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Table of Contents

General Information About the Catalog ...... 6 Admissions Recognition...... 6 Undergraduate Admission Requirements ...... 19 Mission of St. Ambrose University ...... 6 Applicants Less Than 23 Years of Age Beliefs of St. Ambrose University ...... 6 Admission as a Freshman ...... 19 History of St. Ambrose University...... 7 Admission as a Transfer ...... 19 St. Ambrose Campus...... 7 Admission as a Temporary Policy on Student Data/Information...... 8 (Guest) Student ...... 20 Non-Discrimination Policy ...... 8 Admission with a General Educational Endowed Chairs ...... 8 Development Test Certificate ...... 20 St. Ambrose University Calendar Early Enrollment of Fall Semester 1995 ...... 10 High School Students...... 20 Spring Semester 1996 ...... 10 Admission as a Non-Degree Student...... 20 Summer 1996 ...... 11 International Students ...... 21 Fall Semester 1996 ...... 11 Application Procedures Spring Semester 1997 ...... 12 Applicants 23 Years of Age and Older ...... 22 Summer 1997 ...... 12 Admission as a Degree-Seeking Student...... 22 Admission as a Student Life and Support Services Non-Degree Seeking Student ...... 22 Academic Advising ...... 14 Academic Support Center ...... 14 Finance Athletics ...... 15 Scholarships ...... 24 Bookstore ...... 15 Seminary ...... 25 Career Development Center...... 15 General...... 25 Chaplain/Campus Ministry ...... 15 Academic Scholarships Child Care Center and Preschool...... 15 for High School ...... 25 Clubs and Organizations ...... 15 Students and Transfer Students ...... 25 Cooperative Education ...... 15 Requirements ...... 25 Counseling ...... 16 Loans ...... 26 Food Service ...... 16 Forgivable Loan for Children of Library and Learning Center ...... 16 Educators and St. Ambrose Alumni ...... 26 New Student Seminar ...... 16 Federal Stafford Loans and Plus Loans...... 26 Services for Students with Disabilities...... 16 Perkins Loan ...... 26 Student Government ...... 17 Grants ...... 26 Student Health...... 17 Brother-Sister Grant ...... 26 Student Services Division ...... 17 Continuing Education Assistance Grants...... 26 Testing Services ...... 17 Institutional Grants ...... 27 Tutoring ...... 17 Iowa Tuition Grant Program ...... 27

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Pass/No Pass Option ...... 54 Supplement Educational Auditing ...... 55 Opportunity Grant ...... 27 Retaking a Course ...... 55 Pell Grant Program...... 27 Second Grade-Option ...... 55 Work-Study Program ...... 27 Change of Registration ...... 56 Cooperative Education ...... 27 Withdrawal From the University ...... 56 University Employment...... 27 Academic Status Warning, Probation and Dismissal ...... 56 Expenses Policy on Academic Dishonesty ...... 56 Tuition ...... 29 St. Ambrose University Organization...... 58 Board ...... 29 Room ...... 30 Undergraduate Curricula and Special Expenses...... 30 Course Descriptions ...... 59 Course Lab Fees ...... 30 Academic and General Information Tuition Refunds...... 32 for Graduate Programs ...... 161 Resident Student ...... 33 Degrees ...... 162 Transcripts ...... 33 Degree Requirements ...... 162 Retired Learners ...... 33 Graduate Class Load ...... 162 Seminary ...... 34 Graduate Level Grading System ...... 162 Academic Status ...... 163 Academic Information ...... 35 Change of Registration ...... 163 Degrees...... 36 Application for Graduation ...... 163 Degree Requirements ...... 37 Withdrawal From the University ...... 164 Exceptions To Degree Requirements...... 43 Student Government ...... 164 Courses That Meet the Graduate Expenses ...... 164 General Education Requirements ...... 44 Special Expenses...... 164 Policies on Credit By Transfer and Other Means ...... 47 Graduate Programs ...... 165 Special Programs...... 48 Graduate Curricula and Course Descriptions...... 166 Classification of Undergraduate Students ...... 49 Directories Statement of Major ...... 50 Board of Directors...... 220 Application for Graduation ...... 50 Administrative Staff ...... 222 Graduation Honors ...... 50 Faculty ...... 227 Course Numbers ...... 51 Commencement ...... 239 Undergraduate Class Load...... 51 Courses Cross Referenced ...... 248 Graduate Class Load ...... 51 Course Codes ...... 250 Class Attendance...... 51 Undergraduate Grading System ...... 51 Index ...... 251 Graduate Level Grading System ...... 54 Dean’s List ...... 54 3 SAU Catalog (Quark) 2/22/96 6:11 PM Page 4 SAU Catalog (Quark) 2/22/96 6:11 PM Page 5

General Information

Creating the Future at St. Ambrose St. Ambrose University is an independent, coeducational Catholic university offering four-year undergraduate programs in the liberal arts, pre-professional and career-oriented programs, and master’s programs. Founded in 1882 by the Diocese of Davenport, St. Ambrose University is rich in tradition and strong in stature. Its Catholic character is expressed in its people and its programs, as well as in its ecumenical perspective and record of service. It is located in Davenport, Iowa, one of the Quad Cities which line the shores of an east-west stretch of the Mississippi River joining Eastern Iowa and Western Illinois. With a population of more than 100,000, Davenport is the largest munici- pality in a metropolitan area of 400,000. Studies at St. Ambrose University lead to Bachelor of Arts, Bachelor of Education, Bachelor of Science, Bachelor of Music Education, Bachelor of Science in Industrial Engineering, Bachelor of Science in Occupational Therapy, Bachelor of Arts in Special Studies, Bachelor of Elected Studies, Bachelor of Applied Management Technology, Master of Accounting, Master of Business Administration, Master of Criminal Justice, Master of Education in Special Education, Master of Education in Juvenile Justice, Master of Education in Counseling, Master of Health Care Administration, Master of Pastoral Studies, Master of Physical Therapy, and Master of Social Work. The University’s new structure, which became effective July 1, 1988, includes three separate colleges: the College of Arts and Sciences, the College of Business, and the College of Human Services.

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General Information

About the Catalog professional, career preparation and a variety of life- The St. Ambrose University Catalog contains current long learning programs. information on the calendar, admissions, degree re- St. Ambrose University grants baccalaureate quirements, fees, room and board, regulations and degrees, master’s degrees in professional curricula, as course offerings. It is not intended to be and should well as non-degree offerings at the undergraduate and not be relied upon as a statement of the University’s graduate levels. The University offers programs and contractual undertakings. courses at its main campus in Davenport, at other St. Ambrose reserves the right in its sole judg- sites within the Diocese of Davenport, in Cedar ment to make changes of any nature in its program, Rapids, Iowa, and at the Rock Island Arsenal. calendar, academic schedule, or charges whenever it St. Ambrose University stresses excellence in is deemed necessary or desirable. This right includes teaching and learning in an environment which fos- changes in course content, rescheduling classes with ters mutual respect. Research and public service are or without extending the academic term, canceling encouraged. The University offers focused develop- scheduled classes and other academic activities, and mental and enrichment programs to meet the individ- requiring or affording alternatives for scheduled ual needs of its diverse students. classes or other academic activities. The mission of St. Ambrose University is to enable all its students to develop intellectually, spiri- tually, ethically, socially, artistically, and physically Recognition in order to enrich their own lives and the lives of oth- St. Ambrose University is accredited at the under- ers. graduate and the master’s levels by the North Central Association of Colleges and Schools (since 1927) Beliefs of St. Ambrose University and the Iowa Department of Public Instruction. The University also is registered by the State Board of St. Ambrose University, rooted in Judeo-Christian Regents of New York. It holds membership in the tradition, believes in your inherent God-given dignity Association of Catholic Colleges and Universities, and your worth as an individual. the American Council on Education, American The University believes that you are capable of Association of Colleges for Teacher Education, the living in the fullest measure when you freely base Council of Independent Colleges, the Association for your life on the Catholic and the Judeo-Christian sys- Continuing Higher Education, the Servicemembers tem of values. Opportunity Colleges, and the National Association The University believes that in order for you to of Independent Colleges and Universities. achieve the full measure of human potential, you will St. Ambrose is a non-profit educational and scientific need help in developing a broad awareness of human organization and is so recognized by the Internal cultures, achievements, capabilities and limitations, Revenue Code of 1954. and in learning specific skills to use your talents in the service of other people and the world in which you live. Mission of St. Ambrose University The University believes that freedom exercised in St. Ambrose University is an independent, diocesan, a responsible fashion is necessary for your full per- Catholic institution of higher learning. The sonal development and for the highest development University provides a combination of quality instruc- of society. tion in the liberal arts along with pre-professional, The University believes, therefore, that people

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General Information

today, as always, need the opportunity for systemat- The St. Ambrose Campus ic exposure to general, professional and career edu- The St. Ambrose campus covers six blocks of resi- cation in an atmosphere where academic freedom is dential area in north-central Davenport. The clearly recognized and cherished. University has grown over the years from two History of St. Ambrose University school rooms to an institution with 12 buildings. The institution of higher education known today as Ambrose Hall, a landmark in the area, recently St. Ambrose University was established for young was restored, and was named for inclusion in the men in 1882 by the first bishop of Davenport, The National Register of Historic Places. The original Most Reverend John McMullen, dd. structure, built in 1885, has seen a number of addi- Classes were held in two rooms at the old tions over the years. It housed the entire college for St. Marguerite’s School. The Reverend A.J. Schulte some time because officials thought operation of the served as the first president of St. Ambrose. institution should be kept under one roof. Ambrose The school was moved to the Locust Street Hall today includes a new Administration Center, Campus in 1885, when the central unit of the pre- the College of Business, the John R. Lewis Board sent St. Ambrose Hall was built. That same year, Room, classrooms, faculty offices, and the Student St. Ambrose was incorporated as “a literary, scientif- Union. ic and religious institution.” The articles of incorpo- Adjacent to Ambrose Hall is LeClaire ration stated, “No particular religious faith shall be Gymnasium. While the former gymnasium has been required of any person to entitle him to admission to converted into a maintenance center, the building said seminary.” still houses the University swimming pool. By the turn of the century a clearer division was The first free-standing building on campus, apart being made between the high school program and from Ambrose Hall, was built in 1922, when the the college program. In 1908 the name of the institu- preliminary section of Davis Hall was completed. tion was officially changed to “St. Ambrose Today the enlarged and remodeled structure is used College” to more clearly reflect the emergent reality. as a residence for 150 students. The University Night school classes were inaugurated in 1924, and Bookstore is located in the lower level of Davis the first session of summer school was held in 1931. Hall. During World War II, the United States Navy The Lewis Memorial Science Hall, a four-story chose St. Ambrose College as a location for the building made possible through the generosity of training of many of its officers. Frank J. Lewis, ksg, and the priests of the Davenport The high school department, known as Diocese, contains classrooms, laboratories and fac- St. Ambrose Academy, moved to new quarters at ulty offices. Assumption High School in 1958, providing addi- Facilities in the McMullen Library and Learning tional space on campus for continued growth. Center, formerly the Administration Building, In 1968 St. Ambrose became fully coeducational. include more than 145,000 volumes. A new library On April 23, 1987, St. Ambrose College became of 58,000 square feet will be completed for occu- St. Ambrose University at the direction of the Board pancy by Spring 1996. of Directors. Christ the King Chapel, with a seating capacity

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General Information

for 530 persons, is adjacent to Hayes Hall, a com- The policy applies this legislation to students 18 bined residence, classroom, and seminary facility. years of age or older or to those who have attended Rohlman Hall is a men’s residence accommodat- an institution of post-secondary education. No exclu- ing 244 students. sion is made for alien students. Cosgrove Hall is a women’s residence hall for Copies of the St. Ambrose University policy state- 224 students. The six-story building contains the ment are available in the following offices: Arnold Meyer Student Lounge, offices, a computer Admissions, Career Development Center, Student center and a dining room with the capacity for serv- Services, Registrar, and Student Health. ing 700 people. The Paul V. Galvin Fine Arts and Non-Discrimination Policy Communications Center houses the departments of It is the policy of St. Ambrose University to provide art, music, speech, theatre and mass communications, equal opportunity in all terms and conditions of in addition to the campus radio station and television employment and education for all faculty, staff and studio. The Allaert Auditorium in the Galvin Center students. has a seating capacity of more than 1200 persons. The University is a non-profit educational in- The Physical Education Center includes the Lee stitution which admits academically qualified stu- Lohman Arena. The 47,300 square foot structure dents of any race, color, age, sex, religion, or national includes classrooms and faculty offices. It also has origin without regard to any physical handicap, and facilities for basketball, tennis, volleyball, jogging, extends all the rights, privileges, programs and activi- gymnastics, handball/racquetball, physical condition- ties generally available to students at the University. ing and other lifelong recreational interests. It does not discriminate on the basis of race, color, St. Ambrose University Professional Development sex, religion, national origin, marital status, veteran Center is located at 6236 North Brady Street in status, or disability in administration of any of its Davenport. The Center provides the space needed to educational policies or programs including admis- accommodate the large number of professional devel- sions, financial aid, and athletics. It also is an affir- opment programs offered by St. Ambrose University. mative action/equal opportunity employer. St. Ambrose University is authorized under federal Policy on Access to Student Data/Information law to enroll non-immigrant alien students. It is the intent of St. Ambrose University to comply with the Family Educational Rights and Privacy Act Endowed Chairs (ferpa) as amended in January 1975, commonly The term “chair” symbolizes the academic tradition known as the “Buckley Amendment,” and to extend a in which income is generated through an endowment good faith effort in complying with the law. at a college or university to fund the salary of a pro- Occasionally the policy will be revised and updated fessor, thereby perpetuating the transmittal of knowl- to conform to guidelines of federal and other appro- edge for generations to come. priate agencies. Of necessity, certain educational records must be maintained, and the University has Hauber Chair of Biology the responsibility for protecting access to and release The Hauber Chair of Biology was established at of personally identifiable information pertaining to St. Ambrose in 1975 in honor of the late Reverend students.

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General Information

Monsignor U.A. Hauber, fifth President of the College and a nationally known writer and teacher of biology. This was the first endowed chair in the history of the then 93-year-old institution. The Hauber Chair involves an endowment for investment, with interest earned used solely for the Biology Department.

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

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

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St. Ambrose University Calendar

Fall Semester 1995 Nov. 21 Last day to drop a class or withdraw from Aug. 14 Special Education Fall Session begins school Aug. 23 Residence halls open / Orientation begins Nov. 21 Last day to submit results of prior Aug. 25 Finalize fall registration / Orientation Experiential Learning Assessment Aug. 28 Classes begin at 8 a.m. Nov. 22 Thanksgiving Vacation begins Sept. 1 Last day to verify schedules Nov. 27 Classes resume at 8 a.m. Sept. 4 Labor Day—No classes Dec. 7 Feast of St. Ambrose Sept. 5 Last day to change schedule Dec. 8 Feast of the Immaculate Conception Dec. 9 Evaluations through Dec. 15 Sept. 8 Last day to receive 100% refund Dec. 16 Commencement Exercises 11 a.m. in the Sept. 11 Begin $2.50 Drop/Add fee PE Center Sept. 22 Last day to receive 80% refund Sept. 25 Last day to apply for Dec. ’95 graduation Dec. 16 Special Education Christmas Break begins Sept. 25 Last day to drop a course with no indica- tion on transcript Spring Semester 1996 Sept. 29 Last day to receive 70% refund Jan. 8 Special Education Winter Session resumes Oct. 12 Last day to receive 60% refund Jan. 18 Residence Halls open / Orientation begins Oct. 13 Midterm Break—No classes Jan. 19 Finalize spring registration Oct. 17 Mid-semester Jan. 22 Classes begin at 8 a.m. Oct. 20 Last day to apply for Special Exam or turn Jan. 26 Last day to verify schedule in Portfolio Jan. 29 Last day to change schedule Oct. 27 Last day to receive 50% refund Jan. 31 Last day to order cap and gown for Nov. 1 All Saints Day May ’96 graduation Nov. 3 Last day to change I or X grades received Feb. 2 Last day to receive 100% refund during previous semester Feb. 5 Begin $2.50 Drop/Add fee Nov. 3 Last day to drop a course and receive a Feb. 16 Last day to drop a course with no indica- grade of W instead of WP or WF tion on transcript Nov. 3 Special Education fall session ends Feb. 16 Last day to receive 80% refund Nov. 3 Last day to receive 40% refund Feb. 23 Last day to receive 70% refund / Last day Nov. 6 Special Education Winter Break begins to apply for May ’96 graduation Nov. 13 Special Education Winter Session begins Mar. 8 Last day to receive 60% refund

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University Calendar

Mar. 9 Mid-semester Fall Semester 1996 Mar. 11 Spring Recess begins Aug. 12 Special Education Fall Session begins Mar. 18 Classes resume at 8 a.m. Aug. 21 Residence Halls open / Orientation begins Mar. 22 Special Education Winter Session ends Aug. 23 Finalize fall registration / Orientation Mar. 22 Last day to receive 50% refund Aug. 26 Classes begin at 8 a.m. Mar. 25 Special Education Spring Break begins Aug. 30 Last day to verify schedules Mar. 29 Last day to apply for Special Exam or turn Sept. 2 Labor Day—No classes in portfolio Sept. 3 Last day to change schedule Mar. 29 Last day to change I or X grades received Sept. 6 Last day to receive 100% refund during previous semester Sept. 10 Begin $2.50 Drop/Add fee Mar. 29 Last day to drop a course and receive a Sept. 20 Last day to apply for Dec. ’96 grade of W instead of WP or WF graduation Mar. 29 Last day to receive 40% refund Sept. 20 Last day to receive 80% refund Apr. 1 Special Education Spring Session begins Sept. 23 Last day to drop a course with Apr. 5 Good Friday and Vigil of Easter—No no indication on transcript classes Sept. 27 Last day to receive 70% refund Apr. 19 Last day to drop a class or withdraw from Oct. 10 Last day to receive 60% refund school Oct. 11 Midterm Break—No classes Apr. 26 Last day to submit results of prior Oct. 15 Mid-semester Experiential Learning Assessment Oct. 25 Last day to apply for Special Exam or turn May 4 Evaluations through May 10 in Portfolio May 12 Commencement Exercises under the Oaks Oct. 27 Last day to receive 50% refund May 24 Special Education Spring Session ends Nov. 1 All Saints Day / Special Education Fall Session ends Summer 1996 Nov. 1 Last day to change I or X grades received May 20 Spring Intercession through June 7 during previous semester June 10 Regular day and evening session begins Nov. 1 Last day to drop a course and receive a June 14 Last day to apply for Special Exam or turn grade of W instead of WP or WF in portfolio Nov. 3 Last day to receive 40% refund July 12 Last day to submit results of prior Nov. 4 Special Education Winter Break begins Experiential Learning Assessment Nov. 11 Special Education Winter Session begins July 19 Regular day and eveing session ends Nov. 22 Last day to drop a class or withdraw from school Nov. 26 Last day to submit results of prior Experiential Learning Assessment Nov. 27 Thanksgiving Vacation begins Dec. 2 Classes resume at 8 a.m. Dec. 7 Feast of St. Ambrose Dec. 8 Feast of the Immaculate Conception Dec. 9 Evaluations begin Dec. 14 Commencement Exercises 11 a.m. in the PE Center Dec. 14 Special Education Christmas Break begins

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University Calendar

May 3 Evaluations through May 9 Spring Semester 1997 May 11 Commencement Exercises under the Oaks Jan. 6 Special Education Winter Session resumes May 23 Special Education Spring Session ends Jan. 16 Residence Halls open / Orientation begins Jan. 17 Finalize Spring registration Summer 1997 Jan. 20 Classes begin at 8 a.m. May 19 Ð June 6 Spring Intercession Jan. 24 Last day to verify schedule June 9 Regular day and evening session begins Jan. 27 Last day to change schedule June 6 Last day to apply for Special Exam or turn Jan. 31 Last day to order cap and gown for in Portfolio May ’97 graduation July 3 Last day to submit results of prior Jan. 31 Last day to receive 100% refund Experiential Learning Assessment Feb. 3 Begin $2.50 Drop/Add fee July 18 Regular day and evening session ends Feb. 14 Last day to drop a course with no indica- tion on transcript Feb. 14 Last day to receive 80% refund Feb. 21 Last day to receive 70% refund / Last day to apply for May ’97 graduation Mar. 9 Mid-semester / Last day to receive 60% refund Mar. 10 Spring Recess begins Mar. 17 Classes resume at 8 a.m. Mar. 21 Special Education Winter Session ends Mar. 21 Last day to apply for Special Exam or turn in portfolio Mar. 21 Last day to receive 50% refund Mar. 24 Special Education Spring Break begins Mar. 27 Last day to change I or X grades received during previous semester Mar. 27 Last day to drop a course and receive a grade of W instead of WP or WF Mar. 27 Last day to receive 40% refund Mar. 28 Good Friday and Vigil of Easter—No classes Mar. 31 Special Education Spring Session begins Apr. 18 Last day to drop a class or withdraw from school Apr. 18 Last day to apply for Summer ’97 gradua- tion Apr. 18 Last day to submit results of prior Experiential Learning Assessment

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Student Life and Support Services

The purpose of student life and support services is to augment academic life by encouraging growth in the non-academic areas so students may enjoy the total educational process. All student services are based on the Catholic-Christian char- acter of the University. Resources are available to help meet students’ various needs—whether infor- mational, health, psychological, financial, vocational, academic, social, or spiritu- al. Detailed information on student life, student rights and responsibilities and the following student services is available in the Student Services Office, in the Center for Graduate and Continuing Education and in the Student Handbook.

Academic Advising Academic Support Center Students are assigned a faculty or staff advisor who The Academic Support Center offers a variety of ser- will assist in the selection of courses leading to the vices to St. Ambrose undergraduate students at no chosen degree or certificate. Advisors are interested cost. Services include placement testing to aid stu- in the student as an individual, and will help the stu- dents in their selection of courses, three levels of dent in meeting educational goals. Academic coun- courses in reading, a first year orientation course seling also is available on an ongoing basis to help called “New Student Seminar,” basic courses in writ- students determine their progress in fulfilling their ing and math taught in cooperation with the English academic course requirements. Students may also and Mathematics Departments, and a large tutorial receive assistance in selecting or changing an acade- program which supports most 100- and 200-level mic major. courses. Drop-in writing tutorials are also available at First year students are assigned a mentor, who is specified times. Materials, including computer soft- an advisor committed to helping them succeed acade- ware, are available on test-taking, study strategies, mically and adjust to the University environment. At writing research papers, time management, problem- the end of the first year, students transfer from the solving, and note-taking. mentor to an advisor in their major. Course offerings are described in this catalog

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Student Life and Support Services

under the headings of Learning Skills, New Student Philosophy explore the religious dimensions of Seminar, English and Mathematics. human life. The University chaplain, the director of the Campus Ministry Program and diocesan priests, Athletics are available for religious and personal counseling. The athletic program is widely varied, with varsity Regular masses and religious services are offered and intramural activities for men and women. during the academic year in Christ the King Chapel Recreational facilities include the gymnasium, rac- on campus. One daily mass is said Monday through quetball, tennis courts, running track, golf room, Friday, and two masses are scheduled for Sunday. archery range, weight-lifting room and the swimming Times are posted each semester in the chapel. pool. St. Ambrose is a member of the National Campus Ministry also publishes a weekly bulletin of Association of Intercollegiate Athletics (naia). It campus, including religious activities. sponsors men’s teams in football, basketball, base- ball, golf, tennis, cross country, indoor and outdoor Child Care Center and Preschool track, and soccer, and women’s teams in basketball, St. Ambrose students who are parents of children volleyball, softball, tennis, indoor and outdoor track, between the ages of six weeks and six years can take and golf. Activities are centered around the multi- advantage of daycare at the University’s licensed purpose Physical Education Center which opened in Children’s Campus, located on the corner of 1983. Lombard and Marquette Streets, near the St. Ambrose campus. A fee is charged. Bookstore In addition to supplying new and used text books, the Clubs and Organizations Bookstore carries a wide range of school supplies, Organized groups and clubs on campus are available sundry items and University memorabilia. Book buy- in almost every area of interest. Included are organi- backs are held during finals week of each semester. zations in athletics, fine arts, professional groups, honor societies, service organizations, and fellow- Career Development Center ship. The Career Development Center offers part-time and Students also participate in student print and elec- full-time job listings and career information. Services tronic media projects such as The Buzz, a biweekly include career counseling and planning information, student newspaper; KALA-FM, the University’s radio resume and interviewing assistance, cooperative edu- station; and TV-11, the University’s cable television cation and internship experiences, on-campus inter- channel. viewing, direct resume referral and credential file maintenance. Services are available to all students, Cooperative Education alumni and staff. Students can obtain professional job experience and earn a salary while receiving academic credit through Campus Ministry the Cooperative Education Program. Co-op jobs are St. Ambrose offers a religious environment empha- available in many different fields, and students are sizing the values, attitudes, and goals of the Catholic placed in off-campus positions according to their heritage. Academic disciplines in Theology and academic majors, areas of interest and career goals. Internships (unpaid work experience) also are avail-

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Student Life and Support Services

able in many majors. The Cooperative Education New Student Seminar Program and the Internship Program are prepared to New Student Seminar is a twelve-week elective ori- serve practically all full-time and part-time students. entation course offered for one credit to first year stu- Counseling dents. It includes discussion on topics related to time Counseling services are available to help students management, acclimation to St. Ambrose and post- identify concerns, make educational decisions, solve secondary education in general, study skills, and per- personal problems, adjust to college, improve person- sonal development, including career exploration al relationships, and set goals. All students are activities. encouraged to use the counseling service. The course is taught by Mentors, who are acade- mic advisors especially interested in working with Food Service new students. About two-thirds of freshmen enroll in Meals and snacks are available to commuting and New Student Seminar. boarding students. The food service complex in- cludes the University Dining Room, Faculty Dining Services for Students with Disabilities Room and Guest Dining Room. A deli and snack bar Students with disabilities may use a variety of ser- are located in the Student Union. vices or reasonable accommodations intended to reduce the effects that a disability may have on their Library and Learning Center performance in a traditional academic setting. After 55 years in McMullen Hall, library services are Services do not lower course standards or alter moving to a new state-of-the-art library in the sum- degree requirements, but give students a better oppor- mer of 1996, doubling the capacity of the previous tunity to demonstrate their academic abilities. building. The new library provides study space for Services may include readers, scribes, note-takers, 400 students, and houses a current collection of sign language interpreters, alternate exam arrange- 150,000 volumes, with space to include 100,000 ments, advocacy, academic advising, books on tape, additional volumes. The collection also includes over screening and referral for diagnosis of a disability, 800 journal titles, a media collection of audio and and liaison with other University and state agencies. video cassettes, and a rare book and special collec- A Learning Disabilities Specialist provides one-to- tions room. one learning skills instruction. The University also The library is open 90 hours per week during the has a FM Hearing Assistance System for use in the academic year, with reduced hours during the sum- Galvin Fine Arts Center and Christ the King Chapel. mer sessions. It offers a range of information ser- Personal transmitters and receivers are available for vices, including group and individual instruction in use in the classroom. library use. Services and accommodations are not limited to Automated services provide computer access to those listed above. Students are encouraged to meet the information sources housed in the library and to with the Coordinator to discuss services that will allow equal access to the opportunities provided by the holdings of 23 local Quad-LINC libraries. St. Ambrose participates in an interlibrary loan sys- the University. tem which allows timely delivery of borrowed mate- rials. Technology incorporated in the new library provides access to the Internet and numerous on-line services.

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Student Life and Support Services

Student Government participate in the student life activities and in the The Campus Activities Board (cab) is composed of comprehensive program provided by the Student 11 executive council chairs and subcommittee mem- Services Office. Note: Students are subject to the regulations and bers. CAB provides cultural, educational and social events for the campus community. It strives for the guidelines as stated in official University literature highest quality and variety in all events, responds to available in the Student Services Office. The students’ needs and concerns as they relate to pro- University reserves the right to enforce the withdraw- gramming of events, and schedules events in consid- al of or suspend a student who violates the eration of other University activities. University’s standard of conduct, or whose academic Registered undergraduate students are members of standing is unsatisfactory in the University’s judg- ment. the Student Government Association (sga). The SGA investigates and reports on all matters of student con- cern, provides for and promotes matters of student Testing Services interest. SGA officers and student representatives The University offers the American College Testing serve on most University committees. The SGA presi- (act) Program (April only); the College Level dent also serves on the Board of Directors. Examination Program (clep), a placement testing All registered graduate students are eligible to program; and the Graduate Management Admission serve in the Graduate Student Government Test (gmat). All new full-time students are required Association (gsga). The GSGA elects officers and to take placement tests in reading, writing, and math meets monthly to represent student concerns, plan (certain exceptions apply for transfer students). student activities and provide certain services to the Results help ensure appropriate placement in begin- graduate students not otherwise provided by the ning courses. University administration and staff. Tutoring Student Health The Tutoring Program is available to all undergradu- The office of Health Services is staffed by a regis- ate students. The program is nationally certified by tered nurse who provides care for students, faculty the College Reading and Learning Association at the and staff. The nurse will assess the health needs of Master’s Level, the most advanced level of certifica- clients and make appropriate referrals when neces- tion available. The program supports most 100- and sary. Office hours are 8 a.m. to 4 p.m. Monday 200-level courses and is offered at no cost to stu- through Friday while classes or examinations are in dents. session.

Student Services Division The staff of Student Services is available to assist in the enhancement of the personal development of all students at St. Ambrose. The departments of the Student Services Division provide a variety of ser- vices to support students as they pursue their com- prehensive education. Students are encouraged to

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Admissions

Undergraduate Admission Requirements D. Health History Applicants Less Than 23 Years of Age All undergraduate students are required to have on file in the Health Services Office a properly Admission as a Freshman completed health form which includes a health A. Full Admission history, a physical examination by a physician and Individuals are eligible for admission to immunization dates. This information is confiden- St. Ambrose University as a freshman if they meet tial and is available only to the Director of Health two of three requirements: Services. Release of any health information 1. Have a cumulative grade point average of 2.50 requires the student’s signature. or above (on a 4.00 scale) from an accredited E. Placement Tests high school. All undergraduate students are required to take 2. Have a composite score of 20 or above on the placement tests in reading, writing and mathe- American College Testing Program (act) or a matics. 950 or above on the Scholastic Aptitude Test (sat) of the College Board. Admission as a Transfer 3. Graduate in the upper half of their senior class. A. Full Admission B. Subject-to-Review Admission Transfer students are eligible for admission to Students who are ineligible for full admission St. Ambrose University if they meet the following because they do not meet the above standards requirements: may be admitted on a subject-to-review basis. 1. Have completed 12 college transferable credits Minimum requirements for this probationary sta- of academic work from a fully accredited institution of higher education. tus include a 2.00 cumulative GPA on a 4.00 non- 2. Maintained a 2.00 grade point average or weighted system, and a score of 16 on the ACT or above (on a 4.00 scale). Students must submit 770 on the SAT. The academic progress of subject- to-review students is monitored each semester by transcripts of all prior work on higher educa- the Board of Studies. tion levels. With less than 12 transferable C. Petition Process semester credits of college work, admission Applicants not meeting the minimum criteria for will be based on high school GPA and test either category above may petition the scores. Admissions Standards Committee. More in- B. Previous Academic Dismissal formation on this process is available from the Students who have been dismissed from an insti- Admissions Office. tution for academic or other reasons need to sub-

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Admissions

mit all transcripts, including high school, and a Admission as a Temporary (Guest) Student letter to the Admissions Committee explaining the Students enrolled in good standing in another post- cause of dismissal and the steps followed to pre- secondary institution are eligible for full- or part-time vent future problems. Students will not be consid- admission as a non-degree student. ered for admission until one semester after their Admission with a General Educational dismissal. Development Test Certificate C. Exceptions Prospective students who do not have a high school Applicants must petition the Admissions diploma are required to score 50 or higher on the Standards Committee for exceptions to the norms General Education Development Test (ged) and to listed above. have earned an ACT composite score of 18 or an SAT D. Language Requirement score of 860. Transfer students wishing to use a year of high school foreign language to waive the foreign lan- Early Enrollment of High School Students guage requirement must submit a high school St. Ambrose allows eligible high school seniors and transcript as part of the application process. selected juniors the opportunity to earn college credit E. Health History while still enrolled in high school. An eligible stu- All undergraduate students are required to submit dent ordinarily may enroll for a maximum of three a properly completed health form which includes semester credits in any given term. Requirements for a health history, a physical examination by their admission for early enrollment are high school tran- physician and the dates of immunizations. scripts, letter of recommendation from a high school Transfer students may forward a copy of the counselor, written permission from a parent or health form originally submitted to the institution guardian and a meeting with an Admissions from which they are transferring. This informa- Counselor. tion is confidential and is available only to the Admission as a Non-Degree Student Director of Health Services. Release of any health A. Individuals may be admitted as non-degree stu- information requires the student’s signature. dents by applying for non-degree status and sign- F. Placement Tests ing a non-degree waiver. Non-degree students All transfer students are required to take a writing must complete a minimum of one full-time test, a reading test (unless a grade of C or better is semester (12 semester credits) before requesting a transferred for an English composition course) review for degree status. The request must be and a mathematics test (unless a C or better is accompanied by transcripts from all previous col- transferred for an intermediate algebra course). leges and high school. Students will be subject to all admission policies at the time of status review. Non-degree students are not eligible for financial aid. B. Students who apply as non-degree students will have their provisional status posted on their tran- script. While the first 15 credits earned can be applied toward a degree, students do not have to apply for degree status when 15 credits have been earned. The option to switch to degree status is

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Admissions

the decision of the student regardless of the num- Application Procedures ber of credits. To be considered for admission as an entering under- C. When a non-degree student has applied to the graduate, students must: Admissions Office for degree status, the A. Complete the Application for Admissions to Registrar’s Office will be asked to review the aca- St. Ambrose University form and submit it to the demic record and notify Admissions regarding all Office of Admissions. A $25 non-refundable credits earned and the academic status of the application fee is to be included with the applica- applicant. tion form. D. After acceptance, applicants’ transcripts will be B. For students who have no prior college work, posted with their new degree-seeking status, and have an official transcript of all high school work they will be notified of how many credits they sent directly to the Office of Admissions. have earned. C. For students who have attended another college or Note: Students will always be notified in advance university, have an official transcript of all work of their academic status and credits earned. The attempted at each institution sent directly to the transcript will not be altered (regarding earned Office of Admissions. Applicants who have com- hours) until the student has had a chance, if nec- pleted less than 24 semester or 36 quarter hours essary, to appeal to the Board of Studies. of credit also should have an official transcript of E. All full-time degree and non-degree students with their high school records sent directly to the academic work below a 2.00 GPA at SAU will be Office of Admissions. reviewed by the Board of Studies and will be D. Submit a copy of test results from either the ACT notified of decisions regarding their academic sta- or the SAT. High school students are encouraged tus. to take either the ACT or the SAT examinations International Students early in their senior year. (Individuals over the age International students are subject to the admissions of 22 years are exempt from this requirement). policies of St. Ambrose University and to the regula- E. Submit to the Health Services a properly complet- tions of the Immigration and Naturalization Service ed health form including health history, a physical of the United States Department of Justice. examination by a physician, and immunization Students from foreign countries who desire history. Transfer students may forward a copy of admission should have completed the form of sec- the health form they originally submitted to their ondary education making them eligible to seek previous institution. This information is confiden- admission to college studies (or equivalent) in their tial and available only to the Director of the own country. International students must be able to Health Services. No information will be released read and write English, understand spoken English, without written consent of the student. and speak English in such a way as to be understood. Before St. Ambrose will issue a letter of accep- tance or Form I-320 required by the United States Government, the applicant must take the Test of English as a Foreign language (toefl) and have the results sent to the Admissions Office. A minimum score of 500 is required at the undergraduate level and 550 at the graduate level.

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Admissions

Applicants 23 Years of Age and Older B. Students applying to as non-degree students will have their provisional status posted on their tran- Admission as a Degree-Seeking Student script. While the first 15 credits earned can be A. No Prior College Enrollment applied toward a degree, the non-degree student 1. Individuals are eligible for admission to does not have to apply for degree status when the St. Ambrose as full-time or part-time students 15 credits have been earned. The option to switch if they have graduated from an accredited high to degree status is the decision of the student school with a GPA of 2.50 or have earned a regardless of the number of credits earned. high school equivalency certificate with a min- C. When a non-degree student has applied to the imum composite score of 50. Students must Admissions Office for degree status, the provide a high school transcript, high school Registrar’s Office will be asked to review the aca- equivalency certificate, or proof of high school demic record and notify Admissions regarding all graduation. credits earned and the academic status of the 2. Applicants with a high school GPA of applicant. 2.00 Ð 2.49 will be admitted on a probationary D. After acceptance, applicants’ transcripts will be status. posted with their new degree seeking status, and B. Admission as a Transfer they will be notified of how many credits they 1. Individuals are eligible for full-time or part- have earned. time admission if transferring from another Note: The student will always be notified in college or university with 12 transferable cred- advance about academic status and credits earned. its and a cumulative GPA of 2.00 or above. The transcript will not be altered (regarding Transcripts of all post-secondary undergradu- earned hours) until the student has had a chance, ate studies should be sent to the Office of if necessary, to appeal to the Board of Studies. Admissions at St. Ambrose before registration. E. All full-time degree and non-degree students with Students with less than 24 transferable credits academic work below a 2.00 GPA at SAU will be are required to submit a high school transcript reviewed by the Board of Studies and will be or GED. notified of decisions regarding their academic sta- 2. Applicants not meeting the minimum re- tus. quirements for either of the above categories must have a personal interview with the Dean of the Center for Graduate and Continuing Education. Admission as a Non-Degree Seeking Student A. Individuals may be admitted as non-degree stu- dents by applying for non-degree status and sign- ing a non-degree waiver. Non-degree students must complete a minimum of one full-time semester before requesting a review for degree status. The request must be accompanied by tran- scripts from all previous colleges and high school. Students will be subject to all admission policies at the time of status review. Non-degree students are not eligible for financial aid.

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Finance

Procedures for Financial Aid and Scholarship Applicants Students can obtain full information and applications for financial aid, scholar- ships, loans, university employment, grants, work-study, and cooperative pro- grams from the Financial Aid Office. The application for financial aid is entirely separate from the application for admission as a student at St. Ambrose University. To be considered for financial aid, students must complete a Free Application for Federal Student Aid and send it to Iowa City, Iowa, for processing. This form is used to apply for need and no- need funds. For Iowa residents, this information should also be released to the Iowa College Aid Commission and should reach Iowa City, Iowa, prior to April 20. Only students who submit this form on time are considered for State of Iowa scholarship and/or Iowa Tuition Grant money. The priority deadline for financial aid is on or before March 15 of the year in which a student wishes to enter the fall semester.All students (freshmen and returning) must have a complete financial aid file and an award letter no later than Sept. 1 in order to receive institutional grants or jobs. Although federal and state grants and/or loans could be available after this date, no St. Ambrose funds or jobs will be awarded.

Need must be established by completing the athletic scholarships, and work programs. This form financial aid form for all federal and state funds such must be completed each year for possible renewal of as loans, grants, work-study programs. The financial funds. The financial aid form is available in high aid form must also be filed for all University funds school guidance offices or in the St. Ambrose such as (but not limited to) academic scholarships, Financial Aid Office.

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Finance

Scholarships All students receiving financial aid (federal, state, Seminary and/or institutional funds) are expected to complete all courses attempted while maintaining at least a Seminary scholarships are available to students cumulative grade point average of 2.0 (undergradu- accepted by dioceses to study for the priesthood. ate) or 3.0 (graduate). The exception for graduate Information on Seminary scholarships is available work holds that a GPA of 2.8 Ð 2.99 shall be deemed from the Seminary Department. satisfactory progress provided the GPA is raised to 3.0 after no more than two consecutive semesters. General For purposes of financial aid, the academic year is Scholarships are awarded for students with general defined as August 15 through August 14. All hours and special abilities. These are given on the basis of must be completed and/or cumulative grade point academic achievement, need, and leadership ability. average earned at the minimum level by August 14 in (Check under department listings for special scholar- order to receive funding for the following year. ships available.) Students who believe extenuating circumstances Once a student is awarded an academic scholar- prevented them from meeting satisfactory progress ship, it will continue under the following conditions: requirements may submit a written letter of appeal to the student must meet Satisfactory Progress the Satisfactory Progress Committee. It should be Requirements and must maintain a minimum 3.25 sent to the Director of Financial Aid no later than cumulative grade point average. Other awards are two weeks prior to the start of the semester for which continued if financial need or aptitude in a special a student would like to be considered for aid. The field still exists. Satisfactory Progress Committee will review the appeal and render a decision. There is no further High School and Transfer Student Scholarships appeal beyond this committee. High school students and transfer students with a This is a summary of the Statement of cumulative grade point average of 3.30 (on a 4.0 Satisfactory Progress. A complete listing of all scale) and above are eligible for academic scholar- requirements is contained on the Statement of ships at St. Ambrose University. Readmits to the Satisfactory Progress and is available in the Financial University are not eligible for academic scholarships. Aid Office and is mailed with the first award letter each year. Requirements International students are not eligible for federal To receive scholarship money, students need to be or state funding unless they meet certain conditions enrolled on a full-time basis (minimum of 12 semes- established by the United States Department of ter credits). Students must apply for all other types of Immigration and Naturalization. These conditions are financial assistance including the completion of a available in the Financial Aid Office. needs analysis form. A detailed policy statement on financial aid is The scholarship for first year students may be also available in the Financial Aid Office. Specific renewed for a maximum of four years. To renew the information is also available in the Financial Aid scholarship, students need to meet all of the estab- Office on the following institutional programs. lished financial aid policies. Scholarships are based on the grade-point average at the time the first tran- script is received by the Admissions Office.

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Finance

Students without demonstrated need may receive Grants an academic scholarship. The gift aid, however, will Brother-Sister Grant be limited to the amount of the scholarship. This grant is a fixed amount which may be awarded Transfer students must have completed at least 12 to a family when two or more full-time, dependent semester credits at the prior institution in order to students from the same immediate family attend receive a scholarship at St. Ambrose. St. Ambrose University at the same time.

Loans Continuing Education Assistance Grants Students may be eligible for a student loan assigned Alumni from the following sources: Persons who have earned an undergraduate or a grad- Forgivable Loans for Children of Educators and uate degree from St. Ambrose University will be enti- St. Ambrose Alumni tled to a 50 percent tuition discount on undergraduate courses for which they register three or more years Dependent sons and daughters of elementary or sec- after the completion of their most recent St. Ambrose ondary educators or dependent children of alumni degree. The application for this discount is available may receive up to $1400 per year, applicable only to in the Center for Graduate and Continuing room and board. This loan is forgiven at the time of Education. graduation. Renewal requires continuous enrollment. Persons who have earned a graduate degree from These programs are available only to first year stu- St. Ambrose will be entitled to a one-third tuition dis- dents. Applicants are eligible for only one forgivable count on graduate courses in their original graduate loan program. degree program for which they enroll anytime after the completion of their graduate degree. The applica- Federal Stafford Loans and Plus Loans tion for this discount is available from the graduate Most students are eligible for subsidized and/or degree program director and must be completed by unsubsidized Stafford Loans. These loans are han- the student and graduate degree program director. dled through a home town bank or a credit union. This discount may not be applied to the tuition for The Federal Plus Loans are long-term, low inter- graduate courses by alumni whose previous degree est rate loans made available to eligible students and was at the undergraduate level. parents to help pay college expenses for dependent Students are not eligible if they are receiving any students. other form of tuition assistance.

Perkins Loans Continuing Education The University is authorized by the federal gov- When funds are available, adult students may be eli- ernment to grant loans if financial need exists. The gible to receive up to a $100 tuition discount on each availability of the loans is dependent upon federal credit hour for up to six credit hours of enrollment legislation and available funds. each for the summer session(s) combined, the fall semester, or the spring semester. The following crite- ria must be met: A. The student must be at least 25 years of age. B. The student must meet the requirements for admission and file the Application for Admission.

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Finance

C. The student must demonstrate need by the Free Institutional Grants Application for Federal Student Aid (fafsa). The Certain institutional grants are available to those stu- FAFSA must be submitted and results sent to dents demonstrating financial need who do not have St. Ambrose before consideration will be made sufficient sources of other funds to cover that need. for this grant. All applicants are considered for these grants. D. The student may not be receiving any other forms of aid other than a loan. Iowa Tuition Grant Program E. The student must maintain satisfactory academic Qualified undergraduate Iowa students may receive progress as defined by the Financial Aid Office. financial assistance for attendance at a private Iowa For more information regarding satisfactory acad- college. The amount of the grant depends upon need emic progress, contact the Financial Aid Office. and enrollment status. F. The procedure for determining eligibility must be Supplement Educational Opportunity Grant followed, unless the applicant has been specifical- ly exempted by the Dean or Assistant Director of This federal aid program is available to students the Center for Graduate and Continuing showing exceptional financial need. Education. Pell Grant Program The Continuing Education Tuition Assistance This government-financed program aids students Grants are administered by the Assistant Director of with unusual financial need who otherwise would be the Center for Graduate and Continuing Education unable to enter or remain in college. for undergraduate course work and the appropriate graduate degree program director in collaboration Work-Study Program with the Financial Aid Director. This government program provides another source of If a grant is approved, the recipient must complete funds to assist students in obtaining their college his or her registration and pay the share of tuition education. The program is based on need. and fees (or make financial arrangements with the Business Office) by the first day of class. Cooperative Education If any applicant intentionally deceives the Through the Cooperative Education Program, stu- University in preparing an application, that person is dents are able to earn a salary and academic credit by obligated to repay the University any amount working in co-op jobs. Students are placed in posi- received as Continuing Education Tuition Assistance tions related to their academic majors, and work to which he or she was not entitled. Any applicant schedules are carefully fitted to class schedules. who intentionally deceives the University also Salary is paid directly to the student. Students do not becomes disqualified for other institutional aid from have to demonstrate financial need in order to partici- St. Ambrose University in the future. pate in this program. Note: Any tuition benefit received by students who are not pursuing a degree is considered taxable University Employment income by the Internal Revenue Service. St. Ambrose has a number of opportunities for part- time employment in the University to supplement students’ financial assistance program. Jobs also are available in the community through the Career Development Center.

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Expenses

The following expenses are for the 1995 Ð 1996 academic year. Costs for the 1996 Ð 1997 academic year will be made available. Tuition, fees, board and room are charged on a semester basis. Payment of the charges, or financial arrange- ments for payment, is necessary before students attend class. Monthly payments may be made with Visa or MasterCard (2 percent charge added), or by making arrangements with the University Business Office. Tuition charges are standardized, and students will have no additional fees except those listed under special expenses.

Tuition Board Undergraduate These rates are for 1995 Ð 96. Rates for 1996 Ð 97 Part-time: will change in proportion to changing costs. 1 Ð 11 semester credits, One of four optional meal plans is required of all res- per semester credit ...... $ 348 ident students: Full-time: 19 meals a week...... $1205 per semester 12 Ð 18 semester credits, 14 meals a week...... $1155 per semester per semester ...... $ 5590 10 meals a week...... $1070 per semester Other: Unlimited meals ...... $1260 per semester 19 or more semester credits, per semester credit ...... $ 348 Graduate Per semester credit ...... $ 348

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Expenses

Room College-Level Examination These rates are for 1995 Ð 96. Rates for 1996 Ð 97 Program (clep) Test ...... $ 47 will change in proportion to changing costs. Each credit awarded ...... $ 20 Cosgrove, Davis, Hayes, and Rohlman Halls MBA Competency Examination Fee ...... $ 100 General double, MPT Admission Fees each student, per semester ...... $ 895 Acceptance Fee ...... $ 200 General single, per semester ...... $ 1385 Alternate List Fee Townhouses (rolled over to Acceptance Fee) ...... $ 50 General double, Special Examination Fee each student, per semester ...... $ 1180 For each examination taken ...... $ 60 General single, per semester ...... $ 1535 For each credit awarded ...... $ 30 Room assignments are subject to contractual Change of Registration Fee ...... $ 2.50 arrangements through the Student Service Office. The University reserves the right to move any student Late Registration Fee ...... $ 15 on campus whenever the student or the University Late Payment Fees ...... Vary will be better served by such a change. Graduation Fee ...... $ 35 Special Expenses Motor Vehicle Registration, Per Year Resident Student ...... $ 15 Credit Card Payment...... 2% of charge Commuter Student First Registration Fee ...... $ 10 (seven credits or more) ...... $ 15 (payable only once at the time Adult Learner Student of the first registration) (six credits or less) ...... $ 7.50 Graduate Student ...... $ 7.50 Application Fee...... $ 25 (This accompanies the admission application when it is returned to the Admissions Office. The Course Lab Fees fee will not be applied toward tuition, and it will (Per Semester Per Course) not be refunded.) Department and Course Fee

Tuition Deposit ...... $ 50 Art (This non-refundable tuition deposit is required Courses 206, 207, 208, 306, after admission to the University.) 400, 401, 402 ...... $ 10 Courses 233, 234, 304, 320, Fees for assessment of prior experiential learning 430, 431...... $ 15 through individually designed methods: Courses 220, 303, 305 ...... $ 30 For each equivalency credit requested, payable in advance ...... $ 20 Astronomy Additional fee for each equivalency Course 201...... $ 20 credit awarded ...... $ 30

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Expenses

Biology Mathematics Courses 109, 101, 103, 104, 108, Courses 300, 301, 330 ...... $ 25 202, 204, 211, 221, 231, 241, 301, Music 302, 304, 305, 306, 307, 314 ...... $ 30 Courses 235, 236, 237, 238, 239, 240. . . . $ 15 Course 323 (fee may be assessed Private instruction for registered students in depending on subject) ...... Varies voice, piano, organ, orchestral and band Course 330...... $ 50 instruments. Course 500...... $ 115 One-half hour lesson per week...... $ 100 Business Administration And subsequent one-half hour Courses 205, 305 ...... $ 25 private instruction lessons in a second instrument or voice during Computer Science the same semester...... $ 80 All Courses ...... $ 25 Private instruction for non-registered Chemistry students in voice, piano, organ, Courses 101, 102, 103, 105, 106, 209, orchestral and band instruments, 210, 301, 303, 311, 313, 314, excluding registration for audit. 319, 428, 429 ...... $ 30 One half hour lesson per week...... $ 160 Economics Natural Science Courses 205, 305 ...... $ 25 Courses 105, 202 ...... $ 20 Education Occupational Therapy Courses 409, 419, 430, 432, 433 ...... $ 85 Courses 313, 314, 323, 326, 327, Course 308...... $ 25 443, 444, 452, 456, 457, 458, 511 ...... $ 30 Courses 325, 441, 442, 451, 453, 460. . . . $ 50 Engineering Course 101...... $ 15 Physical Education Course 341...... $ 25 Courses 149, 151, 152, 153, 154, 155, 157, 158, 160, 165 ...... Vary Industrial Engineering Course 308...... $ 15 Courses 110, 290, 300, 351, 375 ...... $ 15 Physical Therapy Mass Communications Course 630...... $ 75 Course 225...... $ 25 Physics Master of Business Administration Courses 160, 203, 204, 251, Course 690...... $ 351 253, 254, 306, 325, 326, 329 ...... $ 20 Master of Criminal Justice Psychology Course 702...... $ 50 Course 403...... $ 15 Master of Education Course 406...... $ 30 Courses 700, 710 ...... $ 40 Social Sciences Master of Physical Therapy Course 213 (also Criminal Justice, BIOL 500...... $ 115 History, Political Science, Psychology, Sociology) PSYC 540 ...... $ 25 $ 25 MPT 530, 560, 630, 720...... $ 75

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Expenses

Tuition Refunds 1995 Ð 1996 Academic Year

Percentage of Refund Fall 1995 Spring 1996 100% On or Before September 8, 1995 On or Before February 2, 1996 80% September 9 Ð 22, 1995 February 3 Ð 16, 1996 70% September 23 Ð 29, 1995 February 17 Ð 23, 1996 60% September 30 Ð October 12, 1995 February 24 Ð March 8, 1996 50% October 13 Ð 27, 1995 March 9 Ð 22, 1996 40% October 28 Ð November 3, 1995 March 23 Ð 29, 1996 0% On or after November 4, 1995 On or after March 30, 1996

1996 Ð 1997 Academic Year

Percentage of Refund Fall 1996 Spring 1997 100% On or Before September 6, 1996 On or Before January 31, 1997 80% September 7 Ð 20, 1996 February 1 Ð 14, 1997 70% September 21 Ð 27, 1996 February 15 Ð 21, 1997 60% September 28 Ð October 10, 1996 February 22 Ð March 7, 1997 50% October 11 Ð 25, 1996 March 8 Ð 21, 1997 40% October 26 Ð November 1, 1996 March 22 Ð 27, 1997 0% On or after November 2, 1996 On or after March 28, 1997

Other Refund Policies 7 Week Courses 12 Week Courses 100% Through Week One 100% Week One 80% Through Week Two 80% Week Two 60% Through Week Three 70% Week Three 50% Through Week Four 60% Week Four No refund after Week Four 50% Week Five 50% Week Six 40% Week Seven No refund after Week Seven

Students are obligated for the full amount of tuition Other Refunds for the courses for which they are registered, subject Upon withdrawing from the University, a refund for to the refund schedule. The above percentages apply room and board will be made on a pro rata basis dat- to the total semester tuition rather than the amount ing from the day the student has successfully com- paid. pleted the check out procedure with the Office of Student Services. No refund will be given on fees.

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Expenses

Resident Students Fax Policy: Transcripts or grade reports will not Students from outside the Quad City area are be transmitted or received by fax machine. required to live and board on campus. This is deter- Emergencies can be met with overnight, same day, or mined by the residency of parents or guardian. next day express mail. Signed, handwritten or typed Once the application for admission as a student transcript requests received by fax will be honored. A follow-up letter containing cursive signature and pay- has been accepted, a $100 deposit is required for room reservation. For students who do not enroll, this ment will be requested. deposit is refundable up to 12 weeks before the first Loan deferment forms can be sent if the fax is day of the semester. Returning students are required located in the loan office. Original forms will be sent to submit each year either a new contract or a request as follow-up through the mail. for refund before May 1. Refunds will be given pro- Documents received by fax are considered vided the room is free of damage. “unofficial” and may be used as working docu- Room reservations are arranged with the Office of ments only. Student Services. All rates and room assignments are Completion of files, evaluations of credits, certifi- subject to change if necessary. cation of athletes or other official actions will need The scholastic year begins on registration day in receipt of an official, stamp/sealed transcript. the fall and ends with the last day of spring semester This policy will be reviewed each year. The priva- examinations. During this time, there are four vaca- cy of the telephone line (copper, laser or microwave) tion periods: Thanksgiving, Christmas, Spring Break is still an extremely unclear legal area. and Easter. Students normally leave campus during Approximately 80 to 85 percent of the members of these vacations. All students must leave at American Association of College Registrars and Christmas. Those who wish to remain at the Admission Officers do not transmit or receive tran- University through any part of the other vacation scripts by fax machine. Those that do fax transcripts periods should notify Student Services. Students have a fax machine in their office and send unofficial need to make their own arrangements for meals dur- transcripts only to other registrar offices that have fax ing this time. machines. These are followed up with an official transcript sent through the mail. Transcripts Retired Learners Transcripts are issued upon written request to the Registrar’s Office. There is no charge for the first Individuals who are retired and 65 years of age or older may take up to two undergraduate courses per transcript. A fee of $2 is charged for official copies with a seal which are sent directly from institution to semester with only a $50 registration fee per course. institution, employer, or prospective employer. All As retired learners, students will have audit status. personal copies are unofficial and are without the The University reserves the right to limit class size and to cancel classes in accordance with normal official seal. Personal copies are $0.25 per copy. Official copies are not given out as personal copies. institutional policy. Details are available from the Students should allow one week for the preparation Center for Graduate and Continuing Education. of a transcript of credits. (Transcripts are issued on an emergency basis only during the week of registra- tion before each semester.)

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Seminary

The Catholic Diocese of Davenport maintains a college-level seminary on the St. Ambrose University campus for young men who feel they are called to the ordained priesthood. The Seminary Department helps prepare candidates so they may enter a school of theology after college. There also is spiritual supervision to help candi- dates discern if they have a vocation. Men in the St. Ambrose Seminary live in Hayes Hall, participating together in a community faith life and sharing common daily prayer experiences. They may pursue any of the bachelor degree programs offered by St. Ambrose. All seminary students are required to take the philosophy and theology courses needed for entrance into a major seminary. Those interested in entering the seminary at St. Ambrose must meet the under- graduate admission requirements of the University. Seminary students also need acceptance by their local Bishop and by the Seminary Rector at St. Ambrose. If accepted, financial assistance in the form of scholarships and loans is available through the Bishop or Diocesan director of Vocations. St. Ambrose also offers a number of ecclesiastical scholarships through the Clement J. and Mary L. Dunn Scholarship program. Further details may be obtained from the Rector of the Seminary Department.

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Academic Information SAU Catalog (Quark) 2/22/96 6:12 PM Page 36

Academic Information

Degrees St. Ambrose University offers courses leading to the following degrees: Bachelor of Arts Bachelor of Science Bachelor of Music Education Bachelor of Science in Industrial Engineering Bachelor of Science in Occupational Therapy Bachelor of Applied Management Technology Bachelor of Arts in Special Studies Bachelor of Elected Studies Master of Accounting Master of Business Administration Master of Criminal Justice Master of Education in Counseling: Post-Secondary Disabilities Services Master of Education in Juvenile Justice Education Master of Education in Special Education Master of Health Care Administration Master of Pastoral Studies Master of Physical Therapy Master of Social Work

You must meet the general degree requirements and the requirements of a major as stated in the catalog at the time of your admission or in the catalog for the year in which you graduate.

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Academic Information

Degree Requirements ■ by passing a Mathematics course above the level of Bachelor of Arts Degree Requirements Mathematics 121. ■ by earning three semester credits in Mathematics In order to earn a Bachelor of Arts Degree from through the College Level Examination Program St. Ambrose University with 120 semester credits, (clep) test in Mathematics. you need to: ■ by earning a score of 16+ on the Descriptive Test of 1. Complete the requirements for a major as Mathematical Skills (dtms) Intermediate Algebra described in the catalog. Courses in your major Test, or 17+ on the DTMS Functions and Graph Test. department and courses in other departments which are required for your major may be used to Proficiency in Public Speaking may be achieved by meet general degree requirements where applica- fulfilling specific requirements at St. Ambrose ble. University, requesting experiential credit in public 2. Complete—if indicated by the results of place- speaking, or requesting a waiver from the public ment tests administered at the time of first enroll- speaking requirement. ment—any required developmental courses in Fulfilling Specific Requirements: Mathematics, English, and Reading (Mathematics ■ The student may complete the following courses 100, English 100, and Learning Skills 090 and with a grade of C or better: Speech 101, 203, 328, 100). No more than nine semester credits in 329. courses listed as 100 (i.e. below the 101 level) ■ The student may: may be counted toward the 120 semester credit a. Pass with a grade of C or better, in the semes- degree requirement, and these courses may not be ter preceding the semester in which the exemption used to fulfill distribution requirements four is requested, an objective test covering the basic through 10 listed below. principles of public speaking, and; 3. Demonstrate mastery in four areas of basic col- b. Deliver a persuasive speech to an audience lege-level skills, including English Composition, selected by the department on any matter of Mathematics, Public Speaking, and Library Skills. national, state, or local concern. The speech must Proficiency in English Composition may be be 10 minutes in length and supported with a full demonstrated: and correct outline submitted prior to the presen- ■ by passing English 101 (Written tation of the speech. A grade of C or better is nec- Communication) with a grade of C or above, or essary for the speech to fulfill the public speaking ■ by earning three semester credits in English requirement. Composition through the College Level Experiential Credit for Public Speaking: Examination Program (clep) test “English The following criteria must be met in order to receive Composition with Essay.” experiential credit for Speech 101: Proficiency in Mathematics may be demonstrat- ■ The student must present evidence of at least four ed: public speaking experiences. ■ by passing Mathematics 110 (Math for Liberal a. The speeches must have been delivered to dif- Arts) or Mathematics 121 (Intermediate Algebra) ferent audiences. with a grade of C or above. b. The audiences for the four speeches must have included at least 10 members.

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c. Each of the four speeches must have been at ■ Prior university or college courses in public least eight minutes in length. speaking or courses that included public speaking d.Each of the four speeches must have included as a major component of course content. Prior the use of visual aids (handouts, overheads, high school course work in speech does not meet charts). the criteria. e.The speeches may be either informative or per- ■ Prior experiential training in a sales or training suasive in purpose. Informative speeches involve program in which public speaking was empha- the presentation of information to an audience or sized. the demonstration of some activity. Persuasive ■ Prior involvement with organizations that speeches may include sales or motivational speak- emphasize and encourage public speaking, such ing. as Toastmasters or International Training in ■ Briefings are defined as the presentation of in- Communication. formation to an audience familiar with the content ■ To qualify for the waiver of the public speaking and alone are not eligible for experiential credit. requirement, a student must submit a letter of ref- ■ To receive experiential credit in public speaking, erence from someone able to comment on the stu- the student must present proof of prior speaking dent’s prior public speaking experiences, and a experiences. Such proof consists of at least two of brief resume of prior public speaking experiences. the following: a. Public relations material advertising the speech- 4. All new students are required during their first es, including, but not limited to, flyers, brochures, year to demonstrate Library Proficiency by com- announcements, etc. pleting a workbook prepared by the information b. Letters from audience members or sponsoring services/reference librarians. groups acknowledging the presentations. The text of the requirement is as follows: c. Two sample outlines that illustrate the purpose ■ All new students entering St. Ambrose for the of speeches given and the detailed structure of the first time in the fall of 1985 or thereafter will be speeches. required to pass a library skills test before regis- d. Sample visual aids from at least one of the tering for the 31st credit hour. speeches. ■ Transfer students or adult learners who will begin their work at St. Ambrose in the fall of Waiving the Public Speaking Requirement: 1985 or thereafter and who are seeking a degree The following criteria must be met in order to receive from St. Ambrose will be required to pass a a waiver for Speech 101: library skills test upon completion of 12 semester ■ The student may demonstrate involvement, for at credits. Note: Transfer students with a Bachelor least two semesters, in competitive debate or foren- of Arts or Bachelor of Science are exempt from sics activities. The activities eligible for a waiver the Library Requirement. include policy or value debating, extemporaneous 5. Complete six semester credits of approved cours- speaking, and/or oratory or other events in which the es in the Fine Arts. Courses are to be selected student is the author of the presented speech. from at least two of the following departments: Interpretation, declamation, or other events in Art, Music, Theatre. which the student presents the material of another All approved courses are noted in this section of author do not meet the criteria for waiving the public the catalog and in the semester course schedules speaking requirement. made available by the Registrar’s Office.

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6. Complete six semester credits of approved cours- ment. All approved courses are noted in this sec- es in Foreign Languages and Literature, not tion of the catalog and in the semester course including English 101 (Written Communication). schedules made available by the Registrar’s One of the courses must be in Literature. Courses Office. are to be selected from the following departments: 10.Complete the course Physical Education 149 ■ Classical and Modern Languages (Wellness Concepts) in addition to one activity ■ English: The requirement of a literature course course for a total of two semester credits. No may be fulfilled by a literature course taken in the more than six semester credits in Physical Department of English or by one taken in the Education (which can include only four semester Department of Classical and Modern Languages credits of Varsity Athletics), may be applied (either in the original language or in translation). toward the 120 semester credits required for a Students should take three semester credits in a degree. This restriction applies to all students foreign language unless they have completed one except those majoring or minoring in Physical unit of a language in high school or have trans- Education or those who receive the Coaching ferred a completed Associate in Arts or Associate Endorsement. in Science Degree. 11.Meet the following requirements for your degree Persons exempt from the language require- in addition to completing the minimum number of ment still need to complete six semester credits in semester credits: the division. ■ A cumulative grade-point average of at least 7. Complete six semester credits of approved cours- 2.00 is to be earned in all semester credits es in the Natural Sciences. Courses are to be attempted toward a bachelor’s degree and in all selected from at least two of the following course semester credits attempted at St. Ambrose designations: Astronomy, Biology, Chemistry, University. There also is to be a cumulative grade- Natural Science, Physics. point average of at least 2.00 earned in all the 8. Complete twelve semester credits of approved courses required for the major unless a higher courses in Philosophy and Theology. Three grade-point average is specified in the catalog for hours of Theology from: Theology 101, 201, 202, that major. 215, 219, 240, or 250; three hours of Philosophy ■ At least 30 semester credits are to be in courses from: Philosophy 101, 201, 207, 208, 210, 217; coded at the 300 level or above. and six hours of Philosophy or Theology from ■ Students entering St. Ambrose University during approved courses or from courses marked with a or after Fall 1991 must satisfy the Writing “#” in the Philosophy or Theology course descrip- Intensive requirement as stated below. Students tion areas. who have not passed the Junior Level Writing 9. Complete nine semester credits of approved Exam by June 1994 will automatically fall under courses in the Social Sciences. Courses are to be the new Writing Intensive requirement. Transfer selected from at least two of the following depart- courses will not complete this requirement. ments, one of which must be history: History and Writing Intensive Requirement: After passing Geography, Political Science, Psychology, English 101 with a C or better, the student must Sociology, Economics, Criminal Justice. pass, with a C or better, two Writing Intensive Students majoring in Accounting, Economics or courses. One can be at any level in any depart- Business Administration may not use Economics ment, and one must be at the 300 or 400 level in to fulfill their Social Science distribution require- the declared major. A student pursuing a double

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major must complete a writing intensive course in Bachelor of Science Degree Requirements each major. This would complete the two required In order to earn a Bachelor of Science Degree from WI courses. (A notation of WI printed next to a St. Ambrose University with 120 semester credits, course code in this catalog identifies a course as you need to: writing intensive.) 1. Complete a major in biology, chemistry, ■ St. Ambrose University evaluates the achieve- computer science, mathematics, physics, or psy- ment of their students with a variety of assess- chology. Courses in the major department and in ment instruments, and seniors are required to other departments required for the major may also participate in this process as a graduation re- be used to meet general degree requirements quirement. where applicable. 12.Complete the minimum of 120 semester credits 2. Complete requirements two through eleven as according to the following requirements: stated in the Bachelor of Arts Degree require- ■ For transfer students, the last 60 semester credits ments in this section of the catalog. are to be earned at an accredited four-year col- lege, university or equivalent institution, or Bachelor of Music Education Degree approved by the Board of Studies on an individual Requirements basis. The final 30 semester credits or 45 of the In order to earn a Bachelor of Music Education last 60 semester credits are to be earned at Degree from St. Ambrose University with 136 St. Ambrose. semester credits, you need to: ■ No more than 42 semester credits earned in any 1. Complete the requirements for a Bachelor of one department may be counted toward the 120 Music Education Degree as described in the cata- semester credits required for the degree (except log under the Department of Music. Courses in for the following Majors: 43 credits in Chemistry; your major department and courses in other 44 credits in Art; 54 credits in Economics and departments required for your major also may be Business Administration, Elementary Education, used to meet general degree requirements where Foreign Language, Mass Communications, and applicable. Theatre; 55 credits in Physical Education; and 60 2. Complete requirements two through eleven as credits in Computer Science and Mathematics.) stated in the Bachelor of Arts Degree require- Note on requirements for the following eight ments in this section of the catalog. undergraduate degrees: The Library Skills Test and the Writing Requirement described in 4 and 11-c of Bachelor of Science in Occupational Therapy the preceding Bachelor of Arts Degree requirements Degree Requirements also are required for the Bachelor of Science, In order to earn a Bachelor of Occupational Therapy Bachelor of Music Education, Bachelor of Science in you need to: Industrial Engineering, Bachelor of Arts in Special 1. Complete the requirements for a Bachelor of Studies, Bachelor of Elected Studies, Bachelor of Occupational Therapy as described in the catalog. Science in Occupational Therapy, and Bachelor of Courses in other departments required for your Applied Management Technology. major also may be used to meet the general degree requirements where applicable.

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2. Complete requirements two through eleven as 3. In cases in which students have 60 credits for stated in the Bachelor of Arts Degree require- their two-year nursing programs and additional ments in this section of the catalog. credits from other sources, a case by case review will be made to determine the required distribu- Bachelor of Arts in Special Studies Degree tion, but in general, the same proportional spread Requirements of courses within the three areas will be made. St. Ambrose offers registered nurses and allied health 4. Students must have a cumulative grade-point professionals a program leading to a Bachelor of Arts average of at least 2.00 for all semester credits in Special Studies. earned at St. Ambrose University. If you are a registered nurse and have completed Academic Areas an Associate Degree in Nursing or a two-year hospi- The courses taken for this special program must be tal nursing program, you may receive 60 semester distributed in the three academic areas given below: credit hours and need only take 20 courses to obtain the Bachelor of Arts in Special Studies. Additional Area I Business and Professional Skills hours beyond the 60 credits for nursing studies (up to Business Administration (except Economics) a maximum of 90 credit hours) may be obtained Accounting from college courses taken after completion of nurs- Mathematics, Computer Science, and Computer ing studies, through completion of clep exams, or for Information Systems certain non-collegiate programs recognized by the Education and Physical Education American Council on Education. Natural Sciences

Registered nurses who have completed three-year Area II Social Awareness Skills hospital diploma programs may receive 90 hours of Psychology credit and need only complete 10 courses for the Sociology completion of the 120 hours required for the History Bachelor of Arts in Special Studies. Political Science Allied health professionals (licensed practical Economics nurse, respiratory therapist, radiologic technician, Criminal Justice surgical technician, or operating room technician) may be able to pursue the Bachelor of Arts in Special Area III Humanities Studies at St. Ambrose. Applicants with degrees or Art, Music, Mass Communications, Speech and certificates in the Allied Health areas will be subject Theatre to a review of their course work to determine what Languages and Literature (English 101 must be in- requirements will need to be met to receive the cluded) Bachelor of Arts in Special Studies. Philosophy and Theology Requirements 1. Three-year diploma graduates who are awarded 90 hours are required to complete 30 credit hours, including 12 credit hours in any one area and nine credit hours in each of the two remaining areas. 2. Two-year diploma graduates and graduates who are awarded 60 credit hours are required to com- plete 60 credit hours, including 24 credit hours in any one area and 18 credit hours in each of the two remaining areas. 41 SAU Catalog (Quark) 2/22/96 6:12 PM Page 42

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The Bachelor of Applied Management are equivalent to courses contained in the required Technology Degree Requirements course list. In such cases, these specific courses The Bachelor of Applied Management Technology will not be taken at St. Ambrose University. The Degree Program is designed to build on a two-year credit hours associated with such courses will be Associate of Applied Science (aas) degree. As an AAS used to schedule incomplete general education degree holder, the student will have already complet- requirements. For example, the student may elect ed a specialized technical, vocational or professional from literature or language: 3 credits; natural sci- study program and may now add general education ences: 2 credits; social sciences: 3 credits; physi- and applied management studies to earn a baccalau- cal education: 2 credits;(total of 10 credits). reate degree. 4. Total semester credits will not be less than 132 This study program will provide the graduate with unless all 46 general education credits have been basic skills which may be used in the management of met. In no case will total credits be less than 120. materials, money and human resources within the Degree Requirements various activities, functions and organizations which In order to earn the Bachelor of Applied exist in business, industrial, manufacturing and ser- Management Technology degree, you need to: vice areas. 1. At the time of admission, complete the following Admission placement tests and take any development courses You are eligible for admission to the Bachelor of indicated by the test results: Applied Management Technology degree program if Nelson-Denny Reading Test you hold an AAS degree from an institution accred- Writing Sample Test ited by the North Central Association of Colleges and Descriptive Test of Mathematical Skills. (This is Schools (or the comparable association from another not required if a course equivalent to MATH 121 is region) with a 2.00 grade-point average or above (on transferred.) a 4.00 scale). In certain instances, the Admissions 2. Prior to completion of 12 semester hours at Committee reserves the right to assign you to a St. Ambrose University, take the Library Skills probationary admissions status. Test. 3. Complete two Writing Intensive courses, one of Individual Student Curriculum Plan which must be in the major department at the 300 Each student entering the program may have com- level. pleted a different sequence of college-level courses 4. Complete the designated requirements as considered for transfer—courses which are part of described in the above curriculum plan. the AAS degree as well as any other college level 5. St. Ambrose University evaluates the achievement courses. Therefore, modifications to the required of their students with a variety of assessment in- course list which follows may be necessary for indi- struments. Seniors are required to participate in vidual students. An individual student curriculum this process as a graduation requirement. plan must be developed by the student and faculty 6. Earn a cumulative grade-point average of at least coordinator using existing courses within the follow- 2.00 on a 4.00 scale in all semester credits ing guidelines: attempted and earned at St. Ambrose University, 1. Add developmental course(s) if required by place- and in all semester credits represented by all ment test results. required courses and electives. 2. Add prerequisite course(s) if necessary. 3. Most AAS degree curricula include courses which

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Bachelor Of Elected Studies Degree 6. Attain the age of 25 years or more before pursu- Requirements ing the final 30 semester credits, and the age of The Bachelor of Elected Studies Degree program 27 years or more at the time the degree is award- offers students the option of completing a regular ed. major or of participating with faculty in designing a 7. One or more majors may be earned by fulfilling concentration consisting of courses oriented toward departmental or University requirements, although personal interests, needs or goals. The curriculum no major is required for the Bachelor of Elected includes a general education requirement which Studies Degree. allows flexibility in course work, yet emphasizes the 8. Count no more than 60 semester credits of liberal arts. experiential learning towards the Bachelor of In order to earn a Bachelor of Elected Studies Elected Studies Degree. Degree, you need to: Note: Persons who have fulfilled the require- 1. Complete at least 120 semester credits or a ments for another bachelor’s degree from combination of 120 semester and equivalency St. Ambrose neither automatically earn a credits. Bachelor of Elected Studies Degree in addition to 2. Earn at least 39 semester and/or equivalency cred- the other bachelor’s degree or vice versa. Persons its in courses coded at the 300 level or above, or who have earned a bachelor’s degree at in company studies considered to be upper divi- St. Ambrose or at another regionally accredited sion or upper level. institution, however, may be awarded a Bachelor 3. Earn at least 36 semester credits with a distribu- of Elected Studies Degree by earning at least 30 tion of at least six credit hours each in any three semester credits through courses at St. Ambrose of the following areas other than the areas of after they were awarded their first bachelor’s greatest concentration: Art, Mass degree. There should be at least a 2.00 cumulative Communications, Music, Speech, and Theatre; grade-point average for all courses attempted after Languages and Literature; Natural Science and receiving the earlier bachelor’s degree or degrees. Mathematics; Philosophy and Theology; Social Sciences; Education and Physical Education; and Exceptions to Degree Requirements Accounting, Business Administration and Exceptions to the degree requirements may be grant- Economics. ed only by the Board of Studies. Requests for such 4. Present for approval by the Center for Graduate exceptions should be made in writing and forwarded and Continuing Education Advising Board a cur- to the Board through the Registrar’s Office. Petition riculum plan at least two semesters before antici- forms for waivers of general degree requirements are pated graduation. The plan should indicate at least available in the Registrar’s Office. The Board of 45 semester and/or equivalency credits oriented Studies meets monthly during the academic year and towards your personal interests, needs or goals. as necessary during the summer. (The Advising Board consists of the Dean of the Exceptions to department major requirements Center for Graduate and Continuing Education may be made by the chair of the major department in and two full-time faculty members.) consultation with the registrar. Such departmental 5. Earn through courses at St. Ambrose University waivers and exceptions must be in writing and copies the final 30 semester credits applied to the degree, are maintained in the student’s permanent file. or 45 of the last 60 semester credits.

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Courses that Meet the General Education Chemistry Department Requirements of the CHEM 101 Chemistry and Society 4 1995 - 97 Catalog CHEM 102 History of Chemistry 3

Course CHEM 103 Principles of Chemistry 4 Number Title Credits CHEM 105 General Chemistry I 4 Art Department

ART 100 Drawing Introduction 2 Criminal Justice Department ART 150* Survey of Art Studio 2 CRJU 101 Introduction to Criminal Justice 3 ART 200 Calligraphy I 2 CRJU 316 Crime and Delinquency** 3 ART 201 Studio Fundamentals: Painting 2 **Effective Summer 92 and not retroactive ART 220 Introduction to Prints I 3 ART 233 Photography I 2 English Department ART 250* Art Through the Ages I 2 ENGL 120 Literary Topics 3 ART 251* Art Through the Ages II 2 ENGL 201 British Literature I 3 ART 305 Ceramics 2 ENGL 202 British Literature II 3 ART 350* American Art 2 ENGL 210 American literature I 3 ART 351* Art of the Modern World 2 ENGL 211 American Literature II 3 ART 352* Beyond the Western World 2 ENGL 220 African American Literature 3 ART 353* Classical Heritage 2 ENGL 221 Literature in English ART 354* Christian Heritage in Art 2 Outside the UK and US 3 *Industrial Engineering majors may choose from ENGL 222 Women’s Literature 3 these courses ENGL 223 Ethnic American Literature 3 ENGL 303 Shakespeare 3 Biology Department ENGL 304 Renaissance Literature 3 ENGL 307 Romanticism 3 BIOL 101 Principles of Human Biology 4 ENGL 309 Victorian Literature 3 BIOL 103 General Biology I 4 ENGL 310 Nineteenth-Century Fiction 3 BIOL 106 Human Genetics 3 ENGL 341 American Poetry 3 BIOL 107 Plants and Civilization 3 ENGL 343 American Realism and BIOL 108 Evolution Controversies 3 Naturalism 3 BIOL 109 Environmental Science 4 ENGL 344 Modernism 3 BIOL 110 Natural History for Poets 3 ENGL 345 Twentieth-Century Fiction 3 ENGL 346 Contemporary Fiction 3 Business and Economics Department ENGL 360 Advanced Topics 3 ECON 201 Principles of Macro-Economics 3 ECON 202 Principles of Micro-Economics 3 Foreign Language Department (These courses may not be used by business adminis- 101, 102 First Year Languages 3 tration, accounting or economics majors to fulfill 201 French, German, Spanish 3 general education requirements.) 202 French, German, Spanish 3 301 French, German, Spanish 3 302 French, German, Spanish 3 FLAN 101 Intercultural Understanding 3

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FLAN 201 Selected Works of French MUS 117 Band 1 Literature in Translation 3 MUS 120 Jazz Appreciation 2 FLAN 202 Selected Works of German MUS 121Ð127 Literature in Translation 3 Ensemble 1 FLAN 203 Selected Works of Russian MUS 200 Fundamentals of Music 2 Literature in Translation 3 MUS 303 Advanced Applied Music 1 FLAN 204 Selected Works of Hispanic Non-majors may use any combination of applied or Literature in Translation 3 performance classes in music totaling four semester credits (but no more than three credits of either type) Geography Department to apply to general education requirements. GEOG 201 Physical Geography 3 GEOG 205 Human Geography 3 Philosophy Department

PHIL 101 Introduction to Philosophy 3 History Department PHIL 201 Logic 3 HIST 105 World Civilization to 1500 3 PHIL 207 Ethics 3 HIST 106 World Civilization Since 1500 3 PHIL 208 Philosophies of Life 3 HIST 201 U.S. History to 1865 3 PHIL 210 Social Philosophy 3 HIST 202 U.S. History Since 1865 3 PHIL 217 History of Ancient Philosophy 3 HIST 307 History of Christianity: PHIL 302 Interdisciplinary Seminar in Early and Medieval 3 Peace and Justice 3 HIST 308 History of Christianity: PHIL 305 Business Ethics 3 Reformation and Modern 3 PHIL 310 Bio-Medical Ethics 3 HIST 317 The Middle Ages: 300 to 1300 3 PHIL 342 Ethics of Sexuality 3 HIST 338 Contemporary World PHIL 343 Ethics of Peace and Nonviolence 3 1850 to Present 3 PHIL 360 History of Medieval and HIST 358 Social Change in America Renaissance Philosophy 3 1880 Ð 1980 3 PHIL 365 History of Modern Philosophy 3 HIST 366 Minorities in America 3 PHIL 370 History of American Philosophy 3 HIST 378 History of Latin America PHIL 375 Existentialism 3 Since 1824 3 PHIL 390 Special Topics in Philosophy 3 HIST 383 Far East Since 1840 3 HIST 385 The Modern Middle East 3 Physics Department

ASTR 201 Astronomy 3 Mathematics Department NSCI 105 Introduction to Physical Science 4 MATH 110 Math for the Liberal Arts 3 NSCI 201 Astronomy 3 MATH 121 Intermediate Algebra 3 NSCI 202 Earth Science 3 NSCI 205 Physical Geography 3 Music Department PHYS 110 Physics of Sound and Light 3

MUS 102 Guitar Class 1 PHYS 160 Basic Electricity and Electronics 3 MUS 103 Applied Music 1 PHYS 203 College Physics 4 MUS 110 Music Orientation 2 PHYS 251 General Physics I 5 MUS 111 Choir 1 MUS 115 Music in Culture 2

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Political Science Department Theology Department

PSCI 101 Government of the U.S. I 3 THEO 101 Introduction to Theology 3 PSCI 102 Government of the U.S. II 3 THEO 201 Introduction to the Old Testament 3 PSCI 304 Civil Liberties and the Constitution 3 THEO 202 Introduction to the New Testament 3 PSCI 309 International Politics 3 THEO 215 Introduction to the Sacraments 3 PSCI 313 Foreign Policy of the U.S. 3 THEO 219 Introduction to Moral Issues 3 THEO 240 Introduction to Black Theology 3 Psychology Department THEO 250 Introduction to Comparative

PSYC 105 Introductory Psychology 3 Religions 3 PSYC 201 Personal Adjustment 3 THEO 300 Contemporary Theological Issues 3 PSYC 203 Psychology of Gender 3 THEO 301 Jesus Christ: His People PSYC 304 Child and Adolescent Psychology 3 and Mission 3 PSYC 305 Life-Span Developmental THEO 302 Interdisciplinary Seminar Psychology 3 in Peace and Justice 3 PSYC 324 Abnormal Psychology 3 THEO 307 History of Christianity: Early and Medieval 3 Sociology Department THEO 308 History of Christianity: Reformation and Modern 3 SOC 101 Introduction to Sociology 3 THEO 309 Prayer, Spiritual Life and Liturgy 3 SOC 204 Social Problems 3 THEO 315 The Church: Its Meaning SOC 310 The Family 3 and Mission 3 SOC 313 Social Psychology 3 THEO 317 The Problems of Faith, SOC 320 Deviant Behavior 3 Theological Anthropology 3 SOC 325 Social Movements 3 THEO 340 Women in Theology 3 SOC 340 Social Organizations 3 THEO 350 The Protestant Perspective 3 SOC 341 Social Class in American Society 3 THEO 354 The Jewish Perspective 3 SOC 345 Medical Sociology 3 THEO 365 Theology of Marriage 3 SOC 366 Sociology of Minority Groups 3 THEO 404 The Catholic Perspective 3

Speech and Theatre Department

SPEE 101 Principles of Public Speaking 2 SPEE 203 Interpersonal Communication 2 SPEE 328 Argumentation and Debate 3 SPEE 329 Business and Professional Speaking 3 THTR 202 Survey of Theatre 3 THTR 205 Beginning Acting 3 THTR 210 Survey of American Film 3 THTR 304 Theatre History I 3 THTR 305 Theatre History II 3 THTR 307 Advanced Acting 3 THTR 316 Survey of Current Dramatic Literature 3

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Policies on Credit by Transfer and Other allowed to be applied to a bachelor’s degree from Means St. Ambrose University. Credits from some non-accredited colleges are If you already have completed some post-secondary transferable in whole or in part, but they are not vali- studies elsewhere, your credits will transfer to dated or posted to the permanent record until after St. Ambrose University according to the following the completion of 15 semester credits at St. Ambrose. policies. Registered nurses who have successfully complet- As many as 60 semester credits earned at a junior ed a three-year Hospital Diploma Program ordinarily or community college may be accepted in transfer if are awarded 90 semester equivalency credits which the credits were attached to college-level courses are applicable to a Bachelor of Arts in Special taken at a regionally accredited institution and are Studies degree without a major. Those who have generally recognized as transferable by members of completed a two-year Hospital Diploma Program the American Association of Collegiate Registrars ordinarily are awarded 60 semester equivalency cred- and Admissions Officers. (Credits for which a grade its applicable to the degree. of “1.00 - 1.99” on a 4.00 system was earned may be Credits attached to courses successfully complet- transferred provided a person has, at the time of ed through the United States Armed Forces Institute transfer, a cumulative grade-point average of at least (usafi) are transferable and applicable to a bachelor’s 2.00 on the 4.00 system at the institution at which degree at St. Ambrose University. any “1.00 - 1.99” grades were earned.) Transfer cred- its to be applied toward General Education require- Accelerating Progress Toward a Degree ments must have been completed with a 2.00 or above grade. Post-baccalaureate students seeking a second degree, If you have graduated from a two-year college whether they graduated from St. Ambrose or another with a 2.00 grade average, your Associate in Arts institution, will have all of their transcripts evaluated Degree or Associate in Science Degree will be (including those from junior colleges) regardless of accepted at St. Ambrose University as fulfilling 60 the order of attendance. A possible total of 90 semes- semester credits of baccalaureate requirements, and ter credits can be transferred in using a “pool” of all you will be given junior status. credits earned. Acceptance of any credits earned at a junior or Students may be able to reduce the amount of community college after earning a total of 60 semes- time ordinarily required to earn a bachelor’s degree ter credits at senior colleges and universities, or at a in one or more of the following ways: combination of senior colleges and universities plus 1. Achieving sufficiently high scores on examina- junior and/or community colleges, is subject to the tions in the College-Level Examination Program approval of the St. Ambrose University Board of (clep) of the College Entrance Examination Studies. The guiding principle in such cases is that Board. (For further information, see College- the last 60 semester credits of college work are to be Level Examination Program, in this section.) earned at four-year colleges or universities. (This 2. Obtaining equivalency credits through the does not apply to the Associate of Applied Science Advanced Placement Examinations (ap) of the Degree unless you have applied for the Bachelor of College Entrance Examination Board. Applied Management Technology Degree.) 3. Performing satisfactorily on some Subject A maximum of 90 semester credits from senior Standardized Tests of the United States Armed colleges, universities, junior colleges, and community Forces Institute (usafi) and/or the Defense colleges combined may be accepted in transfer and Activity for Nontraditional Education Support

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(dantes). Assessment of Prior Experiential Learning 4. Receiving recognition for studies completed with St. Ambrose has established a system for assessing certain non-collegiate organizations and compa- and crediting prior experiential learning if you are an nies. adult student who brings practical knowledge and 5. Establishing the acquisition of certain Military experience when you come to the University. Occupational Specialties (mos’s), or even having If you can demonstrate to the satisfaction of an spent some time in military service. expert in a given field that you have gained college- 6. Providing the attainment of college-level learning level learning outside the college classroom, you from life and work experience. (For further ordinarily are able to obtain equivalency credits information, see Assessment of Prior Experiential applicable to a degree. These credits may or may not Learning, in this section.) be transferable to other colleges. St. Ambrose University permits a maximum of 60 Methods of demonstrating prior experiential equivalency credits for non-classroom learning to be learning include portfolio development or special applied to a degree, or the equivalent of 90 semester examination by department. For further information credits for a combination of classroom and non-class- about policies and procedures on assessment of prior room learning done elsewhere. experiential learning, contact the Center for Graduate and Continuing Education. College-Level Examination Program (CLEP) You will find that St. Ambrose University recognizes Special Programs the five general examinations and most of the subject Health Services Programs examinations of the College-Level Examination St. Ambrose has a four-year pre-medical program, Program of the College Entrance Examination Board. and programs in pre-osteopathic medicine, pre-den- CLEP credits may be used to fulfill general educa- tistry, pre-medical technology, or pre-veterinary med- tion and elective requirements. They also may be icine. For information contact the chair of the used to fulfill major requirements with Departmental Biology Department or the dean of Admissions. approval. Credits are not given for introductory St. Ambrose also has several variations of pro- courses when there are previously-earned credits for grams to prepare for entry into a school of chiroprac- a more advanced course in the same area. tic study. For information, contact the Biology CLEP examinations are administered at Department. St. Ambrose University on a regularly scheduled basis. This schedule is available in the Center for International Studies Program Graduate and Continuing Education. Arrangements The Department of International Studies helps stu- for taking the examinations must be made three dents plan study abroad as part of their academic weeks in advance of the date of administration. program. Students can earn up to 30 credit hours per Counseling for clep credits is available through the year and may satisfy some general education or Center for Graduate and Continuing Education. For major requirements while living and studying abroad. further information about clep examinations, contact In addition to countless accredited programs through the Center for Graduate and Continuing Education. other colleges and universities, St. Ambrose holds a long-time affiliation with Central College in Pella,

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Iowa, and its study abroad programs in France, Substance Abuse Counseling Mexico, China, Spain, Austria, Holland, England and Theology Wales. Through Loyola University in Chicago, stu- Youth Ministries dents can study in Rome. Through Augustana College, students can attend a summer program in Special Programs Cuenca, Ecuador. At times, there are groups going Accounting Employment/Work Study abroad led by SAU faculty. More information is avail- Cooperative Program/Internships able from the Department of International Studies. Foreign Study Programs in Britain, France, Germany-Austria, Mexico and Spain Pre-Law Program and Certificate Peace and Justice Program There are a number of courses about law at Women’s Studies Program St. Ambrose University to help students decide whether to seek a professional specialization as a Certificates lawyer. A guided program of pre-legal studies also is Business Administration available to prepare students for law school. Pre-law Government Procurement advising is available through the Political Science Computer Science and the Philosophy Departments. Students receive Programmers Certificate help planning a course of study and law school Interdisciplinary placement. See the Political Science area in this cata- Catholic Studies log for information on the Pre-Law Certificate. For Peace and Justice more information, contact the Political Science Women’s Studies Department. Political Science Pre-Law Other Programs Concentrations Classification of Undergraduate Students Art Freshman: 0 to 29 semester credits Fine Arts Sophomore: 30 to 59 semester credits Graphics Junior: 60 to 89 semester credits Business Administration Senior: 90 semester credits Government Procurement Mass Communications Advertising/Public Relations Journalism Radio/Television Physical Education Coaching Endorsement Sociology General Human Services and Social Work Human Services and Social Work with the Elderly Human Services and Social Work with Young People

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Statement of Major the requirements. Advising individual students of At the time of admission to St. Ambrose University, their progress is a service provided them and does students are encouraged to indicate a specific area of not relieve them of their responsibility to make cer- academic interest. The concentration in an academic tain they are meeting the requirements. Students subject is the students’ major. should check with their academic advisers as to the Each major has a structured program of courses procedures they should follow in this matter as they which provides an in-depth understanding and mas- approach graduation. tery of the area. These programs are described in the Students will be billed for your graduation fee by catalog under their programs of study and course the Business Office near the middle of the last descriptions. Students may major in more than one semester. The fee covers such costs as the Senior department, and each major is pursued under supervi- Assessment, graduation audit, graduation invitations, sion. cap and gown, and diploma. By the end of the sophomore year, students are to Students who will complete no more than six file a formal statement of major or majors in the semester credits during the interim and summer ses- Registrar’s Office. Students wishing to change their sions may apply to go through the May commence- stated major or to add another major are to file a new ment ceremony. Contact the Registrar by January 31 statement reflecting such a change. Forms for the of the graduation year. Enroll in the summer courses statement are available in the Registrar’s Office. The and pay the graduation fee by the last week of April. statement is to include the approval and the signature of the department chair of each major. Graduation Honors At graduation, honors are conferred upon students Application for Graduation who have maintained the following grade-point aver- As candidates for a degree, students are to file in the ages: Registrar’s Office an application for graduation one Cum laude 3.50 year before the date they plan to complete the Magna cum laude 3.75 requirements for graduation. Late application will be Summa cum laude 3.90 accepted up to three months before graduation day. Generally, graduation honor status is based on the This insures that students are registered for the GPA of all courses taken (including transfer courses) Senior Assessment Exam and that the Career prior to the semester in which graduation takes place. Development Center and the Business Office are Students who have a higher GPA after their final notified of the graduation status In addition, a gradu- semester, which puts them into the honors category ation audit of all records is completed by the or moves them to a higher level, will have the new Registrar’s Office to make sure students are meeting category posted to the permanent record and added to all graduation requirements. their diplomas. Honors will not be removed or low- In addition to completing the steps for application ered if the last semester GPA lowers the cumulative for graduation, students are responsible for determin- GPA. ing that they are meeting all graduation requirements Students who successfully complete the Honors and have no outstanding financial obligation to the Program course of study will graduate “in cursu hon- University. Even though the University provides an orum.” academic check on graduating students, this is done primarily to be sure its graduating students have met

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Academic Information

Course Numbers For the Summer Session the following criteria are Course numbers have the following meaning: used: During the May Interim (3 weeks) a class load Courses numbered from 100 to 199 normally are of three credits is considered full-time. During the freshman courses. regular day or evening session (6 weeks) a class load Courses numbered from 200 to 299 normally are of six credits is considered full-time and three credits sophomore courses. is half-time. Courses numbered from 300 to 499 normally are junior and senior courses. Graduate Class Load Graduate courses are numbered 500 through 800. A graduate student with a class load of nine semester credits is considered a full-time student, one with 6 Undergraduate Class Load semester credits is considered a three-quarter time The normal undergraduate full-time class load is 15 student, and one with three credits is considered a to 17 semester credits. A student with a class load of part-time student. For the Summer Session a class 12 semester credits is considered a full-time student, load of three credits is considered full-time. and one with less than 12 semester credits is consid- ered a part-time student. All freshman students are Class Attendance limited to a maximum of 18 semester credits. An Students are encouraged to attend class regularly to exception may be made for engineering and science maintain their scholarship record. Each faculty mem- students. Students on scholastic warning, probation ber, however, establishes an individual class atten- or subject to review may not register for more than dance and absentee policy. This policy is explained at 12 semester credits without the written approval of the beginning of each semester by each faculty mem- the Board of Studies. An exception to this is when ber, who also places the policy on file in writing in the thirteenth credit hour would result from register- the Offices of the Registrar and the Provost. ing for the New Student Seminar. A semester credit is defined as one 50-minute lec- Undergraduate Grading System ture or recitation period per week for one semester. The grading system uses symbols with the following Laboratory periods are two to three periods in length meanings: and are equivalent to one lecture period. A = exceptional achievement Students who wish to register for more than 18 B+= achievement qualitatively greater than that semester credits will need permission from the Board required for the grade of B of Studies before registering for the desired extra B = achievement superior to the basic level course. This permission can be granted if students C+= achievement discernibly above basic achieve- have achieved for the last semester of recorded col- ment lege work a grade-point average of 3.00 and have an C = basic achievement in which both qualitative exceptional and satisfactory reason. and quantitative requirements are met ade- Concurrent registration for transfer credits at quately and satisfactorily another institution by full-time students is allowed D = work below the basic level of achievement but only if they have prior approval of the appropriate of sufficient quality to warrant credit college dean. P = passing work completed in a course where the student is registered Pass/No Pass

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2. This grade will carry “Resident Credit” that can NP= not passing work completed in a course where be used to meet financial aid and loan deferment the student is registered Pass/No Pass requirements for one academic year from date of F = complete failure to meet course requirements enrollment. W = withdrawal from a course without an assigned 3. Satisfactory progress has to be confirmed by the grade department chair at the beginning of each semes- WF= withdrawal from a course while doing failing ter within the academic year. work 4. If the work is not completed within one academic WP= withdrawal from a course while doing passing year, the student will have to re-enroll in the work course and accept all financial consequences of I = incomplete work (a student needs to have this action. completed a majority of the course with a passing grade and to have worked out a sched- Grade Quality-Points ule of completion with the teacher) Academic standing is communicated through the use IP = in progress work (for students in courses that of a numerical system of “quality-points.” To be in are not expected to be completed within the good standing, you need to have an average of two normal semester, i.e. Occupational Therapy quality-points for each semester credit attempted or a internships. See explanation below.) 2.00 cumulative grade average. Each letter grade carries a specific quality-point X = absence from the final examination (a schedule value. The quality-points earned in a specific course of completion is to be worked out with the are equal to the value of the letter grade multiplied teacher) by the number of credits. Each letter grade has the AU= course taken on audit basis following quality-points value: If a student receives an I or X, the course must be A = 4 quality-points completed by the pre-arranged date made with the B+= 3.5 quality-points teacher of the course or by the end of the first 10 B = 3 quality-points weeks of the next semester. A grade of F will be C+= 2.5 quality-points assigned if these deadlines are not met. C = 2 quality-points All I or X grades assigned before July 1, 1986 D = 1 quality-points will be entered as F. Students wishing further consid- F = 0 quality-points eration must apply to the Board of Studies. An incomplete (I) grade is not assigned any quali- An IP grade is to be used with courses that are ty-point value and the course is not included in the not expected to be completed within a regular acade- calculation of the cumulative grade point average mic semester, such as Occupational Therapy intern- until a grade for the course is assigned. A Pass/No ships. Courses seeking to use this grade would have Pass course does not figure in the computation of the to be approved by the Educational Policy Committee. quality-point average. Courses approved to use this grade have a notation Your quality-point average is determined by mul- within their course description. The requirements for tiplying the numeric value of the letter grade by the use of this grade are as follows: semester credits the course carries. Add up the quali- 1. Completion of course work is limited to one aca- ty-points earned in each course and divided by the demic year from date of enrollment. total number of semester credits attempted. The result is your cumulative grade-point average.

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Graduate Grading System The grading system uses symbols with the following Grade Quality-Points meanings: A = 4 quality-points per credit A = superior performance B = 3 quality-points per credit B = suitably proficient performance C = 2 quality-points per credit C = marginal performance F = 0 quality-points per credit F = unacceptable performance W = withdrawal from course (not a grade) Dean’s List I = student does not complete all course require- The Undergraduate Dean’s List is compiled at the ments (grade must be amended in accordance end of each fall and spring semester. All full-time with regular University and Graduate School students who have achieved a 3.50 or more semester policies.) grade-point average are eligible for inclusion on the IP = in progress work (for students in courses that list. are not expected to be completed within the Part-time students may apply upon completion of normal semester, i.e. Special Education Thesis. 12 semester credits with a grade-point average of See explanation below.) 3.50 or more. After each subsequent block of 12 An IP grade is to be used with courses that are not semester credits with a 3.50 grade point average, expected to be completed within a regular academic part-time students may apply again for inclusion. semester, such as Occupational and Master of Dean’s List application by part-time students may be Physical Therapy internships, Special Education completed in the Registrar’s Office or the Center for Thesis, and Master of Criminal Justice project. Graduate and Continuing Education. Courses seeking to use this grade would have to be approved by the Educational Policy Committee. Pass/No Pass Option Courses approved to use this grade have a notation A Pass/No Pass option is available if you wish to within their course description. The requirements for explore an academic interest outside of your major use of this grade are as follows: program without jeopardizing your grade- point aver- 1. Completion of course work is limited to one aca- age. Courses taken Pass/No Pass, therefore, cannot demic year from date of enrollment. be used to complete general degree requirements or 2. This grade will carry “Resident Credit” that can to complete a major, minor, concentration or related be used to meet financial aid and loan deferment mandatory courses. A course taken Pass/No Pass requirements for one academic year from date of does count toward the required 120 semester credits enrollment. needed for graduation. 3. Satisfactory progress has to be confirmed by the The following should be noted: department chair at the beginning of each semes- 1. You are to be enrolled for three or more semester ter within the academic year. credits at St. Ambrose University. 4. If the work is not completed within one academic 2. Only eight Pass/No Pass courses (24 semester year, the student will have to re-enroll in the credits) will count toward the 120 semester credits course and accept all financial consequences of required for graduation. this action. 3. A Pass/No Pass course may not be used to fulfill general degree requirements, major, minor or con- centration mandatory requirements. (Exceptions:

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upper division courses only offered on a Pass/No Pass basis and required for a major, minor or con- Second-Grade Option centration.) 4. A Pass/No Pass course will not be figured in the A student may repeat a course taken at St. Ambrose computation of grade-point average. University, unless obvious regression is involved, and 5. Instructors have no notification of who is opting have only the grade and credit of the second registra- for the Pass/No Pass privilege. tion used in calculating total hours earned as well as 6. You may start a course declaring a Pass/No Pass cumulative and total cumulative grade-point aver- or a Grade option, and then change to a letter ages. Under the provisions of this option, the Office grade or Pass/No Pass within three weeks from of the Registrar will mark the permanent record to the beginning of the semester. (The time limit for show that a particular course has been repeated. Both a student enrolled in a Weekend College course to grades will remain on the permanent record, but only choose the Pass/No Pass option is prior to the the second one will be used in calculating the grade- start of the second weekend of the course.) point averages and hours earned. Students who wish to use this option should: 1. Register in the usual manner for the course they Auditing wish to repeat. Undergraduate students may register for a course on 2. Check their eligibility in the Registrar’s Office an audit basis instead of for credit. Audit courses are and complete the proper form. Unless the proper to be considered part of the student’s total credit load form is completed, both grades will continue to be in computing the student’s tuition. Thus, a student counted in the grade-point averages. who registers for 12 semester hours for credit and Restrictions: three semester hours on an audit basis is considered 1. The second-grade option may be used only once for tuition purposes to have registered for an equiva- per course. lent of fifteen semester hours. 2. If the course was taken for a grade the first time, Students may change their registration from credit it must be taken for a grade the second time. to an audit basis during the first four weeks of the 3. If the course was taken Pass/No Pass the first semester. However, an initial registration for audit time, it may be taken Pass/No Pass or for a grade may not be changed to a for credit registration once the second time. classes have begun. 4. The second-grade option may not be used if the first grade was assigned as a result of disciplinary Retaking a Course action. Courses which are retaken to demonstrate additional 5. The second-grade option may be used in no more proficiency in a content area will not be counted than 4 courses or no more than 12 semester cred- toward the 120 semester credits required for gradua- its. tion if prior credit has been awarded for the same 6. The second-grade option may be used only for course. The grades for both courses will be used in courses taken and repeated at St. Ambrose computing the cumulative grade-point average unless University. application is made for the Second Grade Option Note: This policy began August 26, 1987 and is (See below). not retroactive prior to that date.

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Change of Registration Board, students in academic difficulty will be placed If you wish to change your registration, you must on scholastic warning, probation or subject to review. record it officially on the appropriate form in the Those students whose cumulative average is below a Registrar’s Office. Otherwise you will receive an F in 2.00 or C will be placed on scholastic probation or the unofficially dropped course and there will be no will be dismissed. Each case is reviewed on an indi- credit for the unofficially added course. It is your vidual basis. responsibility to fill out the change of registration A student who has been academically dismissed form, obtain signatures of the instructors involved may be considered for readmission after one full and of your academic advisor, and return the form to semester has passed. A summer session does not con- the Registrar’s Office. (See Expenses in the Finance stitute a full semester. section) Students are urged to contact the registrar after During a 16-week academic semester, if a course they have received notice of academic difficulty from is dropped between the first week and the end of the the Board of Studies in order to explain their situa- fourth week of class, no grade is officially recorded. tion. If a course is dropped between the end of the Students placed on academic warning or proba- fourth week and the end of the 10th week, the grade tion may not register for more than 12 semester cred- of W (Withdrawal) is officially recorded. its without the written approval of the Board of If a course is dropped after the 10th week, the Studies. change is officially recorded as WF (Withdrew Failing) or WP (Withdrew Passing) as determined by Policy on Academic Dishonesty the instructor. “Plagiarism” involves submitting work prepared out- During the shorter summer academic sessions, side of class that is not entirely the student’s own, which are less than 16 weeks, the time periods are such as papers, reports, and oral presentations. pro-rated for withdrawal. “Simple plagiarism” refers to the occasional use of words or ideas from outside sources without docu- Withdrawal from the University menting those sources. As a possible penalty, the Official withdrawal from the University during the instructor may require the work to be resubmitted semester is arranged with the appropriate college with documentation and/or require the student to dean or the registrar before the student leaves the work on documentation at the Academic Support campus. Official withdrawal insures that all records Center. properly reflect such action. Students who leave “Aggravated plagiarism” refers to purchasing a unofficially will receive F grades in all classes listed paper, having another person write a paper, or exten- on the official registration. sive copying of words or ideas from outside sources. Possible penalties range from having to resubmit the assignment to receiving a grade of F for the course. Academic Warning, Probation and Dismissal “Cheating” refers to dishonesty in classroom All undergraduate students are expected to maintain a examinations. 2.00 or C semester or cumulative average. At the “Simple cheating” refers to occasional copying completion of each semester, the Board of Studies from another’s paper during an examination. As a reviews the grades for each student who has not possible penalty, the student may be required to achieved this average. By determination of the retake the examination.

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“Aggravated cheating” refers to the use of “crib” 3. The professor or the student may pursue the notes or extensive copying from another’s paper. As a investigation formally through the office of the possible penalty the student may receive an F on the dean of students and the Judicial Board. This examination or receive a WF or F for the entire method is suggested for those charged with orga- course. nized cheating or aggravated plagiarism, for “Organized cheating” refers to the use of a stolen example, those who may have supplied a paper or examination and to any attempt to change a grade by sections of a paper to another student and who dishonest means, such as changing scores in an may or may not be enrolled in the class in ques- instructor’s grade book. As a possible penalty the stu- tion. dent may be suspended from the University for one 4. The dean of students will give written notice to semester, and serious cases may result in expulsion the individual(s) involved within 24 hours of the from the University. complaint, and the student will be given 48 hours Little distinction is made between the student who to prepare a defense. The Judicial Board will is actually guilty of academic dishonesty and anyone determine guilt or innocence in each case. In who aids the student by such action as providing a those cases where the student is guilty, the copy of a stolen examination, or by writing a paper Judicial Board will apply a penalty taken from for another student. these guidelines, taking into consideration the rec- An instructor and the University can change a stu- ommendation of the professor. The ruling of the dent’s grade at any time, even after a course has been Judicial Board may be appealed to the provost, completed if the student has committed an act of aca- whose ruling will be final and binding. demic dishonesty. *The Board is made up of three professors (the The following process will be used to investigate three elected members of the Faculty Grievance acts of cheating or plagiarism and to implement the Committee, with ex-officio members serving as suggested penalties: alternates), and three students elected by the 1. An investigation may be initiated by a professor Student Government Association. or a student or parties who have reason to believe that an offense has taken place. Students or others need only notify the professor, the department chairperson, the appropriate college dean, or dean of students, either verbally or in writing, that they think a violation has taken place. The names of those supplying information will be held in confi- dence by the University. 2. The professor may pursue the matter either infor- mally or formally. The professor may confront the student with the charge informally and suggest a sanction that the professor feels is appropriate. The student may either accept the sanction or may request a formal hearing before the St. Ambrose Judicial Board.*

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Academic Information

St. Ambrose University Organization

College of Arts and Sciences Departments Art Biology Chemistry Economics English History and Geography Classical and Modern Languages Mathematics and Computer Science Music Philosophy Physics, Engineering and Natural Sciences Political Science Psychology Social Work Sociology Speech and Theatre Theology

College of Business Departments Accounting Business Administration Health Care Administration Industrial Engineering

College of Human Services Departments Criminal Justice Education Health, Physical Education and Sports Science Mass Communications Occupational Therapy Physical Therapy

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Undergraduate Programs SAU Catalog (Quark) 2/22/96 6:12 PM Page 60

Accounting

The Department of Accounting offers an undergraduate Accounting Degree and a Master of Accounting Program. The objective of the undergraduate accounting program is to provide skills and knowledge necessary for a professional career in public and private accounting. In addition to providing services to other pro- grams, the department offers a minor in accounting.

Requirements for a Major: Mathematics 151 or ACCT 202. Accounting Principles II 3 credits equivalent as determined by the Accounting This course provides a further understanding of the Department; 31 semester credits in accounting basics of financial accounting and reporting and pro- including ACCT 201, 202, 203, 301, 302, 304, 305, vides an understanding of the basics of managerial 307, 309, and six elective credits from ACCT 306, accounting. It includes accounting for capital stock 310, 401, and 402; CSCI 305 or ACCT 300; nine credits transactions, preparing and analyzing financial state- in economics including ECON 201, 202, and 307 or ments of corporations, product costing, budgeting, 331; 15 credits in business administration including and managerial control. Prerequisite: ACCT 201. BUS 205, 301, 302, and six elective credits from ACCT 203. Accounting Principles Lab 1 credit BUS 303, 309, 310, 316, or 321. A computer assisted laboratory that enhances the Requirements for a Minor: 18 semester credits in understanding of principles learned in ACCT 201 by accounting courses. using computer applications. Prerequisite: ACCT 201.

ACCT 300. Accounting with Computer Applications Course Descriptions 2 credits ACCT 201. Accounting Principles I 3 credits A computer assisted accounting applications course This course provides an understanding of the basics intended to provide the student with a broad knowl- of financial accounting and reporting. It includes edge of computer applications frequently encoun- transaction analysis, recording of transactions in tered in accounting situations. Students complete journals and ledgers, accounting for assets, liabilities cases requiring the preparation of spreadsheets and and owner’s equity, and preparation of financial state- data bases. Prerequisites: ACCT 201, 202, 203. ments in conformity with Generally Accepted Pre/corequisite: ACCT 301. Accounting Principles (gaap).

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ACCT 301. Intermediate Accounting I 3 credits WI-ACCT 309. Special Accounting Topics 3 credits The first of two courses offering in-depth analysis of Specialized analysis of selected accounting topics accounting principles and their potential impact on including leases, earnings per share, bond transac- business and the profession. Topics include the bal- tions, accounting for income taxes, and pensions. ance sheet, income statement, current assets and cur- This course makes intensive use of cases and presen- rent liabilities. Offered only in the fall semester. tations. Prerequisites: ACCT 201, 202, 301, 302. Prerequisites: ACCT 201 and 202 with a grade of C or ACCT 310. Governmental Accounting 3 credits above. An overview of fund accounting for governmental ACCT 302. Intermediate Accounting II 3 credits and nonprofit entities. Underlying concepts of fund An in-depth analysis of some of the more challeng- accounting and interfund relationships. Prerequisite: ing accounting areas. Topics include fixed assets, ACCT 201, 202. contributed capital, revenue recognition, and state- ACCT 401. Advanced Accounting 3 credits ment of cash flows. Offered only in the spring semes- An in-depth analysis of advanced, specialized phases ter. Prerequisites: ACCT 201, 202, 301. of financial accounting. Topics include consolida- WI-ACCT 304. Auditing 3 credits tions, partnerships, foreign currency transactions, Detailed analysis of auditing principles and tech- bankruptcy, and Securities and Exchange niques. Topics include professional ethics, internal Commission reporting requirements. Prerequisites: control, auditor’s report and various audit procedures. ACCT 201, 202, 301, 302. Prerequisites: ACCT 301, 302. WI-ACCT 402. Accounting Issues Seminar 3 credits ACCT 305. Income Tax Procedures I 3 credits Focuses on the theoretical and practical issues and A study of the federal tax structure and the applica- controversies in accounting. Discussion-oriented tion of income tax principles as they apply to the course which allows students to tie all they have individual taxpayer. Tax planning strategies will be learned in a meaningful manner, and to relate their introduced. Prerequisites: ACCT 201, 202. learning to real world issues. Prerequisites: ACCT 201, 202, 301, 302. ACCT 306. Income Tax Procedures II 3 credits A review of the federal tax code as it relates to cor- porations, partnerships, estates, and trusts. The course includes tax planning to maximize preferential tax treatment. Recommended for those who may consider a career in public accounting. Prerequisites: ACCT 201, 202, 305.

ACCT 307. Cost Accounting 3 credits This course will include job order costing, process costing, allocation of joint costs, indirect and service department costs, cost-volume-profit analysis, differ- ential cost analysis, capital investment decision mod- els, standard costing, and cost variances. Prerequisites: ACCT 201, 202, with a grade of C or above.

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Undergraduate Curricula and Courses

Applied Management Technology

The Bachelor of Applied Management Technology Degree Program is designed

to build on a two-year Associate of Applied Science (aas) degree. As an AAS degree holder, the student will have already completed a specialized technical, vocational or professional study program and may now add general education and applied management studies to earn a baccalaureate degree.

This study program will provide the graduate with basic skills which may be used in the management of materials, money and human resources within the various activities, functions and organizations which exist in business, industrial, manufacturing and ser- vice areas. The student will be a management techni- cian. For information on admission and individual stu- dent curriculum plans, see the Academic Information section. Course Requirements for Transfer Credit for a Degree in Applied Management Technology:60 hours of transfer credit if the AAS Degree contains at least 60 semester credits. Required Courses and Electives at St. Ambrose: ACCT 201, 202; BUS 205, 301, 303, 309, 310, 350; CSCI 120 or 210 or 220 or approved computer pro- gramming language; ECON 201, 202; ENGL 101, 217, three semester credits of approved literature or lan- guage elective; six semester credits of approved art, music or theatre; three semester credits of an approved history course; MATH 151; four semester credits of approved natural science courses; PHIL 305, three credits of theology, and three credits of theolo- gy or philosophy; SPEE 101 or 203 or 321 or 329; three semester credits of an approved social science course (not history).

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Undergraduate Curricula and Courses

Art

The Art Department believes that art is an all-inclusive discipline in which forms, ideas and times are connected. As educators and artists, we teach our students how to understand and create art that speaks to this interconnectedness. We pre- sent students with a holistic experience in which aspects of their minds, bodies and spirits are explored, challenged, expressed, and enriched. The Art Department offers three degree programs—each conferring a bachelor of arts—in Graphic Design, Fine Art and Art Education. These courses of study prepare art majors for graduate studies, for careers in

graphic design and studio arts, for K Ð 12 art teaching certification, and for many other art-related, professional occupations.

Requirements for a Major: ART 100, and 26 semes- Requirements for Teaching Minor 7 Ð 12: ter credits above the freshman level including ART ART 100, 200, 201, 205, 206, 207, 208, 220, 251, and 201, 205, 206, 207, 208, 250, 251, 303, 351, and 303, plus the appropriate methods course—ART 340 three further credits of Art History. For the Fine Arts or 342. Major, 22 additional credits including the following: ART 304, 330, 331, 400, 430, 431, and six credits of The Schatz Wildlife Art Scholarship electives. For the Graphic Design Major, 22 addi- Meerbusch, Germany tional credits including the following: ART 200, 210, This art scholarship is given to St. Ambrose 231, 306, 310, 401, 410, and three credits of elec- University art students for study abroad. This is a tives. credit course. Professor Manfred Schatz will take students for Requirements for an Art Minor: ART 100 and 251, painting and drawing instruction in his Meerbusch and 12 additional credits of art. studio for a period of two to three weeks during the Requirements for an Art Education Teaching summer months. Host German families will house Major K Ð 6 or 7 Ð 12: Students majoring in art and and feed students in their home for this period. expecting to qualify for a license to teach art at the Scholarship includes round-trip airfare from Moline, elementary or secondary level are required to take Illinois, to Dusseldorf, Germany. ART 100, 200, 201, 205, 206, 207, 208, 220, 251, Students may apply to the Art Department chair. 303, 305, 330, and 351. Additionally required are Recipients will be selected through the president’s ART 340 and 342, cross-referenced in the Education scholarship committee. Department offerings. Requirements for application to the Practitioner Preparation Program and education course requirements are found in the Department of Education section of this catalog (see Education Department).

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Course Descriptions ART 207. Studio Fundamentals: Drawing 3 credits An exploration of the expressive possibilities of rep- #ART 100. Drawing Introduction 3 credits A course in the basics of the visual language as resentational image making. Special emphasis on the expressed in drawing. Students initially draw from physical effects of light, linear perspective, elemen- direct observation using a variety of media. Lessons tary figure composition, and the creation of a narra- progress to increasingly expressive interpretations of tive. Prerequisite: ART 100. content. Concentration on pictorial composition and ART 208. Studio Fundamentals: technical fluency. 3D Design 2 credits Introductory level course involving the interpretation #ART 150. Survey of Art Studio 2 credits For non-art majors only. This course offers hands-on and application of the basic principles of three- studio experience in a variety of art media and famil- dimensional design to a variety of problem-solving iarity with common art terminology. experiences. Emphasis on conceptual growth and personal expression through the investigation of the #ART 200. Calligraphy 3 credits expressive nature of materials. Prerequisite ART 100. An introductory study of Root Alphabets of Western Calligraphy, utilizing shaded writing implements ART 210. Graphic Design I 3 credits such as steel and felt-tipped pens, and brushes for Fundamentals of typography and the handling and writing and lettering. An understanding of page design of text. Beginnings of page layout. design is developed as letter forms, page decoration Introduction to scanning and subsequent image and illumination are combined. manipulation. Prerequisites: ART 205, 206. #ART 220. Introduction to Prints I 3 credits #ART 201. Studio Fundamentals: Painting 3 credits Students will learn to make prints using a variety of Basic painting tools and techniques are introduced. media such as monoprint, intaglio, lithography, relief Students will explore color as it informs painting printing, and silk-screen. from observation. ART 231. Survey of Advertising Principles 3 credits ART 205. Studio Fundamentals: Computers in Art 3 credits Principles of design of printed advertising. Students Introductory course dealing with how the computer create layouts in a variety of contexts. can be applied to the artistic process. Basic drawing, #ART 233. Photography I 3 credits painting and type manipulation will be explored. Beginning course in black & white photography. Prerequisite: ART 100. Students will use their own 35 mm manually-operat- ed camera as a creative tool for personal investigation ART 206. Studio Fundamentals: and storytelling. Film exposure and development, 2D Design 3 credits An introductory course exploring two-dimensional print enlargement, and basic pictorial composition design concepts and processes. Emphasis is on the are covered. examination of basic elements of design and the prin- ART 234. Photography II 3 credits ciples of expression involved with their use. Advanced course for students with experience in Thorough investigation of the ways in which abstrac- basic photography. Student designs and completes tion delivers meaning. Prerequisite: ART 100. personal projects in photo journalism, commercial studio practice, and art photography. Prerequisite: ART 233 or permission of instructor.

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#ART 250. Art Through the Ages I 3 credits ART 330, 331. Painting I, II 3 credits Introductory chronological survey of history of art This course is designed to provide a strong founda- from prehistoric times through Middle Ages. tion for the study of oil painting. A thorough under- standing of the techniques, materials, and concepts is #ART 251. Art Through the Ages II 3 credits developed along with an awareness of the medium’s Introductory chronological survey of history of art expressive possibilities. Prerequisites: ART 206, 207. from Renaissance to the Modern World. ART 335, 336. Special Art Projects 1 Ð 3 credits ART 303. Figure Composition Advanced, guided work in chosen medium to meet and Anatomy 3 credits specific needs of the art major. Prerequisite: Junior or A studio course concerned with the analysis of the senior standing and instructor permission. skeletal, muscular, and surface anatomy of the human form. Skeletons, plaster casts, and live models will ART 340. Elementary Art Methods 3 credits be used. Prerequisites: ART 206, 207. Concentrates on graphic and plastic arts, including art appreciation, and three-dimensional art and crafts ART 304. Figure Drawing 3 credits for elementary schools. Intensive study of the human figure and its expres- sive potential. Experimentation with a variety of ART 342. Secondary Art Methods 3 credits medium and techniques. Prerequisites: ART 206, 207, Concentrates on graphic and plastic arts, including 303. art appreciation, and three-dimensional arts and crafts for secondary schools. #ART 305. Ceramics 3 credits An introduction to working in clay with projects in #-WI-ART 350. American Art 3 credits coil, slab, and cast pieces. Wheel-throwing will be A chronological survey of the history of American art briefly introduced. from prehistoric Native American roots, through the American Revolution until the first World War. ART 306. Illustration 3 credits Painting, sculpture, architecture and the decorative Study of the technique, history and contexts of illus- arts will be investigated. tration. Prerequisites: ART 201, 206, 207. #-WI-ART 351. Art of the Modern World 3 credits ART 310. Graphic Design II 3 credits A study of the art of the 20th century. Painting, Computer illustration and its integration with typog- sculpture, the “time arts,” and architecture will be raphy and other forms of imagery in design. Students investigated. Prerequisite: ART 251. apply basic color theory to the computer platform. Prerequisites: ART 207, 210. #ART 352. Beyond the Western World 3 credits As our outlook becomes more global, approaching ART 319. Independent Study in the 21st century, it is important to move outside of History of Art 1 - 6 credits our “Western” focus, to study the heritage of other Individual study open to junior and senior art stu- continents. This course will cover the Pre-Columbian dents wishing to do further research in art history and civilizations of South America and the developments research methodology. Permission of instructor of Tribal art in Africa. required.

ART 320. Introduction to Prints II 3 credits In-depth investigation of a major printmaking tech- nique chosen by the student. Personal issues are developed as editions of prints are created. Prerequisites: ART 206, 207, 220.

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#ART 353. The Classical Heritage 3 credits ART 410. Graphic Design III 3 credits The Classical world of Greece and Rome has left Application of graphic design principles to projects indelible prints on the heritage of the western world. at the professional level. Conception and full realiza- This class will look into the various revivals of clas- tion of commercial design products. Includes a study sical learning, the Renaissance, the Baroque, the of the four color printing process. Prerequisite: Neo-Classical, up to Post-Modern, and analyze why ART 306, 310. the heritage of Greece and Rome seems to remain ART 430, 431. Painting III, IV 3 credits with us. Prerequisite: ART 250 or 251. These courses provide opportunity for further investi- #ART 354. The Christian Heritage in Art 3 credits gation of oil painting. The student will work towards The art of the Christian Church, from Early Christian a more individualized style and investigate the role of times to the present, has uniquely molded the art his- content in painting. Emphasis will be placed on the tory of the Western World. This course will study the development of the skills necessary to convey ideas architecture, sculpture and paining of art created to in a meaningful way. Prerequisites: ART 330, 331. serve the purposes of the Christian church from its ART 499. Internship in Art 1 Ð 6 credits inception to the present day. Prerequisite: ART 250 or Field work for the junior or senior art major. Student 251. gains practical experience in the disciplines of com- ART 400. Senior Honors: Fine Arts 1 credit mercial or fine art. Prerequisites: Junior or senior art Advanced studio work in student’s area of concentra- major status and permission of advisor. Pass/No Pass tion. In addition to completing sufficient art work for course. the senior exhibit, students will create a resume, statement of artistic intent and a slide portfolio. Prerequisite: Satisfactory completion of Junior-Level Review.

ART 401. Senior Honors: Graphics 1 credit Advanced studio work in student’s area of concentra- tion. In addition to completing sufficient art work for the senior exhibit, students will create a resume, statement of artistic intent and a slide portfolio. Prerequisite: Satisfactory completion of Junior-Level Review.

Astronomy

#ASTR 201. Astronomy 3 credits A basically non-mathematical description of the moon, stars, galaxies and planets. Theories of their origin and evolution. Two lectures and one lab per week. (Same as NSCI 201).

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Biology

The Biology Department has a broad, flexible curriculum designed to meet your needs. Courses focusing on human biology introduce scientific principles to non- science majors. If, however, you are a future biologist, you can enhance the core major with one or more of the following optional concentrations: Environmental Biology, Pre-Health Professions, Molecular Biology, and Secondary Education. Biology students in any program are eligible for election to Beta Beta Beta, the national honorary biology fraternity.

Requirements for a Bachelor of Science Degree Requirements for a teaching minor in Biology: 24 with a Major in Biology: 27 semester credits of semester credits of biology including BIOL 103, 104, biology, including BIOL 103, 104, 150, 200, one of 108, at least two courses selected from BIOL 202, the following: BIOL 202, 211, 221, 231 or 241; 211, 221, 231, or 241, and enough 200- or higher- BIOL 301, 303, 307; CHEM 105, 106, 207, 209; level electives in biology to complete the required 24 MATH 151; SSCI 213. semester credits; CHEM 105; and mathematics through college algebra. Optional Concentrations: Each course is in addition to, not a replacement of, Requirements for a non-teaching minor in the major requirements. Biology: 15 semester credits in biology. 1. Requirements for a concentration in Environmental Biology: BIOL 108, 241, 310 or Course Descriptions 321, 399 or 401, and 402; one of the following: #BIOL 101. Principles of Human Biology 4 credits BIOL 211, 221, or 231; and PHIL 207 or 310. Introduction to the science of biology including 2. Requirements for a concentration in Molecular genetics, evolution, ecology, molecular biology, plant Biology: BIOL 211, 330; BIOL 401 and 402, or and animal diversity, with special reference to human CHEM 428 and 429; PHIL 207 or 310; MATH 191; biology. Lecture and laboratory. For non-majors. PHYS 203, 204; CHEM 208, 210, 319. 3. Requirements for a concentration in Pre- #BIOL 103. General Biology I 4 credits Health Professions: BIOL 202, 204, 399 or 401 Introductory course required of all biology majors. and 402; CHEM 208, 210; MATH 191; PHYS 203, Basic principles of biology, including cell theory, 204; and PHIL 207 or 310. genetics, evolution, and ecology. Lecture and labora- 4. Requirements for a concentration in Secondary tory. Corequisite: MATH 121. Education: BIOL 108, and 310 or 321; and one of BIOL 104. General Biology II 4 credits the following: BIOL 202, 211, 221, 231, 241. Continuation of General Biology I. Survey of plant Education major requirements (see Education and animal biology. Required of all biology majors. Department section). Lecture and laboratory. Prerequisites: BIOL 103, MATH 121 or equivalent.

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#BIOL 106. Human Genetics 3 credits BIOL 202. Human Anatomy and Introduction to genetic principles and examination of Physiology 4 credits current concerns, including genetic defects, damage Systems-based introduction to the human body with by wastes and radiation, test tube babies, cloning, study of both normal structure and functioning of all and genetic engineering. Lecture. For non-science human organ systems. Lecture and laboratory. majors. BIOL 204. Advanced Human Anatomy and #BIOL 107. Plants and Civilization 3 credits Physiology 4 credits The use of plants by humans from botanical, eco- Study of human anatomy with emphasis on the head nomic and cultural perspectives. For non-science and neck, extremities, and trunk. Includes skeletal, majors. muscular, cardiovascular and nervous systems. Lecture and laboratory. Prerequisite: BIOL 202. #BIOL 108. Evolution Controversies 3 credits Exploration of the development of Darwin’s theory BIOL 211. Microbiology 4 credits of evolution and both historical and contemporary Taxonomy, physiology, and genetics of microorgan- challenges to it. Lecture and laboratory. For non-sci- isms. Isolation, culturing, and observation of bacte- ence majors. ria. Role of bacteria in infection and immunity. Prerequisites: BIOL 103, 104; CHEM 105. #BIOL 109. Environmental Science 4 credits Application of basic ecological principles to human BIOL 221. Invertebrate Zoology 4 credits environment, including current and future energy Phylogenetic study of invertebrate animals, empha- sources, population growth and control, pollution, sizing functional morphology and systematics. and world food supply. Lecture and laboratory. For Dissection of representative types. Lecture and labo- non-science majors. ratory. Prerequisites: BIOL 103, 104.

#BIOL 110. Natural History for Poets 3 credits BIOL 231. Vertebrate Zoology 4 credits Students learn local flora and fauna as a tool for Survey of both extinct and living vertebrate groups understanding basic ecological principles. Lecture including descriptions of anatomy, physiology, and and field study. For non-science majors. natural history of each. Dissection of representative types. Lecture and laboratory. Prerequisites: BIOL 150. Career Orientation in BIOL 103, 104. the Sciences 1 credit Survey of careers in the sciences, particularly biolog- BIOL 241. Plant Taxonomy 4 credits ical sciences and allied health professions. Weekly Principles of plant classification. Identification of discussions with practicing scientists and health pro- Midwest vascular flora. Prerequisites: BIOL 103, 104. fessionals. Introduction to career decisions, opportu- BIOL 301. Cell and Molecular Biology 4 credits nities, and development. Pass/No Pass only. Offered Introduction to intracellular structure and functioning in the spring semester. with emphasis on eukaryotic cells. Lecture and labo- WI-BIOL 200. Biological Literature and ratory. Prerequisites: BIOL 103, 104; CHEM 105, 106, Communication 3 credits 207, 209; MATH 151 or equivalent. Introduction to literature searching, critical reading and scientific writing in the biological sciences. Required of all biology majors. Prerequisites: Sophomore standing, a C or better in ENGL 101, BIOL 103, 104.

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BIOL 302. Embryology 4 credits BIOL 321. Special Topics in Field Biology and Study of early development of animals, with particu- Ecology 2 Ð 3 credits lar emphasis on amphibian, avian, mammalian and Extended field investigations of major North human development. Lecture and laboratory. American biomes. Two-week field trip required. Prerequisites: BIOL 103, 104. Prerequisites: One semester of college-level biology and permission of instructor. BIOL 303. Genetics 3 credits Principles of heredity including both classical and BIOL 323. Special Topics 2 Ð 3 credits molecular genetics. Lecture. Prerequisites: BIOL 103, Investigation of selected biology sub-disciplines not 104; CHEM 105; MATH 151 or equivalent. treated in the department’s regular offerings.

BIOL 304. Animal Histology 4 credits BIOL 330. Recombinant DNA Techniques 4 credits Microscopic study of tissues and organs including This course provides instruction and experience in laboratory techniques involved in preparation of the manipulation and study of genetic material. In the slides. Lecture and laboratory. Prerequisites: process, students will be introduced to some of the BIOL 103, 104. instruments and techniques used in a modern molec- ular biology laboratory. Prerequisites: BIOL 103, 104, BIOL 306. Plant Physiology 4 credits 211, CHEM 207, 209; or permission of instructor. Physiology of flowering plants including photosyn- thesis, respiration, water and nutrient relations, hor- BIOL 399. Internship in Biology 2 Ð 5 credits mones, light and growth. Prerequisites: BIOL 103, Work experience with professional supervision in any 104; CHEM 105, 106, 207, 209. field of biology or its allied health professions. Prerequisites: Junior standing in biology and consent WI-BIOL 307. Ecology 4 credits of the internship director. Principles involved in the interaction of naturally occurring populations of plants and animals with BIOL 401, 402. Biological Research 1 credit their physical and biological environments. Lecture Investigation of specific research problem. and laboratory. Prerequisites: BIOL 103, 104; Prerequisites: Consent of advisor and instructor. CHEM 105; MATH 151 or equivalent; SSCI 213. BIOL 500. Human Gross Anatomy 5 credits BIOL 310. Midwestern Ecosystems 3 credits A regional-based study of the human body involving A field-oriented examination of regional ecosystems cadaver dissection. Students will apply knowledge of and how they have changed through geological and anatomy to clinical practice. Some discussion of historical time. Prerequisites: BIOL 103, 104. embryonic development and how it relates to adult anatomy will also occur. Prerequisites: BIOL 202, BIOL 314. Animal Physiology 4 credits 204; acceptance into the Master of Physical Therapy Study of mechanisms of animal function. Lecture Program or permission of instructor. and laboratory. Prerequisites: BIOL 103, 104; CHEM 105, 106, 207, 209; MATH 151 or equivalent.

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Business Administration and Economics

The objective of the College of Business is to provide a comprehensive education in business that includes: (1) a broad foundation in liberal arts and sciences, (2) a general knowledge in all functional areas of business and economics, and (3) preparation for positions of responsibility and leadership. In addition, the student can achieve a certain degree of specialization by selecting one of the five different majors offered by the college. The majors are: General Business: Non-Teaching Economics Finance Management and Organizations Marketing

Bachelor of Arts for all of the above majors: Requirements for Bachelor of Arts with a Foundation Courses: ACCT 201, 202; BUS 205; Teaching Major in General Business Education CSCI 120; ECON 201, 202; ENGL 217; MATH 151; All grades in the following courses need to be C or PHIL 305; PSYC 105; SOC 101; SPEE 101 or 329. better (unless otherwise specified). For entrance to Core Business and Economics Courses: BUS 301, the Practitioner Preparation Program, the student 302, 303, 305, 309, 310, 321, 350; ECON 312, 313. needs a 2.70 cumulative and major grade-point aver- age, a 3.00 grade-point average in education course Major Requirements (Student must complete one work, and 70 hours of field work. (See the Education of the following): Department section for teaching major and student General Business Non-Teaching Major: BUS 320, teaching requirements.) 328, 332, 340; ECON 321, 331. ACCT 201, 202; BUS 205, 301, 302, 303, 309, 310; Economics Major: 15 hours in economics above the ECON 201, 202; CSCI 120, 220, 305; EDUC 205 (B or sophomore level. MATH 191 and 192 recommended to better), 301, 304, 305, 308, 309, 336, 419; PSYC 310; pursue graduate work in economics. SOC 300; U.S. History or American Government. Finance Major: BUS 304, 306, 340; any three of the following: BUS 344, 317, ECON 307, 331. Requirements for Bachelor of Arts with a Management and Organizations Major: BUS 320, Teaching Major in Economics (7 Ð 12): 333, 349; THEO 250; any three of the following: 30 semester credits including ECON 201, 202, 205, BUS 316, 323, 325, 332, 360, ECON 321. 305, 312, 313, 350 and nine semester credits in eco- Marketing Major: BUS 311, 328, 348; approved nomic electives. Education courses required for a computer science elective; any three of the following: teaching major are found in the Department of BUS 322, 324, 330, 347. Education section.

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Minors BUS 303. Corporation Finance 3 credits Requirements for a teaching minor in General Survey of institutions and procedures involved in Business (7 Ð 12): ACCT 201, 202; BUS 205, 301, 302, financial planning; asset management; obtaining 347; CSCI 210 or 220, and 305. Education courses short term, intermediate, and long term financing; required for teaching are found in the Department of and evaluation of financial performance. Topics Education section. include working capital management, capital budget- Requirements for a teaching minor in Business ing, cost of capital analysis, discussion of alternative Marketing and Management (7 Ð 12): BUS 309, capital structures, investment banking, debt and equi- 310, 316, 328; 12 credits in economics electives. ty issues. Prerequisites: ACCT 201, 202; ECON 201, Education courses required for teaching are found in 202; BUS or ECON 205. the Department of Education section. BUS 304. Analysis of Requirements for a minor in General Business: Financial Statements 3 credits ACCT 201, 202; BUS 205, 303, 309, 310; ECON 201, Interpreting financial conditions for internal control 202; three credits in a 300-level or external evaluation. Prerequisite: BUS 303. business or economics elective; CSCI 120; MATH 151. Requirements for a minor in Economics: BUS 305. Intermediate Economic ACCT 201, 202; BUS 205; ECON 201, 202, 312, 313; and Business Statistics 3 credits six additional credits in 300-level economics; Estimations, time series, index numbers, regression CSCI 120; MATH 151. and correlation analysis, chi-square, and decision the- ory. Prerequisite: BUS or ECON 205 or consent of Course Descriptions department.

BUS 205. Elementary Economic and Business BUS 306. Investments 3 credits Statistics 3 credits Analysis of stocks, bonds, mortgages and other forms Principles and techniques of basic descriptive statis- of investment; emphasis on safety, liquidity, appreci- tics with their applications in social and business ation and rate of return. Prerequisite: BUS 303. fields; probability models, random variables, proba- bility distributions, expectations, estimations. BUS 309. Principles of Marketing 3 credits Survey of theories and resulting activities employed Prerequisites: MATH 151 or equivalent and ECON 201 or 202. by producers and sellers of goods and services to determine wants of society and to satisfy those BUS 301. Business Law I 3 credits wants. Topics include external environment as it A fundamental examination of the business aspects affects marketing decisions (e.g., economic condi- of law relating to the legal environment of business, tions, population, competition, legislation), examina- contracts, agency, sales, and commercial paper. tion of basic elements of a marketing program (e.g., product design, pricing, distribution, and promotion), BUS 302. Business Law II 3 credits marketing and social responsibility. Prerequisite: A continuation of Business Law I, dealing with the law of partnership, corporation, debtor and creditor ECON 202. relations, regulation of business, property, trusts, WI-BUS 310. Principles of Management 3 credits wills, and insurance. Research from several social science disciplines are applied in the study of effective management of orga- nizational strategy, structure and behavior. Topics

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include planning, organizing, leadership and control. scious effort is made to supplement text with infor- Interrelationships examined between needs and mation on current events happening in different parts expectations of the individual, the organization, and of the world. Prerequisites: ACCT 201, 202; ECON 201, society. 202; BUS 309, 310.

BUS 311. Advertising 3 credits BUS 322. International Marketing 3 credits This course is a study of the theory and practice of As businesses and economics expand into a global advertising, touching upon the economic and social marketplace, traditional western ideas of marketing aspects, history, market, product and consumer analy- must be expanded. Survey of international marketing sis, motivation, art, copy and layout, media selection, theories and activities. Prerequisite: BUS 309. and budgeting. Prerequisite: BUS 309 or consent of BUS 323. Total Quality Management 3 credits instructor. Develop an understanding of TQM and what makes up BUS 316. Small Business Management 3 credits quality excellence in service, non-profit and manu- Examination of the concerns, problems and opportu- facturing organizations. Develop implementation nities associated with small businesses, and discus- planning, team building, and statistical thinking. sion of entrepreneurial qualities that affect small BUS 324. Product Management 3 credits business management. Study of selected local small Provide an understanding of product life-cycle man- businesses as well as conventional text materials. agement to include research and development, design Prerequisite: BUS 310 or consent of instructor. development, and transition to full-scale production. BUS 317. General Insurance 3 credits Prerequisite: BUS 310. Discussion of basic principles, practices and applica- WI-BUS 325. Leadership and Corporate tions of insurance, including life, accident, fire, Culture 3 credits marine, casualty, property, and health. Historical Evaluation of your own leadership style, current find- development of insurance industry, concept of risk, ings on leadership and corporate culture from current contracts and contract analysis, company organiza- research from the behavioral scientists and others. tion, selection of an insurer, criteria for selecting spe- Reviews some collective wisdom found in the classic cific insurance policies. Prerequisites: ACCT 201, 202; works of western philosophy, history, biography and ECON 201, 202. drama. Prerequisite: Junior status or permission of BUS 320. Human Resource Management 3 credits instructor. Course prepares students for immediate action on the BUS 328. Marketing Research 3 credits job by discussing the theoretical and practical appli- Planning, scientific investigation, conclusions, and cations of human resources management. recommendations used in solving marketing prob- Concentration will be on the art of communication, lems. Topics include survey techniques, observation motivation, personnel management while examining techniques, experimentation, data tabulation, and the science of human resource management through interpretation of results. Prerequisites: BUS 205, 305, reviewing standards and practices based on the latest 309, or approval of department. court rulings. Prerequisite: BUS 310 or consent of instructor.

BUS 321. International Business 3 credits Intended to make students more knowledgeable about the international dimensions of management. A con-

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BUS 330. Professional Salesmanship non-profit agencies. Prerequisite: Senior standing in and Sales Management 3 credits the business administration major. Discipline of sales, including special emphasis on BUS 344. Real Estate 3 credits economic and social importance of selling, recruiting Urban real estate, effect of market forces, methods of and selecting personnel, training, motivation, evalua- property evaluation, financing, and management. tion, and measurement. Supervisory problems, tech- niques and solutions. BUS 345. Independent Studies 3 credits Available for credit in economics or business admin- BUS 332. Organizational Theory, Communications istration. and Behavior 3 credits This course concentrates on individual processes, BUS 347. Consumer Behavior 3 credits interpersonal and group processes, organizational Theoretical concepts of consumer behavior, and processes and design, and organizational changes. application of these concepts to marketing strategies Prerequisite: BUS 310. and decision-making. How individuals make deci- sions to spend their resources on consumption related BUS 333. Operations Management 3 credits products. Prerequisite: BUS 309. Concepts and methods for planning, routing, schedul- ing, and controlling operations. Uses of linear pro- BUS 348. Marketing Management 3 credits gramming and statistical controls, and techniques for Analysis of management functions as applied to determining work methods and job analysis. product development, market analysis and pricing, control of marketing activities and use of distribution BUS 337. Rural Institutions and channels. Integrative course using case studies. Processes Prerequisite: Senior status in marketing major. 3 credits Analysis of rural leaders, organizations, institutions, WI-BUS 349. Business Policies 3 credits problems, development and ways of life. Course provides key sources of essential information Prerequisite: SOC 101 or consent of instructor. (Same for the CEO. A case study approach is used to make as Sociology 337) conclusions and recommendations to management problems. Finance, accounting, human resource, pro- BUS 340. Financial Policies and duction, and marketing perspectives are used to pro- Decision-Making 3 credits pose solutions. Prerequisite: Senior standing in Problem-solving in finance; relationship of financial business administration. management of other areas of corporate management to the direction of the enterprise as a whole; case WI-BUS 350. Capstone Seminar 3 credits methods on how shareholder requirements determine This course is a capstone, integrating course for all policy on acquisition of new funds; funds flow and seniors in business and economics. It begins with an capital investment within the firm; and effect of overview of economic history and history of econom- social, regulatory, and monetary environment on poli- ics ideas and social movements. It shows the impact cy. Special emphasis on importance of long-range of interest groups on business and government. planning and the contribution of financial analysis to Discussion on issues of consumer protection, envi- decision-making. Prerequisites: ACCT 201, 202; ronmental concerns, equal rights and other social ECON 201, 202; BUS 205, 303. issues. Prerequisite: Senior status in business admin- istration or economics. BUS 341. Internship in Business 3 Ð 6 credits Competitive placement with selected businesses and

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BUS 360. Introduction to Acquisition and Prerequisite: ECON or BUS 205 or consent of depart- Purchasing Management 3 credits ment. (Same as BUS 305) Acquisition of materials and services in business or ECON 307. Money, Banking and government. Fundamentals of purchasing, quality, Financial Institutions 3 credits specifications, sources, pricing, contracts, negotia- Money and financial institutions in structure and tions, inventory management, transportation, institu- movements of general economic system, monetary tional and government purchasing and professional theory and growth, and selected domestic and inter- ethics. national problems of monetary economics. BUS 399. Topics in Management 3 credits Prerequisites: ECON 201, 202. Selected topics, announced as offered, covering vari- ECON 312. Intermediate ous themes. Students may repeat course if it is on a Macro-Economic Theory 3 credits new topic not previously studied for credit. Analysis of factors determining the level of output, employment, and the rate of inflation; study of con- The following two courses (prefixed ##) may be used sumption, investment, money, and interest; analysis by all majors—except accounting, business adminis- of business cycles, stabilization policies, and growth tration and economics majors—to fulfill general edu- models. Prerequisites: ECON 201, 202, 205. cation requirements. ECON 313. Intermediate ##ECON 201. Principles of Micro-Economic Theory 3 credits Macro-Economics 3 credits This course emphasizes economic efficiency, thus Introduction to national income accounting, income attention is focused on resource pricing, employment, determination, unemployment, inflation and mone- how prices function so as to allocate resources tary and fiscal policy problems of business cycles among competing alternatives, and evaluating and and economic growth. criticizing economic controls of government over ##ECON 202. Principles of prices and production. Prerequisites: ECON 201, 202, Micro-Economics 3 credits 205. This course is a study of the behavior of individual ECON 314. History of Economic economic units, such as the household and the firm, Thought 3 credits together with the various market structures of product Survey of economic thought from Plato and Aristotle and resource markets. to present days. Emphasis on Middle Ages, ECON 205. Elementary Economic Mercantilists and Physiocrats, Adam Smith, Malthus, and Business Statistics 3 credits Ricardo, Mills, Marx, Austrian school and Marshall. Principles and techniques of basic descriptive statis- Prerequisites: ECON 201, 202. tics with their applications in social and business ECON 315. American Economic History 3 credits fields; probability models, random variables, proba- Major issues of American economic history. Growth bility distributions, expectations, estimations. of population, industry, agriculture, commerce, Prerequisites: MATH 151 or equivalent; ECON 201 or finance, transportation and labor. Prerequisites: 202. (Same as BUS 205) ECON 201, 202. (Same as History 359) ECON 305. Intermediate Economic and Business Statistics 3 credits Estimations, time series, index numbers, regression and correlation analysis, decision theory.

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ECON 321. Labor Economics 3 credits ECON 335. Environmental Economics 3 credits Fundamentals of labor economics and its impact on Causes, effects, and possible cures of air and water industrialized society including wages, standards of pollution problems, solid waste disposal, resource living, unemployment and occupational hazards, and land use. The “energy crisis” in light of basic social security and workmen’s compensation, labor- economic principles and tools, such as transforma- management relations, and labor legislation. tion curves, supply and demand pricing, social costs, Prerequisites: ECON 201, 202. and marginal and cost-benefit analysis. Discussions, lectures, local field trips and speakers from industry, ECON 324. Agricultural Economics 3 credits government, and environmental groups. Economic concepts as applied to agricultural deci- Prerequisites: ECON 201, 202 are recommended, but sion-making and consumer behavior, and to the prob- required only for business administration and eco- lems of agriculture, agri-business, sustainable nomics majors. agriculture, rural development, and natural resources. Prerequisites: ECON 201, 202. ECON 366. Cost and Price Analysis 3 credits To establish equitable prices, contracting officers or ECON 325. Urban and purchasing managers must understand both price Regional Economics 3 credits analysis and cost analysis. This course examines Economic theories of the nature and function of pricing policies, cost estimation, price and cost cities, with emphasis on theory of location; theory of analysis, analysis of direct and indirect costs and urban and regional planning in a market economy; labor rates, and a variety of techniques such as learn- and examination of selected problems, such as hous- ing curves, risk analysis, life cycle costing, and profit ing, land-use, and transportation, urban history, analysis. Prerequisite: BUS 360. regional development, and fiscal federalism. Prerequisites: ECON 201, 202, or permission from department chair.

ECON 329. Economic Development and Growth 3 credits Theory of growth and development; agricultural development, costs and benefits of industrialization, domestic/foreign resources for development, industri- alization and trade policy, and development planning. Prerequisites: ECON 201, 202.

ECON 331. International Economics 3 credits Theory of international trade, government policy and trade restrictions; foreign exchange and balance of payments; trade policy and developing countries; regional trade integration; and the international mon- etary system. Prerequisites: ECON 201, 202.

Catholic Studies Program

See Interdisciplinary Programs

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Chemistry

Requirements for a Bachelor of Arts Degree with #CHEM 102. History of Chemistry 3 credits a Major in Chemistry: 31 semester credits in chem- A historical look at the great discoveries of chemistry istry including CHEM 105, 106, 110, 207, 208, 209, from the early alchemists to modern chemists. 210, 301, 303, 313 and 350; PHYS 203, 204; and Students will duplicate the great laboratory experi- MATH 191, 192. ments of such chemists as Priestley, Lavoisier, and Pauling. For non-science majors. Lecture and labora- Requirements for a Bachelor of Science Degree tory. with a Major in Chemistry: 43 Ð 44 semester cred- its of chemistry including CHEM 105, 106, 110, 207, #CHEM 103. Principles of Chemistry 4 credits 208, 209, 210, 301, 303, 313, 314, 321, 350, 311 or Survey of concepts and applications for students in 319, and 428 or 440; PHYS 251, 253; and MATH 191, majors such as occupational therapy and industrial 192, and 290 or 291. engineering, which require one semester of general chemistry. Topics selected from inorganic, organic, Requirements for a Bachelor of Arts Teaching and biological chemistry. Lecture and laboratory. Major in Chemistry: 48 semester credits in science Prerequisite: MATH 121. and mathematics including: CHEM 105, 106, 110, 207, 208, 209, 210, 301, 303, 313 and three hours of elec- #CHEM 105. General Chemistry I 4 credits tives in chemistry; PHYS 251, 253 or 203, 204; Introductory course required of all chemistry, biolo- MATH 191, 192. Education courses required for a gy, physics and engineering majors. Basic principles teaching major are found in the Department of and terminology including atomic and molecular Education section. structure, nature of chemical bonds, states of matter and reaction stoichiometry. Lecture and laboratory. Requirements for a Teaching Minor in Chemistry: Prerequisite or corequisite: MATH 151. 25 semester credits of chemistry, including CHEM 105, 106, 110, 207, 208, 209, 210, 301, 303. CHEM 106. General Chemistry II 4 credits Continuation of General Chemistry I. Topics include: Requirements for a Non-Teaching Minor in kinetics, equilibria, thermodynamics, electrochem- Chemistry: 20 semester credits of chemistry includ- istry, nuclear chemistry, acid-base chemistry and top- ing CHEM 105, 106, 207, 209, and eight elective cred- ics in descriptive chemistry of metals, non-metals its chosen from CHEM 110 and other chemistry and organics. Lectures and laboratory. Prerequisite: courses at the 200 level or above. CHEM 105.

Course Descriptions CHEM 110. Laboratory Safety 1 credit Fundamentals of laboratory safety. The topics dis- #CHEM 101. Chemistry and Society 4 credits Fundamentals of chemical principles for non-science cussed include chemical, glassware, electrical, com- majors, with emphasis on the world of chemistry sur- pressed gas, and biological hazards. Lecture only. rounding us. Basic chemical laws and theory are used Prerequisites: BIOL 103, CHEM 105 or permission of to describe commonplace chemical reactions and instructor. properties, including those in organic and biochem- istry. The final unit uses this background to discuss current chemical issues. Lecture and laboratory. Prerequisite: MATH 121.

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Undergraduate Curricula and Courses

CHEM 207. Organic Chemistry I 3 credits CHEM 303. Instrumental Analysis 4 credits Introduction to the structure, nomenclature and reac- Basic theory, operation, and application of techniques tions of important classes of organic compounds of instrumental chemical analysis. Includes spec- including hydrocarbons, halides, alcohols, ethers, troscopy, chromatography, and electroanalytical carbonyl compounds and amines. Structure-reactivity methods. Lectures and laboratory. Prerequisite: relationships and basic reaction mechanisms are CHEM 210. Offered alternate years. stressed. Prerequisite: CHEM 106. CHEM 311. Research Methods CHEM 208. Organic Chemistry II 3 credits in Organic Chemistry 3 credits A continuation of Chemistry 207. Topics include By selecting and carrying out several mini-research molecular orbital theory of conjugated systems, elec- projects, students are introduced to use of literature trophilic and nucleophilic aromatic substitution, free searching and laboratory techniques for solving prob- radical and carbanion reactions, the chemistry of lems in organic chemistry. Pro-gress shared at week- nitrogen-containing compounds, and further work ly research group meetings. Lecture and laboratory. with stereochemistry. Strategies for organic synthesis Prerequisite: CHEM 210. are introduced and illustrated throughout the course. CHEM 313, 314. Physical Chemistry Prerequisite: CHEM 207. I and II 4 credits CHEM 209. Organic Chemistry Principles and applications of theoretical chemistry Laboratory I 1 credit including thermodynamics, quantum mechanics and Theory and practice of methods for preparation, kinetics. Lecture and laboratory. Prerequisites: purification and characterization of organic com- CHEM 106, PHYS 204 or 251, and MATH 192. Offered pounds. Techniques studied include recrystallization, alternate years. distillation, extraction, chromatography, and determi- CHEM 319. General Biochemistry 4 credits nation of physical properties. Prerequisite or corequi- Application of chemical principles to the study of site: CHEM 207. living systems. Structure and chemical properties of CHEM 210. Organic Chemistry biomolecules are discussed, followed by analysis of Laboratory II 1 credit important metabolic processes within the cell. The Continuation of CHEM 209. Emphasizes use of mod- laboratory provides experience with macromolecular ern instrumental methods for monitoring chemical separation and characterization. Lecture and labora- reactions and elucidation of structures of organic tory. Prerequisite: CHEM 207. compounds. Practice provided in the collection and CHEM 321. Advanced Inorganic interpretation of data using mass, ultraviolet visible, Chemistry 4 credits infrared and nuclear magnetic resonance spectrome- Advanced topics in inorganic chemistry emphasizing ters. Prerequisites: CHEM 209. structure, periodicity, bonding, transition metal chem- CHEM 301. Quantitative Inorganic istry and reactions. Prerequisites: CHEM 106, junior or Analysis 4 credits senior standing. Offered alternate years. Study of the theory of chemical equilibria as it WI-CHEM 350. Introduction to Chemical Literature applies to gravimetric and volumetric analysis. and Writing 2 credits Laboratory experience with basic quantitative tech- Introduction to literature searching, critical reading, niques, including statistical methods of data analysis, and scientific writing. Required of all majors. is included. Lectures and laboratory. Prerequisite: Prerequisite: Instructor permission. CHEM 106. Offered alternate years.

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CHEM 428, 429. Chemical Research 1 credit CHEM 440. Chemistry Internship 1 Ð 2 credits Study of a research problem in current chemistry. Students work part time in the laboratories of local One hour conference and two three-hour laboratory industrial, clinical or government employers, gaining session per week. Prerequisite: Instructor permission. practical experiences in the application of chemistry to “real world” problems. Prerequisite: Instructor per-

Computer Information Systems

(Formerly Management Information Systems) CSCI 170, 220, 300, 305, 340, 360, 370, 390; and one Requirements for a Bachelor of Arts with a of the following: CSCI 295, 310, 350, 430, 440, or Major in Computer Information Systems: 480. CSCI 499 is strongly recommended. ACCT 201, 202; ECON 201, 202; ENGL 217; MATH 151; BUS 205, 303, 309, 310; BUS 311 or 316 or 328;

Computer Science

Requirements for a Bachelor of Science with a CSCI 210. Programming with FORTRAN 3 credits Major in Computer Science: CSCI 170, 240, 295, Concepts and structures of FORTRAN programming 310, 320, 360, 400, 499, MATH 191, 192, and 290; and language. Flowcharting, arithmetic and logical opera- four classes from the following: CSCI 330, 350, 370, tions, arrays, character-string manipulation, input and 380, 395, 410, 430, 480, 490. output formats, functions and subroutines. Major emphasis on writing, running, and debugging struc- Course Descriptions tured programs. Prerequisites: CSCI 120 or permission of instructor. CSCI 120. Introduction to Computer Science 3 credits CSCI 220. Programming with COBOL 3 credits Survey of computer systems, the role of the computer The study and use of COBOL. Use of records and in different disciplines. Applications to include word files. Table handling. Search and sort features and processing, spreadsheets, data-bases, and communi- interactive programs. Emphasis on efficient and cations. structured programming techniques. Prerequisite: CSCI 120 or permission of instructor. CSCI 170. PASCAL Programming 3 credits Study and use of PASCAL programming language. CSCI 240. Assembler Language Basic elements of PASCAL. Loop control, decision Programming 3 credits statements, functions and procedures, arrays, records, Number systems and conversions including negative sets, pointer variables. Prerequisite: CSCI 120 or numbers. Assembler Language and Machine instructor permission.

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Undergraduate Curricula and Courses

Language including the use of subroutines, stacks, Basic computer organization: CPU, memory, and and macros. Introduction to computer architecture, input/output. Assemblers and macros, parallel pro- assembler language on different systems, and pro- cessing, communication networks, some case studies. gram interrupts. Use of debugging tools. Prerequisite: Prerequisite: CSCI 240. CSCI 170 or 210. CSCI 330. Numerical Analysis 3 credits CSCI 295. Programming Language Errors and error propagation. Numerical methods for C & UNIX 3 credits solving equations in one variable. Solving linear sys- Study and use of C. Use of pointers, structures, abili- tems. Introduction to nonlinear systems. Taylor ty to manipulate bits, bytes, and addresses. Polynomial approximation. Numerical integration Comparison of the C with both high level and low and differentiation. Prerequisites: CSCI 170 or 210; level languages, work with user-defined libraries. An MATH 290. (Same as MATH 330) overview of the UNIX operating system and its capa- CSCI 340. Computer Systems 3 credits bilities. Prerequisite: Two programming languages, History of computers. Number systems. Boolean PASCAL recommended. Algebra and logic circuits. Basic computer architec- CSCI 300. Systems Design and Analysis 3 credits ture: CPU, memory, and input/output. Computer com- Traditional analysis, design, and implementation munications. Office automation. For computer through the data flow analysis and systems develop- information systems majors only. Prerequisite: ment life cycle approach. Emphasis on the use of CSCI 170. case tools. Prerequisite: CSCI 220 or instructor per- CSCI 350. File Processing 3 credits mission. Not open to computer science majors. Study of data structures and file organization to CSCI 305. Advanced Microcomputer include sequential, indexed sequential and relative Applications in Business 3 credits files. Techniques for searching, updating, deleting, A survey of the major microcomputer needs in busi- and merging files. Prerequisite: CSCI 170 or 295. ness and the hardware and software which meet WI-CSCI 360. Database System Design 3 credits those needs. Emphasis is on microcomputer hardware Database design and management. The different data and software from a business perspective. Popular models, underlying physical database implementa- and standard software packages used in business. tion, data definition functions, design analysis, key Prerequisite: CSCI 120 or instructor permission. Not searching, and query evaluation to include lexical open to computer science majors. analysis. Database system design and analysis using CSCI 310. Data Structures 3 credits either VA X or PC. Prerequisite: CSCI 170 or 295. Study and application of a variety of data structures CSCI 370. Networks and in computer science. Stacks, Polish Notations, Data Communications 3 credits queues, recursion, linked list and list processing, Computer networks, ISO model, network topology, binary trees and their applications, sorting, searching, physical networks, error handling, security, local net- graphs and their applications. Prerequisite: CSCI 170. works. Prerequisite: CSCI 170. CSCI 320. Computer Organization 3 credits CSCI 380. Discrete Structures 3 credits Evolution of computers. Number systems and com- Basic elements of discrete mathematics for computer puter codes, Boolean functions and logic design. science students. Topics include sets and relations,

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finite probability, modular arithmetic, Boolean alge- CSCI 440. Multimedia 3 credits bra and recursion. Prerequisites: CSCI 170 or 210; Audio, video, graphics and compression routines for MATH 290. multimedia development. Introduction to instruction- al design from a programming standpoint. Long-dis- CSCI 390. Advanced COBOL tance learning, CD development. Prerequisite: Programming 3 credits CSCI 170 or instructor permission. Continuation of CSCI 220. Structured programming techniques, searching, sorting, tape and disk files, CSCI 480. Topics in Computer Science 3 credits sequential files, indexed sequential files, relative Selected topics in computer science. May be repeat- files, random files, report writers. Prerequisites: ed. Prerequisites: Junior or senior standing and per- CSCI 220. mission of instructor.

CSCI 395. Advanced C/Object Oriented CSCI 490. Independent Study in Programming 3 credits Computer Science 3 credits Covers user-defined libraries and using files for Reading, research, writing programs, or supervising input/output with different structures. Will work with programming projects in computer science not avail- extensions of C++ such as data encapsulation, data able in other courses. Prerequisite: Departmental abstraction, classes, and function/operator overload- approval. ing. Prerequisites: CSCI 295, 310. CSCI 499. Internship in CSCI 400. Programming Language Computer Science 3 credits Concepts 3 credits The merging of course work with practical training in Evolution of major programming languages. computer science. Emphasis will be on how the prac- Comparative study of programming languages tical experience is directly related to the course work including PASCAL and C languages. Syntax and the student has taken. Prerequisite: Must be pre- semantics, formal grammars, datatypes, control struc- approved by department. Pass/No Pass course. tures, subprograms, abstract datatypes, special pur- pose programming languages. Prerequisites: CSCI 295, 310.

CSCI 410. Operating Systems 3 credits Evolution of operating systems, process, parallel pro- cessing, mutual exclusion, semaphores, concurrent programming, deadlock. Organization and manage- ment of real and virtual storage. Job and processor in scheduling, distributed computing. Case studies. Prerequisites: CSCI 295, 310.

CSCI 430. Artificial Intelligence 3 credits A study of LISP and/or PROLOG to include list pro- cessing, recursion, functions and macros. We will also look at some uses of artificial intelligence such as probabilistic reasoning and plan-generating sys- tems and how they would be implemented. Prerequisites: CSCI 170, 295 or permission of instruc- tor.

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Undergraduate Curricula and Courses

Cooperative Education

COOP 404. Cooperative Education 1 Ð 3 credits study, meet employer requirements, sophomore Practical work experience or training under profes- standing at St. Ambrose University or meet depart- sional supervision for all majors. Prerequisites: 2.00 mental requirements. Pass/No Pass course. cumulative GPA, pursuing a designated program of

Criminal Justice

Requirements for a major in Criminal Justice: 39 Course Descriptions Ð 42 semester credits in criminal justice including #CRJU 101. Introduction to CRJU 101, 201, 221, 231, 241, 316, 321, 341, 362, Criminal Justice 3 credits 382, 407; 3 Ð 9 semester credits from CRJU 401, 402, Historical and philosophical account of the develop- 403, 421; and BUS 310, PSCI 303, SPEE 327. ment of American criminal justice with emphasis on Each Criminal Justice major is required to com- constitutional requirements. Survey of enforcement, plete a related fieldwork experience as part of the court, and corrections subsystems on a national, program. This requirement could be met through a state, and local level. departmental practicum (CRJU 421 at three credit CRJU 201. Criminal Investigation 3 credits minimum) or an approved three credit cooperative The art and science of criminal investigation. Topics education placement. include the forensic sciences, interrogation tech- Each major is required to complete 12 semester niques, case development and presentation, with credits of directed electives in any combination from focus on informational sources and their utilization in the following areas: court. Prerequisite: CRJU 101. Political Science: 304, 322, 325, 331, 370; CRJU 221. Criminal Law 3 credits Psychology: 304, 306, 310, 314, 323, 324, 342, 343; Goals and purposes of American criminal law. Sociology: 313, 320, 321, 325, 340, 341, 366 Standard criminal law topics are included, such as Depending on a student’s career goals, the following elements of crime, criminal defenses, crimes against courses are recommended: persons/property, accomplices, inchoate crimes and Federal Investigation: 6 Ð 12 semester credits in others. Prerequisite: CRJU 101. Accounting CRJU 231. Contemporary Corrections 3 credits Corrections: PSYC 323, 324, 342 Developmental history of American corrections with Security: 6 Ð 9 semester credits in computer emphasis on contemporary issues related to the cor- science rectional system and process, correctional clientele, Graduate Study: CSCI 120, SSCI 213, SOC 350 treatment of inmates in institutions and community Requirements for a Minor in Criminal Justice: 21 programs, and the future of correctional practice. semester credits including CRJU 101, 201, 221, 231, Prerequisite: CRJU 101. 241, 316, 407.

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CRJU 241. Crime Prevention Strategies 3 credits CRJU 382. Security Management 3 credits Crime opportunity reduction with emphasis on Management principles applied to private security the development and implementation of crime pre- operations and their relationship to corporate philoso- vention strategies, the role of crime prevention spe- phies and profitability. Covers internal investigation, cialists in policing and private security, the use of policy development and contemporary problems, and security devices and procedures, and crime risk issues facing the loss prevention industry from a reduction through environmental design. Prerequisite: global perspective. Prerequisite: CRJU 241. CRJU 101. CRJU 401. Individual Research 3 credits #CRJU 316. Crime and Delinquency 3 credits Applied research in a related area of interest to the Crime and delinquency as an individual and social student. Requires an empirical component in the problem. Included are conceptual models of social research design. Arranged in consultation with the deviance, theories of criminal and delinquent behav- instructor. Enrollment subject to instructor approval. ior, and the administration of justice in a democratic CRJU 402. Directed Readings 1 Ð 3 credits society. An applied research project is required. Specialized readings and reviews on an independent Prerequisites: CRJU 101 or SOC 101. basis. May be repeated for a maximum of three cred- CRJU 321. Police Organization its if topics differ. Requires departmental approval. and Management 3 credits CRJU 403. Workshop 1 Ð 3 credits Organizational principles and management of Topics and activities are designed to offer practical line/staff activities, personnel supervision, and opera- skill development opportunities useful to criminal tional components American police agencies. justice practitioners. May be repeated for a maximum Organizational and operational enforcement effec- of three credits if topics differ. Requires departmental tiveness. Prerequisite: CRJU 201. approval. CRJU 341. Criminal Evidence WI-CRJU 407. Seminar in Criminal Justice 3 credits and Procedure 3 credits A capstone seminar focusing on analysis and evalua- Fundamental rules of evidence in trial procedure, tion of current practice, with emphasis on ethical and including those affecting presumptions, witnesses, operational issues confronting the criminal justice hearsay, confessions and admissions; procedural pro- practitioner. Prerequisite: 12 criminal justice credits tections in criminal justice founded upon including CRJU 316, or instructor consent. Constitutional due process and Bill of Rights princi- ples. Prerequisite: CRJU 221. CRJU 421. Practicum 3 Ð 9 credits Field observation and research under professional CRJU 362. Correctional Management 3 credits supervision in a criminal justice or human services Correctional management theory and practice with related agency. Arranged by the department with emphasis on control and change in correctional orga- chair approval. Pass/No Pass course. nizations, from an organization development perspec- tive. Prerequisite: CRJU 231.

Economics

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Undergraduate Curricula and Courses

Education

The Practitioner Preparation Program includes areas of study necessary to prepare competent and professional classroom practitioners, and is approved by the Iowa Department of Education. Successful completion of the program enables you to receive a Provisional License to teach in the elementary or secondary schools of Iowa. If you plan to teach in a state other than Iowa, you should consult the Education Department chair concerning certification requirements.

Licensure 1. To develop in the student an understanding of past Individuals seeking elementary education certifica- and present educational movements in historical, tion in Illinois are also required to complete an 18 sociological and philosophical context. semester hour concentration in an academic disci- 2. To instruct the student in knowledge and un- pline. It is important to work with an education derstanding of the physical, mental, emotional, department advisor to ensure timely completion of an and behavioral development of children and ado- Illinois certificate. Necessary course work for Illinois lescents. certification will take more than eight semesters. 3. To make the student aware of the diversity in All licenses for teachers are issued by the State of background and needs of PK-K Ð 12 students. Iowa Board of Educational Examiners upon recom- 4. To make the student aware of the advantages mendation of the university in which the applicant gained through incorporating technology in the has completed an approved program. An applicant classroom. who has not completed the Practitioner Preparation 5. To develop a liberally educated student who will Program will not be recommended by this University. become professionally competent as a teacher The teacher licensure program is subject to with the desire for continued professional growth. requirements mandated by the Iowa Department of 6. To ensure that the student will master the knowl- Education. Any change in requirements which occurs edge base of a certification and licensure area and after publication of this catalog may require addition- the skills to teach it successfully. al course work in order to complete licensure. 7. To provide support for classroom theory by assigning field experiences at various levels of the Objectives of Practitioner Preparation Program Practitioner Preparation Program. 8. To selectively screen all students in the program The objectives of the Practitioner Preparation frequently to ensure that those reaching the point Program support the general objectives of the of licensure/certification will in the best judgment University, which seek the total intellectual, spiritual, of the University become competent teachers. cultural, social and physical development of the stu- 9. To offer students an opportunity to prepare for dent. educational positions in PK-K Ð 12 classroom, col- The more specific objectives include: lege, governmental agencies and private industry.

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10.To evaluate the Practitioner Preparation Program major sequence of courses leading to periodically to ensure that it meets the current licensure/certification. educational standards. 2. Maintain a cumulative GPA of 2.70 and a GPA of 3.00 in education and major courses. In education Practitioner Preparation Program and major courses all grades must be C or above, Requirements for Admission into the Practitioner a grade of D or F is not acceptable. Preparation Program: 3. Completion of two writing intensive courses 1. Achieve a grade equivalency score of grade level before student teaching semester. 13 or above on a reading comprehension test. The Note: An appeal process is available to the student present requirement is to achieve the 40th per- for any of the above requirements. All appeals must centile or above the Nelson-Denny Test. be made in writing to the Teacher Education Working 2. Complete ENGL 101 with a grade of C or above. Committee through the Education Department chair. 3. Have earned at least 30 semester credits. The Student teaching appeals should be made before the applicant must have completed or be enrolled in student teaching semester. at least 15 semester credits at St. Ambrose. 4. Complete two education courses, and one must be Student Teaching Semester Field Experience (EDUC 205 or ECSE 200/201). Points to Remember for Students and Advisor The applicant must have earned a grade of B or 1. All students who wish to student teach in grades above in Field Experience and have received the PK Ð 12 during the next school year must apply by recommendation of a cooperating teacher to con- February 1. tinue in education. 2. All student teachers are assigned to public or pri- 5. Complete a Declaration of Major form. vate schools in the Quad City area. 6. Maintain a cumulative GPA of 2.70 and a GPA of 3. The length of assignment is all day, every day, for 3.00 in education and major courses. In education one full semester with 12 Ð 15 hours credit. and major courses, a grade of D or F is not 4. Licensure/certification students in art, music, and acceptable. physical education will be assigned to both ele- 7. Apply for admission to the Practitioner mentary and secondary schools. PK-K student Preparation Program. This admission form teachers will teach at two levels. requires the applicant to plan a proposed sequence 5. During the student teaching semester, all student of courses which must be approved by the major teachers will return to the University three to five department chair and the Education Department times per semester to attend scheduled Student chair. The admission form also requires a personal Teaching Seminars. The student teaching semester statement including goals for a teaching career. should be considered a full time professional obligation. Additional course work or employ- For Admission to Student Teaching and for ment is discouraged during this semester. Graduation in the Education Department the appli- cant must meet the following requirements: Bachelor of Education 1. Admission to Practitioner Preparation Program. The Bachelor of Education will be conferred to stu- This admittance includes an approved academic dents who have already completed a bachelor’s or

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Undergraduate Curricula and Courses

master’s degree and are seeking teacher Approved Endorsement in Language Arts licensure/certification. The required course work is The following courses are required: ENGL 101, 120, identical to that described for either elementary or 216 or 316, 313, 210 or 211; SPEE 101 or 203 or 328 secondary licensure/certification. Students should be or 329; EDUC 351, 335, 369, 452. aware that changes in the licensure/certification Approved Endorsement in Mathematics guidelines may result in changes in degree require- The following courses are required: EDUC 354; ments. three semester credits of computer science, and MATH 151, 152, (or at least five semester credits of Requirements for admission to the Bachelor of higher level math courses if placement scores indi- Education program: cate that the student should begin with 191) 191, 1. Thirty (30) of the student’s last 45 semester cred- 192, 210, 360, and 300. its in the previous degree program must meet the Approved Endorsement in Pre-Kindergarten- Practitioner Preparation Program’s requirement of Kindergarten 2.70 cumulative GPA, and 3.00 GPA in the major, The following courses are required: PSYC 304, including any hours applicable to the Practitioner ENGL 313 or Speech 325, EDUC 310, 311, 312, Preparation Program. PED 340, and student teaching at two grade levels (PK 2. To receive a Bachelor of Education a student and K). needs to complete 30 of the last 45 semester cred- Approved Endorsement in Reading (Elementary) its through St. Ambrose University and/or in the The following courses are required: EDUC 335, 336, Bachelor of Education program. 351, 369, 452, and 453 or 450 (450 and 453 for 3. All other degree requirements are identical to Illinois licensure); ENGL 101, 313 and SPEE 101 or those described under the Practitioner Preparation 203 or 328 or 329, and SPEE 325. Program section. Approved Endorsement in Science The following courses are required: ASTR 201; Iowa Licensure Elementary Education BIOL 103, 104, 109; three semester credits in chem- To acquire an Iowa elementary license and istry; EDUC 353; MATH 121, 151; four semester credits endorsements, an applicant needs the following to in physical science and four semester credits of elec- complete a Major in Elementary Education: tives in science. EDUC 205, 301, 308, 329, 335, 336 or 452, 351, 353, Approved Endorsement in Social Studies: History 354, 369, 409, PSYC 105, 304, 309, 310, ART 340, The following courses are required: Completion of Music 244, SOC 300, Physical Education 309 or 210, 24 semester hours in American history and world his- MATH 121, 210, ENGL 101, 313, and one course in tory. Course work must include HIST 105, 106, 201, each of the following areas: American literature, U.S. 202 and EDUC 329, plus six hours of electives in history or government, social sciences, health educa- American history and six hours of electives in world tion; seven semester credits in the natural sciences to history. include one laboratory period; an approved area of Approved Endorsement in Social Science: concentration leading to an endorsement in one of Social Studies the following areas: math, science, social sciences, The following courses are required: Completion of social studies or history, English/language arts, read- course work to include: U.S. history, world civiliza- ing, or pre-kindergarten-kindergarten. A minimum of tion, U.S. political science, economics or geography, 200 clock hours of pre-student teaching experiences psychology, and sociology, plus electives in these in a school setting at two different grade levels are areas to total 24 semester hours. EDUC 329 and required before student teaching. SOC 300 are required in addition to the 24 semester hours.

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Iowa Licensure Secondary Education Iowa Licensure Early Childhood Special Generally it will require at least three semesters to Education complete the program requirements for secondary This program is planned to include field-based expe- education. The prospective secondary teacher appli- riences and areas of study necessary to prepare com- cant should contact the department chair at least six petent and professional Early Childhood Special semesters prior to graduation. Education practitioners and is approved by the Iowa Secondary school teacher applicants need to ful- Department of Education. Successful completion of fill program requirements in a teaching major; com- the program enables students to receive a Provisional plete a course in either U.S. history or American License to teach children with special needs birth government; complete SOC 300, PSYC 310; complete through age 6 in home-based programs through Area EDUC 205, 301, 304, 305, 308, 309, 336 (Art, math, Education Agencies or center-based instruction in music and physical education majors are not required Iowa’s public and private elementary schools. to take this course unless they have another teaching concentration), and one of EDUC 419, 430, 432, 433 To acquire an Iowa Early Childhood Special (student teaching). Education license, an applicant needs the follow- Students will need to pass the Writing Intensive ing to complete a major in Early Childhood requirement, a test of reading comprehension, have at Special Education: ECSE 200, 201, 311, 400, 410, least 70 hours of field experience prior to admission 420, 434 (or 435 or 619); SPED 512, 593; PED 206; to the program, and an additional 50 hours prior to OTS 325; SPEE 325; PSYC 105, 304, 309, 310; student teaching. Mathematics students are required EDUC 301, 308, 309, SOC 300, MATH 121; and one to do a field component of two hours a day, two course in each of the following areas: American liter- times a week in the classroom. A minimum of two ature, U.S. history or government, social sciences, field components (80 hours) are required after field mathematics, seven semester credits in the natural experience and before student teaching. sciences (lab period required). Department majors approved for licensure include Students will choose one of the following options: Art, Business-General, English, French, German, 1. Approved Endorsement in Early Child- Spanish, Mathematics, Music, Physical Education, hood Special Education and Regular Biology, Chemistry, Physics, Economics, American Education PK-K. Government, History (American-World), Psychology, Early Childhood Special Education Major with Speech and Theatre, General Science, and Sociology. PK-K endorsement. Upon completion students Approved Endorsement in Reading (Secondary) would be licensed to teach in both regular PK-K The following courses are required: EDUC 335, 336, classrooms and in Birth through Age 6 Special 351, 369, 452, 453; ENGL 101, 216 or 316, and 313; Education programs. Additional course work SPEE 325, and one of SPEE 101, 203, 328, or 329. needed for PK-K endorsement: PED 340, EDUC 310, 311, 312, 403. ECSE 434 and EDUC 403 are taken concurrently for student teaching. 2. Approved Endorsement in Early Childhood Special Education. Early childhood special edu- cation major with a 12 Ð 15 semester hour area of

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concentration (i.e. psychology, EDUC 205, 304, 309. (Department methods of art, elementary social studies, elementary language music, and physical education are accepted in place arts, foreign language or other area approved by of this course.) advisor). ECSE 435 is taken for student teaching. EDUC 308. Educational Technology 2 credits 3. Approved endorsement in Early Childhood Students are provided with hands-on experience in Special Education for students already holding the use of audiovisual, media, and computer technol- an Iowa Teaching License: ECSE 200, 201, 311, ogy. After demonstrating a level of basic competency, 400, 410, 420, 619; SPED 512, 593, SPEE 325, students are required to construct a lesson incorporat- PED 206, OTS 325, PSYC 310. ing technology relevant to their particular teaching area. Prerequisites: Sophomore status and EDUC 205 Course Descriptions or ECSE 200/201. EDUC 205. Field Experience (First or Second Year) 2 credits EDUC 309. Educational Psychology: Students should reserve blocks of time to complete Tests and Measurements 3 credits 70 hours of field work per semester. Prospective Psychological principles in teaching and learning, teachers serve as teacher aides in area schools for preparation and use of devices to evaluate learning work in a classroom. Weekly seminar. Required of all and instruction. Lecture. Prerequisites: EDUC 205 or education students. Regular grade option. ECSE 200/201, 304; PSYC 105. (Same as Psychology 309) WI-EDUC 301. History and Philosophy of Education 3 credits EDUC 310. Child and the Community 3 credits Introduction to the philosophical, historical, and soci- An overview of children from infancy through age 8 ological foundations underlying the development and and the relationships that they develop with their organization of public education. Emphasis is placed families in care-giving situations, at school, and in upon applying foundations to current issues in educa- the large community. Students learn procedures to tion through the use of panel discussions, debates, help children develop these relationships. Students will also become knowledgeable about community and written reports. Prerequisites: EDUC 205 or resources which further children’s development. ECSE 200/201, sophomore status and ENGL 101 with C or better. Prerequisites: EDUC 205 or ECSE 200/201; PSYC 304. EDUC 311. Organization and Guidance #EDUC 304. Child and Adolescent Psychology 3 credits of Pre-Kindergarten-Kindergarten Physical, cognitive, emotional and social develop- Children and Programs 3 credits The current theories and approaches for organizing ment through adolescence. Prerequisites: EDUC 205 and administering programs for children from the or ECSE 200/201; PSYC 105. (Same as Psychology 304) ages of infancy to 6 years, including kindergarten, are explored. Personnel management, facilities, EDUC 305. Special Secondary Methods 3 credits equipment, governance and funding will be empha- Organization, lesson planning, development of a sized. Prerequisite: EDUC 310 or concurrent enroll- teaching unit, classroom procedures emphasized. ment. Lecture and laboratory. Field hours are spent in area school with several classroom teachers (based in one secondary department) school administrators, and teachers of special/gifted education. Prerequisites:

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EDUC 312. Curriculum Development and materials for teaching all areas of the language for Young Children 3 credits arts including oral and written language, grammar, The student will learn techniques of planning, pre- listening, vocabulary development, reading, spelling senting, guiding and evaluation creative learning and handwriting. Lecture and laboratory. Field hours experiences for young children, with emphasis upon in a classroom setting with a language arts emphasis. the ages 2 Ð 6. These areas will be explored: play, Prerequisites: EDUC 205, 304. artistic and sensory expression, expressive language, EDUC 353. Methods of music and movement, science, social studies, mathe- Elementary Science 3 credits matics and nutrition. Field hours are required. Lesson and unit planning, problems of instructional Prerequisite: EDUC 311 or concurrent enrollment. design, use and development of curricular materials EDUC 329. Methods of Teaching which foster science teaching and learning as a Social Studies 3 credits dynamic human enterprise. Lecture and laboratory Development of basic concepts in social sciences (field hours in a science classroom). Prerequisites: taught in elementary schools, including multicultural- EDUC 205, 304. ism. Examines management techniques and methods EDUC 354. Methods of such as inquiry, cooperative learning, and problem- Elementary Mathematics 3 credits solving. Several projects, including unit and lesson Current issues, approaches, and materials in elemen- planning, are required. Field hours are required. tary school mathematics teaching, including philoso- Prerequisites: EDUC 205, 304. (Same as History 395) phy and objectives, technology, curricula problems, EDUC 335. Teaching of Reading 3 credits review and evolution of current literature. Field hours Analysis of reading to provide a knowledge of mod- in a math classroom. Prerequisite: MATH 210. ern instructional procedures. Assists in study activi- EDUC 369. Child and ties which involve reading. Lecture, laboratory and Adolescent Literature 3 credits field hours in a classroom setting. Prerequisites: Evaluation of literature written for and read by ado- EDUC 205, 304, 351, or permission of instructor. lescents and children. Methods of choosing books WI-EDUC 336. Content Reading 3 credits related to reading interest levels, promoting reading Examines reading skills and instructional needs of as an enjoyable and meaningful activity and develop- junior high and secondary school students, with ing competence in presenting literature to adolescents emphasis on teaching and management techniques and children (including oral interpretation of litera- for a range of reading levels. Comprehension strate- ture and creative dramatics). Lecture and laboratory. gies, basic study skills, coordination of reading Five hours laboratory in library program for children instruction, and recreational reading (field hours in a and adolescents. Prerequisites: EDUC 205, 304. classroom setting). Prerequisites: EDUC 205, 304, and EDUC 403. Observation and Student Teaching: 309 or concurrent enrollment. Pre-Kindergarten-Kindergarten 6 credits EDUC 351. Language Arts in the Directed observation and supervised teaching experi- Elementary School 3 credits ence. The student is required to spend a full day, five Curriculum organization, instructional planning and days a week, for six weeks at the strategies for the language development of the child PK-K levels. This course is normally completed with from birth through adolescence. Includes methods ESCE 434 or by teachers holding elementary licen-

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sure. Prerequisites: Admission to Practitioner EDUC 432. Observation and Preparation Program; senior status, EDUC 205 or Student Teaching: Music 12 Ð 15 credits ECSE 200/201, EDUC 310, 311, 312; recommendation See Education 419. from PK-K coordinator and the Education Department EDUC 433. Observation and Student Teaching: chair. The student teaching semester should be con- Physical Education 12 Ð 15 credits sidered a full-time professional obligation. Additional May take up to three semester credits concurrently in course work or employment is discouraged. coaching. See Education 419. EDUC 409. Observation and Student Teaching: EDUC 450. Seminar 1 Ð 3 credits Elementary Grades 12 Ð 15 credits Current research and trends in education. Directed observation and supervised teaching experi- Prerequisites: Senior standing and admission to the ence. The student is required to spend a full day, five Education Department. days a week, for a semester in the elementary schools. PK-K endorsement seekers teach at two levels EDUC 452/552. Diagnostic and Prescriptive (PK-K). Prerequisites: Admission to the Practitioner Techniques of Teaching Reading 3 credits Preparation Program; senior standing; all require- Diagnostic and prescriptive techniques for classroom ments (see Elementary Education) and recommenda- teachers of reading. Corrective techniques appropriate tion of the Education Department chair. The student for less severe reading disabilities; writing diagnostic teaching semester should be considered a full-time and progress reports; parent interviews; designing professional obligation. Additional course work or prescriptions for teaching, tutoring and evaluating employment is discouraged. children in clinical setting. Lecture and laboratory. Graduate students will be required to fulfill all 452 EDUC 419. Observation and Student Teaching: requirements, design a K Ð 12 reading inventory and Secondary Grades 12 Ð 15 credits prepare a case study on the client assigned. Directed observation and supervised teaching experi- Prerequisite: EDUC 335 or consent of instructor, and a ence. Students must spend a full day, five days per minimum of 25 clock hours of clinical work with stu- week, for a semester in a secondary school. dents. Graduate Prerequisites: One foundation course Prerequisites: Admission to the Practitioner in reading and at least two years teaching experience. Preparation Program; senior standing; all require- ments (see Secondary Education) and recommenda- EDUC 453. Reading Clinic: tions from the chairs of the major and minor teaching Advanced Teaching Practicum 3 credits areas and the Education Department. The student Diagnosis and correction of reading problems in a teaching semester should be considered a full-time clinical setting. Using and evaluating formal and professional obligation. Additional course work or informal test instruments; writing diagnostic and employment is discouraged. progress reports; parent interviews; designing pre- scriptions for teaching, tutoring and evaluating chil- EDUC 430. Observation and dren. Prerequisites: Senior standing; EDUC 335, 336, Student Teaching: Art 12 Ð 15 credits 351, 369, 452; approval of Elementary Education See Education 419. director; and a minimum of 50 clock hours of clinical work with students.

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EDUC 461. The Middle School 3 credits EDUC 715. Teaching Culturally Diverse This course examines the middle school philosophy, Children in Special Education Settings 2 credits curriculum, and instructional methods for designing Designed to assist special education teachers in and teaching developmentally appropriate middle developing the understanding of issues surrounding school programs. Prerequisites: Junior or senior sta- cultural and gender diversity within special education tus or teacher certification/licensure. settings. Prerequisites: SPED 500; graduate status, or permission of instructor. EDUC 542. Counseling Theories and Practices 3 credits ECSE 200. Introduction to Early Childhood Special Provides students with an overview of contemporary Education, Birth Ð 3 3 credits counseling theories, critically examining the Required introductory course. Broad overview con- strengths and weaknesses of each theoretical necting field experiences with basic concepts for approach. Students will be trained in effective coun- children ages birth through 3, their families, and seling techniques designed for therapeutic change. early intervention resources. Students should reserve Prerequisite: Graduate status. four hours per week for a minimum of 50 hours of field experience in home-based programming for in- EDUC 556. Teaching Reading fants, toddlers, ages birth to 3. to Adolescents 3 credits Assessment of adolescent reading skills in various ECSE 201. Introduction to Early Childhood Special content areas. Methods and materials used in teach- Education, Ages 3 Ð 6 3 credits ing developmental reading in junior and senior high Required introductory course. Broad overview con- content courses. Prerequisites: Graduate status or necting basic concepts with field experience in cen- permission of instructor. ter-based program sites for children ages 3 through 6 with severe/multi-handicaps. Students should reserve EDUC 620. College and four hours per week, minimum 50 hours per semes- University Curriculum 3 credits ter. Emphasis is placed on the various intricacies of the curriculum at the post secondary level. Students will ECSE 311. Assessing Young Children be exposed to the various aspects of college- and uni- with Special Needs 3 credits versity-level curriculum including two- and four-year Purpose, techniques, and interpretation of assessment preparatory programs. Students explore issues in from an ecological perspective for the young child. post-secondary curriculum, basic considerations in Developmental needs, cognitive functioning, commu- curriculum development, instructional processes that nication and language, sensory and motor, social- interact with the curriculum, evaluation and curricu- emotional and adaptive behavior assessment will be lum, and curriculum models. Prerequisite: Graduate explored for Individual Family Service Plan and status. Individual Education Plan development.

EDUC 710. Educational Research WI-ECSE 400. Administration and and Statistics 3 credits Coordination of Early Childhood Special Provides students with basic skills in conducting edu- Education Programming 3 credits cational research including methodology and statisti- Administration of home-based and center-based cal procedures. Prerequisite: Graduate status. programming and coordination of community ser- vices for young children with special needs, birth to age 6, and their families.

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ECSE 410. Developmental Curriculum and field and supervised teaching experience in an early Methods, Birth Ð 3 4 credits childhood special education setting. Students will Screening, assessment curriculum design and evalua- obtain practical, first-hand experience of working with tion for handicapped infants/toddlers. Teaching meth- curriculum, behavior management, and teaching strate- ods and materials, and strategies for early intervention gies. Requires a minimum of 145 hours, at least 90 stressing family, educational, and interagency cooper- must be in direct contact with preschool handicapped ation. Requires four hours per week for practicum of children. at least 35 hours. Iowa Licensure Fifth Year Program in Special ECSE 420. Developmental Curriculum and Education Methods, Ages 3 Ð 6 4 credits Service delivery models, curriculum design, The Fifth Year Special Education Program has been Individual Education Plans for early intervention designed around the philosophy that special educa- stressing parent-professional partnerships. Teaching tion teachers need to possess a basic understanding of methods and curriculum in social-emotional, motor, the workings of general elementary or secondary communication and cognitive domains. Behavior education. Ninety percent of the special education management, the value of play, learning centers and teachers graduating over the next 10 years will be adaptive strategies promoting self-directed devel- working in the public schools. Their careers will opmentally appropriate concepts will be stressed in demand skills which enable them to work closely working with special needs preschoolers. Requires with regular educators. The more an individual four hours per week for practicum of at least 35 understands about the general education curriculum hours in an approved early childhood special educa- and the teaching techniques used in that curriculum tion setting. the better he/she can serve the special needs popula- tion. ECSE 434. Student Teaching Early Childhood Students wishing to enroll in the Fifth Year Special Education 6 credits Program will spend their freshman and sophomore For students seeking endorsement in ECSE and PK-K years taking general education requirements estab- (Option 1). Directed observation and supervised lished by the University. During the sophomore, teaching experience. The student is required to spend junior and senior years, students will take courses a full day, five days a week for one-half a semester in leading to licensure in either elementary or secondary an approved early childhood setting. Corequisite: education. EDUC 403. A letter of intent to enter into the Fifth Year

ECSE 435. Student Teaching Early Childhood Program is completed in the first semester of a stu- Special Education 12 credits dent’s junior year. During the spring semester of For students seeking an endorsement in ECSE (Option his/her junior year the student will need to complete 2). Directed observation and supervised teaching the application process for the Fifth Year Program experience. The student is required to spend a full (forms are available in the day, five days a week for one semester in approved Graduate Special Education Office or the Education early childhood setting. Department). Beginning the summer session of the junior/senior ECSE 619. Practicum in Early Childhood year, students can take up to two courses in special Special Education 3 credits education. From there on students will be able to For students seeking an approved endorsement in continue in the Graduate Special Education Program ECSE and who already hold an Iowa Teaching completing all requirements for licensure in special Elementary License (Option 3). This course provides education and a master’s degree by the end of the 92 # = Applicable toward general education degree requirements wi = Writing intensive course SAU Catalog (Quark) 2/22/96 6:12 PM Page 93

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fall—one and a half years after completion of the Endorsement 4: Elementary or Secondary bachelor of arts degree. Multicategorical Resource Room (Mild) To work with children with mild disabilities in a mul- Course Descriptions for Special Education, complete ticategorical resource room setting in grades K Ð 6, information on admission, and degree requirements the following courses are needed: SPED 500 or can be found in the Master of Education in Special PSYC 310 or 510; SPED 510, 511, 512, 513, 514, 550, Education section and Graduate Information section. 651, 658, EDUC 552 and SPED 621 or 631, or 641. To work with youth with mild disabilities in a multi- Students enrolling in the Fifth Year Program choose categorical resource room setting in grades 7 Ð 12, one of the following: the following courses are needed: SPED 500 or Special Education Endorsements PSYC 310 or 510; SPED 510, 511, 512, 513, 514, 550, 652, 659, 660, EDUC 556 and SPED 622 or 632 or 642. Endorsement 1: Elementary or Secondary Learning Disabilities Endorsement 5: Elementary or Secondary Multi- To work with children with learning disabilities in categorical Special Class with Integration (MSCI). grades K Ð 6 the following courses are needed: To work with children with moderate disabilities who SPED 500 or PSYC 310; SPED 510, 511, 512, 513, 514, are served in multicategorical SCI programs in grades 520, 621, 623, 628, and 631 or 641 or EDUC 552. K Ð 6, the following are needed: Two special educa- To work with youth with learning disabilities in tion endorsements at the elementary level [i.e. learn- grades 7 Ð 12 the following courses are needed: ing disabilities, behavioral disorders, mental SPED 500 or PSYC 310 or 510; SPED 510, 511, 512, disabilities (mild/moderate)]. 513, 514, 520, 623, 629, 660, and 632 or 642 or To work with youth with moderate disabilities EDUC 556. who are served in multicategorical SCI programs in grades 7 Ð 12, the following are needed: Two special Endorsement 2: Elementary or Secondary education endorsements at the secondary level [i.e. Behavioral Disorders learning disabilities, behavioral disorders, mental dis- To work with children with behavioral disorders in abilities (mild/moderate)]. grades K Ð 6 the following courses are needed: Students with an interest in obtaining a Master of SPED 500 or PSYC 310 or 510; SPED 510, 511, 512, Education Degree in Special Education should read 513, 514, 530, 631, 633, 638. information in the Graduate section. To work with youth with behavioral disorders in grades 7 Ð 12, the following courses are needed: SPED 500 or PSYC 310 or 510; SPED 510, 511, 512, 513, 514, 530, 632, 633, 639, 660. Endorsement 3: Elementary or Secondary Mental Disabilities (Mild/Moderate) To work with children with mild/moderate mental disabilities in grades K Ð 6, the following courses are needed: SPED 500 or PSYC 310 or 510; SPED 510, 511, 512, 513, 514, 540, 641, 643, 644, 647, 648.

To work with youth with mild/moderate mental dis- abilities in grades 7 Ð 12, the following courses are needed: SPED 500 or PSYC 310 or 510; SPED 510, 511, 512, 513, 514, 540, 642, 643, 644, 647, 649, 660.

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Engineering

Core courses recommended for first two years of Course Descriptions an Engineering program: (for students with a ENGR 110. Engineering Graphics 3 credits strong preparation in mathematics); First The graphic solution of space problems involving semester: ENGR 110; MATH 191; CHEM 105. Second points, lines and planes, geometric construction, pic- semester: CSCI 210; PHYS 251; MATH 191. Third torial representation, auxiliary views, sectioning, semester: ENGR 220; MATH 192; PHYS 253. Fourth dimensioning. Four and a half hours per week. (Same semester: ENGR 302, 310; MATH 300, 320; PHYS 254. as IE 110) Also, 15 to 18 additional elective semester credits in the Engineering Program. ENGR 220. Engineering Statics 2 credits Vector and scalar treatment of forces. Resultants, Recommended for three-year, two degree equilibrium friction, centroids, moments and prod- Engineering Program: For a broader liberal arts ucts of inertia, external and internal forces. background in career preparation, three years of Applications to pulleys, trusses, frames, beams, fric- study at St. Ambrose and two years at an engineering tion. Prerequisites: MATH 192, PHYS 251. (Same as school can lead to two degrees—a Bachelor of Arts IE 220) Degree from St. Ambrose and a Bachelor of Science Degree from the engineering school. The technical ENGR 302. Engineering Dynamics 3 credits courses listed in the Engineering Core Program are Dynamics and kinematics of particles and rigid bod- suggested along with electives to satisfy bachelor ies in rectangular, polar and spherical coordinates. degree requirements number two to ten, which are Work-energy and impulse-momentum theorems for specified in the Academic Information section. rigid body motion. Oscillations of particles and sys- tems. Applications to engineering systems. Requirements for the Bachelor of Science Degree Prerequisites: ENGR 220, MATH 192. (Same as IE 302) with a Major in Engineering Physics: 37 semester credits in physics and engineering including ENGR 303. Strength of Materials 3 credits PHYS 317, and 18 additional semester credits at the Plane stress, plane strain, stress-strain relationships, 300 level; 18 semester credits in mathematics includ- and elements of material behavior. Elements of stress ing at least six semester credits at the 300 level; and deformation analysis applied to members subject CHEM 105, 106; 12 semester credits in computer sci- to centric, torsional, flexural and combined loadings. ence including at least six semester credits at the 300 Elementary considerations of theories of failure, level. Students with a major in engineering physics buckling, repeated and impact loads. Prerequisites: are able to select courses which make them eligible MATH 192, ENGR 220. (Same as IE 303) for entry level engineering positions with the federal ENGR 310. Materials Science 3 credits government. Crystal structure and mineralogy, imperfections and bonding in solids, relation of structure to properties. Mechanical, electrical, and thermal behavior of mate- rials. Mechanisms of deformation and transformation. Prerequisites: MATH 191; CHEM 105; PHYS 251, 253. (Same as IE 310)

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ENGR 312. Thermodynamics 3 credits ENGR 341. Digital Electronics Laboratory 1 credit Introduction to classical and quantum statistics; This course introduces a design environment for the thermodynamic laws, energy, entropy and equilibria, use of measurement apparatus. Characteristics and cyclic and noncyclic processes; applications to chem- use of basic integration circuits, combinational logic ical and engineering problems. Prerequisite: networks, flip flops, multivibrators, registers, coun- PHYS 204 or 251. (Same as PHYS 321 and IE 312) ters and sequential networks. Corequisite: CSCI 340. Prerequisites: PHYS 160, 204, or 253. ENGR 320. Electromagnetic Theory 3 credits Time dependent electric and magnetic fields, bound- ENGR 351. Microprocessor Laboratory 1 credit ary value problems, solutions to Maxwell’s equa- Use of programmable LSI logic chips interfaced with tions, transmission lines and wave guides, antennae memory and I/O devices. Experiments in the design and radiation. Prerequisites: PHYS 253, MATH 291. of simple software modules and elementary operating (Same as PHYS 304) systems concept in managing memory, I/O and inter- rupts. Prerequisite: ENGR 341.

English

Requirements for a Major: 39 credits; English 201, Course Descriptions 202, 210, 211, 303, 401, plus 21 elective English Students should have some background in college credits. Twelve elective credits must be 300 level. English before taking 300-level courses. One 200-level course may be a writing course. All majors must put together a portfolio of their written ENGL 100. Introduction to Writing 3 credits work in English courses. Introduction to the writing process with an emphasis on fluency. Students learn to develop and structure Requirements for a English Education Major: 33 their ideas in writing through a variety of one-page credits plus Child and Adolescent Literature; assignments and longer papers. Discussions of gram- ENGL 201, 202, 210, 211, 303, 313, 316, plus 12 elec- mar, mechanics, spelling and usage are designed tive credits. Six credits must be 300 level. Education specifically around student needs. ENGL 100 counts courses required for a Teaching Major/Minor are toward graduation as an elective. A competency level found in the Education Department section. of C is required before a student may enroll in a Requirements for an English Minor: 21 credits; higher level course. two courses from the following: ENGL 201, 202, 210, ENGL 101. Written Communication 3 credits 211, and 15 elective credits. Nine credits must be at An introduction to university writing. Practices may the 300 level. One course must be writing intensive include writing as rewriting, writing from sources, or a writing course. writing for an audience, developing a voice and edit- Requirements for a Writing Minor: 18 credits; at ing. Grade of C or better and a passing portfolio are least 12 credits from the following: ENGL 216, 217, required to pass. 218, 316, 317, 400. Six additional credits may be taken from MCOM 330, 331, or SPEE 328.

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ENGL 120. Literary Topics 3 credits ters, memos, and short reports. Emphasis is on prac- Primarily for non-majors. An introductory explo- tice and problem-solving through the use of simulat- ration of literature, focusing on specific themes and ed business problems. Prerequisite: ENGL 101. topics. Topics will be specified each semester. ENGL 218. Technical Writing 3 credits Cannot be used as an elective credit for English Practical strategies for producing technical docu- majors or minors or English education majors. ments which are precise, detailed, accurate and func- #ENGL 201. British Literature I 3 credits tional. Forms may include definitions, description, A survey of British poetry, prose and drama during instructions, processes, proposals, and reports. the Middle Ages, Renaissance, Restoration, and Prerequisite: ENGL 101. Augustan Age. Note: The particular focus of each of the following #-WI-ENGL 202. British Literature II 3 credits 200-level courses will be specified when offered: A survey of Romantic, Victorian, and Modern British #ENGL 220. African American Literature 3 credits poetry, prose and drama. An exploration of African American experience and #-WI-ENGL 210. American Literature I 3 credits identity through literature, drawing on forms such as A survey of American literature from the exploration slave narratives, sermons, spirituals and the blues, as and settlement to the Civil War, emphasizing cultural well as on poetry, fiction, drama and the essay. identity and diversity. #ENGL 221. Literature in English #ENGL 211. American Literature II 3 credits Outside the UK and the US 3 credits Survey of American literature from the Civil War to A survey of literature written in English from such the present, emphasizing cultural identity and diversi- places as the Caribbean, Canada, Australia, India, ty. west and east Africa, and South Africa, exploring questions such as colonial attitudes toward the ENGL 215. Practical Grammar and “mother” country, racism and exploitation, and the Punctuation 1 credit establishment of national identity through literature. An introduction to basic grammatical concepts with a focus on how they can be applied to editing and #ENGL 222. Women’s Literature 3 credits proofreading. Specific material for the class will be A study of literature by women that explores issues drawn from students’ writing, and content will be and questions central to the experience of women. determined based on problem areas in that writing. #ENGL 223. Ethnic American Literature 3 credits ENGL 216. Expository and An examination of the ethnic experience of America Persuasive Writing 3 credits as mirrored in literature. Intermediate writing workshop emphasizing analyti- #-WI-ENGL 303. Shakespeare 3 credits cal writing and thinking skills with a focus on audi- A critical examination of Shakespeare’s major poetry, ence awareness. Further work on analyzing a topic, comedies, histories, tragedies, and romances. focusing on a dominant idea, organizing for effec- tiveness, and revising for clarity and conciseness. Prerequisite: ENGL 101.

ENGL 217. Written Business Communication 3 credits Practical strategies for creating effective business let-

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#ENGL 304. Renaissance Literature 3 credits ENGL 317. Creative Writing A critical examination of major poetry and drama of Workshop 2 Ð 3 credits sixteenth- and seventeenth-century England. Writers A workshop focusing on the creative forms of poetry may include Sidney, Spenser, Shakespeare, Marlowe, and fiction. Student work forms the center of the Jonson, Donne, Herbert, Herrick, Marvell, and course, supported by outside reading and writing Milton. exercises. Prerequisite: ENGL 101.

#ENGL 307. Romanticism 3 credits ENGL 318. Tutorial Writing 1 credit A critical examination of the poetry and fiction that Theory and practice of tutoring writing. The course emerged from the revolutionary spirit that swept has specific applications for students tutoring writing through Europe and America at the end of the eigh- in the Academic Support Center. Instructor approval teenth and beginning of the nineteenth centuries. required.

#ENGL 309. Victorian Literature 3 credits #ENGL 341. American Poetry 3 credits A critical examination of British fiction and poetry An exploration of the American voice in poetry. from the 1830s to the end of the century. Writers Writers may include early poets such as Taylor and may include the novelists Dickens, Thackeray, the Bradstreet; nineteenth-century poets such as Brontes, Eliot, and Hardy, and the poets Tennyson, Whitman and Dickinson; early and mid-twentieth the Brownings, Arnold, Hopkins, the Rossettis, century poets such as Pound, Williams, and Hughes; Wilde, and Swinburne. and contemporary poets such as Rich, Ginsberg, and Jordan. #ENGL 310. Nineteenth-Century Fiction 3 credits A critical examination of the novel in the U.S., Great #ENGL 343. American Realism Britain, and on the Continent, considering questions and Naturalism 3 credits such as why the novel becomes so important in the An exploration of realism and naturalism in context West, what distinguishes the novels of different coun- of social changes and scientific beliefs in the late tries from each other, and what characteristics these nineteenth- and early twentieth-century America. novels share. Writers may include Twain, Howells, James, Chopin, Wharton, Gilman, DuBois, Washington, Norris, ENGL 313. Introduction to Linguistics 3 credits Crane and Dreiser. A systematic study of the English language including phonetics and phonology, morphology, and syntax. ENGL 344. Modernism 3 credits The course also includes a survey of language-related An intercultural and multinational examination of issues. “modern” forms, concepts, and sensibilities during the early twentieth century. Writers may include ENGL 316. Expository Writing Workshop 3 credits Joyce, Woolf, Hemingway, Faulkner, Mann, Toomer, An advanced workshop in expository writing intend- Yeats, Eliot, Pound, Stevens, and O’Neill. ed for students who already have a command of essay writing skills. Includes work on cultivating an #ENGL 345. Twentieth-Century Fiction 3 credits effective style. Prerequisite: ENGL 101. A critical examination of the distinguishing charac- teristics of modern fiction from Britain, Europe and the Americas, possibly considering the formal prop- erties of the novels as well as modern cultural and social issues.

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#ENGL 346. Contemporary Fiction 3 credits ENGL 400. Writing Internship 1 Ð 6 credits A study of fiction in the last 25 years. Supervised experience working as a writer in a pro- fessional environment. Competitively selected candi- ENGL 350. Independent Study 1 Ð 3 credits dates will keep a journal, write a summative Advanced critical study or research in an area agreed reflective paper, and submit a portfolio of written upon by student and instructor. Topics are not taught work. in regularly offered courses. May be scheduled for a maximum of three credits. WI-ENGL 401. Senior Seminar 3 credits A capstone to the major in English. A general course #ENGL 360. Advanced Topics 3 credits topic and core readings provide the foundation for a An advanced study of specific literary forms, themes, research paper which uses critical and scholarly movements or authors. Topics will be announced methods to explore a student-selected topic. each semester the course is offered.

Foreign Languages

The Department of Classical and Modern Languages offers a combination lan- guage major, with the first language option of Spanish. Students can also fulfill requirements for a Spanish major on campus, or they can complete a major in French, German or Spanish by studying abroad. A non-teaching minor is avail- able in French, German and Spanish on campus and abroad. Education courses required for a teaching major or minor are found in the Department of Education section. Details on programs both at home and abroad are available from the Department of Classical and Modern Languages chair.

Students of a foreign language are encouraged to than English, to take CLEP exams. The department study abroad. For those who cannot do so, the accepts up to 12 semester hours of credit, depending requirements for a combination language major are on the scores obtained on the exams. CLEP exams 12 semester credits at the 300-level in the same first cannot be taken after a student has received credit in language, and 6 semester credits at the 300-level in a college language course. Therefore, students are the same second language. encouraged to take CLEP exams prior to enrolling in First language option on campus: Spanish. college in order to receive credit, and in order to be Second language options: French, German and placed at the appropriate level of language study. Spanish. Students planning to teach must show credit earned The Department of Classical and Modern in lower level courses either through CLEP credit, by Languages encourages students who have language taking the courses in high school or college, or by experience, either through high school credit or demonstrating proficiency. because they are native speakers of languages other

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Many courses are offered on a cycled basis. French Please consult with the department chair in order to Requirements for a Teaching or Non-Teaching avoid delays in beginning a language sequence. Major: 18 semester credits of French at the 300- level, including at least six credits of French litera- Foreign Language in Translation ture, fulfilled only by studying abroad. Teaching The following courses also are offered by the majors need to complete a program of study Department of Classical and Modern Languages. approved by both the Language and Education They require no knowledge of a foreign language. Department chairs. #FLAN 101. Intercultural Understanding 3 credits Requirements for a Teaching or Non-Teaching Introduction to culture in general and specifically to Minor: 12 semester credits of French in courses at the study of the cultures of countries where French, the 300-level. German, Russian and Spanish are spoken. Content varies. Course Descriptions FLAN 103. Foreign Cultural Experience 4 credits #FREN 101, 102. First Year French 3 credits Foreign experience. Introduction to culture in general Acquaints the student with French through experi- and specifically to the study of the culture / cultures ences in the five language skills of understanding, of country / countries visited as they contrast with US speaking, reading, writing and culture. culture. #FREN 201, 202. Second Year French 3 credits #FLAN 201. Selected Works of Review and greater mastery of written and spoken French Literature in Translation 3 credits French. Readings of French texts. Prerequisites: Study of selected French novelists including familiar FREN 101, 102; two years of high school French, or authors such as Balzac, Hugo, Zola and Flaubert. A equivalent. variety of contemporary authors could also be includ- ed. #FREN 301. French Composition and Conversation I 3 credits #FLAN 202. Selected Works of Advanced study of grammar, stylistics, and vocabu- German Literature in Translation 3 credits lary. Development of both written and oral skills. Emphasis on acquisition of composition skills. #FLAN 203. Selected Works of Russian Literature in Translation 3 credits Readings on contemporary French culture. Selected works in translation by authors such as Prerequisites: FREN 201, 202; four years of high Pushkin, Gogol, Lermontov, Turgenev, Dostoevsky, school French or equivalent. Tolstoy, Chekhov and others. #FREN 302. French Composition and Conversation II 3 credits #FLAN 204. Selected Works of Hispanic Literature in Translation 3 credits Continuation of FREN 301 with greater emphasis on Selected works in translation such as The Cid and conversational skills and use of some colloquial Lazarillo de Tormes, and by such authors as Lope de French. Readings of French texts. Prerequisites: Vega, Tirso de Molina, Galdós, Unamuno, García FREN 201, 202; four years of high school French or Lorca, Cela, García Marquez, and Borges. equivalent. Recommended: FREN 301.

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FREN 310. Special Topics in French 3 Ð 9 credits FREN 320. Independent French 1 Ð 6 credits Topics, sometimes a literary genre or period, which Department approval. Repeatable. Prerequisites: are dealt with in more detail than is possible in a sur- FREN 301, 302; five years of high school French or vey of literature course, or work in syntax or vocabu- equivalent. lary building as a means of expression, or problematic points in grammar. Topics to be announced. May be repeated if topics are different.

General Science

See Interdisciplinary Programs

Geography

#GEOG 201. Physical Geography 3 credits GEOG 360. Maps and Mapping 3 credits Natural environment with emphasis on spatial inter- Types, design, and functions of maps. Prerequisite: action of elements, resources and their uses. (Same GEOG 201 or 205, or consent of instructor. as Natural Science 205) GEOG 370. Studies in Geography 3 credits #GEOG 205. Human Geography 3 credits Particular world regions or problems. Topics change Principles of human spatial behavior and how they according to world events and needs of students. apply to social, economic, and political problems. Prerequisite: GEOG 201 or 205, or consent of instruc- tor. GEOG 322. Economic Geography 3 credits Location and spatial organization of world economic activity such as manufacturing and trade. Prerequisites: GEOG 201 or 205, or consent of instruc- tor.

GEOG 340. Urban Geography 3 credits Urban space and activities, theories and processes of urbanization, and contemporary urban problems in geographic perspective. Prerequisite: GEOG 201 or 205, or consent of instructor.

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German

Requirements for a Teaching or Non-Teaching #GERM 301. German Composition and Major: 18 semester credits of German at the 300- Conversation I 3 credits level, including at least six credits of German litera- Advanced study of grammar, style, and syntax. ture, fulfilled only by studying abroad. (Teaching Development of both written and oral skills. majors need to complete a program of study Emphasis on acquiring composition skills. Readings approved by both the Language and Education from collections of short stories. Prerequisites: Department chairs.) GERM 201, 202, four years of high school German or equivalent. Requirements for a Teaching or Non-Teaching Minor: 18 semester credits of German in a courses #GERM 302. German Composition and above the freshman level. Conversation II 3 credits Continuation of GERM 301 with greater emphasis on Course Descriptions conversational skills and use of colloquial German. Readings from German texts, both literary and topi- #GERM 101, 102. First Year German 3 credits Acquaints the student with German through experi- cal. Prerequisite: GERM 301. ence in the five language skills of understanding, GERM 320. Independent German 1 Ð 6 credits speaking, reading, writing, and culture. Department approval. Repeatable. Prerequisites: GERM 301, 302 or equivalent. #GERM 201, 202. Second Year German 3 credits Oral practice. Grammar review. Vocabulary develop- ment. Prerequisites: GERM 101, 102; two years of high school German or equivalent.

Greek

#GREE 101, 102. Introduction to Greek 3 credits GREE 402. Directed Readings in Basic elements of grammar and syntax, culminating Scriptural Greek 3 credits in graded passages for translation. Study of Koine dialect as distinct from Attic Greek illustrated through passages from New Testament.

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Health Education

Requirements for a Health Education Minor or HED 205. Community and second teaching area which includes the require- Public Health Concepts 2 credits ments for the K Ð 6 Health Endorsement: HED 201, Overview of public and community health systems 203, 205, 301, 303; PED 206, 340; PSYC 201, 205; and programs with emphasis on protection and care SOC 321. Education courses required for teaching are of the individual, and family, funding, resources and found in the Education Department section. careers.

HED 301. Organization and Administration Course Descriptions of the School Health Program 2 credits HED 201. Health Education 2 credits Introductory course for school personnel in the con- Study of personal and community health, including ceptual structure of the effective organization and emotional health, disease prevention, drug use, and administration of comprehensive school health pro- sexuality. Prerequisites: PED 149, sophomore status. gramming.

HED 203. Consumer Health 2 credits HED 303. Methods and Materials Study of the use and purchase of health-related goods in Health Education 3 credits and services with emphasis on recognition of quack- Concepts of program design, development, delivery, ery and consumer protection strategies. and evaluation to include analysis of objectives and content, construction of teaching modules, selection of aids and resources, and application of assessment and evaluation.

History

Requirements for a Major: HIST 105, 106, 201, 202, and a minimum of nine credits from courses which 390, and 15 additional semester credits of history deal with world history. Students are encouraged to above the freshman level. take courses from other related areas but especially from the other social sciences. It is necessary to Requirements for a Minor: HIST 105, 106, 201, 202 maintain a grade-point average of 3.00 in history and three additional semester credits of history above with no grade lower than a C. Education courses the freshman level. required for a teaching major are found in the Requirements for a Teaching Major: Students Education Department section. majoring in history and expecting to qualify for a certificate to teach history on the secondary level are Course Descriptions required to take HIST 105, 106, 201, 202, 390, and 18 #HIST 105. World Civilization to 1500 3 credits additional semester credits above the freshman level. Major historical developments from earliest times to The remaining credits should include a minimum of the beginning of the modern period. nine credits from courses which deal with U.S. history

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#HIST 106. World Civilization #HIST 317. The Middle Ages: Since 1500 3 credits 300 to 1300 3 credits Major historical developments from the beginning of Europe from the end of the Western Roman Em-pire the modern period to the present. to the beginnings of the national monarchies.

#HIST 201. United States to 1865 3 credits HIST 319. The Renaissance and Survey of United States history from the beginnings the Reformation 3 credits to the Civil War. Europe from the development of national monarchy to the end of wars of religion. #HIST 202. United States Since 1865 3 credits Survey of United States history from the Civil War to HIST 330. Studies in Ancient or the present. Medieval History 3 credits Western history of the ancient or medieval periods. HIST 213. Statistics for the Topics may include religious revolutionary move- Social Sciences 3 credits ments, medieval social history, medieval Europe and Interdisciplinary course on how and why social sci- Byzantium. entists use statistics to describe and interpret infor- mation they gather. Lecture and laboratory periods. HIST 336. Early Modern Europe: Prerequisites: Introductory course in major field; 1650 to 1850 3 credits MATH 121 or passing grade on screening tests. (Same Old Regime Society and the Enlightenment; industri- as CRJU 213, PSCI 213, PSYC 213, SOC 213) alization of Europe and the revolutionary movements.

#HIST 338. Contemporary World: Note: The following 300-level history courses should 1850 to Present 3 credits not be taken by freshmen. Major trends since late 19th century: Imperialism, the World Wars, Fascism, the Cold War, Third World #-WI-HIST 307. History of Christianity: developments. Early and Medieval 3 credits The Church and Western society in the early and HIST 352. Studies in Modern medieval periods. (Same as THEO 307) European History 3 credits From 17th to 20th century. Topics may include #-WI-HIST 308. History of Christianity: Nazism. Reformation and Modern 3 credits The Church and society from the Reformation HIST 355. Religion in America 3 credits through the Modern Age. (Same as THEO 308) Religion as a force in America with emphasis on Puritanism, the Enlightenment, civil religion, revival- HIST 309. The Ancient Middle ism, denominationalism and fundamentalism. (Same East and Greece 3 credits as THEO 355) Origin and development of civilization in Mesopotamia and Egypt; history and culture of HIST 357. Catholicism in America 3 credits Greece and the Eastern Mediterranean through the A study of the history of the Catholic Church in Hellenistic period. America with special emphasis on the lives of Catholic people. (Same as THEO 357) HIST 310. Ancient Rome 3 credits Origin and development of civilization in Rome #HIST 358. Social Change in America through the Republic and Empire. 1880 Ð 1980 3 credits Focuses on the transformation from a rural to an urban-industrial society, changes in the middle and

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working class life, and emergence of consumer capi- #HIST 378. History of Latin America talist, social and cultural formations. Since 1824 3 credits Survey of Latin American republics since indepen- HIST 359. Economic History of dence with emphasis on political, economic and the United States 3 credits social influences during the 20th century. Development of the American economy, with empha- sis on industrialization as related to both business HIST 380. Studies in Latin American and labor. (Same as ECON 315) or African History 3 credits History of Latin America or Africa. HIST 360. Revolutionary America: 1776 Ð 1836 3 credits #HIST 383. Far East Since 1840 3 credits The beginnings of the new nation and its coming of History of modern China and Japan, emphasis on age. Western impact and Eastern response.

HIST 361. Civil War Era: 1840 Ð 1877 3 credits #HIST 385. The Modern Middle East 3 credits A study of the issues that led up to the Civil War and History of the Middle East and North Africa during the society created in post-war America. the Islamic period. Origins of Islam, its development through the Ottoman era, with major emphasis on HIST 362. Early 20th Century America: 20th century. 1900 Ð 1940 3 credits America from Progressivism through the New Deal. WI-HIST 390. Historiography 3 credits Includes World War I and the Roaring 20s. Introduction to historical method. Emphasis on doing history through readings and project work. For histo- HIST 363. United States Since ry majors in their junior or senior year. World War II 3 credits America’s rise to world power and the ramifications HIST 391. Independent Study 1 Ð 3 credits at home and abroad. Directed individual reading, research and writing on a topic approved by the department. Open only to #HIST 366. Minorities in America 3 credits junior and senior History majors. Prior approval by Historical, cultural, and sociological aspects of instructor and the department chair required. groups in society characterized by discrimination and Prerequisite: HIST 390. lock of power. Includes Native Americans, Black Americans, Spanish-speaking Americans, immigrant HIST 393. Directed Readings groups and women. Prerequisite: SOC 101 or permis- in History 1 Ð 3 credits sion of instructor. (Same as SOC 366) Readings in areas of historical interest not provided by other history courses. Open only to junior and HIST 367. Studies in American History 3 credits senior history majors with prior approval of instruc- The United States from colonial beginnings to the tor and department chair. present. Topics may include American urban history, American social history, history of Iowa, colonial HIST 395. Methods of Teaching America, and Vietnam. Social Studies 3 credits Development of basic concepts in social sciences HIST 370. African History: taught in elementary schools. Examines methods Colonial and Modern 3 credits such as inquiry and problem-solving. Several pro- History of Africa from partition in the 19th century jects, including unit and lesson planning, are to present. required. Prerequisites: EDUC 205, 304. (Same as EDUC 329)

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Industrial Engineering

The Ambrose Institute of Industrial Engineering offers an accredited four year program leading to a Bachelor of Science in Industrial Engineering (bsie) degree. The curriculum and individual courses are designed to prepare the student to uti- lize the technology of the ’90s and to be successful well into the next century. Modern technological developments such as the application of computers in design, manufacturing, and process planning are stressed. The vital role played by people in achieving superior performance in an organization is given major emphasis.

The student is required to obtain practical experi- are not expected to complete the program in four ence in the field while pursuing a degree in industrial years. The sequence in which students’ courses engineering. The following practical experience alter- should be taken will be determined by faculty advi- natives are offered: sors. Part-time Employment Students working part-time in positions relating to Accreditation And Standards industrial engineering will be given credit toward this The Industrial Engineering Program is accredited by requirement. the Engineering Accreditation Commission of the Cooperative Program Accreditation Board of Engineering and Technology A cooperative education program may be available (abet). ABET is a nation-wide federation of engineer- for qualified students who want to become involved ing professional societies which represent more than in a structured plan of alternating semesters of work 1.8 million engineers. It establishes criteria for and academic study. accreditation of engineering educational programs, examines engineering educational programs upon Senior Year Project request and accredits those meeting the established Students in industrial engineering who have not par- criteria. This assures that students’ investment in edu- ticipated in a cooperative program or have not experi- cation is protected. enced appropriate part-time employment may fulfill the practical experience requirement by successful Admissions Requirements completion of a senior year individual project in which problem-solving or design skills are applied in The general admissions requirements listed in this actual organizations. catalog apply to the Industrial Engineering Program. Students who enter the Ambrose Institute of Employer-Sponsored Work Study Programs Industrial Engineering directly from high school The Industrial Engineering Program offers day and should have completed one and one-half units of evening classes to allow employed persons to enroll algebra, one unit of plane geometry and one-half unit in courses. Many employers provide tuition reim- of trigonometry. Students who have not will be bursement for employees who successfully complete required to take additional mathematics courses college courses. Part-time and work-study students before enrolling in calculus at St. Ambrose. High

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school physics and chemistry are recommended for Course Descriptions all applicants. IE 110. Engineering Graphics 3 credits Requirements for a Bachelor of Science in The graphic solution of space problems involving Industrial Engineering Degree points, lines and planes, geometric construction, 132 semester credits as follows: orthographic and pictorial representation, auxiliary Mathematics and Basic Science Courses views, sectioning, dimensioning, and basic engineer- (33 credits): MATH 191, 192, 280, 300, 301; ing symbols. (Same as ENGR 110) PHYS 251, 253, 306; CHEM 103 or 105. IE 220. Engineering Statics 2 credits Engineering Courses (62 credits): MATH 390, Vector and scalar treatment of forces. Resultants, 391; IE 110, 290, 295, 300, 304, 315, 335, 340, equilibrium friction, centroids, moments and prod- 350, 351, 375, 400, 415, 450, 490, 201, 301, 401; ucts of inertia, external and internal forces. ENGR 220, 302; ENGR 303 or 310 or 312. Applications to pulleys, trusses, frames, beams, fric- Humanities, Social Sciences and other Courses tion. Prerequisites: MATH 192, PHYS 251. (Same as (37 credits): CSCI 210; ECON 201 or 202; ENGR 220) ENGL 101; ENGL 216 or 217; PHIL 207 or 305; PED 149; PSYC 105; one of FLAN 201, 202, 203, or WI-IE 290. Problem-Solving with 204 (or foreign language elective and literature Microcomputers 3 credits elective); fine arts electives (4 credits); history Application of microcomputers to solve a variety of elective; philosophy or theology elective; theolo- industrial engineering problems. Includes use of gy elective; speech elective. packaged programs as well as designing programs for specific applications. Students receive hands-on The three-credit Industrial Engineering Seminars experience on laboratory computers and become (IE 201, 301, 401) are required for all industrial engi- familiar with modern industrial engineering algo- neering majors and should be taken by the time a stu- rithms and problem-solving techniques. dent has completed approximately 25, 50, and 75 Prerequisites: CSCI 210. percent, respectively, of the industrial engineering IE 295. Manufacturing Materials course requirements. and Processes 3 credits To graduate with an industrial engineering degree, Fundamentals of manufacturing processes including a minimum GPA of 2.50 must be earned for all semes- founding processes, machining, forming, and assem- ter credits used to satisfy the course requirements bly. Characteristics of basic materials including fer- shown above (including a minimum GPA of 2.00 in rous and nonferrous metals, plastics, and other the subset of requirements which includes MATH 390, materials. Instruction includes classroom and field 391 and all IE and ENGR prefixed course numbers). A trips. minimum GPA of 2.00 must be earned in the combi- nation of semester credits and attempted transfer IE 300. Industrial Engineering Methods 3 credits credits. In addition, MATH 191 and 192, or their Measurement and analysis of work systems. equivalents, must be completed with a grade of C or Ergonomics and the environmental, physical, and better. psychological aspects of work. Work measurement techniques including time study, predetermined time systems and work sampling. Classroom and laborato- ry experiences are utilized in instruction. Prerequisites: IE 295 or consent of instructor.

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IE 302. Engineering Dynamics 3 credits IE 315. Engineering Economy 3 credits Dynamics and kinematics of particles and rigid bod- Evaluation of private and public sector project alter- ies in rectangular, polar, and spherical coordinates. natives in quantitative and qualitative terms. Work-energy and impulse-momentum theories for Cost/benefit analysis. Time value of money and rigid body motion. Oscillations of particles and sys- application of this concept to evaluation of economic tems. Applications to engineering systems. feasibility and alternatives, including payback, pre- Prerequisites: IE 220, MATH 192. (Same as ENGR 302) sent value, and return on investment. Prerequisites: IE 295, MATH 192, or consent of instructor. IE 303. Strength of Materials 3 credits Plane stress, plane strain, stress-strain relationship, IE 335. Quality Control and Reliability 3 credits and elements of material behavior. Elements of stress Introduction to total quality management. Statistical and deformation analysis applied to members subject quality control methods and systems useful for ana- to centric, torsional, flexural and combined loadings. lyzing and controlling product quality in industrial Elementary considerations of theories of failure, and business settings. Design of inspection plans for buckling, repeated and impact loads. Prerequisites: various quality characteristics. Statistical process MATH 192, IE 220. (Same as ENGR 303) control charts and acceptance sampling. Introduction to reliability. Prerequisites: IE 295, MATH 300, or con- IE 304. Design Fundamentals sent of instructor. for Industrial Engineers 3 credits Introduction to the process of engineering design. IE 340. Occupational Safety and Health 3 credits Application of this process via student projects which This course provides a fundamental survey of occu- are related to industrial engineering functional areas. pational safety and health principles and techniques Prerequisites: IE 290, 300, MATH 192, junior status in which will aid students recognizing, evaluating, and industrial engineering, or consent of instructor. controlling occupational safety and health risks. Prerequisite: IE 295, or consent of instructor. IE 310. Materials Science 3 credits Crystal structure and mineralogy, imperfections and IE 350. Operations Planning, bondings in solids, relation of structure to properties. Scheduling and Control 3 credits Mechanical, electrical, and thermal behavior of mate- Addresses those activities in an organization that are rials. Mechanisms of deformation and transforma- directly related to producing goods or providing ser- tion. Prerequisites: MATH 191, CHEM 103 or 105, vices. Planning, execution, and control of functions PHYS 251. (Same as ENGR 310) are examined. The focus is on organizational process- es in which people, capital, and material (inputs) are IE 312. Thermodynamics 3 credits combined to produce services and goods (outputs). Introduction to classical and quantum statistics; Such processes may be found in banks, factories, thermodynamic laws, energy, entropy and equilibria, stores, hospitals, etc. Subjects include forecasting, cyclic and noncyclic processes; applications to chem- capacity planning, operations design, scheduling, and ical and engineering problems. Prerequisite: quality control. Prerequisites: IE 295, 300, or consent PHYS 251. (Same as PHYS 321 and ENGR 312) of instructor.

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WI-IE 351. Industrial Engineering Design industry, government, military, hospital, education, or Laboratory 3 credits similar functional activity that uses problem-solving The student designs industrial engineering mecha- and/or design methods. This exposure may be nisms (people, equipment, information procedures) in obtained through suitable reimbursable work experi- a laboratory setting. Projects may include typical ence. If students do not have such experience, they industrial engineering topics such as work methods must register for this course and will be given an and design, facilities layout, simulation, etc. assignment to complete with industrial engineering Prerequisites: IE 300, 304, 315, 335, 350; or permis- faculty advisory assistance, involving a significant sion of instructor. industrial engineering project with local industry or an on-campus project. Prerequisites: Senior status in IE 375. Computer-Aided industrial engineering or director approval. Manufacturing Systems 3 credits Provides knowledge and an ability to apply IE 490. Industrial Engineering computer-aided manufacturing technology as a cost- Senior Design Seminar 3 credits effective strategy. NC, CNC, CAD/CAM, robotics, vision A significant project involving design or re-design of systems, PLC’s, and other technologies are investigat- an operational product, process or procedure in either ed and their applications explored. Strategic imple- an industrial or a service setting. As a minimum, stu- mentation, optimization, and systems integration dents will consider objectives and criteria, resources, issues are addressed. Theory of feedback control sys- interface with other functional areas, constraints, tems and computer control of processes. alternatives and operational specifications. The stu- Prerequisites: IE 110 and 304, or consent of instructor. dent will prepare a written report. Prerequisite: Senior status in industrial engineering or director IE 400. Introduction to Simulation 3 credits approval. Introduction to simulation modeling using SIMAN programming language. Focuses on the formulation IE 201, 301, 401. Industrial of relevant, tractable questions, the development of Engineering Seminar 0 credits models which provide appropriate information, and Three seminars are required for all Industrial the analysis of this information for decision-making. Engineering students at approximately first semester Simulation is presented as an integrated subject in of the sophomore, junior and senior levels of the which the methodology of simulation, model build- Industrial Engineering curriculum. Each seminar ing, verification, validation, and execution are offering will be unique and will feature guests who addressed. Prerequisites: MATH 300, 391, IE 290, or are experienced in or are associated with engineering consent of instructor. activities. These seminars are intended to provide career preparation information in regard to the pro- IE 415. System Integration and Design 3 credits fessional activities of practicing industrial engineers. The systems integration process including planning, Subjects may include typical industrial engineering design, implementation, and control. Student projects on-the-job-activities, the engineering challenge, pro- apply this process to industrial engineering functional fessional ethics, professional societies, professional areas. Prerequisite: IE 300, 304, junior status in engineering registration, career opportunities, com- industrial engineering, or consent of instructor. puter and automation impact. Prerequisite: Industrial IE 450. Professional Experience 3 credits engineering students. Students are exposed to the working environment of an industrial engineer. This can be in a business,

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Interdisciplinary Programs

Catholic Studies student presentations and defense of research pro- Certificate Program or Interdisciplinary Minor jects); and nine semester credits in courses related to Requirements for a Certificate or peace and justice selected from at least two different Interdisciplinary Minor in Catholic Studies: A departments. Prerequisite: Approval by the Peace and Justice Program coordinator. minimum of 19 semester credits, including HIST 307, 308; THEO 404, 411 (Interdisciplinary Seminar in Entry Procedures for Peace and Justice Minor: Catholic Studies with student presentation and 1. Ask faculty member participating in the defense of research projects); three additional courses Interdisciplinary Minor to act as a sponsor (may (7 Ð 9 semester credits) from at least two of the fol- be a faculty advisor). lowing: ART 314 or 315; ENGL 201, 301, 331; 2. Prepare a proposed course of study with the facul- HIST 357; MUS 310; PHIL 316; THEO 202, 219, 362. ty sponsor and submit it to the Peace and Justice Entry procedure for Catholic Studies Minor: A Program coordinator. course of study should be worked out with an advi- 3. The coordinator seeks approval of the program by sor. This will be submitted to the Catholic Studies a committee composed of the faculty sponsor, the Program coordinator for approval. program coordinator and one other member of the faculty participating in the Interdisciplinary Program. Changes in the program are subject to General Science the approval of this committee. Requirements for a Teaching Major (7 Ð 12): 36 Ð 38 semester credits in the natural and mathematical Women’s Studies sciences, including BIOL 103, 104; CHEM 105, 106; Students pursuing a minor in women’s studies must PHYS 203, 204; 6 Ð 8 semester credits of science elec- select a mentor from among members of the tives; MATH 151 and CSCI 120; completion of a teach- ing minor in one of the following departments: Women’s Studies Advisory Committee. The mentor biology, chemistry, mathematical sciences or physics, will guide and direct the student in selecting courses. engineering and astronomy. Suggested electives: Requirements for the Interdisciplinary Minor:A ASTR 201, BIOL 109, 202, NSCI 202; other courses in total of 18 credits including: WMST 201 and 390; at the sciences may be substituted if approved by the least 6 credits from ENGL 209, ENGL 360, HIST 352, major department involved. For information on edu- PHIL 390, PSYC 203, THEO 340, and WMST 310. Up to cation courses required for a teaching major see the six credits from BUS 325, ENGL 304, SOC 310, Education Department section. SOC 366, THEO 302, and WMST 350 may apply toward the minor. Peace and Justice Program Requirements for Interdisciplinary Minor in Peace and Justice: 18 semester credits including THEO 362, PHIL 343 or CRJU 303; PHIL 301 (Interdisciplinary Seminar in Peace and Justice with

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Course Descriptions WMST 350. Independent Study 1 Ð 3 credits Directed individual reading, research and/or writing WMST 201. Women’s Studies: A Cross Cultural Introduction 3 credits on topics approved by the Women’s Studies Advisory This course provides an overview of topics and Committee. Prerequisite: Permission of instructor. approaches that mark women’s studies across disci- WI-WMST 390. Women’s Studies Seminar 3 credits plinary and cultural boundaries. The capstone experience in the Women’s Studies Program, the seminar provides the opportunity for WMST 310. Topics in Women’s Studies 3 credits This course explores a particular issues related to scholarly research and writing in an interdisciplinary women and/or gender in an interdisciplinary setting. setting. Prerequisites: WMST 201 and 6 credits of Prerequisite: Permission of instructor. course work in the minor, or permission of instructor.

Latin

#LAT 101, 102. Introduction to Latin 3 credits Designed to develop accuracy in translation. Emphasis on grammatical structure, syntax, and graded reading of prose selections.

Learning Skills

LS 090. Pre-College Reading ing vocabulary-enrichment, increased comprehen- and Study Skills 3 credits* sion, concentration, and recall. Introduces and facili- A reading and study skills class required of students tates those study skills which characterize successful who place below a certain level on the Nelson-Denny academic behavior, including listening, note-taking, Test. It emphasizes listening skills, vocabulary skills, test-taking, studying, and time management skills. textbook reading skills, effective memory techniques, Offers analytical reasoning and problem-solving as and how to be a better overall reader. Students will aspects of the learning process and the use of writing enroll in LS 100 in the spring semester at the recom- as a mode of understanding text. Elective credit only. mendation of the instructor. A competency level of C A competency level of C is required before a student is required before a student may enroll in a higher may enroll in a higher level course. level course. LS 201, 202, 203. Advanced College *Institutional credit only. This will satisfy financial Reading 1 credit per course and eligibility requirements. Offered in the spring semester. The course is divided LS 100. College Reading and Study Skills 3 credits into three five-week one hour courses in Vocabulary, Develops effective college-level reading skills includ- Rate and Comprehension, and Critical Reading. This

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class includes intensive work in advanced vocabulary, LS 399. Supplemental Instructor 2 Ð 4 credits introduces strategies for increasing reading rate and Student will serve as a supplemental instruction flexibility, and enables the student to improve his/her leader for a designated course. Enrollment only per- ability to analyze and criticize texts. Students may mitted by the SI supervisor. enroll in one, two, or all three segments of the course.

Mass Communications

Mass Communications: Radio/TV Major Transfer Students in Mass Communications Core Requirements: 18 credit hours including Four-Year Colleges and Universities: St. Ambrose MCOM 205, 225, 232, 322, 324, 403. accepts up to 25 semester transfer credits of courses Concentration Requirements: 16 credit hours in any one of the mass communications sequences including MCOM 335, 337, 338, 339, and two of (with the exception of MCOM 390, 391, 399) applied MCOM 323, 330, 334. toward a major in mass communications, provided Non-Departmental Core: 20 credit hours from any that the courses are equivalent in content to those of the courses on the approved departmental list (see taught at St. Ambrose. advisor for current list). Advisor must approve choic- Two-Year Colleges: St. Ambrose accepts up to 25 es. semester credits of first and second year courses (100 and 200 coded courses at St. Ambrose) in any one of Mass Communications: Journalism Major the mass communications sequences applied toward a Core Requirements: 18 credit hours including major in mass communications, provided that the MCOM 205, 225, 232, 322, 324, 403. courses are equivalent in content to those taught at Concentration Requirements: 14 credit hours St. Ambrose (with the exception of MCOM 390, 391, including MCOM 330, 331, 334, 337, 354 or 329. 399). Non-Departmental Core: 23 credit hours from any of the courses on the approved departmental list (see Course Descriptions advisor for list). Advisor must approve choices. MCOM 200. Survey of Advertising Mass Communications: Advertising/PR Major and Public Relations 1 credit Core Requirements: 19 credit hours including Introduction to basic concepts of advertising and MCOM 200, 205, 225, 232, 322, 324, 403. public relations; focus on technique and organiza- Concentration Requirements: 21 credit hours tional development. including MCOM 323, 330, 331 or 334, 340, SPEE 306, 327, 329. MCOM 205. Survey of Mass Non-Departmental Core: 20 credit hours including Communications 3 credits ECON 201, 202, BUS 309, 310, 311, ART 231, one of History of media, regulation of the industry, ENGL 216, 217, 316. theories basic to electronic media in America. Introduction to equipment of radio and Mass Communications: Corporate Minor television. Requirements: 21 credit hours including MCOM 225, 330, 340; one of MCOM 331, 334, 323; SPEE 327, 329, one of BUS 311, 328, 347, 348.

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MCOM 225. Survey of Desktop MCOM 330. Newswriting 3 credits Communications 3 credits The practice of basic newswriting technique and an Survey of the components that make up desktop introduction in all areas of reporting on a daily news- communications—the hardware and software, the paper. technology and the terminology, the input devices MCOM 331. Feature Writing and Editing 3 credits and the output devices—as applied and used in the Experience in beat reporting, exploration of depth areas of broadcasting, public relations, and advertis- reporting and features, editing, headline writing, and ing. page layout. Prerequisite: MCOM 330. MCOM 232. Mass Communications MCOM 334. News Broadcasting 3 credits and Society 3 credits Preparation and presentation of news broadcasts. Study of ethics, rights, responsibilities, and the place Editing radio news, use of video tape and other visu- of mass media in social change and social planning. als, and performance in television newscasts. MCOM 233. Stereotyping 3 credits Prerequisites: MCOM 330, instructor permission. A study of stereotyping in the past and present mass MCOM 335. Laboratory Work media with the emphasis on the present. The course on KALA-FM 3 credits will examine the history and social significance of Supervised practice in various departments of college stereotyping, especially concerning minorities. FM radio station, KALA, from preparation of program MCOM 322. Radio Production 3 credits log to on-the-air work. Prerequisite: MCOM 322 or Tools and techniques of radio programs. Students use permission of instructor. modern studio facilities of KALA-FM to produce pro- MCOM 337. Television Laboratory I 2 credits grams for evaluation or broadcast. Students work on St. Ambrose TV-11 programs, espe- MCOM 323. Script and Continuity 3 credits cially weekly Dateline newscast. Students write, Study and practice course in planning and writing shoot, anchor, produce and direct the program on a commercials, including practical print and electronic rotation basis. Each week, one class period is used media techniques. for planning/critique and the other for actual produc- tion. Lab students also help with other productions MCOM 324. Television Production 3 credits where limited television experience is required, are Theory and intense studio practice in all phases of assigned crew positions, and have opportunities for television production, culminating in presentation on-the-air experience in all phases of studio and and critical evaluation of student-created programs. remote production. Prerequisite: MCOM 324. Prerequisite: MCOM 322 or permission of instructor. MCOM 338. Television Laboratory II 2 credits MCOM 329. Print News Practicum 1 Ð 6 credits Advanced practical experience offered in studio and Supervised experience in print journalism working remote programs produced by St. Ambrose with The Buzz, 1 Ð 3 credits each semester not to Television. Students work as floor directors, camera exceed six credits toward graduation. Permission of operators, news photographers, announcers, tape edi- instructor required. tors, directors, producers, and as audio, video, and lighting technicians. Prerequisites: MCOM 324, 337; or permission of instructor.

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MCOM 339. Broadcast Technologies 3 credits in interviewing for the internship. Final grades for User/operator/manager-oriented course in present and the internship will include completion of a daily jour- future technologies for communications industries. nal, evaluation of the academic project, and person- Advanced desktop communications techniques are nel evaluation done by the organization. included. Prerequisites: MCOM 225, 322, 324. WI-MCOM 403. Seminar in MCOM 340. Survey of Public Relations 3 credits Communications 3 credits The history of public relations as developed in vari- Offered for advanced student with interests in a par- ous organizations. How public relations fits into the ticular problem, topic, or methodology. Content marketing program of an organization. The practice, changes from semester to semester in response to procedures, and duties of public relations personnel student needs and faculty interests. Prerequisite: in various types of organizations. Communication Permission from mass communication advisor. strategies and tactics used by public relations profes- Advanced students from other disciplines can be sionals to develop a communication plan consistent nominated by their departments with the organizational goals. as well.

MCOM 354. Advanced Broadcast Reporting 3 credits Supervised experience developing, researching, writ- ing, and presenting campus and local news. Students will function in class as beat reporters for either KALA-FM or TV-11. Prerequisite: MCOM 334.

MCOM 390, 391. Independent Study in Mass Communications 1 Ð 2 credits Directed individual research, writing, and production on approved project. A student may register for either one or two credits in any given semester, and may repeat the course for not more than two credits. Permission of the instructor required. Not more than four credits may apply toward the total credits required for graduation.

MCOM 399. Internship in Mass Communications 2 Ð 5 credits An opportunity for students to study in a pre-profes- sional environment. This kind of experience assumes agreement between student and instructor on the learning contract, placement, academic project, and placement evaluation. Requests for an internship should be made to the department chair one semester prior to the actual placement. Prior to actual place- ment, the student will complete a resume to be used

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Mathematics

Requirements for a Bachelor of Science with a #MATH 110. Math for the Liberal Arts 3 credits Major in Mathematics: 35 semester credits in math- A survey of topics in applied mathematics stressing ematics including MATH 191, 192, 290, 300, 370, the connections between contemporary mathematics 380; five courses from: MATH 291, 301, 320, 330, and modern society. Topics include management sci- 350, 360, 371, 381, 390, 391, 400; six semester cred- ence, statistics and probability, geometry, and social its in computer science, including PASCAL. choice. The course meets general education require- ments in mathematics. It may not be used to meet Requirements for a Minor in Mathematics: 21 prerequisites for MATH 151. Prerequisite: MATH 100 or credits in mathematics at the level of MATH 191 or equivalent score on placement test. above. #MATH 121. Intermediate Algebra 3 credits Mathematics Education Sets, the number line, properties of real numbers, algebraic operations, linear equations and inequali- *Requirements for a Bachelor of Science with a ties, factoring, rational expressions and equations, Major in Mathematics Education: 29 semester radical expressions and equations, quadratic equa- credits in mathematics including MATH 191, 192, 290, tions. Prerequisite: MATH 100 or appropriate score on 300, 340, 350, 360, 380, one mathematics elective placement test. beyond Calculus II, and six semester credits in com- puter science, including PASCAL. MATH 151. College Algebra 3 credits Functions, relations, coordinate systems. Properties Requirements for a Secondary Teacher’s and graphs of elementary functions including polyno- Certificate with a Minor in Mathematics: 26 mials, logarithmic and exponential functions. semester credits in mathematical sciences including Elementary manipulations of matrices and determi- MATH 191, 192, 290, 300, 340, 350, 360, and three nants. Systems of linear equations and their solution semester credits in mathematics electives; three methods. Linear programming models and their solu- semester credits in computer science. tions. Sequence and series of real numbers. *Education courses required for a teaching major are Prerequisite: MATH 121 or appropriate score on place- listed in the Education Department section. ment test.

Course Descriptions MATH 152. Trigonometry 2 credits Elementary trigonometric functions and their graphs. MATH 100. Fundamentals of Mathematics 3 credits Trigonometric identities. Inverse trigonometric func- Designed to isolate, diagnose and overcome weaker tions and their graphs. Applications of trigonometric areas of a student’s mathematics background. Offers functions in calculus. Prerequisite: MATH 151 concur- short review of arithmetic and extended study of ele- rent registration, or two units of high school algebra. mentary algebra. Computer assisted. Students should enroll only if indicated by placement test results. Fulfills credits towards 120 hour requirement, but cannot be used to fulfill general education require- ments. A competency level of C is required before the student may enroll in a higher level course.

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MATH 160. Mathematics for to mathematics or mathematics education majors. Management and Economics 3 credits Prerequisite: MATH 192. For pre-MBA students. Functions, graphs of elemen- MATH 290. Linear Algebra 3 credits tary functions, matrices and determinants, systems of Matrices and systems of linear equations. linear equations. Emphasis on applications to man- Determinants. Lines and planes in three-space. Vector agement, decision-making and economics. spaces and linear transformations. Characteristic Prerequisites: MATH 121 or equivalent, and approval equations and eigenvalues. Prerequisite: MATH 192. of the MBA program dean and the Department of Mathematical Sciences chair. MATH 291. Calculus and Analytic Geometry III 4 credits MATH 191. Calculus and Infinite series, limits and continuity of functions of Analytic Geometry I 4 credits several variables, partial derivatives, directional Functions of single variables; limits, continuity, dif- derivatives, multiple integration, sequences and ferentiability, and integrability. Applications of limit, series, vectors and vector differential equations. derivatives, differentials, and integrals to solutions of Computer assisted. Prerequisite: MATH 192. physical and social problems. Computer assisted. Prerequisites: MATH 151, 152; or appropriate score on WI-MATH 300. Probability and Statistics I 3 credits placement test. MATH 152 may be taken concurrently. Finite probability models, random variables, impor- tant discrete and continuous distributions, descriptive MATH 192. Calculus and statistics. Point estimation, confidence intervals and Analytic Geometry II 4 credits test of hypothesis. Prerequisite: MATH 192. Differentiation and integration of logarithmic, expo- nential, trigonometric functions. Techniques of inte- MATH 301. Probability and Statistics II 3 credits gration, hyperbolic functions, polar coordinates, Planning and analysis of statistical data. Analysis of conic sections, improper integrals, L’Hopital’s rule, variance for factorial, blocked, and latin-squares Taylor’s expansion, infinite series. Introduction to experimental designs. Simple and multiple regres- partial differentiation and multiple integration. sion. Prerequisite: MATH 300. Computer assisted. Prerequisite: MATH 191. MATH 320. Ordinary Differential MATH 210. Theory of Arithmetic 3 credits Equations 3 credits Limited to candidates for elementary teaching li- First-order ordinary differential equations, linear sec- censure or certificate. Topics include logic and set ond order and higher differential equations, series theory, elementary numbers theory and number sys- solutions, systems of differential equations and their tems, probability and statistics, informal geometry applications, matrix methods for linear systems, exis- and measurement. Prerequisite: MATH 121 or 1.5 tence and uniqueness theorems. Computer assisted. units of high school algebra. Prerequisite: MATH 290.

MATH 280. Engineering Mathematics I 4 credits MATH 330. Numerical Analysis 3 credits Development and application of linear algebra and Errors and error propagation. Numerical methods for ordinary differential equation topics. These topics are solving equations in one variable. Solving linear sys- selected with primary concern for engineering appli- tems. Introduction to nonlinear systems. Taylor poly- cations. Included topics are matrices, systems of lin- nomial approximation. Numerical integration and ear equations, vectors, first and second order differentiation. Prerequisites: CSCI 170 or 210; differential equations, and series solutions. Not open MATH 290. (Same as CSCI 330)

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MATH 340. Secondary Math Methods 3 credits MATH 390. Operations Research I 3 credits Limited to candidates for secondary teaching cer- Emphasis on deterministic models: linear, integer, tificate. Current issues, approaches, and materials in and dynamic programming. Graphical, algebraic, and school mathematics teaching, including philosophy computer solutions to real world problems. Duality and objectives, curricula problems, review and evalu- of linear programming models and sensitivity analy- ation of current literature. Students are required to sis. Prerequisite: MATH 191. complete a field component of two hours a day, two MATH 391. Operations Research II 3 credits times a week in the classroom. A minimum of two Emphasis on probabilistic models: decision theory field components (80 hours) are required after field and games, scheduling, inventory, queuing, and simu- experience and before student teaching. Prerequisite: lation. Solutions to real world problems developed MATH 192; EDUC 205, 304, 309. using hand computations and computer software. MATH 350. History of Mathematics 3 credits Prerequisites: MATH 300, 390. An historical survey of mathematics and mathemati- MATH 400. Topics in Mathematics 3 credits cians; selected topics in important developments and Selected topics in pure or applied mathematics. contributions in mathematics. Prerequisite: MATH 192. Prerequisites: Junior or senior status and consent of MATH 360. Modern Geometry 3 credits instructor. Euclidean and non-Euclidean systems. Axiomatic MATH 490. Independent Study approach. Prerequisite: MATH 192. in Mathematics 3 credits MATH 370. Real Analysis I 3 credits Reading, writing, or research in mathematics. Basic elements of real analysis for students of mathe- Prerequisite: Departmental approval. matics. Topics include limits of sequences, continu- MATH 499. Internship in Mathematics 3 credits ity, and metricspace. Prerequisite: MATH 192. The merging of course work with practical training in MATH 371. Real Analysis II 3 credits mathematics. Emphasis will be on how the practical Continuation of MATH 370. Topics include sequences experience is directly related to the course work the and series of function, differentiation, and integra- student has taken. Pass/No Pass only. Prerequisite: tion. Prerequisite: MATH 370. Departmental approval.

MATH 380. Abstract Algebra I 3 credits MATH 601. Topics in Mathematics Basic elements of abstract algebra for students of Education 3 credits mathematics. Topics include definitions and exam- Selected topics in mathematics education for gradu- ples of groups, homomorphisms, direct products, and ate students in education and mathematics education, finite Albelian groups. Prerequisite: MATH 192. and for professionals in particular topics. Prerequisite: Graduate status or consent of instructor. MATH 381. Abstract Algebra II 3 credits Continuation of MATH 380. Topics include definitions and examples of rings, quotient rings, fields, and field extensions. Prerequisite: MATH 380.

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Undergraduate Curricula and Courses

Music

Requirements for Bachelor of Arts Degree with a Course Descriptions Major in Music: MUS 201, 202, 207, 208, 301, 302, #MUS 102. Guitar Class* 1 credit 307, 308, 319, 325, 326, 401, 407; eight semester Beginning instruction in guitar performance. No pre- credits of applied major, eight semester credits of vious knowledge of guitar or music needed. For non- major ensemble (band or choir) with participation music majors only. each semester of enrollment; two semester credits of MUS 236; two semester credits of applied piano (if #MUS 103. Applied Music piano is not the applied major); two semester credits (Voice or Instrument)* 1 credit from MUS 235, 237, 238, 239, 240, and 242; 12 #MUS 303. Advanced Applied Music semester hours of foreign language; a piano profi- (Voice or Instrument)* 1 Ð 2 credits ciency exam administered by the department, and a Private lessons in selected instrument or voice. Can recital in the applied major during the senior year. be repeated up to eight credits (16 for music majors). One 30-minute lesson per week for each semester Requirements for Bachelor of Music Education hour of credit. For fees, see Expenses in Finance sec- Degree (K Ð 6 and/or 7 Ð 12): MUS 201, 202, 207, tion. Prerequisites: Permission of department chair, 208, 235, 237, 238, 239, 240, 301, 302, 307, 308, MUS 103. 319, 323, 324, 325, 326, 401, 407; eight semester Private instruction offered in: credits of applied major; eight semester credits of a. Voice h. Clarinet o. Tuba major ensemble (band or choir) with participation b. Piano i. Flute p. Percussion each semester of enrollment; two semester credits of c. Organ j. Oboe q. Guitar MUS 236; two semester credits of applied piano (if pi- d. Violin k. Bassoon r. Saxophone ano is not the applied major); complete MUS 308 with e. Viola l. French Horn s. Baritone Horn a grade of C or better, or successfully complete a f. Cello m. Trumpet sight singing/ear training exam; a piano proficiency g. String Bass n. Trombone exam administered by the department, and a public recital in the applied major during the senior year. #MUS 110. Music Orientation 2 credits For education course required for a teaching license Designed to acquaint students with a listening appre- see the Education Department section. ciation of music, musical form, and musical history. Recommended for non-majors for partial fulfillment Requirements for a Minor in Music: Eight credits of Division of Arts requirement. of music theory, MUS 325 and 326, four semesters of lessons in an instrument or in voice, and participation #MUS 111. Choir* 1 credit in chorus or band every semester to total at least four A performing group, concentrating on major choral semester credits. works of all periods. Enrollment by consent of direc- tor. A maximum of eight semester credits may be used toward a degree.

#MUS 115. Music in Culture 2 credits A listening course exploring the role of music in sev- eral world cultures. Recommended for non-majors.

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#MUS 117. Band* 1 credit MUS 235. Technique for Brass A performing group, concentrating on concert band and Percussion Instruments 1 credit literature. Enrollment by consent of director. Basic skills for playing brass and percussion instru- Maximum of eight semester credits may be used ments. Relates to elementary and high school class- toward a degree. room situation. Meets twice weekly. Music majors only. #MUS 120. Jazz Appreciation 2 credits Presentation and analysis of American jazz, including MUS 236. Technique for Piano 1 credit listener’s understanding of various styles from blues Basic keyboard skills for classroom and personal use, to modern rock. including scales, chords, harmonization, sight read- ing, and transposition. Required for freshmen music #MUS 121 Ð 127. Ensemble* 1 credit majors. May be repeated for credit. Music majors Ensemble work in the following groups: and minors only. 121. Vocal Ensemble 122. String Ensemble MUS 237. Technique for Voice 1 credit 123. Woodwind Ensemble Theoretical and practical aspects, such as voice clas- 124. Brass Ensemble sification, technical training methods, breathing, the 125. Piano Ensemble adolescent changing voice, style, and interpretation. 126. Jazz Ensemble Meets twice a week. Music majors only. 127. Percussion Ensemble MUS 238. Technique for Maximum of four semester credits can be used Woodwind Instruments 1 credit toward degree. Enrollment by consent of director. Basic skills for playing woodwind instruments. *Non-majors may use any combination of these Planning a course of study. Simulates classroom situ- applied music or performance classes totaling four ations and methods. Meets twice a week. Music credits (but no more than three or either type) to majors only. apply to general degree requirements. MUS 239. Technique for #MUS 200. Fundamentals of Music 2 credits String Instruments 1 credit Notation, rhythm, major and minor scales, intervals, Basic skills for playing string instruments. Planning a and triads. For non-music majors only. course of study. Simulates classroom situations and methods. Music majors only. MUS 201, 202. Harmony 2 credits Triads, chord positions, figured bass, harmonization MUS 240. Technique for Guitar 1 credit of melodies, cadences, dominant seventh chord and Fundamentals for music education majors and ele- diatonic modulation. mentary classroom teachers. Develops such skills as chording, harmonizing, transposing and reading of MUS 207, 208. Sight-Singing and melodic lines. Music majors only. Ear Training 2 credits Singing, writing and auditory recognition of inter- MUS 242. Piano Pedagogy and Literature 1 credit vals, triads, melodies, and rhythms. Prerequisite: Overview of methods and materials for teaching Practical knowledge of musical notation. Corequisite: piano at all levels. Listening lectures pertaining to MUS 201, 202. piano literature from 1700 to the present.

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MUS 244. Music for the Elementary MUS 324. Advanced Music Materials Classroom Teacher 3 credits and Methods 3 Ð 6 credits Designed for elementary classroom teachers to pro- Directed reading, research, and writing on topics vide materials and skills for teaching music in the approved by the department. Taken during spring of classroom. Emphasis on basic theory, fundamental junior year. Fifty clock hours of junior level field piano, guitar, and singing. experience. Prerequisite: MUS 323.

MUS 301, 302. Advanced Harmony 2 credits WI-MUS 325. Music History and Literature: Seventh chords, dominant ninth, eleventh and thir- Antiquity to 1750 3 credits teenth chords, sequences, non-chord tones, chromati- Detailed study of the history of music and the music cally altered chords and chromatic modulation. literature of the period.

MUS 307, 308. Advanced Sight-Singing WI-MUS 326. Music History and and Ear Training 2 credits Literature: 1750 to Present 3 credits Continuation of Music 207, 208. More complex Detailed study of history of music and the music lit- melodies and rhythms, harmonic progressions, and erature of the period. aural perception of musical structures. MUS 401. Counterpoint 2 credits MUS 310. Music in Liturgy 2 credits Two-, three- and four-part counterpoint in five Introduces the student to liturgical music of both the species. Invertible counterpoint at more commonly past and the present, and gives a practical knowledge used intervals, imitation, and canon. Prerequisites: of how, why and when to use it. This course is MUS 301, 302. intended for upper-class students or those with a pre- MUS 407. Form and Analysis 3 credits vious background in church music. Prerequisite: Structural analysis of forms: binary, ternary, rondo, Permission of instructor. (Same as THEO 310) suite, variation, sonata, sonata-rondo, passacaglia, MUS 319. Conducting 3 credits invention, chorale prelude, and fugue. Harmonic, the- Essentials of conducting, with technique and matic, and rhythmic analysis. Prerequisites: MUS 301, mechanics of the baton. Literature pertaining to art of 302. conducting. Rehearsal procedure and conducting MUS 450. Independent Study in practice. Prerequisites: MUS 301, 302. Music Theory 1 Ð 3 credits MUS 323. Music Materials and Methods 3 credits Any student undertaking an independent study in Study of materials, media, and methods used in music is assumed to have completed all previous teaching music in public schools. Prerequisites: course work in the department successfully and to be MUS 202, 208. a junior or senior music major. Prerequisite: MUS 302 and Music Department approval.

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Natural Science

#NSCI 105. Introduction to #NSCI 202. Earth Science 3 credits Physical Science 4 credits Evolution of earth’s land forms. Atmospheres, sur- Selected concepts underlying present understanding face features and interior of the earth. Rocks and of the physical universe. Topics include motion and minerals. Plate tectonics theory. Two lectures and one Newton’s Laws, energy, electricity and electromag- laboratory period per week. netism; chemical structure and reactions, and ele- #NSCI 205. Physical Geography 3 credits ments of astronomy and geology as time permits. Natural environment with emphasis on spatial inter- Some lecture demonstration and laboratory experi- action of elements; resources and their uses. (Same ence is included. Prerequisite: MATH 121 or equiva- as GEOG 201) lent.

#NSCI 201. Astronomy 3 credits A basically non-mathematical description of the moon, stars, galaxies and planets. Theories of their origin and evolution. Two lectures and one lab per week. (Same as ASTR 201)

New Student Seminar

NSS 101. New Student Seminar 1 credit An extended orientation course offered for the first 12 weeks of the semester. Students learn effective time management, reading, note-taking and test-tak- ing skills, as well as information about campus resources and academic policies. Personal adjustment to college and career goals are also explored.

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Occupational Therapy

The Bachelor of Science program in occupational therapy requires the completion of a minimum of 132 semester credits, including six months of field work experi- ence. The curriculum consists of two years of liberal education with emphasis on the biological and behavioral sciences, followed by two years of course work in occupational therapy. The Occupational Therapy Program is accredited Prerequisite Course Work by the Accreditation Council for Occupational These courses must be completed at the time of Therapy Education (acote) of the American application to the program (a six credit exception is Occupational Therapy Association (aota), located at allowed with permission): 4720 Montgomery Lane, PO 31220, Bethesda, MD, Science and Mathematics Credits 20824-1220. AOTA’s phone number is 301/652-2682. BIOL 101 Principles of Human Biology Graduates of the program will be able to sit for the or national certification examination for the occupation- BIOL 103 General Biology I 4 al therapist administered by the American MATH 151 College Algebra 3 Occupational Therapy Certification Board (aotcb). CHEM 103 Principles of Chemistry When students apply for the certification examination or with the AOTCB, they will be asked to answer ques- PHYS 203 College Physics 4 tions related to the topic of felonies. After successful completion of this exam, the These courses must be completed and/or enrolled in individual will be an Occupational Therapist, at the time of application to the program: Registered (otr). Most states require licensure in Specific Group Requirements order to practice. However, state licenses are usually ENGL 101 Written Communication 3 based on the results of the AOTCB Certification Examination. SPEE 101 Public Speaking The OT curriculum consists of two years of liberal or arts education with an emphasis on biological and SPEE 203 Interpersonal Communication 2 Ð 3 behavioral sciences, followed by two years of course work in occupational therapy. Students may apply for PSYC 105 Introduction to Psychology 3 acceptance into the professional phase of the pro- PSYC 213** Statistics for Social Sciences 3 gram during their sophomore year. PSYC 215** Research Methods 3 The Occupational Therapy Program does not PSYC 305 Lifespan Development 3 accept every applicant who meets the minimum PSYC 324 Abnormal Psychology 3 admissions requirements. Each class is selected on a Subtotal 31 Ð 32 competitive basis based on cumulative GPA, prerequi- site GPA, and letters of reference. ** Students electing to double major in psychology and occupational therapy must take PSYC 213 and 215.

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General Education Component Therapy Office by January 31 of the year they are An occupational therapy applicant may apply for applying. admission into the program before completing or 3. Students shall be notified of admission status in enrolling in six semester credits out of the following writing by the Occupational Therapy Office in a courses. However, all prerequisite courses and reasonable time frame. requirements for graduation must be satisfactorily 4. Students who choose to accept admission to the completed prior to enrolling in Fieldwork Level II. Occupational Therapy Program must notify the Occupational Therapy Office of acceptance in General Education Component Credits writing, and pay the acceptance fee, by a prede- Complete two of the three Fine Arts: termined deadline. Art, Music or Theatre 6 5. Students are officially admitted to the History 3 Occupational Therapy Program at the time of Philosophy 101, 201, 207, 208, 210 or 217 3 enrollment in the professional program. Theology 101, 210, 202, 214, In order for students to follow the established pro- 219, 240 or 250 3 gression of the program sequence, they must meet all Philosophy or Theology 6 prerequisites with a C or better before enrolling in Foreign Language or Literature 6 any occupational therapy course. Physical Education 149: Wellness Concepts 1 Physical Education Activity 1 Occupational Therapy Subtotal 29 Program Professional Phase {This total could change if developmental courses Admission to St. Ambrose University does not guar- are necessary) antee advancement into the professional program. Total credits 60 Students must meet the advancement criteria estab- lished by the Occupational Therapy Program. Any Students choosing to double major in occupation- change in requirements which occur after publication al therapy and psychology will need an additional of this catalog may require additional course work in five credit hours in psychology. order to complete accreditation.

Admissions Procedures Criteria for Advancement into the 1. Students must obtain application forms for the Professional Phase of OT Program Occupational Therapy Program from the A1. Students are required to document a total of 30 Occupational Therapy Office. Applications are hours of volunteer experience completed in at available during the fall semester. Students must least two different settings. At the time of applica- apply to St. Ambrose University before they can tion, the applicant must submit a written state- be admitted into the Occupational Therapy ment by a registered occupational therapist on Program. letterhead verifying the volunteer experience. 2. Students applying for admission to the or Occupational Therapy Program must submit their A2. Students must document employment in an occu- applications, fees, and any support documents to pational therapy setting, verified by a registered the Occupational Therapy Office. Students desir- occupational therapist. (At the time of application, ing consideration for summer admission must written verification by a registered occupational submit all documents to the Occupational therapist must be attached to the application.)

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B. Students must have a minimum “computed” First Professional-Level Courses

grade-point average of 2.70 on a 4.00 scale at the Course Title credits time of application and enrollment in the profes- Summer Semester between sional program. A computed GPA is determined by Sophomore and Junior Year the student’s cumulative GPA and prerequisite GPA. OTS 312 History, Philosophy, and Functions 3 (Specific information available in the OTS 313 Foundations of Adaptation 2 Occupational Therapy Office.) OTS 324 Behavioral Neuroscience 4 C. Students must submit three professional letters of Summer credits: 9 reference. (Forms are available in the Occupational Therapy Office.) Fall Semester D. All prerequisite courses and general education BIOL 202 Anatomy and Physiology 4 requirements must be enrolled in or completed OTS 325 OT Intervention I with a grade of C or better at the time of applica- (Children and Adolescents) 4 tion. (A six credit exception is allowed with per- OTS 326 Fieldwork Level I-A 2 mission. COTAs may have additional credit hours WI-PSYC 342 Principles of Counseling 3 pending based on the decision of the OT Program OTS 327 Adaptive Processes I 3 director.) The prerequisite and general education Fall credits: 16 courses are listed on previous pages. Course Title credits Transfer Students from Other Spring Semester

Colleges and Universities BIOL 204 Advanced Human Anatomy 4 A transfer student must submit copies of all tran- OTS 441 OT Applied Kinesiology 3 scripts to the registrar. These transcripts will be con- OTS 442 Occupational Therapy sidered part of the application and are necessary to Intervention II (Adult) 4 determine admission and placement. Transcripts must OTS 443 Fieldwork Level I-B 2 be received by the registrar by the application dead- OTS 444 Adaptive Processes II 2 line date. A photocopied catalog description of all OTS 456 OT Group and Family Theory 3 transferred support courses must be submitted along Spring credits: 18 with the application form. Summer Semester

OTS 510 OT in the Schools** 3 OTS 450 Special Studies in OT** 1 Ð 3 Summer credits: 4 Ð 6

Second Professional-Level Courses Fall Semester

OTS 451 OT Intervention III (Elderly) 4 OTS 452 Fieldwork Level I-C 2 OTS 453 Adaptive Processes III 2 OTS 454 Occupational Therapy Leadership/Management 3 WI-OTS 455 Occupational Therapy Professional Seminar & Research 3

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OTS 460 OT Applied Neurorehabilitation 3 Appeal Procedures for Progression and Fall credits: 17 Retention/Re-Admission in the OT Program Students have the right to appeal decisions related to Spring Semester admissions, progression, or retention to the Fieldwork is six months of full-time studies which is Admissions and Retention Committee. Appeals pro- usually outside the Quad City area. cedures are available from the Occupational Therapy OTS 457 Level II Fieldwork Experience - A 6 Department. OTS 458 Level II Fieldwork Experience - B 6 Procedures OTS 459 Level II Fieldwork Experience - C 6 1. The student’s request for appeal must be made in (Special Topics/Optional) writing to the chair of the Admissions and OTS 511 Level II Fieldwork Experience - D*6 Retention Committee within two weeks of being *Permission of director required notified of his/her status in the Occupational **Elective Therapy Program. 2. The student must appeal decisions of the Retention/Re-Admission in the OT Program Admissions and Retention Committee by submit- Students must meet the following criteria in order to ting written reasons for challenging the be retained in the OT Program. Committee’s decision by the appeal date set by Criteria: the Committee. 1. Maintain an overall GPA of 2.70 on a 4.00 scale. 3. The student member of the Admissions and 2. Maintain a GPA of 2.70 on a 4.00 scale for all first Retention Committee will participate in the and second professional-level courses excluding any appeal process. outstanding prerequisite course(s). 4. The student and faculty members of the 3. Complete all major and support courses with a Admissions and Retention Committee who have minimum grade of C after two attempts. A student direct involvement in the case and who feel they may not be enrolled in any professional Occupational are unable to act in good faith will excuse them- Therapy courses until the second attempt has been selves from the appeals process. In those successfully completed with a C or better. instances, alternate committee members will 4. Follow the Department Leave of Absence serve. Procedures when it is necessary for the student to 5. The decision of the committee will be made by temporarily leave the Occupational Therapy Program. majority vote of those committee members pre- Note: Dismissal from the University will automat- sent using a secret ballot. ically be considered dismissal from the Occupational 6. The student will be verbally informed by the chair Therapy Program. of the committee after the meeting. The chair will write a letter regarding the decision to the student and a copy will be placed in the student’s file. 7. The student has the right to appeal the commit- tee’s decision to the dean of the College of Human Services in writing within one week after receiving notification of the decision.

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Course Descriptions occupation in satisfying the adaptive drive are dis- cussed and practiced. Two lab hour included. OTS 312. History, Philosophy, and Functions of Occupational Therapy 3 credits Prerequisites: Admission to OT program and comple- The course includes the history and philosophy of the tion of first semester. Corequisites: OTS 326, 327. profession, theories and definitions of occupation, OTS 326. Occupational Therapy characteristics of the profession and professionalism Fieldwork I-A: Practicum 2 credits and service delivery methods and settings. Level I practicum in pediatrics consists of guided Vocabulary of the health care profession is included. learning experiences in settings in which the popula- Prerequisites: Admission to professional OT program. tion ages 0 Ð 21 receive educational, social and med- Corequisites: OTS 313, 324. ical services. The course provides the student with direct opportunities to observe and interact with OTS 313. Foundations of Adaptation 2 credits Introduction of the basic concepts underlying the the- infants, children, and adolescents engaged in the ory that occupation is a source of needs satisfaction daily living activities that are appropriate for their throughout the life span. Concepts include the capac- ages and stages of cognitive, psychosocial, and sen- ity to adapt and the facilitation of positive adaptation, sorimotor development. Pass/No Pass course. and the therapist’s role in using the tools of the pro- Prerequisites: Admission to OT Program; completion fession therapeutically. Prerequisites: Admission to of first semester requirements. Corequisites: OTS 325, 327. OT program. Corequisites: OTS 312, 324. OTS 327. Adaptive Processes I 3 credits OTS 323. Special Topics in Occupational Therapy 1 Ð 3 credits Focuses on the critical thinking skills required to Selected topics not offered in regular curriculum. identify, analyze, and adapt activities. Analyzes pur- poseful activity as normally performed and purpose- Prerequisites: First year OT Program; OTS 312, 313, 324; or permission of instructor. ful activity given a patient’s treatment needs. Identifies how multicultural differences may influ- OTS 324. Behavioral Neuroscience 3 credits ence an individual’s interests, concerns, and response Examination of the functional neuroanatomy and to therapy. Prerequisites: Completion of first semes- neurophysiology of human beings. Emphasis on the ter of professional program. Corequisites: OTS 325, physiology and anatomy of the nervous system and 326. the relationship between the nervous system and OTS 440. Special Topics in behavior. Prerequisites: PSYC 105; BIOL 101 or 103. Occupational Therapy 1 Ð 3 credits Recommended: CHEM 101 or 105, PHYS 203 or 251. Selected topics in occupational therapy not covered (Same as PSYC 403) in regular curriculum. Prerequisites: OTS 325, 326, OTS 325. Occupational Therapy 327; or permission of director. Intervention I 4 credits Utilizes the developmental approach to present theo- OTS 441. Occupational Therapy ries and strategies for occupational therapy as- Applied Kinesiology 3 credits sessment and treatment of the 0 Ð 21 year-old Study of theoretical concepts used in the analysis of population. Normal and abnormal cognitive, psy- normal and abnormal patterns of movement as they chosocial and sensorimotor patterns and characteris- apply to occupational therapy. Content includes bio- tics are examined. Methods and techniques for mechanical principles, anatomical structure and func- facilitating positive change, emphasizing the role of tion of movement, functional testing of joints and muscles, and functional application to occupational

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role performance. Prerequisites: BIOL 202, OTS 324, OTS 452. Fieldwork Level I-C 2 credits 325, 327. Corequisites: BIOL 204, OTS 442, 443, 444; The third competency based fieldwork course to help or permission of director. develop skills in occupational therapy service deliv- ery. Students assigned to agencies serving elderly OTS 442. Occupational Therapy with bio-psychosocial problems. Pass/No Pass Intervention II 4 credits course. Prerequisite: OTS 443. Corequisites: OTS 451, Occupational therapy programming, evaluation, 453, 454, 455. assessments, treatment application, prevention and consultation as it applies to medical and psychologi- OTS 453. Adaptive Processes III 2 credits cal conditions involving the adult population. Two Skills in adapting tools, equipment, environments, hour lab included. Prerequisite: OTS 325. and activities for therapeutic use. Designing, fabricat- Corequisites: BIOL 204, OTS 441, 443, 444. ing and using orthotic devices, and developing assis- tive and adaptive equipment to enhance work, play, OTS 443. Fieldwork Level I-B 2 credits leisure, and self-care skills. Prerequisites: OTS 441, The second competency-based fieldwork course to 444. Corequisites: OTS 451, 452, 454, 455. help develop skills in occupational therapy service delivery. Students assigned to agencies serving adults OTS 454. Occupational Therapy with bio-psychosocial problems. Pass/No Pass Leadership/Management 3 credits course. Prerequisite: OTS 326. Corequisites: BIOL 204, Occupational therapy service management skills. OTS 441, 442, 444; or permission of director. Includes health care trends and legal issues. Student will develop a model for the delivery of occupational OTS 444. Adaptive Processes II 2 credits therapy services in a selected agency or facility. The use of activities to enhance independent daily Prerequisite: Senior status in professional program. living performance in work, play, leisure and self- Corequisites: OTS 451, 452, 453, 455. care. Selected assessment procedures and therapeutic modifications emphasized. Prerequisite: OTS 327. WI-OTS 455. Professional Seminar Corequisites: BIOL 204, OTS 441, 442, 443; or permis- and Research 3 credits sion of director. Through completion of debates and development of professional resolutions, students will articulate pro- OTS 450. Special Studies 1 Ð 3 credits fessional position statements regarding various health Selected topics will be studied on an individual basis issues which impact occupational therapy. Research determined between teacher and student. proposals will be developed to provide the student Prerequisite: Second year professional program or with the benefits and importance of outcome studies. permission of director. Clinical reasoning will be emphasized as a method of OTS 451. Occupational Therapy further facilitating decision-making through active Intervention III 4 credits inquiry. Self-directed learning will be stressed. Occupational therapy programming, evaluation, Corequisites: OTS 451, 452, 453, 454. assessments, treatment application, prevention and OTS 456. Occupational Therapy consultation as it applies to medical and psychologi- Group and Family Theory 3 credits cal conditions involving the elderly population. Two Contemporary group theories and skills used by hour lab included. Prerequisites: Senior status in OT occupational therapists in practice arenas with chil- program, OTS 442. Corequisites: OTS 452, 453, 454, dren, adolescents, adults and the elderly. 455. Development of skills in group roles and program- ming for therapeutic groups. Prerequisites: OTS 325, 326, 327, PSYC 342.

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OTS 457. Level II Fieldwork Experience OTS 460. Occupational Therapy Applied (Internship)-A 6 credits Neurorehabilitation 3 credits Three months of supervised field experience with any The course consists of occupational therapy tech- age client population. Individuals exhibit psychoso- niques utilizing neurorehabilitation principles for cial deficits affecting their work/productive activities, clients throughout the life span. Special emphasis daily living activities, or play/leisure skills. Setting will be placed on evaluation and treatment of clients may include hospitals, community, mental health with physical and/or psychosocial conditions utiliz- centers, private outpatient treatment centers, clinics, ing the neurorehabilitation approach. Prerequisites: and nursing homes. Students will be supervised by a Senior status in OT program, OTS 442. Corequisites: registered occupational therapist with a minimum of OTS 451, 452 and 453. one year experience. Pass/No Pass course. OTS 510. Occupational Therapy Prerequisite: Completion of all OT and support cours- in the Schools 3 credits es. This course will present an in-depth study of occupa- OTS 458. Level II Fieldwork Experience tional therapy’s role in the school system. The (Internship)-B 6 credits emphasis will include theories, principles, models of Three months of supervised field experience with any practice and methods of OT delivery of service for age client population. Individuals may exhibit physi- students with handicaps who are in need of special cal, cognitive, or psychosocial deficits affecting their education and related services. Prerequisites: work/productive activities, daily living activities, or OTS 325, current malpractice insurance, negative TB play/leisure skills. Settings may include hospitals, testing. schools, outpatient clinics, nursing homes, and com- OTS 511. Level II Fieldwork C: munity based programs. Students will be supervised Special Topics 1 Ð 6 credits by a registered occupational therapist with a mini- Special topics course. Optional course. Must have mum of one year experience. Pass/No Pass course. permission of director. Pass/No Pass course. Prerequisite: Completion of all OT and support cours- es.

OTS 459. Level II Fieldwork Experience (Internship)-C 6 credits Three months of supervised field experience with individuals or groups of any age who present medical and/or psychosocial conditions. Field experience will occur in traditional or nontraditional settings. Students will be supervised by a registered occupa- tional therapist with a minimum of one year experi- ence. Pass/No Pass course. Prerequisite: Completion of all OT and support courses.

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Peace and Justice Program

See Interdisciplinary Programs

Philosophy

Requirements for a Major in Philosophy: #PHIL 207. Ethics 3 credits 36 semester credits in philosophy with 21 semester Involves a study of the foundations of human happi- credits at the 300/400 level including PHIL 365, 420, ness and of moral reasoning. It directs attention to 495; one other advanced history course; at least one such contemporary moral issues as social justice, sex advanced ethics course and one other 400-level and love, prejudice, and abortion. course. #PHIL 208. Philosophies of Life 3 credits Requirements for Philosophy as a Second Major: Examines what great thinkers have had to say about 27 semester credits of philosophy with at least the goals and values of human existence, and how 18 credits at the 300/400 level, including PHIL 365, life should be led. Utilizes both literary and philo- 420, 495; at least one advanced ethics course and one sophic sources to raise questions concerning the self, other 400-level course. and the relation of the individual to other persons.

Requirements for a Minor in Philosophy: #PHIL 210. Social/Political Philosophy 3 credits 18 semester credits in Philosophy with at least six Philosophical analysis of social process as well as an credits at the 300/400 level. attempt to develop the criteria for judging political institutions. Individuals such as Plato, Aristotle, Course Descriptions Aquinas, Hobbes, Locke, Mill, and Marx may be con- 100- and 200-Level Introductory Courses sidered.

#PHIL 101. Introduction to Philosophy 3 credits #PHIL 217. History of Ancient Introduces students to individuals and issues repre- Philosophy 3 credits sentative of Western Philosophy. Students are also in- Introduces students to the history of Western philoso- troduced to topic areas covered in-depth in other phy by examining the positions of, among others, the course offered by the department. Can be taken Pre-Socratics, Plato, and Aristotle. This course is a concurrently with other courses in philosophy. study of philosophical thought characteristic of the period 600 B.C.E. to 400 C.E. #PHIL 201. Logic 3 credits Designed to strengthen a student’s ability to analyze and evaluate arguments, to recognize fallacious argu- ments, and to work with formal systems of inductive and deductive reasoning.

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All 300- and 400-level courses require completion dimensions of a peaceful world. Among others, the of at least one course at the 100- or 200-level. positions of Mahatma Gandhi, Martin Luther King Jr., and Thomas Merton are examined. Advanced Ethics Courses Recommended prerequisite: PHIL 207. #PHIL 302. Peace and Justice Seminar 3 credits Coordinated by faculty from theology, philosophy Advanced History of Philosophy Courses and sometimes by an instructor from another field. #PHIL 360. History of Medieval The course is part of the interdisciplinary minor in and Renaissance Philosophy 3 credits peace and justice. A research project is required. Examination of the philosophical thought characteris- Recommended prerequisite: PHIL 207 or 219, or tic of the period 400 Ð 1500. Among others, attention THEO 280. (Same as THEO 302) will be given to those thinkers whose positions #PHIL 305. Business Ethics 3 credits reflect the Christian world view, such as Augustine Study of ethical principles and the application of eth- and Thomas Aquinas. Prerequisite: PHIL 217 or per- ical principles to situations relevant to decision-mak- mission of instructor. ing in the professional and business world. Students #PHIL 365. History of will be expected to reflect on question-raising situa- Modern Philosophy 3 credits tions that demand careful, informed moral delibera- Examination of the positions of thinkers who lived tion. within the period 1500 Ð 1900. Among others, it con- #PHIL 310. Bio-Medical Ethics 3 credits siders the positions of Descartes, Hume, and Kant. Detailed study of ethical principles and the applica- Typically, it considers such topics as the rationalist/ tion of those principles to situations relevant to deci- empiricist tension in epistemology, the deontological/ sion-making in medicine and the life sciences. utilitarian tension in ethics, and social contract theo- Particular emphasis is placed on such topics as the ry. Prerequisite: PHIL 217 or permission of instructor. termination of life, the allocation of scarce resources, #PHIL 370. History of and genetic research. Prerequisite: PHIL 207 or per- American Philosophy 3 credits mission of instructor. Examination of the development of American philos- PHIL 325. Ethical and Logical Issues ophy, especially of American pragmatism. Among in the Mass Media 3 credits others, it considers the positions of Pierce, James, Study of the basic principles of formal logic with and Dewey. Recommended prerequisite: PHIL 217. particular emphasis on fallacious reasoning and the #-WI-PHIL 375. Existentialism 3 credits subsequent application to the various modes of rea- Examines the philosophical and literary works of soning found in the mass media. Recommended pre- such thinkers as Kierkegaard, Nietzsche, Camus, requisite: PHIL 207. Marcel, Sartre, and Heidegger. The major question #PHIL 342. Ethics of Sexuality 3 credits pursued in the course is, “What is it to be human?” Detailed study of human sexuality and the ethical Recommended prerequisite: PHIL 217. reasoning pertinent to it for the purpose of formu- lating a rational and cohesive sexual ethic. Special Topics Course

#PHIL 343. Ethics of Peace and #PHIL 390. Special Topics in Philosophy 3 credits Non-Violence 3 credits Course to meet the needs of non-major students, as An inquiry into the concepts of peace and justice, the well as majors. It typically deals with specific topics methods of conflict resolution, and the various not covered in regular course offerings. Can be

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designed to cover special topics in ethics, the history PHIL 451. Directed Readings of philosophy, or other areas of philosophical inquiry. in Philosophy 3 credits Among others, this course might consider such topics Designed for advanced students, typically majors. as work/leisure, alienation, oriental philosophy, femi- This course allows a student to organize a reading nist thought, utopian thought, Afro-American program centering on some topic not covered in reg- thought, Marxist thought, and the philosophy of sci- ular courses. Prerequisite: Approval from a coop- ence. erating faculty member.

PHIL 490. Special Seminar in Philosophy 3 credits 400-Level Courses An in-depth study of some particular figure or move- PHIL 405. Epistemology 3 credits ment in the history of philosophy. Students will be Considers questions associated with the nature, primarily responsible for class discussions. Figures scope, and reliability of human knowledge. Topics such as Plato, Aristotle, Hegel, Wittgenstein, or such as philosophical skepticism, idealism, realism, movements such as Social Contract Theory, Logical and opinion vs.knowledge are examined. Positivism, Natural Law Tradition might be exam- PHIL 410. Symbolic Logic 3 credits ined. Covers a broad spectrum of topics in logic, some WI-PHIL 495. Senior Seminar 3 credits highly mathematical, some highly philosophical. It A capstone course for seniors. Students will be pri- involves a study of the development of formal logic, marily responsible for class discussions. Since this is and a study in detail of the major system of symbolic a writing-intensive course students will be expected logic, namely predicate logic. It also examines how to express their reactions to class materials in a clear predicate logic can be extended in such a way as to and cogent manner. create a more sophisticated systems such as modal logics and fuzzy logic.

PHIL 415. Issues in Ethical Theory 3 credits Considers questions associated with the nature of ethical reasoning. Topics such as the is/ought prob- lem, the role of reason in ethical deliberation, the tension between a Utilitarian and a Deontological approach to ethics, and the foundations of value are examined.

PHIL 420. Metaphysics 3 credits Study of the most basic principles of reality. It asks what we can know about the whole of reality (being), the sorts of beings which exist, the status of concepts such as existence, being, body, soul (or mind), mat- ter, freedom, and God.

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Health, Physical Education and Sport Science

All students majoring in the department must take a one full year of human anatomy and physiology by swimming test upon entrance into their program. the acceptance date. The student may be enrolled in these courses at the time of application, but must suc- Non-Teaching Majors cessfully complete the course by June 1. Course Requirements for a General Physical 4. The student must show successful completion of a Education Major: PED 113, 207, 206, 210, 220, 221, First Aid and CPR course or show current certification 222, 280, 300, 301, 304, 308, 309, 314 or 315, 331, by June 1. 361, 415, 416, 417; HED 201; BIOL 202. 5. The student must show successful participation (i.e. accumulation of a minimum 50 hours) in the Course Requirements for Athletic Training: clinical observation program in athletic training with- PED 206, 304 or 305, 335, 338, 340, 348, 358, 361, in the past year. 363, 390, 415 or SSCI 213; BIOL 202, 204; HED 201 or 6. The student must possess a minimum cumulative 205; PSYC 304 or 305, 403. Recommended but not GPA of 2.50 or better and a minimum of 3.00 or bet- required: CHEM 103 or 105; PHYS 203; PHIL 310 or ter in the athletic training prerequisite and core class- THEO 401; PED 280, 370. Prior to application to the es. Transfer students must submit copies of all program, students will be required to complete a transcripts to the registrar by the March 1 deadline. minimum of 50 clinical hours under the direct su- These transcripts will be considered a part of the pervision of a certified athletic trainer, in an athletic application and are necessary to determine admission training setting in which they will be given the and placement. opportunity to observe and participate, as well as Those students who meet all basic criteria will learn about the role and function of an athletic train- then be invited to an on-campus interview. From this er. interview and other criteria, the most qualified candi- dates will then be invited into the program. All candi- Admissions Procedures for Athletic Training dates will be notified of their status by letter no later 1. Students must obtain application forms for the than June 1. Athletic Training Program from the Department of To sit for the National Certification Exam, 1500 Health, Physical Education, and Sports Sciences. clinical hours under the direct supervision of a certi- Applications are available during the fall semester. fied athletic trainer are required. These hours must be Students must be admitted to St. Ambrose before accumulated within a minimum of two years but no they can be admitted into the Athletic Training more than five years. With proper planning, a student Program. should be able to satisfy this requirement within their 2. Students applying to the Athletic Training Program college career. must submit their applications and any support mate- rials to the Athletic Training Office by March 1. 3. The student must show successful completion of

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Courses required for a major in Sports Minors Management: ACCT 201; ART 231; BUS 309, 316; Requirements for a Physical Education Minor: CSCI 120 or 305; ECON 201, 202; HED 201, 340; 24 semester credits including: PED 206, 309, 331, 311 PED 113, 155, 206, 305, 361, 363, 415, 416, 417; and or 412, 314 or 315. Recommended: HED 201; one course from each of the following groups: 1. PED 113, 207, 301, 304, 384, 385. PED 211 or 214; 2. PED 200, 300 or 400; 3. PED 220, 221, or 222. Requirements for a Health Education Minor or second teaching area which includes the require- Teaching Majors ments for the K Ð 6 Health Endorsement: HED 201, 203, 205, 301, 303; PED 206, 340; PSYC 201, 205; All students should apply for admittance to the SOC 321. Department of Education after completing EDUC 205. Students planning to qualify for a teaching certifi- Athletic Coaching cate are responsible for knowing the certification requirements in the state where they wish to teach. Requirements for Coaching Authorization: The Students must maintain a grade-point average of 3.00 State of Iowa requires four major courses to receive a in physical education with no grade below a C,a coaching authorization: EDUC 304; PED 308, 361, 412 2.70 cumulative average, and must complete PED 311, or a coaching course. All physical education majors 412, PSYC 310, and EDUC 433, and become a member and minors are encouraged to participate in the intra- of the student Iowa State Education Association mural sports program. (isea). Course Descriptions Requirements for a Physical Education Teaching A medical certificate of physical fitness is required Major: BIOL 202; HED 210; PED 113, 207, 206, 210, of all students who participate in any physical 220, 221, 222, 280, 300, 301, 304, 308, 309, 311, education activity course. The medical certificate 314, 315, 331, WI-361, 412, 415. Education courses filed at the time of admission is sufficient if it has required for a teaching major are found in the been filed within the past four years. Education Department section. #PED 100. Beginning Swimming 2 credits Requirements for Athletic Training Teaching Major: The program for athletic training teaching PED 113. Introduction and will follow the same program as the physical educa- History of Physical Education 2 credits tion teaching major but will include the general edu- Acquaints students with profession of physical edu- cation requirement of non-teaching athletic training cation as a career. and PED 363 and 370 from the general core courses. Activity Classes For Non-Physical Education Majors Activity classes cover the theory and practice of the sports listed, including skill fundamentals, strategy and rules.

#PED 149. Wellness Concepts 1 credit Basic concepts and development of physical educa- tion, including such areas as body maintenance, fam- ily health, the Olympics, sport sociology, and consumer education.

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Lifetime Activity Courses #PED 120. Conditioning & Self-Defense 1 credit #PED 211. Beginning Modern Dance 2 credits #PED 122. Personnel Defense for Women 1 credit Basic introduction to modern dance with emphasis #PED 151. Racquetball 1 credit on technique developed through exploration of the #PED 152. Downhill Skiing 1 credit elements of dance, including space, time and energy. #PED 153. Cross Country Skiing 1 credit #PED 154. Canoeing 1 credit #PED 212. Beginning Jazz Dance 2 credits #PED 155. Fitness 1 credit Basic introduction to jazz dance with emphasis on #PED 157. Scuba Diving 1 credit techniques developed through elements of jazz #PED 158. Weight Training 1 credit dance. #PED 159. T’ai Chi 1 credit #PED 214. Aerobic Dance 2 credits #PED 160. Basketball 1 credit Designed to develop physical fitness through move- #PED 161. Softball 1 credit ment. Emphasis on cardiovascular endurance, heart #PED 165. Developmental rate and healthful living through exercise. Physical Education 1 credit For students unable to participate in regular Physical PED 220. Skills I 2 credits Education classes. Prerequisite: Permission of For physical education majors only. Develops motor instructor. skill abilities in three activities. Sports include tennis, #PED 199. Beginning Volleyball 1 credit badminton and volleyball. Should be taken freshman #PED 200. Intermediate Swimming 2 credits and/or sophomore year. #PED 201. Beginning Bowling 1 credit PED 221. Skills II 2 credits #PED 203. Beginning Tennis 1 credit For physical education majors only. Develops motor #PED 204. Beginning Badminton 1 credit skill abilities in three activities. Sports covered #PED 205. Beginning Golf 1 credit include golf, archery, bowling. Should be taken PED 206. First Aid 2 credits freshman and/or sophomore year. Safety awareness as an individual and as a member PED 222. Skills III 2 credits of society. Red Cross certification upon successful For physical education majors only. Develops motor completion of first aid and cardiopulmonary resusci- skill abilities in three activities. Sports covered tation. include soccer, team handball or pickleball, and fit- PED 207. Gymnastics and Tumbling 2 credits ness. Should be taken freshman and/or sophomore Emphasis on men’s and women’s gymnastic appara- year. tus, plus tumbling activities. Open to physical educa- PED 225. Clinical Fitness I 1 credit tion majors or minors. Deals with approaches to design, development, and #PED 208. Cycling 1 credit evaluation of fitness programs with an emphasis on assessment planning and monitoring of individuals PED 210. Games and Rhythms 2 credits and groups. Prerequisite: PED 149. Participation in games and rhythms related to ele- mentary school children. Adaptation of activities to PED 255. Clinical Fitness II 1 credit specific grades. Minimal time on lesson plans, unit For majors only. Approaches to design, development outlines, teaching methods and playground supervi- and evaluation of fitness program with emphasis on sion. assessment planning and monitoring of individuals and groups.

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PED 280. Introduction to PED 308. Introduction to Care and Special Physical Education 3 credits Prevention of Athletic Injuries Approaches general program development related to for the Non-Training Major 2 credits impairments, disabilities, and handicapped conditions This course is designed to meet the needs of the in the mentally, physically, and emotionally dis- coaches or non-athletic training majors by giving an turbed. overview of the care and prevention of some com- mon athletic injuries. The course will offer hands-on PED 300. Advanced Swimming introduction to various taping and bracing techniques (Senior Life Saving) 2 credits utilized in the athletic setting. Knowledge and practical experience in life saving skills. The American Red Cross Certification for PED 309. Elementary Physical Advanced Life Saving and Water Safety will be given Education Methods 2 credits to those who successfully complete the necessary Basis for planning a total program of physical educa- requirements. tion for elementary school children. Progressions within activities, techniques or organization and #PED 301. Country, Folk, and methods of teaching appropriate for elementary age Social Dance 2 credits children. Emphasis placed on child development and Development of knowledge and skill in folk and related activities. Prerequisite: Sophomore status, national dances, American country dances, and social major in the department or elementary education dancing. Cultural influences of folk arts. major. Participation in a variety of dances for school and adult recreation. PED 311. Practicum: Teaching 1 credit Supervised student teaching on the college level. PED 304. Administration and Open only to physical education majors and Minors. Organization of Health, Prerequisite: PED 309 or 331. Placement must be Physical Education, and Athletics 3 credits approved by department chair. Regular grade or Administrative duties, responsibilities, and problems. Pass/No Pass option. Special emphasis on qualifications of administrators and staff, policies, teaching load, indoor and outdoor PED 314. Team Sports 2 credits facilities, purchase and care of equipment, budget Methods and procedures in teaching team sports such and finance, office management, liability, and inter- as soccer, basketball, volleyball, and softball. school athletics. Emphasis on command, task reciprocal. Small group and programmed styles of teaching. Prerequisites: PED 305. Sports Management 3 credit PED 220, 222, 331. Principles and theory of management relating to sports facilities and corporation wellness centers. PED 315. Individual Sports 2 credits Prerequisite: ACCT 201; ECON 201. Majors and minors only. Methods and procedures in teaching individual sports such as tennis, archery, PED 307. First Aid and CPR golf, wrestling, badminton, and bowling. Emphasis Instructor Course 1 credit on task analysis, criteria, evaluation, and behavioral Red Cross First Aid/CPR Instructor Certification will instructional objectives. Prerequisite: PED 220, 221, extend skills gained in PED 306 and provide students 331. with the ability to instruct and certify others using Red Cross curricular materials. Prerequisite: PED 306 or current First Aid/CPR Certification.

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Undergraduate Curricula and Courses

PED 321. Coaching Football 2 credits WI-PED 340. Introduction to Nutrition 3 credits Basic principles and practices underlying modern Study of the relationship between food and the football coaching. human body and its impact on growth and develop- ment, performance, and general well-being. PED 322. Coaching Basketball 2 credits Basic principles and practices underlying modern PED 348. Recognition and Treatment basketball coaching. of Athletic Injuries 2 credits Scientific approach to identifying injuries of all PED 323. Coaching Track 2 credits joints. Also, the scientific basis of how different ther- Basic principles and practices underlying modern apeutic modalities work and their appropriate appli- field and track coaching. cation to injury. Prerequisite: PED 338 with C or PED 324. Coaching Baseball 2 credits better. Basic principles and practices underlying modern PED 358. Rehabilitation Techniques baseball coaching. in Athletic Training 2 credits PED 325. Coaching Volleyball 2 credits Scientific basis of how tissues heal, current tech- Basic principles and practices underlying modern niques of surgery to repair injury, and rehabilitation volleyball coaching. measures specific to each joint of the body. Prerequisite: PED 348 with C or better. PED 331. Principles and Methods of Secondary Physical Education 3 credits WI-PED 361. Kinesiology 3 credits A study to investigate and evaluate methods involved Study of skeletal and muscular systems of the body in teaching physical education at the secondary level, as related to motion. Analysis of muscle function in and learn to develop a daily lesson plan, a unit, and a performance of physical education activities. curriculum calendar. Prerequisite: BIOL 202.

PED 335. Care and Prevention of Athletic #PED 362. Varsity Athletics 1 credit Injuries for the Athletic Training Major 3 credits Maximum of four semester credits allowed toward First in a series of athletic training courses that intro- the 120 degree credits. Pass/No Pass course. duces basic principles and techniques in the care and PED 363. Legal Aspects of Sport 3 credits prevention of athletic injuries.Allows the student ath- This course covers the legal aspects related to sport, letic trainer to gain a working knowledge of the basic sport facilities, programs, and personnel, including skills required to become a certified athletic trainer. tort law, liabilities, and negligence. Prerequisite: Prerequisites: Acceptance into Athletic Training PED 305 or permission of instructor. Program; BIOL 202, 204. PED 370. Psychology and Motivation PED 338. Therapeutic Modalities in in Athletics 2 credits Sports Medicine 1 credit Study of psychological and motivational techniques One class in a series of athletic training courses in relationship to sport competition. designed to introduce the student athletic trainer to various therapeutic modalities used in the athletic PED 384. Practicum in Physical and clinical setting. Allows student to learn how the Education for Mentally Handicapped 3 credits various modalities work, both mechanically and Experience in local schools with physical education physiologically, as well as offering hands-on training programs for mentally handicapped. Emphasis placed with a variety of modalities. Prerequisite: PED 335 on mainstreaming with some integrated program with a C or better. development. Prerequisites: Junior status, PED 280, or

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permission of instructor. Regular grade or Pass/No PED 415. Tests and Measurements 3 credits Pass option. Evaluation as a part of teaching, statistical tech- niques, construction, and use of motor and knowl- PED 385. Practicum in Physical Education for edge tests, criteria for test selection, etc. Prerequisite: Physically Handicapped 3 credits MATH 121. Experience in local schools and hospitals with thera- peutic and activity programs of physically handi- PED 416. Internship I 3 credits capped. Emphasis on mainstreaming and segregated For physical education non-teaching majors. A programs. Prerequisites: PED 280, junior status, or practicum in sports management, wellness programs, permission of instructor. Regular grade or Pass/No park and recreational management, YMCA/YWCA Pass option. work, and/or other assignments to develop first-hand knowledge and experience in pertinent areas. PED 390. Exercise Physiology 3 credits Prerequisite: Junior status in non-teaching sports A theory to practice course relating the principles of management, general physical education, or athletic physiology to exercise. Lab and research assign- training. Regular grade or Pass/No Pass option. ments. Prerequisites: BIOL 202, PED 340, department major, or permission of instructor. PED 417. Internship II 3 credits For physical education non-teaching majors. A #PED 400. Water Safety practicum in sports management, wellness programs, Instructor’s Course 2 credits park and recreational management, YMCA/YWCA Prerequisite: American Red Cross Senior Life Saving work, and/or other assignments to develop first-hand Certificate. knowledge and experience in pertinent areas. PED 410. Practicum: Athletic Training 1 credit Prerequisite: PED 416. Regular grade or Pass/No Pass Supervised athletic training of a varsity sport at option. St. Ambrose. Open only to students seeking an endorsement in athletic training. Prerequisites: Junior status, PED 348, 358, with C or better. Regular grade or Pass/No Pass option.

PED 412. Practicum Coaching 1 Ð 2 credits Supervised coaching in local elementary, junior high or high schools. Open only to students majoring, minoring or seeking coaching endorsement in physi- cal education. Prerequisite: Permission of instructor. Regular grade or Pass/No Pass option.

PED 414. Independent Research 1 Ð 3 credits For majors only. Research in major concentration of the Health, Physical Education and Sport Sciences Department. Prerequisite: Junior or senior in the de- partment and permission of department chair.

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Undergraduate Curricula and Courses

Physics

Requirements for a Bachelor of Science or waves, acoustics, and fluids. Three lectures and one Bachelor of Arts Degree with a Major in Physics: lab per week. Prerequisite: MATH 151. PHYS 251, 253, 254, 304, 306, 309, 312, 317, 321, PHYS 204. College Physics 4 credits 403; CHEM 105, 106; MATH 191, 192, 291; CSCI 170 or For majors in biology, the health sciences and the lib- 210; MATH 320; two semester credits in both eral arts. Principles of electricity magnetism, optics, Advanced Laboratory and Experimental Research. modern physics, and elementary particles. Three lec- Since interdisciplinary fields such as biophysics, tures and one lab per week. Prerequisite: PHYS 203. medical electronics, geophysics and oceanography are very active areas, students are urged to obtain a #PHYS 251. General Physics I: Mechanics 4 credits broad science background. Calculus-based physics course for majors in engi- neering and the physical sciences. Introduction to Requirements for a Bachelor of Science Teaching mechanics, rotational motion, fluids, and thermody- major in Physics (7 Ð 12): 32 Ð 35 semester credits namics. Three lectures and one laboratory per week. including the following: ENGR 110 or CSCI 210; Prerequisite: MATH 191. Corequisite: MATH 192. PHYS 251, 253, 254, 304, 306, 309, 312, 317, 321, 329. Education courses required for a teaching major PHYS 253. General Physics II: are found in the Education Department section. Electricity and Magnetism 4 credits Wave properties, electrical and magnetic properties Requirements for a Teaching Minor in Physics of matter, AC and DC circuits, electrical fields and (7 Ð 12): 30 semester credits including ENGR 110 or particles, magnetic fields induction. Maxwell’s equa- CSCI 210; PHYS 251, 253, 254, 306, 312, 317, seven tions and introduction to electronics. Two lectures hours of physics electives. and one laboratory per week. Prerequisites: MATH 192, PHYS 251. Course Descriptions PHYS 254. General Physics III: Introduction #PHYS 110. Physics of Sound and Light 3 credits Waves and oscillations, vibrating systems, hearing to Optics and Modern Physics 3 credits and vision, light, lenses, atmospheric phenomena, Physical and geometrical optics, relativity, atomic lasers, compact discs. For non-science majors. physics, quantum mechanics and nuclear physics. Lectures and laboratory sessions. Two lectures and one laboratory per week. Prerequisites: MATH 192, PHYS 251 or 204. #PHYS 160. Concepts in Electronics 3 credits Knowledge of electromagnetism is helpful. Electrical quantities, simple DC circuits, magnetism, PHYS 304. Electromagnetic Theory 3 credits motors and generators, AC circuits, radio and televi- sion communications, digital and analog electronic Static and time-dependent electric and magnetic devices. For non-science majors. Lectures and labo- fields. Ferromagnetic materials, Maxwell’s ratory sessions. Equations, boundary value problems, transmission lines, wave guides, and radiation. Three lectures per #PHYS 203. College Physics 4 credits week. Prerequisite: PHYS 253. (Same as ENGR 320) For majors in biology, the health sciences and the lib- eral arts. Principles of mechanics, thermodynamics,

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PHYS 306. Electronics 3 credits PHYS 325, 326. Advanced For science and engineering majors. Digital circuits Laboratory 1 Ð 6 credits and design technique, transistor and diode circuits, Individual experiments in mechanics, thermodynam- operational amplifiers, filters and signal sampling. ics, optics, and atomic, nuclear and modern physics. Two lectures, one laboratory period per week. Experiments usually scheduled to relate to material Prerequisite: PHYS 204 or 253, or consent of instruc- in 300-level courses in which students are enrolled. tor. May be repeated.

PHYS 309. Theoretical Physics: PHYS 329. Experimental Research 1 Ð 3 credits Mechanics 3 credits Individual research projects selected by student. Principles of Newtonian mechanics; particle dynam- Design and installation of experimental apparatus ics, simple harmonic motion, central forces; statics will be involved. Prerequisite: Consent of instructor. and dynamics of rigid bodies; elasticity; Lagrange PHYS 403. Advanced Topics equations; the mechanics of continuous media. Three in Physics 1 Ð 3 credits lecture periods per week. Prerequisites: PHYS 251, Elements of quantum mechanics, relativity, solid MATH 291. state physics, and other areas of physics are selected PHYS 312. Optics 3 credits according to student and faculty interests. Geometrical optics: image formation, optical sys- Prerequisites: Nine hours of 300-level physics cours- tems, thick lens theory, aberrations; wave optics; es. superposition, coherence, interference, diffraction, dispersion, polarization. Three lectures per week. Prerequisite: PHYS 254.

WI-PHYS 317. Modern Physics 3 credits Spectroscopy, x-rays, photoelectric effect, introduc- tion to quantum mechanics, special relativity, natural and induced radioactivity, nuclear energy levels and structure, nuclear reactions, shielding, accelerators, and reactors. Three lectures per week. Prerequisite: PHYS 204 or 254.

PHYS 321. Statistical Physics and Thermodynamics 3 credits Introduction to classical and quantum statistics; thermodynamic laws, energy, entropy and equilibria, cyclic and noncyclic processes; applications to chem- ical and engineering problems. Prerequisite: PHYS 204 or 251. (Same as ENGR and IE 312)

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Undergraduate Curricula and Courses

Political Science

Requirements for a Major in Political Science: #PSCI 102. Government of the 27 semester credits of political science including United States II 3 credits PSCI 101, 102, 213, 307, 308 and 349. Survey of American policy problems in such areas as civil rights, foreign policy, the economy, regulation Requirements for a Minor in Political Science: and subsidization, and poverty. 15 semester credits of political science including PSCI 101 and 102. PSCI 213. Statistics for the Social Sciences 3 credits Requirements for the Pre-Law Certificate Multi-disciplinary course on how and why social sci- Program: 33 semester credits of course work beyond entists use statistics to describe and interpret infor- general education requirements which are applied to mation they gather. Lecture and laboratory periods. a baccalaureate degree. Students are strongly encour- Prerequisites: Introductory course in major field; aged to make the following choices in their general MATH 121 or passing grade on screening test. (Same education courses: PHIL 207, 210; HIST 201; PSCI 101 as CRJU 213, HIST 213, PSYC 213, SOC 213) and ECON 201. Required courses are: ACCT 201, 202; ECON 202; any 300-level writing or literature PSCI 301. Political Parties and course; PHIL 201, 210, and an elective; PSCI 102, 304; Electoral Policies 3 credits political science elective; and SPEE 328. A minimum Examination of voting behavior and workings of 2.00 grade-point average is required of the courses American party system. Special focus on recent pres- needed to complete the program. idential elections.

Requirements for a Teaching Major in American PSCI 303. The Constitution of the Government (7 Ð 12): 36 semester credits including: United States 3 credits PSCI 101, 102, 213, 301, 303, 304, 307, 308, 309, 349 Survey of leading decisions of Supreme Court, indi- or 370, HIST 201, 202. Education courses required for cating development of judicial power and limitations a teaching major are found in the Education on government. Department section. #PSCI 304. Civil Liberties and Requirements for a Teaching Minor in American the Constitution 3 credits Government (7 Ð 12): 30 semester credits including Leading Supreme Court decisions concerning human PSCI 101, 102, 301, 303, 304, 307, 308; three semes- rights, civil rights, and personal freedoms. ter credits of political science electives; HIST 201, PSCI 307. History of Political Thought I 3 credits 202. Ideas of great theorists from Plato to Rousseau. Prerequisite: PSCI 101 or permission of instructor. Course Descriptions PSCI 308. History of Political Thought II 3 credits #PSCI 101. Government of the Ideas of great theorists of modern political thought United States I 3 credits The constitution, presidency, congress, courts, and from Burke to Marx. Prerequisite: PSCI 101 or citizen participation in the political system. This permission of instructor. course satisfies requirements for a teacher’s certifi- cate in Iowa and Illinois.

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#PSCI 309. International Politics 3 credits PSCI 340. Independent Study 1 Ð 3 credits Behavior of nations in international political system Directed individual research on topic approved by and problems of war, peace, justice, change, and instructor before registering and by department chair. international organization. Current international prob- WI-PSCI 349. Seminar in Contemporary lems analyzed in perspective of theoretical concerns Political Thought 3 credits discussed. Readings and discussions in contemporary political #PSCI 313. Foreign Policy of the thought. United States 3 credits PSCI 352, 353. Internship 1 Ð 6 credits The United States in international affairs, study of Directed internship in political or public service. methods, policies and goals of United States foreign Open to upperclass political science majors on policy. arranged basis. Credit is in addition to 27 semester PSCI 316. International Law 3 credits credit minimum required for major. (Statehouse Case study of principles of modern international law. Scholar interns are regular grade or Pass/No Pass Prerequisite: PSCI 101 or permission of instructor. option.)

PSCI 322. Urban Politics 3 credits WI-PSCI 370. Public Administration 3 credits Environment and structure of urban governments Examines the classics of public administration to from the political machine to present. Problems faced help attain a working knowledge of organizational by city residents and their attempts to influence gov- behavior. ernment response.

PSCI 325. Public Opinion and Propaganda 3 credits Process of public opinion formation and attitude change, including psychological basis, a description of American ideology, and the shape of contemporary opinion, influence of mass media, and problems faced in translating public opinion into government policy.

PSCI 326. The Presidency 3 credits Evaluates the current state of the presidency in terms of its political environment, organization and struc- ture, and opportunities for making policy. Special focus on the prospects and limitations of reform as a tool for redefining the powers and roles of the presi- dency.

PSCI 327. Congressional Politics 3 credits Explores the membership of congress, how congress works, and the politics of congressional policy mak- ing. Special focus on legislative norms, representa- tion, and the political party in congress.

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Undergraduate Curricula and Courses

Psychology

Students should contact their advisors for information on career- oriented support courses. Supervised field experiences are provided in a variety of non-classroom sites for upper division students, and opportunities for student originated research are available continuously. Degree programs are offered to evening students. Qualified students are eligible for membership in Psi Chi, the national Psychological Honorary Society. Students may also participate in the Psychology Club. The bachelor of arts degree in psychology is primarily intended for students who plan to enter the job market immediately after completing an undergraduate degree, although it could be used by qualified students as a foundation for post- baccalaureate training in psychology and closely related fields. Students earning the bachelor of arts are advised to complete additional work in another program closely tied to the work force (business, economics, mass communications, edu- cation, or sociology).

Requirements for a Bachelor of Arts Major: 30 Requirements for a Bachelor of Science Major: At semester credits of psychology, including PSYC 105, least 30 semester credits in psychology, including 215, SSCI 213, MATH 121, and at least 21 more hours PSYC 105, 215, 404 (at least one semester), SSCI 213, in psychology, 12 of which must be at the 300 level and at least one course from each of the following or above. four areas: The Bachelor of Science Degree in Psychology is Child and Developmental Psychology/Social intended for students who are contemplating Psychology: PSYC 304, 305, 306, 333 advanced work in psychology or a related field and Biopsychology: PSYC 350, 360, 401, 403 for students entering the work force immediately Clinical/Counseling Psychology: PSYC 323, 324, 332, after graduation. While the Bachelor of Arts degree 342, 343 offers more flexibility, the Bachelor of Science Cognitive Psychology/Human Learning and degree more adequately prepares students for post- Memory/History: PSYC 314, 331, 402, 414 (strongly baccalaureate education and ensures a broad back- recommended for those considering advanced study) ground in the scientific bases of psychology. Many In addition, Bachelor of Science students must graduate programs in psychology are increasing the complete the following: Choose one biology course required number of prerequisite hours in the natural from BIOL 101, 103 or 104; CHEM 101 and 103, or sciences and mathematics, regardless of the concen- CHEM 105 and 106; CSCI 120; MATH 151 (and tration. The concentration in biopsychology fulfills MATH 191 is strongly recommended); and choose one the requirements for the Bachelor of Science degree. physics course from PHYS 110, 160, 203 or 205.

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Requirements for a Minor: 15 semester credits of methods, sensation and perception, the biology of psychology, including PSYC 105 and two or more behavior, health and stress, consciousness, learning, 300-level courses. memory, personality, psychological disorders, and social thought and behavior. Requirements for a Teaching Major in Psychology (7 Ð 12): 30 semester credits including PSYC 105, #PSYC 201. Personal Adjustment 3 credits 201, 213, 215, 304, 309, 310, 324, three semester Serves in the process of self examination, clarifica- credits of psychology electives (PSYC 205 recom- tion of personal goals, skills, interpersonal relations, mended). Education courses required for a teaching and study habits. Innovative techniques, such as major are found in the Education Department section. group dynamics. Prerequisite: PSYC 105.

Requirements for a Teaching Minor in Psychology #PSYC 203. Psychology of Gender 3 credits (7 Ð 12): 24 semester credits including PSYC 105, Theory, research, and discussion on the physical, 201, 304, 309, 310, 324, six semester credits of psy- psychological, and social aspects of the similarities chology electives. and differences between men and women. Prerequisite: PSYC 105. Requirements for a Concentration in Biopsychology: SSCI 213, PSYC 105, 215, 331, 360, PSYC 205. Psychology of 401 or 403 (or 540 for students admitted to the MPT Human Sexuality 3 credits program), 402, 404; BIOL 103, 104; CHEM 105, 106; Physical, psychological, and social aspects of sexual- three computer science credits; one of the following: ity as a natural part of human living, including vari- PHYS 110, 160, 203, or 205; six mathematics credits ous problems associated with this interpersonal role. through at least MATH 151 (MATH 191 strongly recom- Prerequisite: PSYC 105. mended). Students applying to the Physical Therapy PSYC 213. Statistics for the Program must also complete BIOL 202, 204, PHYS 203 Social Sciences 3 credits and 204. Cross-disciplinary course on how and why social Occupational Therapy Majors Completing a behavioral scientists use statistics to describe and Double Major in Psychology: 30 credits of interpret information they gather. Topics include Psychology including PSYC 105, 215, and SSCI 213. descriptive statistics and basic inferential statistics. OTS 456 may be used as elective credit toward the Prerequisites: Introductory course in major field, psychology degree. Students with the double major MATH 121, or passing grade on screening test. (Same will receive the Bachelor of Science degree in psy- as CRJU 213, HIST 213, PSCI 213, SOC 213) chology. WI-PSYC 215. Research Methods 3 credits Requirements for a Concentration in Substance An introduction to research methods used in studying Abuse Counseling: See Sociology Concentrations. human and animal behavior and cognitive processes. Provides skills for critical evaluation, public and pro- Course Descriptions fessional literature dealing with the scientific study of behavior. Topics include the philosophy of scien- #PSYC 105. Introductory Psychology 3 credits Basic introduction into concepts, theories, and meth- tific psychology, experimental and non-experimental ods of studying human and animal behavior and cog- methods of investigation, principles of experimental nitive process. Gives an overall perspective of the design and control, psychological testing, and discus- field of psychology including its history and research sion of applications in several areas of research. Some practice in design, implementation, and analy-

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Undergraduate Curricula and Courses

sis of research. Prerequisite: PSYC 105. (Those with PSYC 310/510. Introduction to double majors in sociology and psychology may sub- Exceptional Children 3 credits stitute SOC 350 for PSYC 215). This course focuses on the characteristics, needs, and talents of children and youth who differ in mental, PSYC 294, 394, 494. physical, emotional, social, and/or sensory areas of Laboratory Practicum 1 Ð 2 credits development. It is designed to provide students enter- Practical and/or research experience working directly ing the helping professions with various educational, with a faculty member on scientific or applied pro- psychological, and sociological views of exceptional- jects of mutual interest. Prerequisites: PSYC 105 and ities. Requires 20 additional hours of fieldwork in permission of instructor. special education or related environments. #PSYC 304. Child and Adolescent Prerequisites: PSYC 105, 304, or permission of Psychology 3 credits instructor. (Prerequisite for 510: Senior status with a Motor, mental, social, and emotional development 3.0 cumulative GPA and permission of department through adolescent years. Prerequisite: PSYC 105. chair.) (Same as EDUC 304) WI-PSYC 314. Human Motivation 3 credits #PSYC 305. Life-Span Study of the causes for the variety of human actions. Developmental Psychology 3 credits Comparison of behavioral, cognitive, and sociobio- Biological, behavioral, cognitive, and social process- logical models. Application of motivational models es and development from conception through death to organizational environments. Prerequisites: and dying. Topics include the role of genetics in PSYC 105. development, physical and cognitive growth, environ- PSYC 318. Group Dynamics 3 credits mental influences on development, intelligence, and The study of the dynamics of group processes, moral development. Prerequisite: PSYC 105 or per- including group norms, leadership, self-awareness, mission of instructor. communication, decision-making, and developmental PSYC 306. Social Psychology 3 credits stages. The therapeutic uses of small groups and the Theory and research on how the social environment development of leadership skills will be emphasized. influences human organisms’ behaviors, thoughts, Prerequisites: PSYC 105, 342. and feelings. Topics include an overview of attitudes PSYC 323. Personality Theories 3 credits and persuasion, social cognition, prejudice, aggres- Major theories of personality with emphasis on nor- sion, and interpersonal attraction. Prerequisite: mal personality. Prerequisite: PSYC 105. PSYC 105. #PSYC 324. Abnormal Psychology 3 credits PSYC 309. Educational Psychology: Introductory course to acquaint students with the Tests and Measurements 3 credits hypothesized biological, psychological, and sociocul- Psychological principles in teaching and learning, tural causes of various mental disorders. It also preparation and use of devices to evaluate learning includes a presentation of different treatment modali- and instruction. Lecture. Prerequisites: PSYC 105; ties for abnormal behavior. Students will be provided EDUC 205, 304. (Same as EDUC 309) with an introduction to the Diagnostic and Statistical Manual of Mental Disorders. Prerequisite: PSYC 105.

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PSYC 331. Learning and Memory 3 credits permission of instructor. Transfer students must wait Research and theories in classical and instrumental at least one semester before taking 348, but they may conditioning, human verbal learning, and memory. arrange their placement during the first semester. Lecture and laboratory. Prerequisite: PSYC 105. PSYC 350. Health Psychology 3 credits PSYC 332. Psychological Tests Psychology’s contributions to theory and research on and Measurements 3 credits the reciprocal relationship between physical health, Various assessment procedures, particularly those and behavior and cognitive processes. Prerequisites: concerned with intelligence and personality. PSYC 105. Prerequisites: PSYC 105, SSCI 213, or permission of PSYC 360. Behavioral Pharmacology 3 credits instructor. Analyzes the effects of drugs on behavior, with par- PSYC 333. Industrial Psychology 3 credits ticular emphasis on the development and classifica- Role of psychology in the business context, including tion of drugs; the effects of drugs on cognition, personnel issues, management, incentive systems, emotions, and psychomotor abilities; and the study of human factors, advertising, and public relations. the chemical reactions and functions of the individual Prerequisite: PSYC 105. neuron or small populations of neurons. This course will take a biopsychological perspective in an attempt WI-PSYC 342. Principles of Counseling 3 credits to build relationships between the empirical and Introduction to counseling course that focuses on experiential. Prerequisite: PSYC 105 or permission of counseling theories and practices from a variety of instructor, one semester of biology or chemistry. cultural perspectives. Students have the opportunity to examine their personal counseling strengths and PSYC 397, 398. Topics in Psychology 3 credits weaknesses as they begin to develop a more appre- Courses in areas of psychology not included in other ciative understanding of the counseling needs of our offerings in the department. Class topics will change diverse population. Prerequisites: Junior status, each semester. Prerequisites: PSYC 105 and permis- PSYC 105. sion of instructor.

PSYC 343. Family Counseling 3 credits PSYC 401. Physiological and The structure and process of family counseling, its Comparative Psychology 3 credits historical and theoretical foundations, the practice of Analysis of the anatomy and physiology of the ner- family counseling, and training for and evaluation of vous system of animals and humans, with a focus on family therapy. Prerequisites: PSYC 105, 342, or per- the biological mechanisms that are most relevant to mission of instructor. key issues in psychology. Topics covered include the mind-body problem, the develop- PSYC 348. Supervised Field Experience 3 credits ment of language and learning, sexual behavior, alco- Participation in service projects and field internship holism, psychosomatic illness, anxiety, aggressive placements for which students have had suitable behavior, recovery from brain damage, depression, course preparation. Students must arrange a place- and schizophrenia. Prerequisites: PSYC 105, 401, or ment site no later than the semester prior to enroll- concurrent enrollment, or permission of instructor. ment in the course. (SOC 355 may be substituted for PSYC 348 by those students with double majors in sociology and psychology.) Prerequisites: Junior sta- tus, PSYC 105, 12 semester credits in psychology, and

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PSYC 402. Psychology of Sensation sessions will emphasize traditional work on nervous Perception 3 credits system anatomy and physiology, as well as applica- Examination of theoretical knowledge and experi- tion of neuroanatomy and neurophysiology in an mental study of how information is gathered from the applied setting. Prerequisite: Admission to the environment. Topics include psychophysics, vision, Physical Therapy Program or instructor permission. audition, touch and pain, smell and taste. Prerequisite: PSYC 105. Offered alternate years.

PSYC 403. Behavioral Neuroscience 4 credits Examination of the functional neuroanatomy and neurophysiology of human beings. Emphasis on the physiology and anatomy of the nervous system and the relationship between the nervous system and behavior and disorders that affect the nervous system. Prerequisites: PSYC 105, BIOL 101 or 103. Recommended: CHEM 101 or 105, or PHYS 203 or 251.

WI-PSYC 404. Experimental Psychology 3 Ð 6 credits In-depth examination of research and methodology with hands-on research experience during all phases of the course. Students are required to initiate a research project and carry it through to completion under instructor supervision. Prerequisites: PSYC 105, 213, 215.

PSYC 414. History of Systems of Psychology 3 credits Historical roots of modern psychology in relation to current trends. Prerequisites: Senior status; PSYC 105, 215.

PSYC 540. Neuroanatomy and Neurophysiology 5 credits Comprehensive examination of neuroanatomy and neurophysiology, including cell and molecular biolo- gy of the neuron, synaptic transmission, functional anatomy of the central and peripheral nervous sys- tem, sensory and motor functions, homeostatic and arousal mechanisms, localization of higher functions, and development of the nervous system. Laboratory

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Public Administration

The Public Administration program is based in Political Science with Sociology offering the primary support. The program is divided into four areas of study: Foundations, Research Methods, Applied Concentration (minor), and Internship. These areas of study acquaint the student with the broad scope of activities involved with public service. Students learn the complex ways public manage- ment and technical expertise interact with one another, an often overlooked facet of public service.

Core Requirements: PSCI 102, 303, 322, 370; Course Description SOC 340. PADM 399. Interdepartmental Research Methods Component: CSCI 120; PSCI 213, Internship 3 credits 325; SOC 350. Guided internship in public administration or public service taken through the department in which the Applied Concentration: This is designed to accom- student develops an applied concentration. Internship modate the student’s expertise as it relates to public emphasizes field experience, observation, and service. Students will need to take at least 15 credits research under professional supervision in human in one of the areas below (Minor requirements are services agencies. Prerequisites: Junior or senior pub- found under each of the areas): lic administration majors or minors, and approval of Accounting Health Related Fields the public administration director. Business Administration Human Services Computer Science Political Science Criminal Justice Sociology Economics Internship: 3 semester credits of internship, most likely in the department of the student’s applied con- centration. Requirements for a minor in Public Administration: PSCI 102, 213, 322, 370; SOC 340, 350. (Prerequisites PSCI 101 and SOC 101 can be taken as part of the student’s general education requirements.)

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Undergraduate Curricula and Courses

Sociology

Requirements for a Major: 30 semester credits of Requirements for a Teaching Minor: 30 semester sociology, including SOC 101, 213, 381, 385. credits in the Sociology to include: SOC 101, 204, 310, 313, 341 and 15 semester credits of electives in Requirements for a Minor: 15 semester credits of the social sciences. sociology, including SOC 101 and nine semester cred- its of 300-level courses. Course Descriptions Concentrations #SOC 101. Introduction to Sociology 3 credits The Sociology Department offers four concentrations Essential characteristics of life in society, including leading to a number of career options. Selection of a culture, socialization, subcultures, primary and sec- concentration is not required for a sociology major. ondary relations, stratification, face-to-face interac- All but one of the concentrations are available only tion, large-scale organizations, conflict, deviance and to sociology majors. social change. Concentration in General Human Services and #SOC 204. Social Problems 3 credits Social Work (Required Courses): SOC 204, 310, Analyzing and solving major social problems in the 340, 353, 354, 355, and 366; PSYC 343. US and the world: racism, sexism, overpopulation, Concentration in Human Services and Social poverty, crime, war and other problems. Work with the Elderly (Required Courses): SOC 213. Statistics for the Social Sciences 3 credits SOC 204, 310, 340, 353, 354, 355, and 365; PSYC 343. Interdisciplinary course on how and why social sci- Concentration in Human Services and Social entists use statistics to describe and interpret infor- Work with Young People (Required Courses): mation they gather. Lecture and laboratory periods. SOC 310, 340, 353, 354, 355; PSYC 305, 310, and (Same as CRJU 213, HIST 213, PSCI 213, PSYC 213) 343. SOC 228. Cultural Anthropology 3 credits Concentration in Substance Abuse Counseling— A cross-cultural examination of those structures in For Psychology and Sociology Majors (Required society which are common to all groups: family, sub- Courses): SOC 101, 310, 313 or PSYC 306, PSYC 318, sistence strategies and distribution of wealth, political SOC 320 or PSYC 324, SOC 321, 353, 354; PSYC 105, arrangements, religion, art, science, and technology. 201, 305, 342, 343; Supervised Field Experience Through focused study of the multi-level struggles (SOC 355 or PSYC 348). For this concentration, stu- for cultural and environmental survival, students will dents must fulfill the requirements for a major in bring new knowledge and analytical skills to their sociology as well as the above courses. (Courses understanding of the cultural histories and issues in taken in sociology also give psychology majors a adaptation. minor in sociology.) SOC 300. Human Relations for Educators 3 credits Requirements for a Secondary Teaching Major (7 Study of intergroup and minority group relationships Ð 12): 33 semester credits in Sociology to include: as they are applicable to the educational system. SOC 101, 204, 310, 313, 320, 341, 366 and 12 semes- Examination of multi-cultural, non-sexist teaching. ter credits of electives in the social sciences. (See For junior level education majors or by permission of Education department section) instructor.

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Undergraduate Curricula and Courses

#SOC 310. The Family 3 credits #SOC 340. Social Organization 3 credits Relationship between the family and other institu- Structure and processes of social groups, including tions, role relations within the family, effects of integration and disintegration, in terms of general social change on the family. organizing principles. Covers both small-scale groups and large-scale organizations and institutions. #SOC 313. Social Psychology 3 credits Prerequisite: SOC 101 or permission of instructor. Development of social individual, with emphasis on socialization, symbolic interaction and development, #-WI-SOC 341. Social Inequity 3 credits and presentation of self. How societies rank people by class, status, age, sex, race, and power. Emphasis on both theoretical and #SOC 320. Deviant Behavior 3 credits empirical studies. Prerequisite: SOC 101 or permis- Theories of causation, deviant subcultures, and treat- sion of instructor. ment-prevention; studies of criminal behavior, sexual behavior, and violence included. #SOC 345. Medical Sociology 3 credits An investigation into the areas and issues associated SOC 321. Sociology of Substance Abuse 3 credits with health and health care delivery in the United Theories of use and addiction; social and social psy- States. Topics covered include such areas as defini- chological correlates of use and abuse; examination tions of health and disease, patterns of mortality and of effects of alcohol, heroin, cocaine, and other sub- morbidity, epidemiology, health care utilization, stances on the individual and on various social insti- physician-patient relationships, the structure of health tutions; program evaluation. care, and others. Prerequisite: SOC 101 or permission SOC 322. Women and Deviance 3 credits of instructor. Examines the female deviant, the nature and extent SOC 353. Social Welfare Policy 3 credits of women’s deviance and criminality, and changes in Concept and functions of social policy, processes of each since the inception of the feminist movement. policy analysis, and explanation of interrelationships Emphasis on the critical examination of competing of social policy, social problems and social welfare. theories designed to explain and account for Prerequisite: 12 semester credits of sociology. women’s deviance as well as social control responses to the female who is socially labeled as deviant. SOC 354. Social Work Practice 3 credits Scope and responsibility of social work, conceptual #SOC 325. Social Movements 3 credits basis for social work practice, laboratory experiences Origins, dynamics and excitement associated with in interactional skills. Prerequisite: 15 semester cred- crowds and social movements. Deals with both its of sociology, including SOC 353. protest and non-protest examples, plus fads and rumors. Prerequisite: SOC 101 or permission of SOC 355. Field Experience 3 Ð 6 credits instructor. Guided experience in local agencies. Prerequisites: 18 semester credits of sociology and permission of SOC 337. Rural Institutions and Processes 3 credits instructor. (Double majors in sociology and psychol- Factors affecting the rate of social, economic and ogy may substitute PSYC 348 for SOC 355) political change in rural or non-metropolitan America. Characteristics of innovators versus late adapters or laggards. Prerequisites: ECON 201, 202. (Same as BUS 337)

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SOC 365. Social Gerontology 3 credits SOC 400. Senior Seminar 3 credits Study of human aging. This is a multidisciplinary Overview and integration of current trends in the dis- endeavor in which fields such as sociology, psycholo- cipline. Senior-level sociology majors only. gy, social work, anthropology, political science, med- Prerequisite: permission of instructor. icine, biology, and health contribute knowledge to our understanding of the various influences which impact individual lives during the aging process. While interdisciplinary in much of its content, it will be taught from the sociological perspective.

#SOC 366. Sociology of Minority Groups 3 credits Historical, cultural, and sociological aspects of groups in society characterized by discrimination and lack of power. Includes Native Americans, Black Americans, Spanish-speaking Americans, immigrant groups and women. (Same as HIST 366)

SOC 370. Seminar in Selected Topics 3 credits Focuses on issues and topics not covered in other offerings in the Sociology Department. Prerequisite: SOC 101 or permission of instructor.

SOC 381. Research Methods 3 credits Study of knowledge and how it is acquired in the social sciences. Includes exploratory research meth- ods, participant observation, survey research, inter- viewing, sampling theory, questionnaire construction, data analysis. Prerequisites: SOC 101, 213. (PSYC 215 may be substituted for SOC 350 by those with double majors in sociology and psychology)

WI-SOC 385. Sociological Theory 3 credits Examines foundations of sociology through variety of historical and contemporary theoretical schools. Prerequisite: Nine semester credits in sociology.

SOC 399. Independent Study 3 credits Directed individual reading, research and/or writing on topics approved by the department. Open only to junior and senior sociology majors. Prerequisite: Permission of instructor.

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Undergraduate Curricula and Courses

Spanish

Requirements for a Teaching or Non-Teaching #SPAN 301. Spanish Composition and Conversation Major: 18 semester credits of Spanish at the 300- I 3 credits level, including at least six semester credits of Advanced study of grammar, style and syntax. Spanish literature. Development of written and oral skills. Prerequisite: SPAN 202 or equivalent. Requirements for a Spanish Major for students who do not study abroad for a full academic year: #SPAN 302. Spanish Composition and Conversation 18 semester credits of Spanish at the 300-level II 3 credits including nine semester credits of Spanish or Latin Continuation of SPAN 301 with greater emphasis on American literature of which at least six semester conversational skills and a general introduction to credits are taught in Spanish, and three semester Spanish and Latin American civilization. credits in Spanish Civilization. (Teaching majors Prerequisite: SPAN 301 or equivalent. need to complete a program of study approved by the #SPAN 303. Selected Works in Language and Education Department chairs.) Spanish Literature 3 credits Recommended: At least one year of a second lan- Readings of Spanish texts written from the twelfth guage. century to 1700. Discussion of works and their importance in Spanish literature and culture. If study abroad is in a Latin American country (rather Prerequisite: SPAN 202 or equivalent. than Spain), a Latin American civilization course, or a course in the history and/or culture of the country in #SPAN 304. Selected Works in which the student studies, should be taken in addition Spanish Literature 3 credits to Spanish civilization. Readings of Spanish texts written from 1700 to the present. Emphasis on Golden Age and modern texts. Requirements for a Teaching or Non-Teaching Prerequisite: SPAN 202 or equivalent. Minor: 12 semester credits of Spanish courses at the 300-level. #SPAN 305. Selected Readings from Latin American Literature 3 credits Course Descriptions Readings selected from Latin American texts written from 1492 until 1880. Discussion of works and their #SPAN 101, 102. First Year Spanish 3 credits Acquaints the student with Spanish through experi- importance in Hispanic literature and culture. ence in the five language skills of understanding, Prerequisite: SPAN 202 or equivalent. speaking, reading, writing, and culture. #SPAN 306. Selected Readings from Latin American Literature 3 credits #SPAN 201, 202. Second Year Spanish 3 credits Review of fundamentals. Wider mastery of Spanish Readings selected from Latin American texts written idiomatic usage, oral and aural skills. Reading of from 1880 to the present. Discussion of works and their importance in Hispanic literature and culture. Spanish texts. Prerequisites: SPAN 101, 102; two years of high school Spanish or equivalent. Prerequisite: SPAN 202.

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Undergraduate Curricula and Courses

WI-SPAN 307. Spanish Civilization 3 credits SPAN 320. Independent Spanish 1 Ð 18 credits Spanish cultural heritage from the beginnings to the Department approval. Repeatable. Prerequisites: present day with special regard to its significance for SPAN 301, 302, five years of high school Spanish or literature. equivalent.

Speech

Course Descriptions and control. Examines how systems work, role of internal communication, flow, content, interpretation #SPEE 101. Principles of Public Speaking 2 credits Beginning course in public speaking, emphasizing of messages, problem-solving, avoiding communica- choice and organization of material, audience analy- tion breakdowns, changing attitudes, motivation, lev- sis, oral style of delivery. Extemporaneous method eling, interpreting management’s point of view. stressed. Investigates internal and external types of communi- cation, dyads, interviewing and counseling, confer- ence, selling and persuading. #SPEE 203. Interpersonal Communication 3 credits #SPEE 328. Argumentation and Debate 3 credits Introduction to intrapersonal and interpersonal com- Basic principles of argumentation. Problem-solving munication processes, perception, and decision-mak- through evidence, reasoning and persuasion. ing. Verbal and nonverbal codes, transactional styles, Classroom debates on questions of current interest. and techniques of enhancing interpersonal relation- #SPEE 329. Business and ships. Professional Speaking 3 credits Principles and strategies of presentational speaking in SPEE 306. Group Decision-Making 3 credits a business and professional setting. The focus is on An introduction to the process of decision-making in technical reports, demonstrations, special occasion a small group setting. The emphasis is on how speaking, and sales presentations. The use of visual informed decisions are reached based on a reflective material such as computer generated graphics, over- thinking pattern. To understand the process of deci- head transparencies, posters, and handouts also will sion-making, discussion will also focus on the be stressed. Prerequisite: At least sophomore status dynamics of groups and how those variables can be or instructor permission. Prior experience giving manipulated to assist groups in establishing consen- speeches and SPEE 101 are strongly recommended. sus. SPEE 394, 395. Independent Study in Public SPEE 325. Introduction to Speech Address and Forensics 2 credits Pathology 3 credits Individual research and fieldwork in communication Review of nature, causes and treatment of speech and as used in industry, business, government or in politi- hearing problems. Practical course for elementary cal, civic, and professional organizations, and as a and secondary classroom teacher. curricular and co-curricular educational tool.

SPEE 327. Organizational Communication 3 credits How people affect and are affected by others through communication. Emphasizes planning, organization

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Undergraduate Curricula and Courses

Theatre

Requirements for a Major in Theatre: 33 semester from silent era to modern color/sound productions. credits of theatre courses, including THTR 202, 205, #THTR 304. Theatre History I: To 1642 3 credits 209, 304, 305 and 18 semester credits of theatre elec- This course will deal with the global beginnings of tives. theatre, incorporating pertinent information from cul- Requirements for a Minor in Theatre: 15 semester tures around the world while concentrating on the credits of theatre courses, including THTR 202, 205, historical flow of Western theatre from the Greeks 209, 304, and three semester credits of theatre elec- through the Elizabethan Age. tives. #THTR 305. Theatre History II: Requirements for a Secondary Speech and 1642 to Present 3 credits Theatre Teaching Major (7 Ð 12): 33 semester cred- This course will acquaint the student with factual its, including SPEE 203, 325, 328, 329; THTR 202, knowledge of theatre history from 1642 to the pre- 205, 209, 304, 312; MCOM 205, 232, 403. For educa- sent. It will aid in viewing theatre as a mirror of soci- tion courses required for a teaching major see ety and afford a better understanding of the cultures Education Department section. that surrounded and shaped the different theatrical movements and trends. Recommended prerequisite: Requirements for a Secondary Speech and THTR 304. Theatre Teaching Minor (7 Ð 12): 24 semester cred- its, including SPEE 325, 328, 329; THTR 202, 209, #THTR 307. Advanced Acting 3 credits 312; MCOM 205, 232. Analysis of a character’s ideas, emotions, purposes of being and relationship to others. Course Descriptions THTR 309. Costume Design for #THTR 202. Survey of the Theatre 3 credits the Theatre 3 credits Fundamental classification of plays, function of vari- This course will acquaint the student with the knowl- ous production roles, and principles and theory of the edge and methods to organize, plan, and design cos- drama. tumes for a theatre production. In addition the student will be given the basic methods of costume #THTR 205. Beginning Acting 3 credits Development of individual’s basic skills through cutting and construction and be provided with an medium of pantomime, mime, vocal exercises, and understanding of costume history. Prerequisite: small scenes. THTR 202 or permission of instructor. THTR 312. Directing 3 credits THTR 209. Stagecraft 3 credits Planning, construction, painting, rigging, and lighting Basic principles of directing theory and technique. of scenery. Basic technique course. Shop participa- Includes play selection, interpreting script, tryouts, tion required. casting rehearsal, and performances. Prerequisite: THTR 202. #-WI-THTR 210. Survey of American Film 3 credits Introduction to narrative fiction film as art and THTR 314. Scenic Design for entertainment in the American social context. Stage and Studio 3 credits Aesthetic principles applied to film genres shown Production design from concept to execution.

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#-WI-THTR 316. Survey of THTR 392, 393. Independent Study Current Dramatic Literature 3 credits in Theatre 2 credits Survey of American dramatic literature written from Research and paper, or practical exercise, such as 1950 to the present. design and execution of design for a major produc- tion. THTR 317. Introduction to Musical Theatre 3 credits THTR 399. Internship in Theatre 3 Ð 5 credits A cross-discipline course providing musical back- Work experience with professional supervision in one ground for theatre majors and theatrical background or several facets of theatre, including management, for music majors. Also explores areas common to set design and construction, production-direction, both disciplines and enables students to share acting, costuming, advertising, and public relations. strengths. Because of its practical nature, this course Pass/No Pass course. helps students develop basic and more advanced skills in the musical theatre and gives them a broad knowledge of the medium.

Theology

Requirements for a Major: 30 semester credits of 400) courses. In unusual circumstances, courses Theology including THEO 101, 201 and 202, 215, 307 above the introductory level can be taken without the and 308, one course each in Moral Theology and prerequisite with the consent of the department chair. Systematic Theology. Majors must maintain a B aver- More than one introductory level course may be used age in theology courses with no grade lower than a to fulfill the general education requirement. C. Course Descriptions Recommended for a major: Two courses in the his- tory of philosophy, and PHIL 330. #THEO 101. Introduction to Theology 3 credits The course is divided into two parts. The first Requirements for a Minor: 15 semester credits of explores the fundamental issues in Christian theolo- theology including THEO 101, one course each in gy; revelation and faith, the role of the Bible in theol- Scripture, Moral Theology, and Systematic Theology. ogy, the Church and the churches. Part two explores Courses required for a Concentration in Youth how Christians ought to respond in the moral and Ministries: THEO 101, 201, 202, 215, 260, 390, 391 Ð spiritual life because of their faith in Jesus Christ. 399; PSYC 294; SOC 399 (two semester credits); #THEO 201. Introduction to THEO 307 and 308 recommended. the Old Testament 3 credits Catholic Studies Peace and Justice Program:For Interpretation of Hebrew and Septuagint Old course requirements, see the Interdisciplinary Testament, attempting to understand what the ancient Programs section. writers intended to convey. Emphasis on various authors appearing in Old Testament. THEO 101 or one other introductory level course in theology is a prerequisite for all upper level (300 Ð

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#THEO 202. Introduction to WI-THEO 260. New Directions the New Testament 3 credits In Ministry 3 credits Introduction to principles of interpretation of New A foundation course in pastoral theology examining Testament and survey of themes and theologies of significant trends taking place within the Church New Testament books. with regard to ministry, the identity of ordained and non-ordained ministers, as well as various forms of #THEO 215 Introduction to collaborative ministry. It stresses the historical, pas- the Sacraments 3 credits toral, and spiritual foundations of Christian disciple- The life of the Church as expressed in ritual worship ship. is treated from the historical, theological, and pas- toral viewpoints. It encompasses the Church’s disci- #THEO 300. Contemporary pline for the celebration of the seven sacraments as Theological Issues 3 credits well as the sources and interpretation of sign and This course will survey and study examples from five symbol within the sacramental system. current movements in theology: Ecumenical, Liberation, Black, Feminist, and Christian Pacifism. #-WI-THEO 219. Introduction to It will focus on how those movements grow out of Moral Issues 3 credits and challenge the Christian theological tradition. Part one includes presentations and discussions about various theories of moral development and value pro- #THEO 301. Jesus Christ: His Person cessing. Part two is a series of lectures about and Mission 3 credits Christian moral theology. Part three is the study and Study of Jesus Christ as both divine and human. discussion of a variety of current moral issues. Sources of revelation as interpreted by contemporary systematic theology and psychology. #THEO 240. Introduction to Black Theology 3 credits #THEO 302. Interdisciplinary This course demonstrates historically how Blacks Seminar on Peace and Justice 3 credits and minorities have appropriated the truth of This seminar is coordinated by faculty from theology Christian Gospels given and interpreted for them by and philosophy with an instructor from another disci- their oppressors. It challenges its participants, in par- pline often invited to participate. Part of the interdis- ticular the African-American community, to express ciplinary minor in peace and justice. (Same as their own contemporary theology in a language and PHIL 302) way that speaks to their present day needs, experi- THEO 303. The Theology of St. John 3 credits ence, values, and faith commitments. John’s theology discovered by a reading and interpre- #THEO 250. Introduction to tation of his writings. Prerequisite: THEO 202 or per- Comparative Religions 3 credits mission of instructor. Introduction to five major religions of the world, THEO 304. The Theology of the their cultural/social foundations, spirituality, and con- Synoptic Gospels 3 credits temporary ritual celebrations. Concentration on Major themes and detailed interpretation of the first Buddhism, Judaism, early Christianity, Islam, and three Gospels: Matthew, Mark and Luke. Hinduism. Prerequisite: THEO 202 or permission of instructor.

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Undergraduate Curricula and Courses

THEO 305. The Theology of St. Paul 3 credits THEO 320. Political Theology 3 credits Pauline theology discovered by a reading and inter- Social consequences of Church teachings and prac- pretation of his writings. Application made to mod- tices on history as reflected in contemporary move- ern religious questions. Prerequisite: THEO 202 or ments of liberation, revolution, and development. permission of instructor. #THEO 340. Women Theologians 3 credits #-WI-THEO 307. History of Christianity: This course will focus on selected readings from con- Early and Medieval 3 credits temporary women who are recognized for their con- The Church and Western society in the early and tributions in the field of Christian Theology. It will medieval periods. (Same as HIST 307) also look briefly at some women from earlier cen- turies of Christian history. While lectures will be #-WI-THEO 308. History of Christianity: used to provide necessary background information, Reformation and Modern 3 credits the class will be conducted as a seminar with empha- The Church and society from the Reformation sis on class discussion. through the modern age. (Same as HIST 308) #THEO 350. The Protestant Perspective 3 credits #THEO 309. Prayer, Spiritual Introduction to spirit and forms of Protestantism, Life and Liturgy 3 credits with consideration of historical perspective and Examination of the historical patrimony of writing on emphasis on theological and ecclesial development. prayer and the spiritual life. Serious attention is given to the full meaning and process of growth in holi- #THEO 354. The Jewish Perspective 3 credits ness. Particular emphasis will be placed on the Perspectives on Jewish life and thought. Topics may eucharistic liturgy as the source and summit of per- include Jewish theology, worship, writings, person- sonal/communal prayer, as well as authentic ways of ages and the fundamentals of Judaism. (Co-spon- celebration. sored by the Jewish Chautauqua Society and the Temple Emanuel Endowment Fund.) THEO 310. Music and Liturgy 2 credits Introduces student to liturgical music of the past and THEO 355. Religion in America 3 credits the present and gives a practical knowledge of how, Religion as a force in America with emphasis on why, and when to use it. Intended for upperclass stu- Puritanism, the Enlightenment, civil religion, revival- dents or those with a previous background in church ism, Denominationalism and Fundamentalism. (Same music. Prerequisite: Permission of instructor. (Same as HIST 355) as MUS 310) THEO 357. Catholicism in America 3 credits #THEO 315. The Church: Its Meaning A study of the history of the Catholic Church in and Mission 3 credits America with special emphasis on the lives of Current theological thought on the faith community Catholic people. (Same as HIST 357) as it actualizes itself in the modern world. THEO 362. Social Justice 3 credits #THEO 317. Problems of Faith, Church teaching on social justice since Leo XIII. Theological Anthropology 3 credits Application of principles to contemporary issues Examination of the human being as the perceiver of such as discrimination, capital punishment, warfare, God. Takes into account historical and cultural devel- peace and nonviolence, poverty, and hunger. opment of the person as the knower of doctrine.

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#THEO 365. Theology of THEO 403. The Holocaust 3 credits Christian Marriage 3 credits A study of the historical event known as the This course will examine the fundamental factors “Holocaust.” After a brief overview of the history of governing the contemporary experience of married anti-semitism, attention will focus on conditions life. It deals with specific principles and beliefs which gave rise to Nazi anti-semitism, the “Final which enhance the Christian understanding of Solution,” and Jewish existence in the Nazi ghettos covenant love as celebrated in the Christian/Catholic and death camps. Jewish resistance, the help of sacrament of marriage. “Righteous Gentiles,” and ethical issues addressed by post-Holocaust theologians will be considered. THEO 370. Readings in Theology 1 Ð 3 credits For students with special interest in theology. #THEO 404. The Catholic Perspective 3 credits Students organize a reading program with the guid- The study of the qualities and characteristics, the phi- ance and approval of the instructor. losophy and theology that distinguishes the Catholic perspective from others within the human family, THEO 375. Special Topics in Scripture 3 credits among the religions of the world, and as a part of the Study of a particular aspect of the thought of the Old broader Christian community. Prerequisites: or New Testament. May be offered as a class or as HIST 307, 308, or permission of instructor. individual directed study. Prerequisites: Old or New Testament, depending on the nature of the special THEO 411. Seminar 3 credits topic. Provides small groups of students with opportunity for independent study of a particular theological THEO 390. Sharing Faith: issue which they may select. Prerequisites: Senior Contemporary Catechesis 3 credits standing and departmental approval. Principles of faith sharing according to contemporary catechetical models and methodologies. Examination THEO 444. Art of Christian of materials, structures, and approaches suitable for Pastoral Counseling 3 credits people at the various stages of faith development An introductory survey of the dynamic principles of from infancy through adulthood. theology, tradition, and applied pastoral skills and experience within the Christian tradition. The content THEO 399. Ministry Internship 1 Ð 12 credits of the course draws from biblical, theological, clini- A semester off-campus experience in ministry with a cal, pastoral, and spiritual resources with clinical strong education component. A beginning and ending methods treated only within the context of one-on- two-week seminar with a ten-week supervised parish one counseling. Prerequisites: Senior theology apprenticeship. May be taken as a regular grade majors or those already working professionally part- option. (In cooperation with the Diocese of or full-time in the ministry. It also presumes funda- Davenport) mental knowledge of Christian theology. THEO 401. Bioethics 3 credits Study of the intricate relationship among science, medicine, law, and ethics today. Prerequisite: A basic course in moral theology, ethics, or consent of instructor.

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Workshop in Youth Ministry THEO 395. Fostering the Faith Growth of Youth The following workshops (391 Ð 396) are offered at Through Prayer and Worship 1 credit off-campus sites on Saturday and Sunday. Prayer and worship explores the interrelationship of growth in faith and spiritual development. It includes THEO 391. Principles of Youth Ministry 1 credit an analysis of adolescent spirituality and spiritual de- The course will develop practical principles for min- velopment, and of the contexts and approaches for istry with youth drawn from psychology, sociology, nourishing the spiritual growth of youth. culture, family, and social trends which are relevant for ministry with youth. THEO 396. Principles of Multi-Cultural Youth Ministry 1 credit THEO 392. Foundations of a This course presents principles for doing youth min- Christian Ministry 1 credit istry in a multi-cultural society and church. Special Foundations aims to deepen and expand the minis- emphasis is given to a basic understanding of culture, ter’s understanding of the theological foundations of the dynamics of cross-cultural contact at the systemic Christian ministry and of a contemporary spirituality and interpersonal level, cross-cultural communica- for ministry. A contemporary view of the mission and tion, and the problem of prejudice. Specific issues ministries of the Church will integrate this theologi- facing youth of various cultures in the United States cal and historical analysis. The course will conclude and models of multi-cultural youth ministry will be by exploring the future direction of Church min- treated so as to enable youth ministers to more effec- istries. tively work with youth from their own and other cul- tural groups. THEO 393. Fostering the Faith Growth of Youth Through Evangelization and Catechesis 1 credit This course develops skills for evangelizing and The eight weekend workshops over a two-year storytelling, organizing a catechetical curriculum for period are designed for those desiring specialized younger and older adolescents, and creating learning knowledge and skills in youth ministry. Two week- experiences that respect the learning styles of ado- ends give two credits in SOC 339B (Leadership lescents from different cultures. Processes for Youth Ministry) and SOC 399C (Leadership Skills for Youth Ministry). One weekend THEO 394. Fostering the Faith Growth of Youth gives one credit in PSYC 294B Counseling the Through Justice and Peace Service 1 credit Adolescent. (Held in cooperation with the Diocese of This course explores the foundations of fostering a Davenport.) justice and peace consciousness and spirituality in youth drawn from theology and scripture, social analysis, and adolescent development. It develops principles and skills for creating educational pro- grams, service/action projects, and infusion strategies for justice, peace, and service.

Women’s Studies Program

See Interdisciplinary Programs

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Graduate Information SAU Catalog (Quark) 2/22/96 6:12 PM Page 162

Academic and General Information

Degrees St. Ambrose University offers courses leading to the following graduate degrees: Master of Accounting Master of Business Administration Master of Criminal Justice Master of Education in Counseling: Post-Secondary Disabilities Services Master of Education in Juvenile Justice Education Master of Education in Special Education Master of Health Care Administration Master of Pastoral Studies Master of Physical Therapy Master of Social Work

Degree Requirements Graduate Level Grading System Each graduate program has its degree requirements The grading system uses symbols with the following listed with the curricula and course descriptions meanings: immediately following the graduate information sec- A = superior performance tion of the catalog. B = suitably proficient performance C = marginal performance Graduate Class Load D = unsatisfactory performance A graduate student with a class load of nine semester (MPT courses only) credits is considered a full-time student, one with six F = unacceptable performance semester credits is considered a three-quarter time W = withdrawal from course (not a grade) student, and one with three credits is considered a I = student does not complete all course part-time student. For the summer session, a class requirements (see below) load of three credits is considered full time. IP = in-progress work (see below) P/NP = courses graded pass/no pass

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Graduate Academic and General Information

Failure to meet these academic requirements will cause a probationary status. Students need to remove An I grade must be amended in accordance with themselves from probation within two consecutive regular University and Graduate School policies. semesters. An IP grade is to be used with courses that are A student dropped for academic deficiency may not expected to be completed within a regular acade- apply to the appropriate master’s program director mic semester, such as Master of Physical Therapy or according to each program’s policy. Special Education internships, Special Education Thesis, and Master of Criminal Justice project. Change of Registration Courses seeking to use this grade are approved by the Educational Policy Committee. Courses approved to Students wishing to change their registration must use this grade have a notation within their course record it officially on the appropriate form in the description. The requirements for use of this grade Registrar’s Office, or the student will receive an F in are as follows: the unofficially dropped course and there will be no 1. Completion of course work is limited to one aca- credit for the unofficially added course. It is the stu- demic year from date of enrollment. dent’s responsibility to inform the appropriate gradu- 2. This grade will carry “Resident Credit” that can ate office and confirm that the change has been be used to meet financial aid and loan deferment recorded in the Registrar’s Office. requirements for one academic year from date of During a 15-week academic semester, if a course enrollment. is dropped between the first week and the end of the 3. Satisfactory progress has to be confirmed by the fourth week of class, no grade is officially recorded. department chair at the beginning of each semes- If a course is dropped between the end of the ter within the academic year. fourth week and the end of the 10th week, the grade 4. If the work is not completed within one academic of W (Withdrawal) is officially recorded. If a course year, the student will have to re-enroll in the is dropped after the 10th week, the change is of- course and accept all financial consequences of ficially recorded as WF (Withdrew Failing) or WP this action. (Withdrew Passing) as determined by the instructor. During the summer sessions, which are less than Grade Points 16 weeks, the time periods are prorated for with- drawal. A = 4 quality-points per credit B = 3 quality-points per credit Application for Graduation C = 2 quality-points per credit F = 0 quality-points per credit Candidates for a degree should file an application for graduation in the Registrar’s Office one year before Academic Status the date of planned completion of requirements for graduation. Late applications will be accepted up to Only two C grades are acceptable in the master’s three months before graduation day. This insures that programs, and each must be offset with an A. the proper offices are notified of the student’s gradu- A B (3.00 point) average or above is to be main- ation. In addition, a graduation audit of the student’s tained in all course work to remain in good academic records is completed by the Registrar’s Office to standing. A 3.00 grade point or above is required to make sure all graduation requirements have been graduate. For master of physical therapy grade point met. standards and policies, refer to the MPT section.

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Students will be billed a graduation fee by the MPT Admission Fees Business Office near the middle of their last semes- Acceptance Fee ...... $ 200 ter. The fee covers such costs as graduation audit, Alternate List Fee graduation invitations, cap and gown, and diploma. (Rolled over to Acceptance Fee) . . . . . $ 50 Special Examination Fee Withdrawal From the University For each examination taken ...... $ 60 Official withdrawal from the University during the For each credit awarded ...... $ 30 semester is arranged with the appropriate college Change of Registration Fee ...... $ 2.50 dean or the registrar before the student leaves the Late Registration Fee ...... $ 15 campus. Official withdrawal insures that all records Late Payment Fee ...... Varies properly reflect such action. Students who leave Graduation Fee ...... $ 35 unofficially will receive F grades in all classes listed Motor Vehicle Registration (Per year) ...... $ 7.50 on the official registration. Tuition Refunds Student Government Tuition refund schedules are found in the Finance All registered graduate students are eligible to serve section. in the Graduate Senate. The Graduate Senate elects its officers and meets monthly, representing student concerns, planning student activities and providing certain services to the graduate students not other- wise provided by the University administration and staff.

Graduate Expenses The following costs are for the 1995 Ð 1996 academ- ic year. (May vary per program. Please check with each graduate program for current rates.) Graduate Tuition (Per semester credit) ...... $ 348 (Per three-semester course) ...... $ 1044

Special Expenses First Registration Fee ...... $ 10 (Payable only once at the time of the first registra- tion.) Application Fee...... $ 25 (The fee is to accompany the application for admission when it is returned to the program office. The fee will not be applied toward tuition, and it will not be refunded.) MBA Competency Examination Fee ...... $ 100

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Graduate Curricula and Courses

Master of Accounting

College of Business With the ever-changing environment in business due to government and tax regu- lation, technological and environmental changes, and international competition, today’s accountant must be prepared to meet the challenges of clients and other professionals. In order for the evolution of this process to succeed, the accountant needs to be professionally oriented, socially conscious, and academically pre- pared. Major authoritative accounting bodies, in particular the American Institute of Certified Public Accountants (aicpa), have mandated the academic requirements for its members by requiring that by the year 2000 all member accountants will have 150 semester credit hours of academic preparation. A natural extension in the pursuit of this requirement is, and will continue to be, graduate education in the field of accounting. St. Ambrose University, desiring to provide the educational environment nec-

essary to meet the requirements of the AICPA, initiated a master of accounting degree program in the fall semester of 1989.

Master of Accounting Program 2. Allow for the opportunity to pursue additional The Master of Accounting Degree is an interdiscipli- course work that is required by many states and nary program designed to prepare the individual for leading professional accounting bodies as essen- the wide variety of employment opportunities avail- tial to enter the field of public accounting. able in the accounting profession. Specifically the 3. Establish a potential for career development and objectives of the program are designed to: advancement in the accounting profession. 1. Provide an in-depth body of professional knowl- 4. Provide a theoretical and practical body of knowl- edge in the field of accounting based on a strong edge which will allow for independent thinking, liberal arts undergraduate degree. analysis of problem solving, and a search for new knowledge in the accounting profession.

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General Conditions for Admission Note: An individual who has completed graduate While recommended, the pursuit of the Master of courses that are equivalent to any of the above pre- Accounting Degree does not require an undergradu- requisites may use those courses to satisfy the pre- ate degree in accounting. Those candidates applying requisites. for admission without an undergraduate degree in accounting will be required to meet prerequisites, Graduate Course Requirements for the Master of some of which may be satisfied through proficiency Accounting: 30 semester credits including MAC 601, examinations. 603, 608, 609 and nine semester credits of electives from the following courses: MAC 606, 607, 612, 614, Admission Requirements 618; nine semester credits of non-accounting elec- tives which must be approved by the department. The candidate must have an undergraduate degree from an accredited institution. Sample Curriculum All applicants must meet the following requirements

prior to the end of the first semester: Course Title credits a. Supply official transcripts from all undergradu- Year One ate and graduate institutions attended. An official Fall Semester transcript is one sent directly to the College of MAC 601 Advanced Financial Business Office from the attended institution. Accounting Theory 3 b. Submit an official GMAT score. Students whose Elective 3 quantitative GMAT scores are below the 35th per- Spring Semester centile must take a special MBA course in quanti- MAC 603 Advanced Managerial tative methods. Further information on the GMAT Accounting Theory 3 is available from the College of Business Office. Elective 3 Prerequisites Summer Semester Students holding an undergraduate degree in account- Elective 3 ing will be granted admission to the Master of Accounting program. Students with non-accounting Year Two undergraduate majors must satisfy the following Fall Semester requirements for admission to the Master of MAC 608 Accounting Information Systems 3 Accounting Program. Prerequisites may be met by Elective 3 completing the courses below, by passing competen- Spring Semester cy examinations, or by completing designated MBA MAC 609 Research Methods/Report Writing courses. A candidate may enroll in a Master of and Communication in Business 3 Accounting course as soon as prerequisites for each Elective 3 course are met. Summer Semester Undergraduate prerequisites for non-accounting Elective 3 majors: 39 semester credits including the following: 24 undergraduate credits of accounting; 6 credits of economics; and 9 credits of business (3 of which must be a business law course, and 3 of which must be a business statistics course).

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Course Descriptions MAC 609. Research Methods/Report Writing and Communication in Business 3 credits MAC 601. Advanced Financial A study of the examination of methods of inquiry Accounting Theory 3 credits and research and development of competence in pro- A study of financial accounting theories such as effi- fessional writing. Includes extensive library research cient market hypothesis and equity theories and their and outside readings in areas of selected accounting treatment in the accounting for pensions, leases, literature. A major paper is required. Prerequisites: deferred income taxes, and other financial accounting ACCT 301, 302 or equivalent. issues. Emphasis on the analysis of pros and cons of MAC 612. Accounting Standards, Regulations, and alternative treatments. Prerequisites: ACCT 301, 302 or equivalent. Emerging Issues 3 credits A study of selected generally accepted accounting MAC 603. Advanced Managerial principles, documentation and operation of FASB, Accounting Theory 3 credits Emerging Issues Task Force, Securities and Contemporary managerial accounting models and Exchange Commission, AICPA and other accounting applications including activity based costing, kaizen organizations, including APB and FASB bulletins and costing, target costing, quality costs, JIT, decentraliza- interpretations. Emphasis on researching selected con- tion, and investment decisions. Prerequisite: troversial and evolving issues. Prerequisites: ACCT 307, MBA 507, or equivalent. ACCT 301, 302 or equivalent.

MAC 606. Advanced Auditing 3 credits MAC 614. Controllership 3 credits A critical study of the public accounting profession, Presentation of skills required for a career as con- structure, and problems. Emphasis on public account- troller. Topics include concepts and techniques of ing issues such as regulation, opinion shipping, legal accounting and budgeting for management control, liability, and audit pricing. Prerequisites: ACCT 304. cost control, performance and evaluation of the mod- ern business organization, and the role of the con- MAC 607. Research/Cases in Taxation 3 credits Covers individual and corporate taxation. Looks at troller in external reporting. The relationships business problems in a total financial sense including involved with public accountants, the SEC and the how taxes will impact various alternatives. Tax FASB are also studied. Prerequisites: ACCT 307, aspects of corporate mergers, acquisitions, reorgani- MBA 507, or equivalent. zations, and liquidations are studied along with the MAC 618. International Accounting 3 credits state taxation of corporations. Prerequisites: A study of financial accounting concepts at the inter- ACCT 305 or equivalent. national level. Concepts include foreign currency transactions, interpreting foreign financial statements, MAC 608. Accounting Information Systems 3 credits presentation of foreign/domestic financial statements, A study of the design and analysis of accounting and the role of the accountant in international mone- information systems, automated data processing tary transactions. Prerequisites: ACCT 301, 302, or methods for independent and internal auditing proce- equivalent. dures, and the role of accounting in the management process. Prerequisites: ACCT 301 and 302, or equiva- lent, and an introductory computer science course.

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Master of Business Administration

College of Business The Master of Business Administration (mba) Degree Program is accredited by the North Central Association of Colleges and Schools, and is approved by the Iowa Department of Education for Veterans Administration benefits.

The MBA Program is designed primarily to meet the needs of the part-time stu- dent who is employed on a full-time basis. Each weeknight course meets one night a week from 6:35 Ð 9:10 p.m. and for two nights a week during the abbrevi- ated summer session. Saturday courses meet once a week from 7:45 to 10:45 a.m., or 11:15 a.m. to 2:15 p.m., with every fourth Saturday off (on average), dur- ing the fall and spring semesters. Most courses are held in Ambrose Hall.

Students may attend weeknight courses only, administrative science, and the global dimension of weeknight and Saturday courses, or Saturday only business. courses. The program can be entirely completed by Students may be admitted for the fall, spring or attending only Saturday courses, with the exception summer sessions. of the one-week seminar, MBA 690: Leadership Through People Skills. Admission Status In addition, St. Ambrose is offering the The admission formula is figured by multiplying the Community MBA Program on location in five Iowa undergraduate grade-point average by 200 and adding communities: Burlington, Cedar Rapids, Clinton, the GMAT composite score. A minimum score of 950 Muscatine and Ottumwa. The MBA Program is also based on this formula is required for full-status offered on the Rock Island Arsenal. For further infor- admission. mation contact the MBA Office. Students with a total score of less than 400 on the GMAT or 950 on the minimum standard are reviewed Admission Requirements for conditional admission status (provisional or pro- Individuals with an undergraduate degree in any field bationary) on an individual basis by the Graduate may apply for admission to the MBA Program. Some Studies Admissions and Retention Committee. undergraduate backgrounds outside the area of busi- Provisional admission status may be granted ness may not fully provide students all the skills nec- when a student’s file is incomplete. The provisional essary for successful completion of this program. student is required to provide all missing information Accordingly, a leveling concept has been established promptly. to ensure that students have the necessary background Probationary admission may be granted after in fundamental business disciplines: operations, eco- review by the Graduate Studies Admissions and nomics, quantitative methods, organizational theory, Retentions Committee. Such status implies concern

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about the academic success of the student. Removal capstone) courses must be taken by every MBA stu- from probationary admission status requires success- dent. No credit by examination is allowed for these ful compliance with conditions indicated by the MBA courses. director. All admission decisions will take into con- sideration the student’s personal motivation to suc- Academic Status

ceed. Only two C grades are acceptable in the MBA pro- Students will be required to take a special MBA gram, and each must be offset with an A. course in quantitative methods if their quantitative A B (3.00 point) average or above is to be main- scores on the GMAT are below the 35th percentile. tained in all course work to remain in good academic standing. A 3.00 GPA or above is required to gradu- Application Procedures ate. To apply for the MBA Program: Failure to meet these academic requirements will 1. Complete the Application For Admission form. cause a probationary status. Students need to remove Return to the MBA Office the application form with a themselves from probation within two consecutive $25 non-refundable application fee. semesters. A student dropped for academic deficien- 2. Request that an official copy of transcripts from cy may apply for readmission to the MBA Program each undergraduate and graduate school attended be after one semester has elapsed. sent directly to the MBA Program director. An official copy is one sent from the attended institution directly MBA Programs of Study to St. Ambrose. Students may complete the 15-course management Note: Up to nine semester credits of sufficiently sim- generalist degree program in two and two thirds ilar courses may be transferred from other accredited years by taking two courses in the fall, two in the MBA Programs (grades of B or better within last five spring and one in the summer (assuming that LTPS— years). which is a one-week daytime seminar—is also taken 3. Submit an official Graduate Management during one of these academic terms). Students may, Admissions Test (gmat) score or apply for the GMAT. however, take more than two courses in the fall and Designate that a copy of the GMAT score be sent to spring, and more than one in the summer, with St. Ambrose University (Code 6617). The GMAT usu- approval of the director. ally is administered two times a year at the Quad Students may elect to complete the 17-course Cities Graduate Center (October and March), and concentration degree program by attending the two two times a year at St. Ambrose University additional concentration courses. (January and June). GMAT applications are available Students must complete all course work within in the MBA Office. five years from the first date of enrollment in the MBA Program. Courses By Examination Management Generalist Program Students with an academic background in business areas may meet the requirements of the leveling (CPC) The MBA Management Generalist program consists of courses through equivalnecy examination with per- 45 graduate credit hours, and with a concentration, mission of the director. Testing out procedures are consists of 51 graduate credit hours. All course work available in the MBA Office and a fee is charged. The should be completed within five years. Each course ten required (core, management decision-making and carries three semester credits. The program is offered

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to students from any academic discipline. Some aca- Management Decision-Making Courses demic backgrounds outside of the area of business MBA 670: Operations Management may not fully provide students with adequate cover- MBA 675: Financial Management age of the fundamental business disciplines. In this MBA 680: Marketing Management regard, three specific graduate level courses have MBA 685: Human Resource Management been designated as leveling (common professional Capstone Seminar compenents) courses. These courses are: MBA 506: MBA 800: Policy Formation and Implementation Financial Accounting; MBA 507: Managerial Accounting; and MBA 526: Macroeconomics. All stu- Individual Career Needs Courses dents from an academic background in other than MBA 700: Entrepreneurship and Small Business business related fields must take these courses to Management improve their educational experience in the areas of MBA 705: Total Quality Management the CPC. MBA 710: Business Ethics MBA 715: Executive Management Seminar/Slected Requirements for the Management Generalist Topics Master of Business Administration Degree: 45 MBA 721: Labor Management Partnerships semester credits in Master of Business MBA 725: The Management Consulting Profession Administration courses including MBA 505, 506, 507, MBA 730: International Management Environment 526, 621, 626, 635, 670, 675, 680, 685, 690; six MBA 735: Microcomputer Workstations: Principles semester credits of individual career needs courses and Applications (2), and MBA 800. Concentrations A summary of the leveling, required, and individuals Finance Concentration career needs courses is listed below: MBA 750: Financial Policy and Decision Making Leveling (CPC) Courses MBA 751: Investment and Portfolio Management MATH 160: Mathematics for Management and MBA 752: Capital Sources and Return on Investment Economics MBA 753: Security Investments, Markets, and MBA 506: Financial Accounting Techniques MBA 507: Managerial Accounting Human Resources Concentration MBA 526: Macroeconomics Analysis for Business MBA 760: Strategic Staffing and Career Mangement MBA 761: Compensation and Benefits Management Required Courses MBA 762: Training and Dvelopment Must be taken by every MBA student. No credit by MBA 763: Contemporary Labor Relations and Dispute examination is allowed for these courses. Resolution Core Courses Marketing Concentration MBA 505: Statistical Methods for Decision-Making MBA 771: Marketing Ethical and Current Issues MBA 621: Organizational Theory, Behavior, and MBA 772: Advanced Marketing Research Communication MBA 773: Advanced Marketing Management and MBA 626: Managerial Economics Strategic Planning MBA 635: Legal and Social Environment of Business MBA 774: Consumer Behavior and Market MBA 690: Leadership Through People Skills Communication

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Management Information Systems Concentration Course Descriptions MBA 780: Database Management MATH 160. Mathematics for Mangement MBA 781: Structured Systems Analysis and Economics 3 credits MBA 782: Decision Support Systems Functions, graphs of elementary functions, matrices MBA 783: Data Communication and determinents, systems of linear equations, Technology Management Concentration emphasis on applications to management, decision- MBA 790: Manufacturing Quality Control making and economics. This course is not required MBA 791: Production Scheduling and Inventory for students who score above the 35th percentile on Control the quantitative portion of the GMAT. MBA 792: Modern Manufacturing Systems MBA 793: Computerized Integrated Manufacturing MBA 505. Statistical Methods for Decision-Making 3 credits Note: Graduate students who do not wish to pursue a Basic statistical techniques for decision-making; fre- master’s degree may earn a certificate in a Finance, quency distribution, descriptive measures, probabili- Marketing, Management Information Systems, ty, sampling, distributions, estimation, tests of Human Resource Management, or Technology hypotheses, regression and correlation analysis and Management concentration. Upon successful comple- basic concepts of modern (Bayesian) decision theory. tion of the required courses, the student will receive May not be taken without GMAT results. graduate credit for the four courses, a certificate, and the opportunity to apply the credits towards a mas- MBA 506. Financial Accounting 3 credits ter’s degree in the future. Discussion of and the accounting implications of Generally Accepted Accounting Principles as they relate to recording of financial transactions and the preparation of financial statements. Includes the framework and environment of accounting; balance sheet equation; income measurement; elements of accounting cycle; accounting for revenues and receivables; cost measurement; accounting for inven- tories, noncurrent assets, bonds, stockholders; equity; intercorporate investments, financial reporting, cash flow statement, and financial statement analysis. Emphasis upon the significance of financial ratios and interpretation of financial statement items for managerial decisions.

MBA 507. Managerial Accounting 3 credits Concepts and methods of both internal (managerial) and external (financial) accounting. Emphasis on financial reporting and cost accounting, including cash flow, sources and uses of funds to yield finan-

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cial data for internal management decision-making, inventory control, aggregate planning, logistics, planning and performance evaluation. Case approach scheduling and systems analysis. Applications to cost for developing accounting as a quantitative man- centers rather than profit centers. Special applications agement decision-making tool. Prerequisite: of operations management to profit and non-profit MBA 506. service organizations. Prerequisites: MBA 621, 626.

MBA 526. Macroeconomic Analysis MBA 675. Financial Management 3 credits for Business 3 credits Analysis of business financial management: sources Analysis of the nation’s economy and its impact on and uses of funds, raising funds from internal versus business, employment and unemployment, price lev- external sources, long-term versus short-term funding els, consumption, investment, interest rates, business decisions, the cost of capital, alternate uses of capital, cycles, forecasting, general growth theory, govern- using leverage, security in borrowing/lending, divi- ment policy, and international business. dends versus retained earnings, and use of the finan- cial market. Prerequisites: MBA 505, 507, 526. MBA 621. Organizational Theory, Behavior and Communication 3 credits MBA 680. Marketing Management 3 credits Study of the organization (profit and non-profit) as a Marketing approach to managerial decision- complex system; line and staff functions, administra- making: goal-setting, marketing strategy and tion/leadership styles, motivation and group dynam- tactics, marketing planning, developing an optimum ics, and impact of each on the achievement of marketing mix, customer target groups, consumer organizational goals. Special emphasis on organiza- market behavior, management of advertising and tional communication. sales, meeting competition and measuring accom- plishments against goals. Prerequisite: MBA 526. MBA 626. Managerial Economics 3 credits Application of economic principles to management MBA 685. Human Resource decision-making; decision theory, demand Management 3 credits theory/sales forecasting, linear programming, produc- Human resource management at the first-line and tion and costs, pricing and capital budgeting. middle-management levels of personnel administra- Prerequisite: MBA 505, 507, 526. tion. Forecasting employment needs, attracting and orienting personnel, legal aspects of personnel selec- MBA 635. Legal and Social Environment tion, performance appraisal, motivation training and of Business 3 credits development, salary and promotion policies, disci- Substantive law affecting American business: con- pline, and labor relations. tracts, the Uniform Commercial Code, creditors and debtors, kinds of business organizations, litigation MBA 690. Leadership Through People and other means to resolve disputes, consumer pro- Skills (LTPS) 3 credits tection, torts, anti-trust law and legal aspects of man- Intensive five-day seminar (8 a.m. - 6 p.m.) with agement-labor relations. Public law and government objective of creating better business managerial regulations of business. Social responsibilities of results through the study of behaviors, communica- business and ethics in business practice. tion process, and motivation. Pass/No Pass course. Prerequisites: Twenty hours of pre-work which must MBA 670. Operations Management 3 credits be completed prior to the five day seminar. Course Quantitative techniques and operations research may be taken any time during the program. applied in operations management to both service and manufacturing activities: trade-off analysis,

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MBA 700. Entrepreneur and Small Business labor/management relations; identifying roles in Management 3 credits establishing acceptance; identifying risks in imple- Examination of the entrepreneurial process from the menting successful labor/management relations; rec- initial idea through business operations to the har- ognizing barriers to proposed improvements; insights vest. It is organized into four parts: (1) The into the structure and responsibilities of unions; and Entrepreneurial Process, (2) Evaluating Opportunity understanding corporate organization charts and their and Developing the Business Concept, (3) Assessing implications. and Acquiring Resources, and (4) Managing and MBA 725. The Management Consulting Profession Harvesting the Venture. Cases are extensively used 3 credits throughout the course. Insights to building and managing a successful man- MBA 705. Total Quality Management 3 credits agement consulting practice. It is organized into five Looks at quality management. Students will develop parts: (1) The Consulting Profession, (2) The an understanding of how to implement quality man- Marketing of Consultant Services, (3) Models and agement in every facet of their professional and per- Methods for Consulting, (4) Stages in Consulting, sonal lives and how Total Quality Mangement can be and (5) Key Factors for a Successful Practice. made to work throughout an organization. In addition Prerequisites: MBA 507, 621, 685. to statistical quality tools and techniques, teamwork, MBA 730. International Management Environment leadership, culture, and system implementation will 3 credits be emphasized. The comprehensive fusion of all ele- Understanding of the challenging new international ments working together will be stressed as the key to environment in which American business must oper- achieving true quality management. ate. The course examines in turn: patterns of interna- MBA 710. Business Ethics 3 credits tional interdependence, international trade, foreign Basic concepts of ethics as typically referred to in exchange, international monetary system, balance of western civilization and a testing of the basic hypoth- payments and international debt, foreign investment esis of the concepts. Through formal lecturing, case and multinational corporations, and the effect of cul- studies, dialogue, and guest lecturers, students will ture upon doing business abroad. Prerequisite: analyze working premises, assumptions, and princi- MBA 526. ples regarding business ethics. Delivery of a case MBA 735. Microcomputer Workstations: Principles study required. and Applications 3 credits MBA 715. Executive Management Seminar Provides in-depth coverage of the use of the PC in (Selected Topics) 3 credits meeting the information needs of business and indus- Important management areas as a function of advanc- try. Emphasizes microcomputer hardware and soft- ing management technology and the availability of ware from the perspectives of the exceutive, manager outstanding external faculty expertise. Important and end-user. Reviews standard software packages management areas will be selected by the external available to support a microcomputer workstation. faculty members at the time of scheduling each Includes descriptions of, and hands-on experience course. with text processors, spreadsheets, file and database management systems, graphics packages, communi- MBA 721. Labor Management cations software, and desktop publishing. The evalua- Partnerships 3 credits tion and selection of hardware and software is an Pertinent topics involving workers, management, and important feature of the course as well as the “peo- their common goals; development of improved

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ple” considerartions in designing a microcomputer MBA 753. Security Investments, workstation. Markets, and Techniques 3 credits In-depth examination of corporate and personal secu- MBA 750. Financial Policy and rity investments. Attention will be given to corpora- Decision-Making 3 credits tion earning performance and its effect on the Analyzes financial management through case study valuation of its common stock and preferred securi- and a prescribed set of readings. Teaches the identifi- ties, understanding the stock exchanges, personal cation and evaluation of financial problems and the investment analysis, portfolio construction, trading weighing of feasible solutions in order to recommend techniques and profit maximization. Prerequisite: the “best” course of action. Special emphasis will be MBA 675. on decision-making and policy formulation involving allocation of capital, planning of capital spending for MBA 760. Strategic Staffing and Career long and short run, capital budgeting problems, Management 3 credits mergers and acquisitions and cost of capital. Focus on people as a strategic resource whose avail- Prerequisite: MBA 675. ability and capabilities influence organizational effec- tiveness. Strategies for attracting, assessing, and MBA 751. Investment and acquiring personnel. Career management from the Portfolio Management 3 credits individual and organizational perspective, with impli- Intensive study of the theory and practices underlying cations for planning and executing staffing policies. management of investment portfolios for individual Prerequisite: MBA 685. persons and for institutional investors in view of the particular objective of each. Risk management tech- MBA 761. Compensation and Benefits Management niques for portfolio management, bond portfolio 3 credits techniques, capital asset pricing theory, efficient mar- Government and union influences, equity in compen- ket hypothesis, arbitrage pricing theory, valuation of sation, labor markets, job pricing and evaluation, corporate debt, and special topics are covered. wage and salary structures, individual wage determi- Prerequisite: MBA 675. nation, employee benefits, issues in compensation administration. Covers legally required benefits such MBA 752. Capital Sources and as social security and worker compensation, and vol- Return on Investment 3 credits untary programs such as health care, deferred com- Covers key areas of finance in greater depth than in pensation, and paid leaves. Prerequisite: MBA 685. MBA 675, to apply basic financial analysis techniques, to investigate the latest financial theories, and to MBA 762. Training and Development 3 credits allow students to investigate financial topics of their Research-based examination of training and develop- choice in depth. Special emphasis will be given to ment programs with an emphasis on societal, legal, developing new skills, techniques and viewpoints, and organizational factors affecting relationships especially as they relate to cash flow analysis and to among training, careers, and management of organi- various sources and forms of capital available to zational development. Prerequisite: MBA 685. firms. Prerequisite: MBA 675. MBA 763. Contemporary Labor Relations and Dispute Resolution 3 credits Union and management policies and strategies for, and outcomes of, union organizing, negotiations,

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pressure tactics, grievance/arbitration systems, and MBA 774. Consumer Behavior and Market union-management cooperation. Dispute resolution Communications 3 credits utilizes cases to build skills necessary to present evi- Purpose of the course is to provide a study of dence in nonjudicial proceedings and other adminis- methodology of segmentation and the means of com- trative hearings. Includes evidence gathering, witness municating with the selected market. Sales manage- preparation, direct and cross examination, and oral ment focuses on one segment of the promotional and written arguments. Prerequisite: MBA 685. mix, and an in-depth look is made as to measure- ment, assignment, control, and strategy in the promo- MBA 771. Marketing Ethical and tional aspects of personal selling. Prerequisites: Current Issues 3 credits MBA 505, 621, 680, 685. Review and application of marketing management strategy. Individual marketing topics, pre-approved MBA 780. Database Management 3 credits by faculty, are researched by seminar members who Fundamental concepts necessary for designing, report regularly to the seminar for critical evalua- using, and implementing database systems. Major tions. Research paper required. Prerequisite: MBA topics include: fundamental terminology, the rational 680. data model, network and hierarchical database stems, algorithms for database design, and techniques of MBA 772. Advanced Marketing Research 3 credits implementation. The research process, pertaining to Standard Survey Techniques Experimental Test marketing applications MBA 781. Structured Systems Analysis 3 credits of techniques and methods used to gain market This course will allow the student to communicate knowledge. Data analysis, interpretation and correla- with professional CIS personnel, gain experience in tion of data to problem-solving. Preparation of the M- the computerization of business principles, learn inte- R-Report. Meetings will consist initially of lectures to grated structured techniques of problem-solving for prepare the student with a foundation of research the user manager, and understand terminals and data methods. Case studies will be used to reinforce the base systems. Major topics will include detailed text and applications of the data learned. Statistics analysis and feasibility studies, systems design, sys- will be employed to analyze and test data for con- tem development, implementation, and testing. gruence and decision-making. Prerequisites: MBA 782. Decision Support Systems 3 credits MBA 505, 680. Current technology in decision-making, the develop- MBA 773. Advanced Marketing Management ment of a Decision Support System and practical and Strategic Planning 3 credits experience in development of DSS. Major topics will Designed to cover marketing situations involving include framework of DSS, process of building a DSS, product development, pricing, promotion and System Analysis Interface with DSS, integration of distribution problems of an advanced nature. The DSS within the organization, technology components management of systems and policies that guide the for DSS, and the role of Data Base Management in marketing effort are reviewed. Case studies will be DSS. utilized to reinforce marketing knowledge. Lectures MBA 783. Data Communications 3 credits will be used in the first part of class to review prior Provides an appreciation for the scope of business case studies and to outline implied strategy for subse- and industry telecommunications, explain the basic quent case study. Prerequisites: MBA 505, 507, 621, principles that apply to the design of telecommuni- 680. cations, and present methods for solving telecommu- nications problems. Major topics to be covered are

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fundamental concepts, transmission systems, soft- duction and batch manufacturing, optimum lot size, ware, hardware and overview of telecommunications and line balancing. The Japanese approach to manu- industry. facturing will be presented and analyzed.

MBA 790. Manufacturing MBA 793. Computerized Integrated Quality Control 3 credits Manufacturing 3 credits Considers modern techniques and procedures in the Presents the objective of working smarter, conceptu- elimination of scrap and waste of labor, materials, ally and through examples drawn from practice. An energy, and capital investment involved in the non- extensive discussion of the Factory of the Future will productive use of resources. Concept and techniques be presented. Course topics will include computer- for the maintenance of quality production to gain aided engineering, CAD/CAM, group technology, com- competitive and market advantage will be discussed. puterized process planning, manufacturing calls and Course topics will include probability and statistics, flexible manufacturing, modern manufacturing per- quality assurance strategies, computer-aided inspec- sonnel policies and organization, and computer inte- tion, testing, reliability and predictability, process grated manufacturing. This course will require a variability control and limitations, and statistical good understanding of the concepts and application quality control. Prerequisite: MBA 505. of modern distributive network computer systems and capabilities. MBA 791. Production Scheduling and Inventory Control 3 credits MBA 800. Policy Formation Presents concepts of optimization and integration of and Implementation 3 credits marketing, forecasting, production scheduling and Formulating and implementing business policy. manufacturing in order to develop the interrelation- Draws upon all analytical tools and business adminis- ships of these functions. The various types of inven- tration knowledge developed in previous graduate- tories such as raw materials, work in process, and level courses. Prerequsites: All previous MBA courses. finished goods will be reviewed. The effect of sched- All requests for prerequisites waivers must be uling and inventory management on order-fill ratios, approved by the director. cash flow, profitability, staffing requirements, mainte- nance and facility planning, will be considered. Course topics will include production systems, inven- tory models, operations management, decision-mak- ing, optimization methods, process equipment layout, plant design and location, capacity analysis, invento- ry management systems, and just-in-time production. Prerequisite: MBA 505.

MBA 792. Modern Manufacturing Systems 3 credits The concept of working faster through application of computerized and automated manufacturing machin- ery and methods will be presented. Course topics will include robotics, automation, numerically controlled machines, tooling levels and programming, mass pro-

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Graduate Curricula and Courses

Master of Criminal Justice

College of Human Services The Master of Criminal Justice Program is a multi-disciplinary management

development curriculum. The MCJ degree is designed to produce skilled practi- tioners for leadership positions in enforcement/security and corrections/human services. The program is also useful for those wishing to teach criminal justice or to serve as personnel and training specialists in a justice-related organization. Professional study options are available in resource management and human ser- vices.

Degree Requirements Admission Procedure

The MCJ is a 36 semester credit professional develop- If a person has an accredited undergraduate degree ment program. Candidacy for the degree is achieved with a major in criminal justice or a related major after completion of course work and successful com- with at least two years of professional work experi- pletion of a written comprehensive review covering ence, she/he may apply for admission to the Master criminal justice studies. The final requirement is the of Criminal Justice program. To apply for admission, MCJ project with oral defense. The student must a student must: maintain a B average in all work for the degree. Only 1. Complete the MCJ application form, including the two Cs are allowed with each offset with an A. There professional goals statement, the names and address- is no residency requirement. The degree student is es of two recommendation letter requests, and an expected to make steady progress with completion of application fee of $25. the degree normally within five calendar years. 2. Request that a complete and official transcript from the institution granting the bachelor’s degree be Application Information sent directly to the MCJ program director. An official Before starting course work, a student must seek copy is one sent from the institution directly to admission to the MCJ program as a degree or special St. Ambrose University. Also have forwarded an offi- student. The special student category means taking cial transcript of any graduate course work. selected work for professional development only, whereas the degree student category signifies intent Transfer credit to complete the MCJ program. Each student seeking MCJ students may transfer a maximum of six gradu- admission to the MCJ program must complete an offi- ate credits from another accredited college or univer- cial application. A personal interview with the MCJ sity. Transfer of credit approval must meet the Admissions Committee may also be requested of following criteria: the credit was earned within the each applicant. All accepted applicants enter the pro- last five years, it is graduate credit, the final grade gram as special students, and will become degree stu- was at least a B, and it is determined to be relevant to dents with the achievement of candidacy. See the MCJ program. Admission Procedure and Candidacy sections.

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Course Descriptions Candidacy MCJ 501. Independent Study 1 Ð 3 credits Candidacy for the MCJ degree is achieved after com- Specialized readings and applied research in criminal pletion of course work and successful completion of justice. Requires director approval. the written comprehensive review covering work in MCJ 503. Workshop 1 Ð 3 credits criminal justice. Exam sessions are held as needed on Topics and activities are designed to offer practical a Saturday in January and May on campus. Students skill development opportunities useful to criminal may enroll in MCJ 701 only after achieving candidacy justice practitioners. May be repeated to a maximum status. of three semester credits if topics differ. Requires Note: It is the student’s responsibility to initiate director approval. candidacy by requesting an Application for Comprehensive Review and Candidacy from the MCJ MCJ 507. Seminar in Criminal Justice 3 credits director. This should be done after completion of 21 Capstone seminar focusing on analysis and evalua- Ð 24 credits. tion of current practice, with emphasis on ethical and operational issues confronting criminal justice practi- Program of Studies tioners. Requires director approval. Requirements for the Master of Criminal Justice: MCJ 521. Practicum 3 Ð 6 credits 36 semester credits including: nine semester credits Field observation and research under professional in foundation courses: MBA 526, 621, 685 or 690; 12 supervision in a criminal justice or human services- semester credits in Master of Criminal Justice cours- related agency. Arranged with director approval. es: MCJ 610, 620, 630, 640, 701, 702; nine semester Graded option. credits in professional studies: MBA 505 or EDUC 710; and six semester credits in any combination from the MCJ 610. Crime Policy Analysis 3 credits following resource management and/or human ser- Examination of criminological theory with analysis vice options: and evaluation of the consequences for crime policy, Resource Management: MBA 506, 507, 635, 680, as a guide to professional practice. Prerequisite: 685, 690, 710. Graduate status. Human Services: MCJ 501, 503, 507, 650, 660; MCJ 620. Criminal Justice Organizations 3 credits MPS 542, 552, 620; SPED 500, 510, 513, 520, 530, Administrative systems analysis of political and 540, 660, 715, 720, 750, 751. organizational dimensions of criminal case process through the agencies of criminal justice. An applied research project is required. Prerequisite: Graduate status.

MCJ 630. Organization Development 3 credits Examines the systems approach to planned organiza- tional change from the perspective of applied behav- ioral science. Emphasis on operational components, participatory leadership, action research, team-build- ing, conflict resolution, and organization renewal. Prerequisite: MBA 621 or MCJ 620.

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MCJ 640. Proseminar: Criminal Justice Leadership 3 credits A leadership development seminar focusing on the nature and sources of conflict within and between criminal justice and human service agencies. Organizational problems are identified and addressed through an action-research model. Prerequisite: MCJ 630.

MCJ 650. Correctional Counseling 3 credits Theory and practice of counseling with emphasis on reality therapy with youthful offenders in education- al, human service, and correctional settings. Prerequisite: Graduate status.

MCJ 660. Stress and Crisis Management 3 credits Recognition and identification of personal and social stress or crisis situations, and the development of interpersonal and group strategies for school, social service, and justice personnel. Prerequisite: Graduate status.

MCJ 701. Criminal Justice Research 3 credits Research methods in criminal justice. Each student will select a topic approved for investigation, and will prepare a research proposal as the basis for the MCJ project. Prerequisite: Taken before MCJ 702 and after all other MCJ program courses and comprehen- sive examinations have been completed. In progress grade option.

MCJ 702. MCJ Project 3 credits The study proposed and approved in MCJ 701 will be conducted, with the results reported in academic form. Oral defense of the MCJ project is required. Prerequisite: MCJ 701. In progress grade option.

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Master of Education in Special Education, Juvenile Justice Education, and Counseling for Post-Secondary Disabilities Services

College of Human Services Master of Education in Special Education The Master of Education in Special Education Program is designed to provide skills at a master’s level to teach in the fields of learning disabilities, behavioral disorders, mental disabilities, or multicategorical special education. Additional course work leading towards licensure as Special Education Consultant can be obtained.

The Master in Education in Special Education is a also appropriate for teaching in the community col- 37 to 43 semester credit professional program inte- lege. While this is not a teaching certification pro- grating a 12 to 18 semester credit concentration area gram, teaching licensure can be obtained through with 20 semester credits in the special education additional course work. major. In addition, students will complete course work in research and statistics as well as multi-cultur- Master of Education in Counseling for Post- al concepts for special education. Secondary Disabilities Service The Master of Education in Counseling program is a Master of Education in Juvenile Justice Education 48 semester hour professional degree program built The Master of Education in Juvenile Justice is an on the philosophy that special services for individuals interdisciplinary 37 to 40 semester credit degree pro- should not stop at the high school level, but should be gram designed for special needs teachers and crimi- available at the university and adult service level. nal justice and correctional educators desiring This program is designed along two tracks. The knowledge and understanding of youthful offenders college/university track addresses those wishing to encapsulated in the justice system, and for its impact pursue careers in disabilities services at the commu- on the education environment and process. nity college or four-year college level. The second This innovative training program is designed for track focuses on providing training for individuals secondary special education teachers wishing to work wishing to pursue a career in community services with incarcerated youth in educational settings and providing assistance to developmentally disabled criminal justice professionals interested in working adults. with youth in human service community settings. The degree is

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Degree Requirements Education in Special Education Program. Students Successful completion of the program will involve a possessing an undergraduate degree are eligible to B GPA in all course work (Only two grades of C are apply for admission to the Master of Education in allowed in the student’s program of study with each Juvenile Justice Education or the Master of offset by a grade of A); successful completion of a Education in Counseling Programs. Application pro- comprehensive written examination covering the cedures are: application of knowledge gained in the student’s con- 1. Complete a Graduate Application form and sub- centration area, as well as the special education, mit it with an application fee of $25. juvenile justice or counseling major; and a successful 2. Have two letters of recommendation sent to the oral defense presented to the student’s graduate com- program director. mittee. 3. Have official transcript from the institutions The degree candidate is expected to make steady where a student’s undergraduate degree and grad- progress towards the completion of the degree, nor- uate course work and send to Master of Education mally within seven years of the date of the first grad- Programs director. An official transcript is one uate course registered on the student’s degree plan, that is sent directly from an institution to but not to exceed 12 years upon completion of the St. Ambrose. program. 4. Provide a current teaching license by sending a copy to the director. (For Master of Education in Application Information Special Education only) 5. Provide a copy of GRE scores or MAT scores to the Before commencing course work, a student must program director. Regular student status requires a seek admission to the program as a degree candidate, GRE score of 1000 or MAT score of 20. license candidate, or special student. Students seek- 6. Hold a 2.70 or higher GPA (4.00 scale) for the last ing admission into the degree or licensing programs two years of undergraduate work. must complete a formal admissions process as stated in the admissions procedures. Transfer Credit Students will be admitted into the program as either regular degree seeking or regular license seek- Students may transfer up to 12 semester graduate ing students or as probationary students. Students credits from accredited institutions provided these will be granted special student status if, (a) they do credits have a grade of B or higher on a 4.00 scale, not wish to seek degree or license status but wish to are not older than seven years and will not be older take a course, (b) due to unreasonable circumstances than 12 years upon program completion. their application procedures are held up, or (c) they hold senior status in an accredited bachelor’s degree Candidacy program. Refer to the Admission Procedures section Candidacy for the Master in Education degree is below for complete information. dependent upon meeting the following criteria: 1. Successfully completing all course work as set Admissions Procedures forth in the student’s degree plan. Persons possessing an undergraduate degree and 2. Maintaining a B average in the degree plan. licensure/certification to teach in preschool, kinder- 3. Obtaining no more than two Cs within the degree garten, elementary, secondary, or special education plan which are offset by As. are eligible to apply for admission to the Master of 4. Successfully completing the graduate seminar or

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special education thesis. (The juvenile justice edu- A. Written Examination: The written examination cation major may fulfill this requirement with the covers the student’s major area of study as well as master of criminal justice research requirement.) the core requirements. It is made up of questions A. Graduate Seminar: A student choosing not to take representing program goals in relation to the stu- thesis credit for the master’s degree must com- dent’s chosen field of studies. Each question plete the graduate seminar. This three semester requires an open-ended response focusing on the credit course focuses on the development of student’s ability to integrate theory from a research skills through the use of collaborative research base with practical aspects of teaching team effort. Completion of the graduate seminar special needs students. requires the production of a research based pro- The written exams are evaluated by a commit- ject suitable for submission for publication or pre- tee of three faculty selected by the student, with sentation. advisor assistance, from the Graduate Special B. Special Education Thesis: The degree committee Education Program; the Department of Education, for a thesis student must be selected before the the Master of Criminal Justice Program, or the student has completed 20 semester credits in a de- Master of Education Counseling Program; and the gree plan. Thesis procedures: University at large. The written exams are evalu- i. A research area for the thesis topic should be ated on a three-level system: Pass, Pass with chosen after consultation with the student’s Consideration, and Fail. In case of failure, the stu- thesis advisor as early in the student’s program dent can retake the examination one time. Failure as possible. the second time will result in the student retaking ii. A written research plan must be approved by specified courses or being dropped from the pro- the degree committee before completion of 20 gram. semester credits of graduate work. Written exams can only be taken when a stu- iii. Upon approval of the degree committee, the dent has completed at least 30 semester credits of student may apply for thesis credit. (SPED 710. work as specified in a degree plan. This exami- This is a Pass/No Pass course.) Grades for the nation is scheduled once in the spring and once in thesis credit will be given as In Progress until the summer. successful completion of the thesis and the B. Oral Examinations: The oral examination will be oral examination. administered by the student’s written committee iv. One copy of the thesis must be distributed to with the addition of a faculty member from the each of the committee members by the student University. This is a comprehensive examination at least 10 days prior to the oral examination. testing the student’s ability to analyze, integrate v. Two copies corrected in accordance with the and apply knowledge from their respective disci- degree committee recommendations, must be pline. For students completing a thesis, the oral submitted to the Graduate Special Education examination will focus on the thesis defense (see Program along with a copy for binding to the Thesis). Oral examinations will be scheduled to library. take place within two weeks of the student’s writ- vi. Those interested completing the master of ten examination or not extending to 10 working juvenile justice education requirements are days before graduation. referred to descriptions in the Master of Criminal Justice section. 5. Successful completion of an oral and comprehen- sive written examination.

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Oral examinations must be scheduled by the Program of Studies student and the advisor using specified forms Special Education obtained from the Graduate Special Education Office. This must be done 10 days prior to the Requirements for Master of Education in Special oral examination. Decisions concerning the Education: 37 Ð 43 semester credits including: student’s abilities during the oral examination can EDUC 710, 715; 17 Ð 20 semester credits from the fol- result in one of three options: Pass, Pass lowing: SPED 500 or PSYC 510, SPED 510, 511, 512, Conditionally or Fail. Conditional Pass involves 513, 514, 515, 660; SPED 700 or 710; 12 Ð 18 semes- the student either conducting further study in a ter credits in a license concentration area listed specified area and retaking the examination with below: two of the committee or retaking specific courses 1. Learning Disabilities: SPED 520, 621 or 622, 623, and retaking the examination with the entire com- 628 or 629, 631 or 632 or EDUC 552. mittee. A student who fails the examination may 2. Behavioral Disorders: SPED 530, 631 or 632, retake it after a period of at least one academic 633, 638 or 639. term or an agreed upon length as established by 3. Mental Disabilities (mild/moderate): SPED 540, the committee. 641 or 642, 643, 644; 647 and 648 or 649. 4. Multicategorical (mild)*: SPED 550, 651 or 652, Probationary Status 658 or 659; EDUC 552 or 556; three semester cred- its from the following groups: SPED 621 or 622; Persons not meeting the admissions requirements for 631 or 632; 641 or 642. *Students interested in regular admission to the degree program may be rec- this concentration must also hold license in either ommended for probationary status by the program elementary or secondary education. director or the Master of Education Graduate 5. Special Education Consultant**: Special Committee. Upon completion of at least six semester Education 513, 750, 751. **Students wishing to credits of graduate level work with at least a B aver- obtain this concentration must also possess a mas- age, the student must petition the program director ter’s degree in Special Education or in another for a change in status. area (if in another area, they must have 30 semes- ter credits in Special Education at the graduate Appeal Process level), meet the requirements for license in the Students wishing to appeal status or grade can do so area seeking consultation concentration, and have through the following process: four years of successful teaching experience, two 1. Submit an appeal, in writing, the director of either in the license area. the Graduate Special Education Program or the Master in Criminal Justice Program. 2. Program director forwards appeal to the Appeal Committee. 3. If student is not satisfied with the decision of the Appeals Committee, he/she can appeal to the dean of the College of Human Services. 4. Final appeal can be made to the provost of the University.

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Juvenile Justice Education SPED 510. Behavior Intervention Requirements for a degree in Master of Education Techniques 2 credits in Juvenile Justice Education This course is intended to provide students with Foundation Courses: EDUC 710, 715; SPED 514. strategies for intervening with behaviors in school Criminal Justice Courses: MCJ 610, 620, 630 (See and community settings. Behavior management tech- course descriptions in Master of Criminal Justice sec- niques including reinforcement theory, scheduling tion). models, observation techniques, and precision teach- Cognate Area Courses in Juvenile Justice: MCJ 640 ing strategies will be explored. Prerequisite: or 650 or 660; SPED 530, 632, 633, 639, 720. PSYC 310/510 or equivalent. Research: Select one of the following options: SPED 511. Assessment in Special SPED 710; MCJ 701 and 702; or SPED 700. Education and Human Services 3 credits This course focuses on the development of skills in Counseling: Post-Secondary Disabilities Services formal and informal assessment techniques. Requirements involve 48 semester hours of credit Information will be presented about standardized taken in the following areas: diagnostic procedures used in special education and University Program: the human services field. Emphasis will be on cur- Core Requirements: SPED 511, 700 or 710, EDUC 542, riculum-based measures. Prerequisite: PSYC 310/510 610, 620, 710, 715. or equivalent. Concentration: SPED 513, 520, 623, 671, 672, 674, SPED 512. Working with Families of 675, 679. Students with Special Needs 2 credits Electives: 2 Ð 5 credits as approved by advisor. This course focuses on the development of knowl- Community Agency Program: edge in the area of parenting children with special Core Requirements: SPED 511, 660, 700 or 710, needs. Consideration will be given to developing an EDUC 542, 610, 710, 715. understanding of the needs of families raising chil- Concentration: SPED 510, 513, 540, 643, 671, 673, dren with disabilities and skills for working in part- 674, 679. nership with these families. Prerequisite: SPED 500 or Electives: 2 Ð 5 credits as approved by advisor. equivalent.

Course Descriptions SPED 513. Collaborative/Consultation 2 credits Methods and strategies for working with profession- SPED 500. Introduction to the Education of als in educational, social service, and community Exceptional Learners 3 credits agencies, including ways to creatively solve problems This course focuses on the characteristics, needs, and in a team approach. Prerequisite: PSYC 310/510 or talents of children and youth who are different in equivalent. mental, physical, emotional, social, and/or sensory areas of development. It is designed to provide spe- SPED 514. Curriculum for cial education professionals with various educational, Special Education 2 credits psychological, and sociological views of ex- Students taking this course will develop skills in the ceptionalities. design of special education curriculum for mild and moderate special needs children and youth. Exposure to IEP development as well as curriculum develop- ment and design based upon IEPs will encompass the major focus of this course. Prerequisite: SPED 500 or equivalent.

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SPED 515. Contemporary Issues SPED 593. Teaching Infants and Young Children in Special Education 3 credits with Severe/Profound Disabilities 3 credits This course focuses on current issues facing the field This course addresses teaching methodology as it of special education. Topics that impact today’s spe- applies to infants and young children with serious cial education teacher as well as future issues will be disabilities. Various issues relating to working with explored through a seminar format. Prerequisite: youngsters with severe/profound and multiple dis- SPED 500 or equivalent. abilities are addressed through lecture discussion and practice of skills. Also covered are issues such as SPED 520. Introduction to medical care, technology for dependent children, Learning Disabilities 3 credits community, state, and regional resources, support Geared toward professionals wishing to pursue ca- groups, service delivery systems for early develop- reers working with learning disabled students, this ment as well as specific teaching methodology in the course focuses on characteristics of students with areas of motor, social, self-help, cognitive and behav- learning disabilities. Exploration of causes, character- ior. istics, historical aspects, and current research in treat- ment. Prerequisite: PSYC 310/510 or equivalent. SPED 621. Teaching the Elementary Learning Disabled Child 3 credits SPED 530. Introduction to This course is designed to provide an in-depth explo- Behavioral Disorders 3 credits ration of specific strategies used with teaching ele- Focuses on the causes, characteristics, diagnosis, and mentary level learning disabled youngsters. Teachers treatment of children with behavioral disorders. will develop skills for working with the learning dis- Emphasis is placed on the educational, social, and abled child in areas of reading, mathematics, personal interactions of students with mild and mod- spelling, handwriting, social skills, and thinking erate behavior disorders. Prerequisite: SPED 500 or skills. Prerequisite: SPED 500, 511, 520; or permis- equivalent. sion of instructor. SPED 540. Introduction to SPED 622. Teaching Secondary Mental Disabilities 3 credits Learning Disabled Students 3 credits Etiology, characteristics, classification, diagnosis, Designed to develop skills in teachers working with and assessment of mental disabilities will be consid- learning disabled adolescents, this course will focus ered. Issues surrounding social contact, the role of on in-depth study in the areas specific to the needs of the family, school, and community agencies working secondary level students. Prerequisites: SPED 500, with persons with mental disabilities. Prerequisite: 511, 520; or permission of instructor. SPED 500 or equivalent. SPED 623. Neurological Aspects SPED 550. Introduction to Multicategorical Special of Learning Disabilities 3 credits Education Programming 3 credits Focus on the various neurological components Provides an introduction to children and youth with involved in the learning process. Students will learn mild special needs and a framework for understand- the operation of the brain and how it impacts learn- ing special education needs from a multicategorical ing. Prerequisites: PSYC 310/510 or equivalent; perspective. Prerequisite: SPED 500 or equivalent. SPED 520.

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SPED 628. Practicum in of instructor. Learning Disabilities (Elementary) 3 credits SPED 638. Practicum in Behavior Disorders: This course provides students with field experience Elementary 3 credits working in elementary programs for students with This course provides students with field experience learning disabilities. Students will gain first-hand, working in elementary programs for behavior disor- practical experience in working with curriculum and dered students. Students will obtain practical, first- teaching strategies under the supervision and guid- hand experience of working with curriculum and ance of licensed teachers. Prerequisites: SPED 500, teaching strategies. Prerequisites: SPED 500, 510, 511, 510, 511, 514, 520, 621. 514, 530, 631. SPED 629. Practicum in SPED 639. Practicum in Behavior Disorders: Learning Disabilities (Secondary) 3 credits Secondary 3 credits This course provides students with field experiences This course provides students with field experience working in secondary programs for students with working in secondary programs for behavior disor- learning disabilities. Students will gain first-hand, dered students. Students will obtain practical, first- practical experience working with curriculum and hand experience of working with curriculum and teaching strategies under the supervision and guid- teaching strategies. Prerequisites: SPED 500, 510, 511, ance of licensed teachers. Prerequisites: SPED 500, 514, 530, 632. 510, 511, 514, 520, 622. SPED 641. Teaching Elementary Children with SPED 631. Teaching Elementary Children Mild Mental Disabilities 3 credits with Behavioral Disorders 3 credits Provides teaching methodology specific to the teach- A study of specific teaching techniques and instruc- ing of children with mild mental disabilities at the tional materials for use with elementary-level behav- elementary level. Prerequisites: SPED 500, 510, 511, ior disordered children. Topics will include 514, 540. classroom organization and management and individ- ualized behavior programming. Prerequisites: SPED 642. Teaching Secondary Youth with Mild SPED 500, 510, 511, 530; or permission of instructor. Mental Disabilities 3 credits This course is intended to provide teaching method- SPED 632. Teaching Secondary Students ology specific to teaching adolescents with mild with Behavioral Disorders 3 credits mental disabilities. Prerequisites: SPED 500, 510, 511, A study of specific teaching methods and instruction- 514, 540; or permission of instructor. al material for use with secondary-aged behavior dis- ordered youth. Topics include classroom organization SPED 643. Teaching Students with Moderate and management, behavior programming, and transi- Mental Disabilities 3 credits tional models. Prerequisites: SPED 500, 510, 511, 530; This course is designed to provide curricular training or permission of instructor. to the teacher who plans to work with students with moderate mental disabilities. Information will be SPED 633. Theories of gained in academic, social, leisure, and vocational Emotional Disturbances 3 credits areas. Prerequisites: SPED 500, 510, 511, 514, 540; or Topics focus on aspects of serious emotional disor- permission of instructor. ders. Etiology, characteristics, social, and emotional factors are considered for children with various psy- chopathologies. Prerequisite: SPED 530 or permission

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SPED 644. Medical Aspects tary multicategorical resource settings. Prerequisites: of Mental Retardation 3 credits SPED 500, 510, 511, 514, 550; or permission of This course focuses on in-depth exploration of vari- instructor. ous genetically, biophysically, and environmentally- SPED 652. Teaching Secondary Mildly based causes of mental retardation. Also considered Handicapped Students in Multicategorical are current issues surrounding medicine/genetics. Programs 3 credits Prerequisite: PSYC 310/510 or equivalent or permis- This course will explore teaching strategies, curricu- sion of instructor. lar options and delivery systems specifically designed SPED 647. Practicum in Mental Disabilities: for students enrolled in secondary level multicategor- Moderate (K Ð 12) 3 credits ical resource programs. Prerequisites: SPED 500, 510, This course provides students with field experience 511, 514, 550; or permission of instructor. working in K Ð 12 programs for moderate mentally SPED 658. Practicum in Multicategorical disabled students. Students participate in summer Resource Room (Elementary) 3 credits practicums established by the University. Students This course provides students with field experience will obtain practical, first-hand experience of work- working in elementary programs for students in mul- ing with curriculum and teaching strategies. ticategorical resource settings. Students will obtain Prerequisites: SPED 500, 510, 511, 514, 540, 643. In first-hand experience of working with curriculum and Progress grade option available. teaching strategies. Prerequisites: SPED 500, 510, 511, SPED 648. Practicum in Mental Disabilities: 514, 550, 651. In Progress grade option available. Mild (Elementary) 3 credits SPED 659. Practicum in Multicategorical This course provides students with field experience Resource Room (Secondary) 3 credits working in elementary programs for students with This course provides students with field experience mild mental disabilities. Students will obtain practi- working in secondary programs for students in multi- cal, first-hand experience of working with curriculum categorical resource settings. Students will obtain and teaching strategies. Prerequisites: SPED 500, 510, first-hand experience of working with curriculum and 511, 514, 540, 641. In Progress grade option avail- teaching strategies. Prerequisites: SPED 500, 510, 511, able. 514, 550, 652. In Progress grade option available. SPED 649. Practicum in Mental Disabilities: SPED 660. Career Management and Mild (Secondary) 3 credits Transitioning for the Disabled 3 credits This course provides students with field experience Emphasis is placed on various models used for pro- working in secondary programs for students with viding vocational/career education to individuals with mild mental disabilities. Students will obtain practi- special needs. Students study career assessment, pro- cal, first-hand experience of working with curriculum gramming and various transition models. and teaching strategies. Prerequisites: SPED 500, 510, Prerequisite: PSYC 310/510 or equivalent. 511, 513, 540, 642. In Progress grade option avail- able. SPED 671. Adults with Disabilities 3 credits This course provides students with an introduction to SPED 651. Teaching Mildly Handicapped adults with physical, cognitive, and sensory disabili- Elementary Students in ties. The main focus will be on the psychosocial Multicategorical Settings 3 credits characteristics of having a disability. Vocational and Teaching strategies, curriculum options, and delivery educational implications will also be discussed. systems for mildly handicapped students in elemen- Students will explore how professionals can play a

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positive role in assisting individuals with disabilities. programs for adults with disabilities in post sec- Prerequisite: Graduate standing. ondary education or adult service agencies. Prerequisites: PSYC 510; SPED 511. SPED 672. Programming and Instruction for College Students with Disabilities 3 credits SPED 679. Internship in Adult Services 6 credits Through lecture and discussion, this course will pro- This course is designed to provide the student with vide students with information on how colleges and hands-on experiences working with adults with dis- universities comply with federal legislation to ensure abilities in post-secondary or agency programs. This equal educational opportunities for students with dis- is a required course to be taken on a repeat basis abilities. Course topics include legal mandates for equal to six credit hours. For each three credits, stu- academic adjustments, auxiliary aids and services, dents spend a minimum of 400 clock hours in super- psychosocial aspects of disabilities, program devel- vised internship work that involves the application of opment, learning strategies for students with learning skills learned while in the graduate program. disabilities, and program evaluation. Prerequisite: Prerequisites: SPED 511; EDUC 542, 610; EDUC 620 or SPED 671 or equivalent. SPED 660; SPED 513, SPED 520 or 540, SPED 623 or 643, SPED 671, SPED 672 or 673, SPED 674, 675, or SPED 673. Program Design for Agencies Serving SPED 510. Adults with Special Needs 3 credits This course is designed to familiarize students with SPED 688. Practicum in Multicategorical Special various community organizations that support adults Class with Integration: Elementary (SCI) 3 credits with disabilities. Emphasis is placed on specific orga- This course provides students with field experience nizations within the Quad City area and the services working in elementary programs for students in mul- they provide, their organizational structure, funding, ticategorical SCI settings. Students will obtain practi- and service philosophy. The course is intended for cal first-hand experience of working with curriculum students interested in working within organizations and teaching strategies. Prerequisites: SPED 500, 510, that support the full participation of individuals with 511, 514, 621, 631, 641; or permission of instructor. disabilities in community life. Prerequisite: SPED 671 In Progress grade option available. or equivalent. SPED 689. Practicum in Multicategorical Special SPED 674. Legal Aspects of Class with Integration: Secondary (SCI) 3 credits Adult Disability Services 3 credits This course provides students with field experience This course is designed to familiarize students with working in secondary programs for students in multi- federal and state laws that prohibit discrimination categorical SCI settings. Students will obtain practical against individuals with disabilities. The emphasis first-hand experience of working with curriculum and will be on the Individuals with Disabilities Education teaching strategies. Prerequisites: SPED 500, 510, 511, Act (idea), The Rehabilitation Act of 1973, and the 514, 621, 631, 641; or permission of instructor. In Americans with Disabilities Act (ada). Class discus- Progress grade option available. sion will focus on how these laws have determined SPED 700. Graduate Seminar 3 credits the type of support individuals receive and how ser- This course focuses on the collection and analysis of vices are provided. Prerequisite: SPED 671 or equiva- action research. Students will select a topic and con- lent. duct a research project. Prerequisite: Completion of SPED 675. Advanced Assessment/Special 90 percent of required course work and EDUC 710. Services for Adults 1 credit This course is designed to enable students to use for- mal and informal measures to develop individualized

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SPED 710. Thesis in Special Education 5 credits improve schools. Students will be concerned with Focus is on conducting independent research. The planning, conducting, and evaluating staff develop- student must, with the permission of their committee, ment programs. select a topic, develop a problem statement, research EDUC 542. Counseling Theories and analyze the data relative to the problem state- and Practices 3 credits ment. A written thesis will be presented to their An overview of contemporary counseling theories departmental committee. Prerequisite: Approval of with a critical examination of the strengths and departmental committee. In progress (IP) grade option weaknesses of each theoretical approach. Includes available. extensive training in effective counseling techniques SPED 715. Individual Study in designed for therapeutic change. Prerequisites: Special Education 1 Ð 3 credits SPED 671 or equivalent; PSYC 342 or equivalent; This course offers students the opportunity to con- instructor permission. duct in-depth exploration into problems related to EDUC 552. Diagnostic and Prescriptive Techniques their major core of study not specifically covered in of Teaching Reading 3 credits other courses. A substantial written report and infor- For classroom teachers of reading. Corrective tech- mal oral report will be required. Students will meet niques appropriate for less severe reading disabilities; regularly with their instructor. No more than three writing diagnostic and progress reports; parent inter- credits can count towards the master’s degree. views; and designing prescriptions for teaching, Prerequisite: Permission of department. In Progress tutoring and evaluating children in clinical settings. grade option available. Lecture and laboratory. Graduate students will be SPED 720. Special Topics 1 Ð 3 credits required to fulfill all EDUC 452 requirements, design A study of current specialized topics in the field of a K Ð 12 reading inventory and prepare a case study special education. Prerequisite: SPED 500 or equiva- on the client assigned. Prerequisite: One foundation lent. course in reading and at least two years teaching experience. SPED 750. Curriculum Development and Design 3 credits EDUC 556. Teaching Reading Course focuses on aspects of special education cur- to Adolescents with Reading Problems 3 credits riculum in the schools including historical founda- Assessment of adolescent reading skills in various tion, curriculum planning, implementation and content areas. Methods and materials used in teach- evaluation, principles of curriculum organization, ing developmental reading in junior and senior high outside forces impacting on the curriculum and content courses. Prerequisites: Graduate status or future trends. Prerequisite: Currently held licensure instructor permission. in special education or permission of instructor. EDUC 610. Counseling Adults with Disabilities 3 credits An overview of current techniques and strategies SPED 751. Staff Development used by counseling professionals as they interact in the Schools 3 credits with adult clients with disabilities. Students will have Course will focus on skills in modes of intervention, the opportunity to apply counseling strategies to the diagnosing problems and identifying target groups as treatment of adults with disabilities as they partici- part of the staff development process designed to

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pate in role-playing exercises and complete a coun- seling internship. Prerequisite: EDUC 542; graduate status or instructor permission.

EDUC 620. College and University Curriculum 3 credits Emphasis is placed on the various intricacies of the curriculum at the post secondary level. Students will be exposed to various aspects of the college and uni- versity level curriculum including four year and two year preparatory programs. Students will explore such concepts as issues in post secondary curriculum, basic considerations in curriculum development, instructional processes that interact with the curricu- lum, evaluation of curriculum and methods. Prerequisite: Graduate status.

EDUC 710. Educational Research and Statistics 3 credits Provides students with basic skills in conducting edu- cational research including methodology and statisti- cal procedures. Prerequisite: Graduate status.

EDUC 715. Teaching Culturally Diverse Children in Special Education Settings 2 credits Designed to assist special education teachers in developing the understanding of issues surrounding cultural and gender diversity within special education settings. Prerequisites: PSYC 310/510 or equivalent; graduate status, or permission of instructor.

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Master of Health Care Administration

College of Business The Master of Health Care Administration (mhca) Degree Program is accredited by the North Central Association of Colleges and Schools and is approved by the Iowa Department of Education for Veterans Administration benefits. The 15 course (45 semester credits) curricula is given during weeknights and Saturdays to accommodate part-time students who wish advanced study in the field of health care administration. Both quantitative and qualitative skills will be developed through these courses, with emphasis on not-for-profit health care administration concepts and close attention given to “real life” applications. Didactic and seminar classes are used to facilitate comprehension and application of these concepts.

Admissions Requirements Admission Status Individuals with undergraduate degrees in any field The admission formula is figured by multiplying the may apply for admission to the Master in Health undergraduate grade-point average by 200 and Care Administration Program. While all students are adding the GMAT composite score. A minimum score welcome in the program, undergraduate backgrounds of 950 based on this formula is required for full-sta- outside of business or health care may not fully pre- tus admission. pared a student with the skills necessary for success- Students with a total score of less than 400 on the ful completion of this specialized program. GMAT or 950 on the minimum standard are reviewed Students may be admitted for the fall, spring, or for conditional admission status (provisional or pro- summer semesters. Applicants must meet the follow- bationary) on an individual basis by the Graduate ing requirements: Studies Admissions and Retention Committee. 1. Complete the Application For Admission form, Provisional admission status may be granted and return to the College of Business Office with when a student’s file is incomplete. The provisional a $25 non-refundable application fee payable to student is required to provide all missing information St. Ambrose University. promptly. 2. Supply official transcripts from all undergraduate Probationary admission may be granted after and graduate institutions attended. An official review by the Graduate Studies Admissions. Such transcript is one sent directly to St. Ambrose from status implied concern about the academic success of the institutions attended. the student. Removal from probationary admission 3. Submit an official GMAT score. Students may be status requires successful compliance with conditions admitted provisionally without taking the GMAT, indicated by the MHCA director. All admission deci- provided they submit a GMAT score by the com- sions will take into consideration the student’s per- pletion of 12 credit hours. sonal motivation to succeed.

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Students will be required to take a special MBA Course Descriptions course in quantitative methods if their quantitative MHCA 526. Economic Analysis scores on the GMAT are below the 35th percentile. in Health Care Management 3 credits This course evaluates the macro and microeconomics Courses By Examination of health care management and the health care sys- Students who have knowledge and experience in tem including supply and demand characteristics, foundation, core (except ltps), and decision-making financing, and the various concepts of revision. The courses may take the courses “by examination” with health care system is driven by different dynamics approval of the MBA director. Testing out procedures than the classical economic market place. The stu- are available in the MBA Office and a fee is charged. dent needs to understand the differences and similari- ties between manufacturing economics, finance and Academic Status that of the service community, so that they may be Only two C grades are acceptable in the MHCA pro- part of basic decision-making in health care manage- gram, and each must be offset with an A. A B (3.00 ment. Case studies will be used to help emphasize point) average or above is to be maintained in all “real world” application. course work to remain in good academic standing. MHCA 600. Accounting in Not-For-Profit A 3.00 point or above is required to graduate. Organizations 3 credits Failure to meet these academic requirements will The purpose of this course is to provide an in-depth cause a probationary status. Students need to remove review of the accounting procedures for a not-for- themselves from probation within two consecutive profit organization, including financial recording of semesters. A student dropped for academic deficien- transactions, preparation and interpretation of finan- cy may apply for readmission to the MHCA Program cial statements, return on investment considerations, after one semester has elapsed. sale and purchase of bonds, securities, endowments, management of employee trust retirement funds, Degree Requirements accounting for subsidiary corporations, managerial Requirements for the Master of Health Care financing concepts, cost accounting, budget strate- Administration Degree (45 semester credits): gies, and strategic financial planning. Time will be Foundation Courses: MHCA 526; MBA 505, 506, spent on the critical difference in NFP financial 507. management and how these differences affect the Core Courses: MHCA 600, 635; MBA 756, 690. decision-making process. Prerequisites: MBA 506, Decision-Making Courses: MHCA 640, 650, 660, 507. 670. MHCA 635. Legal Issues in Health Care 3 credits Executive Courses: MHCA 800, 805, 810. This course acquaints the health care student with the internal and external legal environment faced by a health care provider and its manager. This course will look at malpractice, risk management, tort law and tort reform, OSHA regulations, construction of organi- zational charters, bylaws, rules and regulations, legal constraints on organizational management, laws

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affecting subsidiary corporations, internal and exter- survey techniques will be reviewed and their validity nal legal environment for health care provider, tax discussed. The course will review and discuss the law, human resource laws and regulations in basic steps in a strategic marketing plan, the differ- hiring/firing, and benefit/retirement trust manage- ences and similarities between marketing for goods ment. vs. health care services, and other marketing tech- niques. Prerequisites: MHCA 526, 635. MHCA 640. Life Cycle Health Care Systems 3 credits MHCA 670. Human Behavior in This course analyzes the basic differences between Health Care Organizations 3 credits the management requirement of HMO/PPO, Supermed; The purpose of this course is to understand the psy- hospitals, free standing clinics; subsidiary entities; chology and management of people in health care group and private practices; government agencies; organizations. The course will explore the various peer review organizations; managed care organiza- aspects of the psychology of motivation, empower- tions; third party payers; fiscal intermediaries; inde- ment, training, performance appraisal, reward sys- pendent physician/provider organizations; community tems, and superior/subordinate relationships. An based services; and community health centers. The understanding of the psychology of group dynamics macro/microeconomic and legal issues and manageri- will be developed. The student will learn the con- al challenges that affect each of these will be also straints of decision-making with and about employ- explored. Prerequisites: MHCA 526, 635. ees, and how to overcome or protect oneself from them. Prerequisites: MHCA 635, MBA 690. MHCA 650. Financial and Strategic Planning 3 credits MHCA 800. Professional Ethics The purpose of this course is to correlate and coordi- in Health Care Management 3 credits nate previous health care accounting and financial This course discusses current issues in the ethics of principles and practices into a concise quantitative, health care and their relationship to health care de- financial, and strategic planning concept. The course livery systems. It will cover various ethical issues of will focus on the managerial decisions needed in health care restriction, cost containment, under or sources and uses of funds; raising of funds and capi- uninsured, eldercare at the expense of early life care, tal; alternative uses of capital; borrowing and bonds; termination of life support, living wills/powers of strategic budgeting; financial strategic planning; cash attorney, organ donation, fetal genetic assessments flow management; and the focused financial manage- for congenital diseases that may affect adult life ment needed in NFP organizations. The close rela- functioning, malpractice, licensing and accreditation, tionship of financial management and strategic and AIDS screening in health care personnel. planning will be reviewed. Case studies will be used Prerequisite: MHCA 635. to demonstrate concepts. Prerequisites: MBA 505, MHCA 805. Selected Issues 506, 507; MHCA 600. in Health Care Management 3 credits MHCA 660. The Marketing of This course expands on current issues in health care Health Care Systems 3 credits that will be important to the health care manager. This course explores the ethical marketing of health This will be an executive seminar course, with case care services and develops a base on which to build a studies and student presentations. The focus will be focused marketing plan for a health care provider. on issues not covered in the prerequisite and ethics The course will explore the legal restraints placed on courses. Topics will include stress management, man- the marketing of health care services. Various market aged care and benefits administration, use of PC work

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stations as a management tool (spread sheets, graphs, Master of Business Administration Courses etc.), health care politics, geriatrics/eldercare and its Required of Master of Health Care financing, understanding staffing techniques, total Administration Students quality management in the health care industry, and (For course descriptions, see foundation courses for CEO management skills in a health care organization. MBA 505 Ð 690 and health care administration con- Prerequisites: MHCA 526, 635, 640. centration for MBA 756) MBA 505. Statistical Methods 3 credits MHCA 810. Capstone Seminar MBA 506. Financial Accounting 3 credits in Health Care Management 3 credits MBA 507. Managerial Accounting 3 credits This course brings together all the basic aspects of MBA 690. Leadership Through the Health Care Administration Program courses dur- People Skills 3 credits ing the evaluation and discussion of case studies. MBA 756. Information Systems Each case will have some issues from the prerequi- Management in Health Care 3 credits site classes that will require development by the stu- dent and a decision made at the time of the student presentation. The presentation will be similar to a term paper and will require extensive preparation of data. Prerequisites: All foundation, core, and deci- sion-making courses, plus two of the three executive courses, or by special arrangement with the program director.

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Master of Pastoral Studies

College of Arts and Sciences The Master of Pastoral Studies (mps) Program offers professional and personal growth to men and women involved in active ministry to enable them to partici- pate more fully in the variety of pastoral responsibilities and ministries within the Church. The program includes educational, formational and experiential components.

The MPS degree can be pursued on a full-time (three years) or part-time (five years) basis. The program is designed to incorporate the experienced-based learn- ing style that is proper to adults, recognizing the ministerial background that the participants bring with them to the program.

The summer program makes it possible for a part- human and behavioral social systems will be taught time student to complete the program in three sum- with special concern for pastoral application. mers plus the integration project. The course load is designed for the student who could take a maximum Requirements For Admission of two courses per semester, and three courses plus a Accredited baccalaureate degree one-hour workshop during the summer. Undergraduate grade-point average of 3.00 on an Small classes allow sharing and cooperation 4.00 scale between students and teachers in the process of Nine hours of theology including: growth in ministry. With academic advising, students Introduction to Theology are able to fashion a program of studies around a Introduction to the New Testament number of foundational courses to meet their unique Introduction to the Old Testament pastoral needs. The goal of the program is to assist (Conditional admission to the program may be the students in achieving new levels of understanding, granted while fulfilling these prerequisite cours- integration, and expertise in ministry so that they may es.) be of greater service to the faith community. Two years of ministry experience after under- The focus of the program is on those who intend graduate education to minister in the communities and institutions of the Roman Catholic tradition, although members of other Degree Requirements religious traditions will find the program broadly ecu- Thirty-two graduate credits, including 12 credits in menical and careful to respect and build upon reli- the foundational courses (two courses in each area of gious, cultural and gender diversity. study: theology and scripture, and pastoral ministry Courses and intensive three week programs in the- and management), and completion of three semester ology, scripture, ministry, spirituality, counseling, credits of an Integration Project. The student must

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maintain a B average in the course work. (Only two Procedures for Admission as a Special Student

Cs are allowed.) There is no minimum residency Students may take courses in the MPS program as a requirement. A student must normally complete the special student, non-credit, for Continuing Education degree within a five year period. Units (ceu), or as a part of the Certificate in Pastoral Studies program. Contact the director of the MPS pro- Application Information gram for details. Before registering for a course, a student must seek admission to the University either as a degree candi- St. Ambrose Ministry Matching Grant Program date or as a special student. To be of service to the Diocese of Davenport and other church-related institutions, and to help students Procedure for Admission as a Degree Candidate who are actively involved in professional ministry If a person has an undergraduate degree in any field and wish to improve their education, St. Ambrose and a minimum of two years of ministerial experi- provides a matching grant program. ence, she/he may apply for admission to the Master Students in ministry are asked to acquire the in Pastoral Studies program. sponsorship of some church institution, e.g., parish, 1. Complete the application form for St. Ambrose. school, diocese. The University grants financial aid 2. Request that a complete transcript from the of up to one-third for those who receive similar institution that granted the bachelor’s degree be financial aid from their sponsor. sent directly to the Registrar’s Office. An official Scholarship funds, and government loans are also copy is one sent from the attended institution available. directly to St. Ambrose. Also have forwarded a transcript of any graduate course work completed Transfer of Credit Policy

in the field of ministry or theology. If the student MPS degree candidates may transfer a total of six has completed graduate work in other areas, it hours of graduate credit from another university. may be included but is not required. Transfer of credit approval is based on the following 3. Request that two letters of recommendation from criteria: the credit has been earned within the last five persons who have either supervised or worked years, it is graduate level work, at least a grade of B with the student in ministry be sent to the has been earned, and it is relevant to the student’s Admissions Committee, Master of Pastoral degree objectives. Studies. Students seeking approval for transfer of credit 4. Return the application form to the director of must submit a Transfer of Credit form and an official Pastoral Studies with a $25 non-refundable appli- transcript of those credits to the Pastoral Studies cation fee payable to St. Ambrose. Program director. Application and transcripts should be on file at least one month before registration for classes. Advanced Standing Policy After the application materials have been received MPS degree candidates who have participated in sub- and reviewed by the Admissions Committee, the stu- stantive educational programs which do not grant dent will be asked to interview with a member of the academic credit may apply to have such study includ- Admissions Committee and/or with the counselor ed as part of their degree work by requesting advisor to the Admissions Committee. The student advanced standing. will be notified of the admission decision. Advanced standing status is based on the follow- ing criteria: participation in the educational program

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has been within the last five years; the content of the 3. Successfully complete the various courses se- program constitutes graduate level work; applicants lected in consultation with an academic advisor, complete a written description of specific learning so that the number of credit hours, earned or experience as proof of competence; and the learning transferred, totals at least 32 including the experience is relevant to the student’s degree objec- Integration Paper. tives. The program director and Theology 4. Receive the approval of the completed Integration Department chair, in consultation with the Advisory Paper in the manner outlined above. Board of the MPS program, will evaluate advanced 5. Submit the graduation fee to St. Ambrose standing requests and establish the credit hour equiv- University. alency. Students seeking advanced standing must submit Program of Studies the request along with a description of the work to Foundation Courses the Pastoral Studies program director. 1. Theology and Scripture including: MPS 505, 504, 521, 530, 550, and 551. Workshops and Independent Study 2. Pastoral Management and Ministry including: Workshops and independent study are offered as MPS 542, 544, 552, 554, and 590. opportunities for candidates to earn credits over and Elective Courses above normal course offerings. The number of credits 3. Ethics, Peace, and Justice earned through independent study and workshops is 4. Sacramental Life: Spirituality, and Liturgy limited according to the focus of each candidate’s 5. Pastoral Counseling, Human Relations, and program of study. Development 6. Religious Education and Evangelization Integration Project 7. Youth Ministry Requirements for the MPS degree includes the com- 8. Pastoral Management pletion of an Integration Project. The project is intended to assist the student in integrating various Course Descriptions foundational and elected courses within the program MPS 505. The Pastoral Use of Scripture 3 credits with the past, present, and future ministry of the stu- The use of Old and New Testament biblical themes dent. This thesis level paper is to be written with the and persons and their implications for contemporary advice and approval of a faculty advisor and pastoral pastoral challenges such as image/symbol of minister advisor. It should be submitted during or after the last as person, ecumenism, preaching, authority, worship, semester of class work. It must be accepted and prayer, discernment process, relationship between approved by the candidate’s advisor, and the director Church/world, etc. of the program or a faculty/pastoral advisor designat- ed by the director. MPS 504. Pauline Literature: Pastoral Themes 3 credits Graduation Requirements An exploration of how Paul’s experience and the 1. Submit a graduation application before the dead- experience of the communities to whom he wrote can line indicated in the academic calendar. clarify and enrich our lives in ministry today. 2. Complete any transfer of credit from other insti- Through lectures, personal reflection and group dis- tutions as described above. cussion over assigned readings, professor and stu- dents will journey through the Pauline literature together.

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MPS 521. Sacramental Theology 3 credits MPS 550. The Mystery of Grace 3 credits The life of the Church as expressed in ritual worship A fresh look at the mysterious and transforming pres- is treated from the historical, theological, and pas- ence of God in one’s life and the world, presented toral viewpoints. It encompasses the Church’s disci- from an experiential and personalized point of view, pline for the celebration of the seven sacraments as with emphasis on the practical consequences of this well as the sources and interpretation of sign and inquiry for ministry. symbol within the sacramental system. MPS 551. The Church in Ecumenical MPS 530. Fundamental Moral Theology 3 credits Perspective 3 credits Moral theology today as seen through an examina- A study of the emerging consensus on the nature and tion of its roots in human experience reflected upon mission of the Church since Vatican II. Specific prob- in light of relationships within the community nour- lems in ecumenical ecclesiology such as collegiality, ished by scripture and living tradition. the petrine office, infallibility, the mutual recognition of ordained ministry, eucharistic sharing, interfaith MPS 540. Women Theologians 3 credits marriage, and women in the Church will be Meets with THEO 340. This course will focus on addressed. selected readings from contemporary women who are recognized for their contributions in the field of MPS 552. Pastoral Management 3 credits Christian Theology. It will also look briefly at some A practical approach to understanding and develop- women from earlier centuries of Christian history. ing effective leadership in the parish situation. Most of the class will be conducted as a seminar with Emphasis is on information-gathering techniques, emphasis on class discussion. Graduate students will direction and focus for group visioning and goal-set- be asked to read three or four additional essays, ting, time management, conflict resolution and lead- maintain journal entries on those, and to meet apart ership evaluation. Additional content includes from the undergraduates for discussion thereof. theological understanding of stewardship, recruiting and nurturing volunteers, personal concerns (i.e., job MPS 542. Introduction to Pastoral Care 3 credits descriptions, contracts, salary benefits, and evalua- All pastoral ministers at some point and level provide tion), and budgeting. pastoral care. This course introduces those leaders to the broad range of concerns, needs, and methods that MPS 554. New Directions in Ministry 3 credits pastoral leaders need to be aware of to minister effec- This is a foundation course in Pastoral Theology. It tively and competently. The issues of referrals and examines significant changes taking place within the confidentiality as well as the fundamental skills for Church today in the areas of theology of ministry, effectively providing pastoral care will be introduced. identity of ordained and non-ordained ministry, col- laborative ministry, women’s role, and the historical MPS 544. The Art of Christian Pastoral Counseling and spiritual foundations of discipleship. 3 credits An introductory survey of the dynamic principles and MPS 570. Prayer, the Spiritual Life, skills needed in various forms of pastoral ministry. and Liturgy 3 credits The course strives to build upon the theological In the human context of the contemporary rediscov- implications of its nature as Christian with particular ery of the human interior journey, this course propos- care to integrate theory and practice. es to shed light on the treasury of spiritual wisdom in

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the history of the Church’s growth. It will give seri- MPS 630. Integration Project 3 credits ous attention to the full meaning of growth in The project is intended to assist the student in inte- Christian holiness and the means of attaining it. grating the various courses elected within the pro- Particular emphasis will be placed on the Eucharistic gram with each other, with the past and future celebration as the summit of personal/communal ministry of the student, and into the student’s person- prayer within its theological, historical, and ritual al life. This extended paper is to be written with the foundations. advice and approval of a faculty advisor. It should be submitted during or after the last semester of class MPS 590. Sacraments and Catechesis 3 credits work. It must be accepted and approved by the candi- An examination of the theological and catechetical date’s advisor, and the director of the program, or a aspects of the Sacraments of Initiation in Light of the faculty member designated by the director. Rite of Christian Initiation of Adults (rcia). Liturgical actions that celebrate these sacraments with adults Youth Ministry Certificate Program and children will be considered. Students enroll in eight weekend workshops listed MPS 620. Special Workshops 1 Ð 2 credits below over a two year period. They are designed for These workshops provide intensive and specialized those desiring specialized knowledge and skills in learning opportunities for today’s ministers. youth ministry. All courses are taken for one semes- Workshops must be approved by the MPS Program ter credit at an off-campus site on Saturday and director. Additional requirements for receiving credit Sunday. will be arranged by the director with the workshop MPS 591. Principles of Youth Ministry presenter. (A total of five credits will be allowed in MPS 592. Foundation of Christian Ministry the overall program.) MPS 593. Fostering the Faith Growth of Youth

MPS 625. Guided Study and Research 1 Ð 3 credits Through Evangelization and Students have the opportunity to earn credit hours for Catechesis guided study and research. Projects must be approved MPS 594. Fostering the Faith Growth of Youth by the MPS director before registration. An outline of Through Justice and Peach Service the proposed study project is required. (A total of MPS 595. Fostering the Faith Growth of Youth five credits will be allowed in the overall program.) Through Prayer and Worship MPS 596. Leadership Process for Youth Ministry MPS 620. Special Workshops 1 Ð 3 credits MPS 597. Leadership Skills for Youth Ministry These workshops provide intensive and specialized MPS 598. Counseling the Adolescent learning opportunities for today’s ministers. Note: Youth Ministry Certificate courses cannot Workshops must be approved by the MPS Program be upgraded at a later date. If taken for a certificate director. Additional requirements for receiving credit on the undergraduate level, they remain at that level. will be arranged by the director with the workshop However, students that took one or more courses but presenter. (A total of five semester credits will be did not complete the certificate or apply them to allowed in the overall program.) another program can receive up to four semester credits of advanced standing for them. The regular advanced standing evaluation will be used to assess these courses.

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Master of Physical Therapy

College of Human Services Physical Therapy is a unique and vital health profession concerned with health promotion, prevention of physical disabilities, and with rehabilitation of persons disabled by pain, disease or injury. Physical therapists serve as a point of direct access to the health care system where they evaluate human capabilities and impairments, and treat patients through the use of physical therapeutic measures as opposed to medicines, surgery or ionizing radiation. Physical therapists are involved in patient care, public education, administration and supervision of phys- ical therapy services, consultation and research.

Master Of Physical Therapy Degree Program the professional program). The MPT degree will be The Master of Physical Therapy (mpt) Degree awarded after successful completion of the three-year Program prepares physical therapists for general professional program. entry-level professional practice in a manner which Students with baccalaureate or graduate degrees meets both current and emerging health care needs. who have completed all prerequisites are also encour- Graduates of the program will provide high-quality aged to apply. clinical services, initiate meaningful input to organi- The Physical Therapy Department has been zations and governmental agencies which have awarded Candidate for Accreditation status by the impact on the physical therapy profession and the Commission on Accreditation in Physical Therapy patients it serves, maintain ethical and collegial Education (capte). The final accreditation decision interactions with other physical therapists and health cannot be made by the CAPTE until the spring of care professionals, and will be committed to physical 1996. Students must graduate from an accredited pro- therapy as a career, which requires life-long learning gram to be eligible to take state physical therapy and self-development. licensure examinations required for professional The MPT Program is based on a “3 + 3” academic practice. model. The first three years are spent completing general education requirements, core courses for the Admission Requirements undergraduate major (most efficiently, in biology or The admissions process for physical therapy pro- psychology) and the prerequisites for the MPT grams across the country is highly competitive. The Program. average GPA of students admitted to a recent sample Individuals taking advantage of the “3 + 3” model of entry-level master’s programs was 3.6 (4.0 scale). must make application for acceptance into the MPT Since the profession of physical therapy values program in the fall of their junior year. Students fol- strong interpersonal skills, and both leadership and lowing this model must attain an undergraduate service characteristics, MPT Program faculty believe degree at the end of their fourth year (the first year in that grade-point average alone is not a sufficient cri-

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terion for determination of admission to a profession- 5. A minimum of 50 hours of clinical observation in al program. Applicants must satisfy all of the follow- a variety of physical therapy practice settings ing requirements in order to be considered for must be documented on the form available admission: through the Physical Therapy Department. 1. A completed Application for Admission to 6. References from at least two persons familiar Graduate Studies. This should include a clearly with the scope and quality of the applicant’s past written statement of purpose. (See Professional academic work, activities and qualities related to Goals Statement on application). becoming a physical therapist must be provided 2. Satisfactory completion (a grade of C or above) of on the form available through the Physical the following required pre-professional academic Therapy Department. prerequisite courses or their equivalents: 7. Based upon the undergraduate GPA and quality of Course SAU Equivalent Credits other application materials, select students will be Biology* BIOL 103 and 104 8 invited for a required on-site interview. Students Human Physiology** BIOL 202 and 204 3 Ð 8 must provide a personal photo for use by the General Chemistry Physical Therapy Department. The interview will (Inorganic)* CHEM 105 and 106 8 be conducted by the Physical Therapy Admissions General Physics* PHYS 203 and 204 8 Committee during February and March. College Algebra MATH 151 3 Responses to categories of questions posed during Statistics/Biostatistics PSYC or SOC 213 3 the interview will be rated, and an interview score Introductory Psychology PSYC 105 3 will be determined. Upper Division 8. A baccalaureate degree must be completed prior Psychology at or above 300-level 3 to enrollment, or a plan of study to complete the * With labs baccalaureate degree by the end of the first year ** At SAU, physiology is included in a two semester in the professional curriculum must be filed with course sequence with anatomy. If your institution the Physical Therapy Department prior to enroll- offers a three semester hour minimum course in ment. human physiology, this will be an appropriate substi- A completed Application for Admission to tute. Graduate Studies and all information related to 3. A minimum cumulative undergraduate GPA of requirements number 1 Ð 6 above must be received 2.80 (4.00 scale). A GPA of less than 2.80 will not by the Physical Therapy Department by the applica- be considered acceptable for admission. Official tion deadline of January 1. transcripts must be submitted directly from all The Physical Therapy Admissions Committee undergraduate and graduate institutions attended. intends to make admission decisions prior to April 1. The applicant must also submit an unofficial Admissions data will be processed by the committee, SAU/MPT Transcript Analysis and Plan of Study which will determine up to 30 of the best qualified available through the Physical Therapy applicants to be invited to join the MPT Program. An Department. alternate student waiting list will also be developed. 4. The Graduate Record Examination (standard ver- Applicant responses and related fees will be required sion) must be taken early enough to insure that by a specified deadline date. Students electing not to scores can be reported to the Physical Therapy join the program by the specified deadline date will Department by the application deadline. be replaced by an applicant on the alternate list.

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Petitions for waivers of prerequisite courses and Credit,” withdrawal from the University, policy on appeals regarding the admission process will be han- academic dishonesty, statement on satisfactory dled by the Physical Therapy Admissions Committee. progress, retaking a course, second-grade option) are outlined in this catalog and the student handbook. Admissions Appeal Procedure Courses graded Pass/No Pass will require a mini- Applicants for admission to the Physical Therapy mum of 70% for a grade of Pass. Program have a right to appeal decisions related to admission to the MPT Program according to the Student Retention Policy following procedures: The Physical Therapy Department requires students 1. Applicants must file a written appeal of any deci- to maintain a cumulative GPA of 2.80 (on a 4.00 sion of the Admissions Committee within two scale) in their professional curriculum. Students not weeks of having received written notification of maintaining this level will be placed on academic an Admissions Committee decision. The appli- probation for the following semester. During the pro- cant’s appeal must include the reasons for chal- bationary semester the student will be advised week- lenging the Admissions Committee’s decision. ly by their program advisor. Failure to maintain a 2. The decision of the Appeals Committee will be cumulative GPA of 2.80 following a probationary made within two weeks after receipt of the appeal semester will result in the student being denied per- by a majority vote of those committee members mission to register for further professional course present, using a secret ballot. work. Readmission to the program will be based 3. The applicant will be informed both verbally and upon reapplication during the regular admissions in writing of the Appeals Committee’s decision on cycle. the appeal within two weeks of that decision. Retaking course work offered in the program is 4. The student has a right to appeal the Appeals impractical and very difficult due to the sequential Committee’s decision to the dean of the College arrangement of the curriculum. However, if a student of Human Services. receives either a D or F grade in a program course, the student will be required to either retake the class MPT Program Grading Policy if scheduling allows (while continuing with the pro- Each course instructor is responsible for establishing fessional curriculum), or to complete an independent and notifying students of the guidelines required to study assigned at the discretion of the course instruc- complete course work. The Physical Therapy tor (inclusive of an examination to demonstrate mas- Department has set the following criteria for assign- tery of course content). It will be necessary to ment of letter grading (percent of total course work): complete this additional work in the semester follow- A = 90 Ð 100% ing the grade in question. B = 80 Ð 89% The student repeating a class or completing the C = 70 Ð 79% required independent study and mastery exam will D = 60 Ð 69% receive a letter grade which will be recorded on the F = less than 60% official transcript according to the “second grade Other grading assignments (P/NP, I, W, and IP) option.” Inability of the student to complete this work and policies (auditing, quality-points, “Resident with a C grade or above will result in the student being ineligible to continue in the professional pro-

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gram, and eligible for readmission to the program Master of Physical Therapy Degree only through reapplication during the regular admis- Curriculum sions cycle. Course Title Credits In addition, the following requirements apply to Year One Clinical Education courses: 1. Students must pass all clinical education courses Fall Semester in order to receive credits towards graduation. BIOL 500 Human Gross Anatomy 5 2. A No Pass grade in clinical education will require MPT 510 Introduction to Health Care Systems 3 the student to repeat the course in a clinic setting MPT 515 Professional Seminar I 1 other than one in which the student has already MPT 520 Human Pathology 3 been affiliated, and within the subsequent acade- MPT 530 Kinesiology/Biomechanics 4 mic session as is practical to schedule. MPT 531 Functional Anatomy 1 3. Two failed clinical education courses will be con- Spring Semester sidered a most serious situation and will be sub- PSYC 540 Neuroanatomy/Neurophysiology 5 ject to faculty review with the possible outcome MPT 550 Introduction to Physical Therapy 3 of dismissal from the program without the option MPT 560 Physical Therapy Procedures I 3 to apply for readmission to this program. MPT 570 Physical Agents 4 Students must complete their academic and clini- MPT 580 Clinical Education I 1 cal course work no later than the end of the fall semester following the scheduled graduation date of Year Two their class. Fall Semester Students must maintain “satisfactory progress,” as MPT 600 Issues in Patient Care 3 defined for all St. Ambrose graduate students by the MPT 610 Topics in Clinical Medicine 3 Financial Aid Office, in order to retain federal finan- MPT 615 Professional Seminar II 2 cial aid. MPT 620 Musculoskeletal Therapeutics 4 MPT 640 Cardiopulmonary Therapeutics 4 Course Fees MPT 680 Clinical Education II 1 BIOL 500 Human Gross Anatomy ...... $ 115 MPT 605 Teaching Practicum (elective) 1 PSYC 540 Neuroanatomy/Neurophysiology . . $ 25 Spring Semester MPT 530, 560, 630, 720 (Fee per course) . . . . $ 75 MPT 630 Neuromuscular Therapeutics 4 Additional costs will be associated with required MPT 650 Issues in Research I 3 immunizations, lab coats, dissection kits and text- MPT 660 Professional Practice in books. Use of an automobile will be necessary for Physical Therapy 3 transportation to regional clinical education sites. MPT 670 Orthotics and Prosthetics 3 MPT 682 Clinical Education III 1 MPT 605 Teaching Practicum (elective) 1 Summer MPT 684 Clinical Education IV 2

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Year Three MPT 520. Human Pathology 3 credits Fall Semester This course is concerned with the study of the nature MPT 700 Issues in Research II 3 and cause of human disease, involving changes in MPT 710 Clinical Decision-Making 4 structure and function of tissues and body systems. MPT 720 Physical Therapy Procedures II 5 The roles of pathologists and various sub-specialties MPT 780 Clinical Education V 2 of pathology in the diagnosis, evaluation, and moni- MPT 605 Teaching Practicum (elective) 1 toring of disease and healing processes will be dis- MPT 705 Research Practicum (elective) 1 cussed.

Spring Semester MPT 530. Kinesiology/Biomechanics 4 credits MPT 782 Clinical Education VI 9 An introduction to factors influencing normal and pathological human motion directed toward rehabili- Course Descriptions tation. Scientific and anatomical principles underly- ing human tissues and their influence on motion will BIOL 500. Human Gross Anatomy 5 credits A regional based study of the human body involving be studied. Techniques and applicability of analysis cadaver dissection. Students will apply knowledge of to normal and pathological motion will be explored. anatomy to clinical practice. Discussion of embryon- Course content and sequence parallel that of ic development and how it relates to adult anatomy BIOL 500. will also be included. Prerequisites: BIOL 202 and MPT 531. Functional Anatomy 1 credit 204. Physical therapists utilize a range of anatomical land- marks on or adjacent to the surface of the body in MPT 510. Introduction to Health Care Systems 3 credits order to evaluate human structure and function. An overview of the major health care systems in the These landmarks are most commonly identified United States, focusing on their historical develop- through visual observation and manual palpation. ment and factors affecting utilization. Health care The course provides students with the knowledge and system components, organizations, resources and psychomotor skills necessary to successfully use management will be emphasized. Characteristics of these landmarks in clinical practice. Pass/No Pass predominant health care professions will be high- course. lighted. Ethical issues germane to these systems will PSYC 540. Neuroanatomy/ be examined. This is the first course in a series of Neurophysiology 5 credits four in the MPT Program concerned with contempo- This course provides an in-depth review of neu- rary issues in health care. roanatomy and neurophysiology with special empha- sis on relationships to normal human function and MPT 515. Professional Seminar I 1 credit This is the first in a series of two seminars intended dysfunction resulting from maldevelopment or injury to promote professional socialization and growth, and to the nervous system. The bases for sensation, per- to establish a commitment to life-long learning. This ception and functional neuromuscular control will be seminar introduces resources valuable to being an emphasized. Correlated laboratories will introduce effective graduate student, and to maintaining a procedures used for the clinical examination of sen- healthy balance in personal and professional aspects sory and motor systems. in one’s life. A range of special topics will be dis- cussed. Pass/No Pass course.

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MPT 550. Introduction to clinical faculty. Students integrate into the clinical Physical Therapy 3 credits setting the didactic material and psychomotor skills An introduction to physical therapy as a health pro- acquired in the curriculum to date. This course serves fession. The history and evolution of physical therapy as an initial professional socialization experience. and other health professions will be presented. The Pass/No Pass course. In progress (IP) grade option importance of professional socialization and develop- available. ment will be discussed. Ethical standards of profes- MPT 600. Issues in Patient Care 3 credits sional conduct, medical-legal aspects and regulation, This course examines psychosocial issues which have and scope of professional practice will be highlight- impact on high quality patient care. Influences on ed. Strategies for effective professional relations, effective patient-therapist communication, patient including use of the team approach will be empha- motivation and compliance, and goal attainment will sized. Contemporary professional issues will be be assessed. Roles of physical therapists as teachers, examined for their impact upon physical therapy and collaborators, consultants, and care supervisors for society. patients with a range of psychosocial needs will be MPT 560. Physical Therapy Procedures I 3 credits discussed. Strategies for identification and prevention The first of a two course sequence presenting select of professional burnout will be presented. physical therapy procedures. Students will gain skills MPT 605. Teaching Practicum (Elective) 1 credit necessary to perform an evaluation of a patient, and This course is offered to MPT students desiring to begin to develop a treatment plan. Assessment of gain experience in academic teaching. It consists of joint range of motion, muscular strength, posture, seminars and supervised academic teaching experi- gait, assistive devices related to gait, gait training and ences, which are related to the development of effec- transfers will be presented across the life span. tive teaching skills. The student will assist the Documentation procedures will be introduced. instructor in the design, set-up and presentation of Interpretation of information from evaluations and academic lectures and laboratories within the MPT relationships to treatment planning will be empha- Program. Pass/No Pass course. In progress (IP) grade sized. option available. MPT 570. Physical Agents 4 credits MPT 610. Topics in Clinical Medicine 3 credits This course focuses on the physical and physiologi- This course provides an overview of the medical cal basis for safe and effective use of therapeutic management of common clinical disorders encoun- physical agents, including massage, mechanical com- tered by physical therapists. Presentations by primary pression, heat and cold, hydrotherapy, ultraviolet and specialized medical/health science practitioners light, biofeedback, and electricity. Theoretical models will include elements related to pathology, patient for understanding the basis for pain and tools for evaluation, diagnosis, treatment, referral and progno- pain assessment are introduced. Current theories and sis. Practitioner perspectives on the roles of physical treatment techniques for wound healing are included. therapists in the management of specific disorders An emphasis will be placed on the development of will be presented. clinical rationales, problem-solving and decision- making. MPT 615. Professional Seminar II 2 credits This is the second in a series of two seminars intend- MPT 580. Clinical Education I 3 credits ed to promote professional socialization and growth, Students complete two week-long affiliations in a and to reinforce a commitment to life-long learning. physical therapy setting under the supervision of It emphasizes the role of physical therapists as teach-

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ers, and presents strategies for enhancing teaching used in physical therapy research. This background is effectiveness. Additional special topics of profession- provided to assist students in the development of a al importance will be discussed. Pass/No Pass course. research proposal. Critical evaluation of literature is introduced. MPT 620. Musculoskeletal Therapeutics 4 credits Introduction to theories of and basis for evaluation MPT 660. Professional Practice in and treatment of musculoskeletal dysfunction/disor- Physical Therapy 3 credits ders, with emphasis on orthopedic conditions. This The last in a series of four courses concerned with will include review of relevant anatomy, pathology, contemporary issues in health care, this course focus- factors influencing normal and dysfunctional growth, es on administration and management of physical exercise protocols, and tissue healing times across therapy clinical services. the life span. Critical thinking skills will be devel- MPT 670. Orthotics and Prosthetics 3 credits oped for evaluation and treatment using orthopedic This course is concerned with the theory and practice rehabilitation. Manual therapy concepts and tech- of orthotic and prosthetic therapeutics. Appropriate niques will be introduced. anatomical and biomechanical principles, as well as MPT 630. Neuromuscular Therapeutics 4 credits normal and abnormal movement, will be reviewed This course includes study of normal motor develop- and discussed. History, use, and function of orthotic ment, including normal and abnormal movement pat- and prosthetic devices, and related therapeutic con- terns across the life span; evaluation and treatment of cerns will be covered. Practical experience in this neuromuscular disorders in patients following cere- area will be included in laboratory sessions. bral vascular accident (stroke), traumatic brain injury, MPT 680. Clinical Education II 1 credit and spinal cord injury; risk factors and prevention of This is the second in a sequence of clinical education these disorders. Material presented is based upon the experiences in which students integrate into the clini- integration of neuroanatomy, neurophysiology, motor cal setting the didactic material and psychomotor control and motor learning principles and theories. skills acquired to date. Students participate in a one MPT 640. Cardiopulmonary week affiliation under the supervision of clinical edu- Therapeutics 4 credits cation faculty. Pass/No Pass course. In progress (IP) This course provides an overview of the principles of grade option available. applied work physiology and clinical perspectives of MPT 682. Clinical Education III 1 credit physical therapy involvement in health promotion, This is the third in a sequence of clinical education wellness, and risk stratification. Emphasis is placed experiences during which students integrate into the on theories and techniques of physical therapy man- clinical setting the didactic material and psychomotor agement of patients with acute and chronic cardiac skills taught in the curriculum to date. Students par- and pulmonary disorders across the life span. ticipate in a one-week affiliation under the supervi- MPT 650. Issues in Research I 3 credits sion of clinical education faculty. Pass/No Pass This course includes topics relevant to the research course. In progress (IP) grade option available. process and the scientific method. Instruction is MPT 684. Clinical Education IV 2 credits included in the identification and development of This is the first extended clinical affiliation (four research questions, review of literature, research weeks) during which students integrate into the clini- design and a review of statistical methods commonly cal setting the didactic material and psychomotor

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skills acquired to date. This affiliation affords stu- MPT 720. Physical Therapy dents a more in-depth experience with patient care Procedures II 5 credits and professional socialization. Where possible, stu- This course presents current and advanced evaluation dents will follow patients from their initial physical and treatment approaches applicable to select patient therapy evaluation to discharge. This course occurs populations. Topics include contemporary neurologi- under the supervision of clinical education faculty. cal and orthopedic rehabilitation techniques, pedi- Pass/No Pass course. In progress (IP) grade option atrics, geriatrics, home health, industrial medicine, available. obstetrics/gynecology, electrodiagnostic procedures, and aquatics. It is designed to facilitate student inter- MPT 700. Issues in Research II 3 credits est in pursuing future areas of specialization. This course is the second of a two semester course sequence in research methods. Information is pre- MPT 780. Clinical Education V 2 credits sented to further enhance understanding of the scien- This is the fifth course in a sequence of clinical edu- tific method, laboratory and clinical research. cation experiences during which students integrate Students conduct pilot work or a single subject case into the clinical setting the didactic material and psy- design study. A research proposal or manuscript is chomotor skills taught in the curriculum to date. generated. Emphasis is placed upon critique of cur- Students will participate in a one-week affiliation rent physical therapy literature, encouraging students under the supervision of clinical education faculty. to be consumers of research, to foster critical evalua- Pass/No Pass course. In progress (IP) grade option tion of theories and techniques used in clinical prac- available. tice. MPT 782. Clinical Education VI 9 credits MPT 705. Research Practicum (Elective) 1 credit This is the final course in clinical education during Under faculty supervision, students conduct group which students integrate into the clinical setting the research projects involving data collection, data didactic material and psychomotor skills acquired to analysis, descriptive statistical analysis, an oral pre- date. Students will participate in two eight-week full- sentation, and preparation of a final research paper. time internships under the supervision of clinical Pass/No Pass course. In progress (IP) grade option education faculty. Pass/No Pass course. In progress available. (IP) grade option available.

MPT 710. Clinical Decision-Making 4 credits This course examines models of decision analysis and clinical decision-making utilized by physical therapists and other health care professionals engaged in patient evaluation, diagnosis, and treat- ment. The importance of collaboration and referral among health care professions will be emphasized. Clinical decision-making skills will be attained through participation in problem-solving laboratory and clinical experiences.

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Master of Social Work

College of Arts and Sciences The Master of Social Work (msw) Program intends to begin instruction in August 1996. The Master of Social Work degree places an emphasis on social work practice in mental health settings with diverse populations. To accommodate all students, the program offers full-time, part-time and advanced standing com-

ponents. Elective courses applicable to the MSW Degree will be offered during the fall 1995, spring 1996 and summer 1996 semesters.

Note: The following information may be subject to 3. Official scores from the MAT or the GRE if they are change as the program evolves through the faculty to be used in the application process. approval process. 4. A $25 non-refundable application fee. Application forms and a program description may Accreditation be obtained by writing to the Department of Social

The MSW program has applied for pre-accreditation Work. status with the Council on Social Work Education When students are admitted to the program, they (cswe). Programs which comply with accreditation must submit an acceptance letter indicating that they procedures normally receive full accreditation before will enroll in the program in the fall, and a $200 the first admitted class graduates. Questions about acceptance fee. The fee is applicable to tuition if the accreditation should be addressed to the Social Work student attends the program, but is non-refundable if director. the student fails to attend.

Admission to the Program Prerequisites for the Program

Students are admitted to the MSW program in the To be eligible for the program, students must have spring. Because course work is sequential, students the following: may only begin the program in the fall. The admis- 1. Undergraduate course in human biology. sions process includes application to the University 2. Undergraduate course in research with statistics. and application to the MSW program. 3. Undergraduate course in developmental psycholo- To apply to the program, students should submit gy. the following directly to the Department of Social 4. Undergraduate course in social behavior. Work by March 31 of the year they plan to begin 5. Successful completion of the departmental writing classes: exam. 1. The departmental application form, three refer- 6. Undergraduate degree from an accredited univer- ences (using the reference forms supplied by the sity with an emphasis in the liberal arts. department), and a three-to-five page typed per- 7. Minimum GPA of 3.0, 1100 or better on the GRE, sonal statement. or a 50 or better on the MAT. 2. An official copy of transcripts from all undergrad- 8. Work experience in a social agency, an undergrad- uate and graduate programs attended. uate field placement in an agency or substantial

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volunteer experience related to social work. the first three weeks of August 1997. This schedule 9. Ability to use computers for word processing. permits advanced standing students to go directly Students with a bachelor of social work from a into the specialization year course work. Students CSWE accredited program and a GPA of 3.0 in under- may be required to do some readings in the courses graduate social work courses covering the foundation before classes begin. year areas may receive advanced standing. Other pre- Any student with a bsw degree may be eligible to requisites apply. omit some foundation year course work.

Part-Time Program First Year (Foundation Year) Objectives

Students may enroll in the MSW program on a part- In the foundation year, students will prepare for gen- time basis. Students who take elective eralist practice, which provides the basic helping courses in the summer will complete the MSW degree strategies and competencies underlying social work in three years. However, students may take four years practice. The foundation and specialization years to complete the course work. stress practice with diverse groups in diverse commu- In the first and second years, part-time students nities. Diversity includes age, gender, ethnicity, cover foundation year classes by taking two courses socio-economic status, level of education and oppor- per semester, and completing field work in concur- tunity, and level of social and emotional functioning. rent or block arrangements in their second year, or in the summer after their second year. Specialization Second Year (Specialization Year) Objectives year courses will be taken the second summer and In the specialization year, the program concentrates third academic year. on advanced direct practice with diverse populations in various community settings serving children, Advanced Standing youth, and families. Change strategies emphasized, To avoid redundancy for those students with bsw include: case management, task centered treatment, degrees from CSWE accredited programs, qualified mediation, problem solving approaches, use of com- students may receive credit for foundation year munity resources, psychotherapy, family treatment, courses. Qualified students will have a BSW degree child welfare strategies, preventative approaches, sys- from a CSWE accredited program, be rated in the top tems approaches, organizational and community 25 percent of all applicants, and have a GPA of 3.00 change strategies, advocacy, and networking. or better in the course work covered in the four foun- dation year areas: practice, HBSE, policy and research. Electives Students must also meet the prerequisite require- Students will choose social work electives from the ments which apply to all students in the program. options offered during the year. The choice of elec- During the summer, advanced standing students tives should be consistent with the ultimate goal the will take an intensive session comprised of review, student may have for his/her professional career. discussion and application of material covered in the With advisor and director approval, graduate level foundation year. This ensures students are at the electives taken at St. Ambrose or taken at an accredit- same education level as their classmates who have ed university within the past four years may be used completed the foundation year. The tentative class- in place of the MSW program electives. room schedule for the advanced standing program is

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Field Experience MSW 630: Social Work Practice with Diverse Field experience will take place in local agencies Organizations and Communities with appropriate supervision from the St. Ambrose MSW 640: Integrative Seminar in Social Work social work faculty. The department will work with Practice with Children, Youth and Families students as much as possible to schedule their field MSW 650: Research Project i hours in a field consistent with the realities of their MSW 651: Research Project ii lives. Fieldwork may only be taken concurrently with MSW 660: Advanced Field Practicum i the practice classes or following completion of each MSW 661: Advanced Field Practicum ii practice class. Students will complete 16 hours of MSW 665: Medical and Legal Information for Social fieldwork per week in the foundation year and Workers 24 hours per week in the specialization year. Electives Students need access to transportation for home MSW 662: Human Sexuality in Social Work Practice visits and agency travel. All students are required to MSW 666: Personnel Management in Social Agencies have liability insurance. The department will arrange MSW 667: Mediation in Social Work Practice for liability coverage through NASW, but students MSW 668: Advanced Social Policy Analysis must fill out all forms and pay for coverage before MSW 670: Social Work Practice with Children and placement begins. Adolescents MSW 671: Social Work Practice with Domestic A summary of foundation, specialization, elective, Violence and advanced standing courses follows: MSW 672: Social Work Practice and Issues of Gender Foundation MSW 673: Social Work Practice and Issues of MSW 500: Social Work Practice with Individuals, Ethnicity Small Groups and Families i MSW 674: Special Projects MSW 510: Social Work Practice with Individuals, MSW 681: Child Abuse and Neglect Small Groups and Families ii MSW 683: Social Work with Alcohol and Drug Abuse MSW 520: Human Behavior in the Social MSW 684: Crisis Intervention and Emergency Environment i Treatment MSW 530: Human Behavior in the Social MSW 686: Family Treatment Environment ii Advanced Standing MSW 540: Social Welfare Policy MSW 690: Social Work Practice with Individuals, MSW 550: Social Welfare Policy Application Families and Small Groups MSW 560: Field Practicum i MSW 691: Social Policy Theory and Practice MSW 561: Field Practicum ii MSW 692: hbse for Advanced Standing Students MSW 570: Social Research Applications i MSW 693: Research for Advanced Standing Students MSW 580: Social Research Applications ii

Specilization MSW 600: Advanced Social Work Practice with Diverse Populations MSW 610: Seminar in Social Work Practice with Children, Youth and Families MSW 620: Using the dsm-iv in Social Work Practice

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Graduate Curricula and Courses

Sample Curriculum Spring Semester Foundation Year MSW 640 Integrative Seminar in SW Practice Fall Semester With Children, Youth, and Families 3 MSW 500 Social Work Practice with Individuals, MSW 651 Research Project 1 Small Groups and Families I 3 MSW 661 Advanced Field Practicum 3 MSW 520 HBSE I: Normal Development 3 MSW 665 Medical and Legal Information for MSW 540 Social Welfare Policy I 3 Social Workers 3 MSW 560 Field Practicum 3 Elective (choose one) 3 MSW 570 Research Applications I 3 MSW 683 Alcohol and Drug Abuse Total credit hours 15 MSW 684 Crisis Intervention Spring Semester or others as available MSW 510 Social Work Practice with Individuals, Elective: (choose one) 3 Groups and Families II 3 MSW 670 Social Work Practice with Children MSW 530 HBSE II: Psychopathology 3 and Adolescents MSW 550 Social Policy Application 3 MSW 681 Child Abuse and Neglect MSW 561 Field Practicum 3 MSW 686 Family Treatment MSW 580 Research Applications II 3 or Total credit hours 15 Total credit hours 16 Summer: Advanced Standing Courses Course Descriptions MSW 690 Practice 1.5 MSW 691 Social Policy 1.5 MSW 500. Social Work Practice with Individuals, MSW 692 HBSE 1.5 Small Groups and Families I 3 credits MSW 693 Research 1.5 The study, diagnosis, and treatment phases used with Total credit hours 6 individual clients in social service settings with spe- cial attention to interviewing procedures and the Summer: Elective Offerings assessment and diagnosis phases. Prerequisite: MSW 681 Child Abuse and Neglect 3 Admitted MSW status. MSW 684 Crisis Intervention 3 or others as available 3 MSW 510. Social Work Practice with Individuals, Small Groups and Families II 3 credits Specialization Year The study, diagnosis and treatment phases of social Fall Semester work practice with small groups and families with MSW 600 Advanced Direct Practice special attention to small group theory, treatment with Diverse Populations 3 plans, and change processes. Prerequisite: Admitted MSW 610 Social Work Practice with MSW status, MSW 500.

Children Youth and Families 3 MSW 520. Human Behavior in the Social MSW 620 Using the DSM-IV in Social Work Environment I 3 credits Practice 3 Critical review of normal development through the MSW 630 Social Work Practice with life cycles using biological, sociological, cultural, Organizations and Communities 3 ethnic, and psychological perspectives. Prerequisite: MSW 650 Research Project 1 Admitted MSW status. MSW 660 Advanced Field Practicum 3 Total credit hours 16 214 SAU Catalog (Quark) 2/22/96 6:13 PM Page 215

Graduate Curricula and Courses

MSW 530. Human Behavior in the Social MSW 600. Advanced Social Work Practice Environment II 3 credits with Diverse Populations 3 credits Critical review of abnormal development through the Practice approaches with research relevance for life cycles using biological, sociological, cultural, clients in diverse settings with special consideration ethnic, and psychological perspectives. Prerequisite: of issues related to gender, ethnicity, age, and socio- MSW 520. economic backgrounds. Includes case management, theories of psychotherapy, task centered approaches, MSW 540. Social Welfare Policy 3 credits problem solving, and cognitive approaches. Analysis of social welfare perspectives with special Prerequisite: Completion of foundation year courses. attention to the history and ideologies which have shaped contemporary social welfare policy. MSW 610. Seminar in Social Work Practice with Children, Youth and Families 3 credits MSW 550. Social Welfare Policy A systems approach to a wide range of practice Application 3 credits behaviors, theories, and concepts related to social Application of social policy concepts to social wel- work practice in mental health settings. Prere-quisite: fare organizations and public settings, with objective Completion of foundation year courses. of teaching student to develop policy for social work practice. Prerequisite: MSW 540. MSW 620. Using the DSM-IV in Social Work Practice 3 credits MSW 560. Field Practicum I 3 credits Application of diagnostic manual to social work Foundation Year practicum experience in public and practice for client problems in a variety of settings. private agencies with individuals, families, groups, Prerequisite: MSW 520, 530. With instructor consent, formal organizations, and communities. Prerequisite: may be taken by students who have alternative acade- Concurrent enrollment in foundation year practice mic or vocational preparation. courses. MSW 630. Social Work Practice with Diverse MSW 561. Field Practicum II 3 credits Organizations and Communities 3 credits Foundation Year practicum experience in public and An examination of the practice of social work with private agencies with individuals, families, groups, mezzo- and macro-level systems with special atten- formal organizations, and communities. Prerequisite: tion to advocacy and mediating strategies in commu- Concurrent enrollment in foundation year practice nities. Prerequisite: Admitted MSW status. courses. MSW 640. Integrative Seminar in Social MSW 570. Social Research Work Practice with Children, Applications I 3 credits Youth, and Families 3 credits An examination of the role of research in the devel- Integration of social work practice in mental health opment of social work theory and practice and the settings using a case study approach to professional methodology of quantitative research. Prerequisite: problem-solving. Prerequisite: Completion of foun- Admitted MSW status. dation year courses and MSW 600, 610. MSW 580. Social Research MSW 650. Research Project I 1 credit Applications II 3 credits Preparation and completion of a research project for Application of research theory to the preparation of a the MSW Degree under the direction of an MSW facul- research project with emphasis on qualitative ty member. methodology and statistics for social workers with computer application. Prerequisite: Admitted MSW status.

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Graduate Curricula and Courses

MSW 651. Research Project II 1 credit MSW 668. Advanced Social Preparation and completion of a research project for Policy Analysis 1 Ð 3 credits the MSW Degree under the direction of an MSW facul- An opportunity to help create an actual set of policies ty member. for an agency or governmental entity under supervi- sion of an MSW faculty member. MSW 660. Advanced Field Practicum I 3 credits Specialized Year field practicum experience in mental MSW 670. Social Work Practice with health settings serving diverse populations in rural Children and Adolescents 3 credits communities. The specialized practice of social work intervention with children and adolescents utilizing the current MSW 661. Advanced Field Practicum II 3 credits research to guide practice theory Specialized Year field practicum experience in mental health settings serving diverse populations in rural MSW 671. Social Work Practice with communities. Domestic Violence 3 credits Specialized course in the study, diagnosis and treat- MSW 662. Human Sexuality in ment of domestic violence with special emphasis on Social Work Practice 3 credits change strategies to help perpetrators and their fami- Critical analysis of problems associated with human lies change abusive behavior. sexuality with an emphasis on normal and dysfunc- tional sexual development through the life cycles and MSW 672. Social Work Practice and the clinical treatment of sexual dysfunctions. Issues of Gender 3 credits Specialized course which considers the unique prob- MSW 665. Medical and Legal Information lems of men and women and the specified theories of for Social Workers 3 credits development and treatment which shape gender-rele- Considers primary legal and medical concepts, vant practice. trends, and issues important for social work practice in a variety of organizations including medical, legal, MSW 673. Social Work Practice and mental health settings. and Issues of Ethnicity 3 credits A specialized course which focuses on particular eth- MSW 666. Personnel Management in nic groups and the theories of development and treat- Social Agencies 3 credits ment most relevant to the helping process. This Managing social workers in social agency settings course may focus on one or two specific ethnic including clinical supervision of professionals, theo- groups. ries of personnel management, and legal issues which guide the treatment of workers in organizations. MSW 674. Special Projects 1 Ð 6 credits Independent study under the supervision of an MSW MSW 667. Mediation in Social faculty member leading to completion of require- Work Practice 3 credits ments for the master’s degree. Students enrolled in The mediating process with a variety of contempo- the course have full use of University facilities. rary problems including divorce, property disputes, Prerequisite: Consent of department. and mediation in organizational conflict. MSW 681. Child Abuse and Neglect 3 credits Critical analysis of child maltreatment and neglect focusing on research related to the study, diagnosis, and treatment of physical and sexual abuse of chil- dren.

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Graduate Curricula and Courses

MSW 683. Social Work with Alcohol and Drug Abuse 3 credits An examination of the study, diagnosis and treatment of alcohol and drug abuse using a research-guided frame of reference.

MSW 684. Crisis Intervention and Emergency Treatment 3 credits An examination of crisis theory and the principles and practice of crisis intervention with a range of common social and emotional crises.

MSW 686. Family Treatment 3 credits The theory and practice of therapy with families uti- lizing a number of current theoretical frameworks of relevance to social workers involved in treating fami- ly difficulties.

MSW 690. Social Work Practice with Individuals, Families andSmall Groups 1.5 credits Advanced Standing course reviewing pertinent mate- rial in MSW 500 and MSW 510 from foundation year.

MSW 691. Social Policy Theory and Practice 1.5 credits Advanced standing course reviewing material from MSW 530 from foundation year.

MSW 692. HBSE for Advanced Standing Students 1.5 credits Advanced Standing course reviewing material from MSW 520 in the foundation year.

MSW 693. Research for Advanced Standing Students 1.5 credits Advanced Standing course reviewing material from MSW 550 and MSW 560 in the foundation year.

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Directories SAU Catalog (Quark) 2/22/96 6:13 PM Page 220

Board of Directors

President Most Rev. William E. Franklin, dd Mr. John L. Bush Bishop Chief Executive Officer Diocese of Davenport Linwood Mining and Minerals Corporation

Vice President Leonard P. Cervantes, Esq. ’70 Partner Rev. Msgr. Michael J. Morrissey, vg ’61 Cervantes and Igoe Vicar General Diocese of Davenport Mrs. Harriet Gottlieb Civic Leader Secretary and Treasurer Edward Rogalski, phd Mr. Bernard J. Hank Jr. President Retired Chief Executive Officer St. Ambrose University Montgomery Elevator

Members Rev. Francis C. Henricksen ’51 Mr. John C. Arme ’57 Editor Retired Senior Partner The Catholic Messenger Arthur Andersen and Company Rev. Msgr. Cletus P. Madsen ’28 Mr. Michael Bauer Assistant to the President President and Chief Executive Officer St. Ambrose University Quad City Bank and Trust Company Mr. Arnold R. Meyer ’39 R. Richard Bittner, Esq. Private Investor Senior Partner Carlin, Hellstrom & Bittner Mr. George A. Moser ’62 Chairman of the Board and Chief Executive Officer Mr. Stanley J. Bright Charter Bank and Trust of Illinois Chairman and Chief Executive Officer Iowa-Illinois Gas and Electric Company

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Board of Directors

Mr. Barry C. O’Brien Mrs. Margaret Tiedemann Retired Chairman of the Board and Chief Executive President Officer W.G. Block Company Iowa-Illinois Gas and Electric Company Robert A. Van Vooren, Esq. Mr. Robert Ontiveros Senior Partner President Lane & Waterman Bi-State Packaging, Inc. Non-Voting Members Mr. Michael S. Plunkett Priests’ Presbyteral Council Representative Senior Vice President Diocese of Davenport Deere & Company President Mr. Peter G. Pohlmann St. Ambrose Alumni Association President Lujack Auto Plaza Chairperson St. Ambrose Faculty Assembly Rev. Paul C. Reinert, sj Chancellor Emeritus President Saint Louis University St. Ambrose Staff Assembly

Mr. Charles Ruhl Sr. ’50 President Chairman of the Board St. Ambrose Student Government Association Ruhl and Ruhl Realtors, Inc.

Mr. I. Weir Sears ’51 Chairman and Chief Executive Officer Sears Manufacturing Company

William F. Sueppel, Esq. ’50 Partner Meardon, Sueppel, Downer & Hayes

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Administrative Staff

President Rev. Drake R. Shafer, stbma

Edward Rogalski, phd Vice President, University Ministry President ba, St. Ambrose University ba, Parsons College ba, University of Louvain, Belgium ma, University of Iowa stbma, ibid phd, ibid At St. Ambrose University since 1977 At St. Ambrose University since 1968 William T. Tracy, edd University Officers Vice President, Academic Support Services bs, Marquette University Ann Freeberg, phd med, ibid Vice President, Institutional Research edd, ibid ba, Southern Illinois University At St. Ambrose University since 1979 ma, ibid phd, University of Iowa Deans of Colleges At St. Ambrose University since 1975 Daniel S. Bozik, phd Steven R. Goebel, ma, cfre Dean, College of Human Services Vice President, University Relations ba, University of Wisconsin-Whitewater ba, University of Notre Dame ma, Bradley University ma, Catholic University of America phd, Northwestern University At St. Ambrose University since 1990 At St. Ambrose University since 1986

Edward J. Henkhaus, ba Paul K. Jacobson, phd Vice President, Finance Dean, College of Arts and Sciences ba, St. Ambrose University ab, Seton Hall University At St. Ambrose University since 1979 ma, Duquesne University phd, ibid Donald J. Moeller, ssl At St. Ambrose University since 1977 Provost / Dean of Faculty ba, St. Paul Seminary James O. Jensen, phd stl, Gregorian University Dean, College of Business ssl, Biblical Institute (Rome) bs, Indiana State University At St. Ambrose University since 1969 ma, University of Iowa phd, ibid At St. Ambrose University since 1980

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Administrative Staff

Administrative Staff Rhonda L. Brockhouse Mara Adams Administrative Assistant, Galvin Fine Arts Center Donor Research Coordinator Lisa Burke Cathleen Ambre Assistant Director, Professional Development Center Administrative Assistant, College of Business Karla Bruntzel Kathryn Anderson Athletic Training Specialist Administrative Assistant, Provost’s Office Janet Burroughs Jon S. Anderson Computer Programmer, Data Processing Center Chief Engineer, Television Studio Caryl S. Catlin Kathleen Arp Administrative Assistant, Economics and Business Admissions Representative Administration

Ann Austin Nancy Cerny Learning Disability Specialist Marketing Coordinator, Galvin Fine Arts Center

David Baker John W. Collis, phd Operations Manager, Television Studio Director, MBA Program

Stephanie Barajas-Hawkins Kenneth E. Colwell, eds International Student Counselor, Admissions General Manager, KALA Radio

John O. Barr, phd, pt Marsha R. Connelly Director, Physical Therapy Program Administrative Assistant, Education Department

Robin Becker Rosanne G. Cook Head Women’s Basketball Coach Associate Vice President, Academic Support Center

Donna Benewich James E. Corbly Assistant Director, Financial Aid Director, Library Technical Services

Merredyth Beno-McManus Mary Lou Coughlin Assistant Dean, Admissions Manager, Bookstore

Elizabeth Berridge Walter E. Cox Director, Access Center Grounds Keeper / Maintenance Supervisor

Marylaine Block Cari Curlott-Van Blair Associate Director, Library Assistant Director, Center for Graduate and Continuing Education

Frank Borst, edd Associate Director, MBA Program James A. Davis Assistant Dean, Admissions / Minority Recruiter Lillian Bradshaw Assistant Director, Development Services 223 SAU Catalog (Quark) 2/22/96 6:13 PM Page 224

Administrative Staff

Carol Anne DeMarr Lanny Harris Administrative Assistant, Library Circulation Director, Corporate and Foundations Relations

Shirley Easler Allan Hayes Director, Personnel / Director, Word Processing Director, Marriott Food Service

Sharon Dickman Thomas W. Hill Jr., phd Administrative Director, Reading Clinic Director, Industrial Engineering Program

Amy Dolan Nancy Hines Admissions Representative Director, Student Health Services

Kristofer Eitrheim Linda Hirsch Technical Director, Galvin Fine Arts Center Director, Communications and Marketing

Laura Ekizian Kathleen Hoeppner Director, Alumni And Parent Relations Director, Tutorial Services / Math and Science Coordinator, Academic Support Center Edward Finn Director, Annual Giving Richard Hollembaek Director, University Relations Meg Flaherty Assistant Dean, Admissions Fred B. Holman, phd Dean, Center for Graduate and Continuing Education Charles E. Fox Laboratory Coordinator, Biology and Chemistry / Chemical Scott Howland Hygiene Officer Coordinator, Services for Students with Disabilities

James Fox Suzanne Humphrey Director, Sports Promotion Assistant Dean, Admissions

Sheila Funderburk Robert Jacobson Director, Campus Ministry Director, Rock Island Arsenal MBA Program

Sara Gadzik Michael D. Jansen Assistant Director, Communications and Marketing Director, Planned Giving

Carol A. Glines Reginald Jarrell Assistant Vice President, Finance Director, Multicultural Affairs

Jeffery K. Griebel Joyce Jugenheimer Associate Dean, Admissions Assistant Director, Career Development

Debra Hahn Stanley J. Kabat Director, Children’s Campus Assistant Vice President, Student Services / Dean of Students Genevieve Harris Program Analyst, Computer Center

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Administrative Staff

Leo T. Kilfoy, phd Rita C. O’Connor Director, Recreation and Intramural Sports Director, Financial Aid

Bryon R. Klostermann Corinne J. Potter Assistant Dean, Admissions Director, Library

Harold Krubsack Robert S. Ristow, edd Director, Library Media Services Director, Master of Special Education Program

Karen Lucas Beverly Roberts Assistant Registrar Administrative Assistant, Rock Island Arsenal MBA Program James Loftus Director, Professional Development Center Patricia A. Robinson-Heinze Director, Career Development Carol R. Lyon Director, Reading and Study Skills / International Student Julie Rursch, phd Advisor Director, Academic Computing

Rev. Msgr. Cletus P. Madsen Lance Sadlek Assistant to the President Director, Galvin Fine Arts Center

Rev. George W. McDaniel, phd Lewis W. Sanborne Rector, Seminary Department Writing Coordinator, Academic Support Center

Peter McGuinness Herminia Santizo Reference Librarian, Library Coordinator, International Studies

Terry McMaster Peggy Schneden Administrative Assistant, College of Business Associate Director, Financial Aid

Frank E. Miller, md Donald Lee Schneider Director, Health Care Administration Program Operations Manager, Television Center

Michael L. Moore Chuck Schrader Director, Housekeeping Head Football Coach

Russell Jack Moore Jr., edd Lynne Sebille-White Director, Master of Criminal Justice Program Director, Residence Life

John Morrissey Jr. Arthur Serianz, phd Director, Physical Plant Grants Writer / Director, Institutional Planning

Susan Nienaber Robin Shaffer-Lilienthal Program Analyst, Computer Center Director, Student Activities

Patrick O’Connor Paul Shields, phd Dean, Admissions Coordinator, Campus Computing

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Administrative Staff

Raymond Shovlain Athletic Director / Head Men’s Basketball Coach

Alan R. Sivell News Director, KALA Radio

Todd Sturdy Director, Physical Education Center

Steven Tappa Sports Director and Production Assistant, Television Studio

Mary Taylor Counselor, Career Development

Stephen Tendall Director, Counseling Center

Carol Triebel Administrative Assistant, President’s Office

Linda M. Turner Administrative Assistant, Center for Graduate and Continuing Education

Nancy Van Hecke Administrative Assistant, Library

Phyllis J. Wenthe, otr/l Program Coordinator, Occupational Therapy

A. Christine Westensee Assistant Vice President, Academic Affairs / Registrar

Donald J. White Director, Sports Information

Colin Young Director, Learning Resource Center

Daniel Zeimet Assistant Dean, Admissions

226 SAU Catalog (Quark) 2/22/96 6:13 PM Page 227

Faculty

Allison Ambrose, ms, cpa John O. Barr, phd, pt Assistant Professor, Accounting Associate Professor, Physical Therapy bba, University of Iowa bs, State University of New York, ms, University of Iowa Upstate Medical Center-Syracuse At St. Ambrose University since 1988 ma, University of Iowa phd, ibid Robin A. Anderson, phd At St. Ambrose University since 1992 Assistant Professor, Psychology ba, Indiana University Floyd C. Begin, phd ma, University of Iowa Professor, Economics and Business Administration phd, ibid bs, Dayton University At St. Ambrose University since 1986 ma, University of Iowa phd, ibid Thomas A. Anderson, phd At St. Ambrose University since 1985 Assistant Professor, Mathematical Sciences bs, Viterbo College Leslie B. Bell iii, mfa ms, University of Iowa Professor, Art phd, ibid ba, St. Ambrose University At St. Ambrose University since 1986 ma, Northern Illinois University mfa, ibid George D. Bailey iii, phd At St. Ambrose University since 1974 Assistant Professor, Chemistry bs, University of Georgia C. Gregory Bereskin, phd ms, Wichita State University Assistant Professor, Economics and Business phd, ibid Administration At St. Ambrose University since 1991 ba, University of Cincinnati ma, ibid Robert C. Banash, dba phd, University of Missouri Assistant Professor, Mathematical Sciences At St. Ambrose University since 1991 bs, University of Illinois ms, University of Delaware Susan Blaser, ma, pt dba, Nova University Assistant Professor, Physical Therapy At St. Ambrose University since 1988 bs, University of Colorado ma, University of Iowa At St. Ambrose University since 1992

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Faculty

Frank Borst, edd Morris A. Calsyn, ms Professor, Economics and Business Administration Assistant Professor, Physics bs, State University of New York at Cortland ba, St. Ambrose College mba, East Carolina University ms, Kansas State University edd, Memphis State University At St. Ambrose University since 1958 At St. Ambrose University since 1991 Sandra Cassady, phd, pt Rev. Edward A. Botkin, ssl Assistant Professor, Physical Therapy Assistant Professor, Theology bs, University of Northern Iowa ba, St. Ambrose University pt Certificate, University of Iowa stl, Catholic University ma, ibid ssl, Biblical Institute (Rome) phd, ibid At St. Ambrose University since 1980 At St. Ambrose University since 1994

Daniel S. Bozik, phd Ray Chohan, phd Professor, Speech, Theatre and Mass Communications Professor, Economics and Business Administration ba, University of Wisconsin-Whitewater ba, University of Poona, India ma, Bradley University Barrister-at-Law, Lincoln’s Inn College, London phd, Northwestern University mba, University of Portland At St. Ambrose University since 1986 med, ibid phd, Portland State University Sister Ritamary Bradley, phd At St. Ambrose University since 1978 Professor Emeritus, English phb, Marygrove College Reid M. Christopherson, mba ma, St. Louis University Assistant Professor, Economics and Business phd, ibid Administration At St. Ambrose University since 1965 ba, Concordia College mba, St. Ambrose University Linda K. Withrow Brown, dba, cpa At St. Ambrose University, 1990 Assistant Professor, Economics and Business Administration Richard Cohen, ms bs, Northwest Missouri State University Assistant Professor, Music mba, St. Ambrose University ba, University of Iowa dba, Nova University bs, ibid At St. Ambrose University since 1987 ms, Northwestern University At St. Ambrose University since 1995 Thomas B. Burns, phd Professor, Physics and Mathematical Sciences John W. Collis, phd ba, Manhattan College Professor, Economics and Business Administration ms, University of Iowa bs, University of Kentucky phd, ibid mba, ibid At St. Ambrose 1972Ð73, and since 1975 jd, ibid phd, University of Iowa Jon Byrne, mba At St. Ambrose University since 1984 Instructor, Economics and Business Administration bba, University of Notre Dame mba, Loyola University At St. Ambrose University since 1993

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Faculty

Kenneth E. Colwell, eds Patrick J. Deluhery, bsc Assistant Professor, Speech, Theatre and Mass Assistant Professor, Economics and Business Communications Administration ba, St. Ambrose University ba, University of Notre Dame ma, Catholic University of America bsc, London School of Economics and Political Science eds, University of Iowa At St. Ambrose 1967Ð68, and since 1975 At St. Ambrose 1978Ð80, and since 1981 Rev. Edmond J. Dunn, phd James E. Cook, phd Professor, Theology Professor, Philosophy ba, St. Ambrose College ba, St. Louis University ma, University of Iowa ma, ibid mdiv, Andover Newton Theological School ma, University of Kansas mdiv, Pope John XXII National Seminary phd, ibid phd, Boston College At St. Ambrose 1969Ð70, and since 1974 At St. Ambrose University since 1975

Rosanne G. Cook, mph Diane Enz, med, otr/l Adjunct Assistant Professor, English Assistant Professor, Occupational Therapy ba, Western Connecticut State University bs, University of Illinois-Chicago mat, University of Kansas med, University of Missouri ma, ibid At St. Ambrose University since 1994 mph, ibid At St. Ambrose University since 1978 Kevin P. Farrell, ma, pt Assistant Professor, Physical Therapy Rev. William F. Dawson, phd ba, St. Ambrose University Professor, Philosophy pt Certificate, University of Iowa ba, St. Ambrose College ma, ibid ma, St. Paul Seminary At St. Ambrose University since 1991 phd, University of Notre Dame At St. Ambrose University since 1961 Robert W. Faulkner Jr., dba Associate Professor, Accounting Charles B. DCamp, phd ba, St. Ambrose University Professor, Music mba, Central Missouri State University bs, University of Illinois dba, Heed University ms, ibid At St. Ambrose University since 1976 phd, University of Iowa At St. Ambrose University since 1974 Ann Freeberg, phd Assistant Professor, Sociology Rev. Joseph DeFrancisco, std ba, Southern Illinois University Assistant Professor, Theology and Pastoral Studies ma, ibid ba, Catholic University of America phd, University of Iowa stb, ibid At St. Ambrose University since 1975 ma, ibid std, Pontifical University of St. Thomas Richard E. Geiger, ma At St. Ambrose University since 1990 Professor, History ba, University of Notre Dame ma, University of Illinois At St. Ambrose University since 1962

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Faculty

Jeffrey Gillespie, phd Ralph Harris, phd Assistant Professor, Music Professor, Economics and Business Administration bm, Birmingham-Southern College bs, Western Illinois University ma, Eastman School of Music ms, Illinois Institute of Technology phd, Indiana University phd, University of Iowa At St. Ambrose University since 1994 At St. Ambrose University since 1993

Rev. Robert L. Grant, ma Edward J. Hartman, jd Adjunct Professor, Theology Adjunct Faculty, Economics and Business Administration ba, St. Ambrose College ba, University of Iowa stv, Gregorian University jd, ibid ma, Creighton University At St. Ambrose University since 1982 At St. Ambrose University since 1994 Scot Heisdorffer, phd Rev. James E. Greene, mm Associate Professor, Modern Languages Professor Emeritus, Music ba, Kansas State University ba, St. Ambrose University ma, University of Southwestern Louisiana bm, American Conservatory of Music phd, University of Tennessee mm, ibid At St. Ambrose University since 1992 At St. Ambrose University since 1950 Carl Herzig, phd Ragene Dalton Gwin, ms Associate Professor, English Assistant Professor, Physical Education ba, State University of New York-Binghamton ba, Marycrest College ma, State University of New York-Stony Brook ms, Western Illinois University phd, ibid At St. Ambrose University since 1990 At St. Ambrose University since 1990

Phillip D. Hall, phd Thomas W. Hill Jr., phd Associate Professor, Economics and Business Professor, Industrial Engineering Administration bs, Arizona State University ab, University of California-Los Angeles msie, ibid mba, California State University phd, ibid phd, University of Nebraska At St. Ambrose University since 1994 At St. Ambrose University since 1995 William Hitchings, phd Michael N. Halstead, phd Assistant Professor, Special Education Professor, Sociology ba, Bloomsburg State University ba, Kent State University ma, University of Iowa ma, ibid phd, ibid phd, Tulane University At St. Ambrose University since 1991 At St. Ambrose University since 1977 William G. Hixon, phd John Hammermeister, mba Assistant Professor, Biology Assistant Professor, Economics and Business ba, Dartmouth College Administration ms, University of Massachusetts ba, Augustana College phd, ibid mba, University of Oregon At St. Ambrose University since 1990 At St. Ambrose University since 1993

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Faculty

Kathleen Hoeppner, msed Robert Jacobson, ma Adjunct Assistant Professor, Mathematical Sciences Assistant Professor, Economics and Business ba, Augustana College Administration msed, Western Illinois University bs, US Military Academy At St. Ambrose University since 1984 ma, Webster University At St. Ambrose University since 1991 John C. Horn, phd Associate Professor, Biology Reginald Jarrell, jd ba, Oberlin College Assistant Professor, Mass Communications phd, Duke University ba, American University At St. Ambrose University since 1982 ms, Iowa State University jd, University of Iowa Rev. Joseph A. Hratz, bsee At St. Ambrose University since 1993 Professor Emeritus, Mathematical Sciences bs, St. Ambrose University James O. Jensen, phd bsee, University of Iowa Professor, Business Administration At St. Ambrose University since 1942 bs, Indiana State University ma, University of Iowa Celeste N. Hudson, phd phd, ibid Professor Emeritus, Education At St. Ambrose University since 1980 bs, Oregon College of Education ms, Southern Illinois University Michael J. Jerin, phd phd, ibid Associate Professor, Sociology At St. Ambrose 1972Ð75, and since 1976 ba, Marian College ms, Purdue University Paul K. Jacobson, phd phd, ibid Professor, Philosophy At St. Ambrose University since 1981 ab, Seton Hall University ma, Duquesne University Richard Jerz, mba phd, ibid Assistant Professor, Industrial Engineering At St. Ambrose University since 1977 bs, Illinois Institute of Commerce-Chicago mba, St. Ambrose University Beatrice Jacobson, phd At St. Ambrose University since 1993 Associate Professor, English ba, Seton Hall University Corinne Johnson, phd ma, Penn State University Associate Professor, Theatre phd, University of Iowa ba, College of St. Catherine At St. Ambrose University since 1994 ma, University of Minnesota phd, University of Oregon Richard J. Janoski, ma At St. Ambrose University since 1989 Adjunct Assistant Professor, Criminal Justice ba, St. Ambrose University Zeinhom M. Kabis, phd ma, Western Illinois University Professor, Economics and Business Administration At St. Ambrose University since 1989 bcomm, Cairo University-Egypt ma, University of Illinois phd, ibid At St. Ambrose 1973Ð77, and since 1978

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Faculty

George A. Kanzaki, phd Leo T. Kilfoy, phd Professor, Industrial Engineering Professor, Physical Education me, Stevens Institute of Technology bs, St. Ambrose University mse, Arizona State University ms, University of Illinois ma, University of Iowa phd, Columbia Pacific University phd, ibid At St. Ambrose University since 1954 At St. Ambrose University since 1986 Paul C. Koch, phd Rabbi Henry J. Karp, mahl Assistant Professor, Psychology Lecturer, Theology bs, Morningside College ba, City University of New York ms, Iowa State University mahl, Hebrew Union College, Jewish Institute of Religion phd, ibid At St. Ambrose University since 1986 At St. Ambrose University since 1988

Kirk B. Kelley, phd Richard Koehler, phd Assistant Professor, Biology Assistant Professor, Biology aa, Cloud County Community College bs, University of Illinois bs, Kansas State University ms, Eastern Illinois University phd, University of Kansas Medical Center phd, University of Illinois At St. Ambrose University since 1990 At St. Ambrose University since 1994

Michael P. Kennedy, ma Rev. Joseph E. Kokjohn, phd Assistant Professor, Speech, Theatre and Mass Professor Emeritus, English Communications ba, St. Ambrose University ba, St. Ambrose University ma, Catholic University of America ma, Villanova University phd, University of Iowa At St. Ambrose University since 1969 At St. Ambrose 1957 Ð 75, and since 1983Ð

Patricia A. Kennedy, phd Walter J. Kurth, msw Professor Emeritus, English Assistant Professor, Sociology and Psychology ba, Mt. St. Scholastica College ba, Concordia College med, University of Illinois mdiv, Concordia Seminary ma, Catholic University of America msw, University of Iowa phd, University of Illinois At St. Ambrose University since 1980 At St. Ambrose University since 1968 Katherine Lampe, mpt, pt Dennis J. Kern, mba Instructor, Physical Therapy Adjunct Instructor, Criminal Justice ba, Loras College ba, St. Ambrose University mpt, University of Iowa mba, ibid At St. Ambrose University since 1994 At St. Ambrose University since 1994 John E. Langhorne Jr., phd Professor, Economics and Business Administration bs, Montana State University ms, University of North Dakota phd, ibid At St. Ambrose University since 1984

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Faculty

Alan F. Logan, ms Christopher Lee, phd Assistant Professor Mathematical Sciences Associate Professor, Economics and Business ba, St. Ambrose University Administration ms, Western Illinois University ba, Old Dominion University At St. Ambrose University since 1961 ma, George Mason University phd, ibid Bill G. Lynn, phd At St. Ambrose University since 1995 Associate Professor, Economics and Business Administration Margaret J. Legg, phd ba, Blackburn College Associate Professor, Chemistry ma, University of Missouri-Kansas City bs, Fordham University phd, University of Illinois ma, Columbia University At St. Ambrose University since 1995 phd, Texas A&M University At St. Ambrose University since 1980 Carol Lyon, mst Adjunct Assistant Professor, Education Richard G. Legg, phd ba, Carroll College Professor, Biology ma, University of Wisconsin-Milwaukee bs, Fordham University mst, University of Wisconsin-Superior ma, Texas A&M University At St. Ambrose University since 1988 phd, ibid At St. Ambrose University since 1978 Brian G. Mackie, ma Assistant Professor, Mathematical Sciences Arvella H. Lensing, phd ba, Eastern Illinois University Professor, Spanish ma, Loyola University bs, University of Oklahoma At St. Ambrose University since 1989 ma, ibid phd, University of Iowa Christine Malaski, ms At St. Ambrose University since 1968 Instructor, Occupational Therapy bs, Western Michigan University Marcia L. Less, med ms, ibid Instructor, Special Education At St. Ambrose University since 1994 ba, Mankato State University med, St. Ambrose University W. Dean Marple, edd At St. Ambrose University since 1991 Assistant Professor, Education ba, University of Illinois Mark Levsen, ma, pt ms, Western Illinois University Instructor, Physical Therapy eds, ibid ba, Wartburg College edd, Illinois State University pt Certificate, University of Iowa At St. Ambrose University since 1989 ma, ibid At St. Ambrose University since 1994 Louis Marx, macc, cpa Assistant Professor, Accounting Bonnie L. Lindemann, phd bb, Western Illinois University Associate Professor, Economics and Business macc, ibid Administration At St. Ambrose University since 1989 ba, University of Iowa mba, ibid phd, ibid At St. Ambrose University since 1984 233 SAU Catalog (Quark) 2/22/96 6:13 PM Page 234

Faculty

Joseph A. McCaffrey, phd John A. Morrow Professor, Philosophy and Business Administration Lecturer, Criminal Justice ba, Aquinas Institute of Philosophy Jhoon Rhee Institute, Washington, D.C. ma, ibid At St. Ambrose University since 1991 phl, ibid ma, University of Iowa Barbara Muenster, mat phd, Pontificia Studorium Universitas Assistant Professor, Mathematical Sciences At St. Ambrose University since 1964 ba, Clark College mat, University of Nebraska Rev. George W. McDaniel, phd At St. Ambrose University since 1989 Professor, History ba, St. Ambrose University James E. Mullins, ma ma, Aquinas Institute of Theology Associate Professor, Economics and Business ma, University of Iowa Administration phd, ibid bs, Marquette University At St. Ambrose University since 1974 ma, ibid At St. Ambrose University since 1969 Rev. Frederick J. McMahan, phd Professor Emeritus, Education John C. Norton, phd ba, St. Ambrose University Professor, Political Science ma, Catholic University of America ba, St. Ambrose University phd, University of Iowa ma, University of Illinois At St. Ambrose University since 1940 phd, ibid At St. Ambrose University since 1957 Donald J. Moeller, ssl Associate Professor, Theology Wayne H. Oberle, phd ba, St. Paul Seminary Professor, Economics and Sociology stl, Gregorian University bs, University of Illinois ssl, Biblical Institute (Rome) ms, ibid At St. Ambrose University since 1969 phd, University of Missouri-Columbia At St. Ambrose University since 1977 L. Juanita Monholland, bs Assistant Professor, Chemistry and Mathematical Sciences Michael Opar, msie bs, Marycrest College Instructor, Industrial Engineering At St. Ambrose University since 1950 bsie, Purdue University msie, Bradley University Russell Jack Moore Jr., edd At St. Ambrose University since 1993 Professor, Criminal Justice bse, Northeast Missouri State University Michael A. Orfitelli, edd ma, University of Nebraska at Omaha Professor, Physical Education eds, Central Missouri State University bsed, Kansas State College at Pittsburgh edd, Illinois State University ms, ibid At St. Ambrose University since 1974 edd, University of New Mexico-Albuquerque At St. Ambrose University since 1977

234 SAU Catalog (Quark) 2/22/96 6:13 PM Page 235

Faculty

Trevor Parry-Giles, phd Randy Richards, ma Instructor, Speech, Theatre and Mass Communications Associate Professor, Philosophy ba, Ripon College ba, St. Ambrose University ma, University of New Mexico ma, Georgetown University phd, Indiana University At St. Ambrose University since 1993 At St. Ambrose University since 1991 Robert S. Ristow, edd William W. Parsons, phd Professor, Special Education Assistant Professor, Political Science bs, Northern State College, South Dakota ba, Buena Vista College ms, Black Hills State College mpa, Iowa State University edd, University of Denver phd, University of Arizona At St. Ambrose University since 1989 At St. Ambrose University since 1989 Owen S. Rogal, phd Barbara R. Patterson, ma Assistant Professor, English Adjunct Assistant Professor, Modern Languages ba, Colgate University ba, University of Kansas ma, Rutgers University ma, ibid phd, ibid At St. Ambrose University since 1978 At St. Ambrose University since 1986

Brenda Peters, phd Edward Rogalski, phd Assistant Professor, Biology Professor, Education ba, Alma College ba, Parsons College phd, Wayne State University ma, University of Iowa At St. Ambrose University since 1993 phd, ibid At St. Ambrose University since 1968 Barbara Pitz, phd Associate Professor, English Killion Roh, ms ba, Pennsylvania State University Assistant Professor, Mathematical Sciences am, University of Chicago bs, Chonnam National University phd, University of Toronto ms, ibid At St. Ambrose University since 1987 ms, University of Illinois At St. Ambrose University since 1976 Charles B. Preacher, md Adjunct Associate Professor, Physical Therapy Jean K. Roller, mst bs, University of South Carolina Assistant Professor, Education md, Medical University of South Carolina ba, St. Ambrose University At St. Ambrose University since 1993 mst, University of Wisconsin At St. Ambrose University since 1992 Kristin Quinn, mfa Assistant Professor, Art Patricia Romza, dma bfa, Temple University Associate Professor, Music mfa, Indiana University bm, Duquesne University At St. Ambrose University since 1989 mm, ibid dma, University of Georgia At St. Ambrose University since 1994

235 SAU Catalog (Quark) 2/22/96 6:13 PM Page 236

Faculty

Lewis Sanborne, ma Rachel Serianz, ms Adjunct Assistant Professor, English Assistant Professor, Education ba, Idaho State University ba, Cornell College ma, ibid bs, St. Cloud State University At St. Ambrose University since 1990 ms, Western Illinois University At St. Ambrose University since 1988 Herminia Santizo, ma Adjunct Instructor, Modern Languages Rev. Drake R. Shafer, stbma ba, University of Iowa Assistant Professor, Theology ma, ibid ba, St. Ambrose University ma, ibid ba, University of Louvain, Belgium At St. Ambrose University since 1995 stbma, ibid At St. Ambrose University since 1977 R. Gerald Saylor, phd Lecturer, Economics and Business Administration Rev. Charles C. Shepler, ma ba, Kalamazoo College Professor Emeritus, Speech, Theatre and Mass phd, Duke University Communications At St. Ambrose University since 1981 ba, St. Ambrose University ma, University of Notre Dame Theresa Schlabach, ma, bcpot, otr/l At St. Ambrose University since 1946 Assistant Professor, Occupational Therapy ba, Colorado State University Paul Shields, phd ma, University of Iowa Associate Professor, Mathematical Sciences and Philosophy At St. Ambrose University since 1992 ba, Earlham College ma, Fordham University Barry J. Schmelzer, ma phd, ibid Adjunct Assistant Professor, Criminal Justice At St. Ambrose University since 1993 ba, St. Ambrose University ma, Western Illinois University Martha Shockey, phd At St. Ambrose University since 1990 Instructor, Psychology and Sociology ba, St. Ambrose University John W. Schmits, ba ma, University of Iowa Assistant Professor, Art phd, ibid ba, St. Ambrose University At St. Ambrose University since 1993 At St. Ambrose University since 1959 Craig Shoemaker, mba Suzanne R. Seeber, phd Associate Professor, Economics and Business Assistant Professor, Education Administration bs, Ohio State University ba, Mt. Union College ms, Kansas State University mba, Keller Graduate School of Management-Chicago phd, ibid At St. Ambrose University since 1992 At St. Ambrose University since 1987 Raymond J. Shovlain, mba Arthur Serianz, phd Assistant Professor, Economics and Business Professor, Chemistry Administration ba, Cornell College ba, St. Ambrose University phd, University of Iowa mba, ibid At St. Ambrose University since 1975 At St. Ambrose University since 1982

236 SAU Catalog (Quark) 2/22/96 6:13 PM Page 237

Faculty

Vidyapati Singh, phd, cpa Joan Trapp, dma Professor, Accounting and Economics and Business Professor, Music Administration bm, Northwestern University ba, University of Calcutta, India mm, ibid ma, ibid dma, University of Iowa phd, Case Western Reserve University At St. Ambrose University since 1974 At St. Ambrose University since 1982 Kathleen Trujillo, phd Jon Stauff, phd Assistant Professor, Psychology Assistant Professor, History ba, Loyola Marymount University aa, Ocean County College phd, University of Southern California ba, College of William and Mary At St. Ambrose University since 1994 ma, State University of New York-Buffalo phd, ibid James O. Van Speybroeck, ms At St. Ambrose University since 1993 Associate Professor, Economics and Business Administration M. Carla Stevens, ma ba, St. Ambrose University Assistant Professor, Speech ms, Western Illinois University bs, Illinois State University At St. Ambrose University since 1983 ma, San Jose State University At St. Ambrose University since 1987 Barbara J. Walker, phd Professor, Physical Education Rev. Herman A. Strub, ma ba, University of Northern Iowa Professor Emeritus, Theology ma, ibid ba, St. Ambrose University phd, University of Iowa ma, Catholic University of America At St. Ambrose University since 1973 At St. Ambrose University since 1950 Mary A. Waterstreet, phd Andrew M. Swift, phd Associate Professor, Psychology Assistant Professor, Philosophy ba, St. Ambrose University ba, Bridgewater State College ms, Marquette University ma, Ohio State University phd, University of Georgia phd, ibid At St. Ambrose University since 1984 At St. Ambrose University since 1990 Wilbur L. Weare, phd George Sztajer, mba Professor Emeritus, Industrial Engineering Assistant Professor, Economics and Business ba, Hanover College Administration ms, Northwestern University ba, University of Illinois phd, University of Iowa mba, Eastern Illinois University At St. Ambrose University since 1984 At St. Ambrose University since 1993 Robert E. Weinberg, jd William T. Tracy, edd Adjunct Associate Professor, Criminal Justice Associate Professor, Economics and Business ba, Northwestern University Administration ma, State University of New York-Buffalo bs, Marquette University jd, ibid med, ibid At St. Ambrose University since 1976 edd, ibid At St. Ambrose University since 1979 237 SAU Catalog (Quark) 2/22/96 6:13 PM Page 238

Faculty

Delores M. Wellman, ms, cpa Assistant Professor, Accounting bba, University of Iowa ms, Drake University At St. Ambrose University since 1984

A. Christine Westensee, ms Assistant Professor, Geography bs, Illinois State University ms, ibid At St. Ambrose University since 1978

Corinne Winter, phd Assistant Professor, Theology ba, St. Olaf College ma, University of Dayton phd, University of Notre Dame At St. Ambrose University since 1994

Theodore S. Woodruff, phd Professor, Economics and Business Administration ba, Williams College ma, Columbia University mphil, ibid phd, ibid At St. Ambrose University since 1995

William Woods, ba Developmental Faculty, Economics and Business Administration ba, St. Ambrose University At St. Ambrose University since 1994

Kuo-Ho Yang, phd Professor, Physics and Engineering bs, National Taiwan University ms, University of Massachusetts phd, ibid At St. Ambrose University since 1982

Kathleen Zajicek, ms, otr/l Instructor, Occupational Therapy bs, University of Minnesota ms, Cardinal Stritch University At St. Ambrose University since 1992

238 SAU Catalog (Quark) 2/22/96 6:13 PM Page 239

Commencement

May 8, 1994

Commencement Speaker Most Rev. William E. Franklin, Bishop, Diocese of Davenport

Honorary Degree Recipients Daniel Greene Founder and Director, The David School, David, Kentucky John L. Bush Chief Executive Officer, Linwood Mining and Minerals Corporation Bettendorf, Iowa Most Rev. William E. Franklin

Bishop, Diocese of Davenport. Davenport, Iowa Barry C. O’Brien Retired Chairman of the Board and Chief Executive Officer, Iowa-Illinois Gas and Electric Company Bettendorf, Iowa Helen M. Sudbrook Friend and Neighbor of the University Davenport, Iowa

239 SAU Catalog (Quark) 2/22/96 6:13 PM Page 240

Commencement May 1994

Candidates for Bachelor of Ann M. Barham, summa cum Julie M. Brouder, Business Dana George Chesnutt, Arts Degree laude, Elementary Administration Computer Information Chad A. Ackerman, Philosophy Education Naperville, Illinois Systems LeClaire, Iowa Hampton, Illinois Christine Kay Brown, Mass Davenport, Iowa Carrie Lyn Ales, Business Penny Lynn Bastian-Beem, Communications Andrea Rae Christopher, Administration Elementary Education Silvis, Illinois Elementary Education Davenport, Iowa Davenport, Iowa Thomas Daniel Buker, Eldridge, Iowa Adaryll Lajuane Allen-Davis, Lisa Lynne Bear, Elementary Business Administration Jodi Elizabeth Clarke, Business Administration Education Champaign, Illinois Business Administration Des Moines, Iowa Davenport, Iowa Terri Louise Bunch, Muscatine, Iowa James W. Allison, Criminal Tracee Lynn Becker, English, Elementary Education Tera Lea Connell, Business Justice Mass Communications Davenport, Iowa Administration Rock Island, Illinois Van Horne, Iowa Patrick John Burke, Business Delmar, Iowa Tammy Jo Altemeier, cum Heather Erin Bell, Psychology, Administration Aaron Patrick Conroy, Mass laude, Business Sociology Phoenix, Arizona Communications Administration Davenport, Iowa Christopher P. Burns, Memphis, Tennessee Moline, Illinois Douglas W. Berneking, magna Psychology Wayne L. Conway, Criminal Michelle M. Anderson, cum laude, Business Moline, Illinois Justice Business Administration Administration Thomas B. Bushman, magna Albia, Iowa Psychology Bettendorf, Iowa cum laude, Accounting Larry L. Cook, Sports Davenport, Iowa Daniel A. Black, Business Bettendorf, Iowa Management Sarah Jayne Anderson, Administration Canosha G. Butler, Psychology Rock Falls, Illinois Psychology Davenport, Iowa Peoria, Illinois Scott Allen Cook, Criminal Muscatine, Iowa Laura Ann Bloechl, Art John Thomas Butler, Biology Justice Connie Lea Andrews, summa Greendale, Wisconsin Davenport, Iowa Davenport, Iowa cum laude, Elementary John Robert Bolger, Business Robert Mercer Butterworth, Patricia Ann Copeland, Education Administration Theology Business Administration Albany, Illinois Aurora, Illinois Davenport, Iowa Davenport, Iowa Lisa Marie Arnold, cum laude, Eric V. Bormann, Accounting Rebecca Ann Callaway, cum Dana Leslie Copell, cum laude, Accounting Davenport, Iowa laude, Accounting Criminal Justice Davenport, Iowa Angela Marie Bowers, magna Davenport, Iowa Davenport, Iowa Brent L. Arp, Accounting cum laude, Psychology, Robert John Cannady, Michael J. Cordell Jr., cum New Liberty, Iowa Spanish Business Administration laude, Mathematics Kami Shea Askill, cum laude, Plover, Wisconsin Hickory Hills, Illinois Education Criminal Justice Kristin Marie Brachman, Mass Jennifer Kay Cannington, Davenport, Iowa Moline, Illinois Communications Accounting Christopher James Curran, Candice Jeannette Bailey, Dubuque, Iowa Davenport, Iowa summa cum laude, Accounting Kimberly A. Bradbury, cum Marc Anthony Carlson, magna Business Administration Galesburg, Illinois laude, Psychology cum laude, Business Eldridge, Iowa Mitchelle Yadira Ballard, cum Shell Beach, California Administration Kara Kristin Cushman, laude, Mass Wayne Braun, Business Rock Island, Illinois Accounting Communications, Spanish Administration Kelly Anne Carstens, Eldridge, Iowa Des Moines, Iowa Durant, Iowa Psychology Michael J. Davis, Criminal David C. Banash, summa cum Carrie M. Brethauer, Mass Davenport, Iowa Justice laude, English, Philosophy Communications Kathy Ann Casey, summa cum Aurora, Illinois Cheyenne, Wyoming Bettendorf, Iowa laude, Accounting Terry L. Day, Business Todd Randolph Bankhead, Denise Elizabeth Broderick, Sherrard, Illinois Administration Psychology, Philosophy Psychology Jason Paul Cavanagh, Physical Davenport, Iowa Davenport, Iowa Waukee, Iowa Education Robert Deon Degan, Sports Thomas E. Banowetz, Patricia A. Brooks, Rockford, Illinois Management Psychology Mathematics Education Lisa Deshaies Chatman, magna Citrus Heights, California Davenport, Iowa Davenport, Iowa cum laude, Computer Marc Dominic DeJohn, Information Systems Chemistry Memphis, Tennessee Davenport, Iowa

240 SAU Catalog (Quark) 2/22/96 6:13 PM Page 241

Commencement May 1994

Chad Michael Denning, Mass Lori Ann Farrell, Accounting Angela Graham, Elementary Lynn A. Hichborn, Sociology Communications Charlotte, Iowa Education Davenport, Iowa Fort Madison, Iowa Lynn Margaret Stanley Blue Grass, Iowa Mark Anthony Hichborn, Rodney Scott Desalvo, cum Fitzgerald, Psychology Brian Greenlee, Sports Physical Education laude, Business Moline, Illinois Management, Business Davenport, Iowa Administration P. Rene Fitzgerald, cum laude, Administration Kelli Rae Hoag, cum laude, Davenport, Iowa Psychology Davenport, Iowa Mass Communications Kelly Desmet, Criminal Justice Davenport, Iowa Kathryn Ann Gremmels, cum Long Grove, Iowa Moline, Illinois Shonale Franks, cum laude, laude, Art Dione N. Hoarde, Psychology Cheryl Susanne Dice, Mass Accounting Muscatine, Iowa Rockford, Illinois Communications DeWitt, Iowa Brian Gruenhagen, Criminal Jodie Marie Hoffman, Panora, Iowa Shauna Lynne Freeberg, Justice Elementary Education Keary J. Didier, Business magna cum laude, Mass East Moline, Illinois Ottawa, Illinois Administration Communications Thomas F. Haertjens, Business Aaron David Holst, Art Denison, Iowa Keota, Iowa Administration Muscatine, Iowa Robert E. Dixon, cum laude, Dawn Marie Freund, Mass Rock Island, Illinois Liane Marie Holt-Neblung, Business Administration Communications Charles J. Hammes, Accounting Moline, Illinois Davenport, Iowa Accounting Bettendorf, Iowa Susan J. Dobbeleare, Business Troy J. Freyberger, Business Blue Grass, Iowa Jen L. Hotchkiss, Sociology Administration Administration Lisa Jean Hammill, Bettendorf, Iowa Taylor Ridge, Illinois Rock Island, Illinois Elementary Education Heath Arlen Hummel, cum Robert W. Donohoo, Douglas J. Froehlich, Mass Davenport, Iowa laude, Business Psychology Communications Dennis W. Hansen, Criminal Administration Bettendorf, Iowa Davenport, Iowa Justice Chicago, Illinois Jeffrey Scott Douglas, Dylan P. Funk, Psychology Pekin, Illinois Michael Sean Hunsicker, Criminal Justice Kirksville, Missouri Melissa D. Hansen, Philosophy Oskaloosa, Iowa Michael Joseph Garcia, Psychology Grundy Center, Iowa Dawn L. Dunkin, Business Business Administration Jerseyville, Illinois Daniel Lee Husson, Business Administration DeWitt, Iowa Deanna Jane Hasson, Administration Davenport, Iowa Cheryl C. Garlough-Jones, Psychology, Sociology Moline, Illinois Mary Ramona Dunn, Elementary Education Bettendorf, Iowa Michelle Renee Iannuzzelli, Sociology, Psychology Davenport, Iowa Leslie Alison Haugen, Physical cum laude, Accounting Platteville, Wisconsin Monica Kathleen Gill, Education Davenport, Iowa Amy E. Duwa, cum laude, Psychology Clear Lake, Iowa Timothy John Inman, Biology Business Administration Oak Forest, Illinois Melissa Anne Haury, cum Bettendorf, Iowa Davenport, Iowa Shane D. Glisan, Business laude, Accounting Henry D. Jacobsen, General Diana Kaye Dwine, cum laude, Administration Wilton, Iowa Business Education Psychology LeClaire, Iowa Michelle Lynn Hein, magna Bettendorf, Iowa LeClaire, Iowa Charlott Sue Glowacki, cum cum laude, Psychology Vincent Paul Jacobsen, Richard Scott Ekstrand, laude, Psychology Donahue, Iowa Criminal Justice Computer Information Camanche, Iowa David Raymond Heinrichs, Bettendorf, Iowa Systems Kevin J. Glowacki, Computer Elementary Education Rose Marie Jaeger, Political Bettendorf, Iowa Science Davenport, Iowa Science Nashandra T. Ellis, Psychology Davenport, Iowa Kelly Jean Heintz, magna cum Davenport, Iowa Davenport, Iowa Leslie Ann Gorishek, Sports laude, Accounting Sonja Lynn Jensen, Robert John Epping, cum Management Chicago, Illinois Psychology laude, Mass East Moline, Illinois Brian Carl Hemesath, cum Washington, Illinois Communications Ginger Marie Gottlieb, magna laude, Speech and Theatre Julia Marie Johnson, History Davenport, Iowa cum laude, Spanish, Calmar, Iowa Clinton, Iowa Rickey C. Ernzen, Business Psychology John Patrick Hemmen, Steven L. Johnson, Criminal Administration Peoria, Illinois Business Administration Justice Dyersville, Iowa Thomas Joseph Grady, Davenport, Iowa Galesburg, Illinois Business Administration Paul Kinate Henkhaus, Davenport, Iowa Accounting Davenport, Iowa

241 SAU Catalog (Quark) 2/22/96 6:13 PM Page 242

Commencement May 1994

Kari Johnston, magna cum Tracie Lynn Kranz, Accounting Tamara S. Loose, cum laude, Sharyl R. Meredith, Business laude, Psychology Davenport, Iowa Computer Information Administration Davenport, Iowa Mark Matthew Krell, Business Systems Davenport, Iowa Michele Renee Johnston, Administration Economics Moline, Illinois Susan Anne Merschman, Accounting Bettendorf, Iowa Stacie Le Ann Luepker, magna Psychology Davenport, Iowa Thomas Andrew Kruse, cum laude, General Davenport, Iowa Audrey K. Jordan, magna cum Psychology Business Education Stephen J. Mettille, magna laude, Accounting Davenport, Iowa Calamus, Iowa cum laude, Psychology DeWitt, Iowa Karen L. Kuriger, Business Jennifer Elizabeth Luksetich, Dubuque, Iowa Melissa Renee Kallenberger, Administration Psychology Chad Thomas Meyer, cum Elementary Education Davenport, Iowa Dubuque, Iowa laude, Business Davenport, Iowa Michelle L. LaGrange, Tammy Sue Macomber, Administration Shawn Howard Karns, Accounting Athletic Training Durant, Iowa Computer Information Davenport, Iowa Cascade, Iowa Laura L. Meyers magna cum Systems Jeffrey P. Lampo, Business Jason E. Marchik, Mass laude, Economics Bettendorf, Iowa Administration Communications Bettendorf, Iowa Daniel Brian Kell, Physical Cordova, Illinois East Moline, Illinois Tricia Lynne Mickelson, Education Michael Patrick Landers, Catherine Grace Martin, Accounting, Business Mondamin, Iowa Sports Management Psychology Administration Erin Michael Kennedy, Mass Ottawa, Illinois Bettendorf, Iowa Eldridge, Iowa Communications Beth Marie Lange, Business Lori Ann Martin, summa cum Lori Lynn Miles, English Rock Island, Illinois Administration laude, Psychology Davenport, Iowa Nichole Marie Kennedy, Davenport, Iowa Brimfield, Illinois Julie Ranee Miller, Business Political Science, Spanish Linda LaRue, Psychology Tim A. Martin, cum laude, Administration DeWitt, Iowa Davenport, Iowa Accounting Davenport, Iowa Sara J. Kerkenbush, Art Anthony G. Lasek, Business Davenport, Iowa Tricia Jean Miller, magna cum Dubuque, Iowa Administration Jayne E. McAleer, Elementary laude, Accounting Jerome Dewayne Kerr, cum Silvis, Illinois Education Oskaloosa, Iowa laude, Business Stacie M. Leech, Psychology DeWitt, Iowa David Christopher Moisa, Administration Davenport, Iowa Robert J. McChurch, Business Business Administration Rock Island, Illinois Amy Kathleen Lehew, Administration Aurora, Illinois Karla Leanne King, Political Elementary Education Moline, Illinois Jason Michael Montgomery, Science, Sociology and Park View, Iowa Marlene Marie McCloy, Business Administration Public Administration James Anthony Lightbody, Elementary Education Michigan City, Indiana East Moline, Illinois Sports Management Delmar, Iowa Scott Thomas Moon, cum Julie Anne Klein, Accounting Crystal River, Florida Mary Elizabeth McCoy, cum laude, Business Richton Park, Illinois Craig Loren Lindstrom, laude, Psychology, Administration Michelle D. Kline, Business Business Administration Sociology Bettendorf, Iowa Administration Kewanee, Illinois Dubuque, Iowa Daniel F. Moore, Computer Davenport, Iowa Cassandra S. Lippincott, Alicia McDonough, Sociology Information Systems Gwen Dee Klug, magna cum Accounting Davenport, Iowa Davenport, Iowa laude, Psychology, Long Grove, Iowa Lori McFate, Elementary Laura Jo Moore, Accounting Sociology Dartrell Nathaniel Lipscomb, Education Grand Mound, Iowa Davenport, Iowa Public Administration, Bettendorf, Iowa Scott L. Moore, English, P. Ken Koehler, magna cum Sociology Beth Anne McKinley, Business Political Science laude, Business Cedar Rapids, Iowa Administration Tupelo, Mississippi Administration, Mass Peter J. Lombardo, Viola, Illinois Travis W. Moore, Criminal Communications Management Information Tina York Medina, cum laude, Justice Marshalltown, Iowa Systems Business Administration Galesburg, Illinois Kimberly Kohl, Business Bow, New Hampshire Bettendorf, Iowa Lynn Marie Mormann, Mass Administration James M. Longenecker, cum Communications Davenport, Iowa laude, History Dyersville, Iowa Matthew Kopel, Sports Davenport, Iowa Carrie Ann Mundt, Accounting Management Ottumwa, Iowa Moline, Illinois

242 SAU Catalog (Quark) 2/22/96 6:13 PM Page 243

Commencement May 1994

Reagan Kay Natrop, Athletic Lesli Meredith Peisch, Alana Marie Redican, Andrew F. Sharar, Sociology Training Business Administration Psychology Muscatine, Iowa Palmyra, Wisconsin Davenport, Iowa Mokena, Illinois J. Ryan Shovar, Accounting Julie Christine Nelson, Robert William Pence, Catherine L. Redmond, Aledo, Illinois Sociology Accounting Accounting Lisa Anne Sieren, cum laude, Rock Island, Illinois Davenport, Iowa Davenport, Iowa Business Administration Penny Marie Nelson, Mass Corinne Lynn Mary Margaret David A. Rettenmeier, Art Keota, Iowa Communications Perez, English Dyersville, Iowa Robert M. Sieren Jr., Criminal Davenport, Iowa Davenport, Iowa Curtis L. Rheingans, Justice Melissa Rios Norris, Business Edith Lin Perion, English Elementary Education Davenport, Iowa Administration Clinton, Iowa DeWitt, Iowa Matthew D. Simmons, cum Boise, Idaho Kelly Lynn Peterson, cum Michael Francis Riley, Political laude, Business Anita Norwood, Sociology laude, Business Science Administration Waterloo, Iowa Administration Davenport, Iowa Moline, Illinois Laura Kay O’Brien, Blue Grass, Iowa James William Robesky, Mass Stephanie Ann Simpson, Elementary Education Allen DeWitt Pettis, Business Communications Psychology Rockford, Illinois Administration Bettendorf, Iowa Maquoketa, Iowa Megan Marie O’Meara, Moline, Illinois David F. Robinson, Mass David P. Skonieczny, magna English, French Randall A. Popp, Mass Communications cum laude, Criminal McHenry, Illinois Communications Goose Lake, Iowa Justice Erin Maureen O’Neill, Mass Rock Island, Illinois Sarah A. Roeder, cum laude, Palatine, Illinois Communications Scott J. Porth, magna cum Business Administration Leigh Jay Sloan, Psychology Algonquin, Illinois laude, Accounting Bettendorf, Iowa Moline, Illinois Debra L. Ogden, Elementary DeWitt, Iowa Lisa Ann Rogenski, Ann L. Smith, English Education Mark Powell, Psychology Psychology, Sociology DeWitt, Iowa Davenport, Iowa Annawan, Illinois Rock Island, Illinois Julia Smith, cum laude, Michael Christian Orfitelli, Janis Elizabeth Pozzi, Robert Anthony Ross, Biology, English General Science Accounting Business Administration, Bettendorf, Iowa Davenport, Iowa Princeton, Illinois Political Science Michele Christine Smith, Jason R. Orman, History Barbara L. Price, Business Homewood, Illinois Sociology Cedar Rapids, Iowa Administration Diana Lynn Rush, Psychology East Moline, Illinois Molly Ann Otting, Mass Moline, Illinois Davenport, Iowa Jay Richard Sommers, Political Communications Daniel J. Prohaska, Mass Thomas S. Ryan, Physical Science Davenport, Iowa Communications Education Davenport, Iowa Christopher J. Padgett, Chicago, Illinois New Windsor, Illinois Shevonne Evelyn Starry, English, Psychology Patrick John Puente, Business Betzy Lynn Sabin, summa cum Psychology Davenport, Iowa Administration laude, Mass Strawberry Point, Iowa Amy Jo Palmer, Mass Davenport, Iowa Communications Jill Elizabeth Sterk, summa Communications Randy Oscillada Rafael, Walnut, Illinois cum laude, Accounting, Burlington, Iowa Computer Science Doug Schlickman, Business Spanish Kathy Cortesio Papageorgiou, Artesia, California Administration Geneseo, Illinois magna cum laude, Wayne Ramberac, Business Dubuque, Iowa Kevin Andrew Stoefen, Theology Administration Timothy Gene Schneckloth, Psychology Rock Island, Illinois Tampa, Florida History Davenport, Iowa Russell T. Parr, English Brian Peter Rappel, cum laude, Eldridge, Iowa Gia Marie Stracci, Accounting, Richmond, Indiana Computer Information John William Selby Jr., Business Administration Tiffany L. Paulsgrove, Systems Business Administration Crete, Illinois Accounting Davenport, Iowa Bettendorf, Iowa Colleen Ann Mosier Stramara, Taylor Ridge, Illinois Juan J. Raya, Accounting Liane Barbara Shanahan, Accounting Sally J. Paustian, Art Moline, Illinois summa cum laude, Davenport, Iowa Davenport, Iowa Nancy Ann Razzano, cum Accounting Cynthia Kristin Stras, Business Brenda S. Peiffer, Psychology laude, Elementary Bettendorf, Iowa Administration Eldridge, Iowa Education Brian Lee Shannon, Criminal Schaumburg, Illinois Watseka, Illinois Justice Waterloo, Iowa

243 SAU Catalog (Quark) 2/22/96 6:13 PM Page 244

Commencement May 1994

James A. Stroehle, summa cum Jerry K. Townsell, Business Kevin Jay Weber, Physical Candidates for laude, Mathematics Administration Education Bachelor of Applied Education Galesburg, Illinois Dubuque, Iowa Management Technology Davenport, Iowa Jerry Jon Trefz, Psychology Trudy Sitrick West, Accounting Paul John Determan Leslie Dee Stuedemann, Davenport, Iowa Bettendorf, Iowa Clinton, Iowa summa cum laude, Timothy T. Tribley, Business Delores Westbrook-Tingle, Randy James Huber, cum Accounting Administration Business Administration laude Clinton, Iowa Galesburg, Illinois East Moline, Illinois Davenport, Iowa Joseph David Summers, Tony Joseph Trumm, Athletic Kimberly M. Wheatley- James Jeffrey Kuehnel Business Administration Training Moreno, Psychology Moline, Illinois Davenport, Iowa Worthington, Iowa Moline, Illinois Alan L. Slavish Karen S. Summers, Elementary Mary Elizabeth Turner, summa Bobbie L. Wilkins, Sociology Colona, Illinois Education cum laude, Mathematics Bennett, Iowa Davenport, Iowa Davenport, Iowa James Kent Wilson, Computer Candidates for Sarah Ann Summers, Vickie Lynn Van Vliete, Information Systems Bachelor of Arts in Special Elementary Education Psychology Eldridge, Iowa Studies Davenport, Iowa East Moline, Illinois Renee Lynn Wilson, cum Roberta Jean Peters Brooke Edie E. Szeker, Business Janice E. Vensland, cum laude, laude, Psychology Bettendorf, Iowa Administration Accounting Bennett, Iowa Debra Kay Surratt Bettendorf, Iowa Davenport, Iowa J. Todd Woods, Political Davenport, Iowa Stacie Nicole Talbert, Jeffery Francis Vittetoe, Science Accounting Business Administration Rock Island, Illinois Candidates for Bachelor of Rockford, Illinois Keota, Iowa William Gerard Woods, magna Education Tara Renee Tensley, Business Andrew R. Volz, Sports cum laude, Business Administration Management Administration Helen Balafas Collis, cum Davenport, Iowa Amana, Iowa Davenport, Iowa laude Dana Michelle Thede, Kelly L. Vonnahme, magna Alan Foster Wright, Business Coal Valley, Illinois Psychology, Sociology cum laude, Elementary Administration Christopher Richard Curry, Davenport, Iowa Education Orion, Illinois cum laude Steven Patrick Thede, Business Davenport, Iowa Denise Doreen Wright, cum Moline, Illinois Administration Steven W. Vrbancic, Athletic laude, Sports Management Eric Konrad Long Davenport, Iowa Training Wilmette, Illinois Davenport, Iowa Robin R. Thomsen, Business Park Ridge, Illinois Heather L. Wright, cum laude, Ila Kumari Mishra Administration Timothy F. Vroman, Business Business Administration Davenport, Iowa Long Grove, Iowa Administration Orion, Illinois Jay Curtis Morrow Mark E. Thornton, Psychology Rock Island, Illinois Jerold L. Wulf, Sociology Andalusia, Illinois Princeton, Iowa Tim Wahlberg, Psychology Bettendorf, Iowa Troy LeVell Steffens David S. Thune, cum laude, Minot, North Dakota Julie A. Yeagle, Mass Calamus, Iowa Accounting Michelle Waight, Business Communications, Art Bettendorf, Iowa Administration Bloomington, Illinois Candidates for Bachelor of Christina Lynn Tillotson, South Holland, Illinois Lisa Marie Yoerger, Elected Studies Elementary Education Constance J. Wall, Business Psychology Linda K. Bowman Bettendorf, Iowa Administration, DeWitt, Iowa Maquoketa, Iowa Marilyn Louise Tillotson, Accounting David R. York, Sociology Debbie Lynn Petersen magna cum laude, Bettendorf, Iowa Camanche, Iowa Davenport, Iowa Business Administration Bruce Alan Wallace, Music Joan Christina Zamiska, Shanthini Ravikumar, cum Bettendorf, Iowa Chicago, Illinois Speech and Theatre laude Marlene Tontodonato, magna Kerry Patrick Walsh, Criminal Orange, California Davenport, Iowa cum laude, Accounting Justice Anthony George Zemo, John Paul Zajicek Davenport, Iowa Davenport, Iowa Business Administration Davenport, Iowa Caroline E. Toohey, Angel R. Ward, Business Bettendorf, Iowa Psychology Administration Davenport, Iowa Eldridge, Iowa Barbara Elaine Ward, Psychology, Sociology Davenport, Iowa 244 SAU Catalog (Quark) 2/22/96 6:13 PM Page 245

Commencement May 1994

Candidates for Bachelor of David A. Ogden, Biology Christopher Matthew Payne, Leigh Jay Sloan Music Education Coal Valley, Illinois cum laude Moline, Illinois Martin Sean Riedel, cum laude Lecia Lynn Pewe, Biology Batavia, Illinois Shevonne Evelyn Starry Victor, Iowa Dixon, Iowa Strawberry Point, Iowa Lisa Marie Wegehoft Judith E. Pottinger, Computer Candidates for Brent J. Taylor Clinton, Iowa Information Systems Bachelor of Science in Matherville, Illinois Davenport, Iowa Occupational Therapy Jerry Jon Trefz Candidates for Bachelor of Michael Sidney Schwarz, Sherry A. Bormann, summa Davenport, Iowa Science Biology cum laude DeAnn Dae Weisser Lowden, Iowa Geneseo, Illinois Chad A. Ackerman, Computer Preston, Iowa Teresa L. Skiles, cum laude, Susan Carol Clemens Lisa Marie Yoerger Science Computer Science DeWitt, Iowa LeClaire, Iowa Bettendorf, Iowa East Moline, Illinois Alisa Collette Andersen Edens Connie C. Zwanziger Tamara Sue Baker, Biology Todd M. Slater, Chemistry Ionia, Iowa Milan, Illinois Clinton, Iowa Coal Valley, Illinois Rory Michelle Garvey Lisa T. Bickford, summa cum Gary L. Soibel, Computer Members in XI Chapter of laude, Chemistry Glenwood, Illinois Science, Mathematics Michelle Lynn Hein, magna Delta Epsilon Sigma Maquoketa, Iowa Clinton, Iowa Jerry Kenneth Corbin, cum laude Connie Lea Andrews Shu-Fen Tang, magna cum Donahue, Iowa David C. Banash Chemistry laude, Computer Science Colona, Illinois Jan Marie Jasper Ann M. Barham Kaohsiung, Taiwan DeWitt, Iowa Douglas W. Berneking Jowendlyn Cox, Computer Scott M. Thompson, Computer Science Sonja Lynn Jensen Lisa T. Bickford Science Washington, Illinois Jeffrey Lance Bloomer Davenport, Iowa Eldridge, Iowa Patricia J. Craig, Psychology Kim I. Klostermann, magna Sherry A. Bormann William Joseph Ulfig, cum laude Angela Marie Bowers Spencer, Iowa Computer Science Marc Dominic DeJohn, Farley, Iowa Thomas B. Bushman Moline, Illinois Linda LaRue Marc Anthony Carlson Biology Christopher David Uzella, Davenport, Iowa Davenport, Iowa Kathy Ann Casey Biology Lori Ann Martin, summa cum Lisa Deshaies Chatman Kristine Lena Duffey, cum Granville, Illinois laude, Biology laude Christopher James Curran Shaun D. Walder, Biology Brimfield, Illinois Shauna Lynne Freeberg Cordova, Illinois Pekin, Illinois Kasey Jean Epping, cum laude, Margaret Kerry McCracken, Ginger Marie Gottlieb Stephen Randal White, cum laude Jeffrey Richard Hayes Biology Biology Blue Grass, Iowa Davenport, Iowa Michelle Lynn Hein Moline, Illinois Kelly K. O’Donnell, cum laude Kelly Jean Heintz Elizabeth Ann Gross, Biology Kevin L. Willems, summa cum Peoria, Illinois Dubuque, Iowa Kari Johnston laude, Computer Science Brenda S. Peiffer Audrey K. Jordan Renee Elizabeth Hansen, New Windsor, Illinois Biology Eldridge, Iowa Kim I. Klostermann Joy L. Pelley, cum laude Gwen Dee Klug Grinnell, Iowa Candidates for Vicky L. Howland, Biology Wheatland, Iowa Anthony R. Lewis Bachelor of Science in Mark Powell Stacie Le Ann Luepker Amarillo, Texas Industrial Engineering Randal P. Kicksey, Computer Annawan, Illinois Lori Ann Martin Science Cynthia M. Batey Shelley L. Raby Stephen J. Mettille Davenport, Iowa Davenport, Iowa Macomb, Illinois Tricia Jean Miller Anthony R. Lewis, magna cum Jeffrey Lance Bloomer, summa Christy Ra Scott J. Porth laude, Biology cum laude Davenport, Iowa Betzy Lynn Sabin Cedar Rapids, Iowa Davenport, Iowa Alana Marie Redican Liane Barbara Shanahan Tamara S. Loose, cum laude, Jeffrey Richard Hayes, magna Mokena, Illinois David P. Skonieczny Computer Science cum laude Lisa R. Ruzicka Jill Elizabeth Sterk Moline, Illinois Davenport, Iowa Cedar Rapids, Iowa James A. Stroehle Patty Sue Miller, cum laude, Geoffrey Kamau Ndungu, Tawnni Lynn Simpson, magna Leslie Dee Stuedemann Biology Kikuyu, cum laude Edie E. Szeker Muscatine, Iowa Kenya, East Africa Davenport, Iowa Marilyn Louise Tillotson Mary Elizabeth Turner Kelly L. Vonnahme Kevin L. Willems 245 SAU Catalog (Quark) 2/22/96 6:13 PM Page 246

Commencement May 1994

Candidates for Master of Henry Wah Chan James A. Galichia Albert D. Kreiner Accounting Degree Bettendorf, Iowa Muscatine, Iowa Ottumwa, Iowa Sarah Mae Clinton Ankum Linda Jean Coats Stephen Gatz Deborah M. Krekel Davenport, Iowa Burlington, Iowa Galt, Illinois Burlington, Iowa Steven Harold Hammann Matthew C. Conover Stephen A. Gerhardt Janet B. Lampasona Muscatine, Iowa Burlington, Iowa Geneseo, Illinois Taylor Ridge, Illinois Kerry Alan Holmes William Eugene Conway Therese Jeanine Giannaris Greg A. Larson Davenport, Iowa Bettendorf, Iowa Quincy, Illinois Ottumwa, Iowa Rosalee E. Kruse Steven Robert Cooney Jim J. Gibler Robert P. Leibrandt Muscatine, Iowa East Moline, Illinois Ottumwa, Iowa Alexandria, Virginia Richard W. Lemke ii Bruce W. Daasch Mark John Gilmore Edward E. Lewis Davenport, Iowa Davenport, Iowa Minot, North Dakota Ottumwa, Iowa Allan G. Ros Craig Allen Dalbey James E. Guyll Stephen Joseph Licata Geneseo, Illinois Ottumwa, Iowa Nottingham, Pennsylvania Davenport, Iowa Cindy Ann Shelton Douglas Nelson Datema Louise Burke Hales Leland Ross Lorentzen Davenport, Iowa Bettendorf, Iowa Davenport, Iowa Davenport, Iowa Alan E. Dehm Marilyn Kay Hamann James D. Manley Candidates for Burlington, Iowa Davenport, Iowa East Moline, Illinois Master of Business Nancy Veronica Dehm Neil S. Hamilton Katrina Lee McClelland Administration Degree Burlington, Iowa Moline, Illinois Bowen, Illinois Michael Edward Delaney David Karl Hanson Jennifer Lynn McMenamin Calvin K. Askeland Lake Park, Iowa Muscatine, Iowa Davenport, Iowa Rock Island, Illinois Ronald J. Delp Frederick L. Harris Osvaldo B. Mendoza Norman Gale Aten Coal Valley, Illinois Davenport, Iowa Muscatine, Iowa Coal Valley, Illinois Joel Allen Dieckmann James Wesley Herwig Debra J. Miller Michael Allan Augustine DeWitt, Iowa Muscatine, Iowa Muscatine, Iowa Agency, Iowa Jon Martin Dohrmann Kathy L. Harter Higgins James Clarence Miller Gulistan Badur Davenport, Iowa Ottumwa, Iowa Bettendorf, Iowa Moline, Illinois Patricia Elaine Dunbar O. Dean Hiles Deborah Monroe Jeri V. Bailey Rock Island, Illinois Riverdale, Iowa Moline, Illinois Wapello, Iowa David Thomas Dunn Richard Carl Hoy Mark Allen Mueller Robert G. Bakula Bettendorf, Iowa Bussey, Iowa Bellevue, Iowa Bettendorf, Iowa Jodi L. Dykema Mark L. Huhn Brett Lee Nelson Patricia S. Bay Bettendorf, Iowa Moline, Illinois Andalusia, Illinois Oconomowoc, Wisconsin Kelly Jo Dykstra Allen Joe Hunsaker Stephen J. Nelson Troy Michael Beatty Wilton, Iowa Hillsboro, Iowa Bettendorf, Iowa Burlington, Iowa Larry D. Edwards Janne Mari Shelman Hunsaker Mark Earl Newsome Thomas J. Beyer Muscatine, Iowa Hillsboro, Iowa Davenport, Iowa Crest Hill, Illinois Angela L. Eichhorst Richard John Hyndman Jr. Paulette Marie Patch Dennis D. Bluhm Marion, Iowa Middletown, Iowa Davenport, Iowa Centerville, Iowa William Louis Engro Jeffrey L. Janis Kathleen Mae Peterson Allison J. Boney Harleysville, Pennsylvania Rock Island, Illinois Davenport, Iowa Bettendorf, Iowa Robert F. Evers Donald Richard Jones Paul L. Peterson Karen C. Brennecke Ottumwa, Iowa Oxford, Michigan Maquoketa, Iowa Rock Island, Illinois Barry V. Flint Larry Earl Jones Walter Nelson Prisk Jr. Dorothy Michelle Brown Sterling, Illinois Davenport, Iowa Moline, Illinois Moline, Illinois Mary Kathleen Freese Mark R. Jones John Puls Beth F. Bryant Davenport, Iowa Omaha, Nebraska Davenport, Iowa Bettendorf, Iowa Donald A. Frey David M. Kahle Joseph W. Rauch Alan V. Campbell Centerville, Iowa Moline, Illinois Davenport, Iowa Camanche, Iowa Peter August Friedrichsen Kevin Arnold Kelly Emil J. Reiser iii David J. Carlson Bettendorf, Iowa Agency, Iowa Ottumwa, Iowa Bettendorf, Iowa Luis E. Gaeta Kenneth F. Knox Daniel J. Roach Thomas A. Castillo Muscatine, Iowa Moline, Illinois Rock Island, Illinois Bettendorf, Iowa

246 SAU Catalog (Quark) 2/22/96 6:13 PM Page 247

Commencement May 1994

Deanna Robinson-Skebo Linda F. Williamson Moline, Illinois Bettendorf, Iowa Kevin Dean Rose Willie L. Williamson Bettendorf, Iowa Bettendorf, Iowa Thomas R. Scalf Barbara Anne Wright Davenport, Iowa Maquoketa, Iowa Edward J. Schlue Julia L. Wulf Davenport, Iowa Davenport, Iowa Benjamin F. Schneider Jr. Ralph Davis Wunder Davenport, Iowa Rock Island, Illinois J. Scott Shovar John E. Zelhart Mt. Pleasant, Iowa Albia, Iowa David Matthew Shragal Gerard Thomas Zeppuhar Galesburg, Illinois Davenport, Iowa David J. Sigwarth Blue Grass, Iowa Candidates for Danette J. Simons Master of Education in Moline, Illinois Special Education Degree W. Eric Smith Saundra Ann Adams Rock Island, Illinois Davenport, Iowa J. Charles Steinman Allison Anne Beele Ottumwa, Iowa Flossmoor, Illinois Eric Patrick Francis Stewart Kelli S. Bonar Davenport, Iowa Burlington, Iowa Douglas K. Struve James Anthony Caparula Monticello, Iowa Moline, Illinois Linda Sutherland Amy S. Chrischille Rock Island, Illinois Davenport, Iowa Karl Ernst Swanson Judy A. Dean Sherrard, Illinois Bettendorf, Iowa James J. Toner Jeanne Marie Lahann Bettendorf, Iowa Wheatland, Iowa William J. Vogel Sally Ann Priebe Clinton, Iowa Bettendorf, Iowa Sheila A. Volrath Sandra Kay Cowan Walz DeWitt, Iowa Burlington, Iowa J. Stephen Ware Raleigh, North Carolina Candidates for Master of Susan A. Wasson Pastoral Studies Degree Davenport, Iowa Marilyn Kathleen Brodie Stephen Robert Watson Muscatine, Iowa Ottumwa, Iowa Joseph P. Cowley Lori Sue Wheelen Durant, Iowa Bettendorf, Iowa Stephen R. Hayes Lauren Elizabeth White East Moline, Illinois Bettendorf, Iowa Tammy S. Norcross Alfonzo Maurice Whitten New Hope, Minnesota Davenport, Iowa Doris Joan Timmons Kristel Whitty Oak Creek, Wisconsin Davenport, Iowa Carolyn Ann Wagner Stephen William Wilkinson Iowa City, Iowa Norman, Oklahoma

247 SAU Catalog (Quark) 2/22/96 6:13 PM Page 248

Reference

Course Cross Reference

COURSE TITLE CROSS REFERENCE

CRJU 213 Statistics for Social Sciences HIST, PSCI, PSYC, SOC, SSCI 213

CSCI 330 Numerical Analysis MATH 330

ECON315 American Economic History HIST 359

EDUC 304 Child and Adolescent Psychology PSYC 304

EDUC 309 Educ. Psychology: Tests and Measurements PSYC 309

EDUC 329 Methods of Teaching Social Sciences HIST 395

GEOG 201 Physical Georgraphy NSCI 205

ENGR 110 Engineering Graphics IE 110

ENGR 220 Engineering Statics IE 220

ENGR 302 Engineering Dynamics IE 302

ENGR 303 Strength of Materials IE 303

ENGR 310 Materials Science IE 310

ENGR 312 Thermodynamics PHYS 321, IE 312

ENGR 320 Electromagnetic Theory II PHYS 304

HIST 213 Statistics for Social Sciences CRJU, PSCI, PSYC, SOC, SSCI 213

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

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

HIST 355 Religion in America THEO 355

HIST 359 Economic History in the U.S ECON 315

HIST 395 Methods of Teaching Social Studies EDUC 329

248 SAU Catalog (Quark) 2/22/96 6:13 PM Page 249

Reference

COURSE TITLE CROSS REFERENCE

IE 110 Engineering Graphics ENGR 110

IE 220 Engineering Statics ENGR 220

IE 302 Engineering Dynamics ENGR 302

IE 303 Strength of Materials ENGR 303

IE 310 Materials Science ENGR 310

IE 312 Thermodynamics PHYS 321, ENGR 312

MATH 330 Numerical Analysis CSCI 330

NSCI 205 Physical Georgraphy GEOG 201

PHYS 304 Electromagnetic Theory II ENGR 320

PHYS 321 Statistical Physics and Thermodynamics ENGR 312, IE 312

PSCI 213 Statistics for Social Sciences CRJU, HIST, PSYC, SOC, SSCI 213

PSYC 213 Statistics for Social Sciences CRJU, HIST, PSCI, SOC, SSCI 213

PSYC 304 Child and Adolescent Psychology EDUC 304

PSYC 309 Educational Psychology: Tests and Measurements EDUC 309

PSYC 318 Group Dynamics SOC 318

SOC 213 Statistics for Social Sciences CRJU, HIST, PSCI, PSYC, SSCI 213

SOC 318 Group Dynamics PSYC 318

SSCI 213 Statistics for Social Sciences CRJU, HIST, PSCI, PSYC, SOC 213

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

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

THEO 355 Religion in America HIST 355 249 SAU Catalog (Quark) 2/22/96 6:13 PM Page 250

Reference

Course Codes The following course codes are used on student records: ACCT Accounting OTS Occupational Therapy ART Art PADM Public Administration ASTR Astronomy PED Physical Education BIOL Biology PHIL Philosophy BUS Business Administration PHYS Physics CHEM Chemistry PSCI Political Science CIS Computer Information Systems PSYC Psychology COOP Cooperative Education REDG Reading-Developmental CRJU Criminal Justice RUSS Russian CSCI Computer Science SOC Sociology ECON Economics SPAN Spanish ECSE Early Childhood Special Education SPED Special Education EDUC Education SPEE Speech ENGL English SPST Special Studies ENGR Engineering FLAN Foreign Language FREN French GEOG Geography GERM German GREE Greek HED Health Education HIST History HP Honors Program IE Industrial Engineering IMD Management Development Institute LAT Latin LS Learning Skills-Reading MAC Master Of Accounting MATH Mathematics MBA Master In Business Administration MCJ Master Of Criminal Justice MCOM Mass Communications MED Master of Education MHCA Master of Health Care Administration MPS Master of Pastoral Studies MPT Master of Physical Therapy MSW Master of Social Work MUS Music NSS New Student Seminar NSCI Natural Science

250 SAU Catalog (Quark) 2/22/96 6:13 PM Page 251

Index SAU Catalog (Quark) 2/22/96 6:13 PM Page 252

Index Business Administration, Master of ...... 169 A Business Marketing and Management Teaching Minor ...... 72 Academic Advising...... 14 Academic Dishonesty ...... 56 C Academic Information...... 36 Academic Status, Graduate ...... 163 Calendar ...... 10 Academic Support Center ...... 14 Campus...... 7 Accelerating Progress Toward a Degree ...... 47 Campus Activities Board...... 17 Accounting ...... 60 Career Development Center ...... 15 Accounting, Master of...... 166 Catholic Studies ...... 110 Administrative Staff ...... 222 Change of Registration ...... 56 Admissions ...... 19 Chaplain/Campus Ministry ...... 15 American Government Teaching Major ...... 142 Chemistry ...... 77 Applicants 23 Years of Age and Older...... 22 Children’s Campus Child Care Center and Preschool Applicants Less Than 23 Years of Age ...... 19 15 Application for Graduation ...... 50 Class Attendance...... 51 Application Procedures ...... 21 Class Load, Graduate ...... 51 Applied Management Technology, Class Load, Undergraduate ...... 51 Bachelor of ...... 42, 62 Classification of Undergraduate Students ...... 49 Art63 Clubs and Organizations ...... 15 Assessment of Prior Experiential Learning ...... 48 College-Level Examination Program (clep) ...... 48 Astronomy ...... 66 Combination Language Major...... 99 Athletic Coaching ...... 135 Commencement ...... 50 Athletic Training ...... 133 Computer Information Systems ...... 79 Athletics ...... 15 Computer Science ...... 79 Auditing ...... 55 Cooperative Education...... 15, 27, 82 Counseling ...... 16 B Course Codes ...... 250 Course Numbers ...... 51 Bachelor of Applied Management Courses Cross Referenced...... 248 Technology ...... 42, 62 Courses for General Education Requirements . . . . 44 Bachelor of Arts Degree Requirements ...... 37 Criminal Justice ...... 82 Bachelor of Education...... 84 Criminal Justice, Master of ...... 179 Bachelor of Elected Studies Degree...... 43 Curricula and Course Descriptions, Bachelor of Music Education Degree Graduate ...... 161 Requirements ...... 40 Curricula and Course Descriptions, Undergraduate 59 Bachelor of Science Degree ...... 40 Bachelor of Science in Occupational Therapy . . . . 40 D Beliefs of St. Ambrose University ...... 6 Biology...... 67 Dean’s List ...... 54 Board and Room ...... 29, 30 Degree Requirements ...... 37 Board of Directors...... 220 Degrees...... 36 Bookstore ...... 15 Dismissal ...... 56 Business Administration ...... 71

252 SAU Catalog (Quark) 2/22/96 6:13 PM Page 253

Index

E Graduation Honors ...... 50 Early Childhood Special Education ...... 87 Grants ...... 26 Early Enrollment, High School Student...... 20 Greek ...... 102 Economics ...... 83 Guest Student Applicant ...... 20 Education ...... 84 Education, Bachelor of ...... 85 H Education in Counseling, Master of...... 182 Health Care Administration, Master of ...... 193 Education in Juvenile Justice Education, Health Education...... 103 Master of ...... 182 Health Services Programs ...... 48 Education in Special Education, Master of . . . . . 182 Health, Physical Education Elected Studies Degree, Bachelor of ...... 43 and Sport Science...... 133 Elementary Education ...... 86 High School Student Early Enrollment ...... 20 Endowed Chairs ...... 8 History ...... 103 Engineering...... 95 History of St. Ambrose University...... 7 English ...... 96 Honors, Graduation...... 50 Expenses...... 29 Expenses, Graduate...... 164 I Industrial Engineering ...... 106 F Interdisciplinary Programs...... 110 Faculty ...... 227 Catholic Studies ...... 110 Fax Policy...... 33 General Science ...... 110 Finance Major...... 71 Peace and Justice ...... 110 Financial Aid...... 24 Women’s Studies ...... 110 Food Service...... 16 International Students ...... 21 Foreign Language in Translation ...... 100 International Studies Program ...... 48 Foreign Languages ...... 99 French...... 100 L Freshman Applicant ...... 19 Lab Fees ...... 30 Language Major, Combination ...... 99 G Latin ...... 111 GED Applicant ...... 20 Learning Skills Courses...... 111 General Business...... 71 Library and Learning Center ...... 16 General Education Requirements, Loans ...... 26 Courses for ...... 44 General Science ...... 110 M Geography ...... 101 Major, Statement of...... 50 German ...... 102 Management and Organizations Major ...... 71 Grading System, Graduate...... 54, 162 Marketing ...... 71 Grading System, Undergraduate ...... 51 Mass Communications ...... 112 Graduate Class Load ...... 51 Master of Accounting ...... 166 Graduate Curricula Master of Business Administration ...... 169 and Course Descriptions...... 165 Master of Criminal Justice...... 179 Graduate Programs, General Information ...... 162 Master of Education in Counseling ...... 182

253 SAU Catalog (Quark) 2/22/96 6:13 PM Page 254

Index

Master of Education R in Juvenile Justice Education ...... 182 Recognition...... 6 Master of Education in Special Education ...... 182 Refunds...... 32 Master of Health Care Administration ...... 193 Registration, Change in ...... 56 Master of Pastoral Studies ...... 197 Resident Students ...... 33 Master of Physical Therapy...... 202 Retaking a Course...... 55 Master of Social Work...... 211 Retired Learners ...... 33 Mathematics ...... 115 Room and Board ...... 29, 30 Mathematics Education ...... 115 Mission of St. Ambrose University ...... 6 S Music ...... 119 Schatz Wildlife Art Scholarship...... 63 Music Education Degree, Bachelor of ...... 40 Scholarships ...... 25 Second-Grade Option ...... 55 N Secondary Education Licensure...... 87 Natural Science ...... 122 Seminary...... 34 New Student Seminar ...... 16, 122 Services for Students with Disabilities ...... 16 Non-Degree Student ...... 20, 22 Social Work, Master of ...... 211 Non-Discrimination Policy ...... 8 Sociology ...... 150 Spanish ...... 153 O Special Education, Early Childhood ...... 87 Occupational Therapy ...... 123 Special Education Endorsements...... 93 Occupational Therapy Requirements Special Education Fifth Year Program ...... 92 Bachelor of Science in ...... 40 Special Expenses...... 30 Other Programs...... 49 Special Studies, Bachelor of Arts in ...... 41 Speech ...... 154 P Sports Management...... 135 Pass/No Pass Option ...... 54 Statement of Major ...... 50 Pastoral Studies, Master of ...... 197 Student Government, Graduate ...... 17 Peace and Justice ...... 110 Student Government, Undergraduate ...... 17 Philosophy ...... 130 Student Health ...... 17 Physical Education ...... 133 Student Life and Support Services...... 14 Physical Education Teaching Major...... 135 Student Services Division ...... 17 Physical Therapy, Master of ...... 202 Student Teaching Semester ...... 85 Physics ...... 140 Students with Disabilities, Services for ...... 16 Political Science ...... 142 Substance Abuse Counseling Concentration . . . . 150 Practitioner Preparation Program...... 84 Pre-Law Program and Certificate...... 49, 142 T Prior Experiential Learning, Assessment of ...... 48 Testing Services ...... 17 Privacy Act ...... 8 Theatre ...... 155 Probation ...... 56 Theology...... 156 Psychology ...... 144 Transcripts ...... 33 Public Administration ...... 149 Transfer Applicant...... 19 Transfer Policies and Credits...... 47

254 SAU Catalog (Quark) 2/22/96 6:13 PM Page 255

Index

Tuition, Graduate ...... 29 Tuition, Undergraduate ...... 29 Tuition Refunds ...... 32 Tutoring ...... 17

U Undergraduate Class Load ...... 51 Undergraduate Curricula and Course Descriptions. 59 Undergraduate Grading System...... 51 University Employment...... 27

W Warning, Probation and Dismissal...... 56 Withdrawal from the University ...... 56 Withdrawal from a Course ...... 56 Women’s Studies...... 110 Workshop in Youth Ministry ...... 160

Y Youth Ministries ...... 160, 201

255