desires to either while on MBU’s property or while contest the grade, the student must submit engaged in a program or activity connected with written reason(s) for the appeal to the dean of the college and/or its programs. Students are the College of Education. The dean forms a required to comply with professional standards hearing committee consisting of the dean, the of schools in which they engage in practicum or director of academic and student services, the research, interning, student teaching, or other student’s advisor, and two faculty members. The activities connected with the college and/or its committee reviews the written appeal, hears programs. statements from both the student and the instructor involved, and approves or disallows a Requirement for Continuous Enrollment, change. Leave of Absence Students are expected to remain enrolled Grades continuously from the date of their initial The following general grading scale is used by registration for courses until completion of the the college’s graduate Education program. degree. However, because of family emergencies (There is no A+.) Specific course grading scales or special situations, students may need to stop may be noted in the syllabus for each class and registering for new course work for a semester are determined by the course instructor. Please or two. The decision to do so should be made by carefully read your course syllabus. the student in consultation with the advisor. Students who do not enroll in graduate A 4.0 education courses for three consecutive sessions A- 3.7 (or one calendar year) are considered “inactive” B+ 3.3 and are withdrawn from the University. Inactive B 3.0 students who wish to re-enter the program must B- 2.7 reapply and must pay a re-enrollment fee of $50, C+ 2.3 if accepted. Records of inactive students who C 2.0 wish to re-enter the program are reviewed for C- 1.7 reactivation. Certain conditions may be set for D+ 1.3 re-entry into the program: e.g., if program D 1.0 requirements have changed during the time D- 0.7 students were on inactive status, they may have F 0 to meet the new requirements. Students may also request a Leave of Absence, which upon A minimum 3.0 GPA is required to earn a approval, gives the student one calendar year of graduate degree at Mary Baldwin University. inactive status without being withdrawn. Leave The grade point average is determined by of Absence requires the approval of the Dean of dividing the total grade points earned by the the College of Education. There is no re-entry fee total semester hours of credit attempted in the 191 and the student returns under the same catalog Dean in consultation with the teaching team requirements prior to the Leave. determines the student’s final course grade when the course is dropped after the official Research on Human Subjects drop period. These policies also apply to Federal, state, and college policies regarding practica, field experiences, and student teaching research on human subjects apply to all research enrollments. Please see the Tuition and Financial involving MBU students, faculty, or staff as Aid section of this catalog for the policy concerning researchers or as subjects, including research tuition refunds. undertaken in the graduate Education program. Advising Transfer Credit Each graduate student is assigned an advisor The graduate Education program may accept up who is a member of the education department. to six hours of transfer credit from another The advisor assists the student in making course accredited graduate program. Such transfers will selections, meeting competency requirements, be considered only if all of the following enrolling and participating in Professional conditions are met: Development Institutes, and preparing for the • The Dean of the College of Education final project. The advisor reviews academic determines on the basis of catalog and progress and performance related to course materials submitted by the student professional qualities and dispositional traits that the course content is identifiable with standards. He or she may make the aims and philosophies of the graduate recommendations concerning a student’s status curriculum. to the graduate faculty, committees, and • The credit was earned in a regionally administration upon request or as necessary. accredited graduate program. • The credit was earned no earlier than three Course Enrollment Priorities calendar years before the student’s Graduate education students are enrolled in admission to the program, and a grade of B courses according to the following priorities: or better was earned. candidates for graduation in the MAT, MEd or MS first, followed by fully admitted The student is responsible for determining in degree-seeking MAT, MEd or MS students, advance of enrollment whether courses taken in conditional students, and non-degree seeking the graduate program can be transferred to students. another graduate program or will satisfy credential requirements outside Virginia. After Orientation the drop deadline, a determination that courses Students are required to participate in an online are not transferable is not grounds for refund of orientation prior to enrollment. tuition or fees. Sequence of Courses GRADUATE ACADEMIC Each graduate education student’s advisor PROCEDURES recommends a sequence of courses which takes into account the student’s preparation and
educational needs. Add-Drop
Once the semester has begun, graduate students Professional Qualities and Dispositional Traits may add an additional course to their Evaluation of student dispositions has been an registration during the first week of the aspect of MBU’s COE program since its semester. A graduate student may drop a course inception. It is also a requirement from our without penalty during the first two weeks of national accrediting agent, CAEP. In the COE, each semester for semester long courses. A we refer to these as Professional Qualities and course may be dropped for medical or Dispositional Traits and focus on those providential reasons at any time, upon approval characteristics, attitudes, and behaviors that are of the Dean of the College of Education. The relevant to serving as or becoming an effective 192 educator — but that are not necessarily included the Licensure First option, students complete in traditional academic evaluation and licensure requirements for their area of individual course grades. endorsement, and apply for an initial teaching license, while continuing to complete the Graduate faculty, advisors, director of academic remaining master’s degree requirements. The and student services and the dean of the College MAT program offers close contact with faculty of Education review all students’ professional members and advisors and extensive qualities and dispositional traits through an observation and hands-on experience in the evaluation process at admission, after the classroom. methods course, and after student teaching. If in their judgment a pattern of concern about Practicum Requirement professional qualities from either the course The practicum experience is designed for MAT performance or practicum evaluations is students who are preparing to teach as a career. evident, both the students and their academic Students have the opportunity to observe and advisors are notified in writing. In an effort to assist teachers in the classroom, and to discuss address or remediate any concerns, students their experiences with the instructor and other may be placed on warning or probation with students. Students are required to complete 140 conditions or stipulations. Ongoing or grave clock hours of practicum experience. Through concerns may result in dismissal from the this experience, students become familiar with Teacher Education Program. the dynamic culture of schools and classrooms and their curricula, teaching strategies, and Master of Arts in Teaching organizational and management features. Students learn more from the practicum Overview experience if they actively assist in the The Master of Arts in Teaching (MAT) is classroom. The student should confer with the designed to offer realistic, practical preparation cooperating teacher regarding graduate course for enriched classroom teaching through a assignments to be completed in the practicum balanced program of liberal arts and and plan how the MAT course assignments can professional studies. All courses are team-taught best be accomplished. In practicum, students by graduate faculty members and classroom work under the supervision of an experienced teachers who serve as “teaching partners.” teacher and begin to apply the knowledge and Courses throughout the 39–45 semester hour skills gained in MAT courses in the context of program focus on inquiry — the processes by today’s classrooms. The practicum requirement which students and teachers ask questions, also includes completion of a practicum journal, study, and learn about human experience. documenting the student’s actual time in the Program coursework includes requirements for classroom (clock hour form) as well as activities initial teacher licensure in the areas of and reflections upon the classroom experiences. Elementary Education (PK–6), Middle Education Students should refer to the “Graduate (6–8), Secondary Education (6–12), and Special Practicum Handbook” available on the MyMBU Education – General Curriculum (K–12). Those College of Education tab for additional who already hold a valid teaching license can information on this requirement. earn additional endorsements in Gifted Education (K–12), Elementary Education (PK–6), Requirements for the Master of Arts in English as a Second Language (ESL), and Special Teaching Education (K–12). To be recommended for Required minimum credit hours: 39 teacher licensure, students must complete all relevant program requirements and receive the Required courses: MAT degree. Students may opt to complete ● ED 601 Inquiry into Human Growth, Virginia Department of Education licensure Development, and Diversity requirements in advance of receiving the MAT ● ED 602 Meaning and Purpose: The degree, with an option called Licensure First. In Foundations of Education
193 ● ED 603 Thoughtful Assessment and • Any additional content courses or Technology Integration co-requisite requirements for specific ● ED 605 An Integrated Approach to endorsement areas Language Arts (not required for secondary • Students seeking a special education education) endorsement must participate in the Special ● ED 606 Integrating Literacy to Improve Education Professional Development Content Area Learning Institute ● ED 607 Instructional Strategies for • Minimum GPA of 3.0 in program Inquiry-based Classrooms (except those • To be processed for licensure, students must pursuing special education licensure) earn a B-or better in Student Teaching ● ED 625 Classroom and Behavior • Satisfactory oral and written language skills Management • Satisfactory performance on professional qualities and dispositional traits standards Select three of the following four courses: • Participation in required student and Secondary education students select two, one of program evaluations which must be in the discipline area sought. • Passing scores on applicable standardized Middle education students select three, one of tests required by the Commonwealth of which must be in the discipline area is sought: Virginia, which, depending on licensure ● IN 601 Inquiry in Mathematics (required for sought, may include: Praxis II, VCLA, and elementary licensure) the RVE ● IN 603 Inquiry in Social Sciences • Successful completion of certification or ● IN 605 Inquiry in Natural Sciences (required training in emergency first aid, hands-on for elementary licensure) cardiopulmonary resuscitation (CPR), and ● IN 608 Inquiry in the Arts and Humanities the use of automated external defibrillators
(AED) Additional required courses for students pursuing special education licensure: • Successful completion of Virginia State and Local Civic Education module (for ● IN 620 Inquiry into the Legal and Political Elementary, Middle History, and Social Processes of Exceptionality Science, and Secondary History and Social ● ED 622 An Integrated Approach to Science endorsements only) Exceptionality ● ED 624 An Inquiry Approach to • Computer technology competency which is Differentiated Curriculum and Instruction embedded in the courses leading to teacher licensure through a variety of ● ED 627 Collaborations and Transitions for Exceptional Students demonstrations, applications, and projects • Successful completion of Child Abuse Additional required courses for students Recognition and Reporting training pursuing secondary education licensure: • Successful completion of a Virginia Board of ● ED 622 An Integrated Approach to Education-approved industry credential Exceptionality examination (for Secondary Business ● ED 624 An Inquiry Approach to endorsement only) Differentiated Curriculum and Instruction • Successful completion of Dyslexia Awareness training Student teaching sequence: • Successful completion of Professional Ethics ● ED 609/610/614 Student Module Teaching/Internship (6 s.h.) ● ED 611 Seminar (2 s.h.) Master of Education ● ED 613 Reflective Synthesis Project (1 s.h.) Overview Additional requirements: The Master of Education (MEd) is a professional degree designed for those who seek advanced study in education and related fields. The 194 program is intended for teachers who are Plus completion of at least one of the following already licensed or individuals who are areas of emphasis: pursuing careers that do not require teacher licensure. Autism Spectrum Disorders ● ED 640 Characteristics and Assessment of The degree and following areas of emphasis Students with Autism Spectrum Disorder consist of a minimum of 33 graduate semester ● ED 641 Communication, Language, and hours, focused on a common set of 15–16 ● Sensory Aspects of Autism Spectrum semester hours of core coursework, and Disorder followed by an area of emphasis of the student’s ● ED 642 Social Skills Instruction and choice. The areas of emphasis are: Behavioral Strategies for Students with Autism Spectrum Disorder • Autism Spectrum Disorders ● ED 643 Practicum Experience: Autism • Elementary Education (with additional Spectrum Disorder licensure option) ● Two additional 3 s.h. graduate courses • English as a Second Language (ESL) approved by the advisor • Gifted Education (with add-on licensure option) Elementary Education • Special Education (with additional licensure ● ED 605 An Integrated Approach to option) Language Arts ● ED 606 Integrating Literacy to Improve The degree and following area of emphasis Content Area Learning consists of a minimum of 34 graduate semester ● ED 607 Instructional Strategies for hours. These areas of emphasis does not have a Inquiry-based Classrooms common set of 15–16 semester hours of core ● ED 608 Field Experience in Elementary coursework. The complete list of coursework is Education below. ● ED 625 Classroom and Behavior Management • Authentic Learning and Leadership ● IN 605 Inquiry in Natural Sciences • Reading Education
Requirements for the Master of Education Note: Additional co-requisites apply and are Required minimum semester hours: 34 s.h. (All determined following a detailed transcript courses 3 s.h. unless noted.) analysis.
Required Core Courses (for all areas of English as a Second Language emphasis except Authentic Learning and ● ED 645 Linguistics for ESL Teachers Leadership and Reading Education): ● ED 646 Culturally Responsive Teaching and Communication with Practicum ED 647 ESL Assessment and Curriculum ● IN 627 Contemporary Learning Theory for ● Diverse Learners Design ED 648 Literacy Instruction for ESL Students ● IN 629 Leadership in Education ● ED 649 Methods of ESL Instruction with ● IN 630 Methods of Professional Inquiry (4 s.h.) Practicum ED 608 Field Experience: ESL ● ED 631 Technologies to Advance Learning ●
● ED 632 Inquiry Research Project (IN 630 is a prerequisite for this class; ED 632 must be taken Gifted Education post-Bachelor’s for Bachelor’s/MEd students.) ● ED 603 Thoughtful Assessment and Technology Integration ● ED 732, 733, 734 Inquiry Research Project Extension I, II, III (2 s.h. each) (only if ED 632 ● ED 615 Gifted Education Field Experience (1 is not completed in one semester) s.h.) ● ED 622 An Integrated Approach to Exceptionality 195 ● ED 623 Advanced Studies of Gifted Learners ● IN 626 Authentic Learning: Theory and ● ED 624 An Inquiry Approach to Research Differentiated Curriculum and Instruction ● IN 629 Leadership in Education ● Two additional 3 s.h. graduate courses ● IN 633 Assessment and Planning for approved by the advisor. Instructional Improvement ● ED 638 The Mindful, Bias-Aware, and Special Education Reflective Teacher ● IN 620 Inquiry in the Legal and Political ● IN 630 Methods of Professional Inquiry (4 Processes of Exceptionality s.h.) ● ED 622 An Integrated Approach to ● ED 632 Inquiry Research Project (IN 630 is a Exceptionality prerequisite for this class; ED 632 must be taken ● ED 624 An Integrated Approach to post-Bachelor’s for Bachelor’s/MEd students.) Differentiated Curriculum and Instruction ● ED 625 Classroom and Behavioral Degree Electives: (9-15 s.h.) Management: Theory and Practice ● IN 627 Contemporary Learning Theory for ● ED 627 Collaborations and Transitions for Diverse Learners Exceptional Students ● IN 628 Public Policy and Community ● ED 608 Field Experience in Special Relations in Education Education OR ● IN 634 Place-Based Learning: Connecting ● ED 525 Special Education Applied Curriculum to the Real World Practicum** ● ED 620 Creating Authentic Learning ● Required: Special Education Professional Environments: Inside and Out Development Institute ● ED 627 Instructional Coaching and ● Required: RVE Mentoring
Note: Additional co-requisites apply and are Other Electives: (6 s.h.) These allow for educators determined following a detailed transcript to take a few courses related to specific curricular analysis. interests.
*Hours must be done in the context of a 12-week Experiential Courses for Other Electives: full-time placement and must reflect direct ● ED 626 Chesapeake Classrooms** instruction. Examples of non-instructional hours ● ED 629 Trail to Every Classroom** include planning, observation, educational meetings, ● ED 630 Teachers on the Estuary** professional development, etc. Also, 20 or more hours ● ED 633 Independent Experiential Course must be at a different grade level (elementary, middle/high). In order to be eligible to complete the Exceptional Learners Courses for Other field experience (ED 608) one must have completed, Electives: or be concurrently enrolled in, all remaining ● ED 622 An Integrated Approach to endorsement courses. Exceptionality – Online ● ED 623 Advanced Studies of Gifted Learners **Please consult with your advisor regarding the – Online choice on this course. Students seeking licensure ● ED 624 An Inquiry Approach to Different must complete ED 608. Students seeking a “degree Curriculum & Instruction – Online only” (not seeking licensure) will complete ED 525. ● ED 627 Collaboration and Transitions for Exceptional Students – Online Requirements for the Master of Education in Authentic Learning and Leadership General Teaching Courses for Other Electives: Required minimum semester hours: 34 s.h. (All ● ED 625 Classroom and Behavior courses 3 s.h. unless noted.) Management – Online ● ED 631 Technologies to Advance Learning – Required Core Courses (19 s.h.) Online
196 ● ED 646 Culturally Responsive Teaching and ● ED 674 Word Knowledge, Phonics, Spelling, Comm – Online Vocabulary ● IN 631 Curriculum Development and Design ● ED 675 Literacy Leadership with Practicum* – Online (4 s.h.) ● IN 630 Methods of Professional Inquiry (4 Subject/Content Focused Courses for Other s.h.) Electives: ● ED 632 Inquiry Research Project ● ED 606 Integrating Literacy to Improve ● ED 732, 733, 734 Inquiry Research Project Content Area Learning – Online Extension I, II, III (2 s.h. each) (only if ED 632 ● ED 616 Nature Journaling Across the is not completed in one semester) Curriculum** ● ED 618 Natural Research: Plant & Animal *These courses must be taken in the following Studies in Outdoors** order: ED 671, ED 672, ED 675. Furthermore, ● ED 619 Trout in the Classroom – Online these classes have a 30-hour practicum ● ED 621 Storytelling: A Pathway to requirement in three different settings that Curriculum Integration** correspond to each course; for at least 20 hours ● ED 628 Reading for Real** of each practicum, the teacher candidate must ● IN 601 Inquiry in Mathematics* show evidence of direct teaching. ● IN 603 Inquiry in Social Sciences – Online ● IN 605 Inquiry in Natural Sciences* Additional degree requirements: ● IN 608 Inquiry in Arts & Humanities – ● PSYC 210 Child Psychology (3 s.h.) or ED Online 601 Inquiry into Human Growth, *Evening class meetings throughout the semester. Development, & Diversity (3 s.h.)** **Week-long with online follow up. ● ED 120 Understanding Exceptional Individuals Requirements for the Master of Education in ● (3 s.h.) or ED 622 An Integrated Approach to Reading Education Exceptionality (3 s.h.)** Candidates pursuing this program must hold a ● Professional Ethics Exam bachelor’s degree as well as a teaching license ● Employment Verification before starting the program, and must have **Students must have completed two equivalent successfully completed at least three years of prerequisites prior to starting the program or full-time teaching before program complete during the program. completion/graduation. (Students may request permission for a May graduation date if Comprehensive Certificate in Autism Spectrum concluding their third year of teaching that Disorders May/June when K12 finishes their academic year.) Overview One of the greatest challenges schools and Required minimum semester hours: 37 s.h. (All caregivers face today is the sharp rise in children courses 3 s.h. unless noted.) diagnosed with Autism Spectrum Disorder ● ED 606 Integrating Literacy to Improve (ASD). Mary Baldwin University is helping to Content Area Learning provide educators and others seeking ● ED 624 An Integrated Approach to employment in any human services field with Differentiated Curriculum and Instruction comprehensive training and experiences in the ● ED 631 Technologies to Advance Learning field of ASD. Approved by the Virginia Autism ● ED 648 Literacy Instruction for ESL Students Council, Mary Baldwin University’s ● ED 671 Literacy Diagnosis and Remediation Comprehensive Certificate in the Area of Autism I with Practicum* (4 s.h.) Spectrum Disorders will help those ● ED 672 Literacy Diagnosis and Remediation professionals work with and provide support to II with Practicum* (4 s.h.) individuals with ASD in schools and in the ● ED 673 Child and Adolescent Literature for greater community. Educators 197 Each course in the four-course sequence (12 ● ABA 534 ABA Ethics and Professional semester hours) meets online 4–6 times Standards II (1 s.h.) throughout the semester and is supplemented ● ABA 518 ABA Personnel Management I (1 with additional online requirements. Students s.h.) may complete the certificate program as a ● ABA 537 ABA Personnel Management II (1 special student or as a degree-seeking student s.h.) (in combination with an MAT or MEd). ● ABA 536 Measurement, Data, and Experimental Design Requirements for the Comprehensive ● ABA 535 Advanced Concepts and Principles Certificate in Autism Spectrum Disorders of ABA ● ED 732, 733, 734 Inquiry Research Project ● ED 640 Characteristics and Assessment of Extension I, II, III (2 s.h. each) (only if ED 632 Students with Autism Spectrum Disorder is not completed in one semester) ● ED 641 Communication, Language, and ● Sensory Aspects of Autism Spectrum Higher Education (38 s.h.) Disorder ● ED 655 Internship in Adult and Higher ● ED 642 Social Skills Instruction and Behavior Education* Strategies for Students with Autism ● ED 656 Introduction to Higher Education Spectrum Disorder Professions Institute (1 s.h.) ● ED 643 Practicum Experience: Autism ● ED 657 Design, Assessment, and Response Spectrum Disorder to Social Media and eLearning Structures ● ED 658 Strategic Planning, Program Earning the Comprehensive Certificate in Evaluation, and Institutional Research Autism Spectrum Disorders requires: ● ED 659 Legal and Political Considerations of • 3.0 in the 4-course sequence Institutions of Higher Education • not more than one C range grade in the ● ED 660 Diversity, Inclusivity, and Social 4-course sequence Justice in Higher Education • a B-or better in ED 643, the practicum course ● ED 661 Resource Management and the Economics of Higher Education Master of Science ● ED 662 Theory and Practice of Student Applied Behavior Analysis Learning and Engagement Behavior Analyst Certification Board – 5th ● ED 663 Innovation and Change in Higher Edition Task List (Verified Course Sequence) Education Leadership All courses are 3 s.h. unless otherwise noted. ● ED 664 Adult Learners in the 21st Century ● ED 665 Quantitative Reasoning ● ED 622 An Integrated Approach to ● IN 630 Methods of Professional Inquiry (4 Exceptionality s.h.) ● IN 620 Inquiry into the Legal and Political ● ED 632 Inquiry Research Project (IN 630 is a Processes of Exceptionality prerequisite for this class; ED 632 must be taken ● ABA 630 Methods of Professional Inquiry (4 post-Bachelor’s for Bachelor’s/MEd students.) s.h.) ● ED 732, 733, 734 (2 s.h.) Inquiry Research ● ED 632 Inquiry Research Project Project Extension I–III (only if ED 632 is not ● ABA 513 Basic Concepts and Principles of completed in one semester) ABA (4 s.h.) ● ABA 514 Behavior Assessment *ED 655 students must have arranged ● ABA 515 Behavior Change Procedures I internship/GA placement prior to enrolling. ● ABA 516 Behavior Change Procedures II (1 Recommended after 15 hours of coursework. s.h.) ● ABA 517 ABA Ethics and Professional ***ED 665 is strongly suggested to take shortly after Standards I (2 s.h.) ED 630 or prior to ED 632.
198 Behavior Analysis Certification Board® ● ABA 517 ABA Ethics and Professional Verified Course Sequence in Applied Behavior Standards I (2 s.h.) Analysis ● ABA 518 ABA Personnel Management I (1 s.h.) Overview ● ABA 519 Data Collect. & Research Design The BACB® has approved a 16 semester hour (2 s.h.) sequence at Mary Baldwin University toward eligibility for taking the Board Certification Requirements for the BCBA course sequence Exam to be a Board Certified Assistant Behavior All courses are 3 s.h. unless otherwise noted. Analyst (BCaBA). This sequence is well-suited to ● ABA 513 Basic Concepts and Principles of those in teaching, social work, mental health, ABA (4 s.h.) criminal justice and behavioral services field. ● ABA 514 Behavior Assessment Additional requirements for eligibility to take ● ABA 515 Behavior Change Procedures I the BCaBA exam include an undergraduate or ● ABA 516 Behavior Change Procedures II (1 graduate degree in an approved field and s.h.) supervised fieldwork. MBU does not provide for ● ABA 517 ABA Ethics and Professional or arrange fieldwork experiences and Standards I (2 s.h.) supervision, but the program is able to provide ● ABA 534 ABA Ethics and Professional advice and suggestions to students seeking such Standards II (1 s.h.) opportunities. Please see the Behavior Analyst ● ABA 518 ABA Personnel Management I (1 Certification Board® website for more details s.h.) about degree and fieldwork requirements ● ABA 537 ABA Personnel Management II (1 (bacb.com ). s.h.) ● ABA 536 Measurement, Data, and Mary Baldwin University also has BACB® and Experimental Design faculty approval for a 22 semester hour course ● ABA 535 Advanced Concepts and Principles sequence towards eligibility for taking the Board of ABA Certification Exam to be a Board Certified Behavior Analyst (BCBA). This sequence is EDUCATION COURSE well-suited to those in teaching, social work, DESCRIPTIONS mental health, criminal justice and behavioral services field. Additional requirements for Applied Behavior Analysis (ABA-prefix) eligibility to take the BCBA exam include a Course Descriptions graduate degree and supervised fieldwork. MBU 313 Basic Concepts & Principles of ABA does not provide for or arrange fieldwork (4 s.h.) experiences and supervision, but the program is This 45-hour course is designed to cover the able to provide advice and suggestions to basic concepts and principles of behavior students seeking such opportunities. Please see analysis, as it evolved and derived from the the Behavior Analyst Certification Board® earlier experimental analysis of behavior and as website for more details about degree and it related to the profession of applied behavior fieldwork requirements bacb.com . analysts. This class emphasizes the skills from sections A and B of the Fifth Edition Task List of Requirements for the BCaBA course sequence the Behavior Analysis Certification Board©. It All courses are 3 s.h. unless otherwise noted. will outline a brief history of behavior analysis, ● ABA 313 Basic Concepts and Principles of its goals as a science, and key concepts of ABA (4 s.h.) learning and behavior that govern how ● ABA 514 Behavior Assessment organisms, especially humans, behave and ● ABA 515 Behavior Change Procedures I change in their environments. (For undergraduate ● ABA 516 Behavior Change Procedures II (1 students, ABA 313 or 513 is a prerequisite for all s.h.) other ABA coursework)
199 400 Senior Seminar (3 s.h.) (M) profession of applied behavior analysis. This This course is the capstone course for the class emphasizes the skills from section G, and Autism Studies and ABA Major. In this course, partially from section H, of the Fifth Edition students will demonstrate a clear understanding Task List of the Behavior Analysis Certification of the pedagogy and processes involved in Board©. It will focus on the application of working with individuals with Autism interventions and instructional procedures, Spectrum Disorders (ASD). A research project including the selection of such interventions. will be required culminating in a formal Students will demonstrate the ability to select presentation and defense. Residential students and implement appropriate procedures are expected to take ABA 400 in the spring of including, but not limited to: modeling, shaping, their senior year. MBU Online students should chaining, extinction, reinforcement, punishment, take this course their final semester (offered fall token economies, group contingencies, and only). strategies that promote generalization. Particular modules will be devoted to teaching verbal 513 Basic Concepts & Principles of ABA (4 s.h.) behavior. This 45-hour course is designed to cover the basic concepts and principles of behavior 516 Behavior Change Procedures II (1 s.h.) analysis, as it evolved and derived from the This 15-hour course is designed to cover earlier experimental analysis of behavior and as continuing behavior change procedures as it related to the profession of applied behavior conducted in the profession of applied behavior analysts. This class emphasizes the skills from analysis. This class emphasizes the skills from sections A and B of the Fifth Edition Task List of section H (in part) of the Fifth Edition Task List the Behavior Analysis Certification Board©. It of the Behavior Analysis Certification Board©, will outline a brief history of behavior analysis, building on those addressed in ABA 515. It will its goals as a science, and key concepts of focus on using assessment and scientific learning and behavior that govern how evidence to guide procedural decision-making, organisms, especially humans, behave and while considering other relevant factors unique change in their environments. to the individual situation and environment. (For undergraduate students, ABA 313 or 513 is a The course will focus on monitoring treatment prerequisite for all other ABA coursework) using data and making subsequent decisions, including collaboration with others in the 514 Behavior Assessment (3 s.h.) process. This 45-hour course is designed to cover behavior assessment procedures as conducted in 517 ABA Ethics & Professional Standards I (2 the profession of applied behavior analysis. s.h.) This class emphasizes the skills from section F of This 30-hour course is designed to cover ethical the Fifth Edition Task List of the Behavior and professional standards as held to in the Analysis Certification Board©. It will focus on profession of applied behavior analysis. This the skills required for the assessment of students class emphasizes the skills from section E of the or clients being considered for, or receiving, Fifth Edition Task List of the Behavior Analysis behavior analytic services. The course will Certification Board©. It will focus on ensuring address assessments to determine a need for that students have a clear understanding of the services, as well as assessments that may be ethical and professional obligations that they conducted during ongoing work with a client, to will face as practitioners in this field and the include functional analyses, skills assessments, consequences of failing to uphold these preference assessments, etc. Students will standards of practice. Students will have an demonstrate how to utilize and interpret data understanding as to why these standards are of from such assessments. critical importance and their role as responsible service providers. 515 Behavior Change Procedures I (3 s.h.) This 45-hour course is designed to cover behavior change procedures as conducted in the 200 518 ABA Personnel Management I (1 s.h.) 535 Advanced Concepts and Principles of ABA This 15-hour course is designed to cover the (3 s.h.) basics of personnel management and This 45-hour course is designed to address supervision as applicable in the profession of advanced concepts and principles of applied applied behavior analysis. This class behavior analysis. This class emphasizes the emphasizes the skills from section I of the Fifth skills from sections A & B of the Fifth Edition Edition Task List of the Behavior Analysis Task List of the Behavior Analysis Certification Certification Board©. It will focus primarily on Board©, building on content from ABA 513. the role and importance of the supervision Students will review further and more complex process, training of others (including using examples demonstrating these principles, and monitoring, feedback, and reinforcement), and demonstrate their understanding both using effective strategies to improve receptively and expressively. Students will be performance of supervisees and of themselves as expected to exhibit fluency with key terms and a supervisor. errorlessly identify examples and non-examples of various principles. 519 Data Collection, Use, & Research Design (2 s.h.) 536 Measurement, Data, & Experimental This 30-hour course is designed to cover the Design (3 s.h.) basics of measurement, data display & This 45-hour course is designed to address interpretation, and experimental design, as advanced measurement, data display, data applicable in the profession of applied behavior interpretation, and experimental design, as analysis. This class emphasizes the skills from applicable to the field of applied behavior sections C and D of the Fifth Edition Task List of analysis. This class emphasizes the skills from the Behavior Analysis Certification Board©. It sections C & D of the Fifth Edition Task List of will focus on operationally defining and the Behavior Analysis Certification Board©. It measuring behavior of significance in multiple will focus on operationally defining and ways, selecting appropriate measures, graphing measuring behavior of significance in multiple data, correctly interpreting graphed data, and ways, selecting appropriate measures, graphing exploring single-subject research design data, correctly interpreting graphed data, and parameters. (Note: Students pursuing the BCBA exploring single-subject research design credential or in the BA/MS program should not parameters. enroll in this course; they should enroll in ED 536 instead.) 537 ABA Personnel Management II (1 s.h.) This 15-hour course is designed to address 534 ABA Ethics & Professional Standards II (1 advanced personnel management and s.h.) supervision, as applicable to the field of applied This 15-hour course is designed to address behavior analysis. This class emphasizes the advanced exploration of ethics and professional skills from section I of the Fifth Edition Task List standards, as applicable in the profession of of the Behavior Analysis Certification Board©. It applied behavior analysis. This class will focus on the role and importance of the emphasizes the skills from section E of the Fifth supervision process, training of others Edition Task List of the Behavior Analysis (including using monitoring, feedback, and Certification Board©, building on content from reinforcement), and using effective strategies to ABA 517. It will explore additional case studies improve performance of supervisees and of and ask students to reflect on how they might themselves as a supervisor. Students will handle situations they may encounter in the understand and describe the role of the BCBA in profession. Dilemmas of increasing difficulty the supervision of BCaBAs and RBTs, as well as will be presented for consideration and debate. the role/responsibility they may have in the Students will reflect on the immense power and fieldwork supervision of individuals in the responsibility that behavior analysts hold with future working toward a BCBA credential. the knowledge that they have regarding changing (manipulating) human behavior. 201 630 Methods of Professional Inquiry (ABA) (4 national policy, legislation, and regulations s.h.) pertaining to K-12 education, legal and ethical This course will prepare students to conduct issues, professionalism, current issues and scholarly research related to the field of ABA trends in education, and Virginia’s Guidelines using a variety of approaches and integrating for Uniform Performance Standards and multiple resources. Students will learn the Evaluation Criteria for Teachers. history of human subjects research, the role of 125 Introduction to Art Education (3 s.h.) (A) the Institutional Review Board, and will explore For course description, see ART 125 in the Art and the options that are available for the master’s Art History, Art Education listing. thesis project. Students will also utilize this course to prepare for their thesis by establishing 156 Numeration and Algebra for Teachers their preliminary topic, proposed research (3 s.h.) (Q) questions, methodology, and begin to approach For course description, see MATH 156 in the the review of the literature. Students will begin Mathematics listing. to work with peers in the ABA program as part of a peer review process for their intended thesis 157 Computer Technology for Teachers work (3 s.h.) This online course prepares teachers to use Professional (ED) Course Descriptions computer technology within the classroom to 110 Practicum in Education (3 s.h.) (C) enhance, augment, and enlarge opportunities for This course is designed to provide students who learning. Offered as needed to MBU Online are contemplating teaching as a career to acquire students. early and varied experiences in area school classrooms. Students will meet several 158 Geometry and Measurement for Teachers afternoons with their practicum supervisor for (3 s.h.) (Q) the practicum seminar. A minimum of 60 hours For course description, see MATH 158 in the will be spent in the classroom, with the Mathematics listing. exception of College for Women and University College students, who will complete a minimum 205 Characteristics of Exceptionality of 90 hours during May Term. Students must (3 s.h.) complete this course prior to the senior year. Students demonstrate knowledge of definitions, characteristics, and learning and behavior 111 Practicum in Special Education (3 s.h.) (C) support needs of children and students with This course is designed to provide students who giftedness and/or disabilities whose cognitive are contemplating teaching special education as and functional skills are not significantly a career to acquire early and varied experiences different from typically developing peers and in area school classrooms. Students will meet therefore require access to the general education several afternoons with their practicum curriculum for an appropriate education at the supervisor for the practicum seminar. A elementary, middle, and high school levels. minimum of 60 hours will be spent in the They develop an understanding and knowledge classroom, with the exception of College for of characteristics that shall include: age-span Women and University College students, who and developmental issues; levels of severity; will complete a minimum of 90 hours during cognitive functioning; language development; May Term. Students must complete this course emotional and behavioral adjustment; social prior to the senior year. development; medical aspects; and cultural, ethnic, and socioeconomic factors; along with 115 Foundations of Education (3 s.h.) (T) the educational implications of various This course provides an overview of the exceptionalities. historical, philosophical, and sociological underpinnings of the American education 212 Lifespan Human Development (3 s.h.) system. This course addresses local, state and Lifespan Human Development meets the MDCHS admissions requirement and also meets 202 the Virginia DOE licensure requirement for 3 when they do science in the context of their own hours of human growth and development environments and when science is integrated coursework. This course will focus on theory, across the curriculum. This course will model philosophy, and research on learning and such an inquiry-based science classroom that human development from birth through late includes real and relevant content; inside & adulthood, as well as real-life applications in outside studies; project-based unit planning; these areas through experiential projects and scientific tools and technology; diverse learner related assignments. Topics include physical, strategies; and alternative/authentic psychosocial, emotional, cognitive, language, assessments. and gender development in family, school, peer, and work contexts. 300 Elementary School Methods and Practicum (4 s.h.) 215 Foundations and Legal Issues of Special This course conceptualizes the teacher as one Education (3 s.h.) who makes and carries out decisions about This course provides students with an curriculum and instruction, based on principles understanding of the foundation for educating of teaching and learning. Instructional planning students with disabilities including historical and classroom management are emphasized. perspectives, models, theories, philosophies, and Students will gain an in depth understanding of trends that provide the basis for special the Virginia Standards of Learning and how to education practice today. Students will explore implement those standards with diverse groups how development, disability-specific of learners. A 30 hour field experience in a PK–6 characteristics, medical dynamics, and classroom integrates theory with practice. family/environmental systems interplay with NOTE: Must meet candidacy requirements for the and influence the provision of educational Teacher Education Program in order to register for services to students with disabilities. In this course. Prerequisite for student teaching. exploring educational implications of disabilities and legal/regulatory requirements for 305 Classroom Management and Collaboration identification, evaluation, and providing in Special Education Setting (3 s.h.) services, students will understand ethical issues Prospective teachers learn classroom and and expected standards of professional practice. behavior management techniques and individual interventions, develop skills required 218 Transitioning in the Special Education to collaborate with regular education colleagues Environment (3 s.h.) and with families of students with disabilities, Students will demonstrate the ability to prepare learn and practice skills in consultation, case students and work with families to provide management, and collaboration needed to assist successful student transitions throughout the and support students and families in successful educational experience to include postsecondary transitions within the K–12 school system and education, training, employment, and beyond. independent living that addresses an understanding of long-term planning, transition 308 Field Experience: ESL (3 s.h.) assessments, career development, life skills, This course serves as the 12-week field community experiences and resources, experience (including at least 150 direct self-advocacy, and self-determination, instructional hours) for individuals adding ESL guardianship, and legal considerations. to an existing license or pursuing an ESL endorsement concurrently with another 230 Engaging PK–8 Students in Science (2 s.h.) endorsement. ED 608 is the graduate-level This course will focus on the teaching and version of this course. learning of science through inquiry. With an inquiry approach, students in grades PK–8 are 310 Middle and Secondary Methods and engaged in their own learning as they search for Practicum (4 s.h.) (R) answers and solve problems through hands-on, This course conceptualizes the teacher as one minds-on investigations. Students learn best who makes and carries out decisions about 203 curriculum and instruction, based on principles Students will learn and apply evidence-based of teaching and learning. Instructional planning reading practices to promote reading and classroom management are emphasized. achievement in diverse settings with varying Students will gain an in depth understanding of cultural and linguistic needs, including English the Virginia Standards of Learning and how to Language Learners. Students will become implement those standards with diverse groups familiar with elements of a balanced reading of learners A 30 hour field experience in an program. appropriate 6th-12th grade classroom (or K12 in the case of K12 endorsements) integrates theory 324 Language Acquisition and Reading II and with practice. NOTE: Must meet candidacy Practicum (4 s.h.) requirements for the Teacher Education Program Learning to read and write is a developmental in order to register for this course.*Prerequisite for process that can be systematically advanced student teaching. through the use of instructional strategies. This 4-credit course is geared toward preparing 315 Differentiated Strategies in Instruction and teachers of upper elementary grades (3rd -5 th Assessment for Special Education and grades). The course provides future teachers Practicum (4 s.h.) with the knowledge and skills required to Students learn service delivery models, recognize, assess, and respond to children’s curriculum, instruction of students with learning needs in various areas (such as disabilities, and skills for application. Includes advanced phonics, vocabulary, comprehension). alternative ways to teach content, curriculum Word study is an integral part of this course. adaptation and modification, strategies for Students will explore learning opportunities for integration of students with disabilities with children who are moving along in the reading non-disabled peers, uses of technology in continuum more rapidly than their classmates. learning. Examines procedures to develop, Strategies for drawing children into literature provide, and evaluate instruction consistent and utilizing children’s trade books during with students’ individual needs: procedures for reading instruction are included. Students will screening, pre-referral, referral, eligibility field test literacy strategies introduced in determination. Considers factors that may ED323/324 in a 30-hour practicum placement. influence assessment findings, related ethical issues, application of results to guide 325 Classroom and Behavior Management development of individual education plans. (3 s.h.) Required 30 hour practicum. NOTE: Must be Theories and research-based practices associated accepted to Level Two in the Teacher Education with establishing, implementing, and Program in order to register for this course. maintaining classroom and behavioral Other students must obtain COE permission. management procedures that are *Prerequisite for student teaching. age-appropriate are emphasized, along with preventing behavior problems and modifying 323 Language Acquisition and Reading I (3 classroom environments to enhance student s.h.) learning. Safety and crisis management are This is a 3-credit course designed to develop a addressed as students develop their own thorough understanding of the complex nature Classroom and Behavior Management plan. of language acquisition and literacy. This course Students will develop and analyze diverse focuses on reading instruction in lower techniques to increase positive behavior and elementary grades (pre-kindergarten, decrease inappropriate behavior that affect kindergarten, first, and second grade). Content learning. includes but is not limited to phonological awareness, concepts of print, phonics, 328 Student Assessment and Technology vocabulary development, and comprehension. Integration (4 s.h.) (Q) Students will investigate formal and informal In this course, assessment types, creation, diagnostic measures as well as corrective selection, analysis, and interpretation will be strategies to meet varied reading difficulties. 204 addressed that is applicable for general linguistics in order to prepare teachers who may education students as well as students with be working with ESL students, or who may be disabilities. Legal and ethical issues of teaching language arts/literacy/English in the assessment creation, administration, and K-12 classroom. ED 645 is the graduate-level reporting will be explored along with version of this course. assessment validity and reliability. The relationship between assessment OF and FOR 342 Culturally Responsive Teaching and learning, instruction, and monitoring of student Communication (3 s.h.) (D) progress will be explored and data (including This course examines multicultural education state assessment data) is linked to improving through a focus on the historical, sociological, teacher planning and instruction. Student and philosophical foundations of education. academic results and the link to teacher Special emphasis is placed on the role of evaluation will be discussed. Additionally, how ethnicity in the development of the United self-assessment by students leads to improving States and its education system. Includes an academic performance toward clearly defined overview of multicultural/multilingual instructional objectives will be explored. curricula with a special focus on culturally/ Students encounter many different types of linguistically-responsive instruction and assessments in their educational experiences. assessment techniques. ED 646 is the These will be explored to determine the different graduate-level version of this course. functions they serve along with limitations for diverse student learners. Lastly, students will 343 ESL Assessment and Curriculum Design explore best practices related to integrating (3 s.h.) technology into the classroom to engage and This course is designed to prepare teachers to assess students. provide linguistically and culturally appropriate assessment for English Language Learners 336 Comparative Education (3 s.h.) (I,W) (ELLs) in grades K-12, focusing on utilizing This course examines historical, cultural, assessment to design appropriate curricula. political, and economic forces that shape Students will also learn about the foundational education in the United States and in issues and historical development of ESL international settings. We will explore the instruction in the US. ED 647 is the graduate-level relationship between education, culture, and version of this course. society in the global context. Students will critically reflect upon their own educational 344 Literacy Instruction for ESL Students (3 experiences and their perspectives and beliefs s.h.) about education. Students will compare aspects This course provides an overview of second of the U.S. education system to those aspects in language (L2) methods and materials, focusing an international setting of their choice. specifically on the teaching and learning of L2 literacy skills: reading and writing. Additional attention will be given to vocabulary and 341 Language and Linguistics for Educators (3 grammar. Class sessions will focus on theory s.h.) and practice related to these four important This course provides teacher education students components of language learning. In addition, with an overview of the development of students will critique popular 12 textbooks language in the context of culture and historical currently in use around the world, evaluate concepts. The historical development and already developed lesson plans, develop lesson structure of language (English and other plans of their own, engage in short languages) is reviewed. Students will demonstration lessons that showcase understand the basic principles and state-of-the-art teaching techniques, and methodologies of linguistic science, while complete a literature review on a topic of learning how to discuss language issues in an personal interest. ED 648 is the graduate-level informed way with linguists and non-linguists. version of this course. The course will address basic foundations of 205 345 Methods of ESL Instruction and Practicum development as compared with students with (4 s.h.) Autism Spectrum Disorders. The course This course examines classroom assessment and emphasizes the visual aspects of language instructional best practices in order to meet the learning as well as the notion of needs of a diverse student population in grades “communication as behavior” and addresses the K–12, in particular the needs of students whose role of assistive and augmentative primary language is not English. This course communication technologies to support includes a 30-hour field experience/practicum. individuals on the Spectrum. Additionally, this ED 649 is the graduate-level version of this course introduces students to the common course. sensory integration issues often associated with Autism. The course provides classroom 350 Content Area Reading (3 s.h.) strategies for supporting individualized sensory This course explores how teachers can assist and communication needs of children who have middle and secondary students with and Autism Spectrum Disorders, including an without disabilities in the process of reading to introduction to applied behavioral analysis learn. Students will learn how to increase techniques used for language development and content learning through reading and writing collaboration with families and related service activities. The course encourages students to providers, as well as focusing on the importance apply their understanding of how basic reading of teaching skill-generalization across multiple skills influence middle and high school students’ settings and situations. *Prerequisite: ED 360. ability to comprehend content area curriculum. Students will explore ways to assess, as well as 362 Social Skills Instruction and Behavior build vocabulary and comprehension of content Strategies for Students with Autism Spectrum areas with a variety of texts including fiction and Disorders (3 s.h.) nonfiction. This class emphasizes how teachers This is the third of four courses in the Autism can use engaging, student-driven strategies in Sequence. This course provides students with an practical ways to facilitate learning and overview of typical social and behavioral ultimately foster independent readers/learners. development as compared with students with Additionally, students will explore, try, and Autism Spectrum Disorders. The course consider ways to integrate technology to emphasizes the role of functional behavior enhance content learning. assessments and applied behavioral techniques as related to addressing challenging or 360 Characteristics and Assessment of Students inappropriate behaviors that may be exhibited with Autism Spectrum Disorders (3 s.h.) by persons with Autism Spectrum Disorders. This is the first of four courses in the Autism Additionally, the course addresses social skill Sequence. This course provides an overview of deficits that persons with Autism may have and autism and related developmental disabilities provides instructional strategies and techniques across the lifespan, including Asperger to address these issues in the classroom using Syndrome and other pervasive developmental methods that are purposeful and individualized, disorders. The course will cover assessment, including the role of peers. This course will diagnostic criteria and identification, focus on collaboration with families and related characteristics, collaboration with families, an service providers, as well as the importance of overview of educational impact and trends, teaching skill generalization across multiple transitioning to adulthood, controversial topics settings and situations. *Prerequisite: ED 360. regarding etiology and treatment, and an overview of national and state resources. 363 Practicum Experience: Autism Spectrum Disorders (3 s.h.) 361 Communication, Language, and Sensory This practicum experience concludes the Autism Aspects of Autism Spectrum Disorders (3 s.h.) Sequence. It is intended to be a culminating This is the second of four courses in Autism experience so that students have an opportunity Sequence. This course provides students with an to concretely demonstrate skills, techniques, and overview of typical language acquisition and strategies learned in the previous three courses. 206 This course requires that students complete a 400 Senior Seminar and Project (3 s.h.) (M) practicum experience (minimum of 70 in-class This course is the capstone course for the Liberal hours) in a setting that serves children with Arts and Educational Studies Major. In this Autism Spectrum Disorders. This could include course, students will demonstrate a clear a self-contained setting, and inclusive setting, or understanding of the pedagogy and processes a combination of the two; the population served involved in teaching elementary school must be between the ages of 2 and 21, inclusive. students. An action research project associated Students enrolled in the course will meet three with student teaching or other elementary times during the semester to process classroom experience will be required. College experiences, share ideas, and engage in for Women and University College students are inquiry-based discussion. This is in addition to expected to take ED 400 while student teaching. ongoing on-line requirements. *Prerequisites (or MBU Online students may choose to take ED co-requisites): ED 360, ED 361, and ED 362. 400 the term immediately prior, during, or immediately following student teaching. Student Teaching Courses (12 s.h. each) (O) A 12-week classroom placement requires full 510/511/512/513/514 Practicum (.5 s.h.) classroom teacher responsibility for a minimum The practicum experience is designed for MAT of five consecutive weeks and accumulates a students who are preparing to teach. This minimum of 150 clock hours of direct instruction experience provides them with an opportunity within the grade level range of the endorsement to observe and assist teachers in the classroom, area sought. Students receive mentored practice and to understand the ethical issues and the in ethical issues, accepted standards of practice of accepted standards of professional professional behavior, planning, instruction, and behavior. assessing student learning. Student teachers may not work, take courses, or participate in 525 Special Education Applied Practicum varsity sports. Application must be made the (3 s.h.) semester prior to student teaching. *Please see This course provides students with 70 hours of the Requirements for Approval to Student Teach field-based experiences in K-12 special in the Course Catalog. education, and explores the implementation of special education policies and best practices in 382 Elementary Education (PK–6) school-based settings. (This course does not 383 Middle Education (6–8) meet the requirements for an additional special 384 Secondary Education (6–12) education endorsement. This is for students 385 Student Teaching in Art Education (PK–12) pursuing the MEd with a concentration in 389 Student Teaching in Foreign Language Special Education who do not want the (PK–12) additional endorsement of Special Education. 391 Student Teaching in Theatre (PK–12) This is not the pathway for students on a 392 Student Teaching in Music Education provisional license.) (PK–12) 393 Student Teaching in Special Education 577 Special Topics in Graduate Study (K–12) (credit varies) On an occasional basis, this course is offered to a 386 Student Teaching Seminar (2 s.h.) student(s) to explore topics related to graduate Seminar is held in conjunction with student education. teaching. This experience allows students to discuss and examine critical issues related to 593 Ethics and Special Considerations in student teaching. Spring semester only for Behavior Analysis (3 s.h.) College for Women and University College This graduate-level 45-hour course covers both students. the ethical standards surrounding the professional field of behavior analysis as well as the key concepts related to the implementation of assessment and intervention. This class 207 emphasizes the Guidelines for Responsible 602 Meaning and Purpose: The Foundations of Conduct (BACB) as well as content from the Education (3 s.h.) areas of: A. Identification of the Problem, C. This course provides an overview of the Assessment, D. Intervention, and E. historical, philosophical, and sociological Implementation, Management, and Supervision underpinnings of the American education (from the BACB Fourth Edition Task List). system. This course addresses local, state and Behavioral Change Considerations national policy, legislation, and regulations (TC:01-TC:03) and Behavior Change Systems pertaining to K-12 education, legal and ethical (TS:01-TS:08) are also reviewed. Upon issues, professionalism, current issues and completion of the class, the student will have an trends in education, and Virginia’s Guidelines understanding of both the ethical standards and for Uniform Performance Standards and the application of these standards and the Evaluation Criteria for Teachers. concepts, as well as the applications necessary for both successful interventions and assessment 603 Thoughtful Assessment and Technology across a variety of settings. Integration (3 s.h.) Participants in this course will discuss 594 Fundamental Elements of Behavior Change assessment types, creation, analysis, and and Change Procedures (3 s.h.) interpretation that includes their purpose, This graduate 45-hour course covers in depth methods of administering, and differentiation to concepts, principles, and processes related to the meet general education and special education elements of behavior change. Specific students. Legal and ethical issues of assessment consideration is given to: 1) the appropriate use creation, administration, and reporting will be of reinforcement, 2) the concepts of shaping and explored along with assessment validity and chaining, 3) the proper use of tact, intraverbal, reliability. Assessment creation will involve and listener training, 4) the use of differential assessment OF and FOR learning with a focus reinforcement, 5) discrimination procedures, 6) on using performance assessments and all using interventions based on antecedents, and 7) previous mentioned topics. Performance errorless learning procedures. This class assessments will include those that are emphasizes the content areas of Fundamental formative and summative and use clear Elements of Behavior Change (TE-01 to TE-21) evaluation techniques such as rubrics. and Specific Behavior Change Procedures (TP-01 Participants will share how the assessment to TP-13) from the Behavior Analyst (performance and state assessment data) will Certification Board’s Fourth Edition Task List. inform planning and instruction to meet ALL student needs with students and teachers 601 Inquiry into Human Growth, self-assessing and documenting/monitoring Development, and Diversity (3 s.h.) student progress. Discussions about student Normal patterns of human development during academic results will be linked to teacher the K–12 school years, including the theoretical, evaluation. Participants will investigate a variety pragmatic and complex nature of language of assessments students may experience acquisition, and socio-emotional well-being of (standardized tests, diagnostic assessments, K–12 students are studied. Variations in college admission tests, industry certifications, physical, socio-cultural, ethnic, religious in the and placement assessments) and acknowledge contexts of schools, families (e.g. the effects of the different functions they serve and limitations daycare and divorce), and society, as a whole, with diverse students/learners. Additionally, are studied through difference and similarities. students will explore best practices related to Developmental patterns for at-risk populations, integrating technology in the classroom to students with disabilities and identified gifted engage and assess students. Participants will be students as related to age, level of involvement expected to justify their statements on various and effect on learning are examined. assignments using APA format. Intervention strategies grounded in current research will focus on successful learning for K–12 students. 208 605 An Integrated Approach to Language Arts and classroom management are emphasized. (3 s.h.) Students will gain an in depth understanding of Prepares pre-service teachers to teach reading the Virginia Standards of Learning and how to and writing in elementary and middle school. implement those standards with diverse groups Content delivered in this course is intended to of learners. Students will be enrolled in a section help future educators improve literacy outcomes of this course that is specific to the teaching for all students, including those with varying endorsement being sought. NOTE: Students abilities, linguistic and cultural challenges, and must be accepted to Level Two in the Teacher reading-related disabilities. Students enrolled in Education Program in order to register for this this course explore research-supported literacy course. Other students must obtain COE practices and consider ways to differentiate permission.*Prerequisite for student teaching. instruction, such as selecting appropriately leveled text and providing spelling activities at 608 Field Experience: Elementary, Special students’ developmental spelling stages. The Education, or ESL (3 s.h.) course emphasizes assessment and instruction This is a 12-week classroom experience (at least of the five components of effective reading 150 hours must involve direct instruction) for instruction as identified by the National Reading licensed teachers seeking an additional Panel including (a) phonemic awareness, (b) endorsement in either Elementary, Special phonics, (c) fluency, (d) vocabulary, and (e) Education for the General Curriculum, or ESL. comprehension. Best practices of technology, as Students receive mentored practice in planning, well as opportunities to explore and gain instructing and assessing student learning. In familiarity with their use, are integrated into the addition, they develop an understanding of the curriculum. ethical issues and the practice of accepted standards of professional behavior and legal 606 Integrating Literacy to Improve Content factors applied to exceptional students in the Area Learning (3 s.h.) general curriculum. *Students enrolling in ED 608 This course explores how teachers can assist seeking an additional endorsement must have upper elementary and secondary students in the completed or be concurrently enrolled in all required process of reading to learn. You will learn how endorsement area courses. to increase student content learning through reading and writing activities. The course 609 Student Teaching: Elementary (6 s.h.) encourages you to apply your understanding of A 12-week classroom placement requires full how basic reading skills influence students’ classroom teacher responsibility for a minimum ability to comprehend content area curriculum. of five consecutive weeks and accumulates a You will explore ways to assess and build minimum of 150 clock hours of direct instruction comprehension of content areas with a variety of within the grade level range of the endorsement texts including expository and narrative. This area sought. Students receive mentored practice class emphasizes how teachers can use in ethical issues, accepted standards of engaging, student-driven strategies in practical professional behavior, planning, instruction, and ways to facilitate learning and ultimately foster assessing student learning. independent learners. Additionally, you will explore, try, and consider ways to integrate 610 Student Teaching: Middle and Secondary technology to enhance content learning. It is Grades (6 s.h.) encouraged that you take ED605 prior to this A 12-week classroom placement requires full course, if possible. classroom teacher responsibility for a minimum of five consecutive weeks and accumulates a 607 Instructional Strategies for Inquiry-Based minimum of 150 clock hours of direct instruction Classrooms (3 s.h.) within the grade level range of the endorsement This course conceptualizes the teacher as one area sought. Students receive mentored practice who makes and carries out decisions about in ethical issues, accepted standards of curriculum and instruction, based on principles professional behavior, planning, instruction, and of teaching and learning. Instructional planning assessing student learning. 209 611 Seminar (2 s.h.) experience with gifted students in a Students explore with peers the insights and heterogeneously grouped (mixed ability) understandings they gain in the Student classroom or a homogeneously grouped (single Teaching (ED609/610/614) or Professional ability) classroom. Students receive mentored Development Project (ED612). During the practice in planning, instructing and assessing seminar students critically analyze their own student learning, developing an understanding teaching through written and oral presentations. of ethical issues and accepted standards of *ED 611 is to be taken concurrently with ED professional behavior. 609/610/614 or ED612. 616 Nature Journaling across the Curriculum 612 Professional Development Project (3 s.h.) (3 s.h.) In lieu of student teaching (for teachers who Educators study a variety of journaling hold a collegiate professional license), students techniques and artistic medium for observing choose among options for their professional and documenting the natural world, including development: a classroom research project, a the use of field sketching, map making, daily supervision project, or a self-designed project. logs, data collection, observational notes, and The project is planned with the student’s advisor writing for reflection. The course is designed to: and presented to a committee of three from the 1) introduce educators to strategies for graduate faculty. *Prerequisite: IN 630. improving the artistic, written and reflective abilities of K–12 students using nature 613 Reflective Synthesis Project (1 s.h.) experiences; 2) encourage educators to use the In a final paper graduating students reflect on outdoors around the school and community as and analyze their entire MAT experience, sites for nature-related observation, including coursework, practica, and student documentation, and artistic/written expression; teaching. They synthesize their understanding and 3) help educators develop school-based of what it means to be an inquiring teacher, both curriculum strategies for integrating art with conceptually and practically, who cultivates science and writing through nature journaling. inquiry in K–12 students. *ED 613 is to be taken concurrently with ED 609/610/614 or ED 612. 617 Math in the Garden (3 s.h.) Educators learn how to use the garden and local 614 Student Teaching: Special Education for environment to teach standards-based math the General Curriculum (6 s.h.) skills to students in grades K-8. Using outdoor A 12-week classroom placement requires full connections, the course will address the classroom teacher responsibility for a minimum concepts, practice, and applications of math, of five consecutive weeks and accumulates a from basic operations to geometry and data minimum of 150 clock hours of direct analysis. Educators will learn ways to make instruction. Students receive mentored practice math more meaningful for students, through in ethical issues, accepted standards of problem-solving and task-oriented strategies professional behavior, planning, instruction, and that help answer the question, "Why do we have assessing student learning. The placement also to learn this?" The course will include field trips addresses assessment, evaluation, differentiated to gardens, an historic cemetery, and natural instruction, best practices, and technology to areas for implementation practice. promote K–12 student learning within the scope and sequence of the general curriculum while 618 Natural Research: Plant and Animal addressing individualized needs and Studies in the Outdoors (3 s.h.) implementing IEPs. The goal of this course is to help educators get their students “wild about science.” Using 615 Gifted Education Field Experience (1 s.h.) wildlife and habitat studies as the focus, the For certified teachers seeking an add-on course provides elementary, middle and high endorsement in Gifted Education, this school educators the skills needed to work with practicum/field experience includes 45 students as they design and perform their own instructional hours of successful teaching field-based investigations related to the local 210 environment. Educators will participate in plant 622 An Integrated Approach to Exceptionality and animal studies, ask questions and develop (3 s.h.) plans for finding answers, observe and collect Students demonstrate knowledge of definitions, data in natural settings, and present results and characteristics, and learning and behavior conclusions. Participants will plan curriculum support needs of children and students with for effective “environment-based learning” giftedness and/or disabilities whose cognitive instruction by implementing strategies and and functional skills are not significantly techniques presented in class. The course will different from typically developing peers and address learning standards for all grade levels. therefore require access to the general education curriculum for an appropriate education at the 619 Trout in the Classroom (3 s.h.) elementary, middle, and high school levels. Educators learn to implement the science-based They develop an understanding and knowledge curriculum, Trout in the Classroom (TIC) of characteristics that shall include: age-span developed through the conservation and developmental issues; levels of severity; organization, Trout Unlimited. In TIC programs, cognitive functioning; language development; students in grades K–12 raise trout from eggs, emotional and behavioral adjustment; social monitor tank water quality, engage in stream development; medical aspects; and cultural, habitat study, and release their trout in a local ethnic, and socioeconomic factors; along with state-approved stream. The course focuses on the educational implications of various integrating TIC across the curriculum, finding exceptionalities. Various forms of resource support and funding, and tank set-up communication including verbal, non-verbal, and maintenance. Field experiences include and written; skill development in understanding stream/watershed studies, data collection and the dynamic influence of the family system and field technology practice, and fisheries biology. cultural/environmental milieu as applied to the education of exceptional students and emphasis 620 Creating Authentic Learning on case management and collaboration with Environments: Inside and Out (3 s.h.) other entities, including students, parents, This course will cover a variety of pedagogical general education teachers, administrators, issues related to Authentic Learning (AL) in the paraprofessionals and agencies responsible for classroom and outside of school (school implementing IEPs on the continuum of grounds, parks, community). Topics to be placements. Practical applications of service covered include: Authentic, real-world learning delivery, curriculum, and instruction related to methods; using technology with AL; exceptional learners is explored. management of students and materials; lesson planning, differentiation, and student 623 Advanced Studies of Gifted Learners (3 assessment; curriculum resources; working with s.h.) special needs students and diverse populations; Delving further into the characteristics and getting parents on-board; area mapping and educational needs of gifted learners, this course schoolyard habitat development. explores a variety of curricular and instructional strategies that aim to strengthen abilities and 621 Storytelling: A Pathway to Curriculum increase opportunities regarding Integration (3 s.h.) accommodat ion of accelerated learning The oral tradition of storytelling provides a aptitudes in the mixed-ability classroom. window into the context of culture and Advocacy skills, giftedness identification, environment; the process addresses content holistic assessment, curriculum differentiation, standards in language arts, science, and social alternative programs, and appropriate services studies. Educators come to understand how to are emphasized. Fundamental principles of use this timeless tradition as a tool for effective program planning and evaluation are motivating student learning while enhancing the stressed, specifically those theories and oral and writing abilities of K–12 students. methodologies designed to broaden Students learn to observe, reflect upon and understandings of giftedness and gifted document their own sense of place in time. education. 211 624 An Inquiry Approach to Differentiated 626 Chesapeake Classrooms (3 s.h.) Curriculum and Instruction (3 s.h.) This course is provided in partnership with the Recognizing that students in today’s classrooms Chesapeake Bay Foundation (CBF). Educators are widely diverse, attention is given to the choose from any of the five-day Chesapeake scope and sequence of the general education Classroom summer sessions offered by CBF and curriculum (including the Standards of Learning complete the MBU requirements. Chesapeake and the state accountability system) and to Classrooms equips educators with the strategies to promote successful integration of knowledge, skills, and confidence to include the students with disabilities with their environment in the K–12 curriculum and non-disabled peers at the elementary, middle, involve students in outdoor learning. Educators and secondary levels. Included: the use of explore the watershed and examine the technology to support learning, strategies to connection between land-use and water quality develop, provide and evaluate instruction through hands-on, standards-based consistent with students’ individual needs investigations and action projects. Note: MBU (including educational implications of various students must be accepted into the Chesapeake disabilities). Diverse learning needs for all Classrooms program before registering for this students, including exceptional learners, course. through curriculum development and differentiation, skill development plans, 627 Collaboration and Transitions for individual assessment strategies, and flexible Exceptional Students (3 s.h.) planning and grouping strategies are studied. Understanding the educational process of Particular complexities regarding literacy and transitions from childhood to adulthood for numeracy acquisition are addressed with exceptional students, including developing assignments targeted at demonstrating independent living skills, pre-vocational and differentiated instruction in these areas. career skills, self-advocacy/self-determination Environmental factors, connections among skills, and pursuit of post-secondary education conceptual, curricular and social/emotional is studied with legal and regulatory components issues, effective strategies for working related to transition planning within the IEP, collaboratively with professionals, including the provision of transition services parents/families and students in and with other and effective models of instruction for school settings are addressed. NOTE: Students secondary transition. Strategies to develop and must be accepted to Level Two in the Teacher foster family and professional partnerships Education Program in order to register for this honoring diversity and culture, while course. Other students must obtain COE emphasizing the role of collaborative planning permission.*Prerequisite for student teaching. in the preparation and delivery of developmentally appropriate services for 625 Classroom and Behavioral Management: exceptional learners is explored through Theory and Practice (3 s.h.) collaboration with all stakeholders — students, Theories and research-based practices associated families, teachers, related service providers, with establishing, implementing, and paraprofessionals, and other school staff — to maintaining classroom and behavioral develop communication and leadership skills management procedures that are conducive to implementing quality student age-appropriate are emphasized, along with programs. preventing behavior problems and modifying classroom environments to enhance student 628 Reading for Real (3 s.h.) learning. Safety and crisis management are In this course, educators learn to build upon addressed as students develop their own students’ natural curiosities to develop an Classroom and Behavior Management plan. environment-based literacy program for Students will develop and analyze diverse students in grades K–12. By connecting techniques to increase positive behavior and research-supported literacy instruction to decrease inappropriate behavior that affect experiences in the outdoors, educators can learning. create reading and writing activities that are 212 relevant and motivational for students. In the 631 Technologies to Advance Learning course, educators study pedagogical skills and (3 s.h.) strategies that align instruction to local and state Students explore the application of literacy standards. Methods, resources, and contemporary technologies to advance teaching technology for teaching foundational reading and learning through investigating a wide skills and for using informational text, literature, variety of media and technological resources. writing, and assessments are explored. Students in the course will develop an understanding of how educational technology 629 The Trail to Every Classroom (3 s.h.) can enhance, augment, and enlarge This course is offered in partnership with the opportunities for PK-12 student learning. Appalachian Trail Conservancy and the National Park Service to provide graduate credit 632 Inquiry Research Project (3–9 s.h.) for the high-quality professional development Students work with their assigned project chair program, The Trail to Every Classroom (TTEC). to identify a research question and develop a The TTEC course provides K–12 educators with project for investigation. Through the tools and training needed to implement a comprehensive scholarly study, the student place-based curriculum and to conduct presents conclusions that offer innovation or service-learning with students on the resolution to their research question to a faculty Appalachian Trail (A.T.). During the course, panel. Must be completed at MBU. *Prerequisite: educators develop their own experiential IN 630. learning curriculum based on state educational standards that integrate a hands-on study of the Special note about ED 632: Students not A.T. The TTEC program goals are to: engage completing ED 632 within the semester will be youth in volunteer activities; encourage a love of required to maintain ongoing enrollment in the learning; promote healthy lifestyles; create a extension course series, ED 732, 733, 734, the 2 conservation ethic; and to form a respect for the semester hour continuance/extension of the Appalachian Trail. Note: MBU students must be course. Students will be billed per semester that accepted into the TTEC program before the student continues work on the project. registering for this course. Students may choose to not enroll during summer months, provided that the student does ED 630 Teachers on the Estuary (3 s.h.) not plan to use college resources (including MBU partners with the Chesapeake Bay faculty support) on the project and provided Foundation (CBF), the Chesapeake Bay National that the student does not plan to defend in the Estuarine Research Reserve --Maryland summer. If the student plans to work with their (CBNERRMD), and National Oceanic and project chair or defend the project during the Atmospheric Administration (NOAA) to summer, the student must first check with the provide graduate credit for the TOTE program. project chair to make sure that they are available This middle and high school level course is to do so. The student must be enrolled during all recommended for previous participants of CBF's fall and spring semesters until completing and Chesapeake Classrooms and teachers already defending the project. The student must be familiar with the basics of estuarine ecology. enrolled in ED 632 (or ED 732, 733, or 734) Teachers on The Estuary (TOTE) is designed to during the semester that the project is defended. support teacher's understanding of the If a semester of enrollment is skipped (other environment using technology and scientific than summer) prior to completing the project, a instrumentation to enhance local, grade of F will be entered for ED 632 (NC for participant-driven field experiences and thesis extension courses, 732, 733, 734, if authentic research. (3 credit hours). applicable) and the student will be withdrawn Note: MBU students must be accepted into and from the program. If the student reapplies and is participate in any of the 5-day summer TOTES readmitted to the program, ED 632 must be Maryland residential programs before retaken at the full 3 semester hour tuition rate. registering for this course. The previous F will remain on the record though
213 removed from GPA calculation once repeated 640 Characteristics and Assessment of Students with a successful grade. with Autism Spectrum Disorders (3 s.h.) This is the first of four courses in the proposed 633 Independent Experiential Course (3 s.h.) 12-credit Autism Certificate Program. This This is a twelve-week placement where students course provides an overview of autism and participate in an internship that supports their related developmental disabilities across the individual research project or interests. The lifespan, including Asperger Syndrome and internship can be arranged for the summer, fall other pervasive developmental disorders. The or spring semester, based on student and faculty course will cover assessment, diagnostic criteria supervisor schedules. The internship is an and identification, characteristics, collaboration in-depth practical experience of a more with families, an overview of educational impact professional nature. It can be a valuable practical and trends, transitioning to adulthood, experience or provide a testing ground for controversial topics regarding etiology and future career opportunities. It requires keeping a treatment, and an overview of national and state log/journal and writing a final paper based resources. upon the experience. This internship should be related to the student’s area of study or research. 641 Communication, Language, and Sensory This course provides the student with the Aspects of Autism Spectrum Disorders (3 s.h.) opportunity to observe and participate with This is the second of four courses in the 12-credit professionals performing education-related jobs Autism Certificate Program. This course in a variety of employment fields. provides students with an overview of typical Students must apply for an internship with a language acquisition and development as faculty member in the COE graduate program compared with students with Autism Spectrum who will serve as their supervisor. The student Disorders. The course emphasizes the visual and the faculty member will negotiate the terms aspects of language learning as well as the of the internship with the on-site supervisor. notion of “communication as behavior” and Credit is offered at 3 graduate credits per 120 addresses the role of assistive and augmentative hours of observation / participation. The communication technologies to support student must complete an internship proposal in individuals on the Spectrum. Additionally, this writing (after discussions with faculty course introduces students to the common supervisor) and submit the final papers and time sensory integration issues often associated with sheet to their faculty supervisor. Autism. The course provides classroom strategies for supporting individualized sensory ED 637 Instructional Coaching and Mentoring and communication needs of children who have (3 s.h.) Autism Spectrum Disorders, including an This course provides an introduction to introduction to applied behavioral analysis instructional coaching, a form of job-embedded techniques used for language development and professional development focused on improving collaboration with families and related service teaching practice in order to improve student providers, as well as focusing on the importance learning. The course will provide an overview of teaching skill-generalization across of tools used in instructional coaching. multiple settings and situations. *Prerequisite: Educators at all levels and in all roles — current ED 640. and aspiring instructional coaches, educators who would like to collaborate with a colleague 642 Social Skills Instruction and Behavior in peer coaching structures, K-12 principals and Strategies for Students with Autism Spectrum teacher leaders who want to understand the Disorders (3 s.h.) power of instructional coaching — will benefit This is the third of four courses in the 12-credit from this course. Autism Certificate Program. This course provides students with an overview of typical social and behavioral development as compared with students with Autism Spectrum Disorders.
214 The course emphasizes the role of functional teachers who may be working with ESL behavior assessments and applied behavioral students, or who may be teaching language techniques as related to addressing challenging arts/literacy/English in the K–12 classroom. or inappropriate behaviors that may be This course meets requirements for Middle exhibited by persons with Autism Spectrum School Language Arts. Disorders. Additionally, the course addresses social skill deficits that persons with Autism 646 Culturally Responsive Teaching and may have and provides instructional strategies Communication (3 s.h.) and techniques to address these issues in the This course examines multicultural education classroom using methods that are purposeful through a focus on the historical, sociological, and individualized, including the role of peers. and philosophical foundations of education. This course will focus on collaboration with Special emphasis is placed on the role of families and related service providers, as well as ethnicity in the development of the United the importance of teaching skill-generalization States and its education system. Includes an across multiple settings and situations. overview of multicultural/multilingual *Prerequisite: ED 640. curricula with a special focus on culturally/ linguistically-responsive instruction and 643 Practicum Experience: Autism Spectrum assessment techniques. Disorders (3 s.h.) This practicum experience concludes the 647 ESL Assessment and Curriculum Design four-course program for the 12-credit Autism (3 s.h.) Certificate. It is intended to be a culminating This course is designed to prepare teachers to experience so that students have an opportunity provide linguistically and culturally appropriate to concretely demonstrate skills, techniques, and assessment for English Language Learners strategies learned in the previous three courses. (ELLs) in grades K–12, focusing on utilizing This course requires that students complete a assessment to design appropriate curricula. practicum experience (minimum of 70 in-class Students will also learn about the foundational hours) in a setting that serves children with issues and historical development of ESL Autism Spectrum Disorders. This could include instruction in the U.S. a self-contained setting, and inclusive setting, or a combination of the two; the population served 648 Literacy Instruction for ESL Students (3 must be between the ages of 2 and 21, inclusive. s.h.) Students enrolled in the course will meet three This course provides an overview of second times during the semester to process language (L2) methods and materials, focusing experiences, share ideas, and engage in specifically on the teaching and learning of L2 inquiry-based discussion. This is in addition to literacy skills: reading and writing. Additional ongoing on-line requirements. *Prerequisites (or attention will be given to vocabulary and co-requisites): ED 640, ED 641, and ED 642. grammar. Class sessions will focus on theory and practice related to these four important 645 Language and Linguistics for Educators (3 components of language learning. In addition, s.h.) students will critique popular L2 textbooks This course provides teacher education students currently in use around the world, evaluate with an overview of the development of already developed lesson plans, develop lesson language in the context of culture and historical plans of their own, engage in short concepts. The historical development of demonstration lessons that showcase language (English and other languages) is state-of-the-art teaching techniques, and reviewed. Students will understand the basic complete a literature review on a topic of principles and methodologies of linguistic personal interest. science, while learning how to discuss language issues in an informed way with linguists and non-linguists. The course will address basic foundations of linguistics in order to prepare 215 649 Methods of ESL Instruction with Practicum 658 Strategic Planning, Program Evaluation, (4 s.h.) and Institutional Research (3 s.h.) This course examines classroom assessment and Institutional Research has become a ubiquitous instructional best practices useful in order to function in higher education in the 21st century. meet the needs of a diverse student population Drawing on the understanding of Strategic in grades K–12, in particular the needs of Planning and alignment of Program evaluation students whose primary language is not English. will form the understanding of the role that This course includes a 30-hour field Institutional research plays in the life of an experience/practicum. institution of higher education. This course will examine the functions IR serves in planning, 655 Internship in Adult and Higher Education evaluation, and external accountability and will (3 s.h.) be introduced to several common techniques. The purpose of this course is for students to The course will use case studies with actual experience workplace environments in adult data, such as data from CIRP, NCEE, and OPEN and/or higher education. Students will Doors databases to enable students to gain complete a minimum of 120 hours working in experience in getting data to “tell stories” that such a setting (at least 20 of which need to be in are relevant to decision-makers. Students will a second setting or second type of experience). learn about external accreditors and Students who are currently employed in adult accountability and will gain practice in making and higher education will need to complete a accreditation decisions through case studies. minimum of 20 of these hours in another office Students will need some basic facility with Excel or capacity to broaden their experience. Students spreadsheets and knowledge of basic statistical will be given assignments to demonstrate their terms such as means and medians. reflection and analysis of how these experiences relate to philosophical, cultural, and political 659 Legal and Political Considerations of aspects of the field. Institutions of Higher Education (3 s.h.) Legal and Political Considerations in colleges 656 Introduction to Higher Education and universities has become more complex and Professions Inventory/Institute (1 s.h.) no longer can be managed by an in-house legal Students will be given an opportunity to team. The purpose of this course will be to demonstrate knowledge of the general scope of introduce to learners the most pressing legal administrative capacities of an Institution of issues that present challenges for institutions of Higher Education (IHE) and to articulate goals higher education and examine how these issues and aspirations for their own involvement in the have been managed. Key issues to be addressed field, including synthesizing prior related include such topics as academic freedom and experience, when applicable. tenure; student conduct both in and outside of the classroom; student privacy and well-being, 657 Design, Assessment, and Response to affirmative action; sexual harassment; sponsored Social Media and eLearning Structures (3 s.h.) research and intellectual property. Legislation to This course addresses higher education use of be examined, as it pertains to all institution social media to provide information, constituents, include: Title VI, Title IX, FERPA, communicate and engage students via popular HIPPA, Title VII, Equal Pay Act, ADA social media platforms such as Twitter, Compliance and Sexual Orientation and Gender Facebook, Instagram, and Pinterest. Discover the Identity discrimination policies. Students will impact of student driven social media, such as engage in policy considerations through case Whisper, Vent, YikYak, and how to deal with the study and legal case review. social influence of these sites on the institution. The course covers the philosophy, foundations, 660 Diversity, Inclusivity, and Social Justice in benefits, and challenges associated with Higher Education (3 s.h.) eLearning including all variety of online The purpose of this course will be to examine experiences, open educational resources, and and explore how diversity, inclusivity and social other eLearning resources. justice affect the educational climate in 216 institutions of higher education. Students will promote learning and engagement on a broader participate in case studies, readings, discussions campus level. The exposure and study of key and debates. The complexity of understanding theories of cognitive development and how diverse identities are experienced will be meaning-making will result in a greater explored. Understanding the importance of understanding of how we come to know inclusivity in practice and policy making (known as “epistemology”) and how to facilitate underscores the focus on issues in social justice. deep learning with individuals, groups and This course is part of a three course approach populations. You will engage in activities that that will draw the foundations for increase self-awareness, provide opportunities understanding the multiple bodies of research to practice facilitation of small groups and allow that underpin student identity development, you to generate effective approaches to learning models and best practices for engaging constructing campus-wide learning efforts. This today’s learners. Course work is designed to course is part of a three-course approach that interest those individuals interested in pursuing will draw the foundations for understanding the work in student affairs, administration, multiple bodies of research that underpin non-profits, human resource management and student identity development, learning models other areas where a more complex and best practices for engaging today’s learners. understanding of diversity and social justice can assist with decision making, policy development 663 Innovation and Change in Higher and furthering a personal understanding of the Education Leadership (3 s.h.) complexity of student, faculty and staff lives in Based on a foundation of how Colleges and institutions of higher education and in the Universities are organized and administered communities that they serve. including critical functions and divisions, this course examines effective processes, techniques, 661 Resource Management and the Economics and strategies for making change as well as of Higher Education (3 s.h.) approaches to innovation in the fast-changing Students will examine and experience through higher education environment. Theories and simulations the challenges and rewards of practice of leadership in a higher education managing the fiscal obligations of an institution context will be integrated throughout the course. of higher education. Fiscal responsibilities of a college or university include supporting its 664 Adult Learners in the 21st Century (3 s.h.) mission through deliberate and close The purpose of this course will be to examine development with institutions strategic planning and explore adult learning theory and student process. Learning through exercises in intellectual and psychosocial development in budgeting, analysis and reporting with actual institutions of higher education. Students will data sets and institution scenarios, students will participate in case study analysis, readings, come to understand the large institutional view discussions, theoretical debates, and personal as well as the individual department or program analysis. Students will understand the perspective on funding allowances and complexity of learning environments and the expenditures. Reporting obligations to impact that student identity development has in government agencies, trustees; faculty and staff modeling the learning environment for student salaries and the management of an institution’s success. This course is part of a three course infrastructure expenditures will be examined. approach that will draw the foundations for Close analysis of revenue streams from tuition, understanding the multiple bodies of research state and federal aid, grants and institutional that underpin student identity development, advancement efforts will also be considered. learning models and best practices for engaging today’s learners. Understanding the importance 662 Theory and Practice of Student Learning of multiple perspectives when approaching the and Engagement (3 s.h.) practical utilizing theory will be emphasized. The purpose of this course is to enhance your Course work is designed to interest those ability in creating effective learning individuals interested in pursuing work in environments and high-impact initiatives that student affairs, enrollment management, 217 administration, non-profits, human resource 30-hour practicum in grade K-2 in which you management or other areas that may provide will implement class-related assessments and service or learning opportunities to today’s 21st strategies. Century Adult Learner. 672 Literacy Diagnosis and Remediation II 665 Quantitative Reasoning (3 s.h.) with Practicum (4 s.h.) The need for Quantitative Reasoning has This course is designed to prepare students to become imperative in higher education with the teach reading and language arts in upper emergence of evidence-based practices and elementary grades (3rd–8th grade). With higher evaluation of educational research reaching a grades being a focus in this class, students will new level of importance in leadership and focus on helping kids “read to learn” as opposed management, quantitative reasoning and to “learning to read”. Like ED 671, the emphasis analysis skills will be crucial for leaders as they is on differentiating instruction to meet varying make decisions for their institutions. This 3 and diverse student needs. The course semester hour course will develop emphasizes assessment and instruction of the students’ quantitative reasoning and analysis following topics: (a) advanced phonics, (b) skills with a focus on the following: fluency, (c) vocabulary (e.g., word learning understanding descriptive statistics, including strategies), (d) comprehension of literary and mean, median, mode, standard deviation; informational text, (e) writing (e.g., reporting quantitative measures; inferential self-regulated strategy development), and (f) statistics, including group differences, the use of new literacies of the Internet. Students will covariates, and linear modeling. The application administer and analyze the Qualitative Reading of quantitative reasoning skills for executing and Inventory (QRI). Students must complete a reviewing quantitative research designs. 30-hour practicum in grade 3–8 in which they will implement class-related assessments and 671 Literacy Diagnosis and Remediation I with strategies. Prerequisites: ED 671 Practicum (4 s.h.) This course is designed to prepare you to teach 673 Child and Adolescent Literature for reading and language arts in early elementary Educators (3 s.h.) classrooms (PreK-2nd grade). This class focuses This course focuses on different genres of on how students learn to read and is literature for children and adolescents. Students prerequisite to ED 672. You will learn to regard will learn how to select and interpret the quality the language arts (reading, writing, speaking, of reading material at different reading levels. In listening, literature study) as an integrated addition, the course emphasizes how literature whole. Content delivered in this course is plays a role in improving literacy acquisition of intended to improve learning of all students, students. Topics include: (a) multicultural including those at risk for or with learning literature, (b) censorship and protocols, (c) disabilities, as well as students with cultural or creating life-long readers, and (d) integrating linguistic diversity. You will consider ways to literature into the classroom. The course differentiate (i.e., individualize) instruction to explores recent research and practice associated meet a wide array of learner needs. Specifically, with children and adolescent literature. the course emphasizes assessment and instruction of the five components of effective 674 Word Knowledge: Phonics, Spelling, and reading instruction as identified by the National Vocabulary (3 s.h.) Reading Panel (including (a) phonological This course prepares you to assess students’ awareness, (b) early phonics, (c) fluency, (d) spelling stages and to use diagnostic vocabulary (e.g., specific word instruction), and information to improve students’ word (e) comprehension of literary text, as well as (f) knowledge. You will develop word study elements of writing. Additional topics include lessons based on varying developmental needs oral language development, guided reading, of students. The course emphasizes (a) the and remediation for students with dyslexia or history and theory of word knowledge and related reading difficulties. You must complete a spelling development, (b) the developmental 218 stages of spelling, (c) vocabulary knowledge, course, and the student will be withdrawn from and (d) the relationships of word knowledge the program. If the student reapplies and is with oral language development, phonemic readmitted to the program, ED 632 must be awareness, phonics, comprehension, and retaken at the full 3 semester hour tuition rate. writing. The student must include a proposal outlining the timeline for completing the project. The 675 Literacy Leadership with Practicum (4 s.h.) previous F will remain on the record though In this course, the roles of literacy leaders are removed from GPA calculation once repeated explored including, the reading specialist and with a successful grade. Offered every term. Fee: reading coach. Emphasis is on organizing and per semester hour. managing elementary and secondary reading programs. Students will learn ways to evaluate 733 MEd Inquiry Research Project Extension 2 literacy programs and to set goals to improve (2 s.h.) literacy programs and instruction. Specifically, This is the second extension in the three course students will evaluate school wide extension series attempting to complete ED 632. measurements and discuss implications of Students who still need to complete ED 632, reading programs/instruction based on after ED 732, must register for ED 733, during all normative standards. In addition, you will fall and spring semesters following the semester examine methods to determine and disseminate in which ED 732 was taken until they have targeted, differentiated professional completed and defended their project. If development. You will develop a repertoire of students plan to work with their project chair or strategies to coach teachers and model defend their project during the summer, they evidence-based reading instruction. You must must also register for one session during complete a 30-hour practicum with either a summer, after confirming the availability of their reading specialist and/or reading coach, in project chair. ED 732, 733, 734 will appear on the which you work alongside these literacy leaders transcript as Pass/No Credit. The ED 732, 733, and complete class-related leadership tasks. 734 series may be taken once each for a Prerequisites: ED671 and ED672 maximum of three semesters. If the student has not defended his or her thesis upon the 732 MEd Inquiry Research Project Extension 1 conclusion of ED 734, the student receives a (2 s.h.) grade of F for ED 632 and NC for ED 734, and is Students who did not complete ED 632 must withdrawn from the program. If a semester of register for ED 732, the first in the extension enrollment is skipped (other than summer) prior course series (ED 732, 733, 734), during all fall to completing the project, a grade of F will be and spring semesters following the semester in entered for ED 632, NC for the thesis extension which ED 632 was taken until they have course, and the student will be withdrawn from completed and defended their project. If the program. If the student reapplies and is students plan to work with their project chair or readmitted to the program, ED 632 must be defend their project during the summer, they retaken at the full 3 semester hour tuition rate. must also register for one session during The student must include a proposal outlining summer, after confirming the availability of their the timeline for completing the project. The project chair. ED 732, 733, 734 will appear on the previous F will remain on the record though transcript as Pass/No Credit. The ED 732, 733, removed from GPA calculation once repeated 734 series may be taken once each for a with a successful grade. The student may apply maximum of three semesters. If the student has for readmission, but must include a proposal not defended his or her thesis upon the outlining the timeline for completing the project. conclusion of ED 734, the student receives a If the student is readmitted, he or she must grade of F for ED 632 and NC for ED 734, and is begin again by taking ED 632. Offered every withdrawn from the program. If a semester of term. Fee: per semester hour. enrollment is skipped (other than summer) prior to completing the project, a grade of F will be entered for ED 632, NC for the thesis extension 219 734 MEd Inquiry Research Project Extension 3 strategies and methods will be presented and (2 s.h.) modeled in order to bring about a more This is the final extension in the three course thorough understanding of school mathematics. extension series attempting to complete ED 632. Constructivist theory, NCTM standards, VA Students who still need to complete ED 632, Standards of Learning and meaningful after ED 733, must register for ED 734, during all mathematical tasks will guide the presentations fall and spring semesters following the semester in this course. Students will examine, analyze in which ED 733 was taken until they have and construct meaning of mathematical ideas by completed and defended their project. If working collaboratively, responding to ideas, students plan to work with their project chair or using manipulatives, making presentations, defend their project during the summer, they creating lessons, and providing analysis of must also register for one session during lessons. Students are involved in solving summer, after confirming the availability of their problems and in presenting, explaining, and project chair. ED 732, 733, 734 will appear on the defending their solution strategies. *Prerequisite: transcript as Pass/No Credit. The ED 732, 733, College Algebra. 734 series may be taken once each for a maximum of three semesters. If the student has 603 Inquiry in Social Science (3 s.h.) not defended his or her thesis upon the Questions social scientists ask about the human conclusion of ED 734, the student receives a experience, institutions and interactions, and the grade of F for ED 632 and NC for ED 734, and is methods of inquiry used to investigate those withdrawn from the program. If a semester of questions are studied. Conceptual themes enrollment is skipped (other than summer) prior include economic development and geography, to completing the project, a grade of F will be (including political systems, cultural themes, entered for ED 632, NC for the thesis extension and physical characteristics both nationally and course, and the student will be withdrawn from globally). The range of understandings and the program. If the student reapplies and is skills K–12 students should develop when readmitted to the program, ED 632 must be participating in these investigations are retaken at the full 3 semester hour tuition rate. explored. The course cultivates a conceptual The student must include a proposal outlining framework for graduate students to plan and the timeline for completing the project. The teach geography and economics. previous F will remain on the record though removed from GPA calculation once repeated 605 Inquiry in Natural Science (3 s.h.) with a successful grade. Offered every term. Fee: In this course, we will explore the teaching and per semester hour. learning of science through inquiry. Inquiry is an active process of hands-on, minds-on Inquiry (IN) Course Descriptions experiences where students do science in order 577 Special Topics in Graduate Study (Credit to learn science. We will use an inquiry varies) approach in class (and outdoors) to investigate On an occasional basis, this course is offered to a the nature of science and the processes involved student(s) to explore topics related to graduate in scientific study. Also, we will examine ways education. to integrate inquiry-based science across the curriculum, assess active science, use and review 601 Inquiry in Mathematics (3 s.h.) science education tools and technology, and This course is designed to emphasize reasoning address the diverse characteristics of students in mathematics, as applied to solving problems and their learning environments. and as used in the logical development of mathematical systems. Topics, processes, and 608 Inquiry in the Arts and Humanities (3 s.h.) problems are selected from elementary to Students investigate various cultural legacies of middle school learners. The focus will be on creative endeavor utilizing materials from strategies and methods for planning and artistic practice, philosophy, literature, cultural teaching. Operational definitions of various criticism, and educational theory. Students will use methods of formal and contextual analysis 220 to assist with understanding and interpretation implementing authentic learning in their own artistic expression styles and the appreciation of educational settings. art (1) as formal constructions in which meaning resides in selection and arrangement of 627 Contemporary Learning Theory for materials, and (2) as the expressions of cultures, Diverse Learners (3 s.h.) eras, and makers with distinctive qualities of This course applies contemporary brain theory mind and spirit, and distinctive interpretations research to a wide range of diversity present in of natural and human experiences. Instructional today’s schools. This course covers the role of strategies for integrating arts and humanities challenge, perception, patterning, and spatial across the curriculum are emphasized, as well as memory and the total physiology as part of exploring the nature of creativity and various learning. The underlying concept that each brain goals of an arts integrated curriculum generally. is unique provides the fundamental concepts of Writing and communication skills regarding the differentiated curriculum. practice of personal intellectual inquiry, discussion controversial topics, and 628 Public Policy and Community Relations in communications of complex ideas are Education (3 s.h.) strengthened. This course examines the influence of political and social constructs that affect decisions 620 Inquiry into the Legal and Political relative to education in both public and private Processes of Exceptionality (3 s.h.) schools, including home schooling. Emphasis is This course provides students with an placed on the role of public education in the understanding of the foundation for educating greater community. Using current legislative students with disabilities including historical issues at state and federal levels, the students perspectives, models, theories, philosophies, and will consider the impact of public policy on trends that provide the basis for special effective schools. education practice today. Students will explore how development, disability-specific 629 Leadership in Education (3 s.h.) characteristics, medical dynamics, and This course is designed to prepare students to be family/environmental systems interplay with effective teacher leaders in their schools. It will and influence the provision of educational focus on leadership styles, funding strategies, services to students with disabilities. In mediation strategies, and other issues related to exploring educational implications of disabilities empowering teachers to become school leaders. and legal/regulatory requirements for identification, evaluation, and providing 630 Methods of Professional Inquiry (4 s.h.) services, students will understand ethical issues This course will prepare students to conduct and expected standards of professional practice. scholarly research through a wide variety of resources. Using both primary and secondary 626 Authentic Learning: Theory and Research sources, students will learn how to search (3 s.h.) traditional and contemporary documents for The real world provides numerous furthering an answer to pressing research opportunities for connections to K-12 standards questions. Further, students will learn how to in all content areas and for addressing big idea, formulate a thesis and appropriately document 21st century concepts via inquiry-based, supporting evidence through literature reviews project-based, place-based, problem-based, and and research methodologies. Must be completed at other authentic types of learning. In this course, MBU. educators will learn about the history, philosophy, and theory of using authentic 631 Curriculum Development and Design (3 learning experiences in K-12 educational s.h.) programs. Educators will explore a variety of This course offers a critical analysis of the K– 12 proven effective programs from around the curriculum from a variety of disciplinary world and examine various methodologies for perspectives. It will include a review of historical developments, an analysis of pressures 221 affecting curriculum change and status, an Sungil Chung, MBA program director examination of curriculum-making issues, and a Karen Hiltz, Jinyoung Kang, Jan Triplett, Joanne consideration of current trends in curriculum Tritsch design and practice. The Master of Business Administration (MBA) at 632 Education Law (3 s.h.) Mary Baldwin University is part of the Susan A study of the relevant legal principles that Nolan Palmer Graduate Programs in Business, affect the operation, organization, and funded by a generous gift from alumna Susan administration of schools in Virginia and the Nolan Palmer ’67. United States, students examine how judicial interpretation of common, statutory, and OVERVIEW constitutional law influences educational policy Vision making. This course assists teachers and others The vision of the MBA program at Mary in related professions to gain knowledge about Baldwin University is one where: Graduates of legal issues to help them effectively perform the program are developing or working for professional duties. business organizations that conduct themselves as community citizens that treat all stakeholders 633 Assessment and Planning for Instructional with respect and act in their mutual best Improvement (3 s.h.) interests. This course emphasizes variables related to both short and long-term planning as well as Mission Statement assessment of curricular programs. Using a The mission of the MBA program at Mary variety of assessment tools, students will learn Baldwin University is: Educating business how to analyze data and make informed leaders with the skills they need to lead decisions for program evaluation and classroom organizations that see possibility in making a instruction. Discussions will also include the use positive social and/or environmental impact of both quantitative and qualitative data in while making a good living. planning new curricular programs.
634 Place-Based Learning: Connecting Accreditation Curriculum to the Real World (3 s.h.) SACS-COC In this course, we will explore Authentic Mary Baldwin University is accredited by the Learning (AL) curriculum development, design, Southern Association of Colleges and Schools and implementation as it relates to place. Commission on Colleges (SACS-COC) to award Students will learn to integrate concepts and bachelor’s, master’s, and doctoral degrees. topics of their local communities and natural Inquiries concerning accreditation status only surroundings into the curriculum, with a focus should be directed to: SACS-COC, 1866 on the integrated relationships of people and Southern Lane, Decatur, GA 30033-4097; cultures to their environments. Explorations will 404-679-4500. include history, geography, literature, ecological principles, and cultural connections aligned Graduate Offerings with strategies for implementing place-based For-Benefit Graduate Certificate projects with K-12 students. Master of Business Administration (MBA) Master of Healthcare Administration/Master of Business Administration (MHA/MBA dual COLLEGE OF BUSINESS AND degree)* PROFESSIONAL STUDIES Master of Nursing/Master of Business Administration (MSN/MBA dual degree)* MASTER OF BUSINESS Note: Please see the Murphy Deming College of ADMINISTRATION Health Sciences section of this catalog for Joe Sprangel, dean of the college of business and information. professional studies 222 ADMISSION not meet the admissions requirements. After General Requirements for Admission completion of selected courses, students may Mary Baldwin’s MBA coursework is designed request full admission to the MBA program. with similar rigor to other MBA degrees, but it is intended to be accessible to those with business Conditional Early Admission Program and non-business undergraduate degrees. Mary Baldwin undergraduate students are Prospective students will be evaluated from a encouraged to apply to the MBA graduate holistic perspective, and the following program. In addition to the standard admissions criteria will be taken into requirements, a letter of recommendation must consideration: also be submitted. In order to apply to this ● Bachelor’s degree: If the degree is not in program, students must meet with the business, accounting, or an approved undergraduate business advisor to plan business-related field, the applicant will coursework and determine eligibility for this take an exam to evaluate his or her level program. Eligible students must meet all of business knowledge. Based on exam admissions requirements of the graduate results, applicants may be required to program and are limited to 6 credits prior to take one or more pre-MBA module graduation. Students must have graduated with courses. a bachelor’s degree in order to matriculate to ● GPA: Minimum standard of 3.0; this program. consideration given for work experience and/or other degree work Admission Decisions ● Work experience: Preferred, but not Admission decisions are made by the MBA required. Prospective students should Admissions Committee after applications are submit a resume to have work completed, the interview has been given (if experience considered as part of an necessary), and the committee has reviewed overall application. applications in the context of the applicant pool. ● Essay: A short written essay is required Applicants are informed of their admission to evaluate an applicant’s level of interest status. Applicants are advised at the time of in the program and writing capability. their admission regarding any additional ● Interview: Individual interviews may be Pre-MBA course requirements that must be requested by the review committee. fulfilled as conditions of enrollment.
Prerequisite Courses FINANCIAL INFORMATION Pre-MBA Module: Students without an Tuition and Fees 2019-20 undergraduate business or related degree will Tuition for all courses in the MBA program is be required to take an internal exam to determined on an annual basis and is detailed determine their level of business knowledge. on the MBU website. Based on the exam results, students may need to take one or more of the competency-based Financial Assistance pre-MBA modules. These will be online, Mary Baldwin makes every effort to assist self-paced and through a third-party source. students who need to obtain funding for Areas included in these core competencies are education. Students should contact the Office of accounting, business finance, business law, Financial Aid at the time of application. To management, and marketing. qualify for aid, students must be accepted into the MBA program, meet registration deadlines Conditional Acceptance each semester, and make satisfactory academic Students interested in taking one or two courses progress in the work attempted. Aid is awarded may do so, but must still submit the requested pending approvals of federal and state agencies. admissions materials. This option can be used by those with a particular interest in a specific offering or whose previous degree work does 223 Aid for Which Graduate Students May any course that does not meet this standard. Qualify Students falling below a GPA of 3.0 in any given (Subject to approval and funding by federal and semester may be placed on academic probation. state agencies) A student may remain on academic probation ● Loans: Federal Unsubsidized Stafford for one additional semester in order to reach a Loans, Grad PLUS Loans, Private 3.0 overall GPA. If the 3.0 GPA is not met at that Education Loans time, the student may be dismissed from the ● Outside scholarships program. Further details on the MBA Academic policy may be found in the MBU Graduate Student Handbook. ACADEMIC POLICIES
Graduate Policies Academic policies applicable to MBA graduate Grades students are published in this section. Other The grading symbols used by the MBA graduate program policies are provided to graduate program are as follows: students in the MBU Graduate Student Handbook. Policies may be amended at any A Excellent time by the faculty, who determine the date at A-, B+ Very good which amended policies become effective. B Good B- Competent Honor System C Less than The provisions of the MBU Honor System apply competent to graduate students. Students are responsible D, F Failing for understanding the provisions of the Honor System and seeking information from professors Specific course grading scales are noted in the as to the application of the Honor Code to syllabus for each class and are determined by course activities. the instructor.
Copyright Policy Grade point equivalents are: The university enforces all provisions of copyright law. Students are responsible to A 4.0 inform themselves of the law, particularly with A- 3.7 respect to copying. B+ 3.3 B 3.0 Advising B- 2.7 Academic advisement is a process-oriented, C 2.0 interactive professional relationship between D, F 0 advisor and advisee. Each MBA student is assigned an advisor who supports the student in The grade point average is determined by career exploration, academic progress, and dividing the total grade points earned by the performance related to professional standards total semester hour credits attempted in the and for their final project. MBA graduate program.
Academic Progress for Graduate Students on academic probation should meet Programs with their faculty advisor and course instructors All MBA graduate students must maintain a on a regular basis to facilitate their academic minimum cumulative GPA of 3.0 or better to improvement. remain in good standing and graduate from the program. No more than one “C” may be Transfer Credit counted on the student’s record. To maintain The courses in the MBA program are arranged degree seeking status, that student must repeat in a specific sequence with some unique content,
224 and therefore we have limited ability to accept either while on MBU’s property or while transfer of credits to this graduate program. engaged in a program or activity connected with the college and/or its programs. Students are Incompletes required to comply with professional standards The temporary symbol of I may be given at the of schools in which they engage in practicum or end of a course if, for reasons beyond his or her research, interning, student teaching, or other control, an MBA student is unable to complete activities connected with the college and/or its the course work. An incomplete may be given programs. only with the approval of the MBA Program Director and the course instructor and with the Requirement for Continuous submission of the Incomplete Form. Enrollment, Leave of Absence Students are expected to remain enrolled Incomplete work must be completed no later continuously from the date of their initial than the end of the next calendar term: that is, registration for courses until completion of the by the end of Term 3 for fall semester courses, degree. However, because of family emergencies and by the end of Term 1 for spring semester or special situations, students may need to stop courses or at the time set by the instructor and registering for new course work for a semester shown on the Incomplete Form. In unusual or two. The decision to do so should be made by circumstances, such as prolonged illness, with the student in consultation with the program the approval of the instructor and the MBA advisor. Students who do not enroll in graduate Program Director, time may be extended. business courses for three consecutive sessions (or one calendar year) are considered “inactive” If the work is not completed within the time and no longer receive mailings from the College specified, the registrar office will assign the of Business and Professional Studies. Inactive grade awarded by the instructor based on the students who wish to re-enter the program must work completed to date. reapply and must pay a re-enrollment fee of $50, if accepted. Records of inactive students who Academic Grade Appeal wish to re-enter the program are reviewed for A student with questions about a grade should reactivation. Certain conditions may be set for first contact the course instructor to determine if re-entry into the program: e.g., if program there is an error. That contact must happen requirements have changed during the time within 20 calendar days of the time the grade is students were on inactive status, they may have assigned. If there is an error, the instructor must to meet the new requirements. report the correct grade to the dean of the College of Business and Professional Studies CURRICULUM immediately. If there is no error, and the student Course Sequence desires to contest the grade, the student must All BUAD 500 level courses must be completed submit written reason(s) for the appeal to the prior to beginning BUAD 600 level courses. The dean of the College of Business and Professional courses in the BUAD 600 level must be Studies within 10 days from the time the completed prior to beginning BUAD 700. The instructor denies the change request. The dean sequence is shown below. Exceptions to this forms a hearing committee consisting of the policy will require advisor or director approval. dean, the registrar, the student’s advisor, and two faculty members. The committee reviews Pre MBA Modules Financial Accounting the written appeal, hears statements from both Managerial Accounting the student and the instructor involved, and Business Finance approves or disallows a change. Business Systems & Technology Legal Environment of Business Organizational Behavior & Moral and Ethical Responsibility Management MBA students may not engage in behavior or Sustainable Operations actions that endanger themselves or others, Management Principles of Marketing 225 Semester 1 BUAD 511 throughout a firm’s value chain; and in the BUAD 521 protection of property rights. BUAD 531 BUAD 541 BUAD 551 BUAD 523 The Consumer (1.5 s.h.) Semester 2 BUAD 513 This course investigates the role of the BUAD 523 organization in providing products and services BUAD 533 to consumers. In doing this, organizations have BUAD 543 responsibilities to their customers that are in BUAD 553 Semester 3 BUAD 611 part shaped by regulation and contract, but also BUAD 613 that stem from the concept of fair dealing and BUAD 615 ethical conduct. Responsibilities include BUAD 617 providing education and accurate information; BUAD 619 using fair, transparent, and helpful marketing Semester 4 BUAD 700 information and contractual processes; and promoting sustainable consumption and MBA COURSE DESCRIPTIONS designing products and services that provide BUAD 511 Local Community (1.5 s.h.) access to all and cater, where appropriate, for the This course investigates the role of the vulnerable and disadvantaged. Responsibilities organization in engaging with its community. also involve minimizing risks from the use of Organizations that seek to make a positive social products and services, through design, change assume the tasks of transforming the manufacture, distribution, information way in which people think and behave, their provision, support services, and withdrawal and social relationships, institutions and social recall procedures. Many organizations collect or structures in order to make a positive impact on handle personal information and have a individuals, communities, and the environment. responsibility to protect the security of such While they may do this as for-profit information and the privacy of consumers. organizations, the benefits that result go beyond those generated for the firm (Stephan, Patterson, BUAD 531 The Local Environment (1.5 s.h.) Kelly & Mair, 2016). This course investigates the role of the
organization in managing its environmental BUAD 513 Global Community (1.5 s.h.) impact. In doing this, we take a global This course investigates the role of the perspective and investigate the approaches organization in engaging with the community, taken by organizations to community on a local, regional and global scale. In doing engagement in the United States as well as in this, we take a global perspective and Europe, Asia and elsewhere around the globe. investigate the approaches taken by This considers the use of natural resources in the organizations to community engagement in the design and production of goods and services; in United States as well as in Europe, Asia, and the construction and use of the facilities in elsewhere around the globe. which they are produced, delivered, and used;
and in the materials and methods used to BUAD 521 Business to Business Engagement transport them. It contemplates cradle-to-cradle (1.5 s.h.) design and usage of products and it further This course investigates the role of the contemplates the events and developments organization in engaging in ethical conduct in organizations need to consider in their their dealings with partners, suppliers, long-range planning, based on anticipated contractors, customers, and government changes in earth’s environment. agencies, as well as with competitors. Fairness and issues concerning socially responsible BUAD 533 The Global Environment and behavior arise in the areas of anti-corruption; Planning for Environmental Change (1.5 s.h.) regulation and the relationship of the firm to its This course investigates the role of the regulators; fair competition and anti-competitive organization in managing its environmental activity; the promotion of sustainable practices impact. In doing this, we take a global 226 perspective and investigate the approaches and consumers, labor and the environment -are taken by organizations to community protected. In this course, special attention is also engagement in the United States as well as in given to the regulations concerning online Europe, Asia, and elsewhere around the globe. communications and transactions. In this course we will consider the global implications of climate change. While BUAD 551 The Workplace (1.5 s.h.) governments as well as individual organizations This course investigates the role of the are taking steps to control the use of greenhouse organization in managing its workplace gases and other pollutants as well as to mitigate environment. The labor practices of an their impact, the situation is far from being organization encompass all policies and solved. Developments in environmental practices relating to work performed within, by, technologies are explored as are the concept and or on behalf of the organization, including application of sustainable development both in subcontracted work. Labor practices extend terms of industrialization and infrastructure beyond the relationship of an organization with developments as well as in terms of sustainable its direct employees or the responsibilities that patterns of production and consumption. We an organization has at a workplace that it owns also consider how to anticipate and plan for or directly controls. They include the impending changes in the global climate. recruitment and promotion of workers; disciplinary and grievance procedures; the BUAD 541 Internal Governance (1.5 s.h.) transfer and relocation of workers; termination This course investigates the role of the of employment; training and skills development; organization in developing its internal health, safety, and industrial hygiene; and any governance systems. In doing this, we consider policy or practice affecting conditions of work, organizational forms and methods of in particular working time and remuneration. governance. The B Corporation has a unique Labor practices also include the recognition of place in organizational structure as it represents worker organizations and representation and a hybrid between traditional for-profit and participation of both worker and employer not-for-profit forms. Forms of internal organizations in collective bargaining, social governance are also examined, including the dialogue, and tripartite consultation to address structures and processes needed to establish social issues related to employment. policies and the types of policies that organizations may be expected to have. The role BUAD 553 The Worker (1.5 s.h.) of the board and of internal auditors are also This course investigates the role of the employee considered both as agents acting on behalf of the in the organization. Employees are considered to firm and in its best interest, but also in the be an organization’s greatest and most critical establishment of an organizational culture. The asset. An engaged and dedicated workforce can role of transparency in supporting ethical generate value for shareholders, for decision making is also discussed. stakeholders, and for the general public. In this course, we consider issues including BUAD 543 External Governance (1.5 s.h.) compensation and benefits, working conditions This course investigates the role of the and technology, and “right-to-work” legislation. organization in establishing and maintaining Also considered are the concepts of participative organizational governance. Governance is a decision making and the best practices in system of mechanisms, both internal and developing and engaging employees. Finally, a external to the organization. While internal comparison is made between the rights and mechanisms, such as directors, employee protections of workers in the US and those in representatives, and owners, do much to ensure other countries. that the organization is operating ethically and within the bounds of the law, other actors also BUAD 560 Managerial Accounting and Finance participate in this process. Chief among them (3 s.h.) are the regulators whose task it is to ensure that The course introduces the student to key other stakeholders -organizational customers concepts, issues, tools, and vocabulary used by 227 hospital administrators. This includes offerings that have value for customers, clients, understanding of key financial and managerial partners, and society at large.” It is one of the accounting tools and concepts to healthcare core activities of any organization, whether problems through development of healthcare for-profit or not-for-profit, and provides both the financial statements, recording of transactions, structure and the principles for communicating financial statement analysis, full costing, with customers, potential customers, regulators, differential costing, budgeting, and suppliers, and all of the other external responsibility accounting. While my goals stakeholders in the firm. Marketing includes cannot be to make you expert financial analysts identifying the needs and wants of potential within eight weeks, you will be able to evaluate purchasers, specifying product or service design, important corporate concepts and decisions assessing competitive offerings, identifying coherently. target markets, and developing a communications strategy. The course is intended BUAD 561 Entrepreneurial Leadership and to enable the student to apply the principles of Strategies in Healthcare (3 s.h.) marketing strategy to create sustainable This course introduces using proactive products and services, and, in doing so, achieve entrepreneurial behavior through personal a competitive advantage in the marketplace. responsibility to organize employees to achieve a common goal using innovative approaches to BUAD 615 Human Capital Management (1.5 take advantage of opportunities through s.h.) effective and efficient change management that Human capital management, which is also optimizes risk to create a dynamic environment known as human resource management (HRM), for the benefit of an organization. This includes provides organizational leaders with the an overview of supply chain management, concepts and practices that align the structure, outsourcing and insourcing as well as mergers culture, and values of the firm with its human and acquisitions. capital. Its purpose is to create a strategic advantage for the organization through the BUAD 611 Management (1.5 s.h.) recruitment and selection of employees, This course investigates how organizations are providing them with appropriate compensation managed. The course begins with a brief and a fulfilling work experience, and overview of the history of management theory maximizing the mutual benefit of employment and introduces contemporary studies of theory for both the employee and the employer. and practice. We will consider multiple Human capital management entails developing perspectives of management in order to a code of ethics, establishing an organizational understand how individuals relate to the firm culture, managing the societal impact of and how the firm relates to the local and global business decisions, and improving the quality of communities. We will address how management life of employees, their families, and the and managers have been viewed in the past and community at large. It includes components present and how organizational forms and such as the recruitment and selection of structures have evolved over time. It will also employees, compensation, benefits, training, and address the critical functions of management: motivation as well as assessment. planning, organizing, leading, and controlling, with a special emphasis on understanding BUAD 617 Entrepreneurship (1.5 s.h.) individual and organizational behavior, An entrepreneur is a person who pioneers motivation, leadership, communication, and change and, in the context of this course, sustainability. organizes, manages, and takes on the risks of a new enterprise. We will consider the trends and BUAD 613 Marketing (1.5 s.h.) forces underlying the changing character of the Marketing is defined by the American business-environment relationship and how Marketing Association as “the activity, set of they are creating significant entrepreneurial institutions, and processes for creating, opportunities for individuals and companies. communicating, delivering, and exchanging Further, we develop the concept of the “triple 228 bottom line” approach, which gauges MURPHY DEMING COLLEGE OF organizational performance across economic, HEALTH SCIENCES social, and environmental indicators. Those Deborah Greubel, Vice President and Dean of Health measures serve as indicators of fiduciary Sciences responsibility to a growing set of concerned Susan Stevens, Associate Dean for Academic Affairs investors and therefore can help ensure access to capital. They also enable innovators to lower Our Mission costs, create strategic differentiation, reduce risk, The mission of the Murphy Deming College of and position themselves for competitive Health Sciences (MDCHS) is to prepare advantage over rivals less attuned to trends. compassionate and ethical health professionals that strive for excellence through BUAD 619 Accounting & Finance (1.5 s.h.) interprofessional collaboration that is responsive The Accounting & Finance course will give the to an ever-changing global environment. This student the ability to identify, measure, analyze, will be accomplished by fostering a dynamic interpret, and communicate information learning community dedicated to innovative describing the financial health of an teaching and learning, engaged scholarship, and organization. The accounting and finance service. disciplines are cornerstones of the enterprise system, as good financial management is vital to Programs the economic health of organizations – both Health sciences graduate, RN-BSN, and Health for-profit and not-for-profit. This course Informatics and Information Management examines the principles, techniques, and uses of undergraduate programs are nonresidential and accounting in the planning and control of are offered through the MBU branch campus in business organizations from a management Fishersville, VA, 7.6 miles from Staunton. perspective. We will study the concepts, theory, Undergraduate programs in Exercise Science, and practice of the cost-control function of Health Science, and Healthcare Administration management. In doing this, we will analyze are offered as residential programs on the MBU what information is needed within an main campus in Staunton. Students enrolled in organization; where to obtain this information; the Entry-Level Occupational Therapy (OT), and how managers can use this information to Physical Therapy (PT) and Physician Assistant plan, control, and make decisions. Topics (PA) programs are admitted once a year; are include cost behavior and forecasting; capital full-time, year-round students; and must budgeting; activity-based costing and maintain continuous enrollment throughout the management; costs of quality and productivity duration of the program. Students enrolled in improvement programs; cost-volume analysis; the Health Informatics and Information and capital and operating budgeting. Management (HIIM), RN-BSN (licensed, Registered Nurse to Bachelor of Science in BUAD 700 Apex Project (7.5 s.h.) Nursing), Master of Healthcare Administration The course must be taken during the student’s (MHA), Master of Science in Nursing (MSN), final semester at Mary Baldwin University and and Post-Professional Occupational Therapy is intended to be a platform for demonstrating Doctoral (PPOTD) Programs are admitted twice (1) the student’s comprehensive knowledge of a year, and have flexibility in enrollment. The business systems and functions and (2) the HIIM, RN-BSN (for licensed, registered nurses), student’s understanding of the concept of MSN, MHA, and PPOTD programs are sustainability in designing a new enterprise or delivered in an online format. Undergraduate repurposing an existing one. This course is degrees in Health Science and Healthcare cross-listed with MHA 701 and MHA 701. Administration are offered in both a residential and online format. The information provided in this catalog is subject to change. The most up-to-date information can be found at: marybaldwin.edu/health-sciences
229 Residential undergraduate programs follow the all admissions requirements, including official undergraduate policies found in the front section of this transcript(s) showing final course work was catalog. completed; meeting GPA and minimum course grade requirements, and confirming they have ACCREDITATION earned any required degrees. All other required SACS-COC official documentation as outlined in their Mary Baldwin University is accredited by the conditional acceptance notification must also be Southern Association of Colleges and Schools submitted; before enrollment into the program. Commission on Colleges (SACS-COC) to award bachelor’s, master’s, and doctoral degrees. Conditional Admission Inquiries concerning accreditation status only Conditional admission does not apply to should be directed to: SACS-COC, 1866 Entry-level Doctor of Occupational Therapy, Southern Lane, Decatur, GA 30033-4097, Doctor of Physical Therapy, and Master of 404-679-4500. Science in Physician Assistant Programs. Conditional admission will be used in cases ADMISSION DECISIONS where applicants do not meet all of the The undergraduate programs in Exercise requirements for regular admission but allows Science, Healthcare Administration, Health them to begin program course work. Informatics and Information Management, and Conditionally admitted students must meet any Health Sciences do not have a separate conditions outlined in the conditional admissions' process. Mary Baldwin University admissions notification document and earn at students can declare these majors and should least a 3.0 GPA during the first nine credits taken refer to the Undergraduate Section of this in the program. Catalog for more information. Transfer Credit The Health Sciences Graduate and RN-BSN The undergraduate programs follow university Undergraduate programs use multiple criteria to policy regarding transfer of credits. Graduate select the most promising candidates from the programs in health sciences may allow up to six applicant pool. Admission decisions are made (6) graduate-level transfer credits with prior by the Admissions Committee after applications program director approval. Prior courses may be are completed, interview has been given (if used to meet prerequisite requirements. There is required), and committee review in the context no waiver of coursework or advanced standing of the applicant pool. Applicants are informed in granted in any program. writing of their admission status. Admission into Mary Baldwin University does not Procedures guarantee admission into these programs. Mary Undergraduate students applying to MDCHS Baldwin University reserves the right to rescind will have their transcript(s) evaluated at time of admission for students whose criminal application and will be informed of background check comes back positive for any courses/credits needed to complete their conviction. undergraduate degree. Graduate students requesting a transcript review will submit the Conditional Acceptance request in writing to the program director of the Conditional acceptance will be used for students program in which he or she is seeking finishing their prerequisite course work or other acceptance. Acceptance of transfer credit is at admission requirements such as RN Licensing the discretion of the program director. In order Examination, etc. Applicants are advised in for transfer credit to be awarded, the following writing at the time of their conditional conditions must be met: acceptance regarding any additional ● The credit was earned at an MBU approved, undergraduate coursework or other regionally accredited institution. requirements that must be fulfilled as conditions ● The credit was not used for a previously of enrollment. Their acceptance, will be earned degree. conditional pending confirmation they have met 230 ● The student earned a minimum grade of a Students may be entitled to a credit of refund of “B” or greater. (“S”/“U” grades are only tuition dollars. Credits and refunds are based on accepted for a “P”/“NC” graded course at semester. Credits outstanding at the end of the MDCHS) semester are applied to the next semester. ● The course is applicable to the anticipated Refunds are processed according to the refund program of study. schedule. The Student Accounts Office assumes ● A written request for a transcript evaluation responsibility for the administration of is received prior to the prospective student university policy related to payment of fees. being accepted into the graduate program. ● The request is approved by the program Returned Check director for the graduate program in which Students will be charged a $28 fee for any check the student is accepted. received in payment of any obligation that is ● The approval is only valid for the program returned by the bank. of enrollment, if the student transfers to a different program of study within MBU or Procedure MDCHS, the student will need to petition Application for credits and refunds: the date on the new program director for approval. which written notice is received by the university is considered the date of withdrawal. Articulation Agreements See withdrawal policy in MDCHS section of Murphy Deming College of Health Sciences has academic catalog for additional information articulation agreements with a select group of about withdrawals. institutions to guarantee interviews to applicants who meet all admission requirements Rules applied to determine whether a refund or as outlined in the agreements. Admission is not credit is granted: guaranteed under these programs but • No student will be permitted to register or guarantees interviews to highly qualified reside on campus until applicable charges candidates from partner schools to our for the current semester have been paid in competitive health sciences graduate programs. full. • Refunds are made only to the guarantor of Advising the student’s financial obligation. Academic advisement is a process-oriented, • Enrollment deposits, program fees, and interactive, professional relationship between course fees are nonrefundable. advisor and advisee. Each student is assigned a • Federal financial aid recipients withdrawing faculty advisor who supports the student in completely will have their aid returned to career exploration, academic progress and the proper accounts according to federal performance, related to professional standards regulations. See pro rata refunds in the and support for their final project. academic catalog for undergraduate and graduate programs. • Please note if a student has a federal student TUITION AND FINANCIAL AID loan, any type of withdrawal or leave causes Tuition and Fees the student to be reported as withdrawn to Tuition and fees are detailed on the tuition and the National Student Loan Database and the fee tab of the MDCHS Admissions website: student’s federal loan grace period will marybaldwin.edu/health-sciences/about/admission begin from the last date of class attendance.
For more information about Student Accounts, Refund Schedule call 540-887-7176 or visit: 12-15 week term marybaldwin.edu/business-and-finance/accounting-a Withdrawal Date Refund Up through first day of classes 100% nd-budgeting nd Day 2 – end of 2 week 80% Week 3 and 4 50% Credit and Refund Policy: Week 5 20%
231 Remainder of semester 0% apply for a Federal Student Aid ID or FSA ID. 4-8 week term You can do that at fsaid.ed.gov . This will be your Up through first day of classes 100% electronic signature to the application. The Day 6-9 80% Remainder of semester 0% FAFSA has an IRS data retrieval tool to help pull your tax information from the IRS, but it is Withdrawal (Counseled, Disciplinary, always a good idea to have your tax forms ready Academic, or Voluntary) just in case. As a graduate student, you are Students who withdraw receive a refund in considered independent, and will not need any accordance with the refund schedule for the parental information to complete the FAFSA. semester in which the withdrawal is granted, Please do not hesitate to contact the Office of plus an administrative fee. If withdrawal occurs Financial Aid with questions at 540-887-7022 or prior to the first day of classes, students are not fi[email protected] charged for the semester. ACADEMIC POLICIES Authorized Leave of Absence (Including Graduate Medical and Military Leaves) Academic policies applicable to health sciences When an authorized leave is granted, a credit is graduate students are published in this section. issued based on the refund schedule, less an Other program policies are provided to graduate administrative fee. Administrative fee is waived students in the MDCHS Student Handbook and for military leave. When an authorized leave of the Clinical Education Manual. Policies may be absence is granted prior to the first day of amended at any time by the faculty, who classes, the student is not charged for the determine the date at which amended policies semester. become effective.
Veterans Administration Education Benefits The following grading scale will be used by all and Enlisted Military Student Policies graduate programs in the Murphy Deming For Veterans Administration education benefits College of Health Sciences: and enlisted military student policies and refunds, see Financial Aid in the Tuition and Fee 90-100% A 4.0 points per semester hour Information section above. 80-89% B 3.0 points per semester hour 70-79% C 2.0 points per semester hour Financial Aid 60-69% D 1.0 points per semester hour In general, financial aid for health sciences < 60% F * 0.0 graduate programs is primarily comprised of I Incomplete (used for unsubsidized loan funding. You will also have extenuating circumstances the option for Grad PLUS loan funding to help NR No Grade Reported finance your degree. Although the amount (temporary) varies by student, the loan amount you can be P ** Passing (used only in awarded typically covers the cost of tuition, pass/fail) books, and offers a substantial allowance for room and board expenses if desired. The W Withdrawal Virginia tuition assistance grant (VTAG) is available for full-time graduate students who *Does not count toward graduate degree are in health related fields (CIP code 51 series), requirement; does count on grade point submit their VTAG application by July 31 and average. meet the residency requirements. **Does count toward graduate degree: does not count on grade point average. In order to apply for federal financial aid, you will need to complete a Free Application for Undergraduate Federal Student Loans (FAFSA). If you have Undergraduate students follow the academic never completed a FAFSA, you will need to policies, honor code, and student governance as outlined in the undergraduate section of this 232 catalog. Additional information can be found in themselves of the law, particularly with respect the MDCHS Student Handbooks. to copying.
Incompletes Research on Human Subjects A grade of “I” (for incomplete) may be given at Federal, state, and college policies regarding the end of a course if, for reasons beyond the research on human subjects apply to all research student’s control, the student is unable to involving MBU students, faculty, or staff as complete the work. An incomplete is given upon researchers or as subjects, including research the recommendation of the course instructor and undertaken in the health sciences programs. The the approval of the program director and vice Mary Baldwin University Institutional Review president for health sciences. In order to receive Board (IRB) is responsible for the oversight of all an “I” students must have achieved a passing research activities at the college that involve grade to date in the class. Work must be human subjects. For more information, please completed by the end of the next semester and visit: marybaldwin.edu/research/irb the student cannot progress to the next phase of professional study until the incomplete has been Academic Resolutions and Appeals resolved successfully resulting in the assigning Unprofessional Behavior of a passing grade for the course. If the work is Students are expected to demonstrate not completed within the time specified, the professional behavior at all times in the registrar’s office will assign the grade awarded classroom, lab, and clinical setting (refer to by the instructor based on the work completed Professional Behaviors in the 21st Century, to date. approved for all programs). Students are expected to treat all individuals (students, Not Reported (NR) faculty, patient, clinicians, etc.) with respect at all An NR grade can be given for clinical education times. Unprofessional behaviors in any setting courses and research experiences. The NR is will be brought to the student’s attention by used in the event there is a delay in completing academic and clinical faculty. The student will the clinical assignment (not attributable to the be expected to correct any unprofessional student) or the course requirements by the time behavior immediately upon receiving feedback grades are due. about this behavior. Students that demonstrate a pattern of unprofessional behavior in any In the event that a student does not successfully combination of settings will receive more formal complete the doctoral project or practicum in counseling and behavior will be documented. time for graduation, the student must enroll in a That student may be dismissed if patterns of continuing credit course in order to complete the unacceptable professional behaviors persist program. despite counseling for improvement. The student must understand and model the Honor System characteristics defined by their professions. The The students, faculty, and administration of the faculty expects students comply with these Murphy Deming College of Health Sciences join professional behavior expectations at all times together in support of the Honor Code for the (i.e. classroom, laboratory, meetings with faculty, purposes of (a) providing an atmosphere of program sponsored service activities, and mutual trust, concern, and respect; (b) fostering clinical settings). The faculty believes prompt honorable and ethical behavior; and (c) remediation of actions, attitudes, or cultivating lifelong professional conduct. To characteristics that demonstrate a student’s promote this purpose, matters regarding failure to comply with the expected professional misconduct shall fall under the jurisdiction of behaviors is essential to facilitate successful the Honor Code. completion of a program.
Copyright Policy As such, potential action may be taken if a The college enforces all provisions of copyright student does not comply with the Professional law. Students are responsible to inform 233 Behavior as outlined previously. Please note, depending on the severity of the specific If the program director determines there has not violation, the faculty may initiate remediation been sufficient improvement in the student’s and sanction procedures at any of the four steps behavior to remove him/her from probation, described below (skip verbal warning and then the director will discuss this with the initiate a written warning, etc.) In addition, all faculty to determine possible courses of action. remediation and sanction procedures will be The director will communicate in writing to the documented and discussed with the student. student that the conditions for revoking probation have not been met. The notice will Remediation and Sanction Procedures include the course of action determined by the 1. Verbal Warning: to the student by the faculty. involved faculty member or advisor emphasizing the need to discontinue the 4. Dismissal from the Program for Behavior(s) behavior that is inconsistent with Inconsistent with the Expected Professional professional expectations. Documentation Behaviors: will note that a verbal warning has taken place and briefly describe the behavior When the specific interventions do not result in violation. the expected changes in behavior within the determined timeframe, or when a single 2. Written Warning: from the program director violation of the expected professional behaviors to the student indicating the need to is severe, the Program Director will discuss this discontinue the behavior that is inconsistent with the VP of Health Sciences and involved with the expected professional behaviors. faculty to determine if dismissal from the This letter will contain: program is warranted. Dismissal will be invoked a. Detailed description of the nature of the when in the faculty’s collective judgment: unsatisfactory performance, a. Technical standards have been violated; b. Parties who observed or were affected by b. Severe violations of the College and the behavior, profession Code of Ethics have taken place; c. Actions needed to correct the behavior, c. Imminent physical or psychological harm to d. A timeline for correction, a fellow student, patient, instructor, or other e. Actions to be taken if the problem is not individual is a major factor; or corrected by the timeline expected, and d. A pattern of behavior inconsistent with the f. Notification that the student has a right expected professional behaviors is to request a review of this action. documented regardless of the students’ performance on written, oral, or practical 3. Probation Period: for the student during assignments and courses. which time the faculty will assess the student’s ability to demonstrate expected If the student disagrees with the faculty’s professional behaviors. Probation is a decision, he/she has the right to implement time-limited, remediation-oriented period appeal procedures as described in the General that is closely supervised by the program Appeal Policy. director. Students placed on probation for professional behaviors will be notified in Student Withdrawal writing of the following: Academic Withdrawal a. The specific inappropriate behavior(s); All graduate courses in the college must be b. The recommendations for rectifying passed with a grade of “C” or better. A student this/these behaviors; receiving a grade of “D” or “F” in any course c. The time frame for probation during may be dismissed from the program in which which the behavior(s) is expected to be they are enrolled. Students must maintain an corrected; and overall GPA of 3.0 or better to continue in the d. The procedures to ascertain whether the program and graduate. Students falling below a behavior(s) has been rectified. 234 GPA of 3.0 in any given semester will be placed disciplinary reasons receive a refund in on academic probation. A student may remain accordance with college policy for the semester on academic probation for one additional in which the penalty is determined, and subject semester in order to reach a 3.0 overall GPA. If to an administrative fee. the 3.0 GPA is not met at that time, the student will be dismissed from the program. Health Issues or Leaves of Absence From time to time, a student may develop a Once dismissed, the program director and health-related problem that necessitates a faculty will determine whether a student is medical leave of absence or withdrawal from the eligible for return, and any stipulations for program and college. A student may be granted doing so, on a case-by-case basis. The Office of a medical leave of absence. If a student wishes to the Registrar will note the dismissal on the request a medical leave of absence, he/she student’s academic record. should meet with the program director first. Then, the student would be required to provide Voluntary Academic Withdrawal documentation from a physician or other A student who wishes to voluntarily withdraw relevant health professional regarding the need from a program for financial, medical, or for a medical leave. This will be provided to the personal reasons should: MDCHS Vice President’s Office for evaluation. 1. Talk with their faculty advisor, To return to the program after a medical leave, 2. Talk to the program director, the student would be required to provide 3. Provide a written letter to the program written documentation from a physician or director stating his/her reasons for other relevant health professional that he/she is withdrawal, and mentally and/or physically able to return to 4. Complete a withdrawal form, an exit classes. Because of the physical and mental interview, and an appointment with the nature of the OT, PT and PA health sciences Financial Aid and Business Offices. programs, the student will be required to have a completed participation readiness form, as this If a withdrawal is granted a refund for the documentation ensures the student can meet the current term is issued based on college policy technical standards of the program in which he less an administrative fee. Students will not be or she is enrolled. The student should work with charged for subsequent semesters. the program director to address sequencing of course work and the appropriate returning date Counseled Withdrawal to allow for a smooth transition back into the A student may request and be granted a program. (See Appendix B of the OT, PT, or PA counseled withdrawal from the college. If, in the MDCHS Student Handbook.) judgment of the vice president of health sciences, and the program director or designee, A student who withdraws from a program it is either in the student’s best interest or the secondary to medical issues is welcome to best interest of the college, a student will be reapply for admission through a regular granted a counseled withdrawal. A withdrawal admissions cycle at a later time. form, an exit interview, and an appointment with the Financial Aid and Business Offices are Leaves of absence will not be granted to required. If a withdrawal is granted a refund for students on academic probation. As a general the current term is issued based on college rule, short and long-term leaves of absence are policy less an administrative fee. Students will not allowed except for the following reasons: not be charged for subsequent semesters. ● Maternity/paternity leave ● Health reasons (either one’s own or a family Disciplinary Withdrawal member’s) Students may be required to withdraw from the ● Compelling problems of a personal nature college for disciplinary reasons, having been (such as a death of a loved one or marital served a major penalty by the Honor Council or breakdown) administration. Students who withdraw for 235 Any student requesting a leave of absence must ● Sexual harassment (For complaints related to submit the request to his/her program director, Title IX or sexual harassment, see explaining the reason for the request and all the information for how to report a concern or activities that the student intends to undertake incident at marybaldwin.edu/title-ix ) while on leave. Any relevant supporting ● Honor Code violations documentation should be included, such as a ● Grade appeals, suspensions, or dismissals healthcare provider’s note in case of illness. ● Removal from clinical sites Leaves of absence must be approved. Approved leaves of absence may be subject to rules and The college also recognizes the responsibility of regulations which will be delineated in a the student to express their concerns in a contract signed by the student and his/her professional and ethical manner. program director. Procedure No leaves of absence during the clinical phase of General complaints: the program may exceed three months. 1. The program director will hear the student’s concern and determine an appropriate Military Withdrawal course of action. In most cases, this course of Military withdrawal is granted to students action will consist of one or more of the whose military reserve obligations may require a following: period of absence from the academic program a. Mediation, when they are called to extended active duty. b. Counseling, Readmission is guaranteed. The student will c. Referral to the VPHS, or need to meet with the specific program director d. Resolution with no future action. and vice president of health sciences (VPHS) to 2. If the concern involves the program director, determine appropriate curriculum to be the complaint should be submitted directly completed in the remainder of the degree to the VPHS. program. 3. If the grievance cannot be resolved in the above manner the student may submit the Program Suspension complaint to the VPHS. Suspension is defined as a temporary separation 4. If the grievance is still not resolved the from the institution. The duration of the student is referred to step five of the suspension will be determined by the VPHS. Uniform Grievance Policy in the Academic Students may be assigned independent studies Catalog for Undergraduate and Graduate during suspension to remain current; however, Programs. these independent studies do not replace course 5. Records regarding general grievances will be attendance or rotation requirements. If the terms housed in the VPHS administrative office. set out under the suspension are not fulfilled 6. For complaints related to Title IX or sexual and the period of the suspension is six months harassment, see information for how to or greater, the student will be dismissed from report a concern or incident to the title-ix MDCHS. The VPHS may grant an exception for coordinator at: for how to report a concern extreme circumstances beyond the control of the or incident at marybaldwin.edu/title-ix . student. 7. For Honor Code violations see the Honor Code Policy. Student Grievance Policy 8. For grade appeals, suspensions, dismissals, The college recognizes the need for students to or removal from a clinical site, please refer to voice grievances and to seek resolution to the Appeal Policy. problems, disagreements with faculty and/or administrators, or interpretations of institutional General Appeal policy. The college recognizes the right of students to have due process regarding decisions related to Note: This policy is not intended to address their academic success at MDCHS. A student concerns or complaints related to: may only appeal an Honor Council decision, 236 final grade, disciplinary withdrawal, written or oral communications directed to suspension/ removal from a clinical site, or the class/program as a whole; program dismissal. or 3. Was the result of a clear and material If dismissal from the program is a result of mistake in calculating or recording grades or grades, the student may appeal the grade other evaluation. Individual elements (e.g., causing the dismissal. If the appeal is assignments, tests, activities, projects) which unsuccessful, the dismissal stands; the student contribute to a final grade are generally NOT cannot appeal the dismissal as well as the grade. subject to appeal or subsequent review If the appeal is successful, the dismissal will be during a final grade appeals procedure. rescinded. However, individual elements may be appealed under these procedures providing The student shall be allowed to continue taking all of the following conditions are met: courses until the appeal is resolved (with the a. The student presents compelling approval of the program director in which the evidence that one or more individual classes are taken), with the exception of clinical elements were graded on arbitrary or courses, or when the students’ continued impermissible grounds; participation is deemed by the program director b. Grounds can be established for to be harmful or disruptive to other students determining a professionally sound and/or the program. If the appeal is grade for the appealed element(s); and unsuccessful and the dismissal stands, the c. The ensuing grade for each appealed student will be removed from any classes in element would have resulted in a which he or she is registered and will be different course grade than that assigned responsible for any tuition and fees accrued as a by the faculty member or dismissal from result of registration during the appeals process. a program.
All information gathered during the appeal Procedures process will be kept confidential to the extent The following procedures detail the steps for possible while providing necessary individuals filing a student appeal. The student must with the information needed to make an exhaust all program level appeals processes informed decision, consistent with the Family before filing a formal appeal to the college. Educational Rights and Privacy Act (FERPA). Program Level Appeals Procedure Grounds for Appeal 1. APPEAL TO INSTRUCTOR/ A decision is deemed to have been assigned DIRECTOR OF CLINICAL EDUCATION arbitrarily or impermissibly if, by a Within twenty (20) calendar days after the preponderance of the evidence, a student student receives notification of the decision the establishes it was: student should submit a formal written appeal 1. Impermissible based in whole or in part to the instructor. This appeal must include: upon the student’s race, color, religion, ● A statement of the reason(s) why the national origin, age, sex, disability, sexual student believes the grade/ decision was orientation, or other reason unrelated to the impermissibly or arbitrarily assigned instructor’s professional academic judgment (see Appeal Policy) in the evaluation of the academic ● The resolution sought. performance of the student; ● All correspondence should include or contact information. 2. Assigned in a manner not consistent with ● The instructor must respond to the the standards and procedures for evaluation student’s request in writing (no later established by the instructor, the program, or than ten working days after receiving the the college in the handbook, in the course student’s written appeal). This response syllabus, or during the class/program in should detail whether or not the
237 instructor is approving or denying the particular case or is otherwise unavailable. The appeal. ADAA will serve as ex-officio (nonvoting) chair of this committee. 2. APPEAL TO PROGRAM DIRECTOR If the student is unable to resolve the The purpose of the CAAC is to determine grievance through the appeal to the whether the facts support the student’s instructor, the student should submit a contention the decision was impermissibly or written appeal to the program director arbitrarily assigned, or there was material within ten (10) working days of receiving the procedural deviation, as defined in the policy. It instructor’s written response (from Step 1). is not the function of the Committee to Students appealing to the Program Director re-evaluate the student’s work/ behavior to assume the burden of proof. determine whether the CAAC agree with the This appeal must include: professional judgment of the faculty member ● A statement of the reason(s) the student who made the decision. believes the grade was impermissibly or arbitrarily assigned; The committee shall be convened no later than ● The steps taken to resolve the disagreement ten working days from the time the request was over the assigned course grade; made to the VPHS office by the student. All ● The resolution sought. relevant documents collected by the ADAA will ● The appeal must be accompanied by be shared with committee members. evidence the student believes supports the Additionally, the CAAC reserves the right to conclusion that the grade was impermissibly request oral presentations from both parties. or arbitrarily assigned. Evidence might Other relevant parties may be questioned. include papers, tests, syllabi, or written Neither the student nor the faculty member may documentation. be accompanied or represented in the hearing by legal counsel. The student and the faculty Within ten (10) working days of receiving this member may be accompanied in the hearing by appeal, the Program Director will notify the a silent advocate. This advocate is intended as a student of the decision. support person and will not be permitted to speak to the committee. He or she must be a If a student’s appeal to the Program Director is member of the Mary Baldwin community. The decided in a manner adverse to the student, then CAAC may consider only such evidence as is the student may appeal the matter to the College offered by the parties and at the hearing(s). The Academic Action Committee (CAAC). The burden of proof shall be on the student to satisfy student should forward the initial appeal to the the Committee that a preponderance of the Instructor and response (from Step I.), the evidence supports the grade/ decision was subsequent appeal to the Program Director, and awarded arbitrarily or impermissibly as defined. written notification (from Step II.) to the VPHS All decisions of the CAAC shall be made by a Office. Upon receipt of the appeal and simple majority vote. Within ten working days aforementioned materials, the Associate Dean from the conclusion of its hearing(s) on the for Academic Affairs (ADAA) will convene the matter, the CAAC Chair will provide a written CAAC. report to the student, instructor, and program director. The Committee report must include the The CAAC will consist of three faculty Committee’s finding of fact and a recommended members, each from a different program, elected course of action. by MDCHS faculty to two-year staggering terms. One alternate faculty member will be 3. REVIEW BY THE VICE PRESIDENT OF elected by MDCHS faculty to a one-year term. HEALTH SCIENCES All members will serve no more than two Within ten (10) working days after receiving the consecutive terms before sitting out for a CAAC’s report, the student may request a minimum of one year. The alternate will be review by the VPHS. The VPHS will review all seated if a member recuses him or herself from a information presented to the CAAC and the 238 CAAC report to determine whether there was case-by-case basis with the Accessibility Services appropriate due process or there were Program Coordinator, the program director, and inconsistencies in the process which require the faculty. further consideration. At this point the VPHS can affirm or change the CAAC decision. This Courses will be taken in semesters and assigned exhausts MDCHS appeal procedures. If the appropriate credit hours for contact time for student still wishes to appeal the decision, lecture, lab, and clinical activities as appropriate. please refer to step 5 of the Uniform Grievance A course may be offered as a pass/fail grading Policy in the Academic Catalog for option; however, students may not choose to Undergraduate and Graduate Programs. take a regular, graded course for pass/fail.
SCHOOL OF HEALTH AND HUMAN Graduate courses in the school must be passed PERFORMANCE with a grade of “C” or better. A student Lisa D. Shoaf, school director receiving a grade of “D” or “F” in any course will be dismissed from the program in which Programs in The School of Health and Human they are enrolled. Students must maintain an Performance: overall GPA of 3.0 or better to continue in the program and graduate. Students falling below a GRADUATE GPA of 3.0 in any given semester will be placed Occupational Therapy: on academic probation. A student may remain ● Entry-Level Occupational Therapy on academic probation for one additional Doctorate (OTD) semester in order to reach a 3.0 overall GPA. If ● Post-Professional Occupational Therapy the 3.0 GPA is not met at that time, the student Doctorate (OTD) online program will be dismissed from the program. Physical Therapy: ● Doctor of Physical Therapy (DPT) For students in the Entry-Level OT or PT Physician Assistant: Programs: ● Master of Science in Physician Assistant A student on probation at the completion of the (MSPA) first spring semester academic year may be permitted to proceed to Clinical Education 1 or UNDERGRADUATE Field Work 1B if the student has completed all ● Bachelor of Health Sciences (BS and BA) * coursework with no grade lower than a “C,” has ● Bachelor of Exercise Science (BS and BA)* successfully passed all practical examinations, and has demonstrated appropriate professional *offered on Staunton campus; please see behaviors in class and clinical settings. Faculty undergraduate programs section of this catalog will meet to discuss the student’s performance and determine the student’s readiness to SCHOOL POLICIES proceed to the full-time clinical experience.
Grading, Student Standing, and Academic If a student is permitted to proceed to Clinical Probation for the PT, and Entry-Level OT Education 1 or Fieldwork 1B and successfully Graduate Programs completes it, the student will then have one full-time semester (11 credit hours or more) in The health sciences Entry-Level OT and PT which to improve their GPA to a 3.0 or better. graduate programs are full-time programs. Students will not be permitted to reduce the Students must be at a 3.0 GPA or better at the course load in a semester as the professional completion of the second spring academic programs are sequential and require the student semester in order to proceed to Clinical to complete them in a specific period of time. Education 2 or Fieldwork Level 2 experiences. Any special circumstances related to course Students must also be at a 3.0 or better in order work for students will be addressed on a to proceed to the terminal clinical internship
239 experiences for the third year and must maintain fails a clinical internship experience, he/she may the 3.0 GPA in order to graduate. be offered the opportunity to repeat the clinical internship. Students on academic probation should meet with their faculty advisor and course instructors The MDCHS timeframe for completion of all on a regular basis to facilitate their academic program requirements is specified as five years improvement. from the date of initial enrollment.
Students on academic probation are not eligible Specific procedures are further outlined in the for academic and programmatic awards. Clinical Education and Fieldwork Education Manuals which will be provided prior to clinical For more information, please see the previous section, placement. “Murphy Deming College of Health Sciences Graduate Academic Policies.” Occupational Therapy Programs
Program Matriculation and Completion: DPT Overview and Entry-Level OTD Programs The occupational therapy programs at Mary At the end of each semester, faculty review the Baldwin University offer two distinct avenues to academic performance of all students. In order earning the occupational therapy doctorate to progress to the next semester, students must (OTD) degree. The first is a full-time, successfully complete all courses in a particular on-campus, entry-level occupational therapy semester with a grade of “C” or better and doctoral program. This entry-level program is maintain a 3.0 GPA. All practical testing during for students aspiring to become occupational that semester must be passed. The student must therapists. The second is a part-time, primarily demonstrate appropriate professional behaviors online post-professional occupational therapy as expected in all courses. The student will be doctoral program. This post-professional permitted to progress to the second year and program is for licensed occupational therapists beyond only if all course work and full-time who wish to earn the clinical doctoral degree. clinical experiences have been successfully completed. Entry-Level Occupational Therapy Doctorate (OTD) A comprehensive examination is required for Allison Ellington, program director entry-level OT students. The exam must be K. M. "Shelley" Knewstep-Watkins, director of successfully completed at the end of the Level 2 clinical education full-time clinical experiences to progress to the Hannah Harris, capstone experience coordinator Capstone Experience. Lisa Burns, Greg Hansen, Pamela Stephenson, Sandy Wagoner PT students are enrolled in PTH 835 during the third summer of the program. This course Overview prepares students to complete the Practice The Entry-Level Occupational Therapy Examination (PEAT) of the Federation of State Doctorate (OTD) is a post-baccalaureate, Boards of Physical Therapy as the written professional doctoral degree that will prepare examination. This written examination must be the student for work in any practice setting completed at a satisfactory level, as determined following graduation and license acquisition. by class performance and faculty assessment, to The curriculum integrates the occupational progress to the final terminal clinical experiences therapy profession’s foundational knowledge that begin in fall of the third year. requirements, its basic theoretical tenets and perspectives, and a strong didactic and Successful completion and meeting of fieldwork education focus to support students in entry-level competencies is required in the achieving competencies in screening, evaluation, full-time terminal clinical internship experiences fabrication, and delivery of evidence-based in order to graduate as scheduled. If a student 240 plans of care. The curriculum is deliberately Mission Statement intended to incorporate the contexts associated The mission of the Murphy Deming OTD with occupational therapy service delivery and program is to prepare compassionate graduates will have an emphasis on interprofessional who will provide client-centered, education in class and lab settings. occupation-focused, and evidence-based Interprofessional activities will extend to practice. Our graduates will work opportunities for service to the local and collaboratively on interprofessional teams and regional community. provide supportive leadership at every opportunity. Through ethical decision-making The OTD student must successfully complete and with high standards of care, they will each didactic year prior to progress to the enhance engagement in meaningful, productive, fieldwork education course that follows. The and satisfying occupations for individuals and total length of the program will be 117 credit communities. hours, 3.0 years (nine semesters) at the completion of the curricular process. The Program Philosophy curriculum will include two, 12-week fieldwork The MDCHS OT program is committed to experiences and one, 14-week Capstone student-centered teaching and learning Experience. Students must successfully complete experiences that innovatively address current a practical examination at the completion of and future occupational therapy practice needs their second year in order to begin the Level 2 for an ever-changing global environment. experiences. They must also take and pass a Students learn the process of occupational comprehensive Exit Exam prior to matriculation therapy by exploring and applying principles of to the final Capstone experience (14 weeks). 1) client-centered and evidence-based Successful completion of the terminal clinical occupational therapy practice that is based upon practicum sequence and evidence of meeting the occupation and recognizes the influence and competencies for entry-level occupational importance of culture, 2) teaching and learning therapy practice must be met in order to theory, and 3) interprofessional practice. The graduate. program seeks to develop graduates who will become lifelong learners, continually strive for OTD Program Vision Statement excellence, and make substantial contributions The Occupational Therapy Doctorate program at to the improvement of the human condition. The Murphy Deming College of Health Sciences at MDCHS OT Philosophy statement is divided Mary Baldwin University will provide dynamic into beliefs about the human experience, health, and innovative, student-centered teaching and occupational therapy, education and learning. learning that develops practitioners who pioneer, practice, teach, and lead in a globally ACCREDITATION linked interdisciplinary healthcare environment. The information below is current as of printing, The program will be a model for the however, our most current accreditation Occupational Therapy profession. The graduates information can be found on our website: and faculty are committed to lifelong learning marybaldwin.edu/health-sciences/school-of-health-human- and demonstrate high levels of competence for performance/doctor-of-occupational and in the profession. The program, students, therapy/accreditation-outcomes and faculty will be nationally and internationally recognized through its ACOTE contributions to the profession and other Accredited Doctoral Degree Level entities, as well as be recognized regionally as an Occupational Therapy Program authority and primary source for occupational The Entry-Level Occupational Therapy Doctoral therapy information, education, and services Degree Program is accredited by the related to occupation, health, and wellness Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, Suite 200, 241 Bethesda, MD 20814-3449. ACOTE’s telephone Required Courses Credit Comments number c/o AOTA is (301) 652-AOTA and its Hours Introduction to Biology 3-4 Lab Web address is www.acoteonline.org . Graduates of recommended the program will be eligible to sit for the Human or Vertebrate 3-4 Lab national certification examination for the Anatomy recommended occupational therapist administered by the Human or Vertebrate 3-4 Lab Physiology recommended National Board for Certification in Occupational Physics 3-4 Recommended Therapy (NBCOT). After successful completion but not required of this exam, the individual will be an Introduction to Psychology 3 Occupational Therapist, Registered (OTR). In Abnormal Psychology 3 addition, all states require licensure in order to Introduction to Sociology or 3 Anthropology practice; however, state licenses are usually Lifespan Human 3 Birth to Death based on the results of the NBCOT Certification Development Examination. Note that a felony conviction may Introduction to Research 2 Qualitative or affect a graduate’s ability to sit for the NBCOT Methods Quantitative Research, certification examination or attain state Statistics, or licensure. Research Methods Medical Terminology 1-2 A medical Process for Filing Complaints with ACOTE terminology The process for filing complaints has been certificate could established by ACOTE. The process is outlined be used to fulfill in the Accreditation Council for Occupational the prerequisite requirement for Therapy Education Policy for Complaints this course work Against Educational Program, Revised August 2016. Link to this information: *Can be combined A/P for 8 credits. https://www.aota.org/~/media/Corporate/Files/Educa tionCareers/Accredit/Policies/Procedures/VB%20Co Prerequisite coursework may be completed mplaints.pdf during the admission cycle. Please add planned courses in OTCAS transcript section. Course Admission Requirements/Process for the work must be completed by May. Entry-Level Occupational Therapy Doctorate (OTD) Program ● GPA: A minimum of 3.0 overall GPA Application cycle begins: July 18 (in OTCAS) required. We expect most accepted students Application deadline: January 15 will surpass this minimum. In addition, all prerequisite courses must reflect a “C” or ● College Transcripts: A bachelor’s degree better. from an MBU approved, regionally ● References: Three references are required accredited institution is required prior to (submitted via OTCAS). At least one enrollment. reference must be from an occupational ● Application: Applications will be accepted therapist. Reference from a college professor online through the Occupational Therapy who can attest to your ability to enter a Centralized Application Service (OTCAS) competitive professional program is once the application cycle has begun. recommended but not required. ● Application Fee: In addition to the OTCAS ● OT Observation Hours: 40 hours are fee, a non-refundable supplemental fee of required to explore occupational therapy as a $45 is required. career in at least two different settings. ● GRE: GRE must have been taken within five Information on how to provide this years of application to our program. information can be found on the OTCAS ● Prerequisite Courses: application form. ● Essay: The OTCAS application form will require a brief personal essay.
242 ● Interview: The Admissions Committee will OTH 713 Topics in Healthcare send invitations to selected candidates to OTH 727 Occupational Therapy in Mental interview. Not all applicants will be invited Health OTH 729 Motor Learning & Movement to interview. An interview does not Analysis guarantee acceptance into the program. OTH 730 Clinical Seminar 1
Before registering for classes, students must SUMMER SEMESTER, YEAR 2: provide: OTH 737 Clinical Fieldwork 1B (Mental Health) ● Criminal background checks (federal OTH 801 Pharmacology requirement for all persons working with OTH 811 Teaching and Learning 2 vulnerable populations) at student expense. OTH 825 OT and Adult Musculoskeletal ● Signed Technical Standards document. Conditions ● Written verification of immunizations at OTH 832 Technology & Environmental student expense. Adaptation ● Written verification of health insurance at student expense. FALL SEMESTER, YEAR 2: ● Basic Life Support (BLS) for Healthcare OTH 812 Community Practicum (fall or spring) Providers certification from the American OTH 813 Teaching and Learning 3 Heart Association at student expense. OTH 821 Research and Critical Inquiry 2 OTH 822 Capstone Preparation 1 After classes start, and in preparation for OTH 828 OT and Adult Neurologic Conditions clinical placements, students must also OTH 830 Clinical Seminar 2 provide: OTH 831 Select Topics in OT Practice ● Any additional requirements as stated by OTH 841 Research and Critical Inquiry 3 specific healthcare agencies (such as drug OTH 842 Clinical Fieldwork 1C (Adult) screening, additional criminal background checks, etc.) at student expense. SPRING SEMESTER YEAR 2: OTH 812 Community Practicum (fall or spring) Entry-Level Occupational Therapy Doctorate OTH 814 Organization and Management of (OTH) Curriculum Practice OTH 815 Leadership, Policy and Advocacy SUMMER SEMESTER, YEAR 1: OTH 823 Capstone Preparation 2 OTH 700 Human Anatomy OTH 829 Pediatric Practice in Occupational OTH 705 Introduction to Occupational Therapy Therapy OTH 711 Teaching and Learning 1 OTH 840 Clinical Seminar 3
FALL SEMESTER, YEAR 1: SUMMER SEMESTER, YEAR 3: OTH 701 Kinesiology OTH 843 Clinical Fieldwork 1D (Pediatrics) OTH 702 Introduction to Neuroscience OTH 845 Clinical Fieldwork 2A (12 weeks) OTH 706 Foundations of Occupational Therapy OTH 921 Capstone Preparation 3 OTH 712 Psychosocial Aspects of Care OTH 714 Occupational Therapy Practice FALL SEMESTER, YEAR 3: Contexts OTH 835 Professional Competency OTH 721 Research and Critical Inquiry OTH 855 Clinical Fieldwork 2B (12 weeks) OTH 726 Occupational Patterns in Life and Culture SPRING SEMESTER, YEAR 3: OTH 736 Clinical Fieldwork 1A (Introductory) OTH 865 Capstone Experience (16 weeks) OTH 922 Capstone Project 4 SPRING SEMESTER, YEAR 1: OTH 703 Conditions in Occupational Therapy TOTAL CREDITS = 117 OTH 704 Neuroanatomy
243 ENTRY-LEVEL OCCUPATIONAL THERAPY the basic structure and function of the nervous DOCTORATE (OTD) COURSE system with special emphasis on topics of DESCRIPTIONS greatest concern to occupational and physical therapists. This course is cross listed with PTH OTH 700 Human Anatomy (5 s.h.) 704 and is an interprofessional collaborative Lecture and Lab. This course provides in depth course. study and analysis of the regional and systemic organization of the human body through lecture OTH 705 Introduction to Occupational and cadaver dissection. This course is cross Therapy (1 s.h.) listed with PTH 700 and is an interprofessional In this course, students will gain a foundational collaborative course. knowledge of the occupational therapy profession and occupation as central to the OTH 701 Kinesiology (3 s.h.) human experience. Students will also explore Lecture and Lab. This course will introduce the other foundational topics including the history student to the kinematics and kinetics of human of the occupational therapy profession, movement. Emphasis will be placed on occupational therapy practitioners, professional understanding of regional functional anatomy associations and organizations, ethical and applying this information to movement. considerations, professionalism. Students will This course is cross listed with PTH 701 and is also explore the practice of occupational therapy an interprofessional collaborative course. in other countries to compare and contrast with practice in the United States. OTH 702 Introduction to Neuroscience (1 s.h.) This lecture course will introduce students to the OTH 706 Foundations of Occupational cellular physiology of the nervous system and Therapy (3 s.h.) provide students with an overview of the In this course the student will examine the development of the nervous system in the critical reasoning behind the service provision embryo. This course will also introduce the for clients with whom they work. Developing physiology of the endocrine system and its OT critical reasoning includes: screening and control over other body systems. Prerequisite: identification of problems to support students in completion of all coursework in Summer 1. referral, assessment, goal setting, intervention planning, reassessment, discontinuation for OTH 703 Conditions in Occupational Therapy client, and family-centered care. Included will be (2 s.h.) applications of theory in various settings in This course provides students with an order to utilize evidence-based practice. opportunity to explore pathological and system factors underlying conditions commonly OTH 711 Teaching and Learning 1 (1 s.h.) encountered during delivery of occupational The course provides an understanding of therapy services. Concepts and perspectives of teaching and learning theories with application individual and population health, culture, to clinical practice for occupational and physical determinants of health, wellness, prevention, therapy. This course is cross listed with PTH 711 and the World Health Organization’s and is an interprofessional collaborative course. International Classification of Diseases are introduced. Students examine key features of OTH 712 Psychosocial Aspects of Care (3 s.h.) common diseases throughout the lifespan in This course will introduce the students to order to understand the effects of heritable and various psychosocial considerations important acquired diseases, genetic conditions, disability, to working with patients and clients trauma, and injury on physical and mental successfully. This course is cross listed with PTH health, and on occupational performance. 712 and is an interprofessional collaborative course. OTH 704 Neuroanatomy (2 s.h.) The course includes the study of functional neuroanatomy and neuroscience to understand 244 OTH 713 Topics in Healthcare (2 s.h.) with goals, methods, and expected outcomes This course will provide the student an negotiated in advance with an individual faculty overview of key topics in healthcare that are member. important for health professionals to understand. Topics will include an introduction OTH 725 Perspectives in Global Healthcare to healthcare systems organization, healthcare (1–2 s.h., variable) financing, Medicare, Medicaid, and managed Elective Course. This course provides an care. This course is cross listed with PTH 713 exploration of global healthcare issues with a and is an interprofessional collaborative course. travel opportunity. Students will participate in service and/or clinical activities as part of the OTH 714 Occupational Therapy Practice course. This course is cross-listed with PTH 725. Contexts (2 s.h.) The course will provide a general examination OTH 726 Occupational Patterns in Life and of the current and emerging practice contexts Culture (3 s.h.) associated with the practice of occupational Lecture and Lab. This course analyzes therapy and provision of related services Topics developmental theories and occupations across will include service environments, legislative the lifespan (from birth to death). Emphasis is impact and involvement, reimbursement placed on the analysis and synthesis of systems, practitioner roles, application of frames interrelationships of occupation and of reference and theoretical models within development as well as specific physical decline practice contexts, and supervision guidelines with age. The influence of cultural diversity and and skills. the environment across the lifespan are also analyzed. OTH 721 Research and Critical Inquiry (3 s.h.) This course covers concepts and principles of the OTH 727 Occupational Therapy in Mental research process including question, theory, and Health (3 s.h.) hypothesis development, research design and In this course, students will develop skills and methodology, and statistical reasoning and knowledge in utilizing a client-centered, analysis. Critical review of professional recovery-focused, and evidence-based approach literature and determination of the relevance to work with clients who experience mental and applicability of research findings to specific health challenges. Students will apply critical patient problems are introduced with the goal of reasoning, selected theories, and current promoting evidence-based practice in evidence to evaluate, plan, implement, and healthcare. This course is cross listed with PTH review outcomes for intervention approaches 721/PAS 521 and is an interprofessional across the spectrum of mental health practice. collaborative course. Students will enhance their reflective practice skills throughout the course. Emphasis is placed OTH 722 Special Topics (variable s.h.) on facilitating optimal mental health and Exploration of current special topics in managing mental illness through engagement in occupational therapy examination and meaningful occupation. intervention. OTH 729 Motor Learning and Movement OTH 723 Continuing Registration for Final Analysis (3 s.h.) Project (1 s.h.) Concepts related to motor learning and motor Non-credit course intended for students who control are considered within the context of have completed all program credits but still occupational therapy practice. Furthermore, need to use university resources to complete deficits in postural control, mobility, and upper their degree requirements. extremity function are considered in relation to their impact on occupational performance. OTH 724 Independent Study (variable s.h.) Additionally, this course emphasizes the Independent study in interdisciplinary or development of skills necessary for clinical discipline specific issues and/or clinical practice practice with persons with physical disabilities: 245 these skills include transfers, proper positioning, therapy students. Students will examine the and facilitation of safe mobility. means by which one successfully implements teaching and evaluates learning in a clinical OTH 730 Clinical Seminar 1 (1 s.h.) setting. This course is cross listed with PTH 811 This is the first course in a sequence that utilizes and is an interprofessional collaborative course. a case-based learning model to integrate clinical management of common patient diagnoses OTH 812 Community Practicum (Fall or Spring across the professional disciplines of physical 2nd Year) (2 s.h.) therapy, occupational therapy, and physician Lecture and Lab. Occupational therapy, physical assistant. This course is cross listed with PTH therapy students, and physician assistant 730 and PAS 530 and is an interprofessional students working in teams with local collaborative course. community agencies will develop a requested service project that is health related. This course OTH 736 Clinical Fieldwork 1A (Introductory) is cross listed with PTH 812 and PAS 612 and is (1 s.h.) an interprofessional collaborative course. In this course the student will apply the knowledge and skills learned in the first two OTH 813 Teaching and Learning 3 (2 s.h.) semesters of graduate OT course work. Various In this course students will formulate practice settings are utilized to expose the appropriate learning goals then plan learning student to the role of an OT as an activities to engage students in ways that will interdisciplinary team member, the uses of OT achieve those goals. Each student will be theory and frames of references, as well as the responsible for teaching a specific subject area role of the OTA and other disciplines. This associated with Occupational Therapy practice course is offered on a pass/fail basis and will have the opportunity to be evaluated and receive feedback on their efforts. OTH 737 Clinical Fieldwork 1B (Mental Health) (1 s.h.) OTH 814 Organization and Management of The course will address the OT role in the Practice (3 s.h.) mental healthcare setting to include but not be This course includes an application of limited to acute psychiatry, community based administrative and professional leadership mental health, hospital, or Geri-psych facilities. processes, standards of practice, competencies, This course is offered on a pass/fail basis. needs assessments, program development, outcome management, reimbursement, ethics, OTH 801 Pharmacology (2 s.h.) policy, and trends in OT practice. This course covers the basic principles of Pharmacodynamics and Pharmacokinetics, as OTH 815 Leadership, Policy and Advocacy (3 well as common adverse drug reactions of s.h.) medications. The students will be exposed to In this course students will review the literature key categories of medications including regarding leadership and examine their own autonomic, cardiovascular, pain and leadership style. Federal and state legislation inflammatory, endocrine, neurological, will also be critically analyzed and discussed anti-infective and anti-cancer, as well as key relevant to its impact on those in the special topics. The focus will be on rehabilitation professions and on the clients they understanding how these medications impact serve. Students will be exposed to advocacy medical and rehabilitation management of the activities that will provide them with patient. This course is cross listed with PTH 801 opportunities to gain knowledge of specific and is an interprofessional collaborative course. societal needs.
OTH 811 Teaching and Learning 2 (1 s.h.) OTH 821 Research & Critical Inquiry 2 (1 s.h.) The course provides an understanding of This course covers qualitative research teaching and learning theories with application methodologies and enables students to become to clinical practice for occupational and physical competent consumers of qualitative research. 246 Readings include content in phenomenology, implementation, and discontinuance of specific ethnography, grounded theory, narrative, modalities will be addressed. qualitative case study and disability studies. Additionally, strategies to increase rigor in OTH 828 OT and Adult Neurologic Conditions qualitative research are discussed. This course is (3 s.h.) cross listed with OTH/PTH 821 and is an In this course, students will understand, interprofessional collaborative course. analyze, and implement occupationally-based theories as well as evidence-based approaches OTH 822 Capstone Preparation 1 (1 s.h.) to the care of adults with neurologic conditions. This course is the first in a sequence that leads to OT practice among adults with cerebral vascular the completion of a culminating project for the accidents, traumatic brain injuries, spinal cord OTD curriculum. The course will include review injuries, and degenerative diseases will be of content from Research and Critical Inquiry. It explored. Additionally, OT practice related to is the first in a series that will lead to the common impairments including cognition, completion of a culminating project during a 16 communication, dysphagia, visual-perceptual week Doctoral Experience. Students are function, and motor control will be discussed. expected to begin the doctoral sequence by Current evidence is used to inform the selected identifying areas of interest, developing a approaches for assessment and intervention literature review, and interviewing experts in the across the continuum of care. student’s area of interest. OTH 829 Pediatric Practice in Occupational OTH 823 Capstone Project 2 (3 s.h.) Therapy (4 s.h.) This course is the second in a sequence that This course focuses on evidence-based, leads to the completion of a culminating project occupation-focused, occupational therapy for the OTD curriculum. Students will select an practice with pediatric populations. It identifies area of concentration from clinical practice, skills and strategies for evaluation and research, education, service, or advocacy. The intervention with pediatric clients and their student will work with a faculty advisor to families. This includes the selection and develop and plan a project that will be presented application of appropriate assessment at the completion of the third year prior to tools/strategies, goal development, intervention graduation. This course is cross listed with PTH planning and outcome measurement. The 823 and is an interprofessional collaborative emphasis is on analyzing barriers that impact course. childhood occupations and developing evidence-based interventions to maximize OTH 826 OT and Adult Populations 1 (3 s.h.) participation and occupational engagement. The Lecture and Lab. The course will introduce the course also identifies the roles of OT area of upper extremity function and practitioners within interprofessional teams dysfunction. The course will examine across multiple pediatric settings. musculoskeletal disorders to include fractures, nerve compressions, and injuries to the OTH 830 Clinical Seminar 2 (1 s.h.) shoulder, wrist, and hand. The use of This is the second in a sequence of courses that appropriate assessments and interventions for utilizes a case-based learning model to integrate impairments, illnesses, or injuries related to clinical management of common patient adult health conditions (including older adults) diagnoses across the professional disciplines of are addressed. physical therapy and occupational therapy. The focus will be on interprofessional understanding OTH 827 Physical Agent Modalities (2 s.h.) and collaboration in a patient-centered Lecture and Lab. In this course the student will healthcare delivery model. This course is cross understand the use of physical agent modalities listed with PTH 830 and is an interprofessional as an intervention and adjunctive therapy. collaborative course. Assessment (implications/contra-indications),
247 OTH 831 Select Topics in OT Practice (3 s.h.) and in-patient rehabilitation. Level I experiences In this course, comprised of lecture and lab are designed to integrate fieldwork seminars components, students examine and learn to with clinical experiences in order to strengthen perform specific assessments and interventions the ties between didactic and practical that are associated with contemporary areas of instruction. This course is offered on a pass/fail practice. Course content areas may include basis. health and wellness, lifestyle redesign, productive aging, lymphedema, chronic disease OTH 843 Clinical Fieldwork 1D (Pediatrics) (1 management, cardio-pulmonary health, s.h.) imaging, ergonomics, work injury management, Students will be placed in a pediatric setting, to and virtual reality. The course is augmented by include but not be limited to: out-patient, expertise drawn from practicing clinicians and schools, and children’s medical centers (acute or researchers both within and outside the field of rehabilitation). All Level I experiences are occupational therapy. Students are provided designed to provide fieldwork seminars and with opportunities to practice and apply experiences to strengthen the ties between the knowledge and skills in current practice areas. didactic and fieldwork education. This course is offered on a pass/fail basis. OTH 832 Technology & Environmental Adaptation (3 s.h.) OTH 845 Clinical Fieldwork 2A (12 weeks) (10 Lecture and Lab. The course guides the student s.h.) through the design, development, modifications, Level II Fieldwork is a comprehensive compensation, and adaptations of personal experience in providing occupational therapy needs and the environment, as it relates to (OT) services to clients in order for the student occupational roles and context. to advance to the abilities of an entry-level, generalist occupational therapist. OT services OTH 835 Professional Competency (1 s.h.) will emphasize applying “purposeful and This course is a self-paced application of meaningful occupation and research, program learning in preparation for the administration, and management of [OT] Department Exit Exam (DEE) and the National services” (ACOTE, 2011, p S62). Fieldwork is a Board for Certification in Occupational Therapy collaborative endeavor by the academic (NBCOT). The course uses critical analyses of program and on-site occupational therapist(s) professional entry competencies for the serving as fieldwork educator(s). This course is occupational therapist including certification, offered on a pass/fail basis. licensure, and professional development responsibilities. A programmatic review and OTH 855 Clinical Fieldwork 2B (12 weeks) (10 professional self-assessment are conducted. s.h.) This course is an intensive practicum to address OTH 840 Clinical Seminar 3 (1 s.h.) the development of competent, entry-level, This course is the third and final in a sequence of generalist knowledge and skills related to OT courses that utilize a case-based learning model service provision. This fieldwork experience will to integrate clinical management of common focus on the application of purposeful and patient diagnoses across the professional meaningful occupation and may include disciplines of physical therapy and occupational research, administration, and management of therapy. Cases in this course will focus on occupational services. This course is offered on a complex medical management. This course is pass/fail basis. cross listed with PTH 840 and is an interprofessional collaborative course. OTH 865 Capstone Experience (16 weeks) (13 s.h.) OTH 842 Clinical Fieldwork 1C (Adult) (1 s.h.) This is the culminating practical experience in Students will be placed in physical disabilities the Doctor of Occupational Therapy Program. setting (adult and geriatrics) to include but not This experiential placement will be made be limited to: long-term care, acute, out-patient, consistent with the interest of the student, under 248 the guidance of an external mentor and faculty Mission Statement advisor. The experience creates and enhances the The mission of the Mary Baldwin University student’s professional skills and abilities Post-Professional Doctor of Occupational allowing them to acquire advance knowledge in Therapy Program is to provide one or more areas of the profession. Examples practitioner-students an enriched learning are: legislation and policy, clinical practice, community to expand their knowledge and advocacy, leadership, research, program empower them to realize greater potentials in development, administration, education, or leadership, teaching-learning, scholarship, and theory development. This course is offered on a interprofessional collaboration that will pass/fail basis. positively impact those they serve in the occupational therapy profession. OTH 921 Capstone Preparation 3 (1 s.h.) This course is the third in a sequence that leads Program Vision to the completion of a culminating project in the The Mary Baldwin University Post-Professional OTD curriculum. The focus of this course is to Doctorate of Occupational Therapy will be the prepare to implement the proposed program of choice for occupational therapists project/research. who wish to tailor their educational experience to most effectively advance their careers and OTH 922 Capstone Project 4 (2 s.h.) become leaders in their current or desired area This is the final course in a sequence that leads of practice. to the completion of a culminating project for the OTD curriculum. The student will complete Program Core Values the analysis of data, write up results and ● Interprofessional education that influences discussion/conclusion as well as present the and promotes interprofessional practice final project in a poster presentation prior to ● Excellence in teaching and learning graduation. (clinical, academic, and leadership contexts) ● Innovative and best practice delivery of Post-Professional Occupational online occupational therapy education Therapy Doctoral (PPOTD) Program ● A learning model focused on dual Allison Ellington, program director application within practice and classroom David Pallister, program coordinator ● Translation of knowledge into Sheri Montgomery evidence-informed practice ● Professional engagement including The Post-Professional Occupational Therapy scholarly contributions and advocacy Doctoral (PPOTD) program is an avenue for initiatives licensed occupational therapists to earn the ● Leadership building (formal and informal clinical Occupational Therapy Doctorate (OTD) contexts and roles) degree. The PPOTD program emphasizes areas ● Advocacy for individuals, communities, including evidence-based practice and populations, and the profession across knowledge translation as well as leadership, varied settings and contexts including advocacy, program development, program organizational, emerging/underserved assessment, and teaching skills. Each student practice, policy, and legislative will create a customized knowledge translation process with the support of a faculty advisor. Admission Requirements/Process for the Each course allows students to customize Post-Professional Occupational Therapy assignments and learning to apply new learning Doctoral Program to their current occupational therapy practice or Murphy Deming College of Health Sciences prepare for future practice transitions. The admits new PPOTD students twice a year. 10-course, 30-credit curriculum includes two Application Deadline – spring: December 15 interprofessional elective courses. Application Deadline– fall: August 15
249 Admission Requirements students will be fully admitted into the PPOTD ● Master’s degree from an MBU approved, program. regionally accredited institution. ● Official transcript from most recent The B-OT to Post-Professional OTD Transition degree reflecting a minimum of GPA of Option 3.0. Baccalaureate-trained occupational therapist ● Active status license in occupational who have not earned a graduate degree but therapy meet all other admissions requirements will be ● Resume and curriculum vitae and a conditionally admitted into the MBU professional statement Post-Professional Occupational Therapy ● Application: Applications are available Doctorate (PPOTD) program through the B-OT online. to post-professional OTD transition option. ● College transcripts: An official transcript Students conditionally admitted to the PPOTD demonstrating completion of a master’s program under this option will take OTH 870: degree from an MBU approved, Doctoral Orientation and Professional regionally accredited institution is Advancement (3 credits) as their first course. required prior to enrolling in coursework. Successful completion of OTH 870 will serve to Your official transcripts from your satisfy one of the core course requirements for degree-granting institution(s) must be the PPOTD curriculum and also move students sent to Murphy Deming College of Health on to the 12 credit prerequisite B-OT to Sciences. Unofficial transcripts are post-professional OTD transition phase which allowable for initial review of an includes the following four courses: application; however, you will not be able • OTH 770 -Academic and Professional to enroll in our program until your official Writing (3 credits) transcript has been received verifying • OTH 775 -Theory, Occupation, and Practice completion of the master’s degree and (3 credits) that you still meet the minimum GPA • OTH 780 -Foundations in Research and required. Evidence-Based Practice (3 credits) ● Licensure: You will need to submit a copy • OTH 790 -Contemporary Leadership in of your current OT license prior to Occupational Therapy (3 credits) enrollment. ● Registration Fee: You will need to submit a one-time, non-refundable registration Program Policies fee of Program Matriculation and Completion $50 once you are accepted into the At the end of each didactic semester faculty program. review the academic performance of all students. In order to progress to the next Conditional Admission semester students must successfully complete all Conditional Admission is used in cases where courses in a particular semester with a grade of applicants do not meet all of the requirements “B” or better and maintain a 3.0 GPA. The for regular program admission but allows them student must demonstrate appropriate to begin program course work, i.e., OTH 870 and professional behaviors as expected in all courses. the 12-credit prerequisite B-OT to PPOTD transition phase. Conditionally admitted Post-Professional Occupational Therapy students must earn at least a 3.0 GPA on a 4.0 Doctoral (PPOTD) Curriculum scale during the first nine credits taken and earn a grade of B or better for each course. B-OT to PPOTD Transition Option Courses (4 courses) Full Program Admission OTH 770: Academic and Professional Writing Upon successful completion of the prerequisite OTH 775: Theory, Occupation, and Practice B-OT to post-professional OTD transition phase, OTH 780: Foundations in Research and Evidence-Based Practice 250 OTH 790: Contemporary Leadership in evidence-informed intervention outcomes. Occupational Therapy Prerequisite OTH 770.
Core Courses (8 courses) OTH 780: Foundations in Research and OTH 870: Doctoral Orientation and Professional Evidence-Based Practice (3 s.h.) Advancement This course will examine the relationship and OTH 880: Evidence Inquiry and Appraisal importance of research, evidence, and OTH 881: Examination of Research knowledge translation to contemporary practice. Methodologies that Inform Practice Students will explore the foundational concepts, OTH 885: Health Promotion Programming for principles, and processes of various research Persons, Populations, and Society approaches by evaluating the question, theory, OTH 886: Advanced Teaching and Learning in hypotheses, design, methodology, and analysis Occupational Therapy through the eyes of a practitioner. Students will OTH 940: Knowledge Translation -Project also review professional and research literature Development and Design to determine the relevance and applicability of OTH 950: Knowledge Translation -Project the evidence to their daily practice. Prerequisite: Implementation OTH 775 OTH 960: Knowledge Translation -Project Outcomes and Professional Dissemination OTH 790: Contemporary Leadership in Occupational Therapy (3 s.h.) Interprofessional Educational Elective Options Students will study contemporary leadership (2 courses) theories and approaches in healthcare as well as OTH 890: Occupational Therapy in Education exemplars of leadership from within the OTH 895: Business and Leadership in occupational therapy profession. This initial Occupational Therapy phase of the course along with a self-analysis of personal and professional leadership qualities Post-Professional Occupational Therapy will serve as the foundation for a course Doctoral (PPOTD) Course Descriptions culminating project focusing on the advancement of leadership opportunities in OTH 770: Academic and Professional Writing interprofessional practice/education or an (3 s.h.) emerging practice area in occupational therapy. Students will develop the skills necessary for Prerequisite: OTH 775 effective professional writing and communication. Strategies for preparing various OTH 870: Doctoral Orientation and forms and styles of scholarly academic writing, Professional Advancement (3 s.h.) including research proposals, reports, literature Students will be introduced to advanced study reviews, and presentation posters and slides will within the post-professional occupational be explored. The use of APA style formatting therapy doctorate program and institutional and referencing will be threaded throughout the tools and resources supporting effective online course. Prerequisite: OTH 870 learning at Mary Baldwin University. Activities within the course will allow students to begin to OTH 775: Theory, Occupation, and Practice develop collaborative learning relationships (3 s.h.) with peers and faculty. Students will also Students will think critically about the ways in establish a vision and structured plan for their which occupation-based theories and models are professional development and advancement; used in practice and how they are aligned with which will include an initial exploration of the official guiding documents of the profession. knowledge translation project options that will Utilizing various levels of analysis and case support their professional advancement vision. studies, students will examine how theories and Prerequisite: Admission to the PPOTD program. models describe or explain a phenomenon and facilitate occupation-centered and OTH 880: Evidence Inquiry and Appraisal (3 s.h.) 251 Students will explore current evidence-based from this course may serve as the basis for the occupational therapy practice methods and knowledge translation project. Prerequisite: OTH focus on skill development in asking 870 Doctoral Orientation and Professional researchable and answerable practice-based Advancement. questions, effective use of search engine databases and other resources and appraising OTH 886: Advanced Teaching and Learning in the quality of evidence. While creating a deeper Occupational Therapy (3 s.h.) understanding of the impact of evidence on This seminar-based course is designed for the practice, course content will also include an occupational therapy practitioner responsible for overview of the ethical considerations inherent establishing and maintaining effective in conducting research and techniques for teaching-learning environments with clients, professional writing in the occupational therapy staff, and administrators or those transitioning profession. Prerequisite: OTH 870 Doctoral to, or currently in, a formal academic setting. Orientation and Professional Advancement. Students will be responsible, in collaboration with course faculty and student colleagues, for OTH 881: Examination of Research tailoring their individual course experience to Methodologies that Inform Practice (3 s.h.) the objective of advancing and operationalizing Students will survey the most common their teaching and learning skills relative to their quantitative, qualitative, and mixed methods current or desired roles as professional research methodologies and designs that educators. A theoretical and evidence-based contribute to the knowledge base in framework will be presented to facilitate the occupational therapy practice. Students learn attainment of individual course objectives. how to develop IRBs, interpret basic descriptive, Prerequisite: OTH 870 Doctoral Orientation and correlational and inferential quantitative Professional Advancement. statistics, code, analyze, and synthesize qualitative and quantitative data and analyze OTH 890: Occupational Therapy in Education and report study outcomes and findings. (3 s.h.) Students will focus their study in this course on Students will participate in an interdisciplinary the bodies of knowledge and research education experience with graduate students methodologies that might best support their from various departments within the university. knowledge translation project. Prerequisite: OTH Students enrolled in OTH 890 will select one of 880 Evidence Inquiry and Appraisal. the program approved courses offered through the Master of Higher Education (MSHE) OTH 885: Health Promotion Programming for department. In addition to meeting the Persons, Populations, and Society (3 s.h.) individual MSHE course objectives, A translational approach to developing health post-professional OTD students will apply and promotion programs that consider and advocate adapt course concepts (through assignments for the occupational needs of persons, groups, and/or relevant activities) to occupational populations, or society is emphasized in this therapy in education. Prerequisite: OTH 870 course. Students develop skills in cultural Doctoral Orientation and Professional Advancement. competency and an awareness of various diversity factors that impede access to health OTH 895: Business and Leadership in services. Occupational Therapy (3 s.h.) Students will participate in an interdisciplinary Program theory will be introduced as the basis education experience with graduate students for designing programs supported by theory from various departments within the university. and evidence. The program design and Students enrolled in OTH 895 will select one of evaluation process will call upon students to the program approved courses offered through explore nontraditional and emerging practice the Master of Health Administration (MHA) areas and delivery options and gain knowledge department. In addition to meeting the MHA in grant writing, information systems, and course objectives, post-professional OTD health and public policy. Student experiences students will apply and adapt course concepts 252 (through assignments and/or relevant activities) community. The project will also be submitted and contemporary leadership styles and for formal publication and/or professional approaches to business and leadership in presentation submission to satisfy the overall occupational therapy. Prerequisite: OTH 870 goal of advancing the body of knowledge within Doctoral Orientation and Professional Advancement. occupational therapy. Prerequisite: OTH 950 Knowledge Translation – Project Implementation. OTH 940: Knowledge Translation -Project Development and Design (3 s.h.) Doctor of Physical Therapy (DPT) In consultation with a faculty advisor, students Program will finalize their exploration of professional Lisa D. Shoaf, program director interest in an area of advanced practice related Gail Tarleton, director of clinical education to their professional advancement and move on Marty Fontenot, Carolyn Moore, Ann Tuzson, to develop their knowledge translation project. Deborah Diaz Students will thoroughly review evidence related to clinical practice, education, research, Overview technology, leadership, administration, The Doctor of Physical Therapy (DPT) program advocacy, or entrepreneur opportunities as well will prepare the student as an entry-level as explore resources and networks that physical therapist who can work in any practice contribute to the design and development of the setting upon graduation and licensure. The DPT individual knowledge translation project. The program will focus on developing the important student’s work in this course will result in a skills of critical thinking, and application of detailed project design that will effectively guide evidence-based practice, for optimizing patient project implementation. In order to obtain outcomes within the context of compassionate faculty advisor approval for the project, the care delivery. Murphy Deming College of Health design must demonstrate that the project will Sciences will have an emphasis on include the synthesis and application of interprofessional education. Students from advanced knowledge and strategies for various health professions will work integrating evidence-based approaches into collaboratively in class and lab settings. practice. Prerequisite: OTH 881 Examination of Interprofessional activities will also extend to Research Methodologies that Inform Practice. opportunities for service to local and regional communities. OTH 950: Knowledge Translation — Project Implementation (3 s.h.) The DPT is a post-baccalaureate, entry-level, Students implement their approved knowledge professional doctoral degree. Applicants must translation project during this course with the have completed a bachelor’s degree prior to overall goal of advancing the body of matriculation into the program. Students will be knowledge within occupational therapy. required to complete a full-time curriculum over Necessary modifications to the project design nine semesters. The DPT student must (from OTH 940) are also made by the student successfully complete each didactic year prior to during this phase of project. Initial frameworks matriculation to the clinical education course for project presentation and professional that follows. Students will complete two shorter dissemination are also developed during the full-time clinical experiences during the implementation phase. Prerequisite: OTH 940 program at the completion of the first and Knowledge Translation – Project Development second years of didactic course work to help and Design. integrate course content into the clinical setting. Two longer clinical experiences of 16 weeks each OTH 960: Knowledge Translation — Project will be completed during the final year of the Outcomes and Professional Dissemination (3 program leading to achievement of entry-level s.h.) practice skills. Students will complete clinical Students complete their knowledge translation experiences in outpatient orthopedics and in a project outcomes evaluation and present the setting treating medically ill and complex project and its outcomes to the MDCHS patients. There will be opportunities for 253 specialty rotations such as pediatrics, sports CAPTE medicine, manual therapy practice, neuro rehab, The Doctor of Physical Therapy program at and aquatics. Successful completion of the Mary Baldwin University/Murphy Deming terminal clinical practicum sequence and College of Health Sciences is accredited by the evidence of meeting the competencies for Commission on Accreditation in Physical entry-level physical therapy practice must be Therapy Education (CAPTE), 1111 North Fairfax met in order to graduate. Street, Alexandria, Virginia 22314; telephone: 703-706-3245; email: [email protected] ; Mission of the Physical Therapy Program The website: http://www.capteonline.org mission of the doctor of physical therapy If needing to contact the program/institution program is to prepare individuals to be directly, please call 540-887-4317 or email compassionate and ethical entry-level physical [email protected] therapists who optimize movement by utilizing critical thinking skills and evidence-based Admission Requirements/Process for the knowledge for decision making. Students, Doctor of Physical Therapy Program graduates, and faculty demonstrate strong Application cycle begins: July 5 (in PTCAS) interprofessional collaboration for Application deadline: December 3 patient-centered care that enhances function and ● College Transcripts: A bachelor’s degree from an promotes a healthy society. Graduates will be MBU approved regionally accredited institution lifelong learners that utilize contemporary is required prior to enrollment. practice models in a variety of practice settings ● Application: Applications will be accepted online through the Physical Therapy Centralized across the lifespan. In realizing its mission, the Application Service (PTCAS) once the Doctor of Physical Therapy program at Murphy application cycle has begun. Deming College of Health Sciences is committed ● Application Fee: In addition to the PTCAS fee, a to serving the Commonwealth of Virginia, the non-refundable supplemental fee of $45 is nation, and beyond by: required. ● Preparing health professionals who ● GRE: GRE must have been taken within five demonstrate the ability to respond years of application to our program. effectively to an ever-changing global ● Prerequisite Courses: environment; Conducting engaged scholarship through Required Courses Credit Comments ● Hours exploration and discovery of knowledge Human or Vertebrate 4* Lab recommended meaningful to teaching and health; Anatomy ● Providing a dynamic and student-centered Human or Vertebrate 4* Lab recommended teaching and learning environment that Physiology Biology 3 At least on course; Upper fosters interprofessional collaboration and level biology such as cell the development of compassionate and biology or histology are ethical health professionals; and recommended, but not required Striving for excellence among students and ● Chemistry 8 Must include labs faculty through community service, life-long Physics 8 General physics, must learning, advocacy, and leadership with a include labs focus on enhancing the well-being of the Psychology 6 1 intro and 1 upper or 2 individual and society. upper level psychology courses; abnormal and developmental ACCREDITATION psychology are preferred. The information below is current as of printing, Statistics 3 Can be from biology, mathematics, psychology, however, our most current accreditation or business; NOTE: if a information can be found on our website: psychology course is used marybaldwin.edu/health-sciences/school-of-health-hu to meet this requirement it man-performance/doctor-of-physical-therapy/accredit cannot also be used for the psychology requirement ation-outcomes *Can be combined A/P for 8 credits.
254 Prerequisite coursework may be completed PTH 700 Human Anatomy during the admission cycle. Please add planned PTH 711 Principles of Teaching and Learning 1 courses in PTCAS transcript section. Course PTH 714 Professional Issues 1 work must be completed by May. ● GPA: A minimum of 3.0 overall GPA FALL SEMESTER, YEAR 1: required. We expect that most accepted PTH 701 Kinesiology students will surpass this minimum. In PTH 702 Physiology addition, all prerequisite courses must reflect PTH 705 Foundations of PT Practice a “C” or better. PTH 706 Foundations of Clinical Exercise ● References: Two references are required. At PTH 712 Psychosocial Aspects of Care least one reference must be from a physical PTH 721 Research and Critical Inquiry therapist. The online application will provide a form for you to send to your SPRING SEMESTER, YEAR 1: references. PTH 703 Pathophysiology ● PT Observation Hours: 40 hours are required PTH 704 Neuroanatomy in at least two different settings, such as PTH 707 Biomechanics hospital inpatient, outpatient, pediatrics, PTH 713 Topics in Healthcare long-term care, etc. Instructions on how to PTH 726 Musculoskeletal Management 1 provide this information can be found on the PTH 727 Therapeutic Agents online application form. PTH 730 Clinical Seminar 1 ● Essay: The PTCAS application form will require a brief personal essay. SUMMER SEMESTER, TERM I, YEAR 1: ● Interview: The Admissions Committee will PTH 740 Clinical Education 1 send invitations to selected candidates to interview. Not all applicants will be invited SUMMER SEMESTER, TERM II, YEAR 2: to interview. An interview does not PTH 801 Pharmacology guarantee acceptance into the program. PTH 802 Clinical Imaging PTH 804 Foundations of Motor Control & Before registering for classes, students must Learning provide: PTH 811 Principles of Teaching and Learning 2 ● Criminal background checks (federal PTH 826 Musculoskeletal Management 2 requirement for all persons working with vulnerable populations) at student expense. FALL SEMESTER, YEAR 2: ● Signed Technical Standards document. PTH 805 Human Development across the ● Written verification of immunizations at Lifespan student expense. PTH 812 Community Practicum (fall or spring ● Written verification of health insurance at 2nd year) student expense. PTH 813 Professional Issues 2 ● Basic Life Support (BLS) for Healthcare PTH 821 Research & Critical Inquiry 2 Providers certification from the American PTH 822 Doctoral Project 1 Heart Association at student expense. PTH 825 Special Topics and Special Adult Populations After classes start, and in preparation for clinical PTH 828 Neuromuscular Management 1 -Adult placements, students must also provide: PTH 830 Clinical Seminar 2 ● Any additional requirements as stated by specific healthcare agencies (such as drug SPRING SEMESTER, YEAR 2: screening, criminal background check, etc.) PTH 823 Doctoral Project 2 at student expense. PTH 829 Neuromuscular Management 2 -Pediatrics Doctor of Physical Therapy Curriculum PTH 831 Cardiovascular and Pulmonary Management SUMMER SEMESTER, TERM II, YEAR 1: 255 The goal of this course is to prepare students to PTH 832 Integumentary Management discuss how organ systems interact with each PTH 833 Health Promotion and Wellness other to maintain homeostasis. This course PTH 840 Clinical Seminar 3 addresses the structure and function of the body’s systems at the molecular, cellular, tissue SUMMER SEMESTER, TERM I, YEAR 2: and organ levels. It also focuses on the PTH 845 Clinical Education 2 development of organ systems within the embryo and fetus, and the role of genetics in SUMMER SEMESTER, TERM II, YEAR 3: heredity. PTH 814 Administration and Organization of Practice Settings PTH 703 Pathophysiology (3 s.h.) PTH 815 Professional Issues 3 This course will cover pathophysiology PTH 835 Comprehensive Outcomes contrasted with normal physiology for systems related to PT practice and differential diagnosis. FALL SEMESTER, YEAR 3: Content will prepare students to understand PTH 855 Clinical Education 3 systems review, red flags, and conditions that PTH 921 Doctoral Project 3 are appropriately addressed in the scope of PT practice across the lifespan. This course will SPRING SEMESTER, YEAR 3: focus on preparing the student to provide PTH 865 Clinical Education 4 physical therapy with medical complexity and PTH 922 Doctoral Project 4 multiple system interactions.
TOTAL HOURS = 125 PTH 704 Neuroanatomy (2 s.h.) The course includes the study of functional Prerequisites – Because the curriculum is a full time, neuroanatomy and neuroscience to understand pre-set program of study with no ability to rearrange the basic structure and function of the nervous course sequencing, students must have successfully system with special emphasis on topics of completed all prior academic and clinical coursework greatest concern to occupational and physical in the professional PT program in order to enroll in therapists. subsequent courses in the curriculum. This course is cross-listed with OTH 704 and is an interprofessional collaborative course. PHYSICAL THERAPY (PTH) COURSE DESCRIPTIONS PTH 705 Foundations of PT Practice (3 s.h.) PTH 700 Human Anatomy (5 s.h.) Lecture and lab. This course introduces the This course provides in-depth study and student to the foundations of practice that will analysis of the regional and systemic build in other courses specific to a practice area. organization of the human body through lecture The student will be introduced to the clinical and cadaver dissection. This course is cross reasoning models that will be used throughout listed with OTH 700 and is an interprofessional the program, as well as an introduction to the collaborative course. Guide to PT Practice. The basics of a systems screening will be introduced as well as PTH 701 Kinesiology (3 s.h.) beginning practice skills. Lecture and lab. This course will introduce the student to the kinematics and kinetics of human PTH 706 Foundations of Clinical Exercise (3 movement. Emphasis will be placed on s.h.) understanding of regional functional anatomy This course reviews key principles of exercise and applying this information to analysis of physiology as it pertains to various parameters movement. of exercise. The student will examine This course is cross-listed with OTH 701 and is an physiological responses of apparently healthy interprofessional collaborative course. individuals, as well as those individuals with PTH 702 Physiology (3 s.h.) disease and special needs, with a focus on exercise prescription. Foundational elements of 256 therapeutic exercise to be utilized in physical PTH 721 Research and Critical Inquiry (3 s.h.) therapy interventions across the lifespan will be This course covers concepts and principles of the presented. research process including question, theory and hypothesis development, research design and PTH 707 Biomechanics (3 s.h.) methodology, and statistical reasoning and Lecture and Lab. This course will continue to analysis. Critical review of professional build on course content from Kinesiology literature and determination of the relevance further developing knowledge and and applicability of research findings to specific understanding related to selected biomechanical patient problems is introduced with the goal of factors influencing normal and pathological promoting evidence-based practice in human form and movement including posture healthcare. and gait analysis. This course is cross-listed with OTH 721/PAS 521 and is an interprofessional collaborative course. PTH 711 Principles of Teaching and Learning 1 (1 s.h.) PTH 722 Special Topics (variable s.h.) The course provides an understanding of Exploration of current special topics in physical teaching and learning theories with application therapy examination and intervention. to clinical practice for occupational and physical therapy. PTH 723 Continuing Registration for Final This course is cross-listed with OTH 711 and is an Project (1 s.h.) interprofessional collaborative course. Non-credit course intended for students who have completed all program credits but still PTH 712 Psychosocial Aspects of Care (3 s.h.) need to use university resources to complete This course will introduce students to various their degree requirements. psychosocial considerations important to working with patients and clients successfully PTH 724 Independent Study (variable s.h.) including ethics, cultural considerations, and Independent study in interdisciplinary or communication. discipline specific issues and/or clinical practice This course is cross-listed with OTH 712 and is an with goals, methods, and expected outcomes interprofessional collaborative course. negotiated in advance with an individual faculty member. PTH 713 Topics in Healthcare (2 s.h.) This course will provide the student an PTH 725 Perspectives in Global Healthcare overview of key topics in healthcare that are (1–2 s.h., variable) important for health professionals to Elective Course. This course provides an understand. Topics will include an introduction exploration of global healthcare issues with a to healthcare systems organization, healthcare travel opportunity. Students will participate in financing, Medicare, Medicaid, managed care, service and/or clinical activities as part of the and future trends in healthcare. course. This course is cross-listed with OTH 713 and is an This course is cross-listed with OTH 725. interprofessional collaborative course. PTH 726 Musculoskeletal Management 1 (4 PTH 714 Professional Issues 1 (1 s.h.) s.h.) This course introduces the student to the Lecture and Lab. This course is the first in a profession of physical therapy including the sequence that provides content on examination history, the professional organizations, and and treatment of musculoskeletal conditions in current and future practice trends. Students are physical therapy. Musculoskeletal injuries and also introduced to professional behaviors and conditions from acute to post-rehabilitation expectations, including interprofessional across the lifespan will be discussed. The course expectations that will be applied throughout the will be a regional focus that includes program. lumbo-sacral and lower quarter examination and treatment. 257 PTH 727 Therapeutic Agents (2 s.h.) understanding how these medications impact The course examines the theoretical bases for medical and rehabilitation management of the and therapeutic application of soft tissue patient. mobilization, thermal, mechanical, light and This course is cross-listed with OTH 801 and is an electrical agents. Emphasis is placed on the interprofessional collaborative course. physical and physiological effects, indications and contraindications, and clinical evidence for PTH 802 Clinical Imaging (1 s.h.) the various modalities and agents, with a focus This course provides an introduction to on musculoskeletal conditions. The course also principles of imaging for the health professional includes basic concepts of the psychophysiology including radiography, CT scans, magnetic of pain and pain management. Scientific resonance imaging, and special studies and evidence about the use of these therapeutic arthrography. How findings related to imaging agents will be discussed and appropriate impact clinical decision making for documentation of treatment will be introduced. patient/client management will be discussed via case studies. PTH 730 Clinical Seminar 1 (1 s.h.) This is the first course in a sequence that utilizes PTH 804 Foundations of Motor Control & a case-based learning model to integrate clinical Learning (2 s.h.) management of common patient diagnoses This course provides students with didactic across the professional disciplines of physical information about the theoretical and therapy, occupational therapy and physician physiological principles that govern motor assistant. control and motor learning and motor This course is cross-listed with OTH 730 and PAS relearning. Factors that influence postural 530 and is an interprofessional collaborative course. control throughout the lifespan are addressed. Particular emphasis is placed upon intervention PTH 740 Clinical Education 1 (3 s.h.) and feedback variables that impact the learning This four week, full-time clinical learning process and guide the examination, evaluation, experience is designed to allow students the and treatment of individuals with neurologic opportunity to integrate knowledge acquired dysfunction. during the first year of professional course work and to apply it in practical physical therapy PTH 805 Human Development Across the environments. Students will develop beginning Lifespan (2 s.h.) to intermediate skills in physical therapy An in-depth study of physical, mental, social evaluation and treatment. Students will also and emotional development from conception to develop interpersonal skills necessary to interact death with emphasis on age-levels generally with patients, colleagues, and community encountered across settings in home, school, and members. Additionally, students may be community settings. The focus is on exposed to various aspects of the role physical age-associated changes in sensory, motor, therapy in comprehensive healthcare delivery cognitive, emotional and psychosocial functions and in a current healthcare environment. This and their implications for self-care, play-leisure, course is offered only on a pass/fail basis. school and work occupation
PTH 801 Pharmacology (2 s.h.) PTH 811 Principles of Teaching and Learning 2 This course covers the basic principles of (1 s.h.) Pharmacodynamics and Pharmacokinetics, as The course provides an understanding of well as common adverse drug reactions of teaching and learning theories with application medications. The students will be exposed to to clinical practice for occupational and physical key categories of medications including therapy students. Students will examine the autonomic, cardiovascular, pain and means by which to successfully implement inflammatory, endocrine, neurological, teaching and evaluate learning in a clinical anti-infective and anti-cancer, as well as key setting. This course is cross listed with OTH 811 special topics. The focus will be on and is an interprofessional collaborative course. 258 qualitative case study and disability studies. PTH 812 Community Practicum (fall or spring Additionally, strategies to increase rigor in 2nd Year) (2 s.h.) qualitative research are discussed. Lecture and lab. Occupational therapy, physical This course is cross-listed with OTH 821 and is an therapy, and physician assistant students, interprofessional collaborative course. working in teams with local community agencies will develop a requested service project PTH 822 Doctoral Project 1 (1 s.h.) that is health related. This course is the first in a sequence, leading to This course is cross-listed with OTH 812 and PAS the completion of the culminating project for the 612 and is an interprofessional collaborative course. DPT curriculum. Students will develop skills in application of high-quality evidence (research, PTH 813 Professional Issues 2 (1 s.h.) clinical expertise and patient preferences) to the This course builds on Professional Issues 1 with physical therapy clinical practice. In addition, the student exploring in more depth issues students will begin the doctoral project related to professional socialization including experience through a literature review and conflict management and negotiation, practice preliminary project planning. and reimbursement issues, use of substitutes, further integration of ethical decision making, PTH 823 Doctoral Project 2 (1 s.h.) and classroom teaching principles. This course is the second in a sequence that leads to the completion of a culminating project PTH 814 Administration and Organization of for the DPT curriculum. Students will select a Practice Settings (2 s.h.) project from the selections by faculty that could This course provides students with a basic include research or program development. The understanding of operational issues related to student will work with a faculty advisor to healthcare practice in a variety of settings. develop, plan, and implement a project that will Topics include leadership and supervision, be presented at the completion of the third year operational and business success measures, prior to graduation. reimbursement, quality assurance, performance improvement, utilization review, risk PTH 825 Special Topics and Special Adult management, documentation and marketing. Populations (4 s.h.) This course provides content and skills PTH 815 Professional Issues 3 (2 s.h.) acquisition for key special topics in physical This course is the final course in the sequence for therapy including advanced manual therapy, professional socialization and development. The sport medicine and advanced rehabilitation, focus of this course is to provide the student industrial rehabilitation, and pelvic health. Also with content related to important state and covered are important exercise considerations national issues, an understanding about the for special adult populations including older governance structure, and an overview of adults, obese individuals, those with metabolic emerging specialty practice areas in the syndrome or diabetes, and cancer diagnoses. profession of physical therapy. The student will Focus will be on advanced clinical reasoning prepare for employment with preparation of a and designing safe and effective exercise resume, cover letter, interview skills, a training activities, including aquatic rehab, for professional development plan, and exploration medically complex cases involving multiple of advanced practice opportunities upon systems issues and interactions. graduation. PTH 826 Musculoskeletal Management 2 PTH 821 Research & Critical Inquiry 2 (1 s.h.) (4 s.h.) This course covers qualitative research Lecture and lab. This course continues from methodologies and enables students to become Musculoskeletal Management 1 with content for competent consumers of qualitative research. examination and treatment of musculoskeletal Readings include content in phenomenology, conditions in physical therapy. Content will be ethnography, grounded theory, narrative, provided on injuries and conditions from acute 259 to post-rehabilitation across the lifespan. This evaluate and treat cardiovascular and course will have a regional focus that includes pulmonary problems, including complex cases, cervical and thoracic spine, TMJ, and upper in inpatient and outpatient PT practice. quarter examination and treatment. PTH 832 Integumentary Management (3 s.h.) PTH 828 Neuromuscular Management 1 -Adult This course prepares the student to evaluate, (4 s.h.) assess, and design treatment for the patient with This is the first of a two-part series about Integumentary conditions or injuries. Content physical therapy management of adults with includes wound care and management, neurological conditions. Students will conditions that lead to amputation, limb care participate in both didactic and laboratories and prosthetics, burn management, bariatric experiences about neurologic pathology, clinical issues, and lymphedema and management of reasoning processes regarding the examination, the patient with cancer. evaluation, and treatment of adults with neurologic dysfunction. Current theory and PTH 833 Health Promotion and Wellness (2 practice of neuro-therapeutic exercise are s.h.) applied to adult patient diagnoses of stroke, The course will focus on the basics of health brain injury and similarly central nervous promotion and wellness and the role of the system conditions. The assessment and physical therapist in individual wellness treatment of gait disorders in neurologic assessment, health and wellness for specific dysfunction is presented and applied. physical conditions such as asthma, diabetes, cardiovascular disease, cancer, and arthritis, as PTH 829 Neuromuscular Management 2 well as considerations for population health. Pediatrics (4 s.h.) Lecture and lab. This course is the second in a PTH 835 Comprehensive Outcomes (1 s.h.) neuromuscular sequence with a focus on The comprehensive outcomes course is designed pediatrics. It covers normal motor, psychosocial, to require the student to review all course neurological, and musculoskeletal development content for the didactic portion of the birth through adolescence, models of neurologic curriculum. This will be followed by written dysfunction in pediatrics, principles of testing to ensure the student has integrated the examination and evaluation in pediatrics, course content and demonstrates readiness to commonly seen diagnoses, and treatment matriculate to the terminal clinical experiences. planning for a pediatric population. Focus will be on safety, content knowledge, psychomotor skills for practice, and appropriate PTH 830 Clinical Seminar 2 (1 s.h.) clinical reasoning skills. This is the second in a sequence of courses that This course is offered only on a pass/fail basis. utilizes a case-based learning model to integrate common patient diagnoses as managed PTH 840 Clinical Seminar 3 (1 s.h.) clinically by occupational therapists, and This course is the third and final in a sequence of physician assistants. The focus will be on courses that utilize a case-based learning model interprofessional understanding and to integrate clinical management of common collaboration in a patient-centered healthcare patient diagnoses across the professional delivery model. disciplines of physical therapy, and occupational This course is cross-listed with OTH 830 and PAS therapy. Cases in this course will focus on 540 and is an interprofessional collaborative course. complex medical management. This course is cross-listed with OTH 840 and is an PTH 831 Cardiovascular and Pulmonary interprofessional collaborative course. Management (3 s.h.) Lecture and lab. This course includes essential PTH 845 Clinical Education 2 (3 s.h.) principles and procedures related to This 4-week, full-time clinical learning cardiovascular and pulmonary physical therapy. experience is designed to allow students the The content should enable the student to opportunity to develop competence in physical 260 therapy evaluation and treatment. Students will Ben Farley, medical director hone clinical reasoning skills and apply scientific Sarah “Whit” Worman, director of clinical rationale in the assessment, planning, and education implementation of physical therapy. The focus of Don Solimini, director of academic education this clinical experience will be evaluation and Jennifer Hunt, Emily Greene, Kent Diduch. management of patients with complex medical conditions. Overview This course is offered only on a pass/fail basis. The Master of Science in Physician Assistant Program embraces the team-based, collaborative PTH 855 Clinical Education 3 (13 s.h.) and interprofessional approach to patient care. This 14-week, full-time clinical learning Students work together in course work, special experience is the first of two terminal clinical interprofessional case study groups, research education courses. The course is designed to and clinical skills scenarios. This collaboration allow students the opportunity to demonstrate extends, but is not limited to, students from competence in physical therapy evaluation and occupational therapy and physical therapy. The treatment, applying sound scientific rational and MSPA curriculum is a full-time rigorous incorporating clinical reasoning and clinical professional program with course work that decision-making skills in all aspects of physical builds sequentially over 27 months (4 didactic therapy care. Students may affiliate in any PT semesters and 1 clinical year). We believe our PA setting depending on availability of sites and program’s curriculum best prepares our student interest. graduates to practice the highest quality patient care in a rapidly changing healthcare PTH 865 Clinical Education 4 (13 s.h.) environment. This 16-week, full-time clinical learning experience is the final of two terminal clinical Mission of the Physician Assistant Program education courses. The course is designed to The mission of the MSPA Program at Mary allow students the opportunity to demonstrate Baldwin University is to academically and competence in physical therapy evaluation and clinically prepare students for PA practice as treatment, applying sound scientific rational and compassionate, effective, qualified clinicians incorporating clinical reasoning and clinical able to serve in a variety of medical specialty decision-making skills in all aspects of physical areas and settings in collaboration with licensed therapy care. Students may affiliate in any PT physicians. This is accomplished in an setting depending on availability of sites and environment promoting diversity along with student interest. respect for self and others. The MSPA Program is committed to leadership, interprofessional PTH 921 Doctoral Project 3 (1 s.h.) education, and collaborative practice. The This course is the third in a sequence that leads program’s mission is realized in a dynamic and to the completion of a culminating project in the holistic learning environment dedicated to DPT curriculum. The focus of this course is to critical reasoning, engaged learning and prepare to implement the proposed scholarship, and innovative teaching with a project/research. strong commitment to service, especially for those in underserved or disadvantaged areas. PTH 922 Doctoral Project 4 (1 s.h.) Veritably, the program holds that the primary This is the final course in a sequence that leads goal of medical training is service to humanity. to the completion of a culminating project for the DPT curriculum. The student will present MSPA Program Goals the final project via a poster exhibition during Within the design of the curriculum and clinical Doctoral Project Week prior to graduation. experiences, the goals of the MDCHS PA Program are to: Master of Science in Physician ● Each cohort will achieve a PANCE passage Assistant (MSPA) Program rate above the national average. Harold Felton, program director 261 ● At least seventy-five percent of the graduates Your official transcript(s) from your will achieve employment as a PA or will be degree-granting institution(s) must be sent enrolled in a PA residency or other to the Centralized Application Service for post-graduate program within six months of Physician Assistant (CASPA). Transcripts graduation. available after CASPA applications are ● Educate PAs to work and collaborate in an verified can be sent to us at: Murphy interprofessional environment to foster a Deming College of Health Sciences/Mary patient-centered care approach to healthcare Baldwin University, Office of Admissions, delivery. At least 80% of exit survey 100 Baldwin Blvd., Fishersville, VA 22939. respondents will rate interprofessional Bachelor’s degree and all prerequisite preparedness as a 4 or 5 on a 5 point Likert coursework must be earned/completed by scale. September 1 (with the exception of Medical Terminology which can be completed as a ACCREDITATION certificate program). The information below is current as of printing, ● Application: Applications will be online however, our most current accreditation through the Centralized Application Service information can be found on our website: for Physician Assistants (CASPA), once the marybaldwin.edu/health-sciences/school-of-health-hu application cycle has begun. man-performance/master-of-science-physician-assita ● Application Fee: In addition to the CASPA nt/accreditation-outcomes fee, in order to process your application, you will also need to submit a non-refundable ARC-PA supplemental fee of $45. At its March 2018 meeting, the Accreditation ● GRE: GRE must have been taken within 5 Review Commission on Education for the years of application to our program. Physician Assistant (ARC-PA) placed the Mary ● Prerequisite Courses: Baldwin University/Murphy Deming College of Required Courses Credit Comments Health Sciences Physician Assistant Program Hours Biology 3-4 Any biology course in sponsored by Mary Baldwin University on addition to Anatomy, Accreditation-Probation status until its next Physiology, Microbiology; review in March 2020. Probation is a temporary must include lab status of accreditation conferred when a Human or Vertebrate 3-4* Must include lab Anatomy program does not meet the Standards and when Human or Vertebrate 3-4* Must include lab the capability of the program to provide an Physiology acceptable educational experience for its Microbiology 3-4 Must include lab students is threatened. Once placed on Chemistry 3-4 Must include lab probation, programs that still fail to comply with Organic Chemistry 3-4 Lab preferred OR Biochemistry accreditation requirements in a timely manner, Psychology 6 1 intro and 1 upper OR 2 as specified by the ARC-PA, may be scheduled upper level psychology for a focused site visit and/or risk having their courses; abnormal and developmental accreditation withdrawn. Specific questions psychology are preferred regarding the Program and its plans should be Statistics 3 Can be from biology, directed to the Program Director and/or the mathematics, psychology, appropriate institutional official(s). or business. NOTE: if a psychology course is used to meet this requirement, Admission Requirements/Process for the it cannot also be used for Master of Science in Physician Assistant the psychology Program requirement. Medical Terminology 1-2 A medical terminology Application cycle begins: April 26 (in CASPA) certificate could be used to Application deadline: October 1 fulfill the prerequisite ● College Transcripts: A bachelor’s degree is requirement for this course work. required from an MBU approved regionally *Can be combined A/P for 8 credits, but must include labs accredited university prior to enrollment. 262 ● GPA: A minimum of 3.0 overall GPA students will be addressed on a case-by-case required. We expect that most accepted basis with the Accessibility Services Program students will surpass this minimum. In Coordinator, the Program Director, and the addition, all prerequisite courses must reflect faculty. The minimum passing grade for courses a “C” or better. in the MSPA Program is 70% out of 100%. ● References: Three references are required (submitted via CASPA). 90-100% A 4.0 points per semester hour ● Observation Hours: Health care observation 80-89% B 3.0 points per semester hour hours or actual healthcare experiences are 70-79% C 2.0 points per semester hour 60-69% D* 1.0 points per semester hour recommended but not required. Shadowing <60% F* 0.0 points per semester hour experiences with a PA encouraged. I Incomplete (used for extenuating ● Essay: The CASPA application form requires circumstances) a brief personal essay. NR No Grade Reported (temporary) W Withdrawal Interview: The Admissions Committee will ● P** Passing (used only in pass/fail send invitations to selected candidates to grading status) interview. Not all applicants will be invited *Does not count toward graduate degree requirement: does count on grade point average. to interview. An interview does not **Does count toward graduate degree: does not count on grade guarantee acceptance into the program. All point average. travel expenses are the responsibility of the candidate. Courses will be taken in semesters and assigned appropriate credit hours for contact time for Before registering for classes, students must lecture, lab, and clinical activities as appropriate. provide: A course may be offered as a pass/fail grading ● Criminal background checks (federal option; however, students may not choose to requirement for all persons working with take a regular, graded course for pass/fail. vulnerable populations) at student expense ● Signed Technical Standards document All graduate courses must be passed with a ● Written verification of immunizations at grade of “C” or better. A student receiving a student expense grade of “D” or “F” in any course will be ● Written verification of health insurance at dismissed from the program in which they are student expense enrolled. Students must maintain an overall ● Basic Life Support (BLS) for Healthcare GPA of 3.0 or better to continue in the program Providers certification from the American and graduate. During the didactic phase, Heart Association (AHA) at student expense students falling below a GPA of 3.0 in any given semester will be placed on academic probation. After classes start, and in preparation for A student may remain on academic probation clinical placements, students must also for one additional semester in order to reach a provide: 3.0 overall GPA. If the 3.0 GPA is not met at that ● Any additional requirements as stated by time, the student will be dismissed from the specific healthcare agencies (such as drug program. screening, criminal background checks, etc.) at student expense For students in the PA Program: Students who fail to maintain a minimum GPA of 3.0 at the PROGRAM POLICIES conclusion of the final didactic semester will be Grading, Student Standing, and Academic subject to academic review by the Academic Probation Progress Committee. The student may face The PA program is a full-time program. Students consequences which could include remediation, will not be permitted to reduce the course load inability to progress to the clinical phase, or in a semester as the professional programs are dismissal from the program. Academic sequential and require the student to complete probation during the clinical phase of the them in a specific sequence and timing. Any program is addressed more completely in the PA special circumstances related to course work for Clinical Education Manual. 263 A student on probation at the completion of the Transfer Credit last didactic semester may be allowed to The Physician Assistant Program does not progress to the clinical phase provided the accept transfer of credits. Prior courses may, student completed all remediation successfully, however, be used to meet the prerequisite has no coursework with a grade lower than a requirements. There is no waiver of coursework “C,” successfully passed all practical or advanced standing granted in any program. examinations, and demonstrated appropriate professional behaviors in class and clinical MSPA CURRICULUM settings. The Academic Progress Committee will Didactic Phase meet to discuss the student’s readiness to proceed to the full-time clinical experience. SPRING (1) SEMESTER YEAR 1 Students on probation are ineligible for PAS 500 Human Anatomy academic or programmatic awards. PAS 501 Microbiology & Immunology PAS 502 Pathophysiology Students on academic probation will follow the PAS 511 Professional Issues and the Physician individual guidelines established by the Assistant Profession Academic Progress Committee to facilitate their PAS 513 History and Physical Diagnosis I academic improvement. PAS 530 Clinical Seminar
Program Matriculation and Completion – PA SUMMER SEMESTER YEAR 1 Program PAS 503 Pharmacology I At the end of each semester, faculty review the PAS 526 Clinical Medicine I academic performance of all students. In order PAS 527 Clinical Medicine I Casework to progress to the next semester students must PAS 528 Laboratory and Diagnostic Studies successfully complete all courses in a particular PAS 529 History and Physical Diagnosis II semester with a grade of "C" or better and maintain a 3.0 GPA. All practical testing during FALL SEMESTER YEAR 1 that semester must be successfully completed. PAS 504 Pharmacology II The student must demonstrate appropriate PAS 525 Critical Inquiry, Research and professional behaviors. To enter the clinical Epidemiology phase, a student must successfully complete all PAS 531 History and Physical Diagnosis III didactic courses, successfully complete the PAS 532 Clinical Medicine II didactic formative examinations and objective PAS 533 Clinical Medicine II Casework standardized clinical examinations (OSCE) PAS 540 Clinical Seminar II given following completion of the didactic phase of the program, as well as maintain standards of SPRING (2) SEMESTER YEAR 2 professional behavior. In addition to successful PAS 612 Community Practicum completion of the didactic year, the student must PAS 620 Policy, Ethics, & Populations be certified in basic life support for healthcare PAS 625 Clinical Medicine III providers (BLS) and advanced cardiac life PAS 626 Clinical Reasoning support (ACLS). Students must maintain PAS 627 Clinical Skill and Procedures CPR/ACLS certification for the entire clinical SUMMER SEMESTER YEAR 2 year of the program. In the event the student's PAS 622 Pre-Clinical Comprehensive certification in CPR/ACLS expires before Assessment graduation, the student must recertify. Clinical Phase The PA timeline for completion of all program (12 months – 49 semester hours) requirements is specified as four years from the date of enrollment. Core Clinical Rotations PAS 641 Behavioral and Mental Healthcare – 6 credits PAS 642 Emergency Medicine – 6 credits 264 PAS 643 Family Medicine – 6 credits pharmacologic agents based upon drug group PAS 644 Internal Medicine – 6 credits classification, nature, mode of action, toxicity, PAS 645 Pediatrics – 6 credits and clinical therapeutic applications. This course PAS 646 General Surgery – 6 credits will reinforce concepts learned in the clinical PAS 647 Women’s Health – 6 credits medicine course.
Additional Clinical Preparation PAS 504 Pharmacology II (4 s.h.) ● PAS 648 Clinical Elective – 6 credits This is the second of two courses designed to ● PAS 623 Advanced Comprehensive provide a systematic presentation of Assessment – 1 credit pharmacologic agents based upon drug group classification, nature, mode of action, toxicity Total Clinical Phase Credit Hours: 49 and clinical therapeutic applications. This course reinforces concepts learned in the clinical TOTAL HOURS = 122 (73 hours didactic phase, medicine courses with special emphasis on 49 hours clinical phase) medications and agents utilized in emergency medicine, obstetrics and gynecology, surgery, MSPA COURSE DESCRIPTIONS pediatrics, and psychiatry.
PAS 500 Human Anatomy (5 s.h.) PAS 511 Professional Issues and The Physician This course provides in depth study and Assistant Profession (1 s.h.) analysis of the regional and systemic This course explores all aspects of the Physician organization of the human body through lecture Assistant Profession including PA licensure, and cadaver dissection. credentialing, historical, and professional organizational topics along with laws, PAS 501 Microbiology and Immunology (1 s.h.) regulations and current trends regarding PA This is a self-directed review course that Practice. Topics affecting the Physician-PA team provides a systematic review of the more relationship and political issues affecting PA important infectious disease agents and the Practice will also be examined. Attention is principles and techniques employed in their placed upon team-based and inter-professional laboratory diagnosis. There will be several collaboration. This also begins the program-long case-based lectures during the term to awareness and discussion of professional topics supplement and reinforce the material. The and practice as related to the PA. course also explores the components and response of the immune system in mounting PAS 513 History and Physical Diagnosis I defense against common pathogens. Relevant (4 s.h.) pharmacotherapy and preventative measures This course is the first of three designed to will be examined. provide the PA student with the skills and knowledge necessary to obtain a medical history PAS 502 Pathophysiology (5 s.h.) and perform a physical examination while This course addresses the physiology and remaining sensitive to the diverse needs of the pathophysiology that pertain to the nervous, patient. This course focuses on the pulmonary, endocrine, cardiovascular, patient-provider communication skills, theories gastro-intestinal, renal, hematologic systems and and techniques necessary to provide the student other relevant primary and ancillary systems. with the competence to correlate historical Additionally, the course addresses information with the performance of the inflammation, hypersensitivity reactions, physical examination to be expanded on in rheumatologic disorders, and acid-base subsequent courses. Unique components of the disturbances. medical history are thoroughly explored. Emphasis is placed on the interprofessional PAS 503 Pharmacology I (4 s.h.) collaborative patient-centered team in order to This is the first of two courses designed to completely elicit all necessary and appropriate provide a systematic presentation of information. 265 PAS 525 Critical Inquiry, Research, and studies performed by the provider or received Epidemiology (3 s.h.) through a referral in daily clinical primary care This course will introduce the physician practice. Emphasis is placed on interprofessional assistant student to clinical problem solving collaboration and team-based care. assisted by the application of the medical literature. Identifying, evaluating, and applying PAS 529 History and Physical Diagnosis II (4 medical evidence is essential to the professional s.h.) development of a physician assistant. The use of This course is the second of three designed to data in making clinical decisions is a core skill provide the PA student with the skills and for the practicing healthcare professional knowledge necessary to obtain a medical history whether it be from expert opinion, text books, and perform a physical examination remaining online aids, or the medical literature. This course sensitive to the diverse needs of the patient. This will also explore health issues from a course concentrates on the physical exam of an population-based perspective and look at the adult patient progressing through each body role that epidemiology has on the care provided system in a head-to-toe fashion. This course will to individuals and populations. It will apply the also offer an introduction to the clinical-decision evidence based medicine principles learned in making process necessary to perform a the core part of the course to clinical problems at problem-oriented history and physical an epidemiologic level. Finally the course will examination in comparison to a comprehensive work on critical scientific writing as a means to screening history and physical examination. synthesize the skills learned in assessing and Emphasis is placed on the interprofessional applying the medical literature. collaborative patient-centered team in order to completely elicit all necessary and appropriate PAS 526 Clinical Medicine I (5 s.h.) information. This course explores the intricacies of human disease. The course divides various medical PAS 530 Clinical Seminar I (1 s.h.) disciplines into individual modules including: This course utilizes a case-based learning model Dermatology, Ophthalmology, Oral Health, to integrate clinical management of common Otolaryngology, Cardiology, Pulmonology, patient problems/diagnoses across the Infectious Disease, Gastroenterology, and professional disciplines of physical therapy, Nutrition. The discussion of medicine occurs occupational therapy, and physician assistant. with attention placed upon team-based and This course is cross-listed with OTH/PTH 730 interprofessional collaboration. and is an interprofessional collaborative course.
PAS 527 Clinical Medicine I Casework (1 s.h.) PAS 531 History & Physical Diagnosis III (4 Utilizing a problem and case-based framework, s.h.) this course compliments topics covered in the This course is the third of three designed to various Clinical Medicine I modules by the provide the PA student with the skills and utilization of clinical cases from the various knowledge necessary to obtain a medical history disciplines. The cases may consist of simulations and perform a physical examination remaining or problem or case-based scenarios. sensitive to the diverse needs of the patient. This course concludes the complete adult physical PAS 528 Laboratory and Diagnostic Studies (4 examination including female and male s.h.) genitalia and breast exams. This course also This course provides instruction in clinical explores the history and physical examination diagnostics, which includes three modules: unique to pediatric, pregnant, and geriatric laboratory and diagnostic studies/immunologic patients. The remainder of the course review, ECG interpretation, and radiological emphasizes the clinical-decision making process imagery. Through combined lectures, case necessary to efficiently obtain a discussions, demonstrations, and practice problem-oriented history as well as accurately sessions, students learn how to order and examine the appropriate body system(s) in a interpret a variety of laboratory and diagnostic focused fashion. Emphasis is placed on 266 interprofessional collaborative patient-centered PAS 620 Policy, Ethics & Populations (3 s.h.) team in order to completely elicit all necessary This course examines the role of the PA within and appropriate information. systems related to the delivery of healthcare in the United States. Legal and policy implications PAS 532 Clinical Medicine II (6 s.h.) of practice, prevention of medical errors, risk This course explores the intricacies of human management, and patient safety will be disease. The course divides various medical explored. The course will include instruction in disciplines into individual modules including: the delivery of healthcare systems and health muscle-skeletal, orthopedics, and rheumatology; policy and reimbursement issues. Also, this neurology; urology and nephrology; pediatrics; course explores various diverse and vulnerable geriatrics; and obstetrics and gynecology. The patient populations commonly presenting to discussion of medicine occurs with attention medical settings. Representatives from these placed upon team-based and interprofessional populations will provide information to identify collaboration. effective ways to advocate. Incorporated within this course is medical ethics designed to give PAS 533 Clinical Medicine II Casework (1 s.h.) students an appreciation of implications for PA Utilizing a problem and case-based framework, practice with diverse populations. Students will this course compliments topics covered in the be provided with a basic understanding of the various Clinical Medicine II modules by the ethical responsibilities of physician assistants as utilization of clinical cases from the various healthcare practitioners and as individuals. disciplines. The cases may consist of simulations or problem or case-based scenarios. PAS 622 Pre-Clinical Comprehensive Assessment (1 s.h.) PAS 540 Clinical Seminar II (1 s.h.) The Pre-Clinical Comprehensive Assessment This course is a continuation of the utilization of course is designed to review course content from IPE and utilizes a problem based learning model the didactic phase of the curriculum. Written to integrate clinical management of common Summative examinations, a practical OSCE patient diagnoses across the professional examination, and a Professional Development disciplines of physical therapy, occupational Assessment Tool (P-DAT) will be administered therapy, and physician assistant. The focus will to ensure the student has integrated the course be on interprofessional understanding and content and demonstrates readiness for entry collaboration in a patient-centered healthcare into the clinical phase of the program. delivery model. Teaching will occur through a case study model with students exploring PAS 623 Advanced Comprehensive various professional roles in the context of Assessment (1 s.h.) delivering quality care to the patient. This is an The Advanced Comprehensive Assessment interprofessional collaborative course course is designed to review course content from cross-listed with OTH/PTH 830. the didactic and clinical phases of the curriculum. A written summative examination, PAS 612 Community Practicum (2 s.h.) a practical OSCE examination, and a Students may research, design, and/or Professional Development Assessment Tool participate in various community-based (P-DAT) will be administered to ensure the activities or work in teams including OT/PT student has integrated the course content and students to develop a health-related community demonstrates readiness for entry into clinical service project designed to enrich the practice. community. Students may continue research/teaching projects begun previously. All PAS 625 Clinical Medicine III (5 s.h.) research and/or projects are subject to faculty This course explores the intricacies of human approval and the tenets of sound academic rigor. disease. The course divides various medical This course is cross listed with OTH 812 and disciplines into individual modules including: PTH 812 and is an interprofessional cardiology, pulmonary, infectious diseases, collaborative course. surgery and surgical subspecialties, emergency 267 medicine, and psychiatry and behavioral requiring preventative, acute, or chronic medical medicine. The discussion of medicine occurs care in the outpatient and/or inpatient setting. with attention placed upon team-based and interprofessional collaboration. PAS 644 Internal Medicine (6 s.h.) Six week required rotation providing practical PAS 626 Clinical Reasoning (4 s.h.) exposure to adult patients requiring Utilizing common medical problems seen in preventative, acute, and chronic medical care in out-patient primary care settings, the student outpatient and/or inpatient setting. applies knowledge and skills obtained in the didactic phase in order to formulate PAS 645 Pediatrics (6 s.h.) well-reasoned differential diagnoses and plans Six week required rotation providing practical appropriate for various practice environments. exposure to pediatric population of the infant, This course emphasizes practice-based learning toddler, child, and adolescent patient requiring and system-based practice issues, especially routine, preventative, acute, and chronic medical regarding the PA’s role within the care in the outpatient, inpatient, and/or interprofessional team. emergency room settings.
PAS 627 Clinical Skills and Procedures (2 s.h.) PAS 646 General Surgery (6 s.h.) This course provides the student with practical Six week required rotation providing practical experience in the performance of clinical skills exposure to the surgical patient with commonly necessary to function as a PA. This includes encountered surgical presentations in training in procedures related to wound outpatient, inpatient, and/or emergency room management, surgery, obstetrics and settings. The student will participate in the gynecology, endotracheal intubation, nasogastric pre-operative, intra-operative, and tube placement, IV access, lumbar puncture, post-operative care and management of the arterial and venipuncture, parenteral surgical patient. administration of medications, urinary catheterization, and casting and splinting, PAS 647 Women’s Health (6 s.h.) among others. This course will also include Six week required rotation providing practical instruction in the documentation of procedures exposure to the women’s health patients and review history and physical examination requiring routine, preventative, or prenatal care skills. as well as common gynecologic disorders in the outpatient, inpatient, and/or surgical or PAS 641 Behavioral and Mental Healthcare emergent setting. (6 s.h.) Six week required rotation providing practical PAS 648 Clinical Elective (6 s.h.) exposure to psychiatric patients with acute and Six-week elective rotation providing practical chronic behavioral and mental health conditions exposure to patients across the life span in a in the inpatient, outpatient, and emergency wide range of medical and surgical specialties. room settings. SCHOOL OF PUBLIC HEALTH PAS 642 Emergency Medicine (6 s.h.) Kim L. Nine, school director Six week required rotation in providing practical exposure to patients in need of urgent and Graduate emergent care for life-threatening illness and ● Master of Healthcare Administration injury in urban, suburban, or rural emergency (MHA)* room settings. ● Master of Healthcare Administration and Master of Business Administration PAS 643 Family Medicine (6 s.h.) (MHA/MBA)* Six week required rotation providing practical exposure to patients across the lifespan *Indicates online program
268 Undergraduate types of positions, most notably in the area of (Please see the undergraduate programs section of quality and patient safety. this catalog) ● Healthcare Administration (BA) offered on Courses are offered year-round in eight week the Staunton Campus and online sessions with matriculation in spring or fall. ● Health Informatics and Information Management (BS) offered online Mission of the Master of Healthcare ● Public Health Minor Administration Program ● Healthcare Administration Minor To prepare individuals to grow as leaders in Certificates health systems administration and quality and ● Certificate in Healthcare Management (Not system safety by providing practical, for HCA students) progressive, and innovative education in the ● Healthcare Administration Graduate knowledge, skills, and abilities needed to help Certificate* systems improve health and healthcare value. ● Quality and Systems Safety Graduate Certificate* Admission Requirements/Process for the ● Health Systems Leadership Graduate Master of Healthcare Administration (MHA) Certificate* Program Application deadline for fall start: July 31 *Indicates online program Application deadline for spring start: November 30 Master of Healthcare Administration (MHA) Murphy Deming College of Health Sciences will Kim L. Nine, program director admit new MHA students each August and January. Overview The Master of Healthcare Administration ● College Transcripts: A bachelor’s degree (MHA) has been developed to meet the call for from an MBU approved, regionally fundamental changes in the healthcare delivery accredited institution is required prior to system. The MHA program will offer a enrollment. Your official transcripts from certificate in Healthcare Administration at the your degree-granting institution must be completion of the core courses (18 s.h.). Students sent to Murphy Deming College of Health may then select from two different tracks: either Sciences/Mary Baldwin University, 100 the Master of Healthcare Administration in Baldwin Blvd., Fishersville, VA 22939 or Quality and Systems Safety (21 s.h.) or the [email protected]. Unofficial Master of Healthcare Administration in Health transcripts are allowable for initial review of Systems Leadership (21 s.h.). Stackable an application, however, you will not be able certificates are earned in either Quality and to enroll in our program until your official Systems Safety or Health Systems Leadership transcript has been received verifying prior to completing the capstone course. The completion of the bachelor’s degree and that MHA will be delivered in an all-online format to you still meet the minimum GPA required. meet the needs of working professionals with ● Application: Applications are available varying shift schedules. Advising and technical online. support will be available to students virtually. ● Test Scores: No entrance exam is required; Both the Health Systems Leadership and Quality however, applicants may submit GMAT or and Systems Safety tracks were designed to fill a GRE scores if they believe the scores will significant regional and national void. strengthen their application. If English is not Employment of medical and healthcare your native language, you will be required managers nationally is expected to grow 23% to submit TOEFL or IELTS scores. Mary from 2012 to 2022, faster than the average for all Baldwin University’s TOEFL institution code occupations. Virginia employment data shows is 5397. You do not need to submit scores if employer demand has increased 115% for these you: 269 o Earned an undergraduate or academic plan will be developed to facilitate graduate degree at an MBU their academic progress. approved, regionally accredited U.S. college or university Program Matriculation and Completion — o Conducted your total education in MHA Program English in a native English-speaking At the end of each semester faculty review the country academic performance of all students. Students ● Prerequisite Course: Statistics or Research must successfully complete all courses with a Methods (3 s.h.) grade of “C” or better and maintain a 3.0 GPA to ● GPA: A minimum of 2.8 overall GPA graduate. A student receiving a grade of “D” or required. We expect that most accepted “F” in any course will need to repeat the course students will surpass this minimum. In satisfactorily and will be placed on academic addition, prerequisite course must be probation. Students that drop below an overall completed with a “C” or better. GPA of 3.0 in any given semester will be placed ● References: One professional reference is on academic probation. An academic plan will required. The online application will provide be initiated with the student advisor to ensure a link to your recommender. successful completion of the program. ● Essay: The personal statement should describe your reason for applying to the CURRICULUM MHA program and how admission to the program relates to your professional goals. Healthcare Administration Graduate ● Conditional Admission: Conditional Certificate (Core Courses) (18 s.h.) admission may be considered for students MHA 501 Organizational & Systems Leadership who do not fully meet all of the MHA 502 The Business of Healthcare requirements for regular admission, but MHA 503 Foundations of Research Methods in allows them to begin program course work. Administration If Conditional admission is granted, the MHA 504 Policy, Ethics, and Legal Perspectives student must earn at least a 3.0 GPA during MHA 506 Health Analytics and Decision the first nine credits taken in the program. Support MHA 508 Healthcare as a Socio-Technical *MEETING ADMISSIONS CRITERIA DOES System NOT GUARANTEE ADMISSION TO THE PROGRAM. Master of Healthcare Administration in Health Systems Leadership Track (21 s.h.) PROGRAM POLICIES MHA 600 Human Resources Management and Interprofessional Healthcare Teams Grading, Student Standing, and Academic MHA 601 Quantitative and Qualitative Methods Probation for MHA Program for Decisions in Healthcare The MHA graduate program, offered in an MHA 602 Community, Public & Population online format, provides flexibility in scheduling Health courses and offered on a part-time or full-time MHA 603 Healthcare Management and basis. Information Systems MHA 604 Health Planning and Program Students must maintain an overall GPA of 3.0 or Evaluation better to graduate. Students falling below a GPA MHA 605 Healthcare Marketing and Public of 3.0 in any given semester will be placed on Relations academic probation. If placed on probation, the MHA 620 Comprehensive Case Study Analysis student will be notified in writing of the criteria necessary to be removed from probation. Master of Healthcare Administration in Students on academic probation should Quality and Systems Safety Track (21 s.h.) communicate with their faculty advisor and MHA 606 Epidemiology, Vulnerable course instructors on a regular basis. An Populations, and Health Promotion 270 MHA 610 Quality Improvement & Patient Safety MHA 503 Foundations of Research Methods in MHA 611 Accountability & Public Policy Administration (3 s.h.) MHA 613 Leading Teams and Change This course will cover the concepts and Management principles of the research process including MHA 614 Environment of Care and Disaster question, theory, and hypothesis development; Management research design and methodology; and statistical MHA 615 Patient and Family Engagement and reasoning and analysis. Critical review of Activation professional literature and determination of the MHA 620 Comprehensive Case Study Analysis relevance and applicability of research findings to specific problems will be undertaken. TOTAL HOURS: 39 Students will learn how to set up a study.
MASTER OF HEALTHCARE MHA 504 Policy, Ethics, and Legal Perspectives ADMINISTRATION (MHA) (3 s.h.) Course examines the ethical and legal Course Descriptions framework within the healthcare industry, MHA 501 Organizational & Systems including laws and regulations, such as Leadership (3 s.h.) anti-trust, privacy and confidentiality, medical This course will begin by exploring governance malpractice, etc.that impact the business of and ownership models within the healthcare healthcare. Compliance has become a significant system. It will also examine the roles, internal issue for health systems. Understanding responsibilities, and impact of leaders in the the impact of these regulations on such things as healthcare industry. Critical skills and behaviors coding and billing, physician contracting and for effective leadership and management, incentives, and the value of internal auditing including effective communication and will be addressed. management, consensus, and coalition building will be taught. Key elements that impact a MHA 506 Health Analytics and Decision leader’s ability to create a shared vision and Support (3 s.h.) learning culture, lead change, and influence The course addresses the role of information overall effectiveness will be addressed. How to systems in healthcare organizations and the use develop and manage diverse professionals, what of IT for management control and project motivates them, how they are paid, and how to evaluation, along with applications of analytics influence them to effect desired change will also and decision-making. It provides an be examined. understanding of the difference between process, structure, and outcome measures and MHA 502 The Business of Healthcare (3 s.h.) how to use data analytics to facilitate This course translates broad insights, develops decision-making. Topics such as establishing essential acumen, and builds the practical skills data definitions, data validation and integrity, that clinical and administrative executive and selection of information systems will be leaders will need to successfully navigate the explored. Students will be required to create and business of healthcare, and drive high use data analysis and presentation tools and performance for the businesses they will run resources. throughout their careers. Applying a pragmatic systems and team-leveraged approach for MHA 508 Healthcare as a Socio-Technical integrating co-dependent disciplines of strategy, System (3 s.h.) operations, and finance, the course dissects and The class will provide a fundamental skill set evaluates: health sector business economics and towards understanding the relationship between policy dynamics; enterprise risk management organizational policies, human resources, and control; performance measurement, patient outcome, healthcare tasks and processes, accountability, and reporting; and performance tools and technology, the physical environment, excellence, improvement, and innovation. and how these are affected by external factors such as state and federal regulations, outside 271 vendors, professional societies, etc. The course MHA 603 Healthcare Management and will help students understand how to address Information Systems (3 s.h.) challenges in a healthcare system considering The course introduces and applies basic the complexity of healthcare. vocabulary, foundational principles, and practical strategies associated with information MHA 600 Human Resources Management and systems relevant to the healthcare administrator. Interprofessional Healthcare Teams (3 s.h.) It examines healthcare information and The course will examine how human resources information systems, technology standards and management is applied in different healthcare security, as well as management challenges. It settings with a focus on the major elements of focuses on using technology for improving human resources management: recruitment, operational efficiencies, quality of care, and benefits, contracts, agreements, retention, market competitiveness. Various application performance evaluation, compensation, legal technologies within the framework of and regulatory issues, productivity analysis, and technology-strategy-performance — including strategic planning. The course will also examine telemedicine, web-enabled clinical information the interprofessional healthcare team with a systems, clinical decision support systems, focus around emotional intelligence, artificial intelligence and expert systems, and professional engagement, staff development and risk-adjusted outcome assessment systems — retention, multigenerational considerations, will be introduced. working with DYADs, and communication challenges and opportunities. MHA 604 Health Planning and Program Evaluation (3 s.h.) MHA 601 Quantitative and Qualitative Students will develop skills in a variety of Methods for Decisions in Health Systems (3 approaches to evaluation, including techniques s.h.) that are particularly suitable for evaluating Course will address the application of selected health promotion, community health quantitative and qualitative approaches that improvement, and related health and social help determine population perceptions in services programs. Course learning will be support of the decision-making process. Topics synthesized through design of an evaluation covered will include descriptive statistics, framework and methodology for a relevant standard normal distribution, sampling program. distributions, simple and multiple regression, hypothesis testing, surveys, and focus groups, MHA 605 Healthcare Marketing and Public among others. Microsoft Excel and other Relations (3 s.h.) appropriate computer software programs will be This course will address the theories, concepts utilized to learn application. and techniques of marketing and public relations applied to the distinctive properties of MHA 602 Community, Public & Population healthcare services. The role of marketing and Health (3 s.h.) public relations and aligning organizational This course will examine the role that capacity and healthcare needs; market analysis population health, public health, health and planning; strategic marketing and public disparities, and community health play in relations management; tactical marketing mix designing programs and services, addressing and public relations design; designing and reimbursement issues, and the importance of managing service delivery systems and working across the continuum of care to identify developing new offerings branding; and solutions. The importance of data collection building a value story will be emphasized. strategies and processes will be emphasized. The student will gain both a conceptual and MHA 606 Epidemiology, Vulnerable operational understanding of population health, Populations & Health Promotion (3 s.h.) public health, community health, and health This course will analyze the social variables that disparities. affect population health, including socioeconomic status, risk factors, and health 272 disparities of disease. The concepts and methods MHA 614 Environment of Care and Disaster of epidemiology and their application in Management (3 s.h.) measuring, studying, and improving the health Emergency response is a key component for populations will also be explored. successful health systems as part of the overall community safety planning. Understanding MHA 610 Quality Improvement & Patient how to develop a facility emergency Safety (3 s.h.) preparedness plan, to undertake a risk analysis, This course will introduce the science of safety and mitigate high risk areas will be addressed in and how it applies to the overall culture of this course. The role of the health system as part safety in health systems, encompassing, patients, of the larger community preparedness plan in staff, visitors, volunteers, etc. Concepts and such things as evacuation, shelter designations, processes involved in such improvement victim and fatality management, and family and methodologies as PDSA cycles, Lean/Six Sigma, public communications will also be addressed. high reliability and resilience, and enterprise risk management will be taught. The impact of MHA 615 Patient and Family Engagement and human factors on errors in healthcare and the Activation (3 s.h.) role of a fair and just culture to create a learning Healthcare has become a consumer market. environment will also be addressed. Patients are becoming more discerning in their healthcare choices. This course will take MHA 611 Accountability & Public Policy (3 students beyond the simple notion of patients as s.h.) “customers” to understanding key factors and Healthcare is a highly regulated business. As strategies for creating a satisfying patient such students will be introduced to various experience, and for the role that patients and accreditation and licensing agencies; their families can play in health system planning and requirements; and strategies for survey operations improvement. readiness. Students will also gain an understanding of the HIM role in data analysis MHA 620 Comprehensive Case Study Analysis and public reporting, use of comparative data (3 s.h.) bases to improve performance measures, the An independent study course conducted under various external reporting entities, creating the supervision of a faculty mentor in which the performance reports such as organization student applies the comprehensive knowledge, dashboards, and the role of benchmarking skills, and abilities developed in the program to through application activities. analyze and solve a comprehensive problem.
MHA 613 Leading Teams and Change Master of Healthcare Administration Management (3 s.h.) and Master of Business Administration Creating a culture of safety, improving the (MHA/MBA) Dual Degree overall safety of the system and building a highly reliable organization will take individuals Overview who can effectively form, lead, and engage The MHA/MBA dual degree curriculum is interprofessional teams. The course will focus on designed for those who wish to expand their the key skills and abilities to lead teams and career potential in business management and effectively managing change and conflict. It will healthcare administration. With core business also address dealing with disruptive behavior courses that focus on the healthcare market and and the role of coaching and effective business industry, and healthcare administration communication through interactive activities. courses that are deeply rooted in healthcare Engaging providers as key clinical, quality management, this program provides the student and/or administrative leaders, understanding with the knowledge, skills, and abilities their values and mindset to create a shared necessary to forge a career in high-level mental model for promoting organizational healthcare leadership. success will also be explored.
273 Program policies of the MHA apply to the 1. Statistics (3 cr) MHA/MBA. 2. Research (3 cr) • Students may apply prior to completion of Admission Requirements/Process for the the prerequisite courses, as long as a plan for Master of Healthcare Administration & Master completion is in place. of Business Administration (MHA/MBA) Dual • GPA: A minimum of 3.0 overall GPA Degree required. We expect that most accepted Application deadline for fall: July 31 students will surpass this minimum. In Application deadline for spring: November 30 addition, prerequisite courses must be completed with a “C” or better. Murphy Deming College of Health Sciences will • References: One professional reference is admit new MHA students each August and required. The online application will provide January. a link to your recommender. • College Transcripts: A bachelor’s degree • Essay: The personal statement should from an MBU approved, regionally describe your reason for applying to the accredited university is required prior to MHA/MBA dual degree program and how enrollment. Your official transcripts from admission to the program relates to your your degree-granting institution must be professional goals. sent to Murphy Deming College of Health • Conditional Admission: may be considered Sciences/Mary Baldwin University, 100 for students who do not fully meet all of the Baldwin Blvd., Fishersville, VA 22939 or requirements for regular admission, but [email protected]. Unofficial allows them to begin program coursework. transcripts are allowable for initial review of If conditional admission is granted, the an application, however, you will not be able student must earn at least a 3.0 GPA during to enroll in our program until your official the first nine credits taken in the program. transcript has been received verifying completion of the bachelor’s degree and that PREREQUISITE COURSES you still meet the minimum GPA required. • Students without a background in business, Pre-MBA Module: Students without an accounting, or an approved business-related undergraduate business or a related degree will field will be required to take an exam to be required to take an internal exam to evaluate his or her level of business determine their level of business knowledge. knowledge. Based on exam results, Based on the exam results, students may need to applicants may be required to take one or take one or more of the competency-based more pre-MBA module courses offered at pre-MBA modules. These will be online and MBU. self-paced. Areas included in these core • Application: Applications are available competencies are accounting, business finance, online. business law, management, and marketing. • Test Scores: No entrance exam is required, however, applicants may submit GMAT or Meeting admissions criteria does not guarantee GRE scores if they believe the scores will admission to the program. strengthen their application. • If English is not your native language, you MHA/MBA COURSE REQUIREMENTS will be required to submit TOEFL or IELTS TOTAL HOURS: 45 scores. Mary Baldwin University’s TOEFL institution code is 5397. You do not need to Cross-Listed Course submit scores if you: MHA/BUAD 701 Capstone/Apex Project (6 • Earned an undergraduate or graduate s.h.) degree at a U.S. college or university MHA REQUIREMENTS (21 s.h.) • Conducted your total education in English in MHA 501 Organizational & Systems Leadership a native English-speaking country (3 s.h.) • Prerequisite Courses: MHA 502 The Business of Healthcare (3 s.h.) 274 MHA 504 Policy, Ethics & Legal Perspectives influence them to effect desired change will also (3 s.h.) be examined. MHA 506 Health Analytics and Decision Support (3 s.h.) MHA 502 The Business of Healthcare (3 s.h.) MHA 606 Epidemiology, Vulnerable This course translates broad insights, develops Populations, and Health Promotion (3 s.h.) essential acumen, and builds the practical skills MHA 610 Quality Improvement & Patient Safety that clinical and administrative executive (3 s.h.) leaders will need to successfully navigate the MHA 611 Accountability and Public Policy (3 business of healthcare, and drive high s.h.) performance for the businesses they will run throughout their careers. Applying a pragmatic MBA REQUIREMENTS (18 s.h.) systems and team-leveraged approach for BUAD 560 Managerial Accounting & Finance (3 integrating co-dependent disciplines of strategy, s.h.) operations, and finance, the course dissects and BUAD 561 Entrepreneurial Leadership & evaluates: health sector business economics and Strategies in Healthcare (3 s.h.) policy dynamics; enterprise risk management, BUAD 562 Medical Innovation & Project planning and finance; business operations Management (3 s.h.) management and control; performance BUAD 563 Marketing & Branding in Healthcare measurement, accountability and reporting; and (3 s.h.) performance excellence, improvement and BUAD 564 Human Capital Management in innovation. Healthcare (3 s.h.) BUAD 660 Strategic Planning & Process MHA 504 Policy, Ethics, and Legal Perspectives Improvement (3 s.h.) (3 s.h.) This course examines the ethical and legal The MBA program will offer a certificate in framework within the healthcare industry, Healthcare Business at the completion of the 18 including laws and regulations, such as semester hours of the BUAD courses in this dual anti-trust, privacy and confidentiality, medical degree program. malpractice, etc.that impact the business of healthcare. Compliance has become a significant MHA/MBA COURSE DESCRIPTIONS internal issue for health systems. Understanding For BUAD 560-564 and BUAD 660 course the impact of these regulations on such things as descriptions, please refer to the Master of Business coding and billing, physician contracting and Administration portion of this catalog. incentives, and the value of internal auditing will be addressed. MHA 501 Organizational & Systems Leadership (3 s.h.) MHA 506 Health Analytics and Decision This course will begin by exploring governance Support (3 s.h.) and ownership models within the healthcare Addresses role of information systems in system. It will also examine the roles, healthcare organizations, the use of IT for responsibilities, and impact of leaders in the management control and project evaluation, healthcare industry. Critical skills and behaviors along with applications of analytics and for effective leadership and management, decision-making. Provides an understanding of including effective communication and the difference between process, structure, and management and consensus and coalition outcome measures and how to use data building will be taught. Key elements that analytics to facilitate decision-making. Topics impact a leader’s ability to create a shared vision such as establishing data definitions, data and learning culture, lead change, and influence validation and integrity, and selection of overall effectiveness will be addressed. How to information systems will be explored. Students develop and manage diverse professionals, what will be required to create and use data analysis motivates them, how they are paid, and how to and presentation tools and resources.
275 MHA 606 Epidemiology, Vulnerable Populations, and Health Promotion (3 s.h.) HEALTH INFORMATICS AND This course will analyze the social variables that INFORMATION MANAGEMENT affect population health, including (HIIM) socio-economic status, risk factors, and health Beth Elias, program director disparities of disease. The concepts and methods of epidemiology and their application in Overview measuring, studying, and improving the health The Health Informatics and Information of populations will also be explored. Management (HIIM) major at MBU’s Murphy Deming College of Health Sciences prepares MHA 610 Quality Improvement and Patient students for job opportunities in healthcare Safety (3 s.h.) organizations as well as with healthcare This course will introduce the science of safety information technology vendors and consulting and how it applies to the overall culture of firms. HIIM professionals work to improve safety in health systems, encompassing patients, healthcare provider communication, increase the staff, visitors, volunteers, etc. Concepts and safety of patient care, and make healthcare more processes involved in such improvement efficient. Health Informatics and Information methodologies as PDSA cycles, Lean/Six Sigma, Management graduates may also be employed high reliability and resilience, and enterprise to manage information and communication risk management will be taught. The impact of technologies as part of research trials, such as human factors on errors in healthcare and the real-time remote data capture systems. Working role of a fair and just culture to create a learning in HIIM increasingly includes technology such environment will also be addressed. as wearable medical devices that include watches, eye glasses, and necklaces to monitor MHA 611 Accountability and Public Policy (3 ECG and vital signs. These innovative s.h.) technologies allow for a more complete picture Healthcare is a highly regulated business. As of patients, medical conditions, and the such students will be introduced to various healthcare process in general, resulting in accreditation and licensing agencies; their increased quality and safety of care and a more requirements; and strategies for survey efficient and effective healthcare system. readiness. Students will also gain understanding of the HIM role in data analysis and public Vision Statement reporting, use of comparative data bases to The vision of the Health Informatics and improve performance measures, the various Information Management Program is to external reporting entities, creating performance transform healthcare to provide safe and quality reports such as organization dashboards, and care to all through the leadership of graduates of the role of benchmarking through application the program. activities. Mission Statement MHA 701 Apex Project (6 s.h.) The mission of the Health Informatics and The course must be taken during the student’s Information Management Program education final semester at Mary Baldwin University and and train compassionate, ethical, and skilled is intended to be a platform for demonstrating health informatics and health information (1) the student’s comprehensive knowledge of management professionals who strive for business systems and functions, and (2) the excellence in a rapidly changing healthcare student’s understanding of the concept of environment. sustainability in designing a new enterprise or repurposing an existing one. This course is Program Goals cross-listed with BUAD 701 and NUR 701. ● Graduates will be prepared to advance quality and safety in the fiscally responsible
276 healthcare system through the use of health HINF 326 Emerging Technology and Patient informatics. Engagement ● Graduates will have the knowledge skills HINF 330 Knowledge Discovery, Data Mining and abilities to communicate effectively and Evidence-Based Practice across all levels of the organization. HINF 340 Healthcare Financial Management ● Graduates will be prepared to meet evolving HINF 345 Advanced Project Management healthcare informatics needs in the HINF 350 Capstone Proposal healthcare system. HINF 401 Senior Capstone ● Graduates will have the knowledge, skills, and abilities to be innovative leaders and Required Supporting Courses change agents. Total Hours 18 ● Graduates will have the knowledge skills and abilities to build and lead effective BIO 151 Human Health & Disease teams. HCA 125 Introduction to Public Health ● Graduates will have the knowledge, skills, HCA 300 Healthcare Research Methods and abilities to develop innovative HSCI 180 Medical Terminology information technology practices in support HSCI 205 Human Anatomy and Physiology of a learning healthcare system. HSCI 206 Introduction to Pharmacology INT 222 Social Sciences Statistics Requirements for the Health Elective Courses: 6 credit hours with Faculty Approval Informatics and Information Management Major Course Descriptions In addition to the courses to complete the HINF 150 Introduction to Health Informatics Common Curriculum, students will complete 18 (3 s.h.) credits of required supporting science courses, Students will acquire a foundational knowledge and 45 credits of course in the Health of Health Informatics. Subjects to be explained Informatics and Information Systems major include healthcare information systems, data (HINF), and 56 credits from the Common collection and management, privacy and Curriculum for the BS degree. An additional 6 security of patient data, legal and regulatory credits of electives will be allowed. Total credits concerns, remote and home-based patient are 120-122. monitoring. Emphasis is on the impact of health informatics on the U.S. healthcare system, Health Informatics and Information organizations and vendors. Management Core Course List HINF 201 Information Systems and Structured Total Hours: 45 Queries (3 s.h.)
Students will acquire an understanding of HINF 150 Introduction to Health Informatics database architecture and the design of HINF 201 Information Systems and Structured information systems in healthcare. Topics to be Queries explained include systems lifecycle, relational HINF 204 Coding and Classification Systems database architecture and design, building HINF 224 Electronic Health and Medical queries for data extraction and report Records generation. Emphasis is on the impact of HINF 230 Regulatory and Legal Aspects of information system design on data quality and Health Informatics integrity. HINF 310 Introduction to Project Management
HINF 315 Health Information Exchange and HINF 204 Coding and Classification Systems Data Standards (3 s.h.) HINF 320 Computer Concepts and Applications Students will acquire knowledge of medical HINF 324 Healthcare Enterprise Management coding and classification systems used to Systems capture patient care, diagnosis, procedures and
277 outcomes. Topics to be explained include the HINF 315 Health Information Exchange and International Classification of Diseases (ICD), Data Standards (3 s.h.) Diagnostic Related Groups (DRG) and Current Students will acquire an understanding of health Procedural Terminology (CPT) coding systems. information exchange and the standards that are Nursing classification systems will also be necessary for information exchange. Topics to be explored. Emphasis is on the importance of explained include patient and organizational coding for evidence-based practice analyses. benefits and challenges, Infrastructure and Prerequisite: HINF 150, HSCI 180 technical requirements, established standards and best practices. Emphasis is on information HINF 224 Electronic Health and Medical systems interoperability and the practical Records (3 s.h.) applications and tools used in information Students will acquire knowledge of the exchange. Prerequisite: HINF 150 structure, management and uses of electronic health and medical record systems across HINF 320 Computer Concepts and healthcare organizations and care settings. Applications Topics to be explained include the EMR/EHR (3 s.h.) user community and the acquisition, Students will acquire a foundational knowledge management and use of patient data. Relational of the computing concepts, principles, practice database design, and SQL programming will and applications. Topics to be explained include also be explored. Emphasis is on the role of EMR computer hardware and software, operating and EHR in the quality and safety of healthcare systems, internet connectivity, cloud computing delivery. Prerequisite: HINF 150 and applications. Emphasis is on the computing infrastructure and environment. HINF 230 Regulatory and Legal Aspects of Health Informatics (3 s.h.) HINF 324 Healthcare Enterprise Management Students will acquire knowledge of the Systems (3 s.h.) structure, management and uses of electronic Students will acquire knowledge of the health and medical record systems across enterprise systems that support a healthcare healthcare organizations and care settings. organization and care processes. The course will Topics to be explained include the EMR/EHR also explore vendor customer relationship user community and the acquisition, management systems. Topics include management and use of patient data. Relational administrative systems, human resource database design, and SQL programming will management systems, billing and coding also be explored. Emphasis is on the role of EMR systems, and practice management systems. and EHR in the quality and safety of healthcare Emphasis is on the healthcare organization at delivery. Prerequisite: HINF 150 the enterprise level and the vendor systems required to do business in the healthcare arena. HINF 310 Introduction to Project Management Prerequisite: HINF 150 (3 s.h.) Students will acquire introductory knowledge of HINF 326 Emerging Technology and Patient structured project management methods, Engagement (3 s.h.) improvement techniques and the tools used Students will acquire knowledge of emerging across the project lifecycle. Healthcare health information technologies and how they organizations use these practices to increase can empower patients, facilitate communication productivity, decrease business costs, and reduce and promote a patient-centric healthcare model. defects in business processes. Topics to be Topics to be explored include new health explained include Agile/ SCRUM/ KANBAN, monitoring technologies, disruptive innovations, Lean Six Sigma, the diffusion of innovation and and their impact on patients and healthcare strategic change processes. Emphasis is on organizations. Emphasis is on emerging health understanding projects within the context of information technologies and how they will complex healthcare and vendor settings. impact the landscape of healthcare. Prerequisite: HINF 150 278 HINF 330 Knowledge Discovery, Data Mining Capstone Proposal provides the project plan for and Evidence-Based Practice (3 s.h.) the Senior Capstone course. Prerequisite: Students will acquire understanding of Successful completion of prior Health Informatics knowledge discovery and data mining (KDDM) core courses and evidence-based practice (EBE) analytics. Topics to be explained include selection of HINF 401 Senior Capstone (3 s.h.) appropriate metrics for analysis, database This Senior Capstone course is taken in the last querying, data extraction, data mining and semester of the program and after students have analytic methods. Emphasis is on leveraging successfully completed the core courses and the healthcare data and analytics for health system Capstone Planning and Proposal course. The improvement. Prerequisite: HINF 150, HINF 204, Capstone Project, determined by the approved HINF 224, INT 222 Capstone Proposal involves practical work and research in an area of healthcare informatics. HINF 340 Healthcare Financial Management This course provides an opportunity to integrate (3 s.h.) knowledge gained in coursework through a Students will acquire a base of knowledge of the real-world project that brings value to a systems involved in Health Systems Revenue healthcare organization or vendor. Prerequisite: Cycle Management. Students will also acquire HINF 35 an understanding of the financial realities of healthcare delivery. Topics to be explained SCHOOL OF NURSING include Finance and Revenue Cycle content, the School Director: Drew Ellen Gogian complex payment systems involved with healthcare, and the financial and revenue cycle information needs of executives and frontline Mission of the School of Nursing staff. Emphasis is on the role of health The mission of the School of Nursing is to informatics in healthcare enterprise finance. provide a high quality, rigorous online Prerequisite: HINF 150, HINF 204 educational program that prepares current practitioners to be transformational and HINF 345 Advanced Project Management (3 innovative nurse leaders. This will be s.h.) accomplished by fostering evidence-based Students will leverage and build on the project practice, promoting critical decision making, management knowledge acquired in HINF 310, engendering effective interprofessional including their Agile/SCRUM/KANBAN and cooperation, collaboration, and practice, and Lean Six Sigma knowledge. Topics to be being responsive to community healthcare explained include project initiating, planning needs. and development, change management, project management tools, effective communication Accreditation with all stakeholders, budgeting, team The most current accreditation information can management, project monitoring and closure. be found on the website: Emphasis is on the skills necessary to lead marybaldwin.edu/health-sciences/school-of-nursing/a projects to successful completion. Prerequisite: ccreditation-outcomes HINF 150, HINF 310. CCNE HINF 350 Capstone Proposal (3 s.h.) The baccalaureate degree program in nursing at Students will work to identify Capstone sites Mary Baldwin University is accredited by the and projects. Students will develop and present Commission on Collegiate Nursing Education a formal Capstone Proposal for faculty approval, (ccneaccreditation.org ) . using their project management skill and The master’s degree program in nursing at Mary communication/presentation skills as well as Baldwin University is pursuing initial skills acquired in other coursework. The project accreditation by the Commission on Collegiate will be developed by the student with the Nursing Education ( ccneaccreditation.org ). guidance of faculty. Approval of the formal 279 Applying for accreditation does not guarantee that accreditation will be granted. Master of Science in Nursing (MSN) Program Director: Drew Ellen Gogian Programs of the School of Nursing School Director: Drew Ellen Gogian Admission Requirements/Process for the Faculty: Pam Dressler, Monica Heck, Master of Science in Nursing Program Application deadline for spring: December 1 The School of Nursing offers the following Application deadline for fall: August 1 programs: Murphy Deming College of Health Sciences will Graduate admit new MSN students each August and Master of Science in Nursing (MSN) January. ● MSN in Patient Safety and Healthcare ● College Transcripts: A bachelor’s degree in Quality nursing is required from an MBU approved, ● MSN/Master of Healthcare Administration regionally accredited university prior to (MSN/MHA) enrollment. ● MSN/Master of Business Administration ● Application: Applications will be accepted (MSN/MBA) online through the Nursing Centralized ● Registered Nurse to Bachelor of Science in Application Service (NursingCAS) once the Nursing to Master of Science in Nursing application cycle has begun. (RN-BSN-MSN) ● Test Scores: No entrance exam is required, however, applicants may submit GMAT or Undergraduate GRE scores if they believe the scores will Bachelor of Science in Nursing (RN-BSN) strengthen their application. ● If English is not your native language, you Program Policies will be required to submit TOEFL or IELTS Grading, Student Standing, and Academic scores. Mary Baldwin University’s TOEFL Probation institution code is 5397. You do not need to submit scores if you:
Earned an undergraduate or graduate Grading Scale ● degree at a U.S. college or university Grading within the RN to BSN Program is Conducted your total education in consistent with MBU undergraduate programs. ● English in a native English-speaking
country The Community Health Practicum course is graded on a Pass/Fail basis. A student receiving Prerequisite Courses a grade below a “C” or a “Fail” for the Required Courses Credit Comments practicum must repeat the course. Hours Students are allowed to repeat nursing program Statistics 3 Can be from biology, courses once for a total of two attempts. A mathematics, social learning contract must be developed in sciences, business, or nursing. consultation with the Program Director and in Research 3 Can be from biology, place prior to students repeating any nursing mathematics, social course in the Program. sciences, business, or nursing.
The RN-BSN-MSN Program for completion of Students may apply prior to completion of the all program requirements is specified as seven prerequisite courses as long as a plan for years from the date of initial enrollment. The completion is in place. RN-BSN and MSN Program timeframe for ● GPA: A minimum of 3.0 overall GPA completion of all program requirements is required. We expect that most accepted specified as five years from the date of initial students will surpass this minimum. In enrollment addition, prerequisite courses must be 280 completed with a “C” or better. You may Total Hours: 36 s.h. qualify for conditional acceptance if your The MSN in Patient Safety and Healthcare GPA does not meet minimum requirements. Quality degree is designed to prepare registered See below. nurses to implement evidence-based practices ● RN License: Current unrestricted RN license for measuring and improving quality patient in the Commonwealth of Virginia or state outcomes and managing risks in a dynamic participating in the National Council for healthcare environment. The innovative State Authorization Reciprocity Agreements curriculum provides graduates with the (NC-SARA). A copy of the licensure leadership skills necessary to advance in the document is required. healthcare industry as it moves towards ● Current resume or curriculum vitae. reimbursement models directly linked to quality ● Essay: The personal statement should and safety. Upon completion of the MSN in describe your reason for applying to the Patient Safety and Healthcare Quality degree MSN program and how admission to the program, graduates will be prepared to employ program relates to your professional goals. research-based methods to lead positive change ● Conditional Admission: may be considered and advance health. for students who do not fully meet all of the requirements for regular admission but NUR 501/MHA 501 Organizational & Systems allows them to begin program course work. Leadership (3 s.h.) If Conditional Admission is granted, the NUR 502 Theoretical Foundations for Advanced student must earn at least a 3.0 GPA during Nursing Practice (3 s.h.) the first nine credits taken in the program. NUR 503 Managing Health Outcomes through Informatics (3 s.h.) Additional Admission Requirements for NUR 504/MHA 504 Policy, Ethics & Legal MSN/MBA Perspectives (3 s.h.) Students without a background in business, NUR 505 Population Health & Interprofessional accounting, or an approved business-related Collaboration (3 s.h.) field will be required to take an exam to evaluate NUR 602 Quality Improvement in Healthcare his or her level of business knowledge. Based Practicum (3 s.h.) on exam results, applicants may be required to NUR 606/MHA 606 Epidemiology, Vulnerable take one or more pre-MBA module courses Populations & Health Promotion (3 s.h.) offered at MBU. NUR 610/MHA 610 Quality Improvement & Patient Safety (3 s.h.) Prerequisite Courses, Pre-MBA Module NUR 612 Translational Nursing Scholarship in Students without an undergraduate business or Practice (Capstone) (3 s.h.) related degree will be required to take an MHA 611 Accountability & Public Policy (3 s.h.) internal exam to determine their level of MHA 613 Leading Teams and Change business knowledge. Based on the exam results, Management (3 s.h.) students may need to take one or more of the MHA 615 Patient and Family Engagement and competency-based pre-MBA modules. These Activation (3 s.h.) will be online and self-paced. Areas included in these core competencies are accounting, The MHA program will offer a Certificate in business finance, business law, management, Quality and Systems Safety at the completion of and marketing. the first 18 semester hours of MHA course work.
Meeting admissions criteria does not guarantee SAMPLE COURSE SCHEDULE admission to the program. (Based on a full time, two courses per 8-week session model). Requirements for the Master of Science in Nursing (MSN) SEMESTER 1, SESSION 1 NUR 501/MHA 501 Organizational & Systems MSN in Patient Safety and Healthcare Quality Leadership 281 MHA 613 Leading Teams and Change experience as an RN will prepare graduates to Management be an effective nursing administrator in a variety of healthcare settings. SEMESTER 1, SESSION 2 NUR 502 Theoretical Foundations for Advanced CROSS-LISTED COURSES BETWEEN THE Nursing Practice MSN AND MHA TRACKS (12 s.h.) NUR 504/MHA 504 Policy, Ethics & Legal NUR 501/MHA 501 Organizational & Systems Perspectives Leadership (3 s.h.) NUR 504/MHA 504 Policy, Ethics & Legal SEMESTER 2, SESSION 1 Perspectives (3 s.h.) NUR 503 Managing Health Outcomes through NUR 606/MHA 606 Epidemiology, Vulnerable Informatics Populations & Health Promotion (3 s.h.) MHA 611 Accountability & Public Policy NUR 610/MHA 610 Quality Improvement & Patient Safety (3 s.h.) SEMESTER 3, SESSION 1 NUR 505 Population Health & Interprofessional MSN REQUIREMENTS (15 s.h.) Collaboration NUR 502 Theoretical Foundations for Advanced NUR 602 Quality Improvement in Healthcare Nursing Practice (3 s.h.) Practicum NUR 503 Managing Health Outcomes through Informatics (3 s.h.) SEMESTER 3, SESSION 2 NUR 505 Population Health & Interprofessional NUR 606/MHA 606 Epidemiology, Vulnerable Collaboration (3 s.h.) Populations & Health Promotion NUR 600 Practicum/Role of the Nurse NUR 610/MHA 610 Quality Improvement & Administrator (3 s.h.) Patient Safety NUR 612 Translational Nursing Scholarship in Practice (Capstone) (3 s.h.) SEMESTER 4, SESSION 1 MHA 615 Patient and Family Engagement and MHA REQUIREMENTS (21 s.h.) Activation MHA 502 The Business of Healthcare (3 s.h.) NUR 612 Translational Nursing Scholarship in MHA 506 Health Analytics and Decision Practice (Capstone) Support (3 s.h.) Spring and fall semesters consist of two 8-week MHA 508 Healthcare as a Sociotechnical System sessions and the summer semester consists of (3 s.h.) one 8-week session. All classes may not be MHA 600 Human Resources Management & offered each session or semester. Interprofessional Healthcare Teams (3 s.h.) MHA 601 Quantitative & Qualitative Methods for Decisions in Health Systems (3 s.h.) Master of Science in Nursing & Master MHA 605 Healthcare Marketing & Public of Healthcare Administration Relations (3 s.h.) (MSN/MHA) Dual Degree MHA 611 Accountability & Public Policy (3 s.h.) Total Hours: 48 s.h. The MHA program will offer a certificate in Health Systems Leadership at the completion of The MSN/MHA dual degree curriculum is the first 18 semester hours of MHA course work. designed to prepare nurse leaders with a unique blend of interprofessional skills in both nursing SAMPLE COURSE SCHEDULE education and healthcare administration. This (Based on a full time, two courses per 8-week program provides graduates with the session model). knowledge, skills and abilities to make critical decisions in healthcare organizations. Earning SEMESTER 1, SESSION 1 the MSN/MHA dual degree combined with NUR 501/MHA 501 Organizational & Systems Leadership 282 MHA 506 Health Analytics and Decision Support The MSN/MBA dual degree curriculum is designed for nurses pursuing a leadership SEMESTER 1, SESSION 2 position at the executive level. This program NUR 502 Theoretical Foundations for Advanced provides graduates with an advanced skill set in Nursing Practice business management and healthcare NUR 504/MHA 504 Policy, Ethics & Legal leadership. The innovative curriculum will Perspectives provide the nurse leader with a higher-level perspective on operations and effective business SEMESTER 2, SESSION 1 strategies. Earning the MSN/MBA dual degree NUR 503 Managing Health Outcomes through will prepare graduates to make the critical Informatics decisions to ensure quality and safe care MHA 611 Accountability & Public Policy delivery to individuals, populations or communities in a variety of healthcare delivery SEMESTER 3, SESSION 1 systems. NUR 505 Population Health & Interprofessional Collaboration CROSS-LISTED COURSES BETWEEN THE MHA 502 The Business of Healthcare MSN AND MBA TRACKS (6 s.h.) NUR 701/BUAD 701 Apex Project (6 s.h.) SEMESTER 3, SESSION 2 NUR 606/MHA 606 Epidemiology, Vulnerable MSN REQUIREMENTS (21 s.h.) Populations & Health Promotion NUR 501/MHA 501 Organizational & Systems NUR 610/MHA 610 Quality Improvement & Leadership (3 s.h.) Patient Safety NUR 502 Theoretical Foundations for Advanced Nursing Practice (3 s.h.) SEMESTER 4, SESSION 1 NUR 503 Managing Health Outcomes through NUR 600 Practicum/Role of the Nurse Informatics (3 s.h.) Administrator NUR 504/MHA 504 Policy, Ethics & Legal MHA 508 Healthcare as a Sociotechnical System Perspectives (3 s.h.) NUR 505 Population Health & Interprofessional SEMESTER 4, SESSION 2 Collaboration (3 s.h.) MHA 600 Human Resources Management & NUR 601 Practicum/Role of the Nurse Interprofessional Healthcare Teams Executive MHA 601 Quantitative & Qualitative Methods (3 s.h.) for Decisions in Health Systems NUR 610/MHA 610 Quality Improvement & Patient Safety (3 s.h.) SEMESTER 5, SESSION 1 MHA 605 Healthcare Marketing & Public MBA REQUIREMENTS (21 s.h.) Relations MHA 502 The Business of Healthcare (3 s.h.) NUR 612 Translational Nursing Scholarship in BUAD 560 Managerial Accounting & Finance Practice (Capstone) (3 s.h.) BUAD 561 Entrepreneurial Leadership & Spring and fall semesters consist of two 8-week Strategies in Healthcare (3 s.h.) sessions and the summer semester consists of BUAD 562 Medical Innovation & Project one 8-week session. All classes may not be Management (3 s.h.) offered each session or semester. BUAD 563 Marketing & Branding in Healthcare (3 s.h.) Master of Science in Nursing & Master BUAD 564 Human Capital Management in of Business Administration Healthcare (3 s.h.) (MSN/MBA) Dual Degree BUAD 660 Strategic Planning & Process Total Hours: 48 s.h. Improvement (3 s.h.)
283 The MBA program will offer a certificate in MASTER OF SCIENCE IN NURSING (MSN) Healthcare Business at the completion of the first COURSE DESCRIPTIONS 18 semester hours of the BUAD courses in this dual degree program. NUR 501/MHA 501 Organizational & Systems Leadership (3 s.h.) (O) SAMPLE COURSE SCHEDULE This course will begin by exploring governance Based on a full-time, two courses per 8 week and ownership models within the healthcare session model system. It will also examine the roles, responsibilities, and impact of leaders in the SEMESTER 1, SESSION 1 healthcare industry. Critical skills and behaviors NUR 501/MHA 501 Organizational & Systems for effective leadership and management, Leadership including effective communication and BUAD 560 Managerial Accounting and Finance management, consensus and coalition building SEMESTER 1, SESSION 2 will be taught. Key elements that impact a NUR 502 Theoretical Foundations for Advanced leader’s ability to create a shared vision and Nursing Practice learning culture, lead change, and influence NUR 504/MHA 504 Policy, Ethics & Legal overall effectiveness will be addressed. How to Perspectives develop and manage diverse professionals, what motivates them, how they are paid, and how to SEMESTER 2, SESSION 1 influence them to effect desired change will also NUR 503 Managing Health Outcomes through be examined. Informatics BUAD 562 Medical Innovation & Project NUR 502 Theoretical Foundations for Management Advanced Nursing Practice (3 s.h.) This course explores the evolution of advanced SEMESTER 3, SESSION 1 nursing practice by providing students NUR 505 Population Health & Interprofessional opportunities to analyze nursing theories and Collaboration theories from related disciplines and their BUAD 563 Marketing & Branding in Healthcare contribution to the care of individuals, families, and communities. SEMESTER 3, SESSION 2 NUR 610/MHA 610 Quality Improvement & NUR 503 Managing Health Outcomes through Patient Safety Informatics (3 s.h.) (Q) BUAD 564 Human Capital Management in This course will prepare students to determine Healthcare the appropriate use of technologies and integrate current and emerging technologies into SEMESTER 4, SESSION 1 daily practice to enhance care outcomes. NUR 601 Practicum/Role of the Nurse Students will explore the strategic application of Executive BUAD 660 Strategic Planning & information system solutions. Process Improvement NUR 504/ MHA 504 Policy, Ethics & Legal SEMESTER 4, SESSION 2 Perspectives (3 s.h.) BUAD 561 Entrepreneurial Leadership & This course examines the ethical and legal Strategies in Healthcare framework within the healthcare industry, MHA 502 The Business of Healthcare including laws and regulations, such as anti-trust, privacy and confidentiality, medical SEMESTER 5, SESSION 1 malpractice, etc.that impact the business of NUR 701/BUAD 701 Apex Project healthcare. Compliance has become a significant Spring and fall semesters consist of two 8-week internal issue for health systems. Understanding sessions and the summer semester consists of the impact of these regulations on such things as one 8-week session. All classes may not be coding and billing, physician contracting and offered each session or semester. 284 incentives, and the value of internal auditing course faculty. Students will examine best will be addressed. practices for patient safety and healthcare quality and gain skills in leadership and NUR 505 Population Health & communication and the use of evidence-based Interprofessional Collaboration (3 s.h.) approaches to reducing risk and improving This course will prepare students to apply and healthcare outcomes. integrate broad, organizational, patient-centered, and culturally appropriate NUR 606/MHA 606 Epidemiology, Vulnerable concepts into daily practice. Emphasis is placed Populations & Health Promotion (3 s.h.) on communication and collaboration as a This course will analyze the social variables that member of an interprofessional team in the affect population health, including delivery of evidence-based clinical prevention socio-economic status, risk factors, and health and population care to individuals, families, and disparities of disease. The concepts and methods aggregates/identified populations. of epidemiology and their application in measuring, studying, and improving the health NUR 600 Practicum/Role of the Nurse of populations will also be explored. Administrator (3 s.h.) This practicum course will provide the student NUR 610/MHA 610 Quality Improvement & an opportunity to explore the role of the nurse Patient Safety (3 s.h.) administrator through a mentored learning This course will introduce the science of safety experience with a master’s prepared nurse and how it applies to the overall culture of preceptor in collaboration with course faculty. safety in health systems, encompassing, patients, Students will examine organizational structure staff, visitors, volunteers, etc. Concepts and and gain skills and confidence in processes involved in such improvement decision-making, innovative nursing practice, methodologies as PDSA cycles, Lean/Six Sigma, and leadership. high reliability and resilience, and enterprise risk management will be taught. The impact of NUR 601 Practicum/Role of the Nurse human factors on errors in healthcare and the Executive (3 s.h.) role of a fair and just culture to create a learning This practicum course will provide the student environment will also be addressed. an opportunity to explore the role of the nurse executive through a mentored learning NUR 612 Translational Nursing Scholarship in experience with a master’s or doctorate-level Practice (Capstone) (3 s.h.) prepared nurse preceptor in collaboration with The capstone course presents an evidence-based course faculty. approach to integrate theory, current evidence, Students will examine organizational structure clinical judgment, and interprofessional and gain skills in facilitating the design of perspectives using the translational process to patient care delivery, leadership in cost effective improve practice and associated health patient care, communicating and coordinating outcomes for patient aggregates. The capstone outcomes management, quality improvement project is a culmination of knowledge acquired and systems-thinking, and fostering from previous courses involving health policy, stewardship. finance, healthcare delivery systems, practice issues, health promotion, disease prevention, NUR 602 Quality Improvement in Healthcare and biostatistics. Capstone project development Practicum (3 s.h.) allows the student an opportunity to engage a This practicum course will provide the student team approach in translating evidence into an opportunity to explore the implementation of practice. evidence-based practices for improving patient outcomes and enforcing proper protocols for NUR 701 Apex Project (6 s.h.) patient care in the clinical setting through a This course must be taken during the student’s mentored learning experience with a master’s final semester at Mary Baldwin University and prepared nurse preceptor in collaboration with is intended to be a platform for demonstrating 285 (1) the student’s comprehensive knowledge of SEMESTER 2, SESSION 1 business systems and functions, and (2) the NUR 403 Community Health Practicum student’s understanding of the concept of NUR 413 Community Health Nursing and sustainability in designing a new enterprise or Emergency Preparedness repurposing an existing one. This course is cross-listed with BUAD 701 and MHA 701. SEMESTER 3, SESSION 1 NUR 501/MHA 501 Organizational & Systems Registered Nurse to Bachelor of Science Leadership in Nursing to Master of Science in General Education course (as indicated) Nursing (RN-BSN-MSN) Program SEMESTER 3, SESSION 2 The accelerated RN-BSN-MSN program is for NUR 404 Nursing across the Lifespan registered nurses seeking to ultimately earn a NUR 405 Pathophysiology Master of Science in nursing. Students are able to complete their BSN degree while enrolled in SEMESTER 4, SESSION 1 an MSN program by enrolling in dual-credit NUR 408 Using Evidence-Based Practice in courses, reducing the overall credit requirement Nursing for an MSN degree by six credits. Depending on NUR 503 Managing Health Outcomes through the MSN concentration (MSN in Patient Safety Informatics and Healthcare Quality; MSN/ Master’s in Healthcare Administration dual degree; SEMESTER 5, SESSION 1 MSN/Master’s in Business Administration dual MSN Specialty Track degree) chosen, students on this track may MSN Specialty Track complete the program in as few as 7 or 8 semesters. Alternatively, students may take up SEMESTER 5, SESSION 2 to 7 years working at their own pace. NUR 502 Theoretical Foundations for Advanced Nursing Practice Overview of RN-BSN-MSN Curriculum NUR 504/MHA 504 Policy, Ethics & Legal Accelerated Options Perspectives Students who are pursuing the Master of Science in Nursing program using the RN-BSN-MSN SEMESTER 6, SESSION 1 option, may apply up to six credit hours of MSN Specialty Track graduate coursework to Bachelor of Science in MSN Specialty Track Nursing degree requirements. The BSN degree will be conferred at the completion of all BSN SEMESTER 6, SESSION 2 requirements; the MSN degree does not need to NUR 505 Population Health & Interprofessional be earned prior to the BSN being conferred. Collaboration MSN Specialty Track SAMPLE COURSE SCHEDULE (Based on a full time, two courses per 8-week SEMESTER 7, SESSION 1 session model.) NUR 610/MHA 610 Quality Improvement & Patient Safety SEMESTER 1, SESSION 1 MSN Specialty Track NUR 407 Cultural Nursing: Uniting Our World General Education course (as indicated) SEMESTER 8, SESSION 1 MSN Specialty Track (as applicable) SEMESTER 1, SESSION 2 MSN Specialty Track (as applicable) NUR 304 Contemporary Issues in Professional Nursing Practice SEMESTER 8, SESSION 2 NUR 305 Research in Nursing MSN Specialty Track (as applicable) MSN Specialty Track (as applicable)
286 Spring and fall semesters consist of two 8-week ● Application: Applications will be sessions and the summer semester consists of accepted online through the Nursing one 8-week session. All classes may not be Centralized Application Service offered each session or semester. (NursingCAS) once the application cycle has begun. REGISTERED NURSE TO BACHELOR ● Licensure: You will need to submit a OF SCIENCE IN NURSING (RN-BSN) copy of your current, unrestricted RN Program Director: Monica Heck license prior to enrollment into any of the RN to BSN course work. You may begin Overview general studies while waiting to take the The RN-BSN Program is a post-licensure licensing examination. program that will lead to a Bachelor of Science in Nursing (BSN) degree. Prospective students Requirements for the Bachelor of must meet the following admission Science in Nursing, RN-BSN requirements prior to matriculation into the To graduate from Mary Baldwin University with program. a Bachelor of Science in Nursing, RN-BSN students must complete 120 semester hours. A Admission Requirements/Process for minimum of 30 semester hours must be earned the RN-BSN Program from Mary Baldwin University. The RN to BSN Application deadline for spring: Dec 1 curriculum consists of 30 credits. Most of the Application deadline for fall: Aug 1 remaining 90 hours can be met with transfer credits or prior learning credits. Students may Murphy Deming College of Health Sciences apply for prior learning credits using a portfolio admits new RN-BSN students each August and application process. The total number of transfer January. and prior learning credits applied to the 120 ● Associate Degree or Diploma in Nursing total credit hour graduation requirement cannot required prior to enrolling in nursing exceed 90 credit hours. course work. ● Official transcripts reflecting a General Education Courses Needed cumulative GPA on all college work ADN/Diploma Course work (39 cr. max) attempted of 2.5 or better on a 4-point English Composition (3–6 cr.) scale. All transferring coursework must Information Literacy (1–3 cr.) reflect a “C” or better. Psychology (3 cr.) ● Current unrestricted RN license Humanities (3 cr.) (students may begin general studies Elective (Social Sciences) (3 cr.) while waiting to take the licensing Anatomy & Physiology (6–8 cr.) examination). International/Global Studies (3 cr.) ● Employment as an RN for a minimum of Gender Studies (3 cr.) 6 months OR plans to practice Introductory Statistics (3 cr.) concurrently with course work. Chemistry OR Microbiology (3–4 cr.) ● Ability to meet the Nursing Arts OR Humanities with writing emphasis* (3 Department’s Technical Standards for cr.) nursing practice. Semester Hours Needed to Graduate: 120 Application Checklist Writing emphasis courses must be pre-approved ● College transcripts: An Associate Degree or Diploma in Nursing from an MBU RN-BSN CURRICULUM approved, regionally accredited SAMPLE COURSE SCHEDULE institution is required prior to enrolling Based on full time, two courses per 8 week in nursing course work. All transferring session model coursework must reflect a “C” or better. 287 SEMESTER 1, SESSION 1 telecommunications in nursing administration, NUR 302 Professional Nursing Leadership and education, and practice. Management NUR 303 Nursing Informatics NUR 304 Contemporary Issues in Professional Nursing Practice (3 s.h.) SEMESTER 1, SESSION 2 This course will provide the student with an NUR 304 Contemporary Issues in Professional opportunity to examine historical, societal, Nursing Practice economical, legal, ethical, and political factors NUR 305 Research in Nursing that influence nursing practice in today’s rapidly changing society. A writing emphasis SEMESTER 2, SESSION 1 component will be included in this course. NUR 403 Community Health Practicum NUR 413 Community Health Nursing and NUR 305 Research In Nursing (3 s.h.) Emergency Preparedness This course will provide the student with the theoretical and research basis for examining the SEMESTER 2, SESSION 2 knowledge that promotes evidence-based NUR 404 Nursing across the Lifespan nursing. An overview of the research process NUR 405 Pathophysiology will allow students to acquire the beginning knowledge and skills necessary for critiquing SEMESTER 3, SESSION 1 published research material in order to answer NUR 407 Cultural Nursing: Uniting Our World research questions that impact nursing practice. NUR 408 Using Evidence Based Practice in Nursing NUR 403 Community Health Practicum (1 s.h.) This practicum allows the student the Spring and fall semesters consist of two 8-week opportunity to experience the role of the sessions and the summer semester consists of community health nurse. The primary focus is one 8-week session. All classes may not be on the nursing care of individuals, families, and offered each session or semester. communities. The student will work with a community health nurse and experience the RN-BSN COURSE DESCRIPTIONS concepts of health promotion, management, and NUR 302 Professional Nursing Leadership and disease prevention. Management (3 s.h.) This course will focus on the professional NUR 404 Nursing across the Lifespan (3 s.h.) nurse’s role in leadership and management This course focuses on the lifespan of an specifically identifying areas in communication, individual from conception through late problem solving, critical thinking skills, and adulthood. The course will apply nursing training of staff. Multiple structured concepts and therapeutic interventions opportunities for students to explore and addressing communication, mental health express ideas orally (e.g. oral presentation video, issues, growth and development, and successful peer-led discussions, etc.) will be provided. aging.
NUR 303 Nursing Informatics (3 s.h.) NUR 405 Pathophysiology (3 s.h.) This course will enhance communication and This course allows the student the opportunity information technologies to support to explore the pathophysiologic disruptions in evidence-based practice, research, and the normal body functioning of individuals education. Nursing informatics is the science across the lifespan. It will include the assessment and practice that integrates nursing information and analysis of objective and subjective with communication technologies to promote manifestations of common health problems the health of people, families, and communities resulting from environmental, genetic, and worldwide. The course will focus on data stress-related maladaptation. Diagnostic management, information systems and assessments will be discussed for each of these disease processes. 288 NUR 407 Cultural Nursing: Uniting Our World the strongest candidates. Firmly grounded in the (3 s.h.) liberal arts tradition, the program offers a This course is an overview of global health combination of stagecraft and scholarship, with issues that affect nursing in the United States. It interdisciplinary emphasis on acting, directing, will address cultural aspects of nursing dramaturgy, and teaching. Study proceeds from including rituals, cultural competency, death a common group of required courses, ensuring and dying, and complementary and alternative mastery of Shakespeare and his plays and the therapies. It uses a modern, international culture in which he worked. Many classes approach to further students’ appreciation of follow the traditional semester format; others other peoples allowing them to more fully have a modular format lasting several weeks. engage globally. Each student works closely with the faculty and with a faculty advisor on the Mary Baldwin NUR 408 Using Evidence-Based Practice in campus, and courses combine traditional Nursing (3 s.h.) academic scholarship with practical experience. This interactive, competency-based course All students have access to the American focuses on evidence-based practice to solve Shakespeare Center’s Blackfriars Playhouse. situations that occur in everyday nursing. It uses Resident faculty instruction is augmented with a problem-solving approach to clinical internationally recognized visiting scholars and decision-making aspects. The course will artists as well as personnel from the American culminate with a Capstone Project. Shakespeare Center.
NUR 413 Community Health Nursing & ADMISSION Emergency Preparedness (5 s.h) All students who matriculate into the Mary The community health nurse is a professional Baldwin University Shakespeare and who works collaboratively to ensure a healthy Performance (S&P) program agree to abide by community. This course will provide the student the rules, regulations, and standards set by the with an overview of the history of public health, university. Students who seek the MLitt and promotion and disease prevention, MFA are eligible for financial aid services. The epidemiology, communicable disease and Declarations section of this catalog states Mary prevention, vulnerable populations in the Baldwin’s policies on non-discrimination, United States, and nursing concepts used during student privacy rights, and other important emergency situations. In addition, this course provisions. will also build awareness of the role, race, and ethnicity has on health and healthcare in the Note for prospective teachers: United States. Post Baccalaureate Teacher Licensure (PBTL) is offered through the academic outreach program SHAKESPEARE AND of MBU Online. It is not part of the S&P PERFORMANCE program. Students also can earn initial Virginia Licensure in K–12 Theatre or Secondary English Paul D. Menzer, director through the MBU Master of Arts in Teaching Julie D. Fox, assistant director of operations program. Ralph Alan Cohen, Doreen Bechtol, Kerry
Cooke, Matthew Davies, Mary Hill Cole, J.P. Scheidler, Molly Seremet Admission Requirements ● Admission will be limited to the most OVERVIEW qualified applicants ● Bachelor’s degree from an accredited Mary Baldwin University, in partnership with institution the American Shakespeare Center, offers the ● An academic major in the arts and degree of Master of Letters (MLitt), leading to sciences or other appropriate discipline the terminal degree of Master of Fine Arts (or interdisciplinary major) (MFA). The program is open to qualified men and women. Offers of admission are extended to 289 ● Minimum 3.0 GPA in the last sixty hours Full Admission of college work Full admission to the MLitt program as ● Fluent written and spoken English. degree-seeking candidates will be offered to the Nonnative English speakers must submit most qualified applicants who meet all a TOEFL score of 600 or above. admissions requirements. Those who complete ● General GRE scores (including minimum the MLitt may be approved as candidates for the verbal score of 550, writing of 5.0); GRE MFA (see Master of Fine Arts below). may be waived for students who audition. Conditional Admission ● An interview (campus or phone) and/or In rare cases a student may be admitted on a audition with the S&P Admissions conditional basis, requiring, for example, Committee. specific work to be completed early in the ● See Transfer Credit section below. student’s career in the program, or the maintenance of a specific GPA during the first Admission Process semester or academic year. In accepting the ● Applicants to the S&P program must student, the program director will inform the submit the following to the Office of student of the conditions under which the Graduate Admissions at Mary Baldwin student is accepted and the time allowed for the University: fulfillment of those conditions. ● Application for admission ● Official transcripts of all post-secondary Transition from Conditional to Full work Acceptance ● Two letters of reference from professional The program director will monitor any educators, employers, or those who have conditional student, reporting to the S&P observed professional work Educational Policy Committee on the student’s ● A goal statement of approximately 500 academic progress at the end of each semester. words Within two weeks of that review, the program ● GRE scores: minimum verbal score 550, director will inform the student in writing of the writing 5.0; GRE may be waived for committee’s recommendations regarding the students who audition. student’s continuation in the program, admission to full degree-seeking status, or Admissions decisions are made by the S&P requesting the student to withdraw from the Admissions Committee. The program director program. will inform applicants, in writing, of their admission status. In rare cases, applicants will Five Year BA/MLitt Option be advised at the time of their admission Undergraduate Performing Arts majors at MBU regarding any additional undergraduate course may elect to apply to the S&P program through requirements that must be fulfilled as conditions a 3-2 option that allows selected students to of enrollment. Any person may be denied receive the Bachelor of Arts degree in admission to the S&P program for the following Performing Arts and Master of Letters degree in reasons: Shakespeare and Performance in five academic ● Attempting to obtain admission by years. For more details, see Undergraduate Offerings, fraudulent means or through Performing Arts. misrepresentation of material facts Falsification of records or documents ● Orientation ● Conviction of any felony New students are required to participate in an ● Conviction of any misdemeanor orientation just prior to the start of the fall term. involving moral turpitude, sexual Successful applicants receive notice of the offense, drug distribution, or physical orientation dates in the summer of the year they injury will matriculate in the fall term.
290 Advising Candidates with appropriate professional Upon entering the program, each student is theatre work may apply and audition for the assigned an advisor who is a member of the S&P program’s Accelerated MFA, a two-year MFA faculty. The advisor is a general resource person including a professional, paid internship with for the program. In practice, however, students the American Shakespeare Center. Interested usually gravitate towards the faculty member candidates must follow conventional application most qualified to advise them on their research policies and also interview/audition with the interests and, as they select their final degree artistic staff of the American Shakespeare project, towards the person likely to advise their Center. The Pro-MFA is open to actors, directors, thesis. All students should feel free to consult and dramaturgs. Accelerated MFA students do the program director, or any faculty member, at not earn the Master of Letters degree. any time. Invitational Post-Baccalaureate Transfer Credit Portfolio Option A student may present no more than six Students with a master’s degree, extensive semester hours of graduate credit for transfer on graduate work, or extraordinary professional approval by the program director, who grants experience may be invited to present a that approval on a case by case basis. Courses Post-Baccalaureate Portfolio. The program may be presented only if graded “B” or better. director, in consultation with faculty, will review Transfer credit is awarded only if ALL the the portfolio, and may grant 15–18 semester following conditions are met: hours of credit, allowing the applicant to • The S&P director determines on the basis of proceed towards completion of the Master of catalog and course materials submitted by Fine Arts degree requirements within an the student that the course content is abbreviated timeframe (without first completing equivalent to an MBU course. the Master of Letters degree). The • The credit was earned in an accredited Post-Baccalaureate Portfolio should provide a graduate program. detailed account of relevant coursework or • The credit was earned no earlier than three professional experience and how it relates to calendar years prior to the student’s analogous courses in the S&P graduate catalog. admission to the program. (Certain courses are exempt from consideration for prior credit.) Note: Because MBU’s S&P program is, by its nature, different from many other English and Granted credit hours and course credit for work theatre graduate programs, program transcripts at Mary Baldwin University must total 54 credit are accompanied by a “key” noting course hours for completion of the MFA. In other similarities to more Standard English and words, students granted 15–18 hours of prior theatre courses. In advance of enrollment, credit must complete a minimum of 36 hours in students are responsible for determining the S&P program. A Post-Baccalaureate student whether courses taken in the program can be must complete all non-exempt MLitt required transferred to another graduate program or will courses and complete the requirements for the satisfy credential requirements the student MFA degree, including the MFA thesis. If a intends to meet. After the course drop deadlines, Post-Baccalaureate Portfolio applicant is deemed a determination that courses are not transferable eligible for fewer than 15 granted credits, he or is not grounds for refund of tuition or fees. The she will be advised to proceed with the standard program neither accepts nor offers credit toward MLitt/MFA academic program, with a the Master of Letters degree for out-of-class possibility for award of transfer credits. learning through prior learning credit, correspondence courses, independent study, Special Students learning contracts, or credit by examination. Individuals who possess a bachelor’s degree from an accredited institution are eligible to Accelerated MFA enroll in courses as special students. Special
291 students must meet the entry standards for the to receive the same services as enrolled and graduate program and should apply to the MBU re-enrolled students. For more information, see Office of Admissions. No financial aid services Tuition and Fees. are provided to special students. Students currently enrolled as undergraduates or Time Limit for Completion graduates or post-graduate teacher certification Students seeking the MLitt degree are required students at Mary Baldwin University may be to complete the program within five and a half permitted to take up to two MLitt courses as calendar years from the date of initial special students. They must receive permission registration; the limit for the MFA degree is from the program director to do so. A GPA of 3.0 seven years from the date of initial registration. is normally required. Application for Graduation ACADEMIC POLICIES Students who expect to complete degree Academic policies applicable to MLitt and MFA requirements must be enrolled in the semester students are published in this catalog. Other or summer term in which they intend to statements of program policies are maintained graduate. They must apply for graduation by in the program director’s office and/or the end of the second week of the term in which published in the S&P Student Handbook. Policies they expect to graduate. may be amended at any time by the graduate faculty, who determine the date at which Policy on Participation amended policies become effective. The plays taught and performed in the program may contain controversial themes and sexual Exemption from Policy content. Students are expected to engage with all Students may petition for exemption from the material and are encouraged to discuss with academic policies. Petitions are granted only for faculty any concerns they may have. Accepting a cause and only with the approval of the S&P role in a program-sponsored performance event Educational Policy Committee. A petition for constitutes a de facto agreement to perform, exemption from or modification of a completion direct, and/or dramaturg the play in its entirety. requirement may be granted only by the S&P faculty and the program director. Grading The grading symbols used by the university’s Requirement for Continuing S&P program are: Enrollment A Distinguished 4.0 Degree-seeking S&P students are required to A- Excellent 3.7 B+ Good 3.3 remain continuously enrolled from the date of B Competent 3.0 their initial registration for courses until B- Minimum Passing 2.7 completion of the degree. A student who does C Unacceptable work 2.0 not enroll in new work in any semester must F Failing 0 pay a re-enrollment fee of $50. All enrolled NR No grade reported (temporary) CR Credit awarded students and those who have paid the NC No credit awarded re-enrollment fee are eligible to use university P Pass (credit earned) facilities and to receive such services as email I Incomplete (temporary) accounts, advising, Academic Resource Center W Withdrawn and Writing Center assistance, and career counseling. MLitt and MFA students completing Pass/No Credit Grading Option their projects or theses who have satisfied all MLitt/MFA faculty may elect to offer a course other course requirements for the degree with the Pass/No Credit grading option; (including REN 700 and REN 800) must however, students may not choose to take a maintain their enrollment by registering for REN regular, graded course for Pass/No Credit. 701 or REN 801 during each additional semester. They are eligible to use university facilities and 292 Academic Progress withdrawal procedures may be initiated at the The program director reviews each student’s discretion of the director in consultation with the academic record after each semester to Vice President for Academic Affairs. determine whether students are making satisfactory progress towards the degree. The Leave of Absence, Withdrawal degree completion requirements for each Students may request a Leave of Absence by student are those in effect on the date of first completing a form available on the program web enrollment as a degree-seeking student. site. ● Students who re-enroll within one year Academic Standing of the withdrawal date pay no To remain in good academic standing, re-enrollment fee. degree-seeking S&P students are required to ● Students who re-enroll after one year maintain a 3.0 cumulative GPA. A student not in from the withdrawal date must pay a good standing may be placed on probation or re-enrollment fee. asked to withdraw from the program. All ● Transcripts cannot be released until all students are responsible for monitoring their financial obligations have been met. own progress towards the degree and in each of their courses. Where they are experiencing Students should consult with the Business Office academic difficulties, they should consult the and the Office of Financial Aid regarding these relevant faculty to decide what remedial matters. Students who withdraw from the measures need to be taken. They are expected to program must notify the director in writing. know and understand the specific requirements Prorated tuition refunds, if any, are given for their degree. To ensure their own compliance consistent with university policy. with those requirements, they should consult frequently with their advisor or the program Syllabi, Examinations director. The syllabus of each graduate course includes a schedule of class contact hours required, goals, Probation and Dismissal requirements, assignments, and attendance and The program director may place students on grading policies. The determination of whether probation if their cumulative GPA falls below 3.0 students will be required to take a final or if their semester GPA falls below 3.0 for two examination is the sole province of the instructor consecutive semesters. The program director in of each course. Similarly, the instructor will consultation with the Provost and the College of determine when and the circumstances under Visual and Performing Arts Educational Policy which the examination is to be completed, and Committee may require a student to withdraw the weight of the examination in determining from the program: if, after one semester on course grades. These guidelines are provided in probation, the cumulative GPA remains below the syllabus at the first class meeting. 3.0 or when other conditions attached to the probation have not been met; if, in any semester, Add/Drop a student receives a C or lower in a course A graduate student may drop a course before (including a NC), irrespective of the number of the second class meeting. If a graduate student credit hours awarded for that course. Students wishes to drop a course after the second class subject to dismissal may be continued on meeting, she or he will be financially obligated probation at the director’s discretion. to meet tuition costs on a prorated basis. (See Additionally, students may be placed on “Pro Rata Refund Procedures” in the probation or dismissed for flagrant Admissions and Financial Aid section of this non-participation in program activities or catalog.) A course may be dropped for medical violation of the "Moral and Ethical or providential reasons at any time, upon Responsibility" clause in the catalog at the approval of the director, and in accordance with discretion of the director in consultation with the the provisions of the pro rata policy. The Vice President for Academic Affairs. In any case, instructor will determine and report the
293 student’s final course grade when the course is Course Enrollment Priorities dropped after the official drop period. A student S&P students are enrolled in courses according may add a course prior to the second meeting of to the following priorities: first fully admitted the course, or at any time with the permission of degree-seeking MLitt or MFA students, the instructor. according to seniority in the program, followed by conditionally admitted students and special Grade Reports, Incompletes, Grade students, in that order. Changes Official grade reports, including cumulative Auditing Courses averages, will be posted online after the Students may audit one S&P elective course conclusion of the fall semester and the May during their pursuit of the MLitt/MFA term, and at the conclusion of the summer degree(s). The student will not be charged for session. The grades posted following the May the course and will not receive credit. Only those term will include work completed during the courses designated as “available for audit” in spring semester. the course descriptions that follow may be audited. The course will appear on the student A temporary symbol of “I” (for Incomplete) may transcript with the designation “AU” in place of be given at the end of a course if, for reasons a grade. Permission to audit a class is solely at beyond the student’s control, the student is the discretion of the instructor, as are the terms unable to complete the work. An incomplete of the audit with respect to student participation will be given upon the recommendation of the and work. The program also offers an “alumni instructor and the approval of the program audit” for graduates of the program. The same director. Work must be completed by the end of permission policies apply to alumni audits. the next regular semester. In unusual circumstances, such as prolonged illness, the MBU-S&P Attendance Policy program director and the dean of the college Every S&P faculty member (both full-time and may extend the time. If the work is not adjunct) is responsible for developing his or her completed within the time specified when the own attendance policy and publishing it on his Incomplete is granted, or within the explicitly or her own syllabus. Every S&P student is authorized extended time, a grade of “F” will be responsible for requesting an excused absence recorded. from a faculty member in advance. Legitimate
medical absences are exempted from attendance Students requesting a grade change must make policies, though extended or multiple absences such requests initially to the instructor of the may necessitate the student withdrawing or course. Students must initiate the grade change taking an Incomplete in the course. request/contest within one week of the official online grade report for the course. The instructor will then communicate in writing a TUITION AND FEES 2019–20 recommendation to the S&P program director Tuition for courses in the S&P program is and the registrar. This procedure must be $765 per credit hour for all students. In addition, completed by the end of the semester following the following fees apply: the semester in which the course was taken. If a student wishes to contest a grade, the reasons Application fee None must be submitted in writing to the program Library/Technology fee $60 per semester director and the dean of the college. A MLitt Productions annual $50 each fall term committee consisting of the dean, program fee director, instructor whose grade is being MFA Productions annual $100 each fall contested, and two other graduate faculty fee term members will review the case and approve or Re-Enrollment (if absent) $50 disapprove the change. MLitt Graduation fee $100 in semester of graduation
294 MFA Graduation fee $100 in semester in the theatre, English, and of graduation communication departments. GTFs teach REN701/REN 801 Thesis $765/semester one class in exchange for a 3 s.h. tuition Continuation fee (as needed) waiver. MLitt and MFA students also are hired as teaching assistants for visiting or FINANCIAL AID resident faculty, on a 1-semester basis. Financial aid is available to S&P students. In ● Students in the S&P program generally general, students must be at least half-time (4.5 find part-time jobs in the Staunton area, or more credit hours per semester) to receive to help reduce the amount of loan money financial aid. While there are very few grant needed for living expenses. opportunities available for graduate students through the federal or state governments, most Methods of Tuition Payment students are eligible for Federal Stafford Loans ● VISA, Mastercard, and personal checks to assist with tuition and living expenses. ● Pay up front each semester or set up a convenient monthly payment plan. Some Possible Financial Aid ● Tuition is deducted from loan amounts Opportunities and checks for the balance are distributed to students the second week ● Federal Stafford Loans of classes. Students sign for and pick up ● Veteran's benefits for those who qualify checks from the MBU Business Office on ● Private sources: fastweb.com or the ground floor of the Administration scholarships.com Building. ● Tuition-reimbursement programs. These ● For more information, contact the are available to employees of cities, Financial Aid Office at 540-887-7323. counties, states, and private
corporations. Contact your employer for details. Honor Code and Code of Conduct ● Scholarships and assistantships, as The provisions of the university’s Honor System awarded through the admission process apply to S&P students, who are responsible for to the S&P program. Each year the understanding the provisions of the Honor program distributes a good number of System and for seeking information from merit scholarships in the form of course professors as to the application of the Honor tuition waivers for three-to-six semester Code to course activities. The provisions of the hours per term or year. These awards are university’s Code of Conduct apply to S&P posted on students’ tuition invoices and students. deducted from the balance due. ● The S&P program also funds six Fundraising Policy graduate assistantships each year. The Students may not solicit financial donations recipients receive an annual tuition from MBU faculty and staff for waiver for three-to-six semester hours of program-approved productions. Any outside credit plus an annual stipend that is donations must be made payable to “MBU distributed as twelve monthly checks on Shakespeare and Performance,” to take the 25th of each month, beginning in advantage of Mary Baldwin University’s September. In addition, the program non-profit status and tax-deductible benefits. awards several Federal Work-Study positions that require students to work Copyright Policy approximately 7.5 hours per week for The university enforces all provisions of $8.25/hour. All assistants must complete copyright law. Students are responsible for and submit monthly timesheets. informing themselves about copyright laws, ● MLitt/MFA students who hold a particularly with respect to copying materials. master’s degree also may apply for Graduate Teaching Fellowships available 295 Research on Human Subjects program with 37 s.h. of course credits, then take Federal, state, and university policies regarding the additional required 3 s.h. during the summer research on human subjects apply to all research after MLitt graduation or during the MFA year.) involving MBU students, faculty, or staff as researchers or as subjects, including research Note: A Minimum GPA of 3.0 is required to undertaken in the S&P program. Students remain in “good standing” as an MLitt student; whose thesis work involves people other than and a minimum GPA of 3.3 is required for themselves must consult with MBU’s admission to the MFA program. Institutional Review Board (IRB). The MLitt Thesis Project Moral and Ethical Responsibility All candidates for the MLitt degree must S&P students may not engage in behaviors or complete REN 700, the Thesis Project for the actions that endanger themselves or others, MLitt degree. MLitt students may enroll for the either while on MBU’s property or while project after they have completed 18 s.h. of engaged in a program or activity connected with coursework. The project must be approved by the university and/or its programs. the program director and regularly supervised Students are required to comply with by a member of the program faculty. For more professional standards of schools in which they information, see the S&P Student Handbook and engage in research, internship work, teaching, or MLitt Thesis Proposals and Enrollment, below. other activities connected with the university The MLitt Thesis Project Consists of: and/or its programs. ● A thesis; ● A 20-minute staged presentation in MASTER OF LETTERS IN support of the thesis; and SHAKESPEARE AND ● An oral defense before an examining PERFORMANCE (MLITT) panel of at least two faculty members.
Note: MLitt students are required to be on Requirements for the Master of Letters campus to defend the thesis in person. Degree (MLitt) 37 total semester hours including the required Progress towards the MLitt degree normally 28 s.h of core courses: requires an enrollment of at least nine hours per REN 500 Shakespeare (3 s.h.) semester. However, students receiving financial REN 501 Research Methods (1 s.h.) aid should ensure that they maintain the REN 510 Shakespeare and Textual Culture (3 minimum enrollment for aid, usually five s.h.) hours per semester. Typically, students REN 520 Tudor-Stuart History or REN 550 Social complete the MLitt degree in two years. For History of Early Modern England (3 s.h.) more information, see Continuing Enrollment, REN 530 The Language of Performance (3 s.h.) Time Limit for Completion, and Tuition and REN 531 Performance of the Language (3 s.h.) Fees. REN 551 Shakespeare Pedagogy (3 s.h.) REN 553 Directing I (3 s.h.) MLitt Thesis Proposals and Enrollment REN 670 Dramaturgy (3 s.h.) Students may enroll for their final projects after REN 700 MLitt Thesis Project (3 s.h.) they have completed 18 s.h. of coursework Plus 9 to 12 s.h. of elective credits to complete towards the MLitt degree, and when their degree total of 37 or 40*s.h. proposals have been approved by the following process: Students submit formal proposals for Students staying for the MFA degree are their thesis projects, obtain the consent of an encouraged to complete at least 40 s.h. before appropriate faculty member to act as project matriculating into the MFA degree program, supervisor, and a minimum of one other faculty which requires a total of 70 s.h. (An MFA to act with the supervisor as examiner(s). student may graduate from the MLitt degree Occasionally, qualified outside examiners may 296 form part of the examining committee. Once these steps have been taken, the program Upon completion of their MLitt requirements, director must approve the project. Where students admitted to the MFA degree will resources, including actors, are drawn from the embark upon a 30 s.h. thesis project called American Shakespeare Center, the consent of the “Company.” The twelve-month (early May to American Shakespeare Center is also required. late April) degree is an immersive, collaborative Details of and forms for this process are experience during which students rotate available from the program office. Only after through the program’s four core competencies obtaining the necessary approvals may a student (teaching, acting, directing, dramaturgy) while enroll for the final project (REN 700). A grade is producing and performing a repertory of plays. awarded for the course leading to completion of Course work will be modular, allowing for the project; the project itself is not graded but is flexibility of scheduling and instruction. The the basis for the decision to award or withhold experience culminates in a festival presentation the degree. It is in the student’s best interests to of all of the Company’s shows. In addition to consult regularly with the project supervisor and fulfilling all evaluated components of the any other faculty who may provide helpful program, students will produce an assessed advice during development of the thesis and piece of writing, a collaborative thesis, with their planning for performances. It is also advisable to fellow MFA students. prepare for work on the thesis by taking REN 695 in May Term or an exploratory REN 590 Requirements for the Master of Fine Directed Inquiry. It is extremely unwise to leave Arts Degree (MFA) preparation of the thesis until the student’s final Minimum GPA of 3.3; semester. A minimum of 70 semester hours, including those earned for the MLitt degree and these 30 After the oral defense, a thesis may be accepted s.h.; without revision; accepted conditionally, in which case the examiners will specify the Summer 1 revisions or additions needed; or rejected. In the REN 810 Company Dramaturgy (3 s.h.) case of rejection, a student may be required to REN 811 Company Management (3 s.h.) resubmit the thesis, or an alternative thesis, for a second and final attempt. Acceptance, and the award of the degree, requires the unanimous Fall Term consent of the examining committee. Students REN 812 Company Acting A (3 s.h.) should consult the most recent Student Handbook REN 813 Company Directing A (3 s.h) for details of the process, format for preparation REN 814 Company Dramaturgy A (3. s.h.) of the thesis, the steps required for enrollment, REN 815 Thesis A (3 s.h.) etc. Spring Term MASTER OF FINE ARTS IN REN 822 Company Acting B (3 s.h.) REN 823 Company Directing B (3 s.h) SHAKESPEARE AND REN 824 Company Dramaturgy B (3. s.h.) PERFORMANCE (MFA) REN 825 Thesis B (3 s.h.) The Master of Fine Arts (MFA) degree is the terminal degree in practical theatre. Admission The MFA Thesis Project Consists of: is not automatic, and applications for the MFA ● A chapter for the MFA Thesis book program should be made during the fall ● A 10-minute oral presentation in support semester of the year in which the MLitt of the thesis graduation is expected. An interview and ● An oral defense before an examining audition with MFA faculty is required. panel of at least one faculty member Acceptances granted to students in the final year Note: MFA students are required to be on of their MLitt studies are conditional on the campus to defend the thesis in person. successful completion of that degree. 297 MLitt Course Descriptions in the text. Required for MLitt core; must be taken in REN 500 Shakespeare (3 s.h.) first fall term. This course designs to make all holders of the degree fully conversant with the fundamentals REN 531 Performance of the Language (3 s.h.) of Shakespeare, including the major themes and Students will explore how semantic and narratives of his plays and poems, the basics of linguistic structure informs performance and prosody, early English staging, the main issues how, in turn, performance enlivens language. of textual transmission, and the facts This course furthers the examination of textual surrounding the life of the author. Required for devices such as scansion, rhetoric, and rhyme by MLitt core; must be taken in first fall term. integrating them with vocal, physical, and emotional components of performance. Special REN 501 Research Methods (1 s.h.) attention is given to the theatrical importance of This course introduces students to basic actor-audience interaction. Prerequisite: REN 530. methods of research into early English drama, Required for MLitt core; must be taken in first spring particularly in service of the MLitt degree thesis. term. Students also learn conventions of academic writing as needed. Assignments derive in part REN 540 Early English Drama and Theatre from components of the research paper required History (3 s.h.) for REN 500. Required for MLitt core; must be taken in This course stresses the institutional and first fall term. commercial auspices of early English drama — its place, its space, and its occasions — against REN 510 Shakespeare and Textual Culture (3 the backdrop of major developments in theatre s.h.) history. Elective for students who have not completed This course introduces students to basic terms a theatre history survey course. Offered annually. and methods of critical bibliography with an Cross-listed with undergraduate THEA course. emphasis on contemporary theories of textual studies. Students focus on the composition, REN 550 Social History of Early Modern transmission, printing, and editing of early England (3 s.h.) modern dramatic scripts. Required for MLitt core. This course takes a topical approach to exploring Offered annually in spring terms. significant aspects of daily life in England between 1460 and 1660. Topics include the REN 520 Tudor-Stuart History (3 s.h.) structures of power and authority, family life, This course explores the politics, religions, and the roles of women and men, urban and rural cultural developments in England from 1460 to life, popular religion, and ritual. Either 520 or 550 1660. The course focuses on the dynastic turmoil is required for MLitt core. Offered annually in fall of the late fifteenth century, the Reformation and terms. Available for audit if taken as an elective. its impact, the concept of personal monarchy, the lives and courts of Elizabeth I and James I, and REN 551 Shakespeare Pedagogy (3 s.h.) the English Civil War. Either 520 or 550 is required This course focuses on ways to teach dramatic for MLitt core. Offered annually in spring terms. literature, particularly Shakespeare, through Available for audit if taken as an elective. performance in class. Students learn how to turn a classroom into a laboratory for the exploration REN 530 The Language of Performance (3 s.h.) of a play. The course offers future teachers both This course examines the language tools that theoretical and practical knowledge of how Shakespeare and his fellow playwrights used to students learn through their own performance convey meaning to an audience. Students study and that of others. Required for MLitt core. Offered the mechanics of scanning verse before annually in spring terms. exploring in detail the ways in which these playwrights used verse forms and rhetoric to REN 553 Directing for the Early Modern Stage guide actors in performance. Students also learn (3 s.h.) to read both explicit and implicit stage directions This course teaches the skills essential to directing early modern drama on the Blackfriars 298 stage. Course work includes staging various Concentrating on the textual ambience in which common scenarios – soliloquies, dialogues, these playwrights wrote, the course will provide group and problem scenes, etc. – supported by students with a greater understanding of the readings and discussions of Shakespeare issues of influence, intertextuality, and notions directors and scholars concerning the practical of “originality” in the work of Shakespeare and issues of staging early modern plays. These his contemporaries. Elective. Offered as needed. issues include but are not limited to: play Available for audit. selection and casting, script analysis and table work, scheduling and programming, rehearsal REN 560 Stage Combat Performance Essentials strategies, and performance preparation. The (3 s.h.) final project includes a paper and a directed The main purpose of violence in theatre is to scene in a Blackfriars Playhouse showcase. share the story of characters with powerful and Required for MLitt core. Offered in fall and spring desperate needs whose actions have great terms. impact on others and their own situations. This course will train students, using exercises and REN 554 Shakespeare’s Theatre (3 s.h.) choreography, to creating illusionary acts of This course provides an in-depth study of the violence for the stage. Students use multiple architecture and theatrical conventions of weapon types, including unarmed, knife, single Shakespeare’s theatre. Among the subjects rapier, and broadsword to explore the skills covered are architecture and design of theatre needed when performing theatrical violence. spaces, organization of acting companies, acting Skills include: partnering, physical awareness conventions, composition and configurations of with precision, manipulation of energy and audiences, and pacing and presentation of plays. force, blending of tempos and portraying pain Elective. Offered bi-annually in fall terms. Available reactions, with special focus on safety of for audit. performers and building an effective story in which the violence appears realistic. Actors REN 555 Voice (3 s.h.) must be in good physical condition and This course builds on warm-up, breathing, maintain a healthy awareness of their scene resonance, articulation and text work to give partner in order to safely commit to the actors vocal range, endurance, and melody. Text physically dynamic give-and-take of stage work includes poetry, improvisation, group violence. Students are expected to run, jump, exploration of language, and the performance of crawl and make physical contact in numerous monologues. Elective. Offered annually. exercises and choreographed scenes. Elective. Offered annually in fall terms. REN 556 The Body in Performance (3 s.h.) A critical examination and physical exploration REN 577 Special Topic Colloquium courses of principles of movement: time, space, balance, (1–3 s.h.) grace, and harmony. Students learn the importance of these principles in human REN 587 Shakespeare Pedagogy Internship expression and theatrical performance. Focuses (3–6 s.h.) on self-expression, range of motion, group Instructional strategies internship for dynamics, character transformation. prospective teachers, actors, dramaturges, or Special attention to the significance of body directors. Students explore instructional language in the early modern period and strategies in varied settings, including college application of movement principles to early classrooms, high school classrooms, and/or modern dramatic texts. Elective. Offered annually educational departments of professional in spring terms. theatres. Interns work with teachers and students in each setting, and discuss their REN 557 Shakespeare’s Contemporaries (3 s.h.) experiences with the instructor and other This course examines the work of playwrights in students. Credit varies; approximately 50 hours the Elizabethan and Jacobean periods. of work equivalent to 1 s.h. Elective to follow REN 551. Approval of program director is 299 required. Offered every term. Not recommended for England. Special focus on art and architecture first-year students until summer. that Shakespeare and his contemporaries would have known. Cross listed as ARTH 314. Elective. Note: Internship credit of 1–6 semester hours Offered as needed. Cross-listed with undergraduate ARTH can count towards the total number of hours course. Available for audit. required for graduation. Any internship hours above 6 require special approval from the REN 608 Shakespeare and Music (3 s.h.) program director. See Student Handbook for Through listening and score reading students more detailed information about internships and learn songs and music associated with original approval forms. performances of Shakespeare’s plays and those from later periods. Emphasizes music resources. REN 590 Directed Inquiry for the MLitt Degree Students also learn about instruments of the (1–6 s.h.) 16th century and appropriate modern Independent inquiry directed by a faculty substitutions, and study Renaissance music and member on a topic relevant to the MLitt music reading skills by playing the recorder. No student’s program and/or thesis. A directed prior music knowledge is required, but a review inquiry is strongly recommended for all of basic skills — treble clef note names and students in the summer or semester prior to the rhythm — before class begins would be helpful. MLitt thesis project. *Approval of faculty Elective. Offered as needed. Available for audit. supervisor and program director is required. Elective. Offered every term. REN 609 Social and Theatrical Dance in the Renaissance (3 s.h.) REN 603 Studio (3 s.h.) This course focuses on the social function of A company of student actors, directors, teachers, dance in the Renaissance and its interconnection and dramaturges work together to devise an with societal manners and behavior. Also original performance piece based on, inspired examined will be the dramatic use of the by, or using an extant early modern text. discourse of dance to further plot and reveal Prerequisites: REN 530, REN 531. Elective. Offered as character. Students will learn to recognize the needed. metaphorical use of dance in dramatic texts as well as reconstruct and perform dances based on REN 605 Performance on the Blackfriars Stage manuals of the period. Emphasis is placed on (3 s.h.) country and court dances as well as dances of Students will examine action and character symbolism and ritual. Elective. Offered as needed. development for the stage through analysis and application of acting fundamentals and methods REN 620 Audience Studies (3 s.h.) of actor training under an umbrella of This course explores the relationship between Shakespearean staging conditions. Students will audiences and performance, looking in unique explore ensemble building, action awareness, depth at the psychology of audiences, at an space, and physicality to enhance understanding audience’s needs and expectations, at the ways and practical uses for the actor, director, in which dramatists include (or exclude) an dramaturg, and teacher of Elizabethan drama. audience, and at the uses (and abuses) of a Elective. Offered as needed. visible audience. Using the resources of the Blackfriars stage and performances, prospective REN 607 Early English Art and Architecture directors gain practical experience in the care (3 s.h.) and handling of audiences. Elective. Offered as A chronological, stylistic analysis of art, needed. Available for audit. architecture, book illumination, visual culture, REN 630 Visual Design on the Early Modern and connoisseurship in England from medieval Stage (3 s.h.) beginnings until the death of Shakespeare. This course challenges students to examine and Students explore the sources for art made in explore — in the absence of sets — visually England and that imported from the continent. exciting stage action and pictures through the Course emphasizes unique qualities of art in use of movement, blocking, props, and 300 costumes. Special attention is given to the stage The course provides instruction in the pictures that Shakespeare and his component skills of the art of dramaturgy, and contemporaries wrote into the plays. Students teaches students how to creatively collaborate as consider the importance of visual variety and dramaturgs with members of a production team discover the dramatic potential in a range of seeking to produce Shakespeare for audiences staging devices such as crowd scenes and today. Required for MLitt core. Offered annually in fall balcony scenes. Elective. Offered as needed. terms for second year MLitt students.
REN 640 Combat (3 s.h.) REN 675 Early Modern Costume (3 s.h.) Students focus on performing stage combat that Students research contemporary records, is both safe and dramatically effective. The museum pieces, and portraiture; learn play course offers a physical vocabulary in one or analysis from the costumer’s point of view; more techniques: unarmed, single sword, rapier prepare costume dramaturgy reports; design and dagger, broadsword, quarterstaff, or knife. costumes for characters from an early modern At the discretion of the instructor, students can play; and learn and practice early modern qualify for Skills Proficiency Testing with the construction techniques. Students also work Society of American Fight Directors on the last closely with actors in the annual MFA acting day of class. This course may be taken more production. Elective . Offered as needed. than once, as different weapon proficiencies are featured, cyclically. Elective. Offered twice annually in REN 680 Gender and Performance: Theory and fall and summer terms. Practice (3 s.h.) Examines theories of gender as performance and REN 650 Topics in Directing (3 s.h.) theories of gender in performance to develop Usually taught by a guest director, this course critical tools for understanding social introduces students to the artist’s directing style construction of gender in theater. English or to a major directorial approach to the staging Renaissance cross-dressing of boy actors to play of early modern plays in contemporary theater. women’s roles grounds performance analysis Building on the foundational skills learned in and discussion. Also considers other theatrical REN 531, such exposure allows advanced practices, including the contemporary. Helpful students to develop their directorial styles and to students who want background in critical methods. Elective . Offered annually in spring terms. theory before continuing to a doctoral program. Elective. Offered as needed. Available for audit. REN 660 Acting for the Early Modern Stage (3 s.h.) REN 682 Playwriting (3 s.h.) This course continues the work normally This course combines a historical focus on the included in an acting class, but stresses acting playwriting culture of early modern England for the Shakespearean stage. Students with practical experience creating plays within experiment with a range of acting techniques the period’s theatrical conventions. Stresses from the most traditional to the most collaboration in both its historical and practical contemporary, but always with a view to the emphases. Elective . Offered as needed. architecture and audience environment of Shakespeare’s theatre. Strongly suggested REN 686 Clown (3 s.h.) prerequisites: REN 530, 531, 555, and 556. Elective. Students in this performance-based class Offered annually in fall terms. investigate the internal logic of the clown mind and the clown’s external physical characteristics. REN 670 Dramaturgy (3 s.h.) Students engage in exercises, improvisations, This practicum course focuses on production drills, and scene work to explore these concepts. dramaturgy for Shakespearean plays and Clown history, make-up, a brief overview of adaptations for the American stage. Students Mask, the art of physical comedy, and experience the dramaturg’s role in each phase of intellectual and physical exploration of "What is the theatrical process, from the pre-production, Funny" will be covered. A willingness to rehearsal, and post-show stage of production. publicly make a fool out of oneself while 301 supporting others in that artistic risk is mandatory. Elective. Generally offered alternate MFA COURSE DESCRIPTIONS summers. REN 810 Company Dramaturgy (3 s.h.) REN 687 Internship (1–6 s.h.) This course teaches and puts into practice the A number of internships are regularly available dramaturgical fundamentals of creating a at the American Shakespeare Center, either for company. This practicum graduate seminar for or not for credit, at the student’s discretion. the incoming MFA students will focus on the Students may seek internships with other collaborative development of key dramaturgical organizations, as well. Credit varies, with components of the third year company. These approximately 50 hours of work equivalent to 1 components include: a name and guiding s.h. of credit. 1–6 s.h. of internship credit can mission statement for the company; a season count towards the total number of hours repertory for the company; cast and production required for graduation. Any internship hours role assignments for the company’s season; and above 6 require special approval from the a table of contents for the company’s book. program director. See Student Handbook for more detailed information about internships and REN 811 Company Management (3 s.h.) approval forms. Elective. Approval of program This course explores the fundamentals of director is required. Offered every term. Not creating a theatre company. Topics include recommended for first year students until summer. organizational structure and operations, development, managing a board, fundraising, REN 695 Thesis Symposium (3 s.h.) building a budget, and basic business practices. The symposium prepares students to plan, Other topics include the business of publicity, research, write, present, and defend his or her marketing, and social media; the business of MLitt thesis. The course begins with a educational programming; and the role of stage consideration of the aims, kinds, purpose, management and costume design in the audience, and scope of theses and includes company model. Resident and guest faculty analysis of pre-existing student theses. provide instruction for MFA students to put into Ultimately, the objective of the short course is for practice the company building principles each student, through workshops and learned in this course. one-on-one work with the instructor, to produce a thesis prospectus and bibliography. Elective. REN 812 Company Acting A (3 s.h.) Offered annually in May Terms. Students will take a major or featured role (or roles) in one or more of the MFA company productions. Building on their knowledge of REN 700 Thesis Project for the MLitt (3 s.h.) Shakespeare’s theatre, performance practices, The MLitt thesis is an individually designed and audiences, students will experiment with a project with written and practical components. range of acting techniques and styles from the Required for MLitt core. Strongly recommended most traditional to the most contemporary in prerequisite: REN 590 or REN 695. Approval of conventional, community, in house, and found faculty supervisor and program director is required. spaces. Acting journals will serve as resource Offered every term. material for the Company Book thesis project. Resident and guest faculty offer instruction. REN 701 MLitt Thesis Extension (0 s.h.) Students who need more time to complete the REN 813 Company Directing A (3 s.h) MLitt thesis project must register for this Students will direct or co-direct one or more of extension continually, for each fall and spring the MFA company productions. Developing term (not summer), until thesis is completed. their abilities as creative artists and passionate REN 701 does not appear on academic storytellers, students will explore various transcripts once REN 700 is complete. Offered fall aspects of directing, including (though not and spring terms. $750 fee. limited to) character and text analysis,
302 pre-production and script scoring, choreography and composition, actor coaching techniques and and composition, actor coaching techniques and rehearsal protocol, and collaboration with rehearsal protocol, and collaboration with technical and design teams. Directing journals technical and design teams. Directing journals will serve as resource material for the Company will serve as resource material for the Company Book thesis project. Resident and guest faculty Book thesis project. Resident and guest faculty offer instruction. offer instruction. REN 824 Company Dramaturgy B (3. s.h.) REN 814 Company Dramaturgy A (3. s.h.) This course emphasizes script selection and This course emphasizes script selection and preparation; the digital documentation of preparation; documentation of rehearsal and rehearsal and performance practices; the performance practices; preparation of preparation of para-textual and para-textual and para-performative materials; para-performative materials; and strategies for and strategies for sharing information with sharing information with audiences before, audiences before, during, and after performance. during, and after performance. Instruction Instruction includes resident and guest faculty. includes resident and guest faculty. Students are Students are to put into the practice of the MFA to put into the practice of the MFA company the company the principles learned in the course. principles learned in the course.
REN 815 Thesis A (3 s.h.) REN 825 Thesis B (3 s.h.) Working with resident and guest faculty, MFA Working with resident and guest faculty, MFA degree candidates dramaturg, rehearse, direct, degree candidates dramaturg, rehearse, direct, and perform four to five early modern and early and perform four to five early modern and early modern inspired pieces over the course of the modern inspired pieces over the course of the calendar year. Each student will also contribute calendar year. Each student will also contribute a chapter to a collectively composed “Company a chapter to a collectively composed “Company Book” that chronicles the research into and Book” thesis project that chronicles the research performance of the company repertory but also into and performance of the company repertory explores a particular theme as directed by but also explores a particular theme as directed program faculty. by program faculty.
REN 822 Company Acting B (3 s.h.) Students will take a major or featured role (or roles) in one or more of the MFA company productions. Building on their knowledge of Shakespeare’s theatre, performance practices, and audiences, students will experiment with a range of acting techniques and styles from the most traditional to the most contemporary in conventional, community, in-house, and found spaces. Acting journals will serve as resource material for the Company Book thesis project. Resident and guest faculty offer instruction.
REN 823 Company Directing B (3 s.h) Students will direct or co-direct one or more of the MFA company productions. Developing their abilities as creative artists and passionate storytellers, students will explore various aspects of directing, including (though not limited to) character and text analysis, pre-production and script scoring, choreography 303 BOARD OF TRUSTEES EXECUTIVE LEADERSHIP JANE HARDING MILLER ’76, Chair PAMELA FOX (2003) KAREN BAILEY-CHAPMAN ’99 Co-Vice Chair President and Professor of Music; BA, MA, PhD, GABRIELLE G. McCREE, ’83 Co-Vice Chair University of Cincinnati College Conservatory SUSAN NOLAN PALMER ’67 Secretary of Music MARIA CERMINARA ACAR ’82 JEFFREY R. ASH TY F. BUCKMAN (2017) ANNABEL E. BARBER ’81 Provost and Professor of English; BA, Nyack BEVERLY BATES ’64 College; MA, PhD, University of Virginia KAMALA PAYNE CHAPMAN ’05 DORIE CLARK CHARLES E. “CHUCK” DAVIS, III (2019) MARGARET WREN de ST. AUBIN ’81 Vice President of Advancement, BA, Furman JANE KORNEGAY ENG ’83 (ex officio) University SARAH A. FLANAGAN HELEN FORSTER ’83 BRIG. GEN. TERESA “TERRY” DJURIC (2013) BETSY FREUND ’76 Commandant of Cadets for the Virginia PAMELA GIBBS Women’s Institute for Leadership, Special PETER GWALTNEY Assistant to the President; BS, Mary Washington CHARLES HEINER College; MA, University of Colorado, Colorado CHRISTY HOWELL ’93 Springs; MSS, Army War College LOWELL LEMONS JAMES D. LOTT DEBORAH GREUBEL (2017) JOHN A. NOLDE, JR. Vice President and Dean of the Murphy Deming GEORGE ROSS PARMAN College of Health Sciences; BSN, The University JOHN R. ROGERS of Tulsa; MS, University of Oklahoma; DNP, SHERRI L. SHARPE ’99 Oklahoma City University KATHERINE L. SMALLWOOD ’75 TRIMBLE L. BAILEY SPITZER ’99 ERNEST E. JEFFRIES (2018) HARVEY WESTBROOK, JR. Vice President of Student Engagement; BA, M. SUE WHITLOCK ‘67 MEd, University of South Carolina; MDiv, Hood MARGARET H. WORLEY ’85 Theological Seminary; DMin, United Theological Seminary TRUSTEES EMERITI Claire “Yum” Arnold ’69 JAMES McCOY (2017) Charlotte Jackson Berry ’51 Vice President of Enrollment Management; BS, C. Stuart Cochran Virginia Tech; MS, PhD, Pennsylvania State Nancy Payne Dahl ’56 University Anna Kate Reid Hipp ’63 Margaret H. Hitchman ’40 AIMEE ROSE (2017) Caroline Rose Hunt ’43 Vice President of Integrated Communications Louise F. Kegley ’54 and Chief Strategy Officer; BA, University of Charles S. Luck, III Rhode Island Margaret “Lyn” McDermid ’95 Louise Rossett McNamee ’70 JENNIFER M. SAUER (2018) Wellford “Welly” L. Sanders Jr. Vice President of Business and Finance; BS, Bertie Deming Smith ’46 Virginia Tech Mildred F. Teer ’44 Betty N. Timberlake ’45 DEANS DEBORAH GREUBEL (2017) Vice President and Dean of the Murphy Deming College of Health Sciences; BSN, The University
304 of Tulsa; MS, University of Oklahoma; DNP, College; BA, Longwood College; MEd, Western Oklahoma City University Maryland College; PhD, University of Virginia RACHEL POTTER (2003) PATRICIA HUNT (1985–2010) Dean of the College of Education and Associate Chaplain Emerita; BA, Wake Forest University; Professor of Education; BA, MAEd, College of MDiv, Union Theological Seminary, Virginia; William and Mary; EdD, University of Virginia Union Theological Seminary, New York
JOSEPH SPRANGEL, JR (2010) JAMES D. LOTT (1964–2001) Dean of the College of Business and Professional Dean Emeritus of the College and Professor Studies, Outreach Strategist, Associate Professor Emeritus of English; BA, University of of Business Administration, and the holder of Tennessee; MA, Vanderbilt University; PhD, the H. Gordon and Mary Beth Reed Smyth Chair University of Wisconsin in Business; BA, Eastern Michigan University; MBA, Spring Arbor University; PhD, Lawrence WILLIAM C. POLLARD (1977–1992) Technological University College Librarian Emeritus; BA, University of North Carolina; MA, Florida State University CAREY L. USHER (2002) Dean of the Mary Baldwin College for Women, LINDA SEESTEDT-STANFORD (2012- Associate Provost for Academic Affairs and 2017) Student Success, and Associate Professor of Founding Vice President and Dean Emerita of Sociology; BA, Converse College; MA, PhD, the Murphy Deming College of Health Sciences; University of Alabama at Birmingham BS, MA, Central Michigan University; PhD, Michigan State University MARTHA J. WALKER (1996) Dean of the College of Arts and Sciences and CYNTHIA H. TYSON (1985–2003) Professor of French; AB, Duke University; MA, President Emerita and Professor Emerita of University of Virginia; PhD, Harvard University English; BA, MA, PhD, University of Leeds, England PAST PRESIDENTS A. M. FRASER 1923–1929 FACULTY EMERITI L. WILSON JARMAN 1929–1946 ANN FIELD ALEXANDER (1989–2010) FRANK BELL LEWIS 1947–1953 Professor Emerita of History; BA, Mary Baldwin CHARLES W. MCKENZIE 1954–1956 College; MA, PhD, Duke University SAMUEL R. SPENCER JR. 1957–1968 WILLIAM WATKINS KELLY 1969–1976 ROBERT T. ALLEN III (1982–2012) VIRGINIA L. LESTER 1976–1985 Professor Emeritus of Music; BA, MM, CYNTHIA HALDENBY TYSON 1985–2003 University of North Carolina; MA, Cornell PAMELA FOX 2003–PRESENT University; PhD, University of Michigan
FACULTY AND STAFF EMERITI GORDON L. BOWEN (1983–2012) ADMINISTRATIVE OFFICERS Professor of Political Science; BA, San José State University; MA, PhD, University of California at EMERITI Santa Barbara
DANE J. COX (1977–1997) DAVID M. CARY (1971–2000) Vice President Emeritus for Business and Professor Emeritus of Sociology; BS, MS, Finance; BA, Harper College/SUNY; MS, PhD, University of Wisconsin; PhD, University of Cornell University Minnesota
CAROLE GROVE (2000–2010)
Director Emerita of Graduate Teacher Education,
Professor Emerita of Education; AA, Averett 305 KAREN DORGAN (1994–2014) Theological Seminary; MA, University of Professor Emerita of Education; BA, MA, Colorado; MPhil, PhD, Drew University; Oxford College of William and Mary; EdD, University University of Virginia SUSAN BLAIR GREEN (1986–2011) CARRIE DOUGLASS (1989–2009) Professor Emerita of English; BA, Gettysburg Professor Emerita of Anthropology, BA, College; MA, PhD, University of Pennsylvania University of Nebraska; MA, PhD, University of Virginia ROBERT GROTJOHN (1993–2010) Professor Emeritus of English; BA, University of DANIEL W. DOWDY (1993–2013) Minnesota-Morris; MA, PhD, University of Associate Professor Emeritus of Business; BA, Wisconsin-Madison Lynchburg College; MBA, University of Hawaii ELIZABETH M. HAIRFIELD (1970–2005) MARY T. ECHOLS (1968–1991) Professor Emerita of Chemistry and former Professor Emerita of Art; BA, George holder of the Caroline Rose Hunt Distinguished Washington University; MA, University of Chair in the Natural Sciences; BS, Wheaton Southern California; PhD, University of Virginia College; MPhil, Bedford College of the University of London; PhD, Bryn Mawr College BARBARA F. ELY (1961–1993) Professor Emerita of Spanish; BA, Blue HAMPTON HAIRFIELD (1992–2006) Mountain College; MA, Middlebury College; Laboratory Instructor Emeritus; BS, University PhD, Tulane University; University of Madrid; of Virginia University of Barcelona MARIA LENA HOBSON (1987–2016) VIRGINIA R. FRANCISCO (1970–2010) Associate Professor Emerita of Art History; BFA, Professor Emerita of Theatre; BA, Mary Baldwin MA, PhD, Virginia Commonwealth University College; MA, University of Virginia; PhD, Indiana University SARA N. JAMES (1991–2016) Professor Emerita of Art History; AB, Mary DIANE M. GANIERE (1982–2001) Baldwin College; MA, Old Dominion Professor Emerita of Psychology; BA, Mount University; PhD, University of Virginia Mary College; MS, PhD, University of Wisconsin ERIC JONES (1986–2015) STEVENS GARLICK (1984–2004) Associate Professor Emeritus of Biology and Professor Emeritus of German; BA, Harvard holder of the Caroline Rose Hunt Distinguished University; MA, PhD, Stanford University Chair in the Natural Sciences; BS, Bucknell University; MS, PhD, Pennsylvania State MICHAEL GENTRY (1982–2010) University Associate Professor Emeritus of Mathematics; BS, MEd, EdD, Virginia Polytechnic Institute BETTY M. KEGLEY (1960–1998) and State University Professor Emerita of Physical and Health Education; BS, MSEd, Madison College; NANCY M. GILLETT (1981–1993) Women’s College, University of North Carolina Assistant Professor Emerita of Psychology; BA, Wellesley College; EdM, Harvard University; KENNETH W. KELLER (1981–2011) MA, San Jose State University; PhD, Syracuse Professor Emeritus of History; AB, Washington University University; MPhil, PhD, Yale University
JAMES E. GILMAN (1984–2014) JUDY L. KLEIN (1982–2016) Professor Emeritus of Religion and Philosophy; Professor Emerita of Economics; BA, The BA, Seattle Pacific University; MDiv, Denver College of William and Mary; MSc, London 306 School of Economics and Political Science; PhD, Chair in the Natural Sciences; BA, PhD, The London Guildhall University Johns Hopkins University
WILLIAM W. LITTLE (1973–2004) MOLSIE A. PETTY (1985–2016) Associate Professor Emeritus of Social Work; BS, Assistant Professor Emerita of English; BA, East MA, East Carolina University; MSW, Virginia Carolina University; ML, MA, University of Commonwealth University; ACSW South Carolina
DUDLEY B. LUCK (1972–1986; 1988–2005) JANE PIETROWSKI (1986–2016) Associate Professor Emerita of Education; Associate Professor Emerita of Economics; BA, Founding Director of ADP; Director of PGTL; PhD, University of South Carolina BS, Longwood College; MEd, EdS, University of Virginia BRIAN RICHARD PLANT (1988-2019) Professor Emeritus of English; BA, Oklahoma JAMES C. McCRORY (1985-2016) State University; MA, MFA, Washington Professor Emeritus of Education; BA, MEd, EdD, University University of Virginia PAUL RYAN (1992–2016) ANNE McGOVERN (1986-2019) Professor Emeritus of Art; BA, Principia College; Associate Professor Emerita of French; BA, MA, MFA, Virginia Commonwealth University State University of New York at Stony Brook; PhD, Vanderbilt University ETHEL M. SMEAK (1965–1995) Professor Emerita of English and former holder JUDY DeL’EAU McMAHON (1985–2003) of the Margaret Hunt Hill Distinguished Chair Associate Professor Emerita of Psychology; BS, in the Humanities; BA, Mary Baldwin College; University of Washington; MA, University of MA, PhD, Vanderbilt University Kentucky; PhD, Southern Illinois University at Carbondale THERESA SOUTHERINGTON (1977-2019) Professor Emerita of Theatre and holder of the DANIEL A. MÉTRAUX (1983–2015) Margaret Hunt Hill Chair in Humanities; BA, Professor Emeritus of Asian Studies; BA, Beloit Mary Baldwin College; MS, Madison College; College; MIA, PhD, Columbia University MFA, University of Virginia
STEVEN A. MOSHER (1989–2016) GWENDOLYN E. WALSH (1962–1990) Professor Emeritus of Healthcare Associate Professor Emerita of Physical Administration and Political Science; BA, MA, Education; BSEd, Tufts College; Diploma, PhD, University of South Carolina Bouvé-Boston School; MEd, University of Virginia PAMELA J. RICHARDSON MURRAY (1985–2010) ROBERT J. WEISS (1968–2002) Professor Emerita of Education; BA, University Professor Emeritus of Mathematics; BA, LaVerne of Illinois; MEd, Boston State College; PhD, College; MA, PhD, University of California at University of Virginia Los Angeles; University of Virginia
LESLEY L. NOVACK (1986–2008) PATRICIA C. WESTHAFER (1984–2010) Professor Emerita of Psychology; BA, Professor Emerita of Education; BS, James University of Massachusetts; MA, New York Madison University; MEd, EdD, University of University; MA, PhD, University of Virginia Virginia
LUNDY H. PENTZ (1980–2014) Associate Professor Emeritus of Biology and holder of the Caroline Rose Hunt Distinguished 307 WILLIAM J. WINTER (1985–2000) University/University of Florida; PhD, James Assistant Professor Emeritus of Computer Madison University Science; BS, West Texas University; MBA, Tulane University RALPH A. COHEN (2003) Professor of Shakespeare and Performance and MBU FACULTY 2019–2020 English; Virginia Worth Gonder Fellow in KADRIN ANDERSON (2012) Theatre; AB, Dartmouth College; MA, PhD, Instructor of Biology, Duke University BA, Houghton College; MS, Old Dominion University MARY HILL COLE (1987) Professor of History; BA, James Madison PAMELA R. H. BAILEY (2014) University; MA, PhD, University of Virginia Assistant Professor of Education; BS, West Virginia State College; MA, University of KERRY COOKE (2015) Phoenix; PhD, George Mason University Assistant Professor of Theatre and Shakespeare and Performance; BA, MA, University of DOREEN BECHTOL (2012) Nevada, Reno; MA, PhD, The Shakespeare Assistant Professor of Shakespeare and Institute, The University of Birmingham, UK Performance; BS, Western Michigan University; MFA, Mary Baldwin College ANDREA CORNETT-SCOTT (1996) Adjunct Faculty Member and Associate Provost DONOVAN BRANCHE (2015) for Inclusive Excellence; BA, Morris Brown Assistant Professor of Healthcare College; MDiv, Payne Theological Seminary Administration and Director of Healthcare Administration Program; BA, Mary Baldwin MARIA CRAIG (2008) College; MA, PhD, James Madison University Associate Professor of Chemistry; BS, James Madison University; PhD, University of CLAYTON BROOKS (2012) Wisconsin-Madison Assistant Professor of History; BA, Roanoke College; MA, PhD, University of Virginia MATTHEW DAVIES (2010) Associate Professor of Shakespeare and TY F. BUCKMAN (2017) Performance and English; BA, Exeter University; Professor of English and Provost; BA, Nyack MA, PhD, The University of Texas at Austin College, MA and PhD, University of Virginia DOUGLAS L. DAVIS (2010) LISA A. BURNS (2014) Assistant Professor and Co-Director of the Associate Professor, Occupational Therapy Criminal Justice Program; AAS, Thomas Nelson Program; BS, Indiana University/Purdue Community College; BA, St. Leo College; MS, University at Indianapolis School of Medicine; Virginia Commonwealth University MA, University of Scranton; PhD, Marywood University PAUL D. DEEBLE (2003) Professor of Biology; BS, Pennsylvania State PAUL A. CALLO (2003) University; PhD, University of Virginia Professor of Biology; BS, MS, Virginia Polytechnic Institute and State University; PhD, DEBORAH S. DIAZ (2016) University of Maryland Associate Professor, Physical Therapy Program; BS, MA, California State University; PhD, SUNG IL CHUNG (2017) University of California Assistant Professor of Business; BM and BA, Handong Global University; MBA, Korea AMY McCORMICK DIDUCH (1995) Professor of Economics; BA, College of William and Mary; MA, PhD, Harvard University 308 BARRY KENT DIDUCH (2018) JANET S. EWING (1977) Associate Professor, Physician Assistant Associate Professor of Business; BS, Virginia Program; BS, The College of William and Mary; Commonwealth University; MBA, Emory MD, University of Virginia School of Medicine University
DORIS DODSON (2011) BENJAMIN G. FARLEY (2015) Assistant Professor of Social Work and Director Associate Professor, Medical Director, Physician of Field Experience; BSW, Longwood University; Assistant Program; BA, Bucknell University; MSW, Virginia Commonwealth University MD, Medical University of South Carolina
BRUCE R. DORRIES (2000) HAROLD A. FELTON (2017) Associate Professor of Communication; BA, Associate Professor, Program Director, Physician Baylor University; MA, Corpus Christi State Assistant Program; BS, Long Island University; University; PhD, University of MSPA, University of Nebraska; DHE, AT Still Missouri-Columbia University
PAMELA J. DRESSLER (2015) MARTY W. FONTENOT (2015) Assistant Professor, School of Nursing; ADN, Assistant Professor, Physical Therapy Program; Dabney S. Lancaster Community College; BSN, BS, MS, Georgia Institute of Technology; DPT, University of Virginia; MSN, Old Dominion University of Delaware University PAMELA FOX (2003) BETH EASTERLING (2015) Professor of Music and President; BA, MA, PhD, Assistant Professor of Criminal Justice and University of Cincinnati College Conservatory Sociology; Co-Director of Criminal Justice of Music Program; BA, Roanoke College; MS, University of North Florida; PhD, University of Tennessee KATHARINE M.G. FRANZÉN (1991) Assistant Professor of History (part-time); MA, KRISTEN EGAN (2011) St. Andrews University; PhD, University of Associate Professor of English; BS, Le Moyne Virginia College; MA, State University of New York at Courtland; PhD, Loyola University LOUISE M. FREEMAN (2000) Professor of Psychology; BS, Emory University; ALLISON L. ELLINGTON (2013) MA, PhD, University of California at Berkeley Assistant Professor, Program Director, Occupational Therapy Program; BS, MS, Ithaca NADINE GERGEL-HACKETT (2010) College; OTD, Chatham College Associate Professor of Physics; BS, PhD, University of Virginia BETH ELIAS (2019) Associate Professor, Founding Program Director, DREW E. GOGIAN (2014) Health Informatics and Information Associate Professor, Director, School of Nursing; Management; BS, State University of New York AS, Blue Ridge Community College; BSN, Institute of Technology at Utica/Rome; MS, University of Virginia; MSN, Old Dominion PhD, University of Virginia University; EdD, Walden University
EMILY ELY (2014) BRIAN GRANGER (2019) Assistant Professor of Education; BA, MEd, Assistant Professor of Theatre; BA, Kenyon University of Miami; PhD, University of Virginia College; MFA, The Ohio State University; MFA, Tisch School of the Arts at New York University; MARY JANE EPPS (2015) PhD, University of California, Santa Barbara Assistant Professor of Biology; BA, Duke University; PhD, University of Arizona 309 EMILY GREENE (2016) JOSEPH JOHNSON (2012) Assistant Professor, Physician Assistant Assistant Professor of Mathematics, BA, Western Program; BS, University of Mary Washington; Michigan University; MA and PhD, University MSPA, James Madison University of Virginia
JENNIFER A. HANCOCK (2015) JINYOUNG KANG (2017) Associate Professor, Health Sciences; BA, Capital Assistant Professor of Business; BA, University University; PhD, Ohio University of Wisconsin; MA, Brandeis University; PhD, GREGORY G. HANSEN (2014) University of Massachusetts Assistant Professor, Occupational Therapy Program; BS, West Virginia University; MS, LISE KEITER (1998) Western Michigan University; PhD, University Professor of Music; BM, Oberlin College and of Virginia Conservatory of Music; MM, DM, Indiana University CHRISTOPHER HARNISH (2019) Founding Program Director and Assistant SARAH KENNEDY (2000) Professor, Exercise Science Program; BS, Ithaca Professor of English; BA, MA, Butler University; College; MS, University of South Carolina; PhD, PhD, Purdue University. Virginia Commonwealth University CLAIRE T. KENT (1991) HANNAH L. HARRIS (2017) Associate Professor of Business and holder of Assistant Professor, Occupational Therapy the Bertie Wilson Murphy Distinguished Chair Program; BS, Shenandoah University; OTD, in Business Administration; BBA, MBA, James Belmont University Madison University
MONICA HECK (2017) K. MICHELLE KNEWSTEP-WATKINS (2017) Assistant Professor, School of Nursing; ADN, Assistant Professor, Director of Clinical Blue Ridge Community College; BSN, Eastern Education, Occupational Therapy Program; BS, Mennonite University; MSN, FNP, University of The College of William and Mary; MOT, OTD, Virginia; DNP, Frontier Nursing University University of Saint Augustine for Health Sciences EILEEN T. HINKS (1999) Assistant Professor of Healthcare KATHERINE LOW (2011) Administration and Biology (part-time); BS, Associate Professor of Religion and College Ursinus College; PhD, Temple University School Chaplain; BA, Doane College; MDiv and PhD, of Medicine Texas Christian University
JENNA HOLT (2011) HEATHER E. MACALISTER (2003) Associate Professor of Psychology; BS, James Associate Professor of Psychology; AB, Smith Madison University; MS, Radford University; College; MEd, State University of West Georgia; PsyD, James Madison University PhD, University of Georgia
ROBIN FAIN HOPKINS (2018) CHANDRA MASON (2008) Assistant Professor of Psychology; PhD, Associate Professor of Psychology; BA, University of Louisville University of Virginia; MA, James Madison University; PhD, The City University of New JENNIFER B. HUNT (2014) York Assistant Professor, Physician Assistant Program; BS, Ohio Northern University; MMS, KATHY McCLEAF (1984) Arcadia University Professor of Education and Gender and Sexuality Studies; BS, MS, James Madison University; EdD, University of Phoenix 310 CATHERINE FERRIS McPHERSON (1993) Vermont; PhD, University of Vermont, Associate Professor of Business, Associate Dean Burlington of the College of Business and Professional Studies, and holder of the Bertie Wilson Murphy KIM L. NINE (2017) Distinguished Chair in Business Administration; Assistant Professor, Director, School of Public BA, Mary Baldwin College; MBA, West Virginia Health, Program Director, Master of Healthcare Graduate College Administration Program; AS, Farmingdale State College; BS, Empire State College; MS, Capella PAUL D. MENZER (2007) University; PhD, Walden University Professor of Shakespeare and Performance and English; Director of the MLitt/MFA Program in MARINA OMAR (2017) Shakespeare and Performance; Dean of the Assistant Professor of Political Science; BA, MA College of Visual and Performing Arts; BA, and PhD, University of Virginia University of Maryland; AM, Georgetown University; PhD, University of Virginia JOHN ONG (1989) Associate Professor of Mathematics; BE, AMY SIMS MILLER (2006) University of Malaya; MS, MA, University of Assistant Professor of Asian Studies); BA, Kansas; MS, Virginia Polytechnic Institute and Wesleyan University; MA, PhD, University of State University; PhD, University of Virginia Virginia RODERIC L. OWEN (1980) KERRY MILLS (2005) Professor of Philosophy; BA, College of Wooster; Assistant Professor of Art History; BS, BFA, MA, MA, Kent State University; EdD, College of Virginia Commonwealth University William and Mary
SHERI LEE MONTGOMERY (2018), DAVID PALLISTER (2018) Associate Professor, Post-Professional Doctor of Associate Professor, Program Coordinator, Occupational Therapy Program; BS, Tufts Post-Professional Doctor of Occupational University-Boston School of Occupational Therapy Program; BS, Wagner College; MA, Therapy; OTD, University of Utah New York University; JD, Rutgers Law School
CAROLYN J. MOORE (2015) BRENCI PATIÑO (2011) Associate Professor, Physical Therapy Program; Associate Professor of Spanish; BA, University BS, University of Texas School of Allied Health of Texas; MA and PhD, University of Illinois Sciences; MHS, University of Indianapolis, Krannert School of Physical Therapy; DPT, LALLON G. POND (1992) University of Tennessee Chattanooga Associate Professor of Business Administration; BS, University of Georgia; MBA, Florida State MELISSA ANDERSON MORGAN (2017) University Assistant Professor of Physical Education; BA, James Madison University; MS, EdD, University RACHEL POTTER (2003) of Virginia Associate Professor of Education, Dean of the College of Education; BA, MAEd, College of JAMES ALLAN MOYÉ (1995) William and Mary; EdD, University of Virginia Adjunct Faculty Member and Director of Communication Studios; BA, East Carolina CRAIG ROBERTSON (2019) University; MFA, University of New Orleans Instructor of Music and Choir Director; BME, Virginia State University; MM, Georgia State PATRICIA LYNN MURPHY (2004) University Associate Professor of Psychology; BS, George Washington University; MA, University of
311 ROBERT ROBINSON (2006) MS, James Madison University; PhD, DPT Assistant Professor of Sociology; AS, Piedmont Virginia Commonwealth University Virginia Community College; BS, Longwood College; MS, North Carolina State University DONALD A. SOLIMINI (2014) Assistant Professor, Director of Academic PETER RUIZ-HAAS (2008) Education, Physician Assistant Program; BA, St. Associate Professor of Chemistry; BA, Michael’s College; PA Certificate, St. Louis Hampshire College; PhD, Oregon State University Physician Assistant Program; MHA, University Quinnipiac University
KARI SALOIS (2014) SHARON B. SPALDING (1989) Adjunct Faculty Member and Academic Professor of Physical Education; BS, James Advisor; BA, Mary Baldwin College; MS, Madison University; MEd, University of Radford University Virginia; ACSM Exercise Specialist, (certified)
MARTHA SAUNDERS (2003) JOSEPH SPRANGEL, JR (2010) Assistant Professor of Art; BFA, Virginia Associate Professor of Business Administration Commonwealth University; MFA, Mount Royal and the holder of the H. Gordon and Mary Beth School of Painting, Maryland Institute, College Reed Smyth Chair in Business; Chief Online of Art Officer and Outreach Strategist, Dean of the College of Business and Professional Studies; MELISSA SCHEIBER (2017) BBA, Eastern Michigan University; MBA, Spring Assistant Professor of Biology; AS, BS, Indiana Arbor University; DBA, Lawrence Technological University Northwest; PhD, Medical University University of South Carolina PAMELA STEPHENSON (2015) JOHN P. SCHEIDLER (2004) Assistant Professor, Occupational Therapy Assistant Professor of Theatre and Shakespeare Program; Diploma of the College of and Performance; BA, Western Michigan Occupational Therapists, Ulster Polytechnic University; MFA, University of Virginia (UK); Postgraduate Diploma in Management, Croydon College/ Sussex University; MSHS, St. JIM R. SCONYERS JR. (2003) George’s Hospital Medical School/University of Associate Professor of Art; BA, University of London; MSOT, St. Jose State University; OTD, North Carolina at Asheville; MFA, Indiana Rocky Mountain University of Health Sciences University, Bloomington SUE W. STEVENS (2018) EDWARD A. SCOTT (1990) Associate Dean for Academic Affairs; BA, Associate Professor of Philosophy; BA, Slippery Capital University; MS, Indiana State Rock State College; MA, PhD, Duquesne University; EdD, University of North Carolina at University Greensboro
STEPHANIE SEBOLT (2015) DANIEL M. STUHLSATZ (1999) Assistant Professor of Education; BA, Mary Professor of Sociology; BA, Wichita State Washington College; MA, PhD, Virginia University; MA, University of Wyoming; PhD, Polytechnic Institute and State University University of Virginia
LISA D. SHOAF (2012) GAIL M. TARLETON (2015) Professor, Director, School of Health & Human Assistant Professor, Director of Clinical Performance, Director, Physical Therapy Education, Physical Therapy Program; BS, Program; BS, Medical College of Plymouth State University; BS, University of Virginia/Virginia Commonwealth University; Vermont; DPT Utica College
312 MARY CLAY THOMAS (2008) MARTHA J. WALKER (1996) Associate Professor and Director of Social Work; Professor of French and Dean of the College of BA, University of Montana; MSW, University of Arts and Sciences; AB, Duke University; MA, Vermont University of Virginia; PhD, Harvard University
AMY J. TILLERSON (2004) ANNE WICK (1997) Professor of History; BA, MA, Virginia Assistant Professor of Music (part-time); BA Polytechnic Institute and State University; PhD, Converse College; MM University of Michigan; Morgan State University PhD, James Madison University
ANNMARIE TROST (2019) ABIGAIL WIGHTMAN (2009) Instructor of Chemistry; BS, Storrs University; Associate Professor of Anthropology; BA, Miami MS, University of Massachusetts University; MA, PhD, University of Oklahoma
KATHERINE TURNER (2005) TAMRA WILLIS (2004) Professor of English; BA, University of Oxford Associate Professor of Education; BS, (Balliol College); MPhil, PhD, University of Appalachian State University; MEd, James Oxford Madison University; PhD, University of Tennessee, Knoxville ANN E. TUZSON (2015) Assistant Professor, Physical Therapy Program; ANGELA B. WILSON (2018) BS, University of Colorado; BS in PT, University Assistant Professor of Education, Director of of Illinois; MS, PhD University of Virginia Teacher Education; BS, Virginia Commonwealth University; MEd, PhD, Virginia State University CAREY L. USHER (2002) Associate Professor of Sociology, Dean of the SARAH W. WORMAN (2017) Mary Baldwin College for Women, Associate Assistant Professor, Director of Clinical Provost; BA, Converse College; MA, PhD, Education, Physician Assistant Program; AAS, University of Alabama at Birmingham Cuyahoga Community College; BS, University of Dayton; MSPA University of Nebraska LAURA A. VAN ASSENDELFT (1994) Medical Center Professor of Political Science; BA, University of the South; PhD, Emory University Additional Faculty ANN C. RIDDER CARLA VAN DEVANDER (2013) Program Director, School of Clinical Laboratory Instructor of Education and Academic Advisor; Science, Augusta Medical Center; BA, BA, George Mason University; MEd, Eastern Bridgewater College; MLS, Rockingham Mennonite University Memorial Hospital of Clinical Laboratory Science; MBA, Eastern Mennonite University ALICE WADDELL (2003) Assistant Professor of Education; BS, Radford University; MEd, James Madison University; EdD, Virginia Polytechnic Institute and State University
SANDRA WAGONER (2015) Assistant Professor, Occupational Therapy Program; BA, Virginia Commonwealth University; MOT, Texas Woman’s University; OTD, Rocky Mountain University of Health Sciences
313 UNIFORM STUDENT GRIEVANCE statement to a college dean, or resolution POLICY with no action. 3. Grievances involving admissions, student Please note: Students in the Murphy Deming life, and extracurricular programs: College of Health Sciences (MDCHS) should a. Student Senate: Every student has the refer to the MDCHS section in this catalog, option of referring issues and concerns consult the MDCHS student handbook, or to the Student Senate through her/his contact the Office of the Vice President of Senator. Students should consult their MDCHS for grievances involving any of the Hall President to determine if the issue following concerns. or concern is appropriately referred to
that body. 1. The Ombuds Officers (i.e., first point of b. Complaints about a Staff Member: An contact) for students who wish to explore the associate vice president for student life possibility of filing a complaint or lodging a will hear the student’s concern and grievance at Mary Baldwin University are: determine an appropriate course of a. The dean of the respective college for action. In most cases, this course of matters dealing with academic programs action will consist of one or more of and coursework. the following: mediation, counseling, b. The vice president for student referral to the vice president for engagement for matters dealing with student engagement, submission of a student life, residence life, written statement to the vice president extra-curricular programs, and other for student engagement, or resolution issues not involving academic programs with no action. and coursework. c. Other Complaints and Grievances: An 2. Grievances involving academic programs, associate vice president for student life faculty, and coursework: will hear the student’s concern and a. Grade Appeals: The respective college determine an appropriate course of dean will explain the university’s grade action. In most cases, this course of appeal policy (see Grade changes, p. 23), action will consist of one or more of guide the student in following the the following: mediation, counseling, established procedure and, if the appeal referral to the vice president for is not resolved, refer the matter to the student engagement, submission of a provost and vice president for academic written statement to the vice president affairs of the university. for student engagement, or resolution b. Complaints about Faculty Members: The with no action. department head will hear the student’s 4. For grievances about aspects of university concern and determine an appropriate policy or procedure not falling into either course of action. In most cases, this of the above categories, the student course of action will consist of one or complaint is forwarded from the staff more of the following: mediation, recipient of the complaint to the Executive counseling, referral to the college dean, Staff member responsible for the area of submission of a written statement to the concern. That person attempts to resolve college dean, or resolution with no the complaint to the student’s satisfaction. further action. For example, a complaint about food that c. Other Academic Complaints and initially was submitted to the food service Grievances: The Provost or the Provost’s director would go to the vice president for designee will hear the student’s concern business and finance. The responsible and determine an appropriate course of executive staff member will report steps action. In most cases, this course of action taken to the complainant within 90 days of will consist of one or more of the receiving the complaint. following: mediation, counseling, referral 5. If grievances cannot be resolved in the above to a college dean, submission of a written manner: 314 a. The complainant may present a written SCHEV (details on the formal SCHEV appeal to the president of the institution. student complaints procedure and a link Such an appeal will not be received to the form can be found on the unless the complainant documents that following website: he or she has gone through the steps, schev.edu/index/students-and-parents/resour above. ces/student-complaints b. If the president receives the appeal, she b. If a distance learning student residing will, at her sole discretion, determine out-of-state while enrolled in a Mary whether or not further intervention is Baldwin University course has exhausted necessary and take whatever steps she the student complaint avenues provided feels are appropriate. The president will by MBU and the complaint has not been report steps taken to the complainant resolved internally, the student can within 90 days of receiving the submit a complaint about MBU to the complaint. state in which the student resides. The c. If the complainant has proceeded list of contact information for all state through all the steps leading through agencies with links to complaint process 5(b) above, he/she has exhausted all information can be found at possibilities of internal intervention to nc-sara.org/state-portal-entity-contacts in resolve the issue. compliance with the U.S. Department of 5. If the complainant feels that his/her Education State Authorization complaint involves a violation of regulations. accreditation standards: c. Filing a Complaint with Accreditation a. The complainant may file a written Agency Mary Baldwin University complaint to the Commission on successfully achieved reaffirmation of Colleges of the Southern Association of accreditation by the Southern Colleges and Schools. That complaint Association of Colleges and must follow the protocol established by School-Commission on Colleges the Commission on Colleges in its policy, (SACS-COC) in December 2017. This “Complaint Procedures for the acknowledgement reflects MBU’s Commission or its Accredited ongoing commitment to operational Institutions.” excellence, as well as academic b. The protocol for filing complaints and excellence. It also speaks to our efforts to the required forms may be obtained from continually improve as an institution the Commission’s web site, sacscoc.org , or while meeting our institutional mission from the institution’s accreditation and strategic initiatives. liaison, currently Ms. Carol Creager, university librarian. If a student has exhausted the avenues provided 6. Filing a Complaint with the State Council of by Mary Baldwin University and the complaint Higher Education for Virginia and has not been resolved internally, and if a student complaints in all Other States: has exhausted the avenues provided by their a. Mary Baldwin University accepts State state and the complaint has not been resolved, Council of Higher Education for Virginia the student can contact the SACS-COC office via (SCHEV), the Commonwealth’s the following: sacs.org/regional-headquarters coordinating body for higher education, oversight in resolving complaints from GRIEVANCE POLICY FOR students taking distance education under STUDENTS WITH DISABILITIES the aegis of the State Authorization 1. Student with a documented disability takes a Reciprocity Agreements (SARA). If a Confidential Memo to his/her instructor to student has exhausted the avenues request accommodations. provided by MBU and the complaint has 2. If a student is dissatisfied with the not been resolved internally, the student accommodations at any time during the can submit a Student Complaint Form to 315 academic term, the student consults with the DECLARATIONS director of the Academic Resource Center. • The provisions of this catalog are not to be 3. The student talks with his/her instructor; the regarded as an irrevocable contract between director of the Academic Resource Center Mary Baldwin University and the student. will meet with the student and instructor if The university reserves the right to change requested by either the instructor or the any provision, program, regulation or student. requirement at any time and to determine its 4. If the accommodations issue is not resolved applicability to present or previous students. satisfactorily, the student may ask for a • Mary Baldwin University complies strictly hearing with the Disabilities Committee. with the Family Educational Rights and 5. After hearing from the student and the Privacy Act of 1974, as amended, for access instructor and consulting with other to and release of information contained in individuals as needed (e.g., faculty; staff), student records. The Act accords all students the committee will recommend a course of certain rights which are summarized as: (1) action. to be informed of rights under the Act; (2) to 6. The student and instructor will have a week inspect and review education records; (3) to to respond to this recommendation. request a change in an education record 7. If the student or instructor is dissatisfied which a student believes to be inaccurate, with the recommendation, he/she may misleading, or in violation of privacy or appeal and meet with the committee. other rights; (4) to exercise a limited control 8. The committee will make a decision. over disclosure of information contained in a 9. If the student is unsatisfied with the student’s education records; and (5) to file committee’s decision, the student shall complaints. The university’s Policy pursue steps 5 and/or 6 of the Uniform Statement is available from the Office of the Student Grievance Policy. Registrar. Pursuant to the Act, the university has adopted the following policies: Mary Disabilities Committee Baldwin University considers the following • Director of the Academic Resource Center to be directory information: name, class, • Associate Provost or College Dean local address, email, and telephone number, • Registrar home address and phone number, date of • Director of Counseling and Psychological birth, major field of study, participation in Services officially recognized activities and sports, • Education Department Faculty Member dates of attendance, degrees and awards • Vice President of Business and Finance received. Photographs or recordings may be • Vice President of Student Engagement taken by the university or its designees in public areas of the Mary Baldwin University FOR VETERANS AND OTHER campus and regional centers and at ELIGIBLE PERSONS WITH VA university events. The university may use such photographs or recordings to EDUCATION BENEFITS document, promote, or provide information The Virginia State Approving Agency (SAA) is about the university and its programs the approving authority of education and without prior consent by individuals training programs for Virginia. Our office depicted or recorded in them. Public areas investigates complaints of GI Bill beneficiaries. include but are not limited to outdoor areas, While most complaints should initially follow classrooms, laboratories, library, athletic the school grievance policy, if the situation facilities, residence hall common areas, cannot be resolved at the school, the beneficiary dining and gathering facilities, meeting should contact our office via email rooms, and performance spaces. A student [email protected] has the right to refuse to permit the release of any or all directory information, and/or the use of her/his image or voice (if clearly 316 identifiable in photograph or recording), without the student’s prior written consent. Any refusal must be received in writing by the registrar prior to the end of the second week of the academic year and designate the information not to be released. • The regulations as stated in the catalog form the official basis for all academic performance. Members of the faculty and staff are available for conference and advice, but the individual student is fully responsible for compliance with all catalog requirements and regulations.
Information The following list shows various information that will be disclosed to current and prospective students upon request pursuant to the Higher Education Amendments of 1998. • Financial Aid Information: Information about programs available, application forms and procedures, eligibility requirements, criteria for selection, criteria for determining amount, satisfactory progress standards, disbursement methods, loan terms, and employment details when employment is part of the student’s financial aid package is available from Mary Baldwin University admissions and office of financial aid and student campus employment, Mary Baldwin University, Staunton, VA 24401, 800-468-2262 or 540-887-7019 ([email protected] ). • Completion and Graduation Rates: Information available from the office of institutional research and assessment, Mary Baldwin University, Staunton, VA 24401, 540-887-7220. • Institutional Security Policies and Crime Statistics: Information available from campus security office, Mary Baldwin University, Staunton, VA 24401, 540-887-7000 and at marybaldwin.edu/safety • Athletic Program Participation Rates: Information available from the athletic director, Mary Baldwin University, Staunton, VA 24401, 540-887-7062. • Equity in Athletics/EADA Report: The report is available from the athletic director, Mary Baldwin University, Staunton, VA 24401, 540-887-7062.
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