2012–2013 Academic Catalog

Quincy, Illinois 2012-2013 ACADEMIC CATALOG

POLICY CHANGES AND DISCLAIMER The provisions of this bulletin are not an irrevocable contract between the University and the student. The University reserves the right, in its sole discre- tion and judgment, to make changes of any nature in the University academic A Catholic Franciscan University founded by program, courses, schedule or calendar which would include the elimination the Franciscan Friars of the Sacred Heart Province and/or modification of programs, departments, degree offerings, as well as the rescheduling of classes, with or without extending the announced academic term, the cancellation of scheduled classes, or other academic activities. Payment of tuition or attendance at any classes shall constitute a student’s acceptance of the University’s rights set forth herein and the University’s right to change any provision or requirements set out in the catalog at any time. The official University academic catalog can be found online at www.quincy.edu. The University reserves the right to withdraw a student for cause at any time.

GRAMM-LEACH-BLILEY ACT Quincy University has enacted a comprehensive information security program mandated by the Federal Trade Commission’s Safeguards Rule and the Gramm- Leach-Bliley Act. The Director of Human Resources is designated as the Program Officer responsible for coordinating and overseeing the Program. A detailed description of the program is available in the Office of Human Resources.

NON-DISCRIMINATION POLICY Quincy University is committed to providing equal opportunity to all qualified individuals in its employment and personnel practices and its admission, education programs and activities, and treatment of students. It does not discriminate against any person on the basis of race, religion, age, ethnic or national origin, gender, disability, veteran status, marital status, sexual orientation or political persuasion. Any grievances pertaining to discrimination should be directed to the Director of Human Resources.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT, 1974 In accordance with the Family Educational Rights and Privacy Act of 1974 (34 C.F.R. Part 99, as amended), Quincy University permits students access to their educational records. According to this law, parents as defined in the Internal Revenue Service code of 1954, Section 152, also are granted access to their dependent’s records. Please refer to the Student Handbook for a more detailed 1800 College Avenue explanation of University procedures. In addition, Section 510 of the Veterans’ Education and Employment Act of 1976 (P. L. 94-502) provides that records and Quincy, Illinois 62301-2699 accounts of veterans and other students shall be available for examination by 217.228.5432 (automated) government representatives. 217.222.8020 www.quincy.edu GENERAL INFORMATION ACADEMIC CALENDAR

Table of Contents Academic Calendar 2012-2013

Academic Calendar 2012-2013...... 3 Mathematics...... 116 Fall Semester 2012 Mission And History...... 4 Music...... 119 Aug. 17 Fri ...... New students arrive. Residence halls open for new students only. Accreditation And Memberships...... 5 Nursing ...... 124 Aug. 17-20 Fri-Mon...... New students’ orientation and testing. General Information...... 5 Philosophy and Ethics...... 131 Aug. 19 Sun...... Residence halls open for upperclassmen. Aug. 20 Mon ...... Faculty/student conference day. Classes begin at 5:00 p.m. Undergraduate Academic Policies Physical Education...... 133 Aug. 28 Tues...... Late registration and add/drop period ends at 5:00 p.m. This also And Procedures...... 6 Physics...... 138 includes A Session courses. Liberal Arts Foundation Program...... 6 Political Science...... 139 Aug. 29 Wed...... Courses dropped beginning this date receive grade of “W”. General Requirements For UG Degrees...... 8 Pre-professional Programs Sept. 3 Mon...... No classes. Labor Day. Sept. 21 Fri ...... Last day to withdraw from A Session courses. Pre-Actuarial Science...... 142 Registration...... 11 Oct. 2 Tues...... Last day to add internships/practicums/independent study courses. Evaluation/Grading...... 12 Pre-EngineerIng...... 143 Oct. 1-5 Mon-Fri...... Franciscan Heritage Week (classes in session). Academic Honors...... 16 Pre-Law...... 100, 139, 144 Oct. 12 Fri ...... Last day of classes for Professional Studies (PS) and A Session courses. Academic Standing...... 17 Pre-Medical Sciences...... 62, 145 Oct. 11-12 Thurs-Fri...... No classes except PS/MBA. Special Credit Opportunities...... 18 Pre-Physical Therapy...... 52, 98 Oct. 15 Mon...... First day of classes B Session courses including PS courses. Midterm grades due at 4:00 p.m. for full semester 100/200 level courses. Special Study Opportunities...... 19 Psychological Studies...... 146 Oct. 22 Mon...... Last day to Add/Drop B Session courses. Classes dropped after this date Academic Support Services...... 23 Psychology...... 147 receive a grade of “W”. Undergraduate Admission...... 25 Science...... 151 Nov. 2 Fri ...... Last day to withdraw from full semester courses (Office closes at 4:30 Financial Policies...... 29 Sociology...... 152 p.m.) Nov. 5 Mon...... Registration for Spring 2013 Semester begins at 8:00 a.m. Undergraduate Financial Aid...... 33 Special Education...... 153 Nov. 16 Fri ...... Last day to withdraw from B Session courses. Student Life...... 37 Sport Management...... 156 Nov. 21-25 Wed-Sun...... No classes. Thanksgiving break. Curricula And Courses...... 40 Theatre...... 158 Nov. 26 Mon...... Classes resume at 8:00 a.m. Undergraduate Programs & Courses...... 41 Theology...... 160 Dec. 7 Fri ...... Last day of classes. Art ...... 42 University Courses...... 164 Dec. 10-13 Mon-Thurs.... Final examinations. Dec. 14 Fri ...... Residence halls close at noon. Aviation...... 47 Academic Success Skills...... 164 Dec. 17 Mon...... Grades due at noon. Biology...... 51 Career Planning...... 164 Business...... 55 Early Exploratory Internships...... 164 Spring Semester 2013 Chemistry and Forensic Science...... 62 First-Year Experience...... 164 Jan. 6 Sun...... Residence halls open at noon Clinical Laboratory Science...... 64 Senior-Year Experience...... 164 Jan. 7 Mon...... Faculty/Staff Conference day. Classes begin at 5:00 p.m. Communication...... 66 Honors Thesis...... 164 Jan. 15 Tues...... Late registration and add/drop period ends at 5:00 p.m. This also includes A Session courses. Communication And Music Production....71 Women’s And Gender Studies...... 166 Jan. 16 Wed...... Courses dropped beginning this date receive grade of “W”. Computer Science...... 72 Professional Studies (PS)...... 167 Jan. 21 Mon...... Martin Luther King Day; no classes, except PS/MBA classes meet. Criminal Justice...... 75 Business Administration...... 169 Feb. 5 Tues...... Last day to add internships/practicums/independent study courses Economics...... 78 Elementary Education...... 171 Feb 8 Fri ...... Last day to withdraw from A Session courses. Feb. 18-19 Mon-Tue...... President’s Day. No classes, except PS/MBA classes meet. Education...... 79 Human Services...... 171 Mar. 1 Fri ...... Last day of classes for Professional Studies (PS) and A Session courses. Education–Bilingual and ELL...... 85 MBA Pathway...... 173, 184 Mar. 2-10 Sat-Sun...... No classes. Spring Break. Education Studies...... 87 Graduate Programs...... 175 Mar. 11 Mon ...... Classes resume at 8:00 a.m. First day of classes for B Session courses Elementary Education...... 88 Graduate Policies...... 176 including PS courses. Midterm grades due at 4:00 p.m. for full semester English...... 91 Master Of Business Administration...... 184 100/200 level courses. Mar. 18 Mon...... Last day to Add/Drop B Session courses. Entrepreneurship...... 96 Master Of Science in Education...... 189 Mar. 25 Mon...... Registration for Fall Semester and Summer Sessions begin at 8:00 a.m. Exercise Science...... 98 Chicago Education Programs...... 200 Mar. 28 Thu...... Last Day to withdraw from full semester courses. General Studies...... 99 Master Of Science in Education Mar. 29-31 Fri-Sun...... No classes. Easter break. History...... 100 in Counseling...... 204 Apr. 1 Mon...... Classes resume at 5:00 p.m. Humanities ...... 104 Master of Theological Studies...... 211 Apr. 12 Fri ...... Last day to withdraw from B Session courses. May 3 Fri ...... Last day of classes. Human Services...... 106 Directories...... 215 May 6-9 Mon-Thurs.... Final examinations. International Business...... 109 Board of Trustees...... 215 May 10 Fri ...... Residence halls close at noon. Senior grades due at noon. Interpreter Training Faculty & Professional Staff...... 217 May 11 Sat...... Baccalaureate. and American Sign Language ...... 110 Index ...... 228 May 12 Sun...... Commencement. May 13 Mon...... Grades due at 12:00 noon. Languages...... 113 Campus Map...... 231 Management Information Systems...... 115 Summer Session 2013 A: June 3–June 27 B: July 1–July 25 C: June 3–July 25

2 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 3 MISSION AND HISTORY GENERAL INFORMATION

Mission and History Accreditation and Memberships Quincy University is accredited as a four-year university by The Higher Learning Commission, a Com- mission of the North Central Association of Colleges and Schools, 30 N. LaSalle Street, Suite 2400, Mission Statement Chicago, Illinois 60602-2504 (800.621.7440). It is approved by the Illinois State Educator Preparation and Licensure Board, 100 N. First Street, Springfield, Illinois 62707-0001 (217.782.4330), to offer Quincy University stands as a Catholic, independent, liberal arts institution of higher education programs for elementary and high school teacher certification. learning in the Franciscan tradition. Inspired by the spirit of Francis and Clare of Assisi, Quincy University is also a member of the American Council on Education, Association of Governing we respect each person as a sister or brother with dignity, value, and worth. We work Boards, Council for Higher Education Accreditation, Council of Independent Colleges, National As- for justice, peace, and the integrity of creation. We prepare men and women for lead- sociation of Independent Colleges and Universities, Association of Catholic Colleges and Universities, Association of Franciscan Colleges and Universities, College Consortium for International Studies, ership and for the transformation of the world by educating them to seek knowledge the Associated Colleges of Illinois, the Federation of Independent Illinois Colleges and Universities, that leads to wisdom. We welcome and invite all to share our spirit and life. Association for Supervision and Curriculum Development, Illinois Association of Colleges for Teacher Education, Illinois Association of Teacher Educators, Illinois Association for Teacher Education in Private Colleges, National Association for Professional Development Schools, and the Council for History and Heritage Exceptional Children. The University is approved by the State Approving Agency for educational assistance benefits Christ said to St. Francis of Assisi, “Go, rebuild my Church which, as you see, is falling to veterans and veterans’ dependents and by the Immigration and Naturalization Service of the into ruin.” From that moment over 800 years ago to the present day, this has been the U.S. Department of Justice. mission of the Order of Friars Minor, commonly known as “Franciscans” after the name of their founder, St. Francis. The Order includes many thousands of men and women who take the vows of religious life and many more Christian faithful who belong to General Information the Secular Franciscan Order. The center of their life is to live as St. Francis, bringing LOCATION AND CAMPUS aid to those who most need help. The history and heritage of Quincy University began Nestled within Quincy, Illinois, a city situated on limestone bluffs overlooking the Mississippi River, and continues as part of the story of the Franciscan Order, and specifically of the Sacred Quincy University’s local campus includes a Main and North campus, connected by shuttle service. Heart Province of the Order. Other programs are offered online and in Chicago and Springfield, Ill. Franciscan vision channels the power of wisdom in service to others. This vision inspired Main Campus offers a combination of comfortable living, modern technology, and natural beauty. Franciscan friars from Germany arriving as missionaries to rural Illinois in 1858. Among The classic architecture of the main academic building, Francis Hall, includes high ceilings, tall stained glass windows, gorgeous woodwork, a Tower and chapel that is lit at night. The campus the first initiatives of these friars of the Sacred Heart Province stands the foundation of is home to the century old St. Francis Solanus Chapel and San Damiano All-Faiths Chapel. North a college at Quincy in 1860. The friars, immediately responsive to the need for education Campus includes academic classrooms, music and science facilities, auditorium, and the soccer and in frontier Illinois, served this need by providing liberal arts education in the Catholic softball athletic fields. QU Stadium, home of the men’s baseball field and football practice complex, Franciscan tradition. They originally named the institution St. Francis Solanus College af- lies between Main and North Campus. QU football is played at the newly turfed, 4,000 seat, Flinn Stadium located on Quincy’s historic Maine Street. ter a Hispanic missionary hero of the Franciscan outreach in the Western Hemisphere. The campus and surrounding area offer many opportunities for outdoor recreation. The campus is Their missionary spirit animates the mission of the University down to the present. Years green in the summertime and bursting with color in the fall and spring. With on-campus wireless of growth and development followed. The State of Illinois chartered the college in 1873. Internet access, seating and lawn areas provide students an incredible backdrop for those who In 1917, the institution was renamed Quincy College and Seminary in recognition of the enjoy spending time outdoors. Every resident room is equipped with high-speed Internet access and students have access to six computer labs on campus. community’s support. The admission of women in 1932 represented another milestone. The county seat of Adams County, Quincy is described as a “small, big city.” With a population of After World War II, enrollment surged with a corresponding increase in faculty both 45,000, Quincy has all the comforts of a small town: safety, security, community pride, friendli- friar and lay. The College later was accredited by the North Central Association of Col- ness. Serving as the regional hub, Quincy also has big-city benefits: a variety of employers and leges and Universities in 1954. industries, recreational opportunities, history, art, and nature. One of the oldest cities in Illinois, Quincy is recognized as one of the three cities in the state having architecturally and historically The college officially adopted the name Quincy College in 1970. And an historic change significant structures. in 1993 resulted in a new status and a new name: Quincy University – a Catholic, in- dependent, liberal arts institution of higher learning that stands in the centuries old THE BRENNER LIBRARY Franciscan, Christian tradition of education. Brenner Library is the access point for an extensive collection of resources supporting the curricular needs of the Quincy University community. The library provides an environment for group or indi- Recalling the words of one Franciscan friar in recognition of the institution’s 150th An- vidual research and study in a space which incorporates the latest technology and an extensive print niversary, Quincy University continues “to prepare women and men who will be instru- collection. Access to over 30 research databases is available from within the library and remotely. ments of peace, forgiveness, truth, freedom, hope, joy and love for this world.” Numerous computer workstations, wireless connectivity, and computing assistance are provided.

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Included in the library’s 200,000 volume print collection is an extensive circulating collection, a years. Except for courses in the Core and the physical education requirement, students may take 4,000 volume rare book collection dating from the 15th century, an Instructional Materials Center a higher numbered course to fulfill the general education requirement. of print and non-print materials to support the teacher education programs, and an extensive Goals of the LAFP recorded music and film collection. Librarians provide research assistance and instruction upon request. The library is a member of the Consortium of Academic and Research Libraries in Illinois. 1. Students encounter a variety of aesthetic experiences and demonstrate that they have the tools with which to think critically about them; The library houses the Gray Gallery, established by Robert Lee Mejer (its first and only curator) in 2. Students demonstrate that the learned skills of each QU student include critical thinking and 1968. Its primary purpose is to afford the community an opportunity for direct experience with a problem solving; variety of media, styles and quality of works of art (both historical and recently more contemporary) 3. Students demonstrate that their learned skills include effective written and oral communication; as well as, visual ideas. Besides featuring national, regional and state exhibitions/artists, the Gallery 4. Students demonstrate that they meet the standards of information literacy as defined by the provides an annual setting for its Art Faculty and Student Art exhibitions, and the Baccalaureate Association of College and Research Libraries; Senior Exhibition. The Gallery also brings in annually a Visiting Artist who presents workshops for 5. Students demonstrate growing leadership capabilities, team working and team building the community and QU students. skills that will prepare students for ethical lives of responsible leadership and service in an increasingly complex professional and personal world; FACULTY 6. Students demonstrate familiarity with cross-cultural studies that make students aware of a Excellent teaching is the emphasis at Quincy University. To further this end, faculty members are global culture marked by racial, ethnic, gender and regional differences; selected from those who show a preference for teaching in a private, liberal arts university. Although 7. Students demonstrate an awareness and appreciation of the Western religious traditions, research and publishing are encouraged, promotion and tenure decisions are based primarily upon especially including Roman Catholic and Franciscan; teaching and academic advising. The University is proud of the commitment to students shown by 8. Students demonstrate basic scientific competency; its faculty and dedicates itself to an ever-improving faculty performance. 9. Students demonstrate basic mathematical competency; 10. Students demonstrate basic technological competency; PRE-LAW CENTER 11. Students develop the ability to weigh evidence without bias, tolerate ambiguity, and use The newly constructed Pre-Law Center is a modern learning facility that includes a Mock Trial ethical principles in their academic and personal lives. courtroom. The center is designed to prepare students for advanced study in law school. Quincy’s Signature Courses in the LAFP nationally recognized Mock Trial Team sharpens students’ competitive edge as they try cases The University Signature Courses, hours taken in theology and/or philosophy, are those courses against teams from around the country. that especially support our Franciscan mission. Two of these courses – Western Religious Traditions and Ethics – are included in the Core curriculum. Six additional hours consisting of Theology and HEALTH AND FITNESS CENTER a choice between Theology (TRS) and Philosophy (PHI) are also required. The Health and Fitness Center features 3 multipurpose gymnasium courts, 2 racquetball/handball courts, 6-lane intercollegiate swimming pool and whirlpool, elevated running/walking track, a Writing Across the Curriculum fitness room with 36 Flex and Paramount machines, Iron-Grip plates, and other accessories, an Because Quincy University is committed to graduating students who are capable writers, the Liberal aerobics/dance/karate studio, and cardio area featuring a Cardio Theatre and 17 cardio machines. Arts Foundation Program requires four designated ”writing-enriched“ courses after completion of The center also offers a variety of fitness classes and personal trainers. ENG 111 and ENG 112. One course in the major is strongly recommended. Students transferring in STUDENT ADVISING 48-85 hours need 2 writing-enriched (W:) courses (one in the major recommended) and students transferring in 86 hours or more must complete one (preferably in the major). Because proper guidance is central to a fine education, Quincy University stresses that next to teaching is the academic advising of students. Each first-year student is assigned to an experienced Technological Literacy in the LAFP academic advisor. All full-time students with a declared major are assigned to faculty advisors in The University is committed to graduating technologically literate students. Students will be re- the major field who assist with planning the degree program and preparing for employment or quired to achieve minimum technological competency as defined by the departments, divisions, advanced study. or schools. These academic units will be responsible for demonstrating that the technology com- petency requirements have been met. Undergraduate Academic Policies and Procedures The Quincy University Service Learning Requirement Service learning is a type of experiential education that fulfills academic goals with activities that LIBERAL ARTS FOUNDATION PROGRAM address human and community needs. Community service is deeply embedded in the foundation of Quincy University as a Catholic, Franciscan institution. A service learning activity is an unpaid, The Liberal Arts Foundation Program (LAFP) at Quincy University provides the foundation for a voluntary project performed by a student or group of students with an approved non-profit agency, liberal arts education. The LAFP includes a ”core“ curriculum of 21 hours that is important in giving institution, or organization that benefits the local, national, or global community. The primary QU a special identity; the LAFP Core courses are those that particularly support our mission – provid- beneficiary of this service is the institution and the people it serves rather than the student. ing students with a clear sense of ethical and spiritual identity, and strong communication skills – so students can work towards the ”transformation of the world.“ Because students will take these 1. Beginning in Fall 2010, all incoming first-year students at Quincy University must perform 30 Core courses during the years specified, the classes and conversations about them help provide a hours of approved service learning activities before being certified for graduation. Students shared and continuing liberal arts experience. Courses marked by the asterisk are the ”Core“ and are strongly encouraged to complete the required service learning hours by the end of the should be taken during the year specified. Because of the foundational nature of the classes, it is junior year. recommended that 100-level and 200-level courses in the LAFP be completed before the end of the sophomore year, except for the fine arts course, which can be taken at any time during the 4

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2. Undergraduate students (excluding PS students) who transfer to Quincy University must University. Twenty-seven (27) hours must be at the 200-400 level. A maximum of 12 hours from meet the following requirement: “nontraditional” sources may be applied, with the approval of the Chair or Dean (see p. 18). No transferred semester credit hours: 0-23.9 hours – 30 service learning hours more than 42 hours of 200-400 coursework taken from a single discipline (excluding courses taken 24-47.9 hours – 20 service learning hours to satisfy the General Education requirements) may count toward the 124 credit-hour minimum 48 hours or more – 10 service learning hours required for the bachelor’s degree. Students may be required by their department to take ad- 3. Students are required to prepare and submit a critical reflection about each service learning ditional credit hours above the 42 hours maximum from a single discipline. experience. Criteria for the critical reflection will be provided. Students may complete concurrently two majors by meeting the specific requirements for each major as set forth in the catalog. Each major must have 27 unique hours at the 200-400 level. I. GENERAL REQUIREMENTS FOR UNDERGRADUATE DEGREES Both majors will be listed on the student’s transcript. If both majors are within the same degree program (e.g., B.A., B.S.), the student will receive only one degree and diploma. A. Cornerstone & Capstone Courses (3 hours) Practicum or internship credit is not allowed in the basic 33-hour major requirement but does * FYE 100 First-Year Experience apply to the 42-hour maximum. * SYE 400 Senior-Year Experience During their senior year, candidates for the baccalaureate degree participate in a coordinating, comprehensive experience in their major field. Normally this experience is the senior seminar which B. The Core Curriculum Courses* (18-21 hours) provides an in-depth study of a topic within the discipline which promotes research, evaluation, Year 1 and discussion. In some instances, the comprehensive experience is gained through an applied * English (6 hours): ENG 111 Composition and ENG 112 Composition & Texts activity such as a practicum, an internship, or student teaching. This comprehensive experience in the major must be completed in residence or through QU (this requirement may not be met * Theology (3 hours): TRS 116 Western Religious Traditions through transfer credit). Year 2 Minimum and Maximum for Majors: 33-42 hrs. * Literature (200-level) (3 hours): chosen from ENG 230 World Literature I; ENG 231 World F. Electives: Literature II; ENG 210 British Masters I; ENG 211 British Masters II; ENG 220 Major American At least 27 elective hours must be taken outside the course code designation(s) of the major. Writers; ENG 225 Major Ethnic and Minority Voices in American Literature; ENG 260 Fiction; Minimum for Electives: 27 hrs. ENG 261 Poetry; ENG 262 Drama; ENG 263 Comedy in Literature * Communication (3 hours): COM 101 Fundamentals of Public Speaking G. Interdisciplinary Majors Interdisciplinary majors at Quincy University require a minimum of 36 and a maximum of Year 3 or 4 48 credit hours of coursework at the 100-400 level of which 21 hours must be completed at * Ethics (3 hours): One 300-400 level ethics course chosen from PHI 321 Ethical Theories; PHI Quincy University. Twenty-seven hours must be at the 200-400 level. The interdisciplinary 323 Bioethics; PHI 325 Environmental Ethics; PHI 327 Business Ethics; PHI 329 Ethics and major shall consist of 21-27 hours in the primary field, 15-21 hours in the secondary field, Technology or another approved Ethics (E:) course and in some cases, 12-15 hours in a tertiary field. Hours earned in an identified tertiary field * Global/Cross-Cultural Studies (3 hours): one class that has been designated (G:) as meeting may be used as elective hours. Students must earn a minimum of 18 upper-level hours in the the LAFP global/cross-cultural studies goal or one full semester of study abroad primary and secondary fields of the major. C. The Liberal Arts Foundation Courses (24-25 hours) The requirements for the interdisciplinary major shall apply to those majors that are part of the regular curriculum and to collaboratively designed interdisciplinary contract majors Social Science (6 hours): 100 or 200 level courses chosen from two different areas: Criminal developed in accordance with the applicable provisions for such majors as stated on p. 19 Justice (CRJ), Economics (ECO), Human Services (HMS), Political Science (POL), Psychology in the University catalog. (PSY), or Sociology (SOC) Sciences (7 or 8 hours consisting of one life science and one physical science and including one II. QUANTITATIVE AND RESIDENCY REQUIREMENTS FOR UNDERGRADUATE DEGREES lab): BIO 111 Life Sciences, SCI 115 Physical Sciences or discipline-specific science course A. For the baccalaureate degree, a student must: Mathematics (3 hours): MAT 124 Applied College Algebra or MAT 125 College Algebra 1. Complete satisfactorily a minimum of 124 semester hours of courses as described under Fine Arts (3 hours): one Music, Art, Theatre, or Film course or approved THE or MUS courses graduation requirements above and below. This should include a minimum of 39 semester History (3 hours): chosen from HIS 101 World History I; HIS 102 World History II; HIS 111 U.S. hours of upper-level (300-400) courses unless otherwise stated in this catalog. History I, HIS 112 U.S. History II 2. Fulfill the requirements of the major or area of concentration as set forth under each Physical Education (2 hours): PED 265 Personal Health & Wellness academic program, including a minimum of 27 semester hours of courses at the 200-400 level in the major, 21 of which must be taken at QU. D. University Required Signature Courses (6 hours) 3. Earn at least 30 semester hours in residency at Quincy University including 21 hours in Theology (3 hours) - choose any TRS course the major or area of concentration. Philosophy/Theology (3 hours) - choose any PHI or TRS course 4. Transfer students must earn a minimum of 56 semester hours from a 4-year college or E. Major Courses: university. No later than the end of the sophomore year, each student must select a major program of stud- B. For a second baccalaureate degree when the first degree was earned from Quincy ies. This may be in one discipline or may combine several, but any major selected must conform University, a student must present a minimum of 27 hours in the second major (or area to the stipulations set forth in the curricula section of this catalog. of concentration) at the 200-400 level, 21 of which must be taken in residency at Quincy Majors at Quincy University require a minimum of 33 credit hours of coursework at the 100-400 University, fulfill any other requirements stated for the major as published in this catalog, level in a single course code designation (ACC, BIO, etc.), 21 of which must be completed at Quincy and present a minimum of 144 credit hours for the combined degrees.

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C. For a second baccalaureate degree when the first degree was earned elsewhere, a REGISTRATION student must: Students admitted to the University enroll in classes through the Office of the Registrar or with 1. Earn 30 semester hours in residency at Quincy University, including 3 hours of theology their advisor on the specific dates listed in the University calendar. All degree-seeking students or 6 credit hours of theology taken elsewhere. must consult with their designated faculty advisor prior to registration for authorization to reg- 2. Present a minimum of 27 hours in the second major (or area of concentration) at the ister for courses. 200-400 level, 21 of which must be taken in residency. If previous courses satisfy some of The unit of credit is the semester hour. Each semester hour represents the equivalent of one class the major requirements, the department will designate other courses that will enhance period of 50 minutes in length for 15 weeks of instruction plus one exam week. Sessions varying the major. in length satisfy equivalent standards. 3. Fulfill any other requirements stated for the major as published in this catalog. The normal course load for a full-time undergraduate student varies from 15 to 18 credit hours. D. For an associate degree (A.A. or A.S.), a student must: Approval for more than 18 hours must be sought from the Vice President for Academic Affairs, 1. Complete satisfactorily a minimum of 64 semester hours including all the general education and tuition per credit hour is charged for each credit hour over 18 (see Financial Policies). courses listed on pp. 8-9 except for SYE 400 and requirements listed under Year 3 or 4. A late registration fee may be charged to those who fail to register by the end of the add/drop 2. Complete an approved emphasis area of 15 semester hours. period at the beginning of each semester. 3. Earn at least 18 hours in residency at Quincy University including the last 15 semester No credit is granted for courses in which the student is not properly registered. Proper hours. registration, including dropping and adding courses, is the personal responsibility of 4. Declare in writing the intention to earn an associate degree at least one full semester each student. prior to completion. FULL-TIME STUDENTS III. QUALITATIVE REQUIREMENTS FOR UNDERGRADUATE DEGREES The minimum course load required to maintain full-time undergraduate status during the regular To earn an undergraduate degree at Quincy University, a student must: semester is 12 credit hours. Eighteen hours is considered the ordinary maximum; permission to A. Offer a minimum cumulative grade point average of 2.0 (a “C” average). exceed this limit must be sought from the Vice President for Academic Affairs. B. Achieve a minimum 2.0 cumulative average in the major area of concentration and minor PART-TIME STUDENTS emphasis, if applicable. Undergraduate students enrolled for fewer than 12 credit hours during a regular semester are Each school or division has the right to accept or reject courses in the major or area of concen- classified as part-time students. Costs are determined on a per credit-hour basis. tration in which “C-” or lower grades have been earned. CLASS STANDING IV. ACADEMIC CATALOG COVERING GRADUATION REQUIREMENTS Class standing or rank is determined by the number of credit hours completed as shown on the The catalog governing graduation requirements may be the catalog current at the time the following scale: student enters the University or any subsequent catalog during the period enrolled. If students Credit Hours Class Rank interrupt their education for more than one year, they will follow the catalog current at the time they are readmitted. See Returning Student Readmission, p. 28. Beginning 2010-2011, the 0-23.9 Freshman official catalog can be found online at www.quincy.edu. 24-47.9 Sophomore 48-85.9 Junior V. APPLICATION FOR GRADUATION 86 or more Senior Candidates for degrees should file an Application for Graduation with the Office of the CHANGES IN REGISTRATION Registrar. May and August degree candidates must file no later than February 1 in the academic year in which they expect to graduate. December degree candidates must file no later than All changes in registration (adding or dropping courses, or changing sections of courses) must be February 1 of the prior Spring Semester. A non-refundable application fee will be charged when made officially online or in the Office of the Registrar by completing the proper forms and by the the application is filed. Failure to file an application on time may result in a later graduation appropriate deadline. date or late application fee. DROPPING OR ADDING COURSES AND/OR WITHDRAWAL FROM COURSES Students who do not complete their degree requirements by the date for which they originally It is a student’s responsibility to be properly registered for courses and to adhere to University applied for graduation must complete a new application indicating their new anticipated policies regarding adding and dropping courses: graduation date (additional reapplication fees may apply). • No student may add a course after the add/drop period without approval from the Vice VI. PARTICIPATION IN COMMENCEMENT CEREMONY President for Academic Affairs. Students with six (6) or fewer credit hours to complete in their undergraduate baccalaureate • Courses officially dropped before the end of the add/drop period will not be recorded degree may participate in the May commencement ceremony. Students who have completed on transcripts. all degree requirements except the required practicum(s) or professional experience (maximum • Courses officially dropped after the end of the add/drop period will be recorded with a of eight credit hours) may also participate in the May commencement ceremony. Undergradu- grade of “W”. ate students who have yet to complete student teaching and the associated seminar in the “Official drop or withdrawal” means that a student has submitted to the Registrar the official teacher education program may not participate in commencement until student teaching has forms including instructor and advisor signatures. Normally, students may not withdraw from been successfully completed. For graduate students, please refer to the appropriate section individual courses after the eleventh week of a semester or the 6th week of an 8-week course. If listed in the back of this catalog for specific graduation requirements by program. extenuating circumstances apply, the student may petition withdrawal through the Vice President

10 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 11 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES for Academic Affairs. A student who stops attending a class without an official withdrawal C- 1.70 will be given an “F” for the course on the transcript. See Class Attendance Policy, p. 15. See D+ 1.30 the summer course schedule for summer term add/drop dates. Also see Statement of Satisfactory Academic Progress policy, p. 35. D 1.00 Unsatisfactory Indicates the lowest undergraduate passing grade, and only the mini- mum understanding of the subject matter and/or academic work of WITHDRAWAL FOR MILITARY SERVICE a marginal quality. When a student is called to active military service during an academic term, it is the student’s re- F Failure Indicates a lack of even minimal understanding of the subject matter sponsibility to notify the Registrar and to provide copies of the appropriate military orders. and/or unacceptable academic work. A student called to active military service will be allowed a reasonable time to complete course requirements missed during his or her military duty. The student will receive a grade of “IN” (in- IN Incomplete Indicates required work has not been completed. The Incomplete complete) if the absence extends through the end of the semester. When completion of the course must be removed by the due date set by the instructor. This is not to requirements is impractical, the student may choose to withdraw from the course(s). exceed one full semester after the one in which it was granted unless If no academic credit is received, all tuition and fees paid by the student, minus any financial aid approved as stated on p. 15; otherwise it will be converted to an “F”. that must be returned to the funding programs, will be applied to the semester during which the P Passing Indicates a passing grade in courses for which a student has selected student returns. Room and board payments will be credited on a pro-rated basis. the Pass/Fail option or that are graded on a Pass/Fail basis. WITHDRAWAL FROM THE UNIVERSITY/LEAVE OF ABSENCE W Withdrawn Indicates the student has withdrawn from a course in compliance with Students who find it necessary to withdraw from the University must contact the Office of Aca- the policy stated on p. 12. demic Support Services to complete an official withdrawal form and/or a Leave of Absence request. AU Audit Indicates that the student has registered for the course on a non-credit A student who stops attending a course(s) or the University without filing an official basis. withdrawal will be given an “F” for each course on the transcript. DE Deferred Indicates the grade has been deferred. See Class Attendance Policy, p. 15, Refunds: Tuition, p. 32, and Title IV Student Financial Aid, p. 33. NC No Credit Indicates a course for which no separate credit is given, such as a lab Quincy University students may take a Leave of Absence from the University for up to ONE full or clinical. year. This leave of absence guarantees that these students will not have to reapply to the Uni- versity when they return, and they will remain under their entry-year level catalog requirements. ACADEMIC HONESTY The educative mission of the University is defeated when community members decide to compro- EVALUATION/GRADING mise their integrity for the appearance of academic achievement. Thus, the following are against Official grade reports are issued to students by the Registrar or made available online at the end policy: of each semester. Midterm grades for lower-division courses are also available to freshman and 1. Cheating by any method on examinations or other academic work. sophomore advisors for advisement purposes. 2. Falsifying grade reports, transcripts, notes, identification cards, letters of authorization and/ Semester grades are determined by the instructor according to the grades earned by the student or other official University documents. in all phases of academic work: class discussions, tests, laboratory work, reports, term papers, themes, and semester examinations. 3. Plagiarism is the stealing or using of passages or images, either word for word or in sub- Quincy University uses a letter grading system in all undergraduate courses and programs. Although stance, from the writings of another and presenting them as one’s own. Plagiarism applies other methods of grading such as points or percentages may be used at the discretion of the in- as well to those who allow their work to be copied by others. Further, the stealing of ideas dividual professor throughout and at the conclusion of a course, the official grades of record are is considered a form of plagiarism punishable by law. letters. Hence, all faculty will be expected to convert those other grading systems to letter grades Students found guilty of academic dishonesty are subject to various sanctions depending upon the based on the standards described. extent, nature, and frequency of occurrence. These include, but are not restricted to, failure on the UNDERGRADUATE PROGRAMS particular assignment, failure in the course, and dismissal from a program or from the University. The instructor will determine the grade for the relevant project and for the course. A database of The following is the system of grading used at Quincy University for undergraduate programs: student violations of academic honesty is maintained by the University, and repeated violations will A 4.00 Excellent Indicates the highest level of achievement in the subject and an out- automatically trigger a review process on the University level, which will determine the appropri- standing level of intellectual initiative. ate additional penalties to be given. Students should familiarize themselves with the procedures A- 3.70 associated with academic dishonesty which are described in the Student Handbook. B+ 3.30 ACADEMIC ASSESSMENT B 3.00 Good Indicates a good level of achievement, intelligent understanding and Assessment at Quincy University facilitates the continuous improvement of teaching and learning application of subject matter. in a learner-centered environment. Its purpose is to provide evidence about the extent to which our students are successfully and effectively learning; that our faculty are appropriately guided and B- 2.70 supported while engaged in teaching; and that our policies and resources are distributed toward C+ 2.30 those ends, in keeping with the mission of the University. C 2.00 Satisfactory Indicates academic work of an acceptable quality and an adequate Assessment is not intended to be an end unto itself. Rather, it is a vehicle to effect educational understanding of the subject matter. improvement, bringing the values and vision of the institution into the reality of our teaching and learning processes. Further, the assessment of academic success is an essential component in the evaluation of overall institutional effectiveness.

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To ensure the greatest possible degree of effectiveness, assessment of student learning at Quincy CHANGE OF GRADE University will be appropriately integrated at four interconnected levels: Once a grade is reported, it may be changed only by the faculty member who reported it. If an A. The Student error is detected, the correction should be made as quickly as possible. No grade change can be B. The Course made later than exam week of the next semester. C. The Program CLASS ATTENDANCE POLICY a. Liberal Arts Foundation Program (LAFP) b. Degree programs Quincy University is dedicated to learning and teaching. Because these activities depend for their D. The Institution success on presence and involvement, students are expected to attend all of their classes. Instruc- tors will make their specific attendance policies clear in their syllabi. Students are responsible for Additionally, the QU assessment program will operate within the following guidelines: making themselves aware of and abiding by the attendance policy of each instructor. Students 1. It will be an on-going process designed to acquire, analyze and disseminate relevant data over absent for any reason are still responsible for and expected to complete all required coursework time. as determined by the instructor. Instructors may require prior notice for foreseeable absences, 2. It will be a cumulative process that initially builds a body of data to guide curricular improve- and may require students to complete work before such absences. Instructors will make reason- ment, and thereafter, can be utilized with increasing sophistication to enhance overall teaching able accommodation for such circumstances as serious illness, emergency, or official participation and learning processes. in University-sanctioned events. Students missing more than twice the number of class meetings per week may be given the grade of “F” for the course by the instructor. Instructors will notify a 3. It will be a multi-faceted process utilizing multiple evaluative measures, at multiple organiza- student who will receive an “F” due to non-attendance. tional levels, to collect multiple forms of data from both internal and external sources. Financial Aid will be affected by non-attendance. Repayment of all or part of your aid may be 4. It will be a pragmatic process in that collected data on past and present practices will be carefully required if you receive a grade of “F” or withdraw. Required refunds due to withdrawal by the and critically evaluated to help Quincy University improve future experiences for both faculty student are returned to the fund from which aid was awarded. This may result in a balance due and students. to the University. 5. It will be a comprehensive process integrated throughout the entire institution - reflecting the University’s mission statement. E-MAIL POLICY Quincy University e-mail is one of the University’s official means of communication with students. Goals for Academic Assessment All QU students are expected to maintain a QU e-mail account and are responsible for any dead- 1. To continuously improve the teaching and learning environment at Quincy University. lines or action communicated through electronic mail. All students are automatically given a QU 2. To effectively coordinate the University’s institutional assessment efforts, including data collec- e-mail account, username and initial password. tion, analysis, reporting and warehousing. FINAL EXAMINATIONS 3. To systematically solicit pertinent assessment data from multiple internal and external Quincy University holds that a final examination or comparable culminating experience is required sources. in all courses to evaluate student achievement. Final examinations for traditional semester courses 4. To guarantee the transparency of assessment processes and the publication of assessment results are scheduled during a special examination period at the end of each semester. Final examinations to involved constituents. for courses in other sessions are held during the last class period. In all cases, the final examination 5. To substantively integrate assessment data into the University’s faculty development practices period is considered to be part of the required contact time for every course. Students should not and activities. make travel arrangements that conflict with their scheduled final exams because instructors will 6. To make available adequate resources to ensure the long-term success of teaching and learning not schedule alternative or individual examinations in place of the course final exam. The final activities and practices at the University. exam schedule is located on the Office of the Registrar’s web page. 7. To make Quincy University an effective and efficient self-assessing institution. INCOMPLETES Course Evaluations In cases where a student is unable to complete a course due to unavoidable extenuating circum- Course evaluation has always been strongly emphasized at Quincy University. This confidential stances, the instructor may elect to give a grade of “Incomplete.” process is conducted via QU’s Moodle course management system, and all students are expected “Incomplete” grades are intended to allow a student who has been prevented from completing to complete evaluations for each course in which they are enrolled. Evaluations are available for coursework, due to unforeseen circumstances such as a extended illness, to finish the work after online completion approximately three weeks before the conclusion of a course. the end of the semester; they are not intended to allow a student to resubmit assignments or re- take exams in which they performed poorly. AUDITING The “Incomplete” must be removed by the due date set by the instructor, which is not to exceed Auditing classes (attending classes without being required to take written tests and final examina- one full semester after the one in which it was granted unless approved by the instructor and the tion and without being entitled to university credit) is permitted, but requires regular registra- Vice President for Academic Affairs; otherwise, it will be converted to an “F.” tion and the payment of the auditor’s fees. The normal audit fee for undergraduate or graduate courses is charged per credit hour. Full-time undergraduate students may audit a course with no PASS/FAIL OPTION additional charge, if their total course load (including audit class) is 18 hours or less. Senior citizens A Pass/Fail option is provided to encourage upper-level students to explore subjects outside their pay a reduced rate. See Financial Policies for fees. major disciplines. Students who audit courses are expected to participate in all course activities other than tests and Junior or senior students may register Pass/Fail for one course from the regular curriculum per final examinations to earn the grade AU. Students registering for audit may not register later in semester before the end of the add/drop period. In doing so they agree to the following condi- that same course for credit. Students may change to the conventional grading system only during tions: 1) once registered they may not revert to the conventional grading system except during the official add/drop period. Audited courses do not apply toward degree requirements, financial the add/drop period; 2) a failing grade will count against the grade point average; 3) the course aid, or athletic eligibility. cannot be used to fulfill any general education requirement; 4) no course in the major or minor

14 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 15 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES discipline may be taken Pass/Fail. Students may not change registration to Pass/Fail after end of ACADEMIC STANDING add/drop period. Academic standing at Quincy University is based on the student’s term and/or cumulative grade Courses taken Pass/Fail at other institutions normally are not accepted in transfer. However, the point average in residence. The grade point average (GPA) is obtained by dividing the total number student may petition the Vice President for Academic Affairs for acceptance of such courses ac- of quality or grade points by the total number of GPA credit hours completed. Four quality points cording to the above policy. are given for every hour of “A,” three for “B,” two for “C,” one for “D,” and none for “F.” (See This policy does not apply to activity courses in physical education, which may be taken Pass/Fail grading scale, p. 12). The chart below shows the minimum requirements for Good Standing. A stu- by any student. dent who falls below the level of academic probation is subject to suspension from the University. Warning: students who change majors face repeating any course previously taken Pass/Fail. Year of After Good Academic Academic REPEATING COURSES Attendance the Standing Probation Suspension Students may repeat courses to improve grades and grade-point averages. However, the last First Year 1st Sem. 2.00 or above 1.99-1.50 below 1.50 grade received following each repetition, even if it is a lower grade, becomes the grade of record and is used in the computation of the QU grade point average. In all instances, the transcript will 2nd Sem. 2.00 or above 1.99-1.60 below 1.60 continue to show the previous registration(s) and grade(s) received. While the credit hours for the Second Year 1st Sem. 2.00 or above 1.99-1.70 below 1.70 course will count each time toward attempted hours, the credit earned for a course repeated to 2nd Sem. 2.00 or above below 2.00 improve a grade counts only once. Third Year 1st Sem. 2.00 or above below 2.00 Any Quincy University courses repeated to improve a grade must be taken (repeated) at Quincy 2nd Sem. 2.00 or above below 2.00 University. Courses taken elsewhere will not affect the Quincy University grade point average. Fourth Year 1st Sem. 2.00 or above below 2.00 Repeating courses may affect athletic and financial aid eligibility. 2nd Sem. 2.00 or above below 2.00 ACADEMIC HONORS A. Normally, students must maintain a 2.0 cumulative grade point average to be in good standing; however, an extremely low term grade point average will result in review and possible proba- DEAN’S LIST tion or suspension. At the end of each semester, the University publishes a Dean’s List which names those undergraduate B. Students whose cumulative grade point average falls below a 2.0 will be placed either on students whose semester academic averages are 3.5 or higher. Students must be enrolled at QU for academic probation or on academic suspension according to their cumulative grade point at least 12 A-F graded semester hours to be included on the Dean’s List for any given semester. average as indicated by the chart above. Academic probation may be continued for several Once each year the Vice President for Academic Affairs selects top ranking students for inclusion semesters if warranted. in the National Dean’s List, a register of outstanding students from across the nation. To qualify C. A student who has been placed on academic suspension has the right to appeal citing ex- for nomination, students must have cumulative grade point averages of 3.8 or higher. tenuating circumstances. D. Students receiving financial aid through federally-sponsored student-aid programs must GRADUATION WITH HONORS maintain satisfactory progress in the course of study they are pursuing. (See Statement of Students who maintain cumulative grade point averages of at least 3.4 on all courses completed Satisfactory Academic Progress, p. 35.) for a baccalaureate degree are eligible for graduation with honors as follows: E. Academic standing for transfer students will be based on the number of semesters a student Cum Laude ...... cumulative average 3.40-3.54 has been enrolled at all colleges/universities the student has attended. Magna Cum Laude ...... cumulative average 3.55-3.74 F. Athletic eligibility is governed by the academic and general requirements of the National Summa Cum Laude ...... cumulative average 3.75-4.00 Collegiate Athletic Association Bylaws Article XIV, the National Association of Intercollegiate These honor distinctions will be noted on the student’s transcript and the diploma. Athletics, and the Great Lakes Valley Conference. G. For the purpose of participation in extra-curricular activities, including intercollegiate athlet- Students completing degree requirements must have a minimum Quincy University cumulative ics, any student deemed eligible to continue full-time enrollment shall be considered in good GPA of 3.40 to be considered for graduation with honors. standing. The determination of Graduation with Honors for a student with transferable academic credit will be based on the cumulative grade point average of the total college work at NEW START POLICY Quincy University and at other colleges attended. To be eligible for Graduation with Honors Under this policy, a student who left the University at least two years prior with less than a sat- a transfer student must complete a minimum of 56 semester hours of coursework, graded on A-F isfactory grade point average may begin a new cumulative grade point average upon reentry. scales, from four-year institutions. All graduation requirements must be documented as completed The student must petition to be reinstated. The transcript will note “New Start Policy Invoked; prior to commencement for honors to be announced at commencement. Cumulative GPA Restarted, except for selected courses.” Students receiving Summa Cum Laude honors are awarded the Bonaventure Award for graduating The following restrictions apply: with highest distinction. Students receiving Cum and Magna Cum Laude honors will receive silver 1. The student may not have attended another institution within the past three years. and gold cords, respectively. 2. All previous Quincy University coursework and grades remain on the transcript. Students receiving master or associate degrees are not eligible for graduation with honors. 3. “D” and “F” work from the previous period must be repeated if required in the new program; “C-” and better coursework may be carried forward and built into the new GPA. 4. The last grade achieved is used for all repeated courses. 5. Students exercising a “New Start” option must achieve a 2.0 average for all work counted toward the degree and whatever GPA is required in the major.

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6. A “New Start” can only be approved once and applies to undergraduate coursework only. CREDIT FOR ACADEMICALLY RELATED EXPERIENCE (CARE) 7. There are certain majors that cannot invoke this new start policy, such as education and nurs- Quincy University grants credit in certain cases for practical or life experiences which can be related ing. to the academic emphasis of a regular curriculum of the University. These experiences may be off- campus but are evaluated by these criteria: ACADEMIC PROBATION OR SUSPENSION 1. The experience should relate to a regular course or equate with academic experience. Students on academic probation may enroll for no more than 16 semester hours of coursework, 2. The experience must be verified and documented. and may be required to participate in certain academic support programs as a condition for con- tinuance in class. 3. The experience must be one which has produced a recognizable competence in the applicant. 4. The credit granted for experience is not applicable to residency requirements nor to the 56 A student who has been suspended for academic reasons may appeal for academic reinstatement hours required at a 4-year institution except for some Professional Studies programs. See for the following semester by submitting a letter as soon as possible to the Academic Appeals residency requirements on p. 9. Committee through the Office of Academic Affairs, explaining any extenuating circumstances and proposing a plan for the improvement of academic performance. If the appeal is approved, the 5. The credit must be totally separate from any practicum or internship experience for which student will be reinstated on academic probation. credit has been granted. 6. The limit for CARE credit ordinarily is 12 hours. A student may be reinstated twice, but a third academic suspension from the University is final. A student who has been suspended for academic reasons and sits out for a semester or more must Petitions for CARE credit are submitted to the Academic Affairs Office. They are then reviewed apply through the Office of Admissions for readmission to Quincy University. The application for by the CARE Credit Committee and the Vice President for Academic Affairs who determine the readmission will be submitted to the Academic Appeals Committee for evaluation. A student’s amount of credit to be granted (normally no more than 3 credits per experience). campus citizenship will be a factor in determining whether readmittance will be granted. If the LANGUAGE PLACEMENT TESTS application is approved, the student will be readmitted on academic probation. Students who test into advanced language courses may petition the Registrar to receive up to 6 COMMUNITY STANDARDS PROBATION, TEMPORARY SUSPENSION OR SUSPENSION hours of lower language course credit after completing the advanced course with a “C” or better. Students who violate university policies and regulations governing conduct and behavior are MILITARY CREDIT subject to probation, temporary suspension, or suspension through action of the Vice President Students who have been on active duty in the military will be granted three hours of elective for Student Affairs. Policies addressing student behavior and the review procedure are set forth physical education credit for their service. Students need to submit valid discharge paperwork from in the Student Handbook, which is online at www.quincy.edu/CampusLife/handbook/index.php. the military to the Office of the Registrar to receive this credit. Quincy University is supportive of SPECIAL CREDIT OPPORTUNITIES students in the military as a member of the Service Members Opportunity Colleges (SOC). In addition to the accredited courses listed in this catalog in the section Curricula and Courses (p. PRE-COLLEGE CREDIT PROGRAMS 40), Quincy University will accept a combined total of 40 semester hours of credit from nontradi- The University awards credit for up to 30 hours of coursework at high schools through pre-college, tional sources. The following credit opportunities are available: deferred-credit or escrow programs. The student must submit an official college transcript. A grade ADVANCED PLACEMENT PROGRAM (AP) of “C” or better is required to receive credit. The University participates in the Advanced Placement Program and grants credit for courses in which grades of 4 or 5 have been earned. A grade of 3 is acceptable in some cases. The credit SPECIAL STUDY OPPORTUNITIES granted varies by department or discipline by score achieved; students should inquire of the Office BUSINESS CERTIFICATE PROGRAM of the Registrar concerning the application of scores to credit hours by subject matter. In response to the dynamics of today’s market place, and to increase options for students in program selection, Quincy University offers a Business Certificate Program. Through this program a student COLLEGE LEVEL EXAMINATION PROGRAM (CLEP) completes requirements for one of the traditional liberal arts or sciences degrees and concurrently The University will grant credit through CLEP to a maximum of 30 semester hours. The University completes coursework in accounting, business, and economics. Both the degree and the certificate accepts the American Council on Education’s recommended scores for all tests. For the English are indicated on the student’s transcript. Students interested in the Business Certificate Program Composition exam, students receive 3 credit hours for completing the exam (essay required) and should see p. 57 for details. can submit 3 writing samples to the Coordinator of Composition to receive an additional 3 hours (6 total). For more information about credit granted through CLEP, students should contact the CONTRACT MAJOR Office of the Registrar. Students may find a CLEP test examination center location and other test- For the student with special needs or study interests, the Contract Major provides a custom-designed ing information at http://clep.collegeboard.org/students. curriculum. In consultation with faculty advisors and the Dean of Academic Support Services, a student may propose a program that combines the offerings of several programs in a pattern CREDIT BY EXAMINATION which fits the student’s special interests, rather than the definitions of a standard curriculum. Quincy University grants credit for college-level academic competence as proved by acceptable The general requirements for graduation remain effective, but major and elective sequences are performance in written examinations. Students may petition through the Vice President for Aca- described in a “contract” approved by the student, chair or dean, and the Vice President for Aca- demic Affairs for faculty-prepared proficiency examinations. demic Affairs. This description may utilize courses from the regular curricula, along with private Credit by examination is not permitted for a course when a student already has earned university and independent study courses and CARE credits. Accredited courses may also be transferred from credit for more advanced courses in the same area nor after a student has begun classes in the other colleges, and credit by examination is applicable, according to the regular rules for such course which the examination is designed to evaluate. transfers and applications. Interdisciplinary major contracts must conform to interdisciplinary major requirements of the University as stated on p. 9.

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DIRECTED STUDIES Honors Electives Credit may be earned for study projects designed by the student under the direction of a faculty Honors faculty offer special, upper-level, limited-enrollment courses that build intellectual advisor, provided that the design is approved by the appropriate Chair or Dean and that evidence skill and promote in-depth or interdisciplinary inquiry. Students will complete 12 credit hours that the design has been realized is provided, usually by presentation of an acceptable research of honors electives over their course of study in the Honors Program. paper and by passing an examination in the area of study. If the addition of such a course causes Students may take one non-Honors course for Honors elective credit. To receive Honors credit a student to exceed the ordinary hour-limit of a full-time student, or if it is taken outside the cal- the student must acquire and complete a Directed Studies form from the Honors Program endar of a regular semester, additional tuition will be charged. To be eligible for a directed studies Director or Office of the Registrar. Students and the instructor should indicate how the class course, a student must have completed 30 hours of collegiate-level coursework with a cumulative will meet the standards of the Honors Program. This may include additional readings, pre- grade point average of 3.0 or higher. Normally, a student may not take more than two courses or sentations, research, writing, lab work, service, and/or performances. six semester hours through directed studies. Distinguished Honors Scholar Students wishing to earn the distinction of Distinguished Honors Scholar must complete and EARLY EXPLORATORY INTERNSHIP PROGRAM make a public presentation of an honors thesis (HON 498). The Early Exploratory Internship Program is a unique Quincy University opportunity for students. Students interested in the Honors Program should contact its director and acquire the Honors Through a combination of state grant funds from the Illinois Cooperative Work Study Program Handbook, which provides a comprehensive guide to the program. of the Board of Education, and the cooperation of businesses and agencies, students can gain pre-professional experience in fields of interest. The program is designed for first and second INDEPENDENT STUDY year students, and like the Field Experience in Education, offers students the chance to explore Juniors or seniors who are seriously inconvenienced by the established schedule of curriculum off-campus business and technical options related to their academic fields. The program allows offerings may study courses outside the regular class schedule, provided a faculty member agrees students a maximum of fifteen hours per week paid employment. A Faculty Advisor coordinates to direct this study. The requirements and assignments of the regular syllabus for the course must the program, which is open to students with a cumulative grade point average of 3.0 or higher by be fulfilled to the satisfaction of the study director. If the course causes the student to exceed the application. Students must be Illinois residents to participate. See p. 164 for courses. Students may ordinary hour limit of a full-time student, or if it is taken outside the calendar of a regular semes- take courses in the INT 180-480 sequence for credit. These courses are designed to make possible ter, additional tuition will be charged. Students may not take more than four courses or twelve better career choices and greater dedication in the classroom as a consequence of an improved semester hours through independent study during their university career. sense of direction. INTERNATIONAL STUDIES THE HONORS PROGRAM Quincy University encourages qualified students to enrich their education with an international The Honors Program provides an academically challenging course of study which adds an interdis- study experience. The Dean of Academic Support Services works with students to select interna- ciplinary dimension to a student’s major field. Honors students and faculty pursue the University’s tional study programs that meet their interests. International study opportunities are available mission to heighten students’ educational experience, to prepare them for leadership, and to for all majors. Quincy University has developed several special relationships and opportunities build relationships with faculty and each other. The Honors Program promotes academic excel- for study abroad. Students who have studied abroad for one full semester will automatically be lence through critical thinking, original research, exceptional writing, and public presentation of granted a GCCS (G:) designation, and will not need to take a Global Studies course to complete scholarship. It creates a shared experience in an intellectual community and prepares students for this requirement. a life of service and leadership. ❐ College Consortium for International Studies - Through our membership in this con- Admission to the Program. Participation in the University Honors Program is voluntary. En- sortium, QU students may enroll directly at Quincy University and participate in 94 different tering freshmen, current students in their first year of study, and transfer students are eligible academic programs in 31 countries. Students may study in Argentina, Australia, Austria, Belize, for the program. The Honors Committee will give priority to entering freshmen who have a Bulgaria, Canada, Chile, China, Costa Rica, Czech Republic, Denmark, Dominican Republic, composite ACT of 27 and a high school grade point average (GPA) of 3.5. The Honors Commit- Ecuador, England, France, Germany, Greece, India, Ireland, Italy, Japan, Mexico, Morocco, tee may also invite qualified first-year students and transfer students to join the program. A Namibia, New Zealand, Northern Ireland, Peru, Russia, Scotland, Spain, and Switzerland. student must complete at least 60 hours at Quincy University in order to graduate with the title Internships are available in many locations. of Honors Scholar. ❐ Assisi Experience Program - The University regularly sponsors this program to provide Program Requirements. The Honors Program is University-wide rather than departmentally students with an opportunity to deepen their understanding of the University’s Franciscan based. Honors courses apply toward graduation in one of three ways: to fulfill a general educa- heritage by journeying to the sites of Franciscan origins in Italy: Assisi, La Verna, Grecchio, tion requirement, to serve as an elective, or to apply as a major course within a discipline. Honors Vatican City, and Rome. Students earn six hours of academic credit for an experience that students may not take more than six hours of Honors coursework in any semester unless they includes a 15-week preparatory class, independent research, collaborative work with other are pursuing Distinguished Honors and choose to enroll in HON 498, Honors Research. Honors students, and a 2-week culminating experience in Assisi and Rome. students may take 19-22 total hours per semester without incurring additional tuition charges ❐ Regent’s College in London - As a result of a consortial agreement with Regent’s College, (see p. 29). Students must complete 18 hours in the Honors Program to receive Honors Scholar several Quincy University students study in London each year. Students enroll directly at recognition. Honors courses fall into two categories: Quincy University and complete their coursework in London. General Education Classes ❐ Loyola University Rome Center - Our longstanding relationship with the Rome Center Honors students will take 2 general education classes (normally 6 credit hours) that have special enables students to study in Rome for a semester or a year. Students must be accepted and Honors status. First-year students will enter the university curriculum as a group, sharing a register with the Loyola Rome Center and transfer credit back to Quincy University upon common experience in one general education class in the fall and another in the spring. their return. ❐ American University in Rome - Through the University’s agreement with the American University in Rome, a group consisting of one Quincy University faculty and at least 10 stu- dents will spend the month of June studying at the American University in Rome. Students

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will earn 3 hours of academic credit by enrolling in a course taught by the Quincy Univer- TEACHER EDUCATION PROGRAM sity faculty member and an additional 3 hours of academic credit in a course taught by an The University has a long tradition of preparing teachers for elementary and secondary schools. American University in Rome faculty member. This experience will be offered each summer Students seeking certification at the elementary and secondary levels are immersed in the public during the month of June. and parochial school setting beginning with their pre-professional education courses. A profes- sional development school model of instruction onsite in these settings allows prospective teacher MINOR candidates to work in K-12 classrooms throughout each semester and gives them the opportunity Although a student does not need a minor to graduate, a student may select a minor or secondary to observe, mentor, tutor, and provide both small- and large-group instruction in authentic settings. area of emphasis. If not stated in the catalog, the minor is worked out with the appropriate faculty The rich school resources of the entire Quincy Area are available to students for field experience or department and must contain at least 18 semester hours unique from the major courses, 12 of and student teaching assignments. Students seeking certification also have available on campus which must be at the 200-400 course level and 12 of which must be taken at Quincy University. a reading center which offers excellent clinical experiences for potential teachers. The University A minimum cumulative grade point average of 2.00 must be earned in the minor. Any approved offers an Audio-Visual Center and an Instructional Media Center which provide extensive materi- minor is indicated on the student’s transcript. als and resources. Declaration of a minor should be filed with the Office of the Registrar no later than the end of Teacher candidates are evaluated at benchmarks throughout the teacher education program the junior year (or before completion of 86 semester hours). using outcome-based assessments of both academic and disposition performance. Satisfactory performance on these assessments ensures that all teacher candidates will meet Illinois State PRACTICUM / INTERNSHIP Certification Standards. These experiences may take a variety of forms but are designed to provide students with the op- Candidates in the School of Education may be removed from the program as a result of inappro- portunity to gain practical knowledge about their field of interest in a professional atmosphere. priate disposition(s) at any point in their program. Typically these experiences involve observing and providing assistance to a practicing professional. The work is supervised and evaluated in conjunction with an on-campus coordinator and a desig- THREE-YEAR DEGREE PROGRAM nated individual in the agency, institution, or business organization providing the experience. This program option suggests that a degree can be completed in three years by a student utilizing Practicum experiences are normally performed on or in close proximity to the campus and fast-track options such as escrow and Advanced Placement courses as well as CLEP exams. These usually are done on a part-time basis while the student is enrolled full time in coursework. One in combination with heavier course loads, summer school, and proficiency exams can produce a semester hour of academic credit is granted for each 50 hours of field experience. degree in three years. Students interested in this option should contact their faculty advisor. Internships normally take place away from the campus involving students full time while taking THE WASHINGTON SEMESTER PROGRAM no or limited coursework. Credit ranges from .5 to 12 hours. Through an agreement with the American University in Washington DC, a second semester sopho- No more than 9 hours in practicum/internship credit from whatever source(s) may apply toward more, junior, or senior Quincy University student may apply to spend a semester studying at the the basic 124-hour degree program. American University in Washington DC. The student will take a full time course load including an Both of these experiences require approval of the appropriate Chair or Dean before they commence. internship during the semester in Washington DC. This experience is particularly well suited for The number of credits that will apply will be determined at that time. All practicum/internship pre-law, political science, communication or history majors, but is open to students from any major. experiences will be graded Pass/Fail unless otherwise determined by the school or division. With the exception of newspaper and radio, these experiences are restricted to students in good academic standing including a grade point average of at least 2.00 in the major. Academic Support Services Students must register for a practicum/internship at the time the experience takes place. A special The Office of Academic Support Services offers a variety of assistance to enhance the quality of tuition rate applies for students enrolled in more than 18 hours during the academic year, for part students’ undergraduate experience. Programs in six major areas are provided: Student Advocacy, time students, or those enrolled during the summer. (See p. 29.) Academic Advising, Learning Enhancement, Career Development, Disability Services, and Inter- See individual discipline policies governing the application of practica and internships in the major national Study. program. See p. 20 for explanation of Early Exploratory Internship Program. STUDENT ADVOCACY Members of the Academic Support Services Staff function as student advocates, providing a place for RESEARCH students to come for assistance in resolving problems and concerns. Any time a student encounters Many academic disciplines offer the opportunity to do work beyond the regular catalog offer- academic or personal difficulty, a staff member is available to listen and help. ings through special projects and research. Significant responsibility lies with the student to work independently to develop a proposal for study which must be approved by a faculty advisor and LEARNING ENHANCEMENT Chair or Dean. In general, research opportunities are only available for junior and seniors. A variety of programs are provided to help students develop their abilities to learn and make the most out of the academic opportunities at Quincy University. Some specific programs are: SUMMER SCHOOL ❒ Study Skills Support - Students who wish to improve their grades can receive one-on- The University offers a range of courses in several summer sessions. Graduate and undergraduate one study skills assistance. Students work with a counselor to develop individualized time courses are offered and are designed for those who wish to accelerate their course of study, for management and study plans. Workshops on test anxiety, essay exams, note taking, time teachers and other professionals who desire additional training, and for those who may desire to management, and other study topics are also offered. Students conditionally admitted to the take advantage of the opportunity for cultural and educational advancement during the summer University or on academic probation are required to participate in academic success courses. months. Academic success courses are open to all students. A complete schedule of courses offered during the summer session can be obtained online at www.quincy.edu under Registrar.

22 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 23 ACADEMIC SUPPORT SERVICES UNDERGRADUATE ADMISSION

❒ Tutoring - Quincy University provides free tutoring services to students for all courses. Tutor- ing occurs on an individual basis and in special study groups developed for specific courses. Undergraduate Admission The Learning Resource Center, located in Francis Hall, is the central location on campus for all tutoring. Tutors staffing the Center are available to assist in all subject areas and courses. The purpose of the Admissions Office is to shape the community of Quincy University. That starts by Writing lab tutors can help students with writing assignments in any course subject, in any identifying students whose academic abilities and preparation suggest they will be successful in a stage of the writing process, but they do not write papers for students. In addition to having challenging academic program. Because individuals – like the communities they form – are more than computer stations available to all students for academic work, technology is available to as- test scores and transcripts, we also consider extracurricular participation, leadership experiences, sist students with learning and physical disabilities. The Center also contains a Supplemental evidence of social and ethical concerns, and personal character, qualities and interests. As a result, Instruction classroom for peer- facilitated study sessions in particularly challenging courses you will find a community of peers that is both different and stronger than any you have known. and a variety of print and technological resources to aid students in the learning process. Nothing a student does in his/her college search is more important than a visit to the campus. ❒ Disability Services - Students with documented physical and/or learning disabilities receive Some students come as part of a group during one of several “visit days” held throughout the assistance in arranging the necessary accommodations for their participation in life at the year. Others prefer an individual schedule that might include sitting in on a class, talking with University. Office staff work with the faculty to provide appropriate learning and testing a professor, spending a night in a residence hall, and attending Quincy events. Whichever the conditions. A recent diagnosis with needed accommodations specified from a professional student prefers, the Admissions Office is happy to help with the scheduling. We know the value in the field is required. of a campus visit in helping students make an informed decision. ❒ Advising Program - Each new student is provided a faculty or administrator as an advisor. Campus visit scheduling, application materials, and counseling assistance are available at: Advisors receive special training in working with college students on issues such as academic Office of Admissions success, selecting a major, and adjusting to college. Quincy University ❒ Learning Communities - Learning Communities are an opportunity for students in similar 1800 College Ave. majors to live and learn together, take courses together, and take advantage of study groups Quincy, IL 62301 for those classes in the residence halls. This program increases student performance by in- 217.222.8020 creasing their involvement on campus and helping students form social networks among 800.688.4295 their peers. Email: [email protected] Website: www.quincy.edu CAREER DEVELOPMENT As a Franciscan university, we welcome diversity and subscribe to the equal opportunity mandates The Career Services Center provides career assistance from the initial steps of selecting a major to of the federal government. Admission is granted without regard to race, religion, age, ethnic or helping find a job after graduation. A counselor provides individualized help to students and alumni. national origin, gender, disability, veteran status, marital status, sexual orientation or political ❒ Career Information - A career library allows students to explore current information on persuasion. We also adhere to the statements of ethical recruiting practices adopted by the National careers, job outlook, and salaries. Career guidance software is available to assist students in Association of College Admission Counseling. making career decisions and obtaining a variety of career information. Admissions Process ❒ Placement Services - During the school year, the Center schedules interviews with recruiters Quincy uses a rolling admissions process which means that we accept qualified applicants in the from businesses, school systems, graduate and professional schools, and various governmental order in which they apply. Admission decisions will generally be made within a week of the time agencies. The center also assists students in securing part-time and summer employment. the application has been completed. Accepted students may finalize their admission by submitting Since assistance in securing employment is also extended to alumni, permanent credentials the required enrollment deposit. This is not an additional cost and will be deducted from the are kept on file for each senior who completes a placement file. Assistance is also provided initial billing statement. in developing resumes, cover letters, and professional portfolios. Scholarships and financial aid are only awarded to students who have been accepted for admission. ❒ Internships - The Center can help students find practical or job related experiences which There are numerous opportunities for financial assistance at Quincy, and no student should rule will supplement their learning. The Center houses the best information on local and national out attendance without fully exploring the options available. Campus housing and registration opportunities. The Quincy area provides many opportunities for students to explore career are available only to those who have submitted their deposit. choices and develop marketable skills. Our local community provides opportunities for all Although most new students start at Quincy in the fall semester, a smaller number of students also our majors. enroll for the second semester which starts in January and for summer school which starts in June. ❒ Undeclared Majors Program - Students who have not yet declared a major or who are uncertain about their choice of major may work either individually or in groups with a FRESHMAN ADMISSION counselor. Students are guided through a series of activities that allow them to explore their All applicants must submit the Application for Admission, an official high school transcript and interests and skills and find majors and careers that correspond to them. Two classes, CDE official test scores from either ACT or SAT. (Quincy testing codes are 1120 for ACT and 1645 for SAT. 110 Career Development, and CDE 120 Career Planning, and access to career exploration Please use one of these codes in registering for the test.) In some cases, the admission committee software are also provided. may also require references and/or a writing sample. Like most private universities, Quincy does not set arbitrary minimum levels for test scores, nor do we require a specific pattern of courses. We recognize there can be curriculum limitations, especially in smaller high schools. As we read application files, our primary concern is that every applicant has the ability and preparation to be successful in our academic program. Students are often unduly concerned about test scores. We consider test scores to be an important but clearly secondary factor in our admission decisions. A student’s high school record is a far better

24 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 25 UNDERGRADUATE ADMISSION UNDERGRADUATE ADMISSION indicator of how well he/she will do at Quincy. Our experience shows that the students who do a nonbaccalaureate transfer program (such as the Associate in Applied Science degree) and best on our campus have a high school record that includes four years of English and three each then transfer to Quincy University must fulfill the general education requirements of the in math, sciences and social sciences. Courses in another language, computers and the arts round University. out a good high school schedule. 3. Courses taken at any other college or university after a student enrolls at Quincy University For students who have done college-level work in high school, advanced standing (placement) must have prior approval to assure transfer of credit. and/or college credit are available through several programs, including Advanced Placement (AP), 4. The number of credit hours accepted from approved or accredited community colleges is International Baccalaureate (IB), and College Level Examination Program (CLEP). limited only by the requirement that a student must earn at least 56 semester hours or the We welcome applications from home-schooled students and recognize the need to consider equivalent from approved four-year colleges or an equivalent in foreign university/college alternate ways of assessing a student’s ability to benefit from the academic program at Quincy. hours. These 56 semester hours include a required minimum of 30 semester hours in residency Please contact us directly to discuss the documentation that is most appropriate in your particular at Quincy University. situation. All transfer students must satisfy departmental requirements for baccalaureate degrees including Students who complete the General Educational Development (GED) high school equivalency prerequisites. program must submit a copy of the test scores as well as the Certificate. In addition, students must Grades earned in courses accepted for transfer do not figure into the cumulative grade point aver- provide a high school transcript. age at Quincy University. However, in determining Graduation with Honors, all college work Students are accepted for admission contingent on the successful completion of their senior year. wherever taken is considered if the student meets the minimum QU GPA requirement Please be sure to have a final high school transcript sent to the Office of Admissions. for Graduation with Honors. (See Graduation with Honors, p. 16.) Quincy University may accept transfer courses from an institution not regionally accredited. If so, TRANSFER STUDENT ADMISSION such courses will be evaluated on an individual basis; but before transfer of credits is allowed, DOCUMENTS AND PROCEDURES - Students seeking admission to Quincy University after study- work from those institutions must be validated by the student’s performance over two semesters, ing at another institution of college rank must submit the following documents to the Office of including at least fifteen (15) semester hours at Quincy University. Evaluation of such transfer credit Admissions: is made by the Vice President for Academic Affairs or Registrar together with the appropriate 1. A completed and signed Quincy University Application for Undergraduate Admission showing faculty. Transfer to Quincy University of such credit is not automatic; students must initiate the all institutions previously attended, a $25 application fee, and a written essay or personal transfer request by petition. statement. (Application fee is waived when applying online.) ILLINOIS ARTICULATION INITIATIVE - Quincy University is a participant in the Illinois Articulation 2. Official transcripts from all colleges, universities, and similar institutions previously attended. Initiative (IAI). IAI is a statewide agreement, implemented by the Illinois Board of Higher Educa- (All transcripts submitted become the property of Quincy University and are not return- tion in 1993, to improve the transfer process for students who enter college at one institution and able.) transfer to others prior to degree completion. As a participating institution, QU both offers and 3. Students considering transferring to Quincy may request an evaluation of transferable course accepts certain courses within the IAI’s General Education Core Curriculum. credits prior to application by submitting official transcripts to the Office of Admissions and Beyond the scope of IAI, Quincy University does require admitted transfer students to complete specifically requesting this service. While this evaluation is preliminary, it should be complete prescribed institutional and/or mission related courses prior to graduation. We, therefore, recom- enough to be helpful in academic planning. mend all transfer students contact the University’s Transfer Coordinator with their specific questions The final awarding of transfer credit is made by the Office of the Registrar after the required regarding IAI. Information about IAI can also be found on the internet at www.itransfer.org. enrollment deposit has been submitted. This is not an additional cost and will be deducted Applicable IAI codes for approved QU courses can be found at the end of individual course descrip- from the initial billing statement. tions starting on p. 43. Transfer students with fewer than 24 semester hours of credit (36 quarter hours) must also submit TRANSFER AND/OR ACCEPTANCE OF “NON-TRADITIONAL” CREDIT - Quincy University will an official copy of their high school transcript for evaluation and consideration. accept a combined total of 40 semester hours of credit from “nontraditional” sources including Students who have completed six or fewer semester hours (or nine quarter hours) of college/uni- escrow credit, College Level Examination Program, the Advanced Placement Program, departmental versity credit are considered to be entering freshmen and not transfer students. proficiency, examinations, correspondence or extension courses, military service courses, such as the USAFI program, or life experience credit (the Quincy University CARE program). A maximum of 12 TRANSFER OF COLLEGE CREDITS - Transfer students must have at least a “C” average in all courses hours of such credit may be applied, with departmental approval, to a given major for graduation presented for transfer. A maximum of nine semester hours of “C-/D” will transfer to Quincy Uni- purposes. See Special Credit Opportunities, p. 18. versity. Normally, acceptance of “C-/D” for transfer courses is limited to freshman and sophomore level courses. Courses taken as Pass/Fail at other institutions will be accepted if the course(s) are calculated in the earned hours of the transfer institution. However, the student may petition the Vice INTERNATIONAL STUDENT ADMISSION President for Academic Affairs for acceptance of such courses subject to the policy stated on p. 15. Quincy University is approved by the Immigration and Naturalization Service of the U. S. Depart- Students from a community college may transfer credits to Quincy University as follows: ment of Justice to accept and enroll nonimmigrant foreign students. 1. Students who have earned the Associate in Arts or Associate in Science degree in a bacca- DOCUMENTS AND PROCEDURES - Applicants from foreign countries must file the following laureate transfer program from a regionally accredited college will have satisfied all Quincy credentials with the Office of Admissions by April 1 for Fall semester and by September 1 for University freshman and sophomore general education requirements with the exception of Spring semester: six hours in Theology. Note: Students must also complete the 300-400 level Ethics and Global/ 1. A completed and signed Quincy University Application for Undergraduate Admission, includ- Cross Cultural Studies courses in the Core Curriculum as well as meet the specified Writing- ing a $25 application fee. Enriched and Service Learning requirements and SYE 400 Senior Year Experience (see pp. 7-8). 2. An official copy of the original transcript(s) of all high school and/or college work (an English 2. Students who have taken general courses at a community college or who have completed translation of the original transcript(s) is required).

26 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 27 UNDERGRADUATE ADMISSION FINANCIAL POLICIES

3. All applicants from non-English speaking schools must submit the results of the “Test of PART-TIME DEGREE SEEKING STUDENTS - All part-time students interested in earning an under- English as a Foreign Language” (TOEFL). An official copy of the test scores must be sent to graduate degree must complete the Quincy University Application for Undergraduate Admission Quincy University by the Educational Testing Service, Princeton, NJ 08541 (Quincy University’s and submit official transcripts from all colleges previously attended to the Office of Admissions. institutional code is 1645). Generally, scores of 500 (paper) or 61 (internet) for undergraduate Students who have never attended college must submit official high school transcripts. and 550 (paper) or 79 (internet) for graduate are acceptable evidence of a student’s ability NON-DEGREE SEEKING STUDENTS - Students who do not wish to pursue a Quincy University to study successfully in an English-speaking environment. If the student has taken either the degree are welcome to enroll as a non-degree seeking student. Applicants seeking admission as a ACT or SAT, those official scores should also be submitted. non-degree seeking student must have completed the requirements for a high school degree or 4. A financial statement (certified) attesting to the ability of the student to meet all University equivalency program. Additionally, applicants must be in good standing at the last school, college costs including books, residential expenses, and health insurance must be notarized and have or university attended. appropriate signatures. Non-degree seeking students entering Quincy University are not eligible for financial aid. A non- After the student has been accepted by Quincy University and we have received notarized docu- degree seeking application may be obtained through the Office of Admissions. Non-degree seeking mentation of financial support, Quincy University will issue the Certificate of Eligibility for Nonim- students must submit an official high school or college transcript. migrant (F-1) Student Status (I-20), which is necessary to obtain a visa from an American Embassy to enter and study in the United States. A certified check payable in U.S. dollars covering the total SENIOR CITIZENS - The University welcomes adults 62 years of age or older to attend under- semester cost for tuition, fees, room, board, and health insurance must be received in the Office graduate courses as students, either for credit or for audit. A reduced tuition fee per credit hour of Admissions by August 1 for Fall semester and December 15 for Spring semester. is required, as well as laboratory fees if applicable. Senior citizens need to submit a completed Application for Undergraduate Admission to the Office of Admissions. Those who are candidates The University has a health insurance policy designed specifically for international students. All for degree-seeking status must also submit an official high school or college transcript. Senior international students are required to participate in the program. citizens may audit graduate courses after completing the appropriate paperwork and paying the Upon arrival, international students must understand that because of varying educational stan- reduced tuition fee per credit hour. See Financial Policies. dards, they are subject to examination and evaluation at the discretion of University officials to assure proper placement in classes. All entering international students will be required to take DUAL-ENROLLED STUDENTS - the Nelson Denny reading examination and also write a short essay in English before they are ❒ High School Students - Candidates must submit a completed non-degree seeking applica- allowed to register for classes. tion, an official high school transcript and a letter of recommendation from their guidance counselor to the Office of the Registrar. RETURNING STUDENT READMISSION / LEAVE OF ABSENCE ❒ College Students - Candidates must submit a completed Application for Undergraduate Current Quincy University students may request a Leave of Absence from the University for up to Admission and official copies of their transcripts from all colleges/universities attended. ONE full year. This Leave of Absence guarantees that the student will not have to reapply to the University when they return, and they will be guaranteed to remain under the same catalog year requirements as when they first entered the institution. If students interrupt their education for Financial Policies 2012-2013 more than one year, they will follow the catalog current at the time they are readmitted and they must apply for readmission through the Office of Admissions in order to resume academic work. STUDENT EXPENSES An official transcript from any institution attended since leaving the University must be submit- ted to the Office of Admissions. See Academic Catalog Covering Graduation Requirements, p. 10. Listed below are the charges for educational services provided by Quincy University for academic Leave of Absence forms are available in the Registrar’s Office. year 2012-2013 tuition and fees. All amounts are subject to change without prior notice as cir- cumstances dictate. Students wishing to return following an academic or disciplinary suspension from Quincy University must submit both the completed and signed application and a statement describing how circum- ADMISSIONS FEES stances are now favorable and will permit timely completion of their academic program. Undergraduate Application Processing Fee (nonrefundable)...... $ 25.00 Graduate Application Processing Fee (nonrefundable)...... $ 25.00 PROGRAM ADMISSION Enrollment Deposit ...... $ 150.00 The Enrollment Deposit is a nonrefundable advance payment and is required of all first-time stu- While most undergraduate admissions are general in nature and permit entry into most of the dents to reserve a place in the entering class. This is not an additional cost of attendance and will University’s academic programs, 4 programs – Music, Nursing, Professional Studies (PS), and Teacher be applied to the initial tuition statement issued by the Business Office. Education – reserve the right to accept or deny students independently. In music, students expect- ing to earn the B.A. in Music or the B.S. in Music Education must be accepted by the music faculty TUITION (per semester - fall and spring) following completion of an audition before they may become degree candidates. In teacher Full-time students (12 to 18 traditional undergraduate hours) ...... $ 12,172.00 education, students must be approved as candidates for a teacher certification program prior to For hours above 18, $330.00 per each additional hour will be charged. the beginning of their junior year. This approval is based upon previous grades, coursework, and Co-curricular courses (band, chorus, student publications, etc.) are not subject to this charge. clinical experiences. For Nursing program admission requirements, see p. 124. For students in the Honors Program, there is no additional charge for 19-22 hours. Part-time students per semester hour (traditional undergraduate)...... $ 585.00 SPECIAL ADMISSION PROGRAMS Professional Studies (PS) courses, per semester hour...... $ 345.00 Audit courses (undergraduate or graduate), per semester hour...... $ 345.00 SECOND BACCALAUREATE DEGREE - Candidates who already hold a baccalaureate degree and who seek admission to pursue a second undergraduate degree must file an application for admis- Audit courses (undergraduate or graduate), senior citizens ...... $ 105.00 sion and submit official transcripts from each college or university attended. (62 years of age or older) per semester hour Senior citizens (62 years of age or older), per semester hour (undergraduate)...... $ 105.00

28 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 29 FINANCIAL POLICIES FINANCIAL POLICIES

Graduate courses, MBA, per semester hour ...... $ 490.00 DINING (BOARD) FEES Graduate courses, Education, per semester hour*...... $ 395.00 All students residing in campus housing must purchase a basic meal plan based on eligibility as Graduate courses, MTS, per credit hour...... $ 395.00 noted below: *Chicago Education Graduate/Alternate Certification Program...... per contract rate Basic Meal Plans Undergraduate Practicum/Internship Credit ...... $ 150.00 Tower Plan (per semester) (all students)...... $ 2,720.00 (for hours over 18 or for part-time students or during the summer, per credit hour) Hawk Plan (per semester) (all students)...... $ 2,190.00 Note: Please contact the QU Business Office for summer tuition rates. QU Plan (per semester) (2nd year students and above)...... $ 1,720.00 EDUCATIONAL SERVICE FEES Gold Plan (per semester) ...... $ 960.00 Art Studio, per course, per semester ...... $ 35.00 (commuters, on-campus apts/houses, or Sr. class standing + 3 yrs. on campus) Aviation Flight Fee...... starting at $ 4,250.00 Open Plus Plan (declining balance) minimum ...... $ 50.00 Clinical Laboratory Fee, per semester...... $ 75.00 Additional amounts available in $10 increments. Education materials, per course, per semester ...... $ 5.00 to $ 30.00 OTHER FEES Fee for Out-of-Quincy Area Student Teaching Supervision...... $ 1,000.00 Late Payment Fee...... $ 200.00 Applied Music and Piano Lab, per semester hour ...... $ 170.00 Invalid check service charge (plus suspension of check cashing privilege)...... $ 25.00 Photography and Printmaking, per course, per semester...... $20.00 to $ 145.00 Sciences, laboratory courses, per semester...... $ 50.00 Late registration (for registration after the end of the add/drop period) ...... $ 75.00 Physical Education, per course, per semester ...... $ 10.00 to $ 30.00 Parking violation - on-campus ...... $ 15.00 to $ 250.00 CARE credit, per credit hour...... $ 150.00 Replacement of I.D. card (each) ...... $ 20.00 Dual Credit, per credit hour...... $ 150.00 Transcript Fee ...... $ 10.00 Dual Credit, on QU campus, per credit hour...... $ 130.00 ESTIMATED EXPENSES FOR AN ACADEMIC YEAR (2 SEMESTERS) Online Course Fee per course (in addition to normal credit hour fee)...... $ 175.00 Tuition and Fees...... $ 25,180.00 Education Mentoring Fee...... per contract rate Books (estimated average)...... $ 1,250.00 Note: Additional fees may be added as needed. Room (freshmen only)...... $ 5,420.00 OTHER STUDENT FEES Room (upperclassmen)...... $ 6,710.00 General Fee (required of all full-time, traditional undergraduate students),...... $ 418.00 Board (average)...... $ 4,380.00 per semester The above estimate does not include variable personal expenses such as clothing, recreation, insurance, General Fee (part-time undergraduate, PS, and graduate) per credit hour ...... $ 15.00 transportation, etc. Room and board charges vary according to board plan and housing facility selected. Graduation Application Fee (non-refundable) ...... $ 125.00 PAYMENT OF TUITION, FEES, AND EXPENSES Graduation Application Late Fee (non-refundable)...... $ 100.00 Graduation Reapplication Fee (non-refundable)...... $ 200.00 All student accounts must be settled in full at the Business Office on or before August 6, 2012, for Fall 2012 semester and January 2, 2013, for Spring 2013 semester. Payment for all summer sessions is due New Student Orientation Fee...... $ 140.00 on or before the first day of class. Students will not be permitted to register for the next term until Bookstore Charge Fee...... $ 8.00 their financial obligations with the Business Office are settled. A Late Payment Fee may be assessed to Note: .There may be other fees charged for specific academic credits such as proficiency exam, any student account that is not paid by the semester due dates. Students who have not made accept- dual credit, etc. able payment arrangements with the Business Office to comply with their financial obligations will be HOUSING (ROOM) FEES subject to suspension from classes and cancellation of registration. Interest of 1.50% will be charged Helein Hall, per semester...... $ 2,710.00 each month on all outstanding balances not covered by pending financial aid. Friars’ Hall, per semester...... $ 3,355.00 Quincy University has contracted with Tuition Management Systems (TMS) to provide an interest-free Padua Hall, per semester ...... $ 3,096.00 monthly payment plan option for the Fall and Spring semesters. Semester payments may be spread Willer Hall per semester...... $ 2,761.00 over five or four months. There is a $40/semester enrollment fee. Contact TMS at 1-800-722-4867 to speak with a representative or contact the Business Office for further details. Garner Hall, per semester ...... $ 2,710.00 University houses, per semester (includes $350 flex)...... $ 3,347.00 Payment of accounts to the University is not contingent upon receiving a statement or in- voice from the University. As a matter of courtesy the University will prepare statements Apartments, per semester (includes $350 flex)...... $ 3,938.00 to reflect all charges and credits incurred. Students should periodically review their Moodle Student Living Center, per semester (includes $350 flex)...... $ 4,234.00 account online at www.quincy.edu “My Business Office Account” to keep informed of any Guest fee, per night, per person...... $ 25.00 additions or changes to their student account. Single room charge, per semester extra ...... $ 750.00 No transcripts or diplomas will be issued to any student until all financial accounts have been satis- Residential Activity Fee, per semester...... $ 15.00 factorily settled. Summer Housing, per week...... $ 100.00 The Quincy University Guaranteed Tuition Plan (GTP) may be an attractive alternative for the On-Campus housing will be closed during Thanksgiving, Christmas, and spring vacations. families of students who are about to begin their college experience. This plan, available until August Special on-campus housing may be arranged through the Office of Student Affairs during 10 only to incoming freshmen, guarantees tuition at a fixed rate for four consecutive years of at- these vacations. tendance at Quincy University after payment of a nonrefundable fee. The Guaranteed Tuition Plan

30 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 31 FINANCIAL POLICIES UNDERGRADUATE FINANCIAL AID

(GTP) covers only full-time tuition; other charges such as room and board, books, fees, or summer Any requests for refunds, after approved withdrawal, are to be submitted in writing to the Business sessions are not included. Office. Under normal circumstances, the University will pay or credit refunds within two weeks of Please contact the Quincy University Business Office for further information about tuition payment plans. the student’s withdrawal.

Collection Policy QUINCY UNIVERSITY FINANCIAL AID If a student withdraws from the University and a refund is due according to the established refund A student who fails to pay in full as scheduled will have his/her transcripts, registration, and diploma withheld until the outstanding balance is paid in full. The University will make every effort to contact policy, any Quincy University aid awarded may be reduced up to the amount of the refund. the student and collect the outstanding balance. It is the student’s responsibility to keep the Univer- sity informed of any changes in his/her address, phone number and email address. However, if the TITLE IV STUDENT FINANCIAL AID University’s attempts are unsuccessful, the account will be turned over to an agency for collection or to Official withdrawals from the University originate in the Office of Academic Support Services fol- attorneys for litigation. The student will be responsible for all costs, including collection agency fees, lowing the established policy. Verbal as well as written requests may be originated in that office. attorney fees, and variable court costs. See p. 12. Federal regulations provide a policy regarding students who withdraw from the University and REFUNDS have received or were eligible to receive federal Title IV funds excluding Federal Work Study. TUITION If after withdrawing from the University, a return of funds is due according to the established return policies and the student has received financial aid under any Title IV student financial aid Any student desiring to withdraw from the University is required to contact the Office of Academic program other than the Federal Work-Study program, federal regulations require that a portion Support Services. Full tuition is charged unless the student makes a formal withdrawal. See p. 12. of the funds shall be returned to the Title IV program(s). All return of Title IV aid will be calculated No refund of tuition is given for unapproved withdrawal. according to the appropriate Federal Return to Title IV Policies. No refund of tuition will be made to a student dismissed for disciplinary reasons. A repayment may be required when cash has been disbursed to a student from financial aid funds in If a traditional undergraduate student formally withdraws within the first five weeks of the se- excess of the amount of aid the student earned during the term. The amount of Title IV aid earned mester, the following charges are made: is determined by multiplying the total Title IV aid (other than Federal Work Study) for which the During the first week of classes...... No Charge student qualified by the percentage of time during the term that the student was enrolled. During the second week ...... 25% of tuition is charged If less aid was disbursed than was earned, the student may receive a late disbursement for the During the third week...... 50% of tuition is charged difference. If more aid was disbursed than was earned, the amount of Title IV aid that must be During the fourth week ...... 75% of tuition is charged returned (i.e. that was unearned) is determined by subtracting the earned amount from the During the fifth week ...... 100% of tuition is charged amount actually disbursed. If a graduate or Professional Studies (PS) student formally withdraws, there will be a refund only The responsibility for returning unearned aid is allocated between the University and the student during the first week of classes. Contact the Business Office for more details. according to the portion of disbursed aid that could have been used to cover University charges Any student making a partial withdrawal (i.e., change from full-time to part-time status, etc.) will and the portions that could have been disbursed directly to the student once University charges be charged tuition according to the percentage rates stated above. were covered. Quincy University will distribute the unearned aid back to the Title IV programs in the order specified in the regulations. The student will be billed for the amount the student owes Please contact the QU Business Office for drop/refund information for course registrations in the to the Title IV programs and any amount due to the University resulting from the return of Title summer sessions. IV funds used to cover University charges. HOUSING If a student cancels their housing before the end of the academic year, a cancellation fee of $150 Undergraduate Financial Aid will be charged. In addition, housing charges will be refunded based on a percentage of the Quincy University offers a comprehensive financial aid program of scholarships, grants, loans and entire amount owed the University for the academic semester based on the student’s recorded campus employment opportunities designed to keep the cost of education within the reach of all move-out date: qualified students. Aid is awarded on the basis of academic excellence, as well as demonstrated Cancellation during the first week of classes...... 100 percent refund financial need. To receive Federal Student Aid, a student must have submitted all required applica- Cancellation during the second week...... 75 percent refund tion materials and be formally accepted in an eligible degree or teaching certification program. Cancellation during the third week...... 50 percent refund Cancellation during the fourth week...... 25 percent refund Students wishing to be considered for federal, state, and need-based institutional financial as- Cancellation during the fifth week and beyond...... no refund given sistance should submit a Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA as soon as federal income tax information is available. New students are asked to file the FAFSA DINING by the priority date of March 1 and returning students by the priority date of April 1 for optimal If a student withdraws from the University before the 5th week of classes in a semester, the student consideration. Deadline for federal and state programs can vary; therefore early filing of the FAFSA will be refunded for the unused portion of the meal plan. If the withdrawal is on or after the 5th is highly recommended. week of the semester, there will be no refund of the meal plan. FINANCIAL AID PROGRAMS OTHER FEES OR CHARGES Various state and federal financial aid programs are available to eligible degree-seeking Quincy Educational service fees or course fees are not refundable. University students. Following are brief descriptions of the major programs. No refunds of the General Fee or the Residential Activity Fee are made.

32 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 33 UNDERGRADUATE FINANCIAL AID UNDERGRADUATE FINANCIAL AID

FEDERAL PELL GRANT V. A. BENEFITS The value of this grant is set by federal regulation for eligible students. The maximum award var- Quincy University is approved by the State Approving Agency for educational assistance benefits ies from year to year. Application must be made annually with the Free Application for Federal to veterans and veterans’ dependents and by the Immigration and Naturalization Service of the Student Aid (FAFSA). U.S. Department of Justice. Quincy University participates in the Yellow Ribbon Program. Pell Grants are the foundation of federal student financial aid, to which aid from other federal VOCATIONAL REHABILITATION SERVICES and nonfederal sources might be added. Pell Grants are generally awarded only to undergradu- Students having disabilities which limit them vocationally may be eligible for the services of their ate students that have not earned a bachelor’s degree. You can receive Pell Grants only up to 12 state’s department of rehabilitation. These services include vocational counseling and training, semesters, or the equivalent. payment of tuition, fees, books, and job placement. Contact your local department of rehabilita- FEDERAL SUPPLEMENTAL EDUCATION OPPORTUNITY GRANT (FSEOG) tion office for details. This grant may be awarded to students who are eligible for a Federal Pell Grant and who applied by the priority date. Grants range from $500 to $1,500 depending upon the student’s federally- ENROLLMENT STATUS FOR FINANCIAL AID ELIGIBILITY calculated financial need. Eligibility is limited to the first baccalaureate degree. Undergraduate students in the traditional program and the Professional Studies (PS) are considered full time when they are enrolled and attending 12 credit hours or more each semester. ILLINOIS MONETARY AWARD PROGRAM (MAP) GRANT Three quarters time attendance is applied to undergraduate students who are enrolled and at- The Illinois Student Assistance Commission (ISAC) offers a need-based grant to eligible Illinois tending 9 to 11 credit hours. residents. The maximum amount is established by the state government and may change on an annual basis. Application for the MAP Grant is made by properly completing the FAFSA. Program Half-time students in the undergraduate program are enrolled and attending 6 to 8 credit hours. is subject to state funding. Audited Courses FEDERAL WORK-STUDY PROGRAM (FWS) Audited courses do not qualify for financial aid. This program provides part-time, on-campus employment for students with established need who Classes Repeated applied by the priority date. The Office of Financial Aid will post information about available job Course repeats may only be counted toward enrollment status if the student is receiving credit for opportunities. Most students find employment at the annual job fair that is held at the beginning the course. For Title IV aid enrollment status (for undergraduates), a student is allowed to retake of fall semester. a previously passed course (any grade higher than an “F”) only one time and count the course toward enrollment status and receive Title IV aid based on inclusion of the class. FEDERAL PERKINS LOAN This loan may be awarded to students with high need who applied by the priority date. The an- STATEMENT OF SATISFACTORY ACADEMIC PROGRESS nual loan limit is $4,000, (although the typical award will be lower) with a fixed interest rate of 5 percent. Repayment of interest and principal begins nine months after the borrower ceases to In order to remain eligible for financial aid, Quincy University students must adhere to the following be enrolled at least half time. standards. These requirements include a minimum cumulative grade point average, minimum pace at which a student must progress through their educational program to ensure that the student FEDERAL DIRECT STAFFORD SUBSIDIZED AND UNSUBSIDIZED LOAN PROGRAM will complete the program within the maximum time frame, and completing the degree within This program generally enables undergraduate students to borrow annual amounts of $3,500 for a specified time limit. freshmen, $4,500 for sophomores, and $5,500 for juniors and seniors. Dependent undergradu- Qualitative Measurement (Cumulative Grade Point Average) ates whose parents can borrow PLUS Loans may borrow an additional annual amount of $2,000 A minimum cumulative grade point average, consistent with good standing, must be maintained. through the unsubsidized Federal Stafford Loan Program. Undergraduate dependent students Undergraduate students that have attended for two years (four semesters) must have a 2.00 or higher whose parents cannot borrow PLUS Loans and undergraduate students meeting the federal criteria cumulative grade point average. Undergraduate students that have not yet completed four semesters for independent status may borrow for the freshman and sophomore years an additional annual must meet a graduated cumulative grade point average standard of 1.50 after their first semester, amount of $6000 through the unsubsidized Federal Stafford Loan Program while students at the 1.60 after their second semester, 1.70 after their third semester. Graduate students, regardless of junior and senior level may borrow up to an additional $7,000 per academic year. length of attendance, must maintain a cumulative grade point average of at least a minimum 3.0. The interest rate on subsidized loans made to undergraduate students under the Federal Direct Academic standing at Quincy University is based on the student’s cumulative grade point average Stafford Loan Program was reduced in stages from 6.8% to 3.4% for new loans disbursed between in residence. Academic standing for transfer students will be based on the number of semesters a July 1, 2009 and June 30, 2012. Interest rate reductions do not affect the interest rates of any prior student has been enrolled at all colleges/universities the student has attended. subsidized Stafford Loan made to undergraduate borrowers; the interest rates on those prior loans Quantitative Measurement (Pace of Progression) remain unchanged. Congress has extended for one year the 3.4% interest rate for new subsidized Direct Stafford Loans made to undergraduates for loans disbursed from July 1, 2012 to June 30, Pace is defined as the rate at which a student must progress through their educational program to 2013. All unsubsidized Direct Stafford Loans have a fixed interest rate of 6.8%. ensure that the student will complete the program within the maximum time frame. Pace is calculated by dividing the cumulative number of hours a student has completed by the cumulative number of FEDERAL DIRECT PARENT LOAN FOR UNDERGRADUATE STUDENTS (PLUS) hours attempted. Students, regardless of educational program, must successfully complete 75% of Parents (or stepparents) who need additional funds to assist students with educational expenses cumulative credit hours attempted by earning a pass or a grade of D or higher. Withdraws, repeated may borrow up to the cost of education minus any financial aid. To apply for the Federal Direct classes previously passed, and incompletes will not be counted as credit hours earned, but will be Parent Loan (PLUS), the parent must complete the PLUS Loan application and the PLUS Master counted as hours attempted. Credit hours from another institution that are accepted towards a Promissory Note (MPN) at www.studentloans.gov. Direct PLUS Loans have a fixed interest rate of student’s educational program will count as both attempted and completed hours. 7.9%. A PLUS Loan applicant must not have an adverse credit history. Students not completing 24 credit hours during an academic year due to a grade of incomplete (IN) should notify the Financial Aid Office as soon as the course is successfully completed with a passing grade. The Registrar’s Office will notify Financial Aid when there is a change of grade.

34 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 35 UNDERGRADUATE FINANCIAL AID STUDENT LIFE

Maximum Time Frame • Students placed on academic suspension will automatically be placed on financial aid termination. Students may attempt no more than 150% of the credit hours required for their degree program Students that successfully appeal academic suspension must also appeal financial aid termination and retain financial aid eligibility. For example, a student in a 124-hour bachelor’s program could status. attempt no more than 186 hours and remain eligible for aid. Students in a 30-hour master’s • To have aid eligibility reinstated after it has been terminated, the student must achieve program have a limit of 45 attempted hours. Transfer credits accepted by the Office of the Registrar satisfactory academic progress for one regular academic term at Quincy University and make are counted as both attempted and earned hours. Courses with incompletes, withdrawals and/ payment from personal funds. The student must have the cumulative grade point average or grades of “F” are included as attempted hours. Hours are counted for all terms, even those specified under Qualitative Measurement Standards and meet pace requirements that would for which a student did not receive financial aid as well as those usually waived under academic ensure that the student would complete the program within the maximum time frame. At amnesty policies such as the New Start Policy. Undergraduate students in programs requiring more the conclusion of that term, the student may petition the Financial Aid Appeal Committee for than 124 credit hours may appeal for an extension of their aid eligibility if necessary. reinstatement of aid eligibility. Satisfactory Academic Progress Definitions Beginning July 1, 2011, institutions administrating Title IV, HEA program funds will use SCHOLARSHIPS AND GRANTS standardized terminology. The following definitions apply to terms used in monitoring Satisfactory Quincy University endeavors to acknowledge and reward excellence in academic performance, Academic Progress (SAP): athletic achievement, and other special areas through generous institutional scholarships and Financial Aid Warning—A status assigned to a student who fails to make satisfactory academic grants. Athletic awards are given based on guidelines set forth by the NCAA Division II and Quincy progress at an institution that evaluates academic progress at the end of each payment period. University. Academic and special talent awards are renewable as long as the student continues to achieve or exceed the standards established by Quincy University for the award. Quincy Uni- Appeal—A process by which a student who is not meeting the school’s standards is allowed to versity reserves the right to adjust institutional awards based on funds received from petition the institution for reconsideration of the student’s eligibility for Title IV funds. outside awards. Financial Aid Probation—A status assigned by an institution to a student who fails to make Students choosing to live off campus that do not meet the University’s criteria for off campus satisfactory academic progress and who appealed and has had eligibility for aid reinstated. living will not be in good standing with the University and therefore ineligible for institutional financial aid. This policy only impacts aid provided directly by Quincy University, not federal, state Monitoring or private loans or scholarships. • Frequency of Evaluation—Satisfactory Academic Progress is evaluated at the end of every Students choosing to live off campus that do meet the University’s criteria for off campus living payment period. The payment period is the summer term, fall semester, and spring semester will be awarded institutional dollars up to the established level of institutional funding for non- for undergraduate students. Summer will count as any other payment period. resident students. This policy only impacts aid provided directly by Quincy University, not federal, • Financial Aid Warning—Students will be granted Financial Aid Warning automatically, without state or private loans or scholarships. a written appeal from the student. A student on Financial Aid Warning may continue to receive Through the generosity of many individuals and organizations, Quincy University awards many Title IV aid for one payment period despite a determination that the student is not meeting endowed scholarships. The criteria for receipt of these awards are established by the donors and SAP standards. are administered by the Office of Financial Aid. Students must make SAP after Financial Aid Warning or their aid eligibility will be terminated. Students have the option to appeal their aid termination and if approved will be placed on Student Life Financial Aid Probation. Students that do not receive appeal approval will not be eligible to receive financial aid until the SAP requirements are met. STUDENT AFFAIRS • Financial Aid Appeal—Appeals are student initiated. A student may appeal for Financial Aid The mission of the Quincy University Office of Student Affairs, in support of the University mis- Probation based on mitigating circumstances, such as death of a relative, injury or illness of the sion, is to create an environment in the Catholic Franciscan tradition that promotes the holistic student, or other special circumstances. development of the student. The Office of Student Affairs will provide programs that increase self-awareness and direction, • Appeals must be in writing to the Financial Aid Appeal Committee and delivered to the Office personal development and wellness, social responsibly and empowerment, ability to function in of Financial Aid. Appeals Forms may be obtained either from the Financial Aid Office or from a global society and support the academic success of each student. the QU web site. A student is expected to make a commitment when he/she becomes a student at Quincy University: • The student’s appeal must include: to be a member of the University community and to live within the policies and philosophy of - Why the student failed to make SAP the University. Policies affecting a student’s life at Quincy University can be found in the Univer- - What has changed that will allow the student to make SAP at the next evaluation sity catalog, the Student Handbook, or in other publications from the Office of Student Affairs. - Students are encouraged to include supporting documentation Students are expected to be knowledgeable regarding University expectations, their rights and • A student approved for financial aid probation may receive Title IV program funds for one responsibilities as detailed in the Student Handbook. payment period. While a student is on financial aid probation, the institution may require the HOUSING student to fulfill specific terms and conditions such as taking a reduced course load or enrolling Living in a residence hall provides educational, cultural, social and recreational opportunities. A in specific courses. variety of living styles is available: traditional residence halls, suites, apartments, and houses. Each • Eligibility will be reinstated if the student is meeting SAP standards following the financial aid residence hall is staffed with a Residence Director and student Resident Assistants. probation period or it is determined that the student met the requirements specified by the institution Beginning Fall 2010, all full-time undergraduate (non-PS) students who enter Quincy University for in the student’s academic plan developed during the appeal process. If the student fails to meet these the first time are required to live on campus until they have attained senior standing (86 hours or requirements, the student will be placed on termination status, ending aid eligibility. more) unless they: a) are living locally with immediate family who are permanent residents or b)

36 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 37 STUDENT LIFE STUDENT LIFE have received permission from the Vice President for Student Affairs to live off campus. Continuing QUALIFICATIONS FOR STUDENT OFFICES, HONORS, AND PRIVILEGES full-time undergraduate (non-PS) students enrolled as of Fall 2010 are required to live on campus Students must be enrolled for at least 12 semester hours to serve as Student Senate officers, edi- until they have earned 60 hours or more, and/or are 21 years old, or meet exceptions a or b noted tors, managers, or officers in any campus organization. They also must not be on academic or above. Criteria for off-campus living must be met by the first day of classes for the semester in disciplinary probation. which the student wishes to live off-campus. STUDENT SENATE Transfer student eligibility for meeting the criteria above will be determined by a) student’s The Student Senate provides students with the opportunity for a more meaningful learning birthdate, b) student’s high school graduation year, and/or c) the year in which they first enrolled experience. Members of this organization have a responsibility to present student opinions and in an institution of higher education. This determination will be made by the Vice President for attitudes to members of the Quincy University community. The Student Senate also provides a Student Affairs. context through which students become exposed to the mechanics and principles of program de- The QU Contract for Student Housing is for the ENTIRE ACADEMIC YEAR. An approved meal plan velopment and administration in such areas as student activities, University policies, and curricula. is required of all students residing in Helein, Garner, Willer, Padua and Friars Halls. Consult the TELEVISION AND NEWSPAPER Contract for specific terms. For questions or more details regarding housing, please refer to the For a small school, Quincy University has made a significant investment in extra services. The Falcon, Student Handbook or contact the Office of Student Affairs. the student newspaper, is published periodically providing both a journalistic training ground and UNIVERSITY E-MAIL a creative outlet for interested students. The Falcon is student-run and offers news, information, As stated on p. 15, Quincy University e-mail is one of the University’s official means of communication and entertainment to the campus as well as the community. The QUTV Studio serves students in- with students. All QU students are expected to maintain a QU e-mail account and are responsible terested in video production and operates with state-of-the-art digital video equipment. Students for any deadlines or action communicated through electronic mail. All students are automatically produce original programming in an environment that simulates a live TV studio experience. given a QU e-mail account, username and initial password. ATHLETICS HEALTH SERVICES Quincy University is affiliated with the NCAA. The University has a national reputation in both men’s and women’s sports. The men’s program includes baseball, basketball, football, soccer, ten- The University provides limited health services in Friars’ Hall. A campus nurse is available in the nis, golf, cross country, and volleyball. The women’s program includes basketball, soccer, softball, Wellness Center four days per week and a physician assistant one day a week. Students may visit tennis, golf, cross country, and volleyball. the campus nurse at no charge. Specific hours of operation will be posted at the beginning of the school year. The city of Quincy offers several excellent medical facilities, including a hospital INTRAMURALS AND RECREATION within minutes of campus. Consistently cited as a campus highlight by students, the intramural program is popular and com- prehensive. Competition in a wide variety of sports – soccer, flag football, basketball, volleyball, CAMPUS MINISTRY softball, and bowling to name just a few – involves hundreds of students, men and women, every An important dimension for all individuals is their spiritual and moral character. As a Franciscan week. Because faculty teams also participate, with varying success, the intramural program is an Catholic liberal arts institution, the University provides campus ministers to assist students in the area wherein a true “community spirit” is felt. development of their faith, life and religious values. Liturgical, educational, retreat, volunteer and social concern programs are available for student participation. Student committees and volunteers AUTOMOBILES Parking permits are required for all students who wish to park on campus. Students of the Uni- are the spirit and life of the Campus Ministry community. The Director of Campus Ministry’s office versity are permitted to have automobiles on campus. Refer to the Student Handbook for the is located in the Campus Ministry House. campus parking regulations. FINE ARTS STUDENT CLUBS AND ORGANIZATIONS A liberal education implicitly includes experiences in the arts. Quincy University offers a variety Over 40 clubs and organizations exist for student involvement. Students may join a social and of opportunities in the arts and encourages students to participate. The music program sponsors service organization or choose a professional or academic-related organization. singing groups, jazz ensemble, marching band, and a symphonic band, and presents a number of programs and recitals each year. Student theatre at QU includes a musical, dramatic produc- tions, and an improv group. The art program not only offers studio courses in painting, ceramics, photography, and sculpture, but also showcases faculty, student, senior, visiting artists art exhibits and workshops. both on campus and in the community. The Student Programming Board brings guest speakers and artists to the campus and supports student/faculty travel to attend cultural events not available in Quincy. In addition, the English program publishes annually its literary magazine, riverrun. The Quincy Area is rich in arts opportunities, including a symphony, an opera company, a com- munity theatre, and the Civic Music Association series. USA TODAY READERSHIP PROGRAM Quincy University and the Student Senate partner with the USA Today Readership Program to provide Quincy University students access to a variety of newspapers for use in the classroom free of charge to the student. CHECK CASHING/ATM An ATM is available in the Student Center/Cafeteria. The Business Office provides a check cashing service ($50/day maximum) for members of the University community. Current student identifica- tion cards are required for this service.

38 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 39 STUDENT LIFE UNDERGRADUATE PROGRAMS AND COURSES

Curricula and Courses

The various curricula (programs of courses which lead to a degree) listed in the following pages Undergraduate Programs are designed to give a broad liberal education with a specialization in some particular area. Each curriculum embodies the general education and other requirements for graduation as well and Courses as the courses needed to constitute a major field of study. Thus each gives a comprehensive view of the studies which will be pursued during the student’s academic career. Credit courses numbered less than 100 are college-preparatory courses and do not count toward a degree. Credit courses applicable to degrees are numbered from 100 to 699. Those numbered from 100 to 299, considered in general as introductory, are mainly for freshmen or sophomores, and for students who are not degree candidates. Those numbered 300 and above are primarily for juniors and seniors and 500 to 699 are graduate courses. Because of their content and instruc- tional procedures, the latter ordinarily presuppose the proper introductory courses or background. As stated on p. 11, the unit of credit is the semester hour. Each semester hour represents the equivalent of one class period of 50 minutes in length for 15 weeks of instruction plus one exam week. Sessions varying in length satisfy equivalent standards. Some courses are limited to one semester of instruction; others continue over two semesters but are listed separately. Art Languages Most courses are offered every year but some are given only in alternating years. Courses at the Aviation Management Information Systems upper-level in a major program, e.g., are commonly offered in a two-year sequence. Well before Biology Mathematics the opening of a semester, a Course List is posted online which shows the specific courses to be Business offered in that semester with the time of the class meeting. However, the University reserves the Music right to change or cancel without notice any course or program mentioned in this Catalog or on Accounting Nursing the Course Schedule for any semester. Entrepreneurship Philosophy and Ethics Note: University and departmental programs or the availability, dates, and descriptions of courses Finance Physical Education may change after the publication of the printed catalog. The official Course Schedule is posted online by the Registrar before each semester’s registration. The official academic catalog can be International Business Physics found on the Quincy University website at www.quincy.edu. Management Political Science Marketing Pre-Professional Chemistry and Forensic Science Pre-Actuarial Science Clinical Laboratory Science Pre-Engineering Communication Pre-Law Communication and Music Pre-Medical Sciences Production Pre-Physical Therapy Computer Science Psychological Studies Criminal Justice Psychology Economics Science Education Sociology Education-Bilingual and ELL Special Education Education Studies Sport Management Elementary Education Theatre English Theology Exercise Science University Courses General Studies Academic Success Skills History Career Planning Humanities Early Exploratory Internships Human Services First-Year/Senior-Year Experience Interpreter Training and Honors Thesis American Sign Language Women’s and Gender Studies

40 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 41 ART ART

Requirements for a Minor in Advertising Production: 18 credit hours including ART 290, ART 395, 465, 490 and COM 381, 393. Twelve of the required 18 credit hours must be taken at Quincy Degree Offered: Bachelor of Fine Arts University. Declaration of minor must be filed no later than the end of the junior year (or comple- tion of 85 semester hours). This minor is primarily intended for marketing majors with a focused interest in advertising. All non-marketing majors are encouraged to complete as many marketing Portfolio Art Scholarships: courses as possible in addition to the minor in advertising production. Applicants may compete for a number of portfolio scholarships awarded each year on the basis of Program Policies: portfolio excellence. The competition is open to all high school graduates and transfer students. 1. The University reserves the right to reproduce student work, and to retain for teaching and An applicant may be considered for the scholarships once all application requirements are met: exhibition purposes, students’ works submitted for credit. transcript, financial aid package, letter of recommendation, and portfolio (either CD, or portfolio of artwork during visit or via e-mail). 2. The University will not be liable for lost, stolen, unclaimed, or damaged art work. To be considered for an art scholarship the applicant must declare or intend to declare a major 3. Initial student expenses for art supplies may be substantial. Furnished materials vary from in art. course to course, so prudent financial planning should account for this variance. 4. A portfolio review is suggested for all transfer students. Program Requirements - Graphic Design Major 5. Students are expected to spend a minimum of 6 hours per week outside class for each studio 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate course selected. degrees, pp. 6-10. Students in the BFA program must complete 15 elective hours outside the 6. Art majors are required to keep an ongoing portfolio from each art course for assessment major in addition to the general education requirements. These 15 hours may apply to a purposes and their Senior Exhibition. minor in the following areas: Entrepreneurship, Communication, and/or Computer Science. Students in this program also must complete at least 36 hours at the upper (300-400) level. 7. Art scholarship majors must participate in the Annual Juried Student Exhibition and in local/ 2. The technological literacy requirement will be fulfilled by ART 290 Introduction to Computer regional exhibitions in order to maintain their scholarships. Graphics and ART 395 Graphic Design for Desktop Publishing. Special Programs: 3. A minimum of 43 semester hours of art studio beyond the foundation studio courses of ART The Gray Gallery, located in Brenner Library, provides a professional exhibition schedule each 111, 121, 131. Required courses include: ART 161, 221, 241, 251, 256, 290, 312, 323 or 342, academic year which includes exhibitions by nationally noted and regional artists. Gallery space 380, 390, 395, 480, 490, 495, and three hours of upper-level Art. is allocated for the annual art faculty, student and senior exhibitions. Periodically visiting artists 4. Art History (12 semester hours): AHI 283, 285, 381 and 383. are brought to the campus for critiques, lectures and workshops. The gallery program contributes 5. Support courses: PHI 391 Aesthetics (can fulfill a general education requirement) and COM both to the education of University and community students and to the cultural richness of the 101 Fundamentals of Public Speaking. University and the broader community. 6. A portfolio of collegiate coursework, a digital slide portfolio/PowerPoint on a CD with a hard- copy collegiate summary in a documentation binder and a comprehensive and/or focused (ART Course Descriptions 497) senior exhibition of professional quality framed work, with an accompanying catalog, must be presented to and accepted by the art faculty. This exhibition will be displayed in the Art History Courses Gray Gallery during April-May of the Spring Semester of the senior year. This constitutes the required comprehensive experience. AHI 265 The Art of Rome (3) AHI 285 19th & 20th Century Art (3) 7. The Process Portfolio: All art/graphic design majors are required to maintain a continuous The Art of Rome is an introductory course in the A slide-lecture survey of European and Ameri- portfolio from year to year with representative work from every art class taken for the Junior history of art and of the history of Rome from its can art from 1800 to 1940. Art and artists are Portfolio review (ART 397). origin to contemporary times. Masterpieces of reviewed in relation to patronage, shifting painting, sculpture, architecture and urbanism social systems and settlement of North America. Minors in Art (must also meet minimum University requirements for a minor): are examined with attention to their specific [F2 902] Requirements for a Minor in Art Studio: 21 credit hours including ART 111, 121, and 131 or historical contexts; ancient, medieval, renais- AHI 381 Contemporary Art Seminar (3) 161. The remaining 12 hours must be at the 200-400 level and include one Art History course. Twelve sance, baroque and modern. The course hones A course designed to develop a better under- of the required 21 credit hours must be taken at Quincy University. Declaration of minor must be a method of description, critical analysis and standing of recent trends in contemporary art filed no later than the end of the junior year (or completion of 85 semester hours). interpretation of art and builds an understand- movements with emphasis on American art ing of traditional forms and cultural themes Requirements for a Minor in Art History: 21 credit hours including ART 111, 121, and 131 or since 1945 through an examination-exploration- useful in the comprehension of all western art. 161; AHI 283, 285, 381, and 383. Twelve of the required 21 credit hours must be taken at Quincy discussion of painting, sculpture, and related Taught in Rome. University. Declaration of minor must be filed no later than the end of the junior year (or comple- art forms. tion of 85 semester hours). AHI 283 Renaissance & Baroque Art (3) AHI 383 History of Graphic Design (3) This illustrated slide-lecture course dwells at Requirements for a Minor in Graphic Design: 21 credit hours including ART 111 and 121. Using a problem-solving approach, students will length on the art of Europe during the Renais- The remaining 15 hours must be chosen from ART 241, 256, 290, 390, 395, and 490. Twelve of explore the global fusion of art, commerce and sance, Mannerist, Baroque, and Rococo periods. the required 21 hours must be taken at the 200-400 level and 12 of the hours must be taken at culture that makes Graphic Design a dynamic The art is evaluated in context of the culture, Quincy University. Declaration of the minor must be filed no later than the end of the junior year worldwide phenomenon. This course will also religious and social systems. (or completion of 85 semester hours). look at the historical, social and technological events that gave rise to Graphic Design both as Minor in 3-Dimensional or 2-Dimensional Art may be arranged. a craft and an art.

42 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 43 ART ART

Studio Courses ART 322 Intermediate Watercolor (3) on the potter’s wheel and to expand prior ex- A course for the student who is well versed periences with clay. Students will be introduced ART 111 Introduction to Drawing (3) requisite: the use of a digital camera for the in the rudiments of transparent watercolor to clay and glaze chemistry and kiln physics. A foundation course in various attitudes and semester that has manual settings. Although technique and has competent drawing skills. Prerequisite: ART 161. methods in drawing, exploring several media, not required, ART 121 is recommended. Experimentation is encouraged. Emphasis will ART 370-9 Special Topics (1-3) and acquisition of a breadth of skills and aes- ART 251 Introduction to Printmaking (3) be placed on the development of a student’s in- Special topics or projects in art depending upon thetic awareness. A survey of the basic printmaking media. The dividual point of view. Prerequisite: ART 221. demand and staff. ART 121 2-D Design (3) course introduces woodcut, drypoint, emboss- ART 323 Mixed Media Painting (3) ART 380 Electronic Imagemaking (3) An exploration of the role of the visual process ment, collagraphy and papermaking tech- This course will be concerned with the produc- A hands-on course in which the student will and how it affects what we see, how we see, niques; with a number of projects designed to tion of work that explores the creative aspects explore the potential of computer technology and how that relates to unified 2-dimensional give a broad experience with the media. Topics of combining different art media. Students will to create vector and bit mapped animations. media structures. Emphasis will be placed on pertinent to all the media include matting, print experiment with ideas and techniques, using Students will be introduced to the basics of the creative use of the formal design elements storage, documentation, and actual examples. various drawing, painting and printmaking audio editing, as well as the fundamentals of (line, shape, value, color, form, space, texture) ART 256 Commercial Illustration (3) materials/methods, as well as investigate the creating animations for the web. Adobe Flash and design principles through studio problem- An emphasis on visual communication, design, vast possibilities of collage, construction and will be the primary software used with other solving experiences. and production. Application in various commer- deconstruction. Emphasis will be on the student Adobe software applications used in supporting ART 131 3-D Design (3) cial areas such as illustrating methods for books, to effectively assimilate the unexpected results roles. Prerequisites: ART 121, 290. An introduction to sculptural thought and magazines, packaging, etc. Prerequisites: ART obtained by mixing media and to develop new ART 390 Computer Illustration (3) methods. Students’ labors focus on creative 111, 121, or permission of instructor. images, in a personal and expressive way. Pre- An introduction to computer illustration using solutions to problems in space/volumes, in- requisites: ART 121 and ART 221 or ART 223. ART 265 Introduction to Fiber Arts (3) graphic vector-based software. Students will ternal/external relationships, tectonics, and This course explores the design possibilities ART 332 Intermediate Sculpture (3) be introduced to computer best practices using contemporary as well as traditional attitudes achieved through the interaction of fiber, form Explorations in mixed media (wood, metal, Adobe Illustrator software, scanning and print- and media. and structure. The primary concentration will be plastic, etc.), found objects, and multi-media ing. Prerequisites: ART 121, 290. ART 161 Introduction to Ceramics (3) off-loom weaving techniques with emphasis on constructions (light, sound, kinetics, etc.). Pre- ART 395 Graphic Design for (3) Investigations of contemporary thought, using fibers in the creation of visual (2-D, 3-D) requisite: ART 232. Desktop Publishing methods and problems in clay as an expres- statement. Experimentation with various fibers ART 342 Intermediate Photography (3) This course will focus on the creative and prac- sive medium. Students focus on handbuilding and techniques will be encouraged. This course will explore the fine art aspects of tical use of high-end graphic design software. techniques. Experiences with the potter’s wheel ART 270-9 Special Topics (1-3) film-based photography. Students will learn to Students will learn design fundamentals, includ- are optional. Special topics or projects in art depending upon work in a darkroom, develop film and prints, ing composition, layout, typography, pagina- ART 221 Introduction to Watercolor (3) demand and staff. make photograms and further extend their tion, style, format and project planning. Adobe An introductory course directed toward the knowledge of the photographic process. Em- InDesign is the major software used as well as ART 290 Introduction to Computer (3) technical/structural and philosophic basis of phasis will be placed on design centric image Adobe Illustrator and Photoshop. Prerequisites: Graphics watercolor painting as a self-expressive activity. making. Students should have access to a film- ART 121 and 290 or 390. Instruction and practical exercises in the use Traditional as well as experimental techniques based camera for the semester. Prerequisites: of bitmapped (pixel based) software currently ART 397 Junior Portfolio (0) will be discussed and demonstrated. A broad ART 121, 241. used to create and generate black and white In the spring of the junior year, each prospective range of subject matter and attitudes will be and color graphics. Student learns necessary ART 352 Intermediate Printmaking (3) graduate, in collaboration with the academic touched upon. Personal expression and creativ- computer commands to use software and to Students will explore both relief and intaglio advisor, prepares a portfolio of exhibits dem- ity will be stressed. produce assigned graphics/commercial art lay- printmaking as a medium of creative expres- onstrating achievement of the art department ART 223 Introduction to Oil Painting (3) outs using assorted printing options. Methods sion in greater depth. A special focus will be on learning outcomes. After a successful review of A basic course in oil painting as a medium of of merging text with graphics as well as design collagraphy, tonalgraph, assemblegraph, and their portfolio with the art faculty, the students expression, within the framework of good de- concepts that feature capabilities of computer various other platemaking/printing methods. will proceed to senior seminar. sign. Prerequisite: ART 111, 121. graphics will be studied. Adobe Photoshop will Prerequisite: ART 251. ART 451 Printmaking: Etching (3) be explored. Recommended: ART 121. ART 358 Painterly Monotype (3) ART 232 Introduction to Sculpture (3) The basic processes of intaglio printmaking. This course explores aspects of the monotype An introduction to casting and fabrication in ART 312 Intermediate Drawing (3) These include etching (line, soft-ground, aqua- as a 3-way bridge connecting drawing, paint- metals and other media on an intimate scale. A course directed toward the development tint), engraving, drypoint, collagraphy, as well ing, and printmaking. Monotype is a flexible, Prerequisite: ART 131. of the student’s abilities, understanding, and as a variety of experimental approaches to direct medium involving the transfer of drawn/ interests— with emphasis on drawing media plate making and printing. Emphasis will be ART 241 Introduction to Photography (3) painted images from a nonporous surface to and relationships using historical references and on black and white printing within the context No art form has redefined current society like paper. One-of-a-kind print is produced from current trends. Prerequisite: ART 111. of technique and concept. Prerequisites: ART Photography. Discover the dynamics of this art, each plate. the physics of image making and the design 111, 121, and 251. components that govern our sense of interest. ART 362 Intermediate Ceramics (3) Also learn the fundamentals of digital camera An investigation into personalized aesthetic and operation and electronic image editing. Pre- technical approaches with clay. Students are especially encouraged to develop competency

44 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 45 ART AVIATION

ART 465 Advertising and PR (3) ART 495 Senior Seminar (3) – A Partnership with Great River Aviation, LLC Campaigns for Non-profits In the fall of the senior year, students will be AVIATION This course will provide practical experience to given the opportunity to produce a self-direct- Degrees Offered: Associate of Science [Correction: This A.S. degree was deleted in 2012-2013] upper-level students in the cross-disciplinary ed, mature body of work. Seniors are encour- Bachelor of Science fields of advertising, design, marketing com- aged to work on the concept for the seminar munications, and public relations. During the over the summer, submitting a completed pro- Quincy University offers degrees in Aviation in partnership with Great River Aviation, LLC, a semester, students will provide a host of services posal within the first week of the fall semester. full-service learning center located at the Quincy Regional Airport about 10 miles from Quincy for an area non-profit organization in a “client” Weekly meetings will be held with the advisor University. The lab fees associated with the Aviation program cover both aircraft rental and flight and “agency” relationships. to ensure regular progress in accomplishing instruction for the various pilot certificates offered. the goals established in the student proposal. ART 470-9 Special Topics (1-3) Quincy Regional Airport provides students with the opportunity to train at an actual working (Offered in the fall) Special topics or projects in art depending upon airport to help our aviation students connect with professional pilots in the aviation industry. The demand and staff (e.g., Advanced Watercolor, ART 497 Baccalaureate: Senior (1) aviation students can obtain Private Pilot, Instrument Rating, Commercial Pilot, Multi-Engine, Flight Advanced Ceramics, Advanced Sculpture, Ad- Retrospective Instructor, Flight Instructor-Instrument, and Multi-Engine Flight Instructor certificates while attend- vanced Printmaking). Preparation for and experience in mounting ing Quincy University. Great River Aviation is an approved FAA Part 141 Flight School providing the comprehensive senior portfolio exhibit, students with the most up-to-date information in aviation. ART 480-1 Practicum in Art-Business (1-3) including professional preparation of framed An experiential/academic opportunity in a The Aviation program provides flight training for students in a liberal arts context. The program quality work for display, preparing publicity, museum, gallery, community cultural center, provides professional preparation for a variety of careers in the Aviation field, including commer- designing a show catalog and mailing, arrang- small business or related facility. Practica are cial, corporate, and military aviation. ing the opening reception, providing an exhibit arranged individually to suit the skills and checklist, installing the exhibition with labels, Admission Requirements: career goals of the student and the needs of obtaining donations, and taking down the Applicants to the Aviation program at Great River Aviation must complete a Second Class Flight the host institution. Open to upper-division art show. This exhibition will be displayed in the Medical examination and show proof of U.S. Citizenship status before beginning flight training. majors. The work is supervised and evaluated Gray Gallery during April-May of the Spring Students applying for admission to the University should file all required materials with the Of- in conjunction with an on-campus coordinator Semester. This constitutes the required depart- fice of Admissions prior to the term of enrollment. Please contact the Aviation staff if there are and a designated individual in the organization ment comprehensive experience. Graded P/F. questions concerning admission requirements. providing the experience. One semester hour of (Offered in the spring) academic credit is granted for each 50 hours of Program Requirements: field experience. Bachelor of Science in Aviation ART 490 Web Design (3) An exploration into design for the Web from 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate concept to structure, preparation, and produc- degrees, pp. 6-10. tion. This course will revolve around the use of 2. The technological literacy requirement will be fulfilled by ART 290 Introduction to Com- Dreamweaver. Prerequisite: ART 290. puter Graphics. 3. Required support courses: ART 290, MAT 124 or above, BUS 219, PSY 100, and SCI 230. 4. Required Aviation courses: AVI 110, 110L1, 110L2, 120, 210, 210L1, 210L2, 220, 300, 310, 310L1, 310L2, 320, 340, 380 (2 hours), 420, and 498. 5. Recommended Aviation course: AVI 480.

Bachelor of Science in Aviation Management 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate degrees, pp. 6-10. 2. The technological literacy requirement will be fulfilled by ART 290 Introduction to Com- puter Graphics. 3. Required support courses: ART 290, COM 101, ENG 382, MAT 124 or above, PSY 100, and SCI 230; and a computer applications course. 4. Required Business courses: ACC 121, 221; BUS 215, and 219; MGT 300; FIN 315; and MKT 331; ECO 222, 223, and 225. 5. Required Aviation courses: AVI 110, 110L1, 110L2, 120, 210, 210L1, 210L2, 220, 300, 310, 310L1, 310L2, 340, 360, 380 (2 hours), 420, and 498. 6. Recommended Aviation course: AVI 480.

46 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 47 AVIATION AVIATION

Requirements for a Minor in Aviation: AVI 220 Aviation Safety (3) and commercial review/practice, and final This course is an in-depth study of aviation commercial stage check. Advanced safety pro- 20 credit hours including AVI 110, 110L1, 110L2, 220, 300, 380 (3 hours), and 420, and meet safety, including the causes and investigation cedures are also incorporated into this flight minimum University requirements for a minor. Students must also meet the Aviation program practices of aircraft accidents, safety aware- lab. This lab requires approximately 45 hours admission requirements before beginning this flying minor. ness in aviation systems management, and the of flight time. Prerequisite: AVI 310L1. development of aircraft accident prevention Requirements for a Minor in Aviation Management: AVI 320 Multi-Engine Rating (2) programs. The focus of this course is on the This course is designed to help the student ob- 19 credit hours including AVI 110, 120, 220, 300, 360, and 420, and meet minimum University various human, mechanical, and environmental tain a FAA Multi-Engine Rating (ME). This course requirements for a minor. Students do not have to meet the Aviation program admission factors that impact aviation safety. consists of approximately 15 hours of flight time requirements before beginning this non-flying minor. AVI 300 Principles of Air (3) as well as on-ground instructional time required Transportation to obtain a Multi-Engine license. Prerequisites: This course provides a history of developments AVI 310, AVI 310L1, AVI 310L2. Course Descriptions of air transportation systems covering facili- AVI 340 Human Factors in Aviation (3) ties, impact of regulations, problems encoun- AVI 110 Private Pilot Ground (4) AVI 210 Instrument Pilot (4) Human factors in Aviation presents an over- tered in commercial transportation, role of view of the importance of the human role in School Ground School governments in air transportation and future This course is designed to develop the student’s This course is designed to develop the student’s all aspects of the aviation environment. This implications (economic, social, political) of air course will study the human limitations in the entry level knowledge and skill of aeronautical knowledge of and skill in flying solely through transportation. principles of flight as well as the Federal Avia- the use of instruments on-board the aircraft. aspects of human factors, human reliability, tion Administration rules and requirements for The course covers a variety of subject areas in- AVI 310 Commercial Pilot (4) stress, medical standards, drug abuse, and the the Private Pilot Certificate. This class is the cluding: theoretical aspects of instrument flight, Ground School human physiology. Basic principles of physical foundation for the student’s subsequent flight basic principles of instrument flying, aviation This course integrates concepts learned in the and cognitive human performance are covered training. The student is also introduced to avia- meteorology, radio navigation, federal aviation Private Pilot Ground School course (AVI 110) along with a detailed analysis of human error, tion weather, flight operations, aircraft perfor- regulations and instrument flying procedures. along with those needed for instrument and situational awareness, and Crew Resource Man- mance, navigation, and related human factors. This course also prepares the student for the commercial flying. This course assists the student agement (CRM). Students enrolled in this course along with AVI basic altitude instrument flying, VOR and NBD in preparing for the FAA Commercial Pilot writ- AVI 360 Airport Management (3) 110L will be prepared for the FAA knowledge tracking, partial panel operation, DME arcs, and ten exam and includes information on advanced Operations exam (flight test), a requirement for the Private holding entries and patterns. Successful comple- in-flight maneuvers, Federal Aviation Regula- This course introduces managerial functions, Pilot Certificate. (Offered in the fall) tion of this course along with the associated tions, aerodynamics, weather and safe opera- roles, and techniques as they apply to the avia- flight labs are required for Commercial Pilot tion of aircraft. The student is also introduced to AVI 110L1 Private Pilot Flight Lab I (2) tion industry. This includes strategic manage- Certification. Prerequisites: AVI 110, AVI 110L1 advanced commercial maneuvers and complex The flight lab is incorporated into the Private ment, organizational theory and operation, and AVI 110L2. (Offered in the fall) aircraft operations. Successful completion of airline management, aviation manufacturing Pilot course sequence. Students enrolled in this this course is required for the FAA Commercial course along with AVI 110 will be prepared to AVI 210L1 Instrument Pilot (2) management, fixed base operation manage- Pilot Certification.Prerequisites: AVI 210 and AVI ment and aviation consulting. obtain the fundamental skills and be able to Flight Lab I 210L1. (Offered in the fall) perform safe solo flight. This lab requires ap- This flight lab is incorporated into the course AVI 370-9 Special Topics in Aviation (1-3) proximately 25 hours of flight time. Student sequence to obtain an FAA Instrument Flight AVI 310L1 Commercial Pilot (2) Seminar-style course available to juniors and must pass an FAA approved flight physical Rating. This flight lab covers instrument fly- Flight Lab I seniors affording them opportunity to explore prior to enrolling in this course. ing techniques and procedures in conjunction Students will receive the flight instruction specialized areas of aviation. May also include with modern ILS, VOR, ADF and radar facilities, necessary to gain the knowledge, skills and AVI 110L2 Private Pilot Flight Lab II (2) opportunities for students to obtain advanced basic altitude instrument, holding, precision proficiency required to acquire the necessary This flight lab is a continuation of AVI 110L1. FAA flight certifications. Prerequisite: permis- and non-precision approaches, macro and cross-country experience and introduction to Students enrolled in this course will plan and sion of instructor. micro meteorology analysis. This lab requires complex aircraft transitions. The flight fees conduct cross-country flights, perform night AVI 380 Internship I (2-6) approximately 40 hours of flight time. Success- cover both the aircraft rental and individual flight training, and prepare for the FAA practi- The aviation internship is an educational experi- ful completion of this flight lab is required for flight instruction. This lab requires approxi- cal test to earn the Private Pilot Certificate. This ence that helps to formally integrate a student’s Commercial Pilot Certification. Prerequisite: AVI mately 45 hours of flight time. Prerequisites: lab requires approximately 30 hours of flight academic studies in aviation with supervised 110 and AVI 110L2. AVI 210L1 and 210L2 required for Commercial time. Prerequisite: AVI 110L1. Pilot Certification. on-the-job work experience. Students may AVI 210L2 Instrument Pilot (2) AVI 120 Introduction to Aviation (3) apply up to six AVI intern credit hours towards Flight Lab II AVI 310L2 Commercial Pilot (2) This course provides a broad understanding of their major. 50 hours of work experience equal This flight lab is a continuation of AVI210L1. Flight Lab II all aspects of the air transportation industry, one credit hour. This flight lab requires approximately 40 hours This flight lab is a continuation of AVI 301L1. with emphasis on present and future develop- AVI 410 Certified Flight Instructor (3) of flight time. Students will gain the knowledge Students will perform commercial flight maneu- ments in air transportation. The course will This course is intended to provide the advanced and proficiency necessary to acquire an FAA vers including maximum performance takeoffs include the impact the airline industry is mak- aviation student with both instruction and flight instrument rating and thereafter exercise the and landings, steep turns and chandelles, and ing on airports and other segments of aviation. training in preparation for the FAA examination privileges of having the rating. Prerequisite: other complex aircraft maneuvers, along with (Offered in the fall) for Certified Flight Instructor (CFI) – Airplane AVI 210L1. instrument commercial maneuvers, complex

48 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 49 AVIATION BIOLOGY rating. This course also includes instruction on AVI 470-9 Special Topics in Aviation (1-3) BIOLOGY the development of course syllabi and lesson Opportunity for advanced research in an area of plans, current teaching methodologies ap- special interest to the student, conducted under Degrees Offered: Bachelor of Science plicable to fight training programs, strategies faculty supervision. Prerequisites: permission of Bachelor of Arts for student performance evaluation, as well as instructor, junior/senior standing. other responsibilities associated with CFI posi- AVI 480 Internship II (2-6) Program Requirements: tions. Prerequisites: Commercial Pilot Certificate The aviation internship is an educational experi- and Instrument Rating, and permission of the ence that helps to formally integrate a student’s Bachelor of Arts in Biology instructor. academic studies in aviation with supervised 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate AVI 410L1 Certified Flight Instructor (2) on-the-job work experience. Students may degrees, pp. 6-10. Flight Lab apply up to six AVI intern credit hours towards 2. The technological literacy requirement will be fulfilled through conducting computerized AVI 410L1 is a mandatory flight lab for the their major. 50 hours of work experience equal labs and learning how to use the computer for scientific research in all laboratory courses. Certified Flight Instructor (CFI) rating. The flight one credit hour. 3. Core classes: BIO 150, 151, 497 (senior year). lab would consist of a minimum of 25 hours of AVI 498 Issues in Aviation Seminar (3) 4. 30 hours of Biology electives at the 200-400 level. flight time. This course provides an analysis of contempo- 5. CHE 125; two semesters of Physics (PHY 211-212). AVI 420 Aviation Law (3) rary issues in aviation including problems and 6. One semester of mathematics at the highest level for which the student is prepared with This course provides a comprehensive study trends facing various segments of the industry college algebra as a minimum. of aviation law including regulatory statutes (manufacturers, airlines, general aviation and 7. One semester of a statistics course. and federal aviation regulations. Students will government). also be introduced to civil and criminal law as 8. The student needs a minimum GPA of 2.0 in all BIO(logy) courses to receive a degree. applied to aviation including such aspects as 9. The student needs a minimum of 39 semester hours at the 300-400 level (all courses) to operation, contracts, insurance, liability, litiga- receive a degree. tion and case law. Bachelor of Science in Biological Sciences (Environmental Concentration) 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate degrees, pp. 6-10. 2. The technological literacy requirement will be fulfilled through conducting computerized labs and learning how to use the computer for scientific research in all laboratory courses. 3. Core classes: BIO 150, 151, 232, 282, 305, 327, 350, and 497 (senior year). 4. Environmental requirements: BIO 221, 321, 357, 358, 435, 436. 5. Required Science classes: CHE 150-151, CHE 302-303, PHY 211-212, CHE 321 (highly recom- mended). 6. Required Math classes: MAT 242 and a statistics course. 7. The student needs a minimum GPA of 2.0 in all BIO(logy) courses to receive a degree. 8. The student needs a minimum of 39 semester hours at the 300-400 level (all courses) to receive a degree. 9. PHI 325 Environmental Ethics is strongly recommended. Bachelor of Science in Biological Sciences (Pre-Medical Sciences) 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate degrees, pp. 6-10. 2. The technological literacy requirement will be fulfilled through conducting computerized labs and learning how to use the computer for scientific research in all laboratory courses. 3. Core classes: BIO 150, 151, 282, 305, 327, 350, 497 (senior year). 4. Pre-professional requirements: BIO 232, 283, 330, 360, 410, and 433. 5. Required Science classes: CHE 150-151, CHE 302-303, PHY 211-212, (CHE 321 highly recom- mended). 6. Required Math classes: MAT 242 and a statistics course. 7. The student needs a minimum GPA of 2.0 in all BIO(logy) courses to receive a degree. 8. The student needs a minimum of 39 semester hours at the 300-400 level (all courses) to receive a degree. 9. PHI 323 Bioethics is strongly recommended.

50 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 51 BIOLOGY BIOLOGY

Bachelor of Science in Biological Sciences BIO 150 Principles of Biology I (4) BIO 327 Ecology (3) (Pre-Physical Therapy Concentration) A study of the fundamental principles of Basic ecological principles with emphasis on the biology for the biology major. Cell structure interrelationships between organisms and their 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate and function, genetics and evolution, and environment, populations, communities, and degrees, pp. 6-10. animal physiology and diversity are discussed. ecosystems. Two lecture periods, three hours 2. The technological literacy requirement will be fulfilled through conducting computerized Three lecture periods, three hours laboratory. laboratory and field work. Prerequisite: BIO labs and through computerized scientific research. Strongly recommended: high school biology 150 or BIO 151. 3. Core classes: BIO 150, 151, 232, 282, 283, 305, 327, 328, 350, 354, 360, 410 or 433, 497. and chemistry. BIO 328 Advanced Topics in (3) 4. Pre-Physical Therapy support requirements: PED 106, 152, 236, 301, 344, 345, 444, 454. BIO 151 Principles of Biology II (4) Anatomy and Physiology 5. Required Science classes: CHE 150-151, PHY 211-212. An introduction to the kingdoms of life (Moner- This course examines advanced topics in Anat- 6. Required Math classes: MAT 150 and 242. ans, Protists, Fungi, and Plants), evolution, natu- omy and Physiology. It focuses on reading and 7. The student needs a minimum GPA of 2.0 in all BIO(logy) courses to receive a degree. ral selection, photosynthesis, plant structure analysis of literature and case studies. Three 8. The student needs a minimum of 39 semester hours at the 300-400 level (all courses) to and plant physiology. Three lecture periods, lecture periods. Prerequisites: BIO 282 and 283. three hours laboratory. receive a degree. BIO 330 Developmental Biology (3) 9. PHI 323 Bioethics is strongly recommended. BIO 221 Invertebrate Zoology (3) A study of the maturation of gametes, fertiliza- 10. Internships with local physical therapists are strongly recommended. Morphology, physiology, life cycles and phylog- tion, the differentiation of germ layers, and the eny of animal groups from poriferans through formation of fetal organ systems in selected Teacher Licensure echinoderms. Two lecture periods, three hours vertebrate and some invertebrate types. Labora- laboratory. Prerequisite: BIO 111 or BIO 150. tory consists of an intensive, descriptive study 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate of whole mounts and serial sections of starfish, BIO 232 Microbiology (3) degrees, pp. 6-10 including POL 200, PSY 246, HIS 111 or HIS 112, and PED 265. amphioxus, frog, chick and pig. Two lecture This course acquaints the students with microor- 2. Required Biology courses: BIO 150, 151, 221, 232, 282 or 283, 305, 327, 340, 350, 357 or 358, periods, three hours laboratory. Strongly rec- ganisms and their activities. Topics include cell 435, and 497 (Senior year). ommended: BIO 282-283. Prerequisite: Junior structure and function, metabolism, growth, the 3. Required support courses: CHE 150, 151, 302 and 309; PHY 211 and 212; MAT 142, a statistics standing. role of microorganisms in disease immunity, and course, and SCI 100. other selected areas. The laboratory will stress BIO 340 Organic Evolution (3) 4. Requirements for teacher licensure listed on pp. 81-83 and BIO 400. aseptic technique, culturing methods, control of Principles of the neodarwinian process, the 5. A minimum cumulative GPA of 2.600 is required for acceptance into the Teacher Education microbial growth and unknown identification. central theory of biology. Program. Two lecture periods, three hours laboratory. BIO 350 Molecular Biology (3) Prerequisites: BIO 150 and 151. Requirements for a Minor: An in-depth study of the fundamental concepts BIO 270-9 Special Topics (1-3) of structure and function of plants, animals, The Biology Program offers various programs of study for a Minor (see p. 22). The student should Special topics in biology in depth, depending and microbial cells. Two lecture periods, three consult with one of the biology faculty members early in order to prepare for such a program. on demand and staff. hours laboratory. Prerequisite: BIO 305 and Coursework for a minor includes 18 hours of BIO(logy) credit, only 6 hours of which may be at the Junior standing. 100 level. Must also meet minimum University requirements for a minor. BIO 282-283 Anatomy and (4)(4) Physiology I & II BIO 354 Pathophysiology (3) Two-semester course sequence with a two-hour A study of the disease process along with the lab and three lecture periods. First semester, normal physiology of the body systems and the lab covers anatomy; lectures include cells, the clinical relationships which are appropri- Course Descriptions tissues, skin, muscle, nerves, and circulatory sys- ate. Three lecture periods. Prerequisites: BIO tem. Second semester, the lab covers physiology; 282-283. lectures include respiratory, digestive, urinary, BIO 103 Problems in the (3) BIO 111 Life Sciences (4) BIO 356 Ecology of the Galapagos (3) endocrine, acid-base balance, and reproductive Environment This course is designed to fulfill the science An examination of the factors affecting the systems. A study of ecological principles and current component of the general education require- distribution and abundance of organisms on environmental problems including air, water, ments for non-science majors. The course is a BIO 305 Genetics (3) the Galapagos Islands. Trip fee required. Pre- and noise pollution, population, energy, solid combination of various introductory life-science An in-depth study of the principles of both requisite: BIO 151 or permission of instructor. waste disposal, radiation hazards, inorganic courses and the integration of their contents, classical and molecular genetics. Prerequisites: BIO 357 Environmental Science I (3) contaminants, pesticides, soil conservation. Two including: general biology, ecology, evolution, BIO 150 and 151. lecture periods, two hours laboratory. botany, zoology, and human biology. Three A study of ecological, economic, and social as- lecture periods, two hours laboratory. BIO 321 Entomology (3) pects of current environmental problems. Topics BIO 105 Human Biology (3) An introduction to the study of insects, with include the history of environmental problems, A nonmajor course to introduce the student emphasis on evolution, classification, physiology human population issues, global problems, soil to an understanding of the human body. Two and behavior. Prerequisite: BIO 150. conservation, and food resources. Two lecture lecture periods and two hours of laboratory. periods, three hours laboratory.

52 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 53 BIOLOGY BUSINESS

BIO 358 Environmental Science II (3) BIO 435 Plant Field Biology (3) BUSINESS A continuation of BIO 357. Topics include water Taxonomy, development and ecology of plants resources, biodiversity, wildlife resources, re- especially those of the region. Two lecture Degree Offered: Bachelor of Science newable and nonrenewable energy resources, periods, three hours laboratory. Prerequisite: mineral resources, solid waste, air pollution, BIO 151. Historically, business studies have been an integral part of the academic program of Quincy Uni- water pollution, and pesticides. Two lecture BIO 436 Vertebrate Field Biology (3) versity since 1867. This predates the introduction of Business Studies at many of our nation’s major periods, three hours laboratory. Survey of resources and methods for studying colleges and universities. It is particularly significant in light of Quincy University’s long-standing BIO 360 Neurobiology (3) North American vertebrates including fish, liberal arts tradition. This course introduces students to the biol- amphibians, reptiles, birds, and mammals. Two From the rudimentary courses first offered in 1867, the School of Business program has evolved into ogy of the nervous system and its relationship lecture periods, three hours laboratory. a rigorous and challenging academic discipline, attracting a significant share of Quincy University to behavior and disease. The course covers BIO 440 Bioinformatics/Genomics (2) students, both men and women. topics ranging from neuronal structure and In our lifetime Bioinformatics and Genomics The stated purpose of the School of Business program today is to deliver an educational experi- function, communication, the synapse, mem- will be a defining turn in our comprehension ence that, while academically excellent, also prepares the student for a successful career in the brane receptors, and intra- and intercellular of how organisms work from the molecular practical world of business. signaling systems, to the gross organization level to organism level. These fields of study of the brain and spinal cord, the processing are at the cutting edge of science, especially Advanced Placement Opportunities: of sensory information, the programming of for understanding human disease in the 21st CLEP subject examinations in topics related to School of Business offerings may yield credit. For motor response, and higher functions, such as century. Bioinformatics, an interdisciplinary more information contact the Academic Support Services Office. hearing, memory, cognition, and speech. While field of biology and computer science, is based the course is introductory in nature, the level Program Requirements: on garnering information from large biological of instruction is rigorous and treats many of All students pursuing a degree in business must complete the following: databases using algorithms to mine data for the topics in some depth. While this course will relevant and meaningful genetic information. 1. The Liberal Arts Foundation Program and requirements for undergraduate degrees, have a great degree of serious content, it will It especially relies on DNA, RNA, and protein pp. 6-10. The general requirements for degrees must include MAT 124 Applied College Algebra also be highly interactive both in the classroom sequence databases of organisms. Bioinfor- or MAT 125 College Algebra or higher Math, and PSY 100 Introduction to Psychology. PHI and lab setting. Two lecture periods, three hours matics intersects with genomics, the genetic 327 Business Ethics is required for the Accounting majors and is recommended for Finance, laboratory. Prerequisites: BIO 150, 151, 232, 350 material of an organism, by utilizing genomic Management, and Marketing majors. Additionally, students who believe they may sit for the and Junior standing. databases. In genomics, the genetic material CPA exam in the future should take PHI 327. BIO 370-9 Special Topics (1-3) of an organism is sequenced and patterns that 2. The students of the School of Business utilize various forms of technology including word Special topics in biology in depth, depending dictate regulation, organizational patterns of processing, presentation software, spreadsheets, and some course specific software throughout on demand and staff. gene expression, and how the genome func- their major program of study. Students are therefore exposed to the technology applied to tions as a whole, rather than at the discrete problem solving and decision making in the business world. BIO 400 Methods of Teaching (3) level of genes, is covered. 3. The Language of Business. In order to function in the business world it is necessary to un- Biology derstand the language of business which includes accounting, business law, and economics. Designed to acquaint students with instructional BIO 470-9 Special Topics (3) Required courses: ACC 121 Principles of Financial Accounting, ACC 221 Management Account- strategies for teaching of biological sciences in Special topics in biology in depth, depending ing; BUS 215 Business Law; ECO 222 Principles of Macro-Economics and ECO 223 Principles of the secondary school. Required for those seek- on demand and staff. Micro-Economics. ing state certification. Prerequisite: Acceptance BIO 480 Independent Research (1-3) into the teacher education program. 3. The Tools of Business. Communicating quantitatively and qualitatively is essential in Individual research performed in consultation business. To ensure each student obtains these skills, courses are taken in oral and written BIO 410 Immunology (3) with a biology teacher. Primarily for seniors communications, computer applications, and quantitative methods. Required courses: COM Survey of the immunological system includ- majoring in Biological Sciences. 101 Fundamentals of Public Speaking, ENG 382 Business Communication, ECO 225 Business ing both humoral and cellular immunologi- BIO 497 Coordinating Seminar (1) Statistics, ECO 226 Quantitative Methods, and BUS 219 Personal Finance. cal phenomena, immunochemistry, antibody Pertinent topics discussed by students. Required 4. Major. production, immunogenetics, hypersensitivity, for all biology majors. One lecture period dur- Common Body of Knowledge. There is a common body of knowledge that all business tolerance, and immunological reactions. Two ing which students present both written and students must experience in order to more fully understand the way businesses operate. lecture periods, two hours laboratory. Prereq- oral papers. The courses offering this exposure include management, marketing, finance, and strategic uisite: BIO 232. management and are considered part of the major area of study. Required courses: MGT 300 BIO 433 Endocrinology (3) Principles of Management, MKT 331 Principles of Marketing, FIN 315 Business Finance, and A study of structure and function of the glands BUS 497 Strategic Management. A grade of “C-” or better is required in BUS 497. of internal secretion. This course will also focus Specialized Body of Knowledge. Each student will select a major field of specialization on HPA, HPT, and HPG axes: Hypothalamic in either Accounting, Finance, Management, or Marketing. Required major courses are de- Pituitary Adrenal, Hypothalamic Pituitary Thy- lineated in each program. A cumulative 2.00 grade point average is required in the roid, and Hypothalamic Pituitary Gonadal and major courses. The student can receive a grade lower than “C-” in only two of the their importance to the normal functioning major courses. of the body. Two lecture periods, three hours laboratory.

54 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 55 BUSINESS BUSINESS

ACCOUNTING Double Majors ACC 311, 312, 413 Intermediate Accounting I, II, and III Students may be interested in obtaining two majors within the School of Business. This may be one ACC 313 or 315 Government Accounting or Accounting Information Systems means for Accounting majors who wish to sit for the CPA Exam to fulfill the minimum education ACC 321 Cost Accounting requirements of 150 credit hours. ACC 415 Advanced Accounting Students interested in majoring in two areas of business must fulfill the catalog requirements ACC 417, 418 Federal Tax Law I and II for double majors including 33 hours in each major (excluding internships and practica) and 27 ACC 419 Auditing Theory unique hours in the second major. No more than 6 practicum and internship hours may be counted Two courses from: toward the 27 unique hours in the second major. These practicum and internship hours must be in the designated major field and approved by the Dean of the School of Business as fulfilling the BUS 316 Advanced Business Law requirement. Students may not obtain a double major in programs in which they are not able to ECO 321 Managerial Economics fulfill the 27 unique credit hour requirement. FIN 325 Intermediate Finance FIN 415 Financial Statement Analysis Business Certificate Program: FIN/INB 427 International Finance (recommended) The Business Certificate Program offers the opportunity for nonbusiness majors to enhance their MIS 305 Intro to Management Information Systems personal and professional life decisions by obtaining basic business knowledge. In addition to fulfill- FINANCE ing the requirements of their major, students will complete 27 semester hours of specific business courses. Both the degree and the Business Certificate are indicated on the student’s transcript. ACC 311, 312 Intermediate Accounting I and II ECO 321 Managerial Economics Required courses: ACC 121 and 221; BUS 219; MGT 300, FIN 315 and MKT 331; ECO 222, 223, and FIN 325 Intermediate Finance 225. A cumulative 2.00 grade point average must be earned in these courses. FIN 367 Money and Banking Requirements for a Minor: FIN 415 Financial Statement Analysis Minors in Accounting, Entrepreneurship, Finance, Management, and Marketing are available to FIN/INB 427 International Finance business majors or students with non-business majors. A minor requires 18 semester hours in the FIN 435 Investment Principles: Planning and Strategy specific discipline, not including practica, internships, or courses taken to fulfill major requirements. FIN 436 Portfolio Management The School of Business also offers a minor in International Business to students with Business majors MANAGEMENT (see p. 109 for requirements.) Must also meet minimum University requirements for a minor. ECO 321 Managerial Economics • Accounting: ACC 121 Financial Accounting and ACC 221 Managerial Accounting plus 12 ECO/INB 423 International Economics and Business unique hours of Accounting coursework at the 300 level or above. MGT 301 Small Business Management • Entrepreneurship: Requirements for the minor in Entrepreneurship are listed on p. 98. MGT 342 Theory of Organizational Behavior • Finance: ACC 121 Financial Accounting and BUS 219 Personal Finance plus 12 unique hours MGT 345 Leadership in Free Enterprise System of Finance coursework at the 300 level or above. MGT 352 Fundamentals of Human Resource Management • Management: BUS 215 Business Law and MGT 300 Principles of Management plus 12 unique MGT 364 Operations Management hours of Management coursework at the 300 level or above. MIS 305 Intro to Management Information Systems • Marketing: MKT 331 Principles of Marketing plus 15 unique hours of Marketing coursework MARKETING at the 300 level or above. ECO 321 Managerial Economics ECO/INB 423 International Economics and Business Course Descriptions for Accounting MGT 342 Theory of Organizational Behavior MKT 335 Sales Management ACC 121 Principles of Financial (3) ACC 240 Leadership in (1) MKT 338 Advertising Accounting Practice - Accounting MKT 362 Consumer Market Behavior An introduction to financial accounting; gener- Students will gain leadership and teamwork MKT 432 Market Research ally accepted accounting principles and con- experience through involvement in professional MKT 452 Marketing Management cepts; corporate financial statements; detailed and community service activities related to discussion of current and noncurrent assets and requirements of the Institute of Management 5. Educational Testing Service Major Field Test (ETS). Prior to graduation, each student is liabilities, stockholders’ equity. Accountant’s Gold Award of Excellence. Stu- dents may count 6 credit hours toward degree required to take the Educational Testing Service Major Field test in Business. This is a national ACC 221 Management Accounting (3) requirements. test used to measure each student’s level of achievement and to evaluate the business cur- An introduction to the role that accounting riculum. Testing is administered in BUS 497. plays in assisting management in planning, ACC 311 Intermediate Accounting I (3) evaluating performance and decision making. Discussions of accounting environment, pro- Topics include cost-volume-profit analysis, cost cess, concepts and theory. General survey of behavior, cost estimation, relevant costs for financial statements. Specific topics covered in decision making, operational budgeting, and more detail include accounting changes, cash, performance evaluation techniques. Prerequi- investments, receivables, inventories, and time site: ACC 121. value concepts. Prerequisite: ACC 121.

56 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 57 BUSINESS BUSINESS

ACC 312 Intermediate Accounting II (3) ACC 415 Advanced Accounting (3) Course Descriptions for Business Continuation of ACC 311. Specific topics include Discussion of advanced financial accounting and plant and equipment, intangible assets, current reporting. Topics include business combinations, BUS 215 Business Law (3) BUS 316 Advanced Business Law (3) and contingent liabilities, bonds, earning per consolidated financial statements, foreign currency Origin, nature and growth of law and the role Policy and rationale of the law of negotiable share, contributed capital, and retained earn- transactions, segment reporting, interim reporting, that law plays in modern business. Contacts, instruments, agency, partnership, corporations, ings. Prerequisite: ACC 311. and partnerships. Prerequisite: ACC 312. sales, personal property, real property and tort accountant’s liability, employment laws, federal liability; wills, insurance and landlord/tenant. securities regulation and bankruptcy. Prerequi- ACC 313 Government Accounting (3) ACC 417 Federal Tax Law I (3) site: BUS 215. An introduction to the accounting principles Discussion of currently existing Internal Revenue BUS 219 Personal Finance (3) and reporting for governmental units. Includes Code together with regulations and rulings con- This course is an introduction to personal finan- BUS 370-9 Special Topics (1-3) budgetary and financial reporting requirements cerning income taxation for individuals. Brief cial planning. Financial topics include: careers, Individual problems and research work. Prereq- of these organizations. Prerequisite: ACC 121. introduction to State Income Taxes. Prerequisite: time value of money, budgeting, financial uisite: permission of instructor. statements, use and misuse of credit, purchase ACC 121 or permission of instructor. BUS 470-9 Special Topics (1-3) ACC 315 Accounting Information (3) decisions, insurance and healthy financial plan- Individual problem and research work. Prereq- Systems ACC 418 Federal Tax Law II (3) ning. Investment basics including stocks, bonds, uisite: permission of instructor. The study of foundational concepts of account- Continuation of ACC 417. Discussion of existing mutual funds and asset allocation are also intro- ing information systems and the impact of Internal Revenue Code together with regula- duced in this course. The purpose of the course BUS 497 Strategic Management (4) Information Technology upon the design and tions and rulings concerning partnerships and is to provide the student with fundamental prin- This course combines issues in strategic manage- implementation of accounting information corporate taxation. Introduction to estate and ciples, generalizations and theories of Personal ment with a virtual reality simulation designed systems. The following topics will be covered: gift taxes. Prerequisite: ACC 417. Finance. Students will learn to utilize financial to learn both the theory and application of development of systems to satisfy the pre- ACC 419 Auditing Theory (3) principles to maintain a stable financial future. strategic decision making and the resulting vailing financial standards and management Discussion of principles and techniques of audit- complex business tradeoffs and risk taking. For needs; systems development; transaction/data ing; internal control, independent audit func- all final semester business seniors. processing; data storage including direct access tions, auditor’s opinion, standards of reporting files and data warehousing, and the impact and professional ethics. Prerequisite: ACC 312. of E-Commerce and E-Business. The study of Course Descriptions for Finance adequate internal controls and major models in ACC 470-9 Special Topics (1-3) FIN 315 Business Finance (3) FIN 415 Financial Statement Analysis (3) controls including COSO, Corbit and the impact In Accounting An introduction to the principles of financial This course covers the interpretation, analysis, of the Sarbanes-Oxley Act will be integrated Individual problems and research work. Pre- management. The course emphasizes the three and evaluation of financial reports from view- throughout the course. Case applications re- requisite: permission of instructor and Dean major components of the financial manager’s points of creditors, owners, and investment lating to all aspects of accounting information of Business. function: financial planning and control, man- firms. The impact of general business and systems as well as theory will be emphasized. ACC 480-1 Practicum/Internship (1-6) agement of working capital, and long term specific industry situations, behavior of finan- Prerequisite: ACC 221. in Accounting financial opportunities. Prerequisites: ACC 121 cial markets, credit or lending criteria, equity ACC 321 Cost Accounting (3) An assignment involving practical applications and BUS 219. investment standards as related to financial An introduction to cost accounting concepts of accounting theory. Students will normally FIN 325 Intermediate Finance (3) statements to determine present and future and fundamentals, emphasizing the flow of work with an accounting or business firm An advanced course in financial management financial conditions. Prerequisite: FIN 315. cost information through an internal account- or with a not-for-profit institution within of private and public corporations. Topics cov- FIN 427 International Finance (3) ing system. Topics include the nature of cost the nearby tri-state area, easily accessible to ered are valuation techniques, cost of capital, This course provides basic financial tools accounting, its terminology, job and process students and faculty supervisors. Offered on capital budgeting, capital structure, long term necessary to understand foreign operations, cost systems, allocation of cost, decision making demand only as opportunities are available. financing, working capital management. Pre- including financial statement analysis, impact tools, and performance evaluations techniques. See Dean of Business. requisite: FIN 315. of foreign exchange rates, and evalution of Prerequisite: ACC 221. ACC 497 Seminar in Accounting (3) FIN 365 Risk Management & (3) performance in overseas markets. Prerequisite: ACC 370-9 Special Topics (1-3) Discussion of contemporary accounting prob- Insurance FIN 315. (Same as INB 427) In Accounting lems from the theoretical and pragmatic The nature and orientation of nonspeculative FIN 435 Investment Principles (3) Individual problems and research work. Pre- viewpoints. Report writing and oral presenta- risk in business management and methods of Planning and Strategy requisite: permission of instructor and Dean tions required. Prerequisite: Senior Accounting treating them. Major emphasis is on insurance. Alternative investment instruments, risks, re- of Business. Majors. FIN 367 Money and Banking (3) turn, and the investment process. Investment ACC 413 Intermediate Accounting III (3) A study of the types and functions of financial environments, analysis and valuation tech- Continuation of ACC 312. Topics include: rev- institutions and operation of financial markets. niques, principles of portfolio management. enue recognition and accounting for income Major emphasis is on their function as suppliers Prerequisite: FIN 315. taxes, pensions, post-retirement benefits, and of credit to the financial system. Role of govern- leases. In addition, accounting changes, the ment regulatory agencies such as the Federal statement of cash flow and full disclosure con- Reserve, FDIC and others. Prerequisites: ECO cept will be covered. Prerequisite: ACC 312. 222 and FIN 315.

58 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 59 BUSINESS BUSINESS

FIN 436 Portfolio Management (3) FIN 484 Practicum/Internship (1-6) Course Descriptions for Marketing Further studies in principles and methods of in Finance investing in fixed income, equity and deriva- An assignment involving practical application of MKT 331 Principles of Marketing (3) MKT 432 Market Research (3) tive securities. Types of investment, analysis of Financial Management. Students will normally Primarily concerned with micromarketing: see- This course covers the use of behavioral sci- securities market and the mechanics of trading work with a business or nonprofit organization ing marketing from a manager’s viewpoint. The ences research methods, social processes and will be covered, as well as principles of diver- in the nearby area, easily accessible to students marketing concept is stressed with emphasis on structure influences upon marketing activities, sification and portfolio analysis. Other topics and faculty supervisors. Offered on demand, strategy, planning, determining the marketing demographic variables, studies of promotional include security analysis and equity valuation, subject to availability of practicum opportu- mix and behavior of target markets. activity, and strategy formulation models which provide an analytical structure for the solution including economy, industry, and company nity. Approximately 50 hours of practicum are MKT 335 Sales Management (3) of marketing problems. Prerequisites: ECO 225 analysis. Prerequisites: FIN 315 and 435. required per credit hour. The course is broken down into two parts. and MKT 331. Lecture and case studies explore the basic fun- damentals of salesmanship. The second part MKT 452 Marketing Management (3) Course Descriptions for Management deals with managing the sales force, territorial Course focuses on contemporary thought and MGT 300 Principles of Management (3) MGT 345 Leadership in Free (3) section, methods of compensation and sales theory in marketing management. Exploring This course is a treatment of fundamental Enterprise System forecasting. Prerequisite: MKT 331. new ideas and perspectives in appraising, diag- nosing and formulating marketing strategies. principles which apply to all management, This course will provide the student with the op- MKT 338 Advertising (3) Prerequisite: MKT 331. regardless of the type, size or purpose of the portunity to study the evolution of leadership, Provides a broad perspective and penetrating enterprise. The course seeks to integrate the various leadership theories and characteristics understanding of advertising—its social and MKT 482 Practicum/Internship (1-6) findings of behavioral science with traditional conducive to leadership development. economic function, its role in business, how it in Marketing concepts of organizing, planning, leading and MGT 346 Leadership in Practice (1) works, and its challenges and opportunities. An assignment involving practical application controlling. Prerequisite: Sophomore standing. Students will demonstrate leadership skills Prerequisite: MKT 331. of management or marketing theory. Students will normally work with a business firm or a MGT 301 Small Business (3) through special projects and group work as MKT 362 Consumer Market Behavior (3) nonprofit institution within the nearby tri-state Management assigned and monitored by a faculty mentor. An analysis of consumer motivation, buying be- area, easily accessible to students and faculty Tools for the entrepreneur, dangers of business Students may earn a total of four credit hours, havior, market adjustment and product innova- supervisors. Offered on demand only as oppor- ventures, planning, budgeting, forecasting, one credit hour per semester. Graded P/F. tion, including a survey of explanatory theories retail store management, employee relations tunities are available. Approximately 50 hours MGT 352 Fundamentals of Human (3) of consumer market behavior and producer and legal aspects, geared to small business of practicum are required per credit hour. Resource Management reactions. This course covers behavioral aspects operation. This course will introduce students to the area of of the marking process from the producer to ul- MGT 340 Organizational Behavior (3) human resource management and its increasing timate user or consumer. Prerequisite: MKT 331. in a Global Context importance in the business community. Stra- In an increasingly interconnected global tegic implications and competitive arguments economy, it is highly probable that students, will be presented for maintaining a high quality as graduates, will find themselves involved with human resource department within an organi- cultures other than their own at every step of zation. It will be shown that a highly functional their careers. This course introduces students human resource department contributes to the to the knowledge-set and tools required to smooth operations of any organization (service succeed in international organizations, work- or manufacturing). ing and managing across diverse cultures. Core MGT 364 Operations Management (3) concepts such as teamwork, leadership, cultural A study of operations management with em- diversity, negotiation, conflict resolution and phasis on Manufacturing Resource Planning diversity and gender issues are explored within (MRP II) and an overview of the principles the framework of cross-cultural settings. Taught of manufacturing: quality control, capacity in Rome. planning, and production standards setting. MGT 342 Theory of Organizational (3) Prerequisite: ECO 225. Behavior MGT 480 Practicum/Internship (1-6) A study of the principles and application of in Management organizational theory, including individual An assignment involving practical application motivation, group dynamics, interpersonal com- of management or marketing theory. Stu- munication, leadership, organizational design, dents will normally work with a business firm conflicts, and job satisfaction. Prerequisite: or a nonprofit institution within the nearby MGT 300. tri-state area, easily accessible to students and faculty supervisors. Offered on demand only as opportunities are available. Approximately 50 hours of practicum are required per credit hour.

60 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 61 CHEMISTRY CHEMISTRY

CHE 150 General Chemistry I (5) CHE 311 Organic Mechanisms & (4) CHEMISTRY A first year course for science majors. Includes Spectroscopy Mechanisms: study of electron flow and writing Degree Offered: Bachelor of Science measurement, atoms and molecules, chemical arrow pushing mechanisms for organic reac- reactions, gas laws, thermochemistry, quantum theory, electron configurations, ionic and co- tions. Spectroscopy: study of IR, NMR, UN-Vi Advanced Placement Opportunity: valent bonding, molecular geometry, states of and Mass spectroscopy. Three lecture periods matter and solutions. Four hours lecture and a and one 3-hour laboratory per week. Prereq- Consult with the Chair of Science and Technology. 3-hour lab per week. uisite: CHE 302. Program Requirements: CHE 151 General Chemistry II (5) CHE 321 Biochemistry (4) The basic concepts of biochemistry. Chemistry 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate A continuation of CHE 150. Includes topics in and metabolism of proteins, carbohydrates, and degrees, pp. 6-10. kinetics, chemical equilibrium, acids and bases, solubility, thermodynamics, electrochemistry, lipids. Chemistry of respiration; bioenergetics. 2. The technological literacy requirement will be fulfilled through conducting computerized nuclear chemistry, coordination compounds, Three lecture periods per week and one 3-hour labs and learning how to use the computer for scientific research in all laboratory courses. intro to organic chemistry and biochemistry. laboratory per week. Prerequisite: CHE 302. 3. CHE 150, 151, 205, 302, 303, 309, 311, 321, 349, 401, and 497 Four hours lectures and a 3-hour lab per week. CHE 349 Inorganic/Organometallic (4) 4. PHY 211-212 or PHY 223-224 Prerequisite: CHE 150. Chemistry 5. MAT 150, 242, 243, and 244 CHE 205 Forensic/Quantitative (4) First half of the semester topics include VSEPR, 6. BIO 150 Chemistry symmetry, HSAB, CFT, and CFSE. Second half of This course will cover types of samples and how semester topics include the eighteen electron Forensic Science Concentration: they are prepared, solubility, presumptive test- rule, survey of ligands, geometry, Pi back bond- 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate ing, detailed discussion on microscopy, exten- ing, metal-metal bonds, and catalytic cycles. degrees, pp. 6-10. sive coverage of drug analysis and broad cover- Three lecture periods and one 3 hour laboratory 2. CHE 150, 151, 205, 302, 303, 309, 311, 321, 349, 401 and 497 age of chemical analysis of physical evidence. per week. Prerequisite: CHE 151. 3. BIO 150, 305, 350 Three lecture periods and one 3-hour laboratory CHE 401 Physical Chemistry I (4) 4. MAT 150 and 242 per week. Prerequisite: CHE 150. Topics include properties of gases, thermo- 5. PHY 211-212 or PHY 223-224 CHE 302 Organic Chemistry I (5) dynamics, equilibrium, electrochemistry, and chemical kinetics. Three lecture periods and 6. CRJ 101, 150, 242, 340, 343, 347 and 450 A comprehensive coverage of the basic prin- ciples of organic chemistry. Topics include no- one 3-hour laboratory period per week. Pre- Pre-Medical Sciences Concentration: (Pre-medical, pre-pharmacy, pre-dental, and menclature, structure, sterochemistry, chemical requisites: CHE 151. pre-physical therapy) reaction mechanisms, nucleophilic substitution CHE 402 Physical Chemistry II (4) and elimination, structure, synthesis, and reac- 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate Continuation of CHE 401. Modern chemistry: tions of alkanes, alkenes, alcohols, and alkyl degrees, pp. 6-10. quantum mechanical treatment of atomic and halides. Also IR, mass spectrometry, and NMR. molecular structure and statistical thermody- 2. CHE 150, 151, 205, 302, 303, 309, 311, 321, 349, 401 and 497 Four hours lecture and a 3-hour lab per week. namics. Three lecture periods and one 3-hour 3. PHY 211-212 or PHY 223-224 Prerequisite: CHE 151 or CHE 125. laboratory period per week. Prerequisite: CHE 4. MAT 150, 242 CHE 303 Organic Chemistry II (5) 401. 5. BIO 150 plus two 3-hour BIO electives at the 200-400 level. A continuation of CHE 302. Topics include CHE 470-9 Special Topics (1-4) structure, synthesis, and reactions of ethers, Special topics in chemistry depending upon Requirements for a Minor (must meet minimum University requirements for a minor): epoxides, alkynes, aromatic compounds, ke- demand and staff. • Chemistry: 24 semester hours consisting of CHE 150,151, 302, 303, and at least one elective at tones, aldehydes, amines, carboxylic acids, enols CHE 497 Seminar (1) the 200-400 level. and enolates. Also UV spectroscopy. Four hours Required of all Chemistry majors. Prerequisite: • Forensic Science: 26 semester hours consisting of CHE 150, 151, 205; BIO 150, 305 plus 2 hours lecture and a 3-hour lab per week. Prerequisite: Senior standing and faculty approval. Biology electives at the 200-400 level; and CRJ 450. CHE 302. Course Descriptions CHE 309 Laboratory Safety (1) Topics include flammable and explosive haz- CHE 100 Introduction to (3) CHE 125 General, Organic, and (4) ards, gas cylinders, oxygen balance, toxicity, Chemical Principles Biochemistry carcinogens, handling hazardous substances, A one-semester survey of the fundamental prin- A study of general, organic, and biochemistry waste disposal, and electrical hazards. One ciples of chemistry. Topics include atomic and emphasizing applications to health sciences. lecture per week. Prerequisite: CHE 151. molecular structure, inorganic nomenclature, Three lecture periods per week and a 3-hour quantitative relationships involving chemical lab per week. Prerequisites: high school algebra substances and chemical reactions, aqueous and chemistry. ionic and molecular solution theory, and acid- base theory. Two lecture periods and one 2-hour lab per week.

62 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 63 CLINICAL LABORATORY SCIENCE CLINICAL LABORATORY SCIENCE

CLINICAL LABORATORY SCIENCE Course Descriptions Degree Offered: Bachelor of Science The following courses are those taught at affiliated hospitals to complete the fourth year of the program for a B.S. in Clinical Laboratory Science. These courses have been defined, structured, and A student interested in Clinical Laboratory Science (Medical Technology) should contact the Uni- approved by the affiliated hospitals and Quincy University. Majors in CLS should understand that versity’s clinical laboratory science coordinator early in the undergraduate program to acquire the program is a cooperative program and that Quincy University is not in sole control of courses information about each hospital’s med tech program. In every case, enrollment is limited by the size or course content. Because of varying hospital schedules, diplomas for CLS majors will be dated in of the class, and completion of coursework including clinical experience is required for eligibility to August following the fourth year clinical lab program in hospital. take the certifying examination. Courses taken during the fourth or clinical year are added to the student’s official Quincy University transcript according to credit hours and letter grades earned. BIO 413 Clinical Microbiology I (4-8) BIO 422 Clinical (3-8) Affiliations Theory and practice of the isolation and identifi- Immunohematology cation of pathogenic bacteria through culturing A study of the red cell antigen-antibody systems, Quincy University is academically affiliated with: morphology, biochemical and/or serological antibody screening and identification, compat- • St. John’s Hospital School of Clinical Laboratory Science, Springfield, Illinois tests and their antibiotic susceptibility. ibility testing, cross-matching, blood component preparation, and transfusion therapy. • St. John’s Mercy Medical Center School of Clinical Laboratory Science, St. Louis, Missouri BIO 414 Clinical Microbiology II (1-3) • OSF Saint Francis Medical Center, Peoria, Illinois Theory and practice of the isolation and iden- BIO 425 Special Topics in Clinical (1) tification of fungi, rickettsia, and viruses using Laboratory Science Program Requirements: various clinical techniques. Involves medical ethics, patent approach, phle- botomy techniques, lab safety, lab computer The first three years of this curriculum are fulfilled in residence at Quincy University. The fourth BIO 418 Clinical Hematology (4-8) systems and lab instrumentation. year is a 12-month period of clinical instruction (the length may vary in some schools) taken from Theory and practice of the origin, development, an affiliated school of clinical laboratory science approved by the National Accrediting Agency for physiology, and diseases of the formed elements BIO 426 Clinical Management (1) Clinical Laboratory Science (NAACLS). Quincy University cannot guarantee placement in any clinical of the blood/bone marrow. Clinical methods and Education program. Students should try to attain at least a 3.0 to aid their chances of being accepted. in counting, differentiation, and etiology are A basic introduction to the principles and theory 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate included. of management and education in the clinical lab. Legal aspects of the lab are discussed. degrees, pp. 6-10. BIO 419 Clinical Hemostasis (1-2) 2. The technological literacy requirement will be fulfilled through conducting computerized A study of the platelet, vascular, coagulation, CHE 420 Clinical Chemistry I (4-6) labs and learning how to use the computer for scientific research in all laboratory courses. and fibrinolytic systems. The relation of blood Theory and practice of analytical biochemistry 3. Core classes: BIO 150, 151, 232, 282, 283, 305, and 410. clotting to the disease state is included. as applied to the pathological state. Quality control and statistics are involved. 4. Required Science classes: CHE 150,151, 302, and 303 (CHE 321 highly recommended); PHY BIO 421 Clinical Immunology (2-3) 211 and 212. A study of the principles of the protective and CHE 421 Clinical Chemistry II (4-6) 5. One semester of mathematics at the highest level for which the student is prepared with adverse aspects of the cellular and humoral im- Theory and practice of chemistry as applied college algebra as a minimum. mune responses. Antigen-antibody reactions of to tests for drugs, hormones, urine, and body 6. One semester each of computer science and statistics. clinical significance are included. fluid analysis. 7. The student needs a minimum GPA of 2.0 in all clinical courses to receive a degree. 8. The student needs a minimum of 36 semester hours at the 300-400 level (all courses) to receive a degree. 9. Major courses are considered those taken at the clinical institution. 10. PHI 323 Bioethics is highly recommended.

64 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 65 COMMUNICATION COMMUNICATION

COMMUNICATION d. Sports Communication: 1) COM 200, 205, 210, 330, 346, 361, 363, 381, 383, 384, 385, 395, and 497. Degree Offered: Bachelor of Arts 2) Three hours chosen from COM 350, 351, 352, 353, 354 or 355. 3) Three hours of practicum. Communication integrates scholarly analysis of communication with the development of profes- 4) SPM 263 or 264, and 430. sional skills in electronic media, public relations, news editorial and professional communication. 5) Support courses: ART 395; ENG 382; SPM 351 and 364. The curriculum is designed to develop sensitivity to marginalized social groups and limited envi- e. Professional Communication: ronmental resources in a dynamic global and technological environment. The faculty challenge 1) COM 200, 205, 210, 330, 350 or 351, 363, 382, 395, 480 (3 hours) and 497. students in all areas of emphasis to think critically and communicate clearly in both written and oral forms. Learning outcomes include specific objectives in writing, oral communication, scholarly 2) Three hours of practicum. research and working knowledge of the psychological/social/political environment of verbal and 3) MKT 331, 338, and 362; ART 395, 490. non-verbal communication. 4) Support courses: a foreign language course, a computer science, or a CIS or MIS course. Communication offers professional competence sequences in broadcasting, journalism, public 5. A grade of “C” or better is required in all Communication courses applicable to the major. relations, sports communication, and professional communication. An interdisciplinary major in 6. Successful completion of all components of the assessment program as outlined in the hand- Communication and Music Production is described on p. 71. book for Communication majors. Advanced Placement Opportunity: Requirements for a Minor: Credit for prior learning or life experience may be granted, at the discretion of program area 1. Core courses (nine hours): COM 200, 205, and 210. faculty, upon review of a portfolio. 2. Professional competence sequence (choose one of the following sequences). Broadcasting - COM 330, 384, and 385; Journalism - COM 330, 380, and 395; Public Relations Special Program: - COM 330, 381, and 383. Membership in the National Communication Honor Society, Lambda Pi Eta (Kappa Lambda Rho 3. A grade of “C-” or better is required in all courses applicable to the minor. chapter), is available to qualifying students with a major or minor in Communication. 4. Must also meet minimum University requirements for a minor. Program Requirements: Course Descriptions 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate degrees, pp. 6-10. COM 101 Fundamentals of Public (3) with attention to standard usage and formats as 2. The technological literacy requirement will be fulfilled by ART 395 Desktop Publishing. Speaking well as professional norms and style. Prerequisite: Preparation and delivery of effective oral com- ENG 111 and 112 or consent of instructor. 3. COM 394 is required to meet the Ethics requirement. munication with emphasis on research, organi- COM 256-7 Practicum: Newspaper (1) 4. Professional competence sequence (student must choose one of the following sequences): zation and delivery. [C2 900] Reporting a. Broadcasting: COM 200 Understanding Media (3) Students work on a student newspaper, The 1) COM 200, 205, 210, 330, 361, 363, 384, 385, 387, 390, 497. Overview of newspaper, magazine, motion Falcon, as reporters and writers. 2) Two of the following: COM 320, 340, 350, 351, 352, 353, 354, 355, 380, 386. picture, radio, television and developing media. COM 258-9 Practicum: Newspaper (2) Includes history, role in social change, media 3) Three hours of practicum. Editing processes and resultant biases. 4) Support courses: ART 395; one of the following: ENG 382, a foreign language course, Students work on the student newspaper, The a computer science course, or a CIS or MIS course. COM 201 Film Appreciation (3) Falcon, as editors. b. Journalism: Overview of the historical and technological COM 267-8 Campus Broadcasting: (1-3) development of film and its relationship to so- 1) COM 200, 205, 210, 330, 363, 380, 390, 395, 497. Radio ciety. Introduction to film theory and criticism, 2) Two of the following: COM 320, 340, 350, 351, 352, 353, 354, 355, 361, 385, 386. Students experience hands-on practice in the including formal aspects of cinema, tools for 3) Three hours of COM electives and 3 hours of practicum. planning and execution of radio broadcast stylistic analysis and ideological implications of through campus media. Need to meet 50 clock 4) Support courses: ART 395; one of the following: ENG 382, a foreign language course, film. Weekly screenings. a computer science course, or a CIS or MIS course. hours for each one-hour credit taken. COM 205 Communication and (3) 5) Complete a minor (or equivalent credit hours) in another field. COM 320 Comparative Media (3) Human Behavior Systems c. Public Relations: A study of human communication and language Compares how media of other countries func- 1) COM 200, 205, 210, 330, 363, 381, 383, 390, 497. process; speaking and listening; semantics and tion with those of the United States along 2) Two of the following: COM 320, 340, 350, 351, 352, 353, 354, 355, 361, 385, 386. meaning. political, economic and cultural lines. Systems 3) Three hours of COM electives and 3 hours of practicum. COM 210 Media Writing: News (3) to be studied include the British BBC, com- 4) Support courses: ART 395; one of the following: ENG 382, a foreign language course, This course establishes a foundation for journal- munist (the former Soviet Union and China), a computer science course, or a CIS or MIS course. istic and public relations writing with a focus on and developing media in sub-Saharan Africa. the various types of news media, including print, Concludes with a look at how these systems broadcast, and online outlets. The course stresses interact internationally. proficiency in reporting, interviewing, and writing,

66 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 67 COMMUNICATION COMMUNICATION

COM 325 Legal Research (1-3) COM 353 Politics and the Press (3) COM 364 Public and Media Relations (3) creation and analysis of messages to address This course introduces the sources and processes Uses lectures, discussions and audio-visual ma- in Sport internal, media, and community publics. Pre- of conducting and reporting legal research. This terials to examine the role of communication in An analysis of the role of the media and public requisite: COM 210. course may be repeated. American politics. Begins with communicative relations in sport organizations. The appropri- COM 382 Business Communication (3) aspects of the campaign and then considers ate methods and theories will be presented as COM 330 Media Writing: Electronic (3) This course will provide the opportunity for stu- the part communication plays for a politician. well as their application in the professional, and Commercial dents to learn the skills and strategies necessary Specific topics include persuasive, intrapersonal, intercollegiate and commercial sport industries. This course focuses on writing for magazines to become effective business communicators. interpersonal, small group, public (debates and The relationship between sport organizations and advertising as well as for broadcast and new This course counts toward a minor in writing speeches) and mass communication (political and the print and electronic media will be media outlets. Students will develop fluency and but does not fulfill the general education re- advertising, televised performances) aspects explored and how that relationship is vital to flexibility in writing for diverse audiences and quirement in literature or count toward the of politics. Attention paid to how an elected the success of the sport organization will be across multiple media platforms. Prerequisites: English major. Prerequisites: ENG 111 & 112. official governs through the use of the various emphasized. (Same as SPM 364) ENG 111 and 112 or consent of instructor. (Same as ENG 382) channels and types of communication. COM 365 Electronic Technologies (3) COM 340 Small Group (3) COM 383 Public Relations Campaigns (3) COM 354 Gender and Film (3) and Society Communication Planning and execution of public relations Examines roles and portrayals of masculinity and Emphasis on computer interfaces with radio, Examination of communication principles in programs and projects. Practice in research, femininity in film and places these terms in a video, and new media. Explores the nature of the small group setting. Includes consider- planning, selection of audiences, messages and cultural context. Weekly screenings. Prerequi- electronic technologies and their impact on ation of task and interpersonal dimensions, media, and evaluation of effects. Simulated site: COM 201 or consent of instructor. everyday life. Prerequisite: COM 384 or consent cohesiveness, conformity and approaches to agency setting. Creative project in service to of instructor. leadership. COM 355 Communication and (3) community client. Prerequisite: COM 381. Social Change COM 367-8 Campus Broadcasting: (1-3) COM 346 Fundamentals of Sports for (3) COM 384 Principles of Audio (3) Role of communication in technology and in- Television Broadcasting Production and Performance formation diffusion systems on local, regional, Students experience hands-on practice in the The goal of this course is to prepare the sport Overview of audio production for radio, televi- national and international level; change agents, planning and execution of television broadcast communication professional to understand sion, and multimedia projects. An introduction product life cycles, stages of adoption, etc. through campus media. Need to meet 50 clock the rudiments of eight major sports in order to to the basic techniques and aesthetics of audio hours for each one-hour credit taken. Prerequi- provide print and electronic media coverage. COM 356-7 Practicum: Newspaper (1) production including voice and articulation site: COM 385 or consent of instructor. The course will include information, theory, and Reporting activities. Lab time and assigned projects pro- broadcast application of the rules, procedures, Students work on the student newspaper, The COM 369 Fundamentals of Film (3) vide “hands on” experience with the ideas and and common strategies of each sport. Falcon, as reporters and writers. A portfolio and Scriptwriting techniques discussed in class. must also be prepared. COM 350 Interpersonal (3) The course introduces the elements of visual COM 385 Principles of Television (3) and verbal storytelling through contemporary Communication COM 358-9 Practicum: Newspaper (2) Production video production technology. Prerequisites: Introduces the complex interaction of social and Editing Techniques and aesthetics of video production. ENG 111 and 112. psychological forces operating in human com- Students work on the student newspaper, The Provides working knowledge of producing, di- munication. Theories considered in the context Falcon, as editors. A portfolio must also be COM 370-9 Special Topics (3) recting, scripting, creating sequences, aesthetics of real communication situations in industry, prepared. Special topics in communication and writing and professional production attitude. Produc- education, medical and legal practice, as well tion assignments and observation of working COM 361 Principles of Performance (3) depending upon demand and staff. Topics may as in empirical research. Recent research results professionals. The course emphasizes development and per- include popular culture, feature, sports, and will be discussed. formance of scripts before microphone and editorial writing, and writing for publication. COM 386 Communication in Culture (3) COM 351 Intercultural Communication (3) camera. It is designed to help students develop COM 380 Principles of Journalism (3) This course is a broad introduction to key topics Overview of the study of cross-cultural com- and present professional and broadcast quality Combines journalistic reporting and writing in communication and culture, including differ- munication. Includes a survey of non-Western script productions and to provide an under- skills with journalism concepts. The skills por- ent theoretical perspectives and approaches culture, communication concepts, intercultural standing of the relationship between performer tion may include writing investigative articles, within communication and culture studies. The communication problems and approaches to and production. entertainment reviews, business and science areas studied include: structuralism and semiot- their resolution. ics, folk and popular culture, and tools for the COM 363 Technical Communication & (3) articles, columns and editorials. Concepts cov- analysis of communication in culture. COM 352 Women, Minorities (3) Research Methods ered include beat reporting, the First Amend- and Media This course provides the student with a work- ment, journalism’s role in a democratic society, COM 387 Advanced Field Production (3) Seminar in language and media use by domi- ing knowledge of various types of technical influences of ownership and work routines, and Advanced field production involving script- nant versus minority culture. Quantitative and and scientific communication, basic methods of interacting with sources. ing, field shoots, remote shoots, and editing. qualitative presence of minority cultures in statistical analysis in the field of communication, COM 381 Principles of Public (3) Advanced technologies in the area of post- media history, industry and content. How the and basic research methods in communication. Relations production editing will be introduced in the media function as social forces to engender Prerequisites: ENG 111 and 112. Study of and practice in the tools of effec- Media Lab, and students will be responsible for inequality; media role in protest and reform in tive and ethical communication between an development of script ideas, scheduling, and women’s rights and civil rights agitation. organization and its publics. Introduces public project completion. relations management techniques, PR models,

68 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 69 COMMUNICATION COMMUNICATION AND MUSIC PRODUCTION

COM 389 Client-Based (3) COM 395 Publication Workshop (3) COMMUNICATION AND MUSIC PRODUCTION Video Production Audience analysis, article selection, editing, il- Advanced video production course centered lustration and layout, sales, circulation, produc- Degree Offered: Bachelor of Arts around working with clients, deadlines and tion and publishing. Production of lab publica- budgets. Incorporates entrepreneurial aspects tion from idea to printed word. Prerequisite: This interdisciplinary curriculum is designed to combine, develop, and render a variety of skills as part of the Coleman Foundation initiatives. ART 395 and COM 330 or consent of instructor. and competencies in the fields of communication and music production. This degree offers Prerequisites: COM 385 and COM major or mi- a fresh, alternative approach to understanding and addressing the challenges of a rapidly COM 396 Electronic Publication (3) nor, or consent of instructor. advancing technological world. As in other professional communication degrees, learning Workshop outcomes include specific objectives in writing, oral communication, scholarly research and COM 390 Communication Law (3) Students will be introduced to the basics of working knowledge of the psychological/social/political environment of verbal and non-verbal Provides understanding of historical, legal and online publishing by development of blogs communication. Additionally, students experience extensive hands-on training with audio/ ethical issues involved in freedom of expression. and YouTube materials, and by examination video and music software as well as applied music training and music ensemble performance Principles and case studies in communication of wikis, podcasting, Second Life, Facebook and experience. law, constitutional guarantees, libel, privacy, other online social media. They will research contempt, privilege, copyright, regulatory agen- and write copy on topics in communication and Expertise is gained in the areas of recording studio production, music performance and cies, public policy. Discussion of major court de- journalism involving the publication workshop composition, film and video production, radio and television production, field recording cisions in each area of communication law and magazine (COM 395) and the communication production, and other areas of the music business. historical/political climate out of which the cases program entrepreneurship initiatives (INT 390). Advanced Placement Opportunity: emerged provide the framework for the course. Prerequisite: COM 210 or consent of instructor. Prerequisite: junior/ senior standing. Credit for prior learning or life experience may be granted, at the discretion of program area COM 480/481 Practicum/Internship (1-3) faculty, upon review of a portfolio. COM 391 Writing for Electronic Media (3) On-the-job training in the media professions, This course provides extensive practice in writ- preferably in the area of the student’s major Program Requirements: ing for radio and television broadcast as well interest – reporting, editing, photography, ad- 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate as for a variety of online outlets. Prerequisite: vertising, public relations, electronic communi- degrees, pp. 6-10. COM 330 or consent of instructor. cation – at a newspaper, radio station, television 2. The technological literacy requirement is fulfilled by completion of COM 384 Principles of COM 392 Feature and Editorial (3) station, news bureau, public relations agency, Audio Production and Performance and COM 385 Principles of Television Production. Writing advertising agency or other communication This course provides extensive guided practice in operation. At the same time, it is a university 3. All majors must enroll in Concert Attendance (MUS 070) every semester until five writing extended features, columns, and other course carrying academic credit and culminat- semesters are successfully completed. non-fiction genres for magazines, newspapers ing in a letter grade. Approval of the internship 4. Communication courses (21 hours): and online outlets. Prerequisite: COM 330 or coordinator should be obtained before apply- consent of instructor. ing for an internship. Prerequisites: 9 hours of • COM 210, 384, 385, and 3 hours of practicum (COM 480/481). COM courses. • Choose from the following (9 hours): COM 330, 361, 365, 387. COM 393 Writing for Advertising (3) and Commercial COM 497 Senior Seminar (3) 5. Music courses (27/28 hours): Communication Theory, literature and research methodologies • MUS 070, 113, 114, 115, 116, 117 and 310 (14 hours). This course provides in-depth exploration and of interpersonal, print, persuasive and elec- • Choose from the following (6 hours): MUS 213, 214, 218, 311, or 312. opportunities for practice in copywriting for tronic communication. Includes content analy- • Applied Music and/or Music Ensembles (7-8 hours). sis, survey research, historiography and focus advertising and other commercial purposes. 6. INT 480 Internship – Music Production (3 hours). Projects will reflect an understanding of the groups. Theory-based applied project or senior role of market research and an emphasis on thesis. Prerequisite: senior standing. 7. 27 semester hours of Electives outside Music (MUA and MUS) and Communication (9 hours development of comprehensive campaigns and at 300-400 level). portfolios. Previous courses in marketing and 8. A grade of “C” or better is required in all Communication, Music and INT courses media writing suggested but not required. applicable to the major. COM 394 Ethics in Media (3) 9. Successful completion of all appropriate components of the assessment program as and Communication outlined in the handbooks for Communication majors and Music majors. This course guides students in the interpreta- tion and application of major ethical theories and professional codes to the types of decisions The following courses are recommended as electives for those students interested in frequently encountered in the practice of jour- understanding and developing entrepreneurship: ENT 301, 315, 331, and 497. Also nalism, public relations, and advertising. recommended is ENG 382.

70 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 71 COMPUTER SCIENCE COMPUTER SCIENCE

COMPUTER SCIENCE Course Descriptions

Degree Offered: Bachelor of Science CIS 101 Introduction to Information (3) and security, file processing, redirection and Technology piping, processes, and high level languages in The major in Computer Science is based on the curriculum recommendations of the Association This course is primarily aimed at exposing stu- the Linux environment. Prerequisite: CSC 160. of Computing Machinery (ACM). It offers a broad range of computing concepts with a strong dents to important areas of information tech- foundation in programming skills. The curriculum is intended for the preparation of a computer CSC 300 Program Design Using (3) nology: computing concepts and definitions, science professional who will be working in business, industry, or government service. For those Data Structures application software, computer networks, and students who desire graduate studies in Computer Science the curriculum offers the courses that Methods for designing program using algo- an overview of computer science topics. Various are recommended by graduate departments of Computer Science. The major in Computer Informa- rithms and data structures. Design of algorithms aspects of choosing, evaluating and configuring tion Systems is a multidisciplinary degree that includes Computer Science and Business. It is aimed for efficient implementation and manipulation a computer system will also be discussed. In ad- at those students who will go into careers with an emphasis on the information management of data structures. Data structures such as stacks, dition, students will learn about various social aspects of business. It contains a strong Computer Science component along with a background queues, and trees will be studied. Hashing func- issues and the impact of information technology in Business. tions and other file handling algorithms will on society. The course will also cover aspects of be covered. An emphasis on program design web page design. Program Requirements: using objects and abstract data types will be CSC 115 Introduction to Computer (3) continued. Prerequisites: CSC 160 and either Computer Science Major Science MAT 125 or 4 years of high school mathematics. 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate This course introduces students to the funda- CSC 310 Analysis of Algorithms (3) degrees, pp. 6-10. mental concepts through a survey of the major An extensive treatment of the design, analysis, sub-areas of the field. Included are historical 2. The technological literacy requirement will be fulfilled by completing the computer science and complexity of algorithms. Searching and foundations; algorithmic foundations; hard- courses required for the major. sorting algorithms, polynomial and matrix algo- ware basics; software basics; computer systems 3. Required courses toward major: CSC 115, 150, 160, 250, 300, 310, 330, 340, 360, 390, 410, 420, rithms, graph theoretic algorithms. Introduction and applications; concepts of computer pro- and 496. to complexity theory. Prerequisites: CSC 250 and gramming and programming languages; social 300 and MAT 252. 4. Required courses outside the major: MAT 124 or MAT 125 or 4 years of high school mathemat- and ethical issues in computing. Each area will ics, and MAT 252 be explored in lectures and in laboratories. CSC 330 Operating Systems (3) An introduction to the basic concepts of mod- 5. A cumulative 2.0 grade point average is required in the major. No more than two courses CSC 150 Computer Programming I (3) ern computer operating systems. Coverage of below the grade of “C-” within the major will be accepted. The first course for Computer Science majors operating system functions and structure, pro- 6. A minor outside the field of Computer Science is strongly encouraged. and for any student wishing a strong course in cess scheduling and synchronization, deadlock problem solving using a computer. An introduc- memory management, virtual memory, and file tion to computer programming and program systems. Prerequisites: CSC 250 and 300. Computer Information Systems Major design. Basic statement structures of assign- ment, looping, and selection will be covered. CSC 340 Computer Architecture (3) 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate The use of record, string, and array structures Computer organization and design, from gate- degrees, pp. 6-10. within programs will be discussed. The use of level logic through instruction set architectures. 2. The technological literacy requirement will be fulfilled by MIS 305 plus completion of the subprograms in program design will be covered. Review of digital logic. Machine instructions. computer science courses required for the major. Elementary algorithms such as binary search and RISC architectures. Computer arithmetic. Proces- 3. Required courses toward major: CSC 115, 150, 160, 250, 300, 360, 390, 410, 420, 496, and MIS insert sort will be used. This course will meet sor data path and control. Memory hierarchies. 305. for two lecture and two lab hours per week. Input and output interfacing. Prerequisites: CSC 250 and 300. 4. Required business support courses: ACC 121 and 221; ECO 222, 223, 225; BUS 215, 219; MGT Co-requisite: CSC 115. 300; FIN 315, and MKT 331 or MGT 364. CSC 160 Computer Programming II (3) CSC 360 Visual Programming (3) 5. Required courses outside the major: ENG 382, MAT 124 or MAT 125 (or 4 years of high school A continuation of CSC 150. Pointers, memory An introduction to Visual Programming using mathematics), MAT 252, COM 101, PSY 100. allocation, and deallocation will be covered. several Visual Programming Languages. The Recursive techniques will be introduced. File student will learn the design techniques of 6. A cumulative 2.0 grade point average is required in the major. No more than two courses handling techniques will be introduced. Pro- event-driven languages; learn to use the visual below the grade of “C-” within the major will be accepted. gram design using abstract data types and interface of these languages; and complete several programming projects in each language. Requirements for a Minor: object oriented concepts will be emphasized. This course will meet for two lecture and two Prerequisite: CSC 160. For a minor in Computer Science, a student must complete 21 hours in Computer Science. This lab hours per week. Prerequisite: CSC 150. will include CSC 115, 150, 160, and 300. Six of the nine additional hours must be at the 300 or 400 CSC 390 Web Programming (3) level. Must also meet minimum University requirements for a minor. CSC 250 Software Systems (3) A study of various web programming tools and An exploration of the Linux operating system methods as currently used on the Internet. Top- with emphasis on software development as- ics such as HTML, XHTML, JavaScript, XML, Perl, pects. Specific topics may include file manipula- CGI and PHP will be covered. Prerequisites: CSC tion, shell programming, file system structure 250 and 300.

72 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 73 COMPUTER SCIENCE CRIMINAL JUSTICE

CSC 410 Computer Networks (3) CSC 480 Practicum (1-3) CRIMINAL JUSTICE Basic principles involved in the design of Qualified students are assigned to host orga- computer networks. Topics include network nizations for practical experience under the Degree Offered: Bachelor of Science standards, analog and digital transmission, supervision of a company administrator and the framing, error, and flow control, routing, and guidance of the instructor. Normally the student internetworking. Prerequisites: MAT 252, CSC will submit a paper describing his experiences Program Requirements for Criminal Justice Major: 250 and 310, or senior standing as a CIS major. in academic terms. Prerequisite: Senior standing and consent of instructor. 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate CSC 420 Database Principles (3) degrees, pp. 6-10. File structures and access methods. Database CSC 496 System Analysis (3) 2. The technological literacy requirement will be fulfilled by CIS 101 Introduction to Information modeling, design and user interface. Emphasis and Design Technology. An alternative computer course may be used with the permission of the Criminal on relational database models. Information This course is the senior comprehensive ex- Justice Department if an alternative course meets the student’s needs. storage and retrieval, query languages, and perience, focusing on the field of software high level language interface with database engineering. Development of approaches for 3. 36 hours of coursework in Criminal Justice at the 200-400 level. systems. The students will develop a nontrivial the design and implementation of computer sys- 4. Required courses: CRJ 101, 242, 245, 246, 310, 340, 343, 344, and 6 credit hours of practicum database system using a language designed tems. Topics include the system life cycle, design (CRJ 480/481); CRJ 347 (strongly recommended) or POL 364. for databases. Prerequisite: CSC 300 and 360. methodologies, and CASE tools. Students will 5. Required support courses: SOC 200; SOC 330; POL 200 and 260; MAT 150 or SOC 230; PSY 100 take part in the design and development of a CSC 470-9 Special Topics (1-3) and 312 and CIS 101. significant systems project. Prerequisites: Senior Special topics in Computer Science depending 6. The comprehensive experience calls for the completion of 6 credit hours of practicum experi- standing as a Computer Science or CIS major. upon demand and staff. Prerequisite: consent ence and a written report based upon the practicum experience. of instructor. 7. A grade of “C-” or higher is required in all major courses. 8. Students who double major in Psychology and Criminal Justice must complete the Psychology Research Methods sequence, therefore the Criminal Justice support courses of MAT 150 or SOC 230, and SOC 330 are waived. Students must complete two of the three required practica (two Criminal Justice and one Psychology) and must substitute a 300-400 level Criminal Justice or Psychology elective in the area of the practicum not taken.

Requirements for a Minor: 18 hours of Criminal Justice coursework including CRJ 101 and 343, plus 12 hours at the 200-400 level (excluding CRJ 480/481). Must also meet minimum University requirements for a minor. For a minor in Forensic Science, see Chemistry, p. 62. Course Descriptions CRJ 101 Introduction to Criminal (3) CRJ 245 Juvenile Delinquency (3) Justice Various conceptions of the nature of juvenile An introduction to the history, structure, and delinquency and its causes; the juvenile court functions of the various elements of the Ameri- movement; juvenile detention; treatment of ju- can criminal justice system. venile offenders; delinquency control programs. (Same as SOC 245) CRJ 150 Basic Alcohol and Drug (3) Information CRJ 246 Foundations of Criminal Law (3) An overview of the various chemicals of abuse, The development of law as a means of social this course is designed to acquaint the student control from the earliest times up to the present with the basic abuse processes of the various constitutional, statutory, and case law in the chemicals. Primarily for general student inter- United States. Prerequisite: CRJ 101. (Formerly est, the course focuses upon the properties, CRJ 346) risk for abuse, and prevalent understanding of CRJ 310 Criminal Behavior (3) various drugs. An overview of the major etiological theories CRJ 242 Law Enforcement (3) relating to criminal behavior in contemporary Procedures society. Special emphasis will be given to ap- Procedures and techniques for gathering and plying those theories in the practical world analyzing information, conducting interroga- of the criminal justice system. Course will also tions, and preparing criminal cases for trial. deal with the motivations and psychopathology Prerequisite: CRJ 101. of disturbing behaviors such as rape, robbery violent assaults, fire starting, animal cruelty, homicide, etc. (Formerly CRJ 210)

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CRJ 320 Homeland Security (3) CRJ 347 Contemporary Criminal (3) CRJ 431 Victimology (3) CRJ 442 Current Problems in (3) This course provides a comprehensive overview Law and Procedures Victimology is the “study of victims.” This course Protective Services of homeland security and terrorism. Students The study of criminal proceedings. Legal issues will study the historical, cultural and social Emphasis is on critical assessments of opera- will examine the foundation for Homeland Se- associated with investigation of crimes, acquisi- aspects of victims of crime. Analyses of trends tional and administrative problems in public curity, the role of Homeland Security in prevent- tion of evidence, securing of confessions, the and patterns in criminal violence and victimiza- and private protective services. Students will ing and responding to terrorist threats as well foundations and operations of the exclusionary tion are undertaken in addition to discussions be expected to examine specific problems as their other activities. The course encourages rule, utilization of counsel. Constitutional rights on strategies for prevention, remediation and within various contexts, including criminal and students to think critically and analyze current regarding criminal defendants and associated intervention. Course features guest speakers civil law; ethical and moral values; cost versus problems inherent to homeland security and matters. Emphasis on current case law and who have professional or personal expertise benefit; and global culture. terrorism. trends in criminal justice. Prerequisite: CRJ 101 and experience.This course is of practical use CRJ 450 Criminalistics and Forensics (3) or POL 200. CRJ 330 Organized and White (3) to students in the following fields: human This course deals with forensic investigative Collar Crime CRJ 370-9 Special Topics (1-3) services, psychology, social work, political sci- techniques and their relationship to success- An historical overview of organized and white- Special topics in criminal justice depending upon ence, pre-law, pre-med, and theology, as well ful criminal investigations and prosecutions. collar criminal activity is provided in this course, demands and staff. Offered in seminars or by as victim’s rights advocates or volunteers. (Same Current forensic technologies pertaining to along with analyses of contemporary illegal independent study. as HMS 431) the examination of questioned documents, practices. Analyses will focus on the occupation- CRJ 410 Terrorism: (3) CRJ 432 Comparative Criminal (3) fingerprint techniques, polygraph examina- al, economic, political and social implications of A Global Perspective Justice tion, ballistics, pathology, toxicology, and other corporate and organized crime. The students will examine the history of terror- A comparative study of modern criminal justice chemical/laboratory tests will be considered. CRJ 331 Crime Analysis and (3) ism and the development of terrorism, including systems in the world. The formal structure and The evidentiary value of various technologies Criminological Research factors that contribute to its expansion in vari- informal operation of the various criminal jus- will also be explored. An introduction to basic methods for the quan- ous areas of the world. The course promotes an tice models are examined, along with the cul- CRJ 470-9 Special Topics (1-3) titative analysis of data on criminal activity understanding of terrorism from human rights, tural and historical environment in which they See CRJ 370-9 above. and other criminal justice statistics. Research economic, political, legal and military perspec- have developed and exist. Opportunities will CRJ 480/481 Practicum in (1-6) methodologies for data collection, evaluation, tives. The students will consider efforts and be presented to analyze specific international Criminal Justice interpretation and presentation are introduced obstructions to solving terror as an international problems, illustrating the cultural, economic, Practical application of criminal justice knowl- and examined as well. Techniques for informa- problem. The students will be challenged to and political differences that affect their solu- edge. Students will work in one of several tion management and dissemination are also examine their own views regarding terrorists tion. Students will be challenged to analyze agencies located within the Quincy service area. reviewed. and the factors that contribute to the ideologies their own attitudes, behaviors, concepts, and A written report on the practicum is required that often motivate terrorists. beliefs regarding diversity and bigotry. CRJ 340 Police and Society (3) as part of the comprehensive experience. Fifty Police work as a career. The nature and func- CRJ 430 Ethics, Justice and Diversity (3) CRJ 441 Administrative Practices (3) (50) hours of practicum required per credit hour. tions of police work, and the role of police work This course examines the influence of personal in Protective Services Graded on A/F scale. in a democratic society. Prerequisite: CRJ 101. and professional ethics as well as social and cul- Designed to provide students with an ad- tural diversity on the American criminal justice ministrative perspective on the technical and CRJ 341 Loss Prevention Strategies (3) system. Factors such as race, ethnicity, gender operational components of the protective Offers a systemic overview of the operational and class are examined within the framework services industry. The focus will be on develop- principles and practices utilized in public and of police, judicial and correctional operations. ing, implementing and evaluating policies and private protective services. In addition to de- Specific issues that are problematic within the procedures applicable to specific organizational tailed analyses of internal and external loss pre- system are discussed along with possible solu- environments in both the public and private vention strategies, this course will also explore tions. sectors. Legal, fiscal and personnel practices will relevant legal, ethical, and regulatory issues in also be discussed. loss prevention and risk management. CRJ 343 Criminology (3) Recent trends in delinquency and crime; the nature of criminal behavior; personal and social factors in crime causation; critical evaluation of criminological theories. Lecture based. CRJ 344 Crime and Corrections (3) Treatment of crime and delinquency; probation; penal and reformatory institutions; parole; recidivism; the problems of the prevention of crime.

76 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 77 ECONOMICS EDUCATION

ECONOMICS EDUCATION Economics courses support the liberal arts foundation program and specific degree program Degrees Offered: Bachelor of Science requirements. Quincy University is approved by the Illinois State Educator Preparation and Licensure Board to offer teacher licensure programs in the fields or disciplines listed below. These areas are shown by level. Course Descriptions Elementary Education (K-9) Secondary Programs (6-12) ECO 222 Principles of (3) ECO 321 Managerial Economics (3) Macro-Economics Managerial economics deals with how a firm Biological Sciences Mathematics History The modeling of the economy according to should apply economic principles and method- English Physical Education the Keynesian approach serves as the basic ologies to the decision-making process. Topics Special Programs (K-12) framework. Alternative approaches such as included are consumer choice behavior using Music Education Physical Education Special Education the classical model, are also introduced. Topics indifference curves, profit maximizing decisions included are fiscal and monetary policy, theo- of the firm, perfect competition, monopoly, The School of Education uses a professional development school model of teacher preparation. ries of inflation and unemployment, and the oligopoly, and monopolistic competition. Pre- Most education courses meet in the public and parochial school setting. Each class period includes international economy. Whenever possible, the requisites: ECO 223 and 225. time interacting with K-12 students through mentoring, tutoring, small and large group instruc- economic models are applied to problems of tion, and observation. From the very first course in Education, teacher candidates are in classrooms ECO 370 Special Topics (1-3) current economic policy. Prerequisite: Sopho- developing the skills they will need to become successful educators. Individual problems and research work. Prereq- more standing. [S3 901] uisite: permission of instructor. Admission to the Teacher Education Program ECO 223 Principles of (3) ECO 423 International Economics (3) Micro-Economics Students wishing to gain Illinois state licensure in teaching through Quincy University must apply and Business This course is designed to acquaint students for admission into a licensure program through the School of Education. Such application should The course focuses on the economic relation- with the modeling of economic behavior of be made no later than the end of the sophomore year and following the completion of one of ships among nations and the implications of individuals and firms. Topics included are sup- the pre-professional courses (EDU 213, EDU 214, SPE 229, or EDU 240). such relationships for domestic economic ac- ply and demand, price controls, analysis of tivity and policies. Covers international trade To gain acceptance into the Teacher Education Program, a student must: costs, market structures (perfect and imperfect theories, balance of payments, protectionism, 1. Submit an application for the Teacher Education Program, bearing the student’s and his/her competition), and input-price determination. foreign exchange, and the role of international advisor’s signatures, to the School of Education. Prerequisite: Sophomore standing. [S3 902] institutions and international arrangements 2. Complete one of the pre-professional courses (EDU 213, EDU 214, SPE 229, and EDU 240 or ECO 225 Business Statistics (3) such as the International Monetary Fund, eco- their graduate-level equivalents) with a grade of “C” or above. The development and use of statistics in nomic unions, and cartels. Prerequisite: ECO 222. 3. Complete ENG 111, ENG 112, COM 101, MAT 124 or 125, HIS 111 or 112, POL 200 , and PSY business-related situations. Measures of central (Same as INB 423) 100 with a grade of “C” or above. Elementary and Special Education licensure candidates tendency and dispersion, probability, correla- ECO 470-9 Special Topics (1-3) should take MAT 110 and 111 in place of MAT 124 or 125. tion and regression, time series, and other Individual problems and research work. Prereq- 4. Satisfactorily complete EDU 290 Field Experience I. statistical techniques to understand present and uisite: permission of instructor. past behavior and future planning. Emphasis is 5. Show evidence of passing the Illinois Test of Academic Proficiency. on application of statistical tools. Prerequisite: 6. Complete and submit for approval the Illinois State Police Name Based Criminal History Check. College Algebra or equivalent. 7. Demonstrate professional disposition in coursework and field experiences. ECO 226 Quantitative Methods (3) 8. Submit letters of recommendation from an advisor and one other faculty member. This course uses quantitative tools as an aid 9. Interview (if required). in decision-making. Major areas covered 10. Have a minimum cumulative GPA of 2.6. are decision trees, risk profiles, multistake- multiobjective decision-making, forecasting Acceptance into the program is required before a student is allowed to take Elementary, Special, and linear programming. Cases are used to ap- Secondary, Music or Physical Education teaching methods courses. ply quantitative techniques. Decision theory is used as a foundation for this class. Prerequisite: Continuation in the Teacher Education Program ECO 225. A student who has been admitted to the Teacher Education Program but fails to maintain a 2.6 cumulative grade point average will be placed on a one-semester probation. Those students who fail to obtain the required 2.6 at the end of the probationary semester will be dismissed from the Teacher Education Program. This one-semester probationary option may be exercised only once. Candidates may be removed at any point in the program due to inappropriate disposition(s).

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Final licensure requires passing of the state of Illinois Assessment of Professional Teaching Test (APT). Requirements for Secondary Endorsement Any course which counts for licensure or endorsement purposes must have a grade of “C” or bet- Secondary candidates are endorsed in a specific content area. Endorsement requirements include ter per ISBE rules. The School of Education normally does not accept “D” in any course, but the a minimum number of content hours and includes a state content test. See the certification officer student has the right to appeal to the Admissions and Retention Committee for the acceptance for specific requirements for secondary endorsements. of a “D” grade. Requirements for Bilingual/ELL Endorsement Since the University takes seriously its responsibilities to prepare outstanding teachers for America’s schools, it reserves the right to remove from the Teacher Education Program any student it judges Students who are fluent in a foreign language may add a bilingual endorsement to their teaching lacking in training, knowledge, character, personality, disposition, or stability to teach young license. Students who are NOT fluent in another language may add an ELL endorsement. Both people. The SOE reserves the right to dismiss students from a program based solely upon disposi- endorsements require six specific courses and two practicum experiences. See the certification tion concerns. officer for specific requirements for these endorsements. Since licensure requirements change from time to time, all candidates for teacher licensure should Requirements for a Minor in Physical Education consult regularly with advisors in both their major field and the School of Education. For the requirements for a minor in Physical Education, see p. 133. Acceptance for Student Teaching Curriculum Requirements for Teacher Licensure Program: Secondary and Special Licensure After being accepted into the Teacher Education Program, students must have completed the following requirements to begin the Student Teaching Experience: 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate 1. Submit an application for the Student Teaching Experience bearing the student’s and his/her degrees, pp. 6-10. advisor’s signatures, to the School of Education. 2. Requirements of the chosen major (at least 32 hours required for licensure in a major). 2. Complete all education coursework with a grade of “C” or above. 3. Professional Education: 3. Complete field experiences consisting of a minimum of 120 clock hours with a grade of “P,” a. Foundations of Education - 3 credit hours (EDU 213) “C,” or above. b. Educational Psychology - 3 credit hours (EDU 214) 4. Complete EDU 391 Field Experience Seminar or MSE 590 Field Experience/Seminar with a grade of “C” or above. c. Field experience (120 clock hours) and seminar (EDU 290, 291, 390, 391) 5. Complete all education courses appropriate for each area of licensure with grades of “C” or above. d. Methods - consult major program for required course(s). 6. Maintain a minimum cumulative grade point average of 2.6 or higher. e. Student Teaching - 12 credit hours 7. Pass all required Illinois Subject Matter Tests. f. Coordinating Seminar - 2 credit hours (EDU 499) 8. Complete an Illinois State Police Criminal Background Check with satisfactory results. g. Survey of Exceptional Students - 3 credit hours (SPE 229) h. Media and Technology in Education - 3 credit hours (EDU 240) 9. Provide letters of recommendation from 2 faculty members (one being advisor). i. Math Content Requirement - MAT 124 or 125* for secondary licensure; MAT 110 and 111 After the Admission and Retention committee approves a student for student teaching, the for special education certification. Coordinator of Field Experiences and the Director of Student Teaching will begin the process of 4. Secondary licensure candidates only: student teacher placement. a. EDU 325 Middle School Methods and Philosophy Reading Endorsement Program b. PSY 246 Adolescent Psychology or EDU 210 Adolescent Growth and Development The Reading Endorsement Program trains teachers who will spend the majority of their time c. Math Licensure only - EDU 312 Middle School Math Methods in remedial or corrective reading activities at the elementary and secondary levels as well as in 5. Specific areas required for licensure (These courses may also fulfill general education require- Special Education. ments). Students seeking to fulfill the Reading Endorsement requirements must complete 24 hours of ap- a. Fundamentals of Public Speaking - 3 credit hours (COM 101) proved reading courses, including Young Adult Literature and pass the required state test. Students b. American History and American Government - 3 credit hours each (HIS 111 or 112, POL 200) who will teach in grades 5-8 should also complete the middle school endorsement course sequence. c. Introduction to Psychology - 3 credit hours (PSY 100) Requirements for a Minor or Endorsement in Special Education d. Global Studies - 3 credit hours (EDU 365 Education in Modern Society) For the requirements for a minor in Special Education, see p. 153. An endorsement in Special Regardless of the grade point average, no grade of “C-” or lower will be accepted in any Education is also available. See the certification officer for details on the coursework and testing courses offered (professional education or major course of study). required for this endorsement. *Higher level math courses (with the exception of MAT 150 statistics) may be substituted for MAT Requirements for a Middle School Endorsement 124 or 125. Middle school endorsements are in a specific content area and are based on content hour require- ments, content distribution guidelines from ISBE, specific middle school coursework, and state testing requirements. Endorsement requirements can be found at www.isbe.net/certification/ requirements.section7.pdf. See the Quincy University certification officer for specific information about endorsement requirements. Both elementary and secondary licensure candidates should pursue middle school endorsement if they wish to teach in grades 5-8.

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Appeal Procedure hours per credit hour). Focus will be on indi- education. Areas of study include ethnicity, race, gender, sexual orientation, exceptionality, Quincy University recognizes the right of students to appeal decisions concerning non-acceptance vidual small group and whole group teaching. religion, language, and socioeconomic diversity. or removal from the Teacher Education Program and/or School of Education. A grade of “DE” is given for a field experience that is incomplete at the end of the semester. EDU 370-9 Special Topics (1-3) The procedures for processing an appeal are as follows: Prerequisite: acceptance into Teacher Educa- Special topics in professional education depend- 1. A candidate who has been denied entrance into the Teacher Education Program or removed tion Program. ing upon demand and staff. from the program can appeal that decision, in writing, to the Appeals Committee of the EDU 312 Middle School (3) EDU 381 Classroom Management (3) School of Education. Math Methods This course is designed to give the prospective 2. If the appeal is not settled as described in the previous step, the candidate may appeal in This course is a study of strategies, techniques, teacher an understanding of the theories of writing to the Dean of the School of Education. Disposition of the appeal shall be made in materials, technology and current research used discipline, practical management of a classroom, writing by the Dean within five (5) class days after its receipt. in the teaching of mathematical concepts to and the establishment of a quality learning middle school students. This course is manda- environment. 3. If the appeal remains unsettled after disposition by the Dean, the candidate may submit an tory for the middle school math endorsement. appeal to the Vice President for Academic Affairs. EDU 390 Field Experience III (1-3) EDU 325 Middle School Methods (3) If the appeal is not settled as a result of step 3, the candidate may appeal to the President or his/ Participation experience in selected attendance and Philosophy centers. Focus will be on individual, small group, her designee. Within seven (7) class days of receipt of the disposition from the Assistant to the A study of philosophy and methodology ap- President, the candidate must notify the Assistant to the President in writing that he or she wishes and whole group teaching (40 clock hours per proach unique to the middle level school. credit hour). Must take with EDU 391. A grade to appeal to the President. The President or his/her designee will review the facts and make a final Advising, team teaching, and the unique char- decision which will be recorded in the student’s file. of “DE” is given for a field experience that is acteristics of the culturally diverse middle school incomplete at the end of the semester. Prereq- The grievance process is not a legal process, and the rules of legal process do not apply. If the student are addressed. Students are required to uisite: acceptance into the Teacher Education candidate plans to bring legal counsel, the candidate must notify the Assistant to the President spend a minimum of ten (10) hours of observa- Program. in writing five (5) working days in advance of the meeting to provide the opportunity for the tion/teaching in a middle level (5-8) classroom. University to have its legal counsel present. The grievance process is not a legal process, and the This course is mandatory for those seeking the EDU 391 Field Experience Seminar (1) rules of legal process do not apply. middle school endorsement. Prerequisite: ac- This seminar enables the student the opportu- ceptance into the Teacher Education Program. nity to reflectively and critically analyze teach- There is no further appeal within Quincy University beyond the President. Offered spring and summer. ing strategies in practical situations. Taken in conjunction with EDU 390. Prerequisite: ac- Course Descriptions EDU 354 Computers in Curriculum (3) ceptance into the Teacher Education Program. The students will learn the skills needed to EDU 400 Secondary School (2-3) EDU 210 Adolescent Growth (3) EDU 240 Media and Technology in (3) incorporate computer technology into their Curriculum and Methods and Development Education teaching. Specific skills and practices studied will Objectives, materials, methods, and evalu- Adolescent Growth and Development examines Students will be enrolled in a general survey include the Internet presentation of software, ation of teaching in various curricular areas the physical, cognitive, social, and emotional course dealing with educational media, includ- general software evaluation, and the use of of the secondary school, including principles development of adolescents in the context of ing computers and their educational use. During such components as scanners and digital cam- and practices of classroom management and family, peers, school, work, and culture. Major the semester, students will become acquainted eras. Prerequisite: acceptance into the Teacher individualized instruction. Normally students theories, methods of studying, development, with media hardware, media software, com- Education Program and a computer applications will take this methods course in their major and contemporary adolescent issues and con- puter hardware, and computer software being course or consent of instructor. discipline. Prerequisite: acceptance into the cerns are discussed. This course may be used to used in education. In addition, web page devel- EDU 362 Young Adult Literature (3) Teacher Education Program. meet one of the requirements for middle school opment and ethical issues surrounding students A survey of areas of concern in the field of endorsement. Prerequisite: PSY 100. will be discussed. young adult literature, adolescent develop- EDU 421 Ethical Principles in (3) Education EDU 213 Foundations of Education (3) EDU 270-9 Special Topics (1-3) ment, selection of materials, knowledge of The course introduces students to the basics of This course examines historical, sociological, and Special topics in professional education depend- young people’s reading interests and materials, ethical theory and the development of moral philosophical foundations of American educa- ing upon demand and staff. library services for young people, and methods judgments. Students will be exposed to several tion as applied to contemporary education. of maintaining and increasing interest in the EDU 290 Field Experience I (1-3) approaches to ethical decision making to assist Teacher candidates apply theories of teach- printed word. Introductory experience in directed observa- them in developing the rationale and skills for ing and learning in a field experience setting. tion and participation at selected attendance EDU 365 Education in Modern (3) better decision making when confronted with Concepts of lesson planning, learning styles, centers (40 clock hours per credit hour). A Society dilemmas. Issues which are confronted by the standards-based education, technology, and grade of “DE” is given for a field experience This course is designed to introduce students field of education are explored. classroom management are introduced. that is incomplete at the end of the semester. to the wide range of diversity that exists across EDU 470-9 Special Topics (1-3) EDU 214 Educational Psychology (3) Prerequisite: EDU 213, 214, or permission of today’s general school population and examines Special topics in professional education depend- This course is the systematic study of learners, instructor. the increased professional demands that this ing upon demand and staff. learning, and teaching. In this course special at- diversity makes upon teachers. Students will EDU 291 Field Experience II (1-3) tention is paid to cognition, learning, memory, explore a range of diversity issues that teach- Directed observation and participation experi- motivation, classroom management, and assess- ers confront in our pluralistic society leading to ence at selected attendance centers (40 clock ment in diverse settings. the development and practice of multicultural

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Student Teaching BILINGUAL AND ELL EDUCATION EDU 494 Student Teaching - (12-15) Elementary The School of Education recognizes the increased need for qualified K-12 Bilingual and English EDU 495 Student Teaching - (12-15) Language Learner (ELL) teachers. The School of Education perceives the preparation of profes- Elementary/Secondary sionals to teach this growing field as a part of the School’s conceptual framework and mission. EDU 496 Student Teaching - (12-15) Upon completing the required coursework, students may obtain official endorsement/approval Secondary as a bilingual or ELL teacher. EDU 497 Student Teaching - (12-15) (Note that these endorsements/approvals can only be added to valid Type 03, Type 04, Type 09, or Elementary/Special Type 10 certificates or the corresponding alternative certificates.) Education EDU 498 Student Teaching - (12-15) The coursework for the Bilingual Endorsement/Approval also covers all state requirements for the Special Education ELL Endorsement/Approval, so those completing this coursework are eligible for both endorse- ments/approvals. Those candidates who are not proficient in another language will be eligible for Observation and directed teaching in selected the ELL Endorsement/Approval only, allowing them to teach in ELL settings. attendance centers. Prerequisite: acceptance into Student Teaching. Additional State Requirements Ordinarily students will do their student teach- Students seeking the Bilingual Endorsement/Approval must also pass a state language examina- ing in the Quincy area. If a student requests that tion in the non-English language to be taught. Students planning to pursue this endorsement are the teaching be done elsewhere, the University encouraged to take the target language proficiency examination as soon as possible as they will will charge an additional $1,000 fee to cover the not be able to receive an endorsement from the state without passing it. administrative costs of such an arrangement. The ELL Endorsement does not require a language test. EDU 499 Coordinating Seminar (2) This course is taken in conjunction with student For endorsement in grades 5-8, candidates will also need to complete the middle school course teaching and coordinates the student’s past sequence. coursework and the student teaching experi- For additional information regarding state exams, please visit www.icts.nesinc.com/ ence. Students are led through the development of a professional portfolio and the hiring pro- Course Descriptions cess. Taken concurrently with student teaching. BIL/ELL 300 Cross-Cultural Studies for (3) their applications in the classroom through Teaching LEP Students simulations. Candidates will also complete 15 This course prepares educators to recognize hours of field experience in a bilingual and/or and value cultural diversity in a classroom set- ELL classroom with focused observations. Pre- ting. This includes awareness of refugees and requisites: EDU 213 and BIL/ELL 310. (formerly immigrants. Candidates will spend 15 hours in BIL/ESL 300) a bilingual and/or ELL classroom learning how BIL/ELL 330 Practicum I (3) to teach to students from diverse backgrounds One of two required practicum experiences for as well as teaching about diversity. Prerequisite: endorsement in BIL/ELL. A minimum of 50 hours EDU 213. (formerly BIL/ESL 410) of immersion in a BIL/ELL setting is required. BIL/ELL 310 Applied Linguistics for (3) BIL/ELL 400 Assessment of Bilingual (3) Bilingual and ELL Education and ELL Students This course examines the field of applied linguis- This course prepares teacher candidates to tics as it relates to bilingual and ELL education. select and/or develop appropriate assessments There will be an emphasis on theory and re- for language minority students Topics include search of applied linguistics. Teacher candidates cultural bias in assessment, aligning curricula will spend 15 hours in the field applying their with standards, testing accommodations for understanding of the concepts of pragmatics, language minority students, and authentic morphology, syntax, semantics, and phonology assessment. Candidates will implement and with bilingual and/or ELL students. Prerequi- observe assessment strategies in a bilingual sites: EDU 213 and BIL/ELL 300. and/or ELL classroom (15 hours field experi- BIL/ELL 320 Theoretical Foundations (3) ence). Prerequisites: EDU 213 and BIL/ELL 320. of Bilingual and ELL Education (formerly BIL/ESL 320) This course provides teacher candidates with a theoretical understanding of how language is acquired and how language is learned. Can- didates will compare theories and determine

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BIL/ELL 410 Methods and Materials for (3) EDUCATION STUDIES Teaching LEP Students in Bilingual Programs Degree Offered: Bachelor of Arts This course prepares teacher candidates to plan and implement effective strategies for bilingual/ The Education Studies program is designed to meet the needs of students who seek a degree ELL students. This course includes 15 hours in in education which does not lead to teaching certification. Many opportunities to work with a bilingual and/or ELL classroom where candi- children and young adults exist, and this program equips students with the knowledge and dates will apply their strategies. Prerequisites: skills to work in a variety of non-certificated positions in schools as well as other community EDU 213 and BIL/ELL 400. (formerly BIL/ESL settings. Graduates of this program could work in education settings as special education para- 400) professionals and work in schools or other community-based settings with students who are deaf or for whom English is a second language. The addition of an optional academic concentration BIL/ELL 420 Methods and Materials (3) also creates new opportunities for employment. for Teaching ELL This course prepares teacher education candi- dates to identify and utilize effective methods Program Requirements for Education Studies Major: of instruction for students who are learning 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate English as a new language. Candidates will degrees, pp. 6-10. evaluate and select appropriate and effective 2. To fulfill the technological literacy requirement, students must successfully complete EDU materials in an ELL classroom This course is 240 Media and Technology in Education. required for candidates seeking bilingual/ELL 3. Complete the pre-professional courses: endorsement and includes 15 hours of field experience. Prerequisites: EDU 213 and BIL/ EDU 213 Foundations of Education ELL 410. EDU 214 Educational Psychology EDU 240 Media and Technology in Education BIL/ELL 430 Practicum II (3) SPE 229 Survey of Exceptional Students Second required practicum experience for en- 4. Complete two areas of concentration from the following four areas: dorsement in BIL/ELL. A minimum of 50 hours Special Education concentration: of immersion in a BIL/ELL setting is required. SPE 239 Characteristics of Students with Special Needs EDU 362 Young Adult Literature SPE 450 Characteristics/Strategies for Behavior Disabilities SPE 453 Seminar/Practicum-SPED (taken concurrently with SPE 469) SPE 468 Characteristic/Strategies – Mild/Moderate/Severe SPE 469 Autism/Pervasive Developmental Disorders Bilingual/ELL concentration: BIL/ELL 300 Cross-Cultural Studies for Teaching LEP Students BIL/ELL 310 Applied Linguistics for Bilingual and ELL Education BIL/ELL 320 Theoretical Foundations of Bilingual and ELL Education BIL/ELL 400 Assessment of Bilingual and ELL Students BIL/ELL 410 Methods and Materials for Teaching LEP Students in Bilingual Programs BIL/ELL 420 Methods and Materials for Teaching ELL American Sign Language concentration: ASL 200 American Sign Language I ASL 250 American Sign Language II ASL 260 Finger Spelling and Numbers ASL 300 American Sign Language III ASL 350 American Sign Language IV ITP 202 Perspectives in Deafness: Deaf Culture and History Minor concentration (within an academic discipline): Students may determine an 18-hour course of study in an academic area that interests them. In disciplines for which a minor exists, this concentration would consist of the courses required for the minor. 5. Successfully complete two 3-hour practicum experiences, preferably from each area of concentration. 6. Demonstrate professional disposition in coursework and practicum experiences.

86 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 87 ELEMENTARY EDUCATION ELEMENTARY EDUCATION

ELEMENTARY EDUCATION Course Descriptions Degree Offered: Bachelor of Science ELE 315 Children’s Literature (3) literacy picture. Prerequisites for this course Selecting and evaluating materials for children are ELE 315, 316, 317, and acceptance into the Advanced Placement Opportunities: from pre-school to eighth grade to guide their Teacher Education Program. reading in keeping with their needs, interests, Certain general education requirements of the University may be fulfilled with credit by examina- ELE 321 Mathematics Methods (3) and abilities with a view to enjoyment and cur- tion. However, no courses in professional or elementary education may be replaced by credit by in the Elementary/Middle School riculum enrichment in the elementary school. examination. Objectives, content, methods, materials, and Course content covers elements of fiction, non- evaluation of mathematics instruction in the el- Program Requirements for Elementary Education Major: fiction, poetry, etc., expands knowledge of a ementary and middle school. This course explores multitude of current and classic children’s books 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate effective strategies for engaging pupils, including as well as ways to implement the usage of books degrees, pp. 6-10. those in special education, in active mathematical within various curriculums. This course does investigation by emphasizing problem-solving, 2. The candidates in all programs in the School of Education meet the technology competencies not apply to general education requirements. reasoning, communication, manipulatives, and through a variety of ways. All courses at both the graduate and undergraduate level must Recommended corequisite: ELE 316 and 317. address the Illinois Professional Teaching Standards which include technology standards and technology. Students are required to spend a are noted in each course syllabus. Specifically candidates in the initial licensure programs ELE 316 Teaching Reading/ (3) minimum of ten (10) hours of observation and must take EDU 240 Media and Technology in Education or the graduate equivalent (MSE Language Arts I teaching in a regular K-8 classroom. Prerequisites: 518) as well as develop, maintain, and present a professional electronic portfolio. This course surveys contemporary language arts MAT 110 and 111, EDU 214, and acceptance into curricula in the elementary and middle school 3. Complete the pre-professional courses (EDU 213, EDU 214, SPE 229, and EDU 240 or their the Teacher Education Program. grades. Theories and models of language arts, graduate-level equivalents) with a grade of “C” or better. current literacy issues and trends, content area ELE 331 Social Studies Methods (3) 4. Field Experiences (EDU 290, 291, 390, 391). reading and writing, as well as instructional in the Elementary School 5. A minimum of 33 hours in elementary education and education classes including EDU 240; methods and materials are presented and re- Objectives, content, methods, materials, and ELE 315, 316, 317, 318, 321, 331, and 351; EDU 365, 381, and 499; and an EDU/ELE 3-hour viewed. Practical application of class study is evaluation of social studies instruction in el- elective. provided through an accompanying supervised, ementary school. Prerequisite: EDU 214 and ac- ceptance into the Teacher Education Program. 6. MAT 110 and 111; COM 101 Fundamentals of Public Speaking; 3 hours of Introduction to one-credit laboratory. Prerequisites: EDU 214 Offered fall and summer. Psychology; 3 hours of American History; SPE 229 Survey of Exceptional Students; 7 hours in and acceptance into the Teacher Education science; 3 hours of U.S. Government; and 3 hours of Global Studies. If students have an A.A. Program. Taken concurrently with ELE 317. ELE 351 Science Methods in the (3) or A.S. degree, they still need to fill these specific course requirements. ELE 317 Reading Laboratory (1) Elementary School 7. Successful completion of student teaching (EDU 494) and a weekly seminar (EDU 499). Students enrolled in ELE 316 tutor children in Objectives, content, methods, materials, and evaluation of science instruction in elementary 8. Complete ENG 111 and 112, COM 101, MAT 110 and 111, HIS 111 or 112, POL 200, and PSY the Reading Center. Prerequisite: acceptance school. Prerequisite: EDU 214 and acceptance 100 with a grade of “C” or above. In addition, any class which contributes to the content into the Teacher Education Program. Taken into the Teacher Education Program. knowledge in the area of licensure must be completed with a grade of C or better. concurrently with ELE 316. 9. Illinois State Standards require knowledge and skill for elementary teachers in the area of ELE 318 Teaching Reading/ (3) ELE 359 Diagnostic and Remediation (3) Special Education. Elementary majors may choose to enhance their preparation in the area Language Arts II of Reading and Language Arts of Special Education by choosing additional “outside-of-the major area” and “additional This course is a degree requirement for all An extension of ELE 318 covering evaluating electives” in Special Education. Eighteen semester hours may constitute a minor in Special elementary education majors. This course is the reading and language abilities of individual Education. (See minor in Special Education.) interactive, participatory, and reflective. As part children through instruction in a classroom set- ting. Includes group and individual evaluation, 10. Demonstrate professional disposition in coursework and field experiences. of the course requirement, students will go into assigned classrooms in which to observe and informal and formal assessments, selection of Dual Licensure – Special Education/Elementary Education: implement what they are learning. They will see materials, and instructional strategies to meet the needs of individual learners. Practical ap- A dual licensure option enables a declared elementary education major or a declared special edu- firsthand the theories, issues, methods, manage- plication of class study is provided through cation major to seek licensure in both elementary and special education. This combination will ment, materials, and assessment impacting ef- the accompanying supervised Practicum I. slightly increase the program length of the current standard elementary education major from 124 fective teaching. Students will see how reading, Prerequisites: ELE 315, 316, 317, 318, and ac- to approximately 131 semester hours. If a student is a declared special education major instead writing, speaking, and listening act as processes ceptance into the Teacher Education Program. of a declared elementary education major, the degree checklist for one’s program automatically for learning across the curriculum. This course is Corequisite: ELE 360. accounts for a dual licensure in Special Education/Elementary Education. The combination will designed to deepen students’ understanding of significantly enhance preparation, employment opportunities, and employment flexibility for and experience in implementing research-based elementary and special education majors. Specific program planning and guidance sheets for instruction of reading and writing. Students will this combination will be available to assist students who pursue this combined licensure option. come to understand that reading and writing are not only skills to be acquired and used, but Endorsements: are an integral part of the way we learn to un- For information and requirements for the Reading Endorsement Program and other endorse- derstand our world. The course will emphasize ments, see p. 80. the active nature of reading comprehension and fluency and the role writing plays in the

88 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 89 ELEMENTARY EDUCATION ENGLISH

ELE 360 Remedial Reading (3) ELE 460 Remedial Reading (1-3) Practicum I Practicum II ENGLISH Supervised laboratory experience providing Supervised laboratory experience in remediat- Degree Offered: Bachelor of Arts practical experience in diagnosing and reme- ing the literacy needs of children enrolled in diating the literacy needs of children enrolled the Reading Center. Assessment results are Advanced Placement Opportunity: in the Reading Center. Assessment and instruc- reviewed, appropriate instructional responses The University accepts the American Council of Education’s recommended scores for CLEP tests. tional data are collated for parents in progress implemented and exhibited through the For the English Composition exam, students receive 3 credit hours for completing the exam (es- reports at the end of the term. Taken concur- teacher work sample documenting all aspects of say required) and can submit 3 writing samples to the Coordinator of Composition to receive an rently with ELE 359. Prerequisite: acceptance assessing and designing results based on series additional 3 hours (6 total). For more information about credit granted through CLEP, students into the Teacher Education Program. of instruction. Course taken concurrently with ELE 459. Prerequisite: ELE 316, 317, 318, 359, should contact the Office of the Registrar. ELE 370-9 Special Topics (1-3) 360, and acceptance into the Teacher Educa- Special topics in elementary education depend- Program Requirements for English Major: tion Program. ing upon demand and staff. 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate ELE 470-9 Special Topics (1-3) ELE 459 Advanced Methods in (3) degrees, pp. 6-10. Special topics in elementary education depend- Teaching Reading and Writing 2. English courses taken to fulfill general education requirements in writing and literature will ing upon demand and staff. An advanced course in teaching reading and not count toward the English major. writing strategies through explicit instruction. 3. Courses below the 200 level do not count towards the major; at least 21 of the 33 semester Formal and informal assessment procedures, hours must be at the 300 level or above. selection of quality teaching materials, and 4. 33 semester hours in 200-400 level English courses, including ENG 497 (Seminar in English) overview of professional journals will be cov- which is the comprehensive experience in the major. ered. Prerequisite: ELE 316, 317, 318, 359, 360, 5. 6 required credits at the 200-400 level must be in pre-1789 literature courses. and acceptance into the Teacher Education 6. 200 level requirements: One American, British, or World literature course (3 credits); and One Program. Corequisite: ELE 460. genre course (3 credits). 7. 300-400 level requirements: Two historical period courses (Romantic, Victorian, etc.) (6 cred- its); One major author course (Shakespeare, Frost, Yeats, Beckett, etc.) (3 credits); One school or genre course (Beats, Memoir, African American, etc.) (3 credits); One criticism course (3 credits); One upper-level writing course (3 credits); and Seminar in English (3 credits). 8. Successful completion of all assessment requirements required in ENG 497 during the senior year, to include: an oral report, a seminar paper, a panel presentation, and a writing portfo- lio. 9. A grade of “C” or better is required in all English courses applicable toward the degree and the student must have a grade point average of at least 2.0 in the major. 10. Honor courses may count toward the major. The Chair of Humanities, in consultation with the English faculty, will determine which Honors courses may count toward the major. 11. Language Requirement: One year of college coursework in a single language with a grade of “C” or better or a demonstrated equivalent competency. Two years of a single language are highly recommended for graduate school preparation (sign language is acceptable for English Secondary Education majors). 12. Recommended Electives: 3 credits outside of major (philosophy, theology, psychology, econom- ics, history, etc.). 13. 42 semester hours at the upper level (300-400) in the total degree program. 14. The technological literacy requirement will be fulfilled through the department’s requirement of word-processing and online research skills in all of the courses. This is shown by student writing and presentations, student use of course-management software content, and library work. Teacher Licensure Program: English majors seeking 6-12 teaching licensure are required to take the following courses: ENG 250 and 300; ENG 220 or 326 or 327 or 328; and ENG 400. They must also fulfill the requirements for teacher licensure listed on pp. 79-81. Requirements for a Minor in Literature: 1. A minimum of 18 hours in 200-400 level English courses. 2. A maximum of 9 hours in 200 level courses.

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3. Courses taken to fulfill general education requirements in writing and literature will not be ENG 230 World Literature I (3) ENG 306 Creative Writing: Memoir (3) counted as part of the minor. Poetry, drama, and fiction from ancient times Study and exploration of the art of writing 4. A grade of “C” or better is required in all courses applicable to the minor. to the 17th century. Prerequisite: completion of memoir. Prerequisites: completion of general 5. Must also meet minimum University requirements for a minor. ENG 112. [H3 906] education requirements in composition and lit- erature and at least junior standing. (This course ENG 231 World Literature II (3) Requirements for a Minor in Writing: does not satisfy a literature requirement.) Poetry, drama, and fiction from the 17th century 1. A minimum of 18 hours in 200-400 level English courses. to the present. Prerequisite: completion of ENG ENG 307 Creative Writing: Fiction (3) 2. A maximum of 9 hours in 200 level courses. 112. [H3 907] Study and exploration of the art of writing 3. Courses taken to fulfill general education requirements in writing and literature will not be fiction. Prerequisites: completion of general ENG 250 Introduction to Language (3) counted as part of the minor. education requirements in composition and lit- This course is for learning about language as 4. Nine hours of writing courses beyond ENG 111 and 112. ENG 300 Advanced Writing is required; erature and at least junior standing. (This course it is conceived and described in contemporary the remaining six hours must be chosen from among Creative Writing (ENG 306-308), ENG does not satisfy a literature requirement.) 382 Business Communication, Special Topics (ENG 200-400), ENG 480 Practicum, and ENG 485 linguistics. New research and thinking in this Internship . field enter into the various discussions of ENG 308 Creative Writing: Poetry (3) language and learning in the national media Study and exploration of the art of writing 5. 9 hours of literature courses, at least one at the 300-400 level. and elsewhere in our culture, and are especially poetry. Prerequisites: completion of general 6. A grade of “C” or better is required in all courses applicable to the minor. interesting and important to those who plan education requirements in composition and lit- 7. Must also meet minimum University requirements for a minor. to teach in any discipline where language – its erature and at least junior standing. (This course Honors: acquisition, its structure, its psychology, its does not satisfy a literature requirement.) philosophy, its social context – is a core concern. ENG 315 Literature of Greece, Rome, (3) To graduate with honors in English, students must have: This is a required course for those seeking and Israel 1. A grade point average of 3.5 in English courses. 6-12 certification in English. Students seeking Readings in three major literatures that have this certification will learn basic linguistic 2. Six hours of history beyond general education requirements (which may be satisfied by shaped the world. Students will read Homer concepts and their applications to teaching. This completing a semester of non-American History and a semester of American History). and the Greek dramatists, a selection of ma- course does not fulfill the general education 3. Twelve (12) hours (two years) (or the equivalent) in a single foreign language at the college jor Roman authors, and several books of the requirement in literature. level. Hebrew Bible. Prerequisites: completion of the Special Program: ENG 260 Fiction [H3 901] (3) general education requirements in composition ENG 261 Poetry [H3 903] (3) and literature. Membership in the International English Honor Society, Sigma Tau Delta (Rho Rho Chapter), is ENG 262 Drama [H3 902] (3) ENG 324 American Poetry (3) available to students. Three separate courses, each an introduction to A study of major American poets from the Course Descriptions reading and understanding a particular genre colonial period to the present. Prerequisites: of literature. (Drama is not an acting course.) completion of the general education require- ENG 099 Basic English (3) ENG 112 Composition and Texts (3) Prerequisite: completion of ENG 112. Intensive approach to the basics of academic A continuation of the inquiry-based ments in composition and literature and Junior reading and writing with emphasis on grammar, interdisciplinary approach of ENG 111 with ENG 263 Comedy In Literature (3) standing. Comic drama from Aristophanes to Pinter and editing, and the coherent and effective short emphasis on textual analysis, secondary ENG 330 Chaucer: The Canterbury (3) classic comic films; comic satire from Juvenal to essay. Intended for students who need extra research, and writing as a process. [C1 901R] Tales in Middle English preparation before being admitted to ENG 111. Barthelme, including the American humorist ENG 210 British Masters I (3) Intensive study of Chaucer’s language and Placement according to ACT or SAT scores and tradition. Prerequisite: completion of or concur- Major writers from Old and Middle English his most famous and popular work. Pre- advisement. (Although credit is given for this rent enrollment in ENG 112. [H3 902] periods through the 18th century. Prerequisite: requisite: completion of the general education course, it does not fulfill a general education completion of ENG 112. [H3 912] ENG 270-9 Special Topics (1-3) requirements in composition and literature. requirement in writing and is not counted as In Literature ENG 340 The Renaissance (3) part of the minimum degree requirements for ENG 211 British Masters II (3) Concentrated courses on various topics de- Major writers, exclusive of Shakespeare. Pre- a Quincy University degree.) Major writers of the Romantic, Victorian, and pending upon demand and staff. Prerequisite: Modern periods. Prerequisite: completion of requisite: completion of the general education ENG 101-102 English as a Second (1-6) completion of ENG 112. ENG 112. [H3 913] requirements in composition and literature. Language, I and II ENG 300 Advanced Writing (3) Essentials of English grammar, sentence struc- ENG 220 Major American Writers (3) Extensive practice in writing strategies, ture, oral and written composition and reading Major American writers from colonial times to including argument, with emphasis on stylistic for the student whose native language is not the present. Prerequisite: completion of ENG improvement. This course does not satisfy the English. On demand only. These courses do not 112. [H3 914] general education requirement in literature. apply toward a degree. A/F scale. ENG 225 Major Ethnic and Minority (3) Prerequisites: completion of the general ENG 111 Composition (3) Voices in American Literature education requirements in composition and Introduction to interdisciplinary academic A study of the major ethnic and minority voices literature and junior standing. writing, with emphasis on critical thinking and in American literature. Prerequisite: ENG 112. reading, inquiry, primary research, and writing as a process. [C1 900]

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ENG 345 Shakespeare (3) ENG 368 The Beat Movement in (3) ENG 400 Methods of Teaching (3) ENG 485 Internship (3-12) Shakespeare’s plays are not just to be read, American Literature and Culture English and Language Arts An assignment in a setting appropriate to the they’re also to be performed. In addition to Major works of Jack Kerouac, Allen Ginsberg Designed to prepare the prospective secondary student’s career goals. Approximately 50 hours reading the plays, the class will enjoy Shake- and William Burroughs and their influence on teacher of English and language arts. This of involvement is required per credit hour. This speare on stage, if possible, and on film when- subsequent writers and on American culture course does not count toward the English course counts toward a minor in writing and a ever interesting film is available. In this class in general. Prerequisites: completion of the major or minor or fulfill the general education minor in English but does not count toward an students will see how Shakespeare manages general education requirements in composition requirement in literature. Prerequisite: English major. English majors who complete to straddle high culture and popular culture, and literature. acceptance into Teacher Education Program. an internship will graduate with more than somehow pleasing both literary sophisticates 124 credits. ENG 370-9 Special Topics (1-3) ENG 430 Major Writer(s) [corr.] (3) and mass audiences. Students should expect to Concentrated courses on various topics de- Intensive study of a major writer or writers. ENG 497 Seminar in English (3) learn about Shakespeare and about what hap- pending upon demand and staff. Prerequisite: Prerequisite: Completion of a 300-level Concentration upon a particular author, a pens when Shakespeare encounters film. Pre- completion of the general education require- literature course. particular literary movement, or a particular requisite: completion of the general education ments in composition and literature. topic in the field of English. Required of senior requirements in composition and literature. ENG 470-9 Special Topics (1-3) English majors. ENG 380 Literary Criticism (3) Concentrated courses on various topics de- ENG 350 The Restoration and (3) Readings in the theory and evolution of litera- pending upon demand and staff. Prerequisite: the 18th Century ture and other arts. Prerequisite: completion of completion of the general education require- British writers from the period 1660-1798. Pre- general education requirements in composition ments in composition and literature. requisite: Completion of the general education and literature and at least junior standing. requirements in composition and literature. ENG 480 Practicum (1-6) ENG 382 Business Communication (3) Assignments involving practical applications ENG 355 Romantic Literature (3) This course will provide the opportunity for stu- of knowledge and skills the English curriculum A study of the early 19th century writers dents to learn the skills and strategies necessary develops. Students will be placed in appropriate called romantic – those writers concerned to become effective business communicators. settings. Approximately 50 hours of practicum with nature, the imagination, the local, the This course counts toward a minor in writing but is required per credit hour. This course counts exotic, and the Gothic. Some attention to the does not fulfill the general education require- toward a minor in writing and a minor in English debates about Romanticism and rationalism, ment in literature or count toward the major in but does not count toward an English major. revolution and tradition. Readings in such English. Prerequisites: ENG 111 and 112. (Same English majors who complete a practicum will poets as Blake, Wordsworth, Coleridge, Byron, as COM 382) graduate with more than 124 credits. Keats, Shelley, and selected women poets, and to such novelists and essayists as Wollstonecraft, ENG 385 Literature by Women (3) Dorothy Wordsworth, Mary Shelley, and Austen. A study of how women writers from different Prerequisites: completion of general education historical periods use poems, stories, essays, and requirements in composition and literature. plays to address gender issues in the private and public world. The course looks at how ENG 360 Victorian Literature (3) literature both presents and critiques culture British writers from the late 19th century. A and its construction of gender, as well as how survey of the literature and the social context it offers new visions and choices for women of a period of revolutionary changes in science, and men. Readings include such writers as economics, religion, and culture in England Jane Austen, Charlotte Bronte, Virginia Woolf, between 1830 and 1900. The course will involve Toni Morrison, Alice Walker, and Maxine Hong readings in the poetry, novels, and prose of such Kingston. Prerequisites: completion of the writers as Tennyson, the Brownings, Dickens, general education requirements in composition George Eliot, Arnold, Hardy, Ruskin, and Emily and literature. Bronte. Prerequisites: completion of the general education requirements in composition and ENG 390 Literature of the (3) literature. Vietnam War This course examines the impact of the Viet- ENG 365 Modern British Writers (3) nam War on American literature and culture Writers of the 20th century. Prerequisite: com- from the 1960s up through today. Readings pletion of the general education requirements will include literature from a variety of genres in composition and literature. (letters, song lyrics, poetry, fiction, memoir, and oral history). It will also include literature from a variety of perspectives (American, Vietnamese, British, male, female and minorities).

94 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 95 ENTREPRENEURSHIP ENTREPRENEURSHIP

ENTREPRENEURSHIP MINOR Course Descriptions The minor in Entrepreneurship is for both business and non-business majors and is designed to: 1. Encourage creativity in generating new business ideas. ENT 301 Introduction to (3) ENT 331 Entrepreneurship, (3) Entrepreneurship Marketing, Creativity and 2. Identify methods of enhancing and managing innovation. This course is designed to provide students Innovation 3. Learn the process of evaluating opportunities for starting new business ventures or expand with a basic understanding of what it takes This course will cover basic marketing principles an existing company. to start and run your own business. Topics necessary in the creation and innovation of a 4. Develop sound business planning skills necessary for launching a new business. include: What is Entrepreneurship? Getting new product or business. Students will examine 5. Develop sound business practices for the successful endurance of a business. Started - Ideas to Reality, Analyzing Entrepre- day-to-day marketing activities, positioning and strategy, customer behavior, developing a 6. Encourage networking with valuable contacts for entrepreneurs and business leaders while neurship Opportunities, Product/Service Strat- marketing strategy, and the basics of market being aware of community programs available to assist entrepreneurs. egy, Analyzing Your Target Market, Building a Powerful Marketing Plan, Legal & Accounting research, pricing, and reaching the customer. Taking creative concepts to fruition will be Students will develop a business plan over the course of the program that will be presented to Issues, Building and Keeping a Strong Customer discussed. a panel of practicing entrepreneurs and industry experts. The minor will consist of four required Base, Managing Your Finances, Developing A courses and two elective courses designed to meet the interest of the individual student. Business Plan. ENT 497 Business Plan Development (3) ENT 315 Entrepreneurship Financials (3) This course will be used as the “capstone” Program Requirements for Business Majors: This course focuses on understanding how to course to the minor. It incorporates and inte- gather and analyze the appropriate financial grates the functional areas of business and puts 1. Accounting, Finance, Management and Marketing majors must take the following four courses: data necessary for entrepreneurial decision into practice many of the concepts and theories ENT 301 Introduction to Entrepreneurship, ENT 315 Entrepreneurship Financials, ENT 331 making. Students will learn basic financial skills acquired in other classes. Students are required Entrepreneurship Marketing, Creativity and Innovation, ENT 497 Business Plan Development and explore various forms of financing available to identify a business opportunity and develop 2. Business majors must choose two electives as listed below: to the entrepreneur. Case studies and scenario their own business plan. This plan will be used • Accounting: MGT 301, 342, 345, 352; MKT 335, 338, 362; INT 390; ENT electives. analysis will be used to help students make a in the overall assessment of the business minor. reject/buy decision. Students will present their business plans to a • Finance: MGT 301, 345, 352; MKT 335, 338, 362, 432; INT 390; ENT electives. panel of judges (local experts, entrepreneurs, • Management: MKT 335, 338, 362, 432; INT 390; ENT electives. and academics) for assessment and feasibility. • Marketing: MGT 301, 342, 345, 352; INT 390; ENT electives. 3. Must also meet minimum University requirements for a minor.

Program Requirements for Non-Business Majors: 1. Non-Business majors must take 18 credit hours to receive a minor in Entrepreneurship. 2. Non-Business majors must take the following four courses: ENT 301 Introduction to Entrepre- neurship, ENT 315 Entrepreneurship Financials, ENT 331 Entrepreneurship Marketing, Creativity & Innovation, ENT 497 Business Plan Development. 3. Two electives chosen from the following: BUS 219, FIN 315; MGT 300, 301, 342, 352; MKT 331, 335, 338, 362, 432; INT 390; ENT electives. 4. Must also meet minimum University requirements for a minor.

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EXERCISE SCIENCE GENERAL STUDIES Degrees Offered: Bachelor of Science Degree Offered: Bachelor of Arts

The Exercise Science (Pre-Physical Therapy Concentration) program provides the prerequisite courses The General Studies major provides a rigorous and coherent academic program for students for necessary to apply to most universities’ graduate-level physical therapy programs. The Exercise Sci- whom a standard major may not be the best choice, transfer students with credits from several ence (Personal Training Concentration) program provides background knowledge and experience institutions, and those seeking a degree completion program. Quincy University’s General Studies as preparation for taking a national certification exam in personal training. major offers a program of coordinated study in two areas of concentration.

Program Requirements: Program Requirements for General Studies Major: Bachelor of Science in Exercise Science (Pre-Physical Therapy Concentration): 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate degrees, pp. 6-10. degrees, pp. 6-10. 2. Completion of 21-27 hours of course work in the primary area of concentration and 15-21 hours 2. The technological literacy requirement will be fulfilled by PED 344. in the secondary area of concentration to equal a total of 42-[45] semester hours. 3. Specific general education courses include PSY 100, SOC 100, BIO 150, CHE 150, MAT 142, PED 3. 18-21 hours of coursework in the primary and secondary concentrations must be taken at 265. the 300-400 level. No more than 9 hours at the 100-200 level will be permitted in either con- 4. 35 hours of support coursework including NSG 280; MAT 150; CHE 151; PHY 211, 212; BIO 151, centration. 282, 283, 476-479 (2 hours); PSY 312. 4. Completion of a coordinating seminar with a project that integrates the two areas of con- 5. 35 hours of major coursework required include PED 106, 152, 200, 236, 301, 344, 345, 355, centration: 3 hours. 380, 444, 454, and 482 (6 hours). 6. Recommended electives: MAT 242, and a 4-hour 300-level BIO elective (required to complete a biology minor). 7. Minimum of “C” (2.0) in all PED courses. Course Description 8. Students should be aware that most graduate programs are looking at 4.0 GPA students first. GES 497 Coordinating Seminar (3) This course is taken in the last year of the stu- Bachelor of Science in Exercise Science (Personal Training Concentration): dent’s course of study and coordinates the 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate primary and secondary General Studies con- degrees, pp. 6-10. centrations by means of a project such as a re- search paper, major essay or portfolio. 2. The technological literacy requirement will be fulfilled by PED 344. 3. Specific general education courses include PSY 100, ECO 222, BIO 282, CHE 150, MAT 124 or 125, PED 265, PHI 327. 4. 37 hours of support coursework including SPM 240, 264, 350, 351, 360, 430; MGT 300, 301; BUS 215, 219; SPM 450; BIO 283. 5. 35 hours of major coursework required include PED 106, 152, 200, 236, 301, 340, 344, 345, 355, 380, 444, 454, and 460 (3 hours). 6. Minimum of “C” (2.0) in all PED courses.

98 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 99 HISTORY HISTORY

100 Level: Survey Courses 1600s, the Colonial period, the Revolutionary HISTORY and Civil War periods, and into the last half HIS 101 World History I: (3) Degree Offered: Bachelor of Arts of the twentieth century, African-American Ancient to Early Modern history will chronicle the sweep of events that Ancient empires of East and West. Cultural, Advanced Placement Opportunity: have brought African-Americans and their economic, and political developments in all struggle for social and economic equality to the Acceptable scores in CLEP (American History and Western Civilization tests) or CEEB examinations major portions of the world through the 16th forefront of American life. (formerly HIS 353) will merit advanced placement and credit. century. [S2 912N] HIS 230 The United States in the (3) HIS 102 World History II: (3) Program Requirements for History Major: 20th Century Modern to Contemporary This course explores changes in the United 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate The world, East and West, and its cultural, so- States taking a topical approach to the major degrees, pp. 6-10. cial, and political developments from the 17th issues and problems faced during the 20th 2. The informational technology requirement will be met by majors taking HIS 398 Historiog- century to the present. (HIS 101 World History century. The course will focus on how the raphy and HIS 497/HIS 498, the senior seminars. I is not a prerequisite for HIS 102 World History United States emerged as a world power and II.) [S2 913N] 3. Required surveys: HIS 101-102 and HIS 111-112; any one of these survey courses may count will examine American state and society in the for general education requirements. HIS 111 United States History I: (3) 20th century. 4. Required courses: HIS 398, 497, 498, and 24 additional semester hours of courses in history to 1877 HIS 235 Roman Archeology On-Site (3) (200 level or above) with at least nine hours in American history, and nine hours in European/ The age of exploration and discovery, colonial This is an introductory course exploring the Global history; the remaining 6 hours may be chosen from American history and/or European/ civilizations, and the emergence of a new na- archeological sites and ancient monuments of global history; one internship may count in this area. tion. The expansion of national territory and Rome. The course will begin with the evidence sectionalism through the Civil War and Recon- 5. A grade of “C” or better is required in all history courses to count toward the major or mi- for the earliest settlement in Rome and continue struction. [S2 900] nor. through the development of the Republic, the 6. Students must complete HIS 101, 102, 111, 112 and 398 before enrolling in Senior Seminar, HIS 112 United States History II: (3) empire and the transition to early Christian HIS 497. Since 1877 Rome. The course will focus on placing the The U.S. as an emergent world power and the archeological and architectural evidence in its 7. Students must complete HIS 497 with a grade of “C” or better before enrolling in HIS 498. major political, economic, and social forces in topographical context. Taught in Rome. 8. At least one year of a single foreign language is highly recommended, but not required for the domestic experience to the present. [S2 901] history majors. HIS 270-9 Special Topics (3) Special topics in history depending upon de- Teacher Licensure Program: 200 Level: General Interest mand and staff. Courses History majors requesting licensure as secondary education teachers are required to take HIS 350, 400 and to meet the requirements for licensure on pp. 79-81. HIS 208 The History of Women in (3) 300 Level: Period, Area, the United States and Issue Courses Requirements for a Pre-Law Concentration: (See p. 144) This course explores the contributions that HIS 310 Ancient Greece and Rome (3) 1) Required courses (21 semester hours): BUS 215; POL 200, 260, 363, 364, 480; CRJ 101. Note women have made in American history from This class will survey the ancient European cul- that many of the above courses can also fulfill the University’s general education require- the 1600s to the present. The course will analyze tures of Greece and Rome. It will focus upon ments or history program requirements. the role that women of different ethnicity, race, the social, economic, literary and artistic themes and religion played in shaping the United States 2) Nine semester hours of elective courses chosen from the following: BUS 316; HIS 311, 360; that shaped the two cultures and also upon the and how the legal and social status of women legacy they left to Western civilization. POL 384, 385, 421. has changed over the centuries. HIS 311 Modern Britain 1689-Present (3) Requirements for a Minor: HIS 220 History of American (3) This course covers the period of the Glorious Popular Culture HIS 101 or 102 (3 hours); HIS 111 or 112 (3 hours); history electives - 12 hours at the 200-400 level. Revolution, the evolution of Britain as a world This course explores the popular culture of the economic and political power in the 18th and It is recommended that students balance their courses between American and European/Global United States from the colonial period through 19th Centuries and the decline of Britain as a history courses. Total: 18 hours. the present. Popular Culture is an important global power in the 20th Century. Peer teaching credit may not count toward the requirements for the minor in history. reflection of the larger social, political and eco- nomic changes occurring in our nation. A grade of “C” or better is required in all history courses to count toward the minor. HIS 225 African American History (3) Must also meet minimum University requirements for a minor. This course will provide the student with a Special Opportunities: comprehensive survey of the role that African- Americans have played in shaping America as Membership in the international honor society, Phi Alpha Theta, is available to students recom- we know it today. Starting in Africa, moving mended by the department for meritorious scholarship in history. through the arrival of the slave ships in the early HIS 481, Public History Internship, provides an opportunity for on-the-job experience in community agencies and museums.

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HIS 312 Modern Germany 1871- (3) course will also attempt to comprehend the HIS 359 Immigration to the (3) culture, Watergate, the rise of the American Present incomprehensible – the genocidal extermina- United States right, and contemporary issues. tion of the Jews – through investigating the This course surveys American immigration Creation of the Second Reich, Weimar, the rise HIS 369 The Great Depression and (3) perpetrators, the bystanders, the victims, the history with a special focus on ethnic and race and fall of Hitler and Nazi Germany, divided Ger- World War II survivors and the historians. relations. It emphasizes several critical issues many in the Cold War and its reunification. The The United States from 1920 to 1945, with refer- such as ethnic and racial contact and conflict, course will also focus on the role of Germany in HIS 336 Modern China and Japan (3) ence to the consumer culture, interwar foreign language maintenance, immigration law, world politics throughout this era. This course focuses on the emergence of China policy, the Great Crash, Franklin Roosevelt, the the “laws” of immigration, multiculturalism, HIS 313 French Revolution and (3) and Japan in the 19th Century and their devel- New Deal, the road to war, and World War II. nativism, and religion. Napoleonic Era opment as global powers in the 20th Century. HIS 370-9 Special Topics (1-3) Explores the origins and course of the French [S2 908N] HIS 360 Revolution and Nation (3) Special topics in history depending upon de- Revolution, the effects of the Napoleonic era Making HIS 343 Latin America (3) mand and staff. and the impacts of this period on European Follows the path of American colonial society as Examines selected themes from Latin American history. it matured prior to the break with Britain. It will HIS 398 Historiography (3) history from pre-Columbian societies to the trace the causes of the American revolution and An introduction to the historian’s craft, with HIS 315 Modern Russia (3) present, including the great American empires, the effect of war on society including the so- special reference to methodologies, interpreta- This course covers the creation of Imperial Russia the Spanish conquest, colonial politics and so- cial, economic and political changes it brought tions, values, evidence, and conclusions found under Peter the Great to its collapse, the rise and ciety, independence, the formation of modern about. Finally, it will focus upon the creation of in historical writings. fall of Soviet Russia, and the post Soviet era. states, and contemporary history. [S2 910N] the Constitution and the Early Republic through HIS 316 Modern European History (3) HIS 350 World Geography (3) the War of 1812. Colloquium (1848 to present) This course fulfills the requirements for history 400 Level: Methods, Internships HIS 361 Colonial America (3) Selected themes from Modern European history students working toward a social studies educa- and Seminars This course follows the age of exploration, including ideologies (liberalism, nationalism, so- tion certificate. It will familiarize students with discovery, and colonization, with an emphasis HIS 400 Methods of Teaching (3) cialism, fascism), wars (causes and consequences the pivotal social, political and economic events on the development of culture, economy and History and Social Studies of imperial conflicts, and World Wars I and II), in the history of Illinois from prehistory down politics of the English colonies of North America. Designed to acquaint the prospective teacher of intellectual movements (in sociology, psychol- to the present day. This course will also allow It will then focus upon international rivalry on history and social studies with the techniques, ogy, science, and philosophy), and the evolution students to develop an understanding of the the continent and the tensions leading to the materials, resources, and problems of teaching of industrial capitalism and industrial society. character of various regions throughout the Revolution. at the secondary level. This course, intended for world as influenced by environmental, histori- HIS 320 Modern Ireland (3) students in the teacher certification program, cal, and cultural forces. Emphasis will be given HIS 362 Antebellum America (3) This course surveys modern Irish history ordinarily does not apply to the history major. to thinking geographically in the study of man/ Explores the period of American history from from 1700 to the present. It will focus on Prerequisite: acceptance into the teacher educa- land relationships and place formation. the Era of Good Feelings through the Mexican the development of Irish nationalism as a tion program. American War. Issues covered include national- response to British imperialism, as well as the HIS 355 History of Ideas in America (3) ism, sectionalism, Jacksonian democracy, Mani- HIS 470-9 Special Topics (1-3) resistance to nationalism among different Designed to introduce students to the major fest Destiny, slavery, Native Americans, reform Special topics in history depending upon de- groups. Important themes include colonialism, contours in intellectual history from the time movements and party politics. mand and staff. famine, revolution, emigration, and continuing of the Puritans to the present. In this class, the sectarian tensions. students should develop a clear understand- HIS 364 Civil War and Reconstruction (3) HIS 481 Public History Internship (3) ing of how ideas have shaped the course of The Civil War is the keystone in American his- Provides an opportunity for on-the-job experi- HIS 322 Women and Gender in (3) American history. tory. This course will trace the causes of the ence in community agencies in such fields as History war, its military history, and its social, political, cultural resource management, archival work, This course deals thematically with the roles, HIS 356 U.S. Foreign Relations (3) and economic impact upon the nation during historical preservation and interpretation. significance and evolving perceptions of women Examines central themes, events, and personali- Reconstruction. Students must be history majors with junior (and gender) in the West from the ancient, ties in U.S. relations with the world, including standing and have the approval of the agency medieval and modern eras. A second emphasis economics, racism, strategic interests, national- HIS 366 The U.S. in the Gilded Age (3) and history faculty. will investigate the concept of women’s history ism, and politics. and Progressive Era within the field of history itself. The United States from the end of Reconstruc- HIS 497 Seminar in History I (3) HIS 358 Religion in American (3) tion to the end of the Progressive Era, with Capstone course with an in-depth study of HIS 326 Hitler, Nazi Germany, (3) History discussion of the issues surrounding segrega- historiography, historical method, and histori- and the Holocaust What has been the role of religion in America? tion, immigration, industrialization, foreign cal criticism. This course explores one of the most horrific Taking a thematic and chronological approach, policy, the Spanish-American War, the rise of eras in the twentieth century, if not the entire this course seeks to answer this question by HIS 498 Seminar in History II (3) Progressivism, and World War I. history of humanity. Political, social, economic, exploring the way religion has shaped the Capstone course with an emphasis on a synthe- cultural, and historical dimensions will be people, cultures, and institutions in America HIS 368 Contemporary America (3) sis of historical skills as demonstrated through examined not only in Germany, but also in from its pre-Columbian roots to the 21st The United States from the early days of the original primary research and presentation of Europe, to understand the origins, actions and century. Cold War to the present, with consideration of findings. consequences of Hitler and Nazi Germany. This 1950s culture, Kennedy, the civil rights move- ment, the Great Society, Vietnam, the counter-

102 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 103 HUMANITIES HUMANITIES

HUMANITIES Theology: 1. No special prerequisites are imposed, but students should be of junior standing before taking Degree Offered: Bachelor of Arts upper-level courses in theology. This four-year degree program is designed to provide interested students with a broader base in 2. Courses should be selected with advice from the appropriate Chair. the humanities than is usually realized in programs with specified majors. It has two objectives: 3. Those doing a 21-hour concentration in theology must take TRS 497 Theology Capstone. The research paper submitted for this seminar may be read, judged, and graded by faculty 1. To provide a general program leading to a university degree. members from all three areas of concentration in the humanities major. 2. To deliver a broadly-based undergraduate foundation for those wishing to pursue a master’s degree in the humanities or for those who wish to wait until graduate school to specialize. For more information, students should consult with the faculty in participating disciplines. A special Humanities Interdisciplinary Program with a coordinated sequence of courses in history, philosophy, literature, and theology is available to those students who wish to fulfill some of their general education requirements through an integrated and coordinated course of study. Consult the Chair of the Division of Humanities for additional information.

Program Requirements for Humanities Major: 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate degrees, pp. 6-10. 2. Foreign language (two semesters or equivalent in a single language). 3. Distributed coursework in at least three fields of the humanities, 200-400 level, including the senior seminar in the first field of concentration: a) 1st field of concentration 21 hrs. b) 2nd field of concentration 18 hrs. c) 3rd field of concentration 15 hrs. The participating disciplines establish prerequisites and coursework in the fields of concentration. The faculty of the first field of concentration establishes the comprehensive experience and the assessment program for that field.

English: 1. The student must have completed ENG 111 and 112 and the general education requirement in literature. 2. Any 200-400 courses in English are acceptable for the program except ENG 382 Business Communication and ENG 400 Methods of Teaching English, but students are limited to two 200-level English courses. 3. The student doing a 21-hour concentration in English must take the senior seminar in English and make an attempt in the seminar paper to draw together the several fields of concentra- tion of the humanities major.

History: 1. Humanities majors choosing history as their first field of concentration should complete HIS 101, 102, 111, 112, 497 (or 498) and six hours of 200-400 level electives. 2. Humanities majors choosing history as their second field of concentration should complete HIS 101, 102, 111, 112, and six hours of 200-400 level electives. 3. Humanities majors choosing history as their third field of concentration should complete either HIS 101 and 102 or HIS 111 and 112, as well as nine hours of 200-400 level electives.

Philosophy: 1. Two introductory courses at the 100-200 level are required as prerequisites. 2. Courses in any area of concentration are selected with the advice of the faculty. 3. Those doing a 21-hour concentration in philosophy must take the coordinating seminar in philosophy. The research paper submitted for this seminar may be read, judged, and graded by faculty members from all three areas of concentration in the humanities major.

104 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 105 HUMAN SERVICES HUMAN SERVICES

HMS 322 Appraisal of Individuals/ (3) HMS 355 Case Management (3) HUMAN SERVICES Psychological Testing This course provides the knowledge and practi- Degrees Offered: Bachelor of Science This course covers the theory and principles of cal skills necessary to collect, organize, interpret, measurement and evaluation of psychological and report on information related to clients’ Through this program, students will gain the theoretical and conceptual knowledge that serves as variables and individual differences using a va- needs, functioning, and progress, to establish riety of psychological measures. Construction, a foundation for human service work, along with practical experience in the field. and monitor service plans, to broker services, administration, and interpretation of measure- and to evaluate service provision. Prerequisite: Program Requirements for Human Services Major (students in the PS program should ments will be covered. (Same as PSY 322) HMS 110. refer to the requirements in the Professional Studies section of this catalog): HMS 325 Substance Abuse (3) HMS 360 Group Dynamics and (3) Assessment and Intervention 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate Counseling This course focuses on the progressive nature of This course provides an understanding of degrees, pp. 6-10. substance use and its impact on the individual group dynamics, group processes, and the 2. To fulfill the technological literacy requirement, students must pass CIS 101 or equivalent. over the lifespan. The physiological, psychologi- roles of group members. The theories, prin- 3. HMS 110 is required and fulfills a general education requirement in Social Sciences. cal, familial, and societal impacts of substance ciples, and techniques of group intervention 4. A minimum of 48 hours of 200-400 level Human Services and required support courses as abuse will be explored. Emphasis will be placed will be presented. Emphasis will be placed on listed below.. on current trends in strengths-based assessment the development and successful facilitation and intervention. Prerequisite: HMS 305. 5. Required Human Services courses: HMS 205, 300, 305, 315, 321, 322, 325, 330, 360, and 480. of groups in a counseling setting. The unique HMS 330 Family Dynamics and (3) ethical considerations of group work will also 6. 9 hours of Human Services electives chosen from: HMS 335, 342, 355, 400, 410, 431, 440, or be explored. Prerequisite: HMS 305 or consent 481. Counseling This course will focus on understanding the of instructor. 7. 12 hours are required as support courses: PSY 100, 312, one course from PSY 236 or 246, and divergent types of family structure, the func- HMS 400 Leadership and (3) one course from PSY 340, SOC 300 or 324. tioning of individual families, and the impact Organizational Change of family structure on individual development. This course covers the theories, models, and Requirements for a Minor: Emphasis will be placed on current trends in ethical practice of leadership and organiza- A student must complete 18 hours including HMS 110, 305, 315, and 9 additional credit hours strengths-based family assessment and inter- tional management in the human services field. selected from HMS 205, 300, 321, 322, 325, 330, and 360. Must also meet minimum University vention. Prerequisites: HMS 305 or consent of Methods and approaches to organizational requirements for a minor. instructor. change, decision making, and conflict resolution Course Descriptions HMS 335 Abuse and Neglect in (3) are presented. HMS 110 Introduction to Human (3) HMS 305 Counseling Theory (3) the Family HMS 410 Needs Assessment/Program (3) Services This course provides an overview of current This course provides an overview of the uses and Evaluation This course provides an introduction to the major approaches to counseling and psycho- abuses of power in interpersonal relationships This course provides the knowledge and skills theoretical perspectives, social, political, and therapy. The varied theories regarding develop- and families. The course focuses on the types, needed to conduct community needs assess- economic policies, and legal and ethical is- ment of personality, psychological health, and dynamics, and impact on family members of ments, evaluate the results, make appropriate sues involved in the field of Human Services. psychological dysfunction will be presented. neglectful and abusive families, and the various decisions regarding new program development, Students will learn about the variety of human agencies that can provide support and treat- and develop methods for evaluating the effec- HMS 315 Counseling Techniques (3) service agencies and the types and delivery of ment for the families. tiveness of the program. This course covers diagnosis, intervention various human services. strategies, and counseling skills. The theoretical HMS 342 Psychology of Human (3) HMS 431 Victimology (3) HMS 205 Lifestyle and Career (3) foundations and professional skills training pro- Sexuality Victimology is the “study of victims.” This course Development vided in this course should enable the student This course provides an introduction to the ma- will study the historical, cultural and social This course covers lifelong career development to understand clients’ problems more fully and jor issues in the psychology of human sexuality, aspects of victims of crime. Analyses of trends processes and the influences on them that lead accurately and to intervene more effectively. including sexual anatomy and physiology, love, and patterns in criminal violence and victimiza- to work values and decision-making styles, Prerequisite: HMS 305. (Same as PSY 315) interpersonal communication, sexual behavior tion are undertaken in addition to discussions occupational choices and patterns of work ad- and reproduction, and social issues associated on strategies for prevention, remediation and HMS 321 Professional, Legal, and (3) justment, the creation of a career pattern and with human sexuality. Particular emphasis is intervention. Course features guest speakers Ethical Issues in Human identity, and the integration of roles, self- and placed on the etiology of sexual orientation, who have professional or personal expertise Services career-identity. and the social experiences of gay, lesbian, bi- and experience. This course is of practical use to This course covers the issues of professional- sexual and transgendered individuals. (Same students in the following fields: human services, HMS 300 Statistics and Research (3) ism, ethics, and legal issues and responsibility, as PSY 342) psychology, social work, criminal justice, politi- Methods for Social Sciences especially as related to Illinois law. The course cal science, pre-law, pre-med, and theology, as This course provides students with the statisti- includes exploration of legal and ethical dilem- well as victim’s rights advocates or volunteers. cal and methodological principles and tools mas experienced in human services. (Same as CRJ 431) that will give them a practical understanding of research design and methodologies, data collection, statistical analysis, and research interpretation.

106 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 107 HUMAN SERVICES INTERNATIONAL BUSINESS

HMS 440 Crisis Intervention (3) HMS 481 Senior Practicum II (3) This course emphasizes the recognition of psy- Students may choose to do a second practicum INTERNATIONAL BUSINESS chological crisis and the application of current as one of their HMS elective courses. Practicum The School of Business offers a minor in International Business for students pursuing a major crisis-intervention strategies to assure client II must be in a different area of social services in Management, Marketing, Finance, or Accounting. This interdisciplinary minor is designed to safety, stabilization, and self-determination. from Practicum I. give students general global knowledge to prepare them for positions in international divisions Emphasis will also be placed on legal and ethi- of American companies; to work in the import-export business; to seek careers in national or cal concerns in crisis work, professionalism, and international governmental agencies; to establish international businesses; and to enter careers the prevention of burnout. Prerequisite: HMS in international commercial and investment banking. 315 or PSY 315. Requirements for a Minor: HMS 480 Senior Practicum I (3) In addition to the courses required for a Business major, the minor requires INB 423, POL 220; 6 The practicum provides practical experience hours chosen from INB 323, 325, 421, 425, 427, or 429; and 6 hours chosen from POL 236, 319, working in human service agencies. The 3-hour 324, 325, or 421. Must also meet minimum University requirements for a minor. A study abroad practicum involves 150 hours onsite and includes experience or two semesters of a foreign language is recommended. a minimum of 40 hours of direct client contact. These experiences provide the student with ap- plied knowledge of individual and group coun- Course Descriptions seling techniques. Prerequisites: HMS 315, 321, INB 323 Comparative Economic (3) institutions and international arrangements senior standing, and consent of instructor. Systems such as the International Monetary Fund, eco- Examines the major economic systems of the nomic unions, and cartels. Prerequisite: ECO world, in both theory and practice. Focuses on 222. (Same as ECO 423) a general understanding of how economic sys- INB 425 International Marketing (3) tems work and how economic theory interacts Strategy with government policy, history, and culture Due to cultural and business norms, market- to explain economic performance in capitalist ing must be approached differently in many regulated markets, socialist regulated markets, parts of the world. This course reviews basic socialist centrally planned economies, transi- marketing approaches and how they must be tional economies and other emerging economic modified in differing country environments. systems. Topics include applicability of market research, INB 325 Economic Problems in (3) customer preference, pricing and promotion. Developing Countries Prerequisite: MKT 331. Examines theoretical and policy issues in eco- INB 427 International Finance (3) nomic growth and development with emphasis This course provides basic financial tools on specific country policies and experience; necessary to understand foreign operations, alternative development paths; problems of including financial statement analysis, impact development planning; policies for achieving of foreign exchange rates and evaluation of growth and development in emerging coun- performance in overseas markets. Prerequisite: tries; and conditions necessary for continued FIN 315. (Same as FIN 427) growth in advanced countries. INB 429 International Business (3) INB 421 International Accounting (3) Strategies An examination of concepts, current standards Implementation of the traditional management and problems related to financial accounting functions (staffing, organizing, directing and and reporting by U.S. enterprises. This course controlling) within an international or global also provides the foundation for subsequent ex- organization is the focus of this course. Empha- amination of accounting issues of multinational sis will be placed on the impact of international enterprises. Prerequisites: ACC 121 and 221. environment (differing legal restrictions, politi- INB 423 International Economics (3) cal forces, economic situations, roles of labor, and Business cultural philosophies, etc.) on management This course focuses on the economic relation- practices. A major underlying theme through- ships among nations and the implications of out the course will be the financial and effi- such relationships for domestic economic ac- ciency costs of adjusting to local requirements tivity and policies. Covers international trade versus global rationalization. theories, balance of payments, protectionism, foreign exchange, and the role of international

108 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 109 INTERPRETER TRAINING INTERPRETER TRAINING

INTERPRETER TRAINING ITP 220 Interpreting II (3) vary depending on material and topics most Assists students with the process of taking a recently studied. Prerequisite: ITP 220. Course Degrees Offered: Bachelor of Arts signed message and interpreting it to spoken may be repeated for a total of 6 credit hours. English. Focus on the voice interpreting pro- ITP 410 Interpreting V (3) Sign language interpreters make communication accessible between hearing and Deaf or Hard cess, vocal control, voicing techniques, vocal Provides an expansion of knowledge in the of Hearing people. Interpreters listen to a spoken message and convert it into a visual message expression, word choice, and changes that af- area of interpreting. Simultaneous interpret- as well as converting the visual message back into a spoken message. A career in interpreting fect context. Emphasis will be given to the de- ing will be practiced. How to interpret mono- should appeal to those who have a special interest in language and communication and who velopment of expressive skills in ASL interpret- logues as well as dialogues between Deaf and enjoy working with people. American Sign Language (ASL) courses may be used to fulfill the ing. Prerequisite: ITP 215. Taken concurrently hearing source text will be practiced in recep- language requirement when approved by the specific program. Consult with the Chair of the with ASL 300. tive and expressive interpreting. National In- program for approval. ITP 285 Practicum (3) terpreter Certification (NIC) test will be intro- Field experience in sign language interpreting duced and studied. Prerequisite: ITP 310. Program Requirements for Interpreter Training Major: and voice interpreting. Time will be provided ITP 420 Intensive Interpreting Practice (3) 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate for confidential discussion of ethical and pro- This course focuses on hands-up in class prac- degrees, pp. 6-10. fessional challenges in the field experience. tice with instructor feedback. It will be an in- 2. The technological literacy requirement will be fulfilled by ASL 200. Emphasis will be placed on code of ethics, tensive lab experience based on the students’ professionalism, interpreting vs. transliterat- 3. Required courses: ITP 201, 202, 210, 215, 220, 302, 310, 399 (3 hours), 410, 420, 485 (3-6 hours). interpreting class level. Monologues and dia- ing, and a working knowledge of various in- logues will be used for practice. Interpreting 4. Required support courses: ASL 200, 250, 260, 300, 350, 400, and 407. terpreting settings and communication dyads. situations such as medical, legal, educational, 5. A grade of “C” or better is required in all ITP courses to count toward the major. ITP 302 Interpreting III (3) theatrical, and music will be practiced. Inter- Designed to expand students’ interpreting preters’ roles and responsibilities will be dis- Requirements for an American Sign Language (ASL) Minor: and transliterating skills and students’ skill cussed with each situation. Prerequisite: ITP Students seeking an ASL minor must complete the following courses: ASL 200, 250, 260, 300, 350 of taking a signed message and conveying it 220. May be taken concurrently with ITP 302, and ITP 202. Must also meet minimum University requirements for a minor. into spoken English. The development of the ITP 310, ITP 399, or ITP 485. May be repeated. students’ voicing skills with both ASL and sign Course Descriptions for Interpreter Training ITP 485 Professional Experience (3-6) language system speakers will be continued. This course provides opportunities for students Emphasis will be placed on various settings ITP 201 Introduction to Interpreting (3) situations within the education, religious, le- to apply their knowledge, skills, and experi- for interpreters, skills in discourse analysis, ex- Topics include the history and evolution of the gal, performing arts, mental health, medical, ence in a variety of interpreting settings in panding vocabulary related to technical tasks, profession, terminology used in the profes- rehabilitation/social services, and business education, business, public service agencies, vocal control, voicing techniques, word choice, sion, the National Association of the Deaf/Reg- settings. Business aspects of interpreting: re- and as freelance interpreters. Students partici- vocal expression, and accessing the mode of istry of Interpreters for the Deaf Code of Eth- sumes, cover letters, business cards, portfolios pate in supervised interpreting field work and communication/language preferred by the ics, and occupational settings and situations and proper etiquette, as well as how to work receive training on linguistic and ethical ques- deaf consumer. English and ASL idioms will be that are frequently used by interpreters and as a freelancer, staff interpreter, educational tions that may arise during practicum assign- interpreted. Prerequisite: ITP 220. Taken con- their clients. Taken concurrently with ASL 200. interpreter, VRS interpreter or with an agency ments. Prerequisites: Must complete all ASL/ currently with ASL 350. and the benefits of each will be explored. Pre- ITP coursework. Need to complete 50 clock ITP 202 Perspectives in Deafness: (3) requisite: ITP 201. ITP 310 Interpreting IV (3) hours for each one-hour credit taken. Deaf Culture and History Provides an expansion of knowledge in the The heritage of Deaf persons and the ways in ITP 215 Interpreting I (3) area of interpreting. Vocabulary development which their social needs are satisfied through Examines the differences between ASL and in sensitive areas such as human sexuality, affiliation with each other. Also included will English languages, models of interpreting, and anatomy, substance abuse, and crime. Consec- be a description of cultural values, norms, tradi- equivalence across languages. Study includes utive interpreting will be practiced. How to in- tions, and identities, as well as criteria for mem- theories and topics of spoken language inter- terpret monologues will be practiced in recep- bership. Emphasis will be placed on the various preting and sign language interpreting. Eng- tive and expressive interpreting. Interpreting subcultures within the larger culture and other lish skills are enhanced and message analysis from frozen text will be introduced. The Board cultures of hard of hearing individuals. is performed in order to interpret from ASL to for Evaluation of Interpreters (BEI) test will be English and English to ASL. Prerequisite: ASL ITP 210 Practical and Ethical (3) introduced and studied. Prerequisite: ITP 302. 200. Taken concurrently with ASL 250. Applications of Interpreting ITP 399 Topics in Interpreting (1-6) Focuses on the professional and ethical devel- Focuses on specialized interpreting situations opment of the interpreter. Topics covered are such as medical, legal, education, and theatri- decision-making, assignments assessment, and cal, addressing linguistic and ethical concerns environmental management. This course will for each of the specialty areas. It will reinforce provide an in-depth discussion and applica- sign language skills and interpreting principles tion of the National Association of the Deaf/ while looking at the interpreter’s role and Registry of Interpreters for the Deaf Profes- responsibility in each setting. Specialty areas sional Code of Ethics as they apply to various

110 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 111 INTERPRETER TRAINING LANGUAGES

Course Descriptions for American Sign Language LANGUAGES

ASL 200 American Sign Language I (3) ASL 300 American Sign Language III (3) As a liberal arts institution, Quincy University readily acknowledges the global and very interactive Focuses on the comprehension of American Focuses on the comprehension of American nature of the world we live in today. Consequently, we are committed to offering our students the Sign Language, Deaf culture, and the Deaf Sign Language, Deaf culture, and the Deaf skills they need to effectively and successfully communicate with others in both their personal and community. Classroom experiences are con- community. Classroom activities are conducted professional lives. Diversity in our languages program is an integral part of that commitment. From ducted without voice. Coursework includes without voice. Visual learning and cultural ap- a curricular perspective, these courses also afford our students with more choice in meeting the preparation for visual language learning, in- propriateness are stressed. Semantic accuracy requirements of the Liberal Arts Foundation Program (LAFP) as well as of their respective degree cluding vocabulary, grammar, and cultural as well as appropriate non-manual behaviors programs. Credit may also be arranged for approved study abroad programs. information. Interpersonal communication is are mastered. Prerequisite: ASL 250. A specific language may not necessarily fulfill the language requirement for all programs. Consult stressed in everyday interaction. The use of cul- ASL 350 American Sign Language IV (3) with the Chair or Dean for a program to determine whether a language is acceptable for the turally appropriate behaviors in a signing en- Focuses on the maximum comprehension and specific program. ASL courses may be used to fulfill the language requirement when approved vironment is stressed. Knowledge of basic sign expression of American Sign Language. Class- by the program. handshapes, grammar, and syntax is achieved. room activities are conducted without voice. Introductory and intermediate level courses are currently available in German, French, Latin and Each unit builds on the topics, vocabulary, and Activities require the use of learned strate- Spanish. Courses in other languages are available on an Independent Study basis as are more grammar introduced as students learn how to gies. Instruction will stress the understanding advanced courses in the primary languages. Students may also apply for a Contract Minor in a exchange personal information, i.e. give their and use of non-manual aspects of ASL (mouth language. names, tell where they live, talk about their morphemes) as well as head and body move- families and activities. Placement tests for all languages except Latin will be administered prior to registration. ments. Students will do ASL presentations on ASL 250 American Sign Language II (3) stories or topics from news articles, books, and Advanced Placement Opportunities: Focuses on the continued comprehension of TV shows related to Deafness. Prerequisite: See p. 20 for information on credit by examination. For placement with credit (may fulfill language American Sign Language, Deaf culture, and ASL 300. requirements of other disciplines also): CLEP Test or Advanced Placement Tests. the Deaf community. Classroom activities are ASL 400 American Sign Language V (3) conducted without voice. Visual learning and This advanced course will evaluate the stu- cultural appropriateness are stressed. Focus is dent’s abilities in interacting with Deaf Indi- on everyday language and includes the use of viduals. Language will be required in social a variety of registers in ASL. The development Course Descriptions for French and professional levels. Students will master of conversational skills and presentation skills native ASL features from concrete subjects to through interactive contexts is emphasized. FRE 111 Beginning French I (3) FRE 211 Intermediate French I (3) abstract. Prerequisite: ASL 350. Prerequisite: ASL 200. Elementary French with emphasis on listening, Review and more detailed study of French ASL 407 Linguistics of American (3) speaking and writing skills, and study of French grammar, reading of modern Francophone ASL 260 Finger Spelling and Numbers (3) Sign Language culture with an introduction to reading. Open authors, and study of French civilization. This course provides advanced instruction in Course focuses on the linguistics of Ameri- to students with no previous French. Prerequisite: FRE 112 or demonstrated receptive expressive and grammatical rules can Sign Language, including phonology, knowledge on placement test. of finger spelling and number in ASL. Within FRE 112 Beginning French II (3) morphology, syntax, and language structural a range of contexts, and using a variety of Continuation of FRE 111. Prerequisite: FRE 111 FRE 212 Intermediate French II (3) aspects. Both American Sign Language and topics, the instructor will guide the students or demonstrated knowledge on placement Continuation of French 211. Prerequisite: FRE English are compared and contrasted, provid- through number and finger spelling practice test. 211 or demonstrated knowledge on placement ing students with valuable insight into both using dialogues and short stories that include test. languages. Prerequisite: ASL 250. setting up referents by finger spelling in a par- ASL 416 K–12 Sign Language (3) ticular location while emphasizing clear form Course Descriptions for German and transitions. This course provides an opportunity to de- velop skills for increasing vocabulary for K-12 educational interpreters to be more effective. GER 111 Beginning German I (3) GER 211 Intermediate German I (3) Also this course is to prepare the student for Elementary German with emphasis on listening, Continued development of the four basic educational interpreting in regards to ethics speaking, and writing skills, and study of German language skills with increased emphasis on and skills needed within the K-12 academic culture with an introduction to reading. reading and culture. Prerequisite: GER 111 or GER 112 or demonstrated knowledge on settings. Prerequisite: ASL 350 or consent of GER 112 Beginning German II (3) placement test. instructor. Continuation of GER 111. Prerequisite: GER 111 or demonstrated knowledge on placement GER 212 Intermediate German II (3) test. Continuation of GER 211. Prerequisite: GER 211.

112 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 113 LANGUAGES MANAGEMENT INFORMATION SYSTEMS

Course Descriptions for Latin MANAGEMENT INFORMATION SYSTEMS

LAT 111 Beginning Latin I (3) LAT 211 Intermediate Latin I (3) Management Information Systems courses support the liberal arts foundation program and specific The primary goal of this course is a basic reading This is a reading course based on six major degree program requirements. knowledge of Latin and an understanding of authors: Cicero, Caesar, Catullus, Virgil, Livy, the history and culture in which the language and Ovid – three poets and three writers of Course Descriptions is embedded. By the end of one year, students prose. Students will read, translate, and discuss will be exploring the literature of the classical passages from the six authors, concentrating period, using the life and poetry of Horace on good translation, literary appreciation, and MIS 210 Computer Applications (3) MIS 340 Human Resource (3) as a point of entry. Latin will be treated as a understanding of the place of our authors in An introduction to computer concepts, applica- Information Systems step in a humanistic program for developing Roman and subsequent history and culture. tion programs, and the internet, in a business A survey of the tools and techniques applied linguistic, literary, and historical knowledge Prerequisites: LAT 111 & 112. environment. Students work with microcomput- in all sub-functions of data management as and understanding. ers gaining hands-on experience in windowing it relates to the management of Human Re- LAT 212 Intermediate Latin II (3) environments, word processing, spreadsheets, sources. Database and information processing LAT 112 Beginning Latin II (3) Continuation of LAT 212. This is a reading and internet applications. techniques applied to HRIS are discussed. The Continuation of LAT 111. Prerequisite: LAT course based on major authors of ancient actual process of HRIS design and typical prob- 111. Rome. Students will begin with Cicero and MIS 305 Introduction to (3) lems in user participation are covered. Students Catullus and continue with selections from Management Information will be assigned group projects in the design Virgil and Livy, concluding with Caesar or Pliny Systems and management of typical HRIS in manage- the Younger if time allows. Prerequisites: LAT Systems theory concepts applied to the collec- ment situations. 111, 112, and 211. tion, retention, and dissemination of informa- tion for management decision making. Case MIS 350 Expert Systems for (3) Course Descriptions for Spanish studies will be used to help understand the Business Application concepts of MIS. Definition, description, and evaluation of deci- sion support systems which provide quantita- SPA 111 Beginning Spanish I (3) SPA 309 Advanced Spanish I (3) tive-based information derived from internal/ Introduction to the Spanish language and The objective of this course is to achieve a external data available to the user in the Hispanic culture with emphasis on the devel- greater competence in the language through in- decision-making process; structure and appli- opment of listening, speaking, reading, and, tensive conversation practice and compositions. cation of selected support system languages. to a lesser extent, writing skills. Grammar and Grammatical structures previously studied will Prerequisite: MIS 305. vocabulary will be used as effective tools in be thoroughly reviewed and vocabulary will be real-life situations with the aid of audiovisuals, reinforced and expanded. Conducted entirely classroom activities, and homework. No prior in Spanish. Prerequisite: SPA 212 or equivalent knowledge of Spanish is required. (AP, CLEP, performance on placement test) or permission of instructor. SPA 112 Beginning Spanish II (3) Continuation of SPA 111 designed to achieve SPA 311 Advanced Spanish II (3) better fluency in the language through oral Continuation of SPA 309 with further practice activities, writing, vocabulary expansion and in conversation and composition. Conducted grammar consolidation. Prerequisite: SPA 111 entirely in Spanish. Prerequisite: SPA 309 or or demonstrated knowledge on placement test. equivalent as shown by placement test or per- mission of the instructor. SPA 211 Intermediate Spanish I (3) This course focuses on the development of both SPA 321 Hispanic Civilization and (3) receptive skills and communicative competence Culture in oral and written expression through con- A survey of Spanish and Latin American civili- versations, listening comprehension, grammar zations with emphasis on historical, social, and review, vocabulary expansion, cultural readings, artistic events. Conducted entirely in Spanish. and video activities. Prerequisite: SPA 112 or Prerequisite: SPA 212 or equivalent (AP, CLEP, demonstrated knowledge on placement test. performance on placement test) or permission of the instructor. SPA 212 Intermediate Spanish II (3) Continuation of SPA 211 designed to strengthen competence in oral and written communication. [HI900] Prerequisite: SPA 211 or demonstrated knowledge on placement test. [H1 900]

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ing, sets, logic, elementary number theory, and and definite integral. Prerequisite: 4 units of MATHEMATICS elementary algebra. high school mathematics, “B” or better in MAT 125, or MAT 142. [M1 900-1] Degree Offered: Bachelor of Science MAT 111 Basic Mathematical (3) Concepts II MAT 243 Calculus and Analytic (4) Advanced Placement Opportunity: A continuation of MAT 110. The topics include: Geometry II CLEP examinations are available in College Algebra; however, credit by examination in these geometry, mathematical systems, consumer Applications of integration. Analytic geometry introductory courses does not necessarily fulfill entrance requirements for advanced mathemat- mathematics, elementary probability, and of conics. Differentiation and integration of ics courses. Therefore, students should consult with the Chair of Science & Technology for proper statistics. transcendental functions; infinite series. Pre- placement. requisite: MAT 242. [M1 900-2] MAT 124 Applied College Algebra (3) Program Requirements for Math Major: Students will study the real numbers, polyno- MAT 244 Calculus and Analytic (4) mials, lines and linear inequalities, functions, Geometry III 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate exponential and logarithmic equations, and Polar coordinates. Parametric equations. Vec- degrees, pp. 6-10. practical financial applications, including: com- tors and vector calculus. Partial derivatives. Mul- 2. MAT 242, 243, 244, 260, 329, 450, 485, and 497. Majors seeking secondary licensure must take pound interest, annuities, sinking funds, and tiple integrals and line integrals. Prerequisite: MAT 300, 400, and 6 additional hours of mathematics electives at the 200-400 level. MAT 353 loan amortization. Note: Students planning to MAT 243. [M1 900-3] and 380 are recommended for majors seeking secondary certification. All other majors must take MAT 142 Precalculus must take MAT 125. MAT 252 Discrete Mathematics (3) take MAT 346 and 6 additional hours of electives at the 200-400 level. MAT 440 is strongly Prerequisite: Recommended passing grades A study of discrete mathematical structures. recommended for students intending to pursue graduate work. in both semesters of Algebra I, Geometry and Sets, relations and digraphs, functions, counting Algebra II at the high school level, or “C” or 3. Required support courses: CSC 150 and 160. It is recommended that these be taken within the techniques. Prerequisite: MAT 124 or 125. first two years. better in MAT 099. MAT 260 Mathematical Logic (3) 4. Students must take PHY 223 Principles of Physics I to fulfill their general education requirement MAT 125 College Algebra (3) Logic of compound statements. Rules of infer- in the physical sciences. Review of algebraic skills; complex numbers ence and derivations. Inference with quanti- and operations. Polynomials and rational 5. No more than one grade below a “C” is permitted in courses applicable to the major. Majors fiers. Sets, functions and relations. Axiomatic functions; exponential and logarithmic func- seeking secondary certification must earn grades of “C” or better in courses applicable to the systems. Prerequisite: MAT 243. major. tions; inverses of functions. Direct and inverse variation. Synthetic division. Prerequisite: “C” MAT 270-9 Special Topics (1-3) Teacher Licensure Program: or better in MAT 099 or appropriate Math Courses in special areas such as finite math- Math majors requesting licensure as secondary education teachers are required to take MAT 300, placement score. ematics, discrete mathematical structures, MAT 400, and to meet the requirements for licensure on pp. 79-81. and calculus for nonmajors depending upon MAT 142 Pre-Calculus (4) demand and staff. Requirements for a Minor: A study of functions, including: functions in general and the rectangular coordinate system; MAT 300 Mathematics for (3) 1. Core courses: MAT 242 Calculus and Analytic Geometry I, MAT 243 Calculus and Analytic Geom- algebraic functions (polynomial and rational); Secondary School Teachers etry II, and MAT 244 Calculus and Analytic Geometry III. transcendental functions (exponential, logarith- The main objective of this course is to ensure 2. Nine (9) additional credit hours of Mathematics electives at the 200-400 level. MAT 329 is highly mic, trigonometry and inverse trigonometry); that mathematics majors seeking secondary recommended. Must also meet minimum University requirements for a minor. applications of exponential and logarithmic certification have a good overview of the areas functions; applications of trigonometry and relevant to the teaching of secondary school 3. A grade of “C” or better is required in all courses applicable to the minor. inverse trigonometry functions to solution of mathematics. Topics include number theory, Pre-Actuarial Science Program: triangles (Law of Sines, Law of Cosines). Prereq- geometry, and probability and statistics. Prereq- uisite: MAT 260 or instructor’s consent. This pre-major program is supported by course offerings in Mathematics and is designed to prepare uisite: “C” or better in College Algebra. students to enter the actuarial profession. The program consists of a two-year residency at Quincy MAT 150 Basic Statistics (3) MAT 329 Introduction to Linear (4) University (QU) followed by two years of degree fulfillment in residence at the University of Illinois Descriptive statistics, elementary probability, the Algebra and Matrix Theory at Urbana-Champaign (UIUC). For additional information, see p. 142. binomial and normal probability distributions, Linear equations, Gauss-Jordan reduction, testing of hypotheses, estimation, one-way algebra of matrices, vector spaces, linear in- analysis of variance, simple linear regression and dependence, bases and dimension, change of Course Descriptions correlation. Prerequisite: QU math placement basis, linear transformations, eigenvalues and test into MAT 124 or 125; grade of “B” or better eigenvectors, diagonalization and linear pro- MAT 099 Intermediate Algebra (4) degree requirements. This course will meet for in MAT 099; or grade of “C” or better in MAT gramming. Prerequisite: MAT 243. Students will review basic algebra skills in prepa- three lecture and one lab hour per week. 124 or 125; or consent of instructor. ration for a College Algebra course. Emphasis MAT 110 Basic Mathematical (3) MAT 242 Calculus and Analytic (4) will be placed on working problems and build- Concepts I Geometry I ing confidence in mathematical skills. Credit is Provides prospective teachers with background Analytic geometry of the line. Functions and given for this course, but it does not fulfill a for teaching elementary school mathematics graphs. The derivative of algebraic functions. general education requirement in mathemat- topics include: inductive and deductive reason- Applications of the derivative. The indefinite ics and is not counted as part of the minimum

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MAT 346 Differential Equations (3) MAT 400 Methods of Teaching (3) Introduction to differential equations; solutions Mathematics MUSIC of first order differential equations; solutions Designed to acquaint the prospective teacher Degrees Offered: Bachelor of Arts of homogeneous and nonhomogeneous linear of mathematics with the techniques, materials, Bachelor of Science differential equations, differential operators, resources and problems of teaching at the sec- initial value equations, mathematical modeling ondary level. This course does not apply toward Program Requirements: and LaPlace transforms. Prerequisite: MAT 244. the math major. Prerequisite: acceptance into 1. An audition before the music faculty. All incoming students planning to major in music or the teacher education program. MAT 350 Numerical Analysis (3) music education or minor in music must complete this audition before being accepted as a Polynomial interpolation, solution of nonlinear MAT 440 Abstract Algebra (3) music major or minor. equations, systems of linear and nonlinear equa- Groups, rings, fields, integral domains, and 2. All students must take a placement exam in music theory for either the major or minor. tions, eigenvalue problems, matrix inversion, Boolean Algebra. Prerequisite: MAT 244 and 3. All music and music education majors must enroll in Concert Attendance (MUS 070) every numerical integration, numerical solution of 260. semester until they pass five semesters. differential equations. Prerequisites: MAT 244; 4. All music and music education majors must take applied piano every semester until they MAT 450 Probability Theory (3) CSC 150. (Offered on demand with consent of complete piano proficiency. Probability for discrete and continuous sample instructor) 5. All music and music education majors must complete the Music Proficiency process with a spaces. Random variables and probability distri- passing grade before being admitted to upper-level courses in the major. MAT 353 Number Theory (3) butions. Sampling distributions. Estimation and 6. A minimum grade of “C” is required in all major courses to count toward the major or mi- Linear indeterminate equations. Diophantine testing hypotheses. Inference when comparing nor. equations, congruence; theorems of Euler, Fer- two populations. Calculus used extensively. 7. Supplementary information about program requirements is contained in the Music Program mat, Wilson. Prerequisites: MAT 244 and 260. Prerequisites: MAT 150 and MAT 244. Handbook for Students, which can be obtained from music advisors. MAT 370-9 Special Topics (1-3) MAT 470-9 Special Topics (1-3) Courses in special areas such as advanced calcu- Special topics in mathematics depending on Bachelor of Arts lus and history of mathematics. demand and staff. Church Music Major MAT 380 Higher Geometry (3) MAT 485 Introduction to Real (3) (Concentration in Keyboard or Vocal Music) The main objective of this course is to furnish Analysis 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate valid definitions and valid proofs for concepts Introduction to the theory of analysis includ- degrees, pp. 6-10. and theorems known from introductory geo- ing rigorous treatment of sequences, series, 2. Music and music education majors will fulfill the University technological literacy requirement metric courses. This course will build a solid functions of one or two variables, continuity, through successful completion of MUS 313 Orchestration and Arranging. foundation for modern geometry and more differentiation, and Riemann integration. Pre- 3. The keyboard concentration can be either piano or organ, but at least two semesters of organ advanced geometry courses. This course also requisites: MAT 244 and MAT 260. lessons are recommended. involves extensive use of hands-on experience in MAT 497 Comprehensive Seminar (2) 4. 8 credit hours of applied music lessons in keyboard or voice (primary field). and out of the classroom. Three hours combina- Overview of subject matter covered in the math- 5. 8 credit hours of applied music lessons in keyboard or voice (secondary field). tion lecture/lab. Prerequisite: MAT 142. ematics major. A study of some area of math- 6. 24 credit hours of music courses, including: MUS 113, 114, 115, 116, 213, 214, 215, 311, 312, ematics not previously studied by the students. and 313. Open only to senior majors in mathematics. 7. 5 credit hours of music education courses, including: MED 317, 321, and 349. 8. 12 credit hours of theology courses, including: TRS 217, 251, 252, and 341. 9. Required performance: Recital during senior year (MUS 499) in the primary field (keyboard or vocal). 10. Participation in a vocal ensemble every semester once admitted to the program. 11. The Practicum in Church Music (MUS 490) constitutes the required comprehensive experience.

Bachelor of Arts Music Major (Concentration in Instrumental or Vocal Music) 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate degrees, pp. 6-10. 2. Music and music education majors will fulfill the University technological literacy requirement through successful completion of MUS 313 Orchestration and Arranging. 3. 14 credit hours of applied music lessons on one instrument or voice (major). 4. 27 credit hours of music courses, including: MUS 113, 114, 115, 116, 117, 213, 214, 215, 311, 312, and 313. 5. Required performances: Recitals during junior (MUS 399) and senior (MUS 499) years in the major applied field. Six additional public performances as a soloist in faculty approved con- certs.

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6. Attendance at designated recitals and concerts at the University or in the community. total of six credit hours in one of these areas will complete the minor. Suggested courses 7. Those whose major performing medium is voice must take MUS 219. for each area: 8. Music ensembles. Music Theory: MUS 213-214 Music Theory III and IV 6 hrs. Instrumental Concentration: 8 credit hours Symphonic Band Vocal Concentration: 8 credit hours Concert Choir Music History: MUS 311-312 Music History I and II 6 hrs. 9. The senior recital and recital paper constitute the required comprehensive experience. Music Performance: Applied Music (usually one credit per semester; students will perform in department convocations) 6 hrs. Bachelor of Science Music Education: MED 317 Elementary School Music 2 hrs. Music Education Major MED 319 String Methods 1 hr. (Concentration in Instrumental Music) MED 320 Percussion Methods 1 hr. MED 321 Vocal Methods 1 hr. 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate MED 341 Junior and Senior High School Music 2 hrs. degrees, pp. 6-10. MED 349 Choral Conducting/Methods 2 hrs. 2. Music and music education majors will fulfill the University technological literacy requirement MED 351 Instrumental Conducting/Methods 2 hrs. through successful completion of MUS 313 Orchestration and Arranging. MED 412 Woodwind Methods 2 hrs. 3. 14 credit hours of applied music lessons on one instrument or voice (major). MED 413 Brass Methods 2 hrs. 4. 27 credit hours of music courses, including: MUS 113, 114, 115, 116, 117, 213, 214, 215, 311, 312, and 313. 3. Students are expected to perform in an ensemble for a minimum of four semesters. Students 5. 15 credit hours of music education courses, including: MED 317, 319, 320, 321, 341, 349, 351, with an area of concentration in Music Performance must perform in one ensemble each 412, and 413. semester for a total of eight semesters. 6. 7 credit hours in Symphonic Band. 4. Each student pursuing a Minor in Music must have an advisor from the Music faculty. 7. Professional courses for state licensure (see Education, pp. 79-81.) 5. Must also meet minimum University requirements for a minor. 8. Required performances: Recital during senior year (MUS 499) in the major applied field. Six additional public performances as a soloist in faculty approved concerts. Course Descriptions 9. The senior recital and recital paper constitute the required comprehensive experience. 10. A prerequisite for all music education courses (MED) is acceptance into the teacher education MUS 070 Concert Attendance (0) cism, modulation. Prerequisites: MUS 113-114, program (see p. 79 for details). This course entails attendance at required con- 115-116. Concurrent enrollment in MUS 215. certs to develop critical listening skills. Required MUS 214 Music Theory IV (3) Bachelor of Science of music majors every semester until they pass Continuation of MUS 213. Practice in 20th cen- five semesters. Graded P/F. Music Education Major tury techniques. (Concentration in Vocal Music) MUS 113 Music Theory I (3) MUS 215 Aural Skills III (1) 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate Scales, intervals, keys. Figured basses using Continuation of MUS 116. Concurrent enrollment degrees, pp. 6-10. triads in all major and minor keys. Principles of in MUS 213. 2. Music and music education majors will fulfill the University technological literacy requirement voice leading. Analysis of Bach chorales. Concur- through successful completion of MUS 313 Orchestration and Arranging. rent enrollment in MUS 115. MUS 218 History of Jazz and Rock (3) 3. 14 credit hours of applied music lessons in voice (major). Jazz and Rock as media of musical expression MUS 114 Music Theory II (3) 4. 30 credit hours of music courses, including: MUS 113, 114, 115, 116, 117, 213, 214, 215, 219, from their beginning to present. Includes Continuation of MUS 113. Figured basses us- 311, 312, and 313. listening to music. 5. 12 credit hours of music education courses, including: MED 317, 321, 341, 349, 351, and three ing dominant seventh and secondary seventh MUS 219 Diction for Singing I (3) hours of MED electives. chords. Prerequisite: MUS 113. Concurrent The basics of pronunciation and language 6. 7 credit hours in Concert Choir. enrollment in MUS 116. structure, as applied to singing. Introduction to 7. Professional courses for state licensure (See Education, pp. 79-81). MUS 115 Aural Skills I (1) the International Phonetic Alphabet (IPA) and 8. Required performances: Recital during senior year in the major applied field. Six additional Solfege, melodic, harmonic, and rhythmic dicta- its practical application to English and German. public performances as a soloist in faculty approved concerts. tion. Concurrent enrollment in MUS 113. Intended primarily for music majors with voice 9. The senior recital and recital paper constitute the required comprehensive experience. MUS 116 Aural Skills II (1) as their major performance area. Instructor 10. A prerequisite for all music education courses (MED) is acceptance into the teacher education Continuation of MUS 115. Concurrent enroll- consent required. Offered as needed. program (see p. 79 for details). ment in MUS 114. MUS 220 Diction for Singing II (2) Requirements for a Minor: MUS 117 Music Appreciation (3) A continuation of MUS 219. Further instruction The music minor consists of 18 hours plus ensemble participation for a total of 22 hours. Basic elements of music including historical over in IPA and its application to Italian, French, and view tracing development of musical forms and Spanish. Intended primarily for music majors 1. Required foundation courses: MUS 113-114 Music Theory I and II; MUS 115-116 Aural Skills types. Includes listening to music. with voice as their major performance area. I and II; MUS 117 Music Appreciation; and two credit hours of Applied Music. Instructor consent required. Prerequisite: MUS MUS 213 Music Theory III (3) 2. Following completion of foundation courses, student must choose one of the following areas 219. Offered as needed. of concentration: Music Theory, Music History, Music Performance, or Music Education. A Additional work in sight singing, melodic, har- monic, and rhythmic dictation. Figured basses MUS 299 Music Proficiency (0) using ninth chords, altered chords, chromati-

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MUS 310 The Business of Music (3) MED 349 Choral Conducting/Methods (2) Applied Music This course examines the interface of music Advanced conducting techniques, methods, with the business world. The course combines materials, and philosophies specific to choral Amount of practice time suggested for applied music students: one credit hour per semester – seven classroom discussions, audio/video materials, music. Includes selection and analysis of music, hours practice a week; two credit hours per semester – fourteen hours practice a week. reading materials from one textbook and rehearsal and baton techniques, musical inter- a variety of handout materials, field trips, pretation and score reading. Offered as needed. Generally, nonmusic majors take one private lesson of one-half hour per week and receive one and guest lecturers. There are no course credit hour per semester. Music majors take one private lesson of one hour per week or two one- MED 351 Instrumental Conducting/ (2) prerequisites. Does not fulfill general education half hour lessons per week and receive two credit hours per semester. Students enrolled in applied Methods requirement in Fine Arts. lessons must meet with the designated instructor the first week of each semester to determine Advanced conducting techniques, methods, a lesson time. MUS 311 Music History I (3) materials, and philosophies specific to instru- Applied courses are offered in the following areas: Survey of music from earliest antiquity to 1750. mental music. Includes selection and analysis of Prerequisite: MUS 114. music, rehearsal and baton techniques, musical Voice Pipe Organ Woodwind Instruments interpretation and score reading. Piano Brass Instruments Jazz Improvisation MUS 312 Music History II (3) String Instruments Percussion Instruments Survey of music from 1750 to present. Prereq- MED 412 Woodwind Methods (2) uisite: MUS 114. Techniques, teaching methods, and materials See the current course schedule for complete listing of course numbers and credit hours for ap- for woodwind instruments. Offered as needed. plied music courses (MUA). MUS 313 Orchestration and (3) Arranging MED 413 Brass Methods (2) Methods and materials for orchestrating music Techniques, teaching methods, and materials Music Activities for educational purposes. Includes transposi- for brass instruments. Offered as needed. tion, characteristics and capabilities of instru- One credit hour per semester is given for each of these music activities: ments, and appropriate ranges for voice. MUS 177-178, 277-278, 377-378, 477-478 Pep Band MUS 399 Junior Recital (0) MUS 183-184, 283-284, 383-384, 483-484 Chamber Choir* MUS 185-186, 285-286, 385-386, 485-486 Community Band (Graded P/F) MUS 490 Practicum in Church Music (3) MUS 189-190, 289-290, 389-390, 489-490 Concert Choir The practicum represents the culminating activity for church music majors and should MUS 191-192, 291-292, 391-392, 491-492 Symphonic Band* be taken during the last semester of enroll- MUS 193-194, 293-294, 393-394, 493-494 Orchestra* (Graded P/F) ment. Students will work with several faculty MUS 195-196, 295-296, 395-396, 495-496 Jazz Ensemble* members in a variety of liturgical settings to MUS 197-198, 297-298, 397-398, 497-498 Marching/Concert Band gain experience in the many responsibilities of the position. Activities may include working *By audition only. with choirs, handbell choirs, worship and praise teams, hymn and service music performance, budgeting and scheduling. MUS 499 Senior Recital & Paper (1) Music Education MED 317 Elementary School Music (2) Methods and procedures for teaching music in the elementary school. MED 319 String Methods (1) Techniques, teaching methods, and materials for string instruments. MED 320 Percussion Methods (1) Techniques, teaching methods, and materials for percussion instruments. Offered as needed. MED 321 Vocal Methods (1) Techniques, teaching methods, and materials for vocal instruction. MED 341 Junior and Senior (2) High School Music Methods and procedures for teaching music in junior and senior high schools.

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NURSING Program Requirements for the Basic Track (minimum 124 hours): Core Curriculum and Liberal Arts Foundation: ENG 111 and 112, COM 101, 200 level Literature, Basic Track - A Partnership with Blessing-Rieman College of Nursing TRS 116, Global Studies, History course, and Fine Arts (Art, Music, Theatre, or Film). The University offers a Bachelor of Science in Nursing degree in cooperation with Blessing-Rieman First Year/Senior Year Experience: FYE 100 and SYE 400. First Year Experience is waived for College of Nursing. Blessing-Rieman is affiliated with Blessing Hospital, one of the Midwest’s finest transfer students. health care facilities, and offers a CCNE accredited baccalaureate nursing program. University Signature Requirements: TRS elective and PHI/TRS elective. Students in this 4-year program may anticipate a fully integrated curriculum, with nursing courses Support Courses: BIO 282, BIO 283, BIO 232, BIO 354, MAT 150, PHI 323, PSY 100; PSY 236 or beginning in the sophomore year, and most of their classes in the junior and senior years on the Human Growth &/or Development. BRCN campus just a few blocks from the University. At Blessing-Rieman students will utilize the Blessing Health Professions Library; a computer lab with the latest software for nursing research; Electives: Nursing or non-Nursing electives. and the Skills Lab, a facility that replicates the hospital and clinical setting. 61 hours of Nursing: NSG 201, 206, 207, 209, 211, 215, 280, 304, 320, 321, 322, 401, 402, 404, The application into the Nursing Program is a one-page form that complements the application 405, 421, 423 and two hours of nursing electives. to Quincy University. There is no additional application fee. The requirements for acceptance into the program at the sophomore year for traditional basic track students are: • Minimum composite score of 22 on the ACT Course Descriptions • Minimum high school GPA of 3.0 • Cumulative college GPA of 2.5 or higher Basic Track Required Courses: implementing, and evaluating the outcomes • Support course GPA of 2.5 or higher of nursing actions. Prerequisites: ENG 111, • Completion of all prerequisites courses for sophomore nursing courses with a grade of C or NSG 201 Fundamentals of Nutrition (2) General Psychology, Developmental Psychol- better (English Composition, General Psychology, Anatomy & Physiology I and Anatomy & This course focuses on the use of nutrition as an ogy, Anatomy & Physiology; NSG 201, 206, 215. Physiology II) intervention to promote, maintain, or restore Prerequisite or concurrent: Microbiology. (Of- • Completion of at least 24 hours of college credit health. Nutrition assessment, diet analysis, meal fered every spring) The requirements for acceptance into the program at the sophomore year for transfer students are: planning, and basic nutritional support during NSG 209 Pharmacology I (1) • Minimum composite score of 22 on the ACT or take Admissions Assessment exam health alterations are studied. Prerequisites: This course will focus on the introduction of • Cumulative college GPA of 2.5 or higher Admission to the nursing major; Anatomy & pharmacologic agents as an intervention to pro- • Support course GPA of 2.5 or higher Physiology I. Prerequisite or concurrent: Anat- mote, maintain, or restore health across the life • Completion of all prerequisite courses for sophomore nursing courses with a grade of C or omy & Physiology II or consent of instructor. span. Pharmacotherapeutics, pharmacodynam- better (English Composition, General Psychology, Anatomy & Physiology I and Anatomy & (Offered every fall) ics, pharmacokinetics, and principles of drug Physiology II) NSG 206 Fundamentals of Nursing I (3) administration will be studied. Basic calculations • Completion of at least 24 hours of college credit This course introduces the learner to the diverse necessary to safely administer medications will For high school and transfer students who have an ACT of 21 or below and/or a high school nature of professional nursing. The learner be mastered upon successful completion of GPA below 3.0, see the Blessing-Rieman College of Nursing Catalog for further admission will begin to apply the Whole Person Nursing the course. Emphasis will be placed upon the requirements. Framework and the nursing process. Learners individualization of drug therapies based on the are guided in the use of therapeutic communi- unique biopsychosocial, spiritual, and cultural Blessing-Rieman College of Nursing publishes its own catalog with more details of its nursing cation and development of basic nursing skills needs of the recipient. Prerequisites: Admission programs than are contained here. Please consult them at Blessing-Rieman College of Nursing, derived from theoretical principles and con- to the nursing major; Anatomy and Physiology P.O. Box 7005, Quincy, Illinois 62305-7005, 217-228-5520. Similarly, the current BRCN catalog should cepts. Competencies related to integration of I & II, or permission of instructor. be consulted regarding specific admissions, progression, and/or degree requirements for the joint cognitive knowledge and psychomotor skills are nursing program with Quincy University. NSG 211 Pharmacology II (2) practiced and tested in laboratory and clinical This course will focus on the use of pharma- The Blessing-Rieman program accepts LPN-BSN and RN-BSN students and students with previous settings. Prerequisite: Admission to the nursing cologic agents and parenteral therapies as degrees. See the Blessing-Rieman catalog for details. major; ENG 111, General Psychology, Anatomy interventions to promote, maintain, or restore & Physiology; American Heart Association CPR See the BRCN catalog for the Nursing program’s TOEFL policy. health. Pharmacotherapeutics, pharmaco- Certification; criminal background check. (Of- dynamics, pharmacokinetics, and principles The Blessing-Rieman College of Nursing determines that technological competency is attained fered every fall) of drug classifications and safe medication by our students in the following way: We require integrative computer skills throughout all of NSG 207 Fundamentals of Nursing II (3) administration will be studied using a Whole our courses as evidenced by student papers, computer exams, accessory BlackBoard content, and This course focuses on whole person assess- Person Nursing framework. Nursing assessment library (computer orientation time). ment and expands communication and nursing and intervention related to pharmacologic and process skill. The focus is on development of parenteral therapies are emphasized. Prerequi- health promotion and care of adults experienc- sites: Anatomy and Physiology I & II; NSG 201, ing uncomplicated health alterations. Scientific 206, 209, and 215; or permission of instructor. knowledge from nursing, physiological and psy- chological theories are the basis for planning,

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NSG 215 Health Assessment (3) to illness, fluid and electrolyte imbalances, NSG 401 Community Health Nursing (5) NSG 421 Health Policy (2) This course focuses on the assessment compo- acid-base alterations, care of the perioperative This course offers an introduction to principles This is an introductory course in health policy nent of nursing care. The course integrates the patient, mobility, sensation, digestion, protec- and concepts of community health nursing and politics for nurses in the United States. Po- elements/skills of health and physical assess- tion, and excretion. Application of competen- throughout the lifespan. Coordination and use litical activism as it relates to the nursing care of ment with the College’s curriculum framework cies related to nursing assessment, diagnosing, of community resources are stressed to ensure patients is explored historically and within the of Whole Person Nursing. Assignments focus planning, implementation, and evaluation quality, accessibility, cost effectiveness and con- context of contemporary health care delivery on acquiring assessment skills, exploring the will be expected. Prerequisites: NSG 200, 201, tinuity of health care. Clinical experiences are and financing in the United States. Applica- biological-psychosocial-spiritual basis of as- 204, 206, 207, 208, 215, 280. Human Growth provided in official and private agencies, school tion of the concepts of policy and politics are sessment, developing a systematic method for & Development or Child Psychology. Speech. systems, and other health care delivery systems applied to the workplace, professional nursing completing comprehensive assessments across Prerequisite or concurrent: Ethics. (Offered with emphasis on population-focused care. organizations, community, and government. the lifespan, and examining the role of clinical every semester) Prerequisites: Progression to the senior year; More specifically, the student is challenged reasoning as part of the assessment process. completion of the “Red Cross Introduction to NSG 321 Nursing Concepts II (6) to learn how to take action for advocacy and Emphasis is placed on skill acquisition. Prereq- Disaster Services I.” (Offered every semester) This course focuses on the growth and develop- to recognize how the nurse, individually and uisite: Admission to the nursing major; ENG 111, ment and health of the middle-aged through NSG 402 Advanced Nursing Concepts (5) through professional organizations, can influ- General Psychology, Anatomy & Physiology. older adults and their families within the Whole This course focuses on applying Whole Person ence and shape health policy to improve patient (Offered every fall) Person Nursing Framework. The experience of Nursing to persons experiencing complex mul- care outcomes. Prerequisite: Senior standing. NSG 280 Medical Terminology (2) these individuals and families with acute and tisystem health problems. Pathophysiological Writing enriched (W:) course. (Offered every This course is designed for anyone desiring a chronic responses to health will be examined concepts and principles related to complex, semester) background in the language of medicine and in the context of health promotion, illness, and multisystem health problems are analyzed. NSG 423 Professionalism and (3) health care. The course is presented utilizing health management. The concepts that will be Nursing care principles and standards related to Capstone Experience a system of learning medical terms from root covered include emergency nursing, the im- high acuity situations are emphasized. Clinical This course provides the student with the op- words, combining forms, prefixes and suffixes. mune response, oxygenation, cardiac perfusion, experience occurs in acute, subacute, home and portunity to explore professional concepts At the completion of this course the student and metabolism. Application of competencies community care settings. Prerequisites: NSG within the discipline of nursing. The internal will be able to recognize, build, define, and cor- related to nursing assessment, diagnosing, plan- 304, 320, 321, 322; ENG 112, Pathophysiology; and external environmental influences, includ- rectly spell medical terms. Prerequisites: None. ning, implementation, and evaluation will be successfully met competency requirement.* ing a culturally diverse society, that shaped the (Offered every fall. Open to all majors) expected. Prerequisites: NSG 200, 201, 204, 206, Prerequisite or concurrent: NSG 401, 404. (Of- evolution of nursing are appraised. The student 207, 208, 215, 280. Human Growth & Develop- fered every semester) NSG 304 Psychiatric/Mental Health (4) is challenged to expand his or her knowledge ment or Child Psychology. Speech. Prerequisite Nursing NSG 404 Scientific Methods in (3) by analyzing legal and ethical parameters of or concurrent: Ethics. (Offered every semester) This course focuses on individuals and families Nursing nursing practice. Professional contemporary throughout the lifespan who are experiencing NSG 322 Maternal and Child Nursing (6) This course introduces students to the research nursing is placed within the context of a global varying states of mental health. The environ- The course applies the Whole Person Nursing process as a link between theory and practice. and ever-changing health care environment. A mental influences affecting the mental health Framework to the care of children, childbearing Legal, moral, and ethical questions relative to practicum provides the student the opportu- of the individual are examined within the con- women, and their families. Emphasis is on the research and use of human subjects are ex- nity to synthesize knowledge and skills from text of the family and/or community. The use unique needs of these individuals and families plored. Scientific inquiry, synthesis of literature, the curriculum and to integrate them into an of self within the nurse/patient relationship is along the health and developmental contin- and critical analysis of published nursing re- individualized clinical nursing experience. In the emphasized as the foundation for communica- uums. Students participate as a member of search are emphasized. Prerequisites: NSG 304, practicum, the student participates in a profes- tion and therapeutic nursing interventions. the multi-disciplinary health team to promote, 320, 321, 322; Statistics, ENG 112, Ethics. Junior sional mentorship experience. Prerequisite: Collaboration with other health team members maintain, or restore health with common, acute level students may enroll in the spring semester Senior standing. Completion of or concurrent and/or community resources is explored as a and chronic health responses with the childbear- with permission from the instructor. Writing enrollment in NSG 402. If taking NSG 402 con- way to address the needs of the whole person/ ing and childrearing experiences. The focus of enriched (W:) course. (Offered every semester) currently, must be in good standing in NSG 402 family using various treatment modalities. Pre- clinical is the practice of these concepts in the clinical. (Offered every semester) NSG 405 Leadership in Nursing (5) requisites: NSG 200, 201, 204, 206, 207, 208, 215, acute care and community settings. Clinical The focus of this course is on the leadership 280; Human Growth & Development or Child also provides the opportunity to develop the role of the professional nurse as a change Psychology; Speech. Prerequisite or concurrent: professional nursing roles. Prerequisites: NSG agent, educator, manager, and professional role Ethics. (Offered every semester) 200, 201, 204, 206, 207, 208, 215, 280. Human model in an ever-changing society. Synthesis of Growth & Development or Child Psychology. NSG 320 Nursing Concepts I (4) leadership/management principles and concepts Speech. Prerequisite or concurrent: Ethics. (Of- This course focuses on the growth and develop- are incorporated into the professional practice fered every semester) ment and health of the middle-aged through role of the nurse to facilitate accomplishment older adults and their families within the Whole of group goals and to assume beginning lead- Person Nursing Framework. The experience of ership roles in managed care health delivery these individuals and families with acute and systems. Professional values, teaching/learning, chronic responses to health will be examined communication and collaboration, and leader- in the context of health promotion, illness, and ship/ management skills are emphasized and health management. The concepts that will evaluated through group processes and clinical be covered include: biopyschosocial responses experiences. Prerequisites: NSG 402, 404. (Of- fered every semester)

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Nursing Electives: healing, self-care and responsibility for one’s testing such as HESI and NCLEX. Prerequisites: A Nursing Elective is a study of specific courses not offered in other nursing courses, or subjects health, nurses need to be familiar with these Concurrent enrollment in NSG 405; students covered with more depth than in the general nursing curriculum. An elective course is offered approaches. (Open to all majors.) preparing to take the HESI prior to graduating; permission of instructor. more than once, and some are offered every year. NSG 487 Research Practicum (1) This course provides hands on experience in NSG 495 INA Convention (2) the research process. Students will select a re- This course examines current and emerging is- NSG 391 Core Concepts in Nursing (5) NSG 481 Critical Care Nursing (2) search study and become part of the research sues affecting nurses, nursing practice, patient This course emphasizes the core concepts of This course offers the senior student an oppor- team participating in the design development, care, and strategies for thriving in the health nursing practice. Students analyze previous tunity for in-depth study of critical care nurs- literature searches, data collection, data entry, care workforce. Students will attend the Illinois personal performance and develop an indi- ing of clients with the more common medical/ data analysis, and presentation preparation. Nursing Association Biennial Convention, which vidualized success and action plan. Students are surgical crisis situations. Emphasis is placed on Prerequisites: computer requirement, NSG 404, includes continuing education sessions, House expected to use critical thinking processes to synthesizing the pathophysiology, assessment or instructor’s permission. of Delegates meetings, issues, research, and fi- apply core concept knowledge and principles to findings, and treatment of selected imbalances nance forums. Prerequisite: Junior, Senior, LPN, clinical situations. The diagnosis and treatment of critically ill clients. Prerequisite: NSG 402 or NSG 489 Selected Topics (2-3) or with permission of the instructor. of human responses to health experiences are consent of instructor. in Nursing emphasized. Students will incorporate diagnos- These courses, which are studies of selected NSG 496 Diabetes Through the (2) NSG 482 Faith Community Nursing (2) tic findings, pharmacological and nutritional in- issues not covered in other nursing courses or Lifespan This course focuses on the nursing scope and terventions, as well as growth and development subjects covered with more depth than the This course provides an overview of diabetes standards of practice of parish nursing. The stages into patient plans of care. Prerequisite: general nursing curriculum, are offered at the care thru the life span. The course will utilize past, present, and future of parish nursing are Successful completion of sophomore courses or discretion of the faculty and at the request of a BRCN’s Whole person framework to plan inter- explored. Major concepts of holistic nursing permission of instructor. sufficient number of students to justify a course ventions to promote, maintain, or restore the care, spirituality and spiritual assessment, prayer offering. Selected topics courses may or may dynamic state of Diabetes health. NSG 470 Professional Nursing (1) and healing are analyzed in the parish nurse not be offered more than once. Prerequisite: Internship role. Community resources, team building, NSG 497 Forensic Nursing (2) consent of instructor. A Professional Nursing Internship is defined complementary methods of caring, and stress This course is designed to introduce the student as an authentic in-depth learning experience management are discussed. Prerequisites: upper NSG 490 Genetics in Nursing (3) to the specialty practice area of forensic nursing. which takes place outside of the classroom and division standing or consent of instructor. Scientific knowledge in human genetics has Forensic nursing is the application of nursing is characterized by exposure to situations not expanded significantly in the last decade largely science to the administration of justice. The NSG 484 Spirituality in Health Care (2) generally acquired in the classroom or regular due to the Human Genome Project. This course course will incorporate principles of assessment This course will focus on: the person as a spiri- clinical setting, 2) supervision by a recognized will increase the ability of a professional nurse and interviewing with those of investigation, tual being; the concept of spirituality and its authority in the field, 3) academic guidance to think genetically when approaching a clinical evidence collection and documentation within relationship to health care; the role culture and from a faculty member, and 4) evaluation of situation or problem that may not appear to be the scope of nursing practice. religious beliefs play in a person’s spirituality, the internship. The internship is an organized genetic in nature. The course will examine basic spiritual growth and support in health care; and NSG 498 MONA Convention (2) program that occurs in an appropriate health mechanisms of inheritance and transmission ethical issues and research in providing spiritual This course examines current and emerging is- care agency such as a hospital, nursing home, of chromosomes and genes, understanding of support in health care. (Open to all majors.) sues affecting nurses, nursing practice, patient genetic contributions to human diversity, and clinic or other approved setting. The student care and strategies making a difference in the NSG 485 Stress Management (2) information about common inherited genetic works under the supervision of a registered workplace. Students will attend the Missouri This course will focus on nonpharmacological disorders and conditions. Prerequisite: Intro to professional nurse to gain knowledge and to Nurses Association Biennial Convention, which methods of stress management. The whole Biology. (Open to all majors.) refine and advance their skill level. Prerequi- includes continuing education sessions, House person approach to wellness will be emphasized sites: Nursing GPA 2.5, employer acceptance, NSG 491 Usui System of (1) of Delegates meetings, issues, and research and and the class will be conducted in an interactive and advisor approval. Reiki Natural Healing finance forums. and experiential framework. The student will This course will prepare the student to become a NSG 480 Independent Study (1) analyze the stresses in his or her own life and Reiki practitioner at the First and Second Degree The purpose of the independent study is to al- develop a plan to manage stress effectively. Level, explore the ways in which the student low students to increase knowledge in an area Prerequisite: None. of particular interest and/or carry out a research uses the self as a therapeutic instrument and project to receive academic credit. Students in NSG 486 Complementary Therapies (3) explore the uses of Reiki in the clinical setting good academic standing may earn academic This course will examine Eastern health practices as well as for personal growth and self-healing. credit through the completion of independent and other alternative (complementary) prac- Prerequisite: None. tices seen in health care today. The topics and study. A maximum of two credits may be earned NSG 492 Core Concepts II (1) therapies selected for inclusion are those that during the academic career at Blessing-Rieman This course focuses on review of core concepts are of particular interest to nurses. Knowing College of Nursing. Independent studies are of nursing in preparation for the HESI exam for about therapies is not enough; for this approach offered at the discretion of the student, fac- graduating seniors. In addition to review of per- to become successfully integrated into main- ulty member, and administration. Each credit tinent content and curriculum, students will also stream nursing practice, protocol development, hour awarded requires a minimum of 15 hours review test-taking strategies, learning styles, managing change and research awareness are of study. Prerequisite: NSG 404 or consent of and stress reduction techniques in order that examined. With increasing interest in natural instructor. they may be better prepared for standardized

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PHILOSOPHY *Competency Requirement Degree offered: Bachelor of Arts in Theology and Philosophy BRCN students are required to demonstrate the following competencies: Philosophy and Ethics courses are offered as part of the degree program in Theology and Philosophy, Sophomore students are required to demonstrate competency in basic nursing care prior as elements of the QU general education curriculum, and as electives. to enrollment in NSG 300-level clinical courses. Competency is demonstrated by successfully completing NSG 201, 206, 207, 209, 211, 215, and 280, and successfully achieving the group- The Theology and Philosophy program offers a major with four areas of emphasis: Theology, normed passing score on a nationally standardized test. Refer to Blessing-Rieman College of Pastoral Ministry, Catholic and Franciscan Theology, and Philosophy and Ethics. Descriptions of the Nursing catalog for specific details. courses in Philosophy are listed on the following pages. Descriptions of courses in Theology are listed on pp. 161-163, where a full description of the concentrations within the major may be found. Junior students are required to demonstrate competency in providing safe, effective nursing care prior to enrollment in NSG 402. Competency is demonstrated by successfully complet- Requirements for a Minor: ing NSG 304, 320, 321, 322, and achieving the group-normed passing score on a nationally- A minor in Philosophy requires completion of the following courses plus two additional program standardized achievement test. See individual course prerequisites. Refer to Blessing-Rieman courses at the 300-level (for a total of 18 credit hours): PHI 115, 251, 252, 321. A grade of “C” or College of Nursing catalog for specific details. better is required in all courses applicable to minor. Must also meet minimum University requirements A graduate’s competency is demonstrated by passing a simulated NCLEX computer examina- for a minor. tion. Applications to write the state licensure examination, the NCLEX, will be processed only after the student has passed a simulated NCLEX computer-adaptive examination. Refer to Blessing-Rieman College of Nursing catalog for specific details.

Course Descriptions

PHI 115 Introduction to Philosophy (3) PHI 252 History of Philosophy: (3) and Ethics Modern and Contemporary This course is an introduction to philosophy that Survey of origins and historical development places an emphasis on ethics. Utilizing texts in through the present. Continuation of PHI Ancient, Modern, and Contemporary Philoso- 251. phy, we will examine the interrelationships of PHI 270-9 Special Topics (1-3) some of the basic philosophical questions: How Special topics in Philosophy depending upon should I act? What can I know? What is the demand and staff. nature of human existence? Contemporary ethi- cal issues will be examined within this context. PHI 321 Ethical Theories (3) Examines traditional ethical positions and how PHI 116 Introduction to World (3) they apply to contemporary moral debates. Philosophy Prerequisite: any other philosophy course. This course will provide students with an introduction to both western and eastern PHI 323 Bioethics (3) philosophy. Philosophies discussed will include Ethical issues involved in medicine and bio- Buddhism, Taoism, Confucianism, as well as technology. classic works in western philosophy. PHI 325 Environmental Ethics (3) PHI 239 Philosophy and Literature (3) Studies of the moral relationship of humans to Interdisciplinary course designed to raise tradi- the environment. tional philosophical questions, e.g., the mean- PHI 327 Business Ethics (3) ing of human existence, the interpretation of Examines the conceptions of moral commu- language, through reading both philosophical nity and responsibility implicit in democratic and literary texts. capitalism. PHI 251 History of Philosophy: (3) PHI 329 Ethics and Technology (3) Ancient-Medieval Examines the social and ethical aspects of Survey of the origins and historical develop- emerging technologies. ment of Western philosophy and theology, from ancient Greece to the beginning of the modern era.

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PHI 331 Faith, Philosophy, and God (3) PHI 368 Holocaust as Act and Idea (3) This upper-level seminar course explores The analysis of the rise of German nationalists PHYSICAL EDUCATION the challenges philosophy has presented to and anti-Semitic ideology leading to World War Degree Offered: Bachelor of Science Christian theology and theism more generally II and the Holocaust: the Holocaust as a combi- in the modern and contemporary period and nation of violent actions and both respectable Program Requirements for Physical Education Major: how Christian theology and religious thought and intolerable ideas. 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate have responded to those challenges. PHI 370-9 Special Topics (1-3) degrees, pp. 6-10. PHI 347 Existentialism (3) Special topics studied in depth, depending 2. The technological literacy requirement will be fulfilled by EDU 240. In this course students and faculty will on demand and staff. Possible topics include 3. Complete the pre-professional courses (EDU 213, EDU 214, SPE 229, and EDU 240) with a grade read and discuss together various thinkers particular positions, e.g., Existentialism, Prag- of “C” or better). considered to be within the important and matism, etc. 4. Major courses for secondary certification: 39 hours in Physical Education including PED 106, very diverse philosophical and literary tradition PHI 381 Contemporary Philosophy (3) 200, 221, 236, 241, 242, 324, 340, 400, 432, 434, 436, 442, and 444. of existentialism. Existential philosophers & Contemporary Politics and literary figures discussed may include 5. Support Courses: BIO 282 and 283, MAT 124 or 125, SCI 344 and 345. (See pp. 79-81 for ad- Looks at various post World War II philosophers Kierkegaard, Nietzsche, Heidegger, Sartre, ditional requirements) in America and Europe, paying special attention Camus, deBeauvoir, and others. 6. Satisfactory completion of student teaching in EDU 495 or 496. to how they have addressed the most crucial PHI 351 Feminist Philosophy (3) political issues of our time, including the probe 7. Demonstrate professional disposition in coursework and field experiences. and Theology of genocide, America’s two wars against Iraq, Requirements for a Minor (must meet minimum University requirements for a minor): This course explores the various ways feminist terrorism, September 11th, and globalization. theory has affected and changed both Physical Education: To develop a second teaching field in Physical Education a student must PHI 391 Aesthetics (3) philosophy and theology in the modern and complete PED 241 or 242, 400, 432, 434, 436, 442, and 444. A philosophical study of the nature of art and contemporary periods. (Same as TRS 351) creativity through the analysis of philosophers, Exercise Science (Personal Training): Completion of PED 106, 236, 301, 344, 345, 355, 380, 454, PHI 355 Violence, Power, and the (3) critics, and artists who have treated these and 460 (3 hours). Philosophy of Nonviolence subjects. Coaching minor and Illinois Coaching Certification: We explore the problem of violence and power PHI 424 The Common Good: (3) in many ways and what philosophers have had to Completion of PED 106, 200, 236, 242, 445, 465 (3 hours), and PED/SPM 264. Recommended to An Interdisciplinary Exploration say about the incredible violence of the 20th and complete one coaching or officiating course. Completion of each course with a grade of “C” or The tension between the individual and the 21st centuries. This course introduces students better is required to fulfill certification requirements. group exists in every culture. This interdisciplin- to the philosophical/theological tradition of Quincy University’s coaching minor will allow students the opportunity to become certified as a ary course examines many of the dimensions of nonviolent resistance through a focus on such head coach for an Illinois interscholastic athletic team. Non-Education majors can increase their this tension from different perspectives (e.g. figures as Thoreau, Emerson, Gandhi, Martin marketability in the coaching field by gaining valuable knowledge and experience. Students who psychological, sociological, economic, political, Luther King, and Thomas Merton, etc. successfully complete the coaching minor will be accredited by the Illinois High School Association philosophical, theological, artistic, etc.) and (IHSA) to be a certified head coach in the State of Illinois. PHI 360 Figures and Texts in (3) explores a wide range of proposals offered to Philosophy enable a society to pursue the common good. Course Descriptions The course is designed to give students and PHI 470-9 Special Topics (1-3) faculty the ability to study areas of philosophi- Specific topics studied in depth, depending on PED 106 Strength Training (2) PED 200 Introduction to (3) cal interest on a rotating basis. Each offering demand and staff. Focus on the works of par- Designed to teach students how to properly Athletic Training involves the concentrated study of selected ticular philosophers, in primary sources. perform basic strength training exercises and Two hours of lecture and one hour of lab. The texts from a designated period (Ancient or how to design an individualized strength lecture portion will cover the basics of athletic PHI 497 Coordinating Seminar (3) Medieval philosophy), area of philosophy training program. Students will learn the basic training including medical terminology, mecha- Required of seniors in the Philosophy and Ethics (pragmatism), or by designated authors (Plato, concepts and exercise the first eight weeks and nisms of injury and recognition and treatment concentration of the Theology and Philosophy Kant or Hegel). perform an individualized strength training of common athletic injuries. The laboratory is an major. program the second eight weeks. This class is introduction to athletic training skills, including primarily designed for Physical Education and preventive and supportive taping, wrapping of Exercise Science majors, but any student may common athletic injuries, assessment of vital enroll in the course. signs, and crutch fitting. PED 152 Fitness Modalities (1) PED 210 Lifetime Health & Wellness (1) This course demonstrates how to use various Designed to develop lifelong wellness skills types of exercise equipment to design fitness through the use of proper goalsetting, lifetime programs, rehabilitation programs, and athletic physical activities, proper nutritional methods, conditioning programs. Some of the equipment disease and injury prevention, stress manage- to be used include elastic bands, medicine balls, ment, and responsible behavior. and stability balls.

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PED 221 Foundations of (3) in soccer, softball, flag football, volleyball, and PED 267 Lifeguard Training (2) movement education. Students must demon- Physical Education basketball. Unit and class organization along Designed along Red Cross standards to preserve strate competence in dance. An orientation course emphasizing the history, with skill-teaching sequences are considered. one’s own life in water, as well as saving other PED 344 Kinesiology (3) philosophy, and role of physical education PED 251 Soccer Coaching (2) lives. Instruction in recognizing safety hazards The study of human movement. This course is within the school and community. Designed to prepare students to coach soccer. and practices is presented. American Red Cross designed to acquaint students with terminology certification in lifeguarding, first aid, and CPR PED 231 Soccer Officiating (1) Students will receive instruction in theory, of muscles as well as the location, function, and will be issued upon successful completion. Pre- Designed to give a thorough familiarity with ethics, techniques, and strategies in coaching basic mechanics of muscles. This knowledge requisite: Strong swimming skills. and understanding of the rules of soccer with soccer. will allow students to understand and analyze the intention of qualifying for state certification human movement. Does not fulfill general PED 252 Football Coaching (2) PED 268 Water Safety Instructor (2) in officiating. Provides training in procedures education physical science requirement. Recom- Designed to prepare students to coach foot- Designed to prepare students to teach swim- and philosophy of officiating. mended: BIO 282. (Same as SCI 344) ball. Students will receive instruction in theory, ming and water safety. American Red Cross WSI certification cards issued upon successful PED 232 Football Officiating (1) ethics, techniques, and strategies in coaching PED 345 Physiology of Exercise (3) completion. Prerequisites: Strong swimming Designed to give a thorough familiarity with football. The physiological basis of muscular activity with skills. and understanding of the rules of football with special attention on the effects of exercise on PED 253 Baseball Coaching (2) the intention of qualifying for state certification other body systems. The specific effects of exer- Designed to prepare students to coach base- PED 270-9 Special Topics (1-3) in officiating. Provides training in procedures cise are also discussed. Does not fulfill general ball. Students will receive instruction in theory, Special topics in Physical Education depending and philosophy of officiating. education physical science requirement. Recom- ethics, techniques, and strategies in coaching upon demand and staff. mended: BIO 282. (Same as SCI 345) PED 233 Baseball and Softball (1) baseball. PED 301 Sport and Exercise Nutrition (3) Officiating PED 346 Motor Learning (3) PED 254 Basketball Coaching (2) Fundamental principles of human nutrition Designed to give a thorough familiarity with Study of neuromuscular development and its Designed to prepare students to coach basket- and their application to athletes and athletic and understanding of the rules of baseball relationship to perception and acquisition of ball. Students will receive instruction in theory, performance. Includes discussions of proper diet and softball with the intention of qualifying motor and performance skills. ethics, techniques, and strategies in coaching selection, eating disorders, fluid replacement, for state certification in officiating. Provides basketball. carbohydrate loading, weight gain/loss, and PED 350 Facilities Management (3) training in procedures and philosophy of of- ergogenic aids. Studies procedures in the planning and man- ficiating. PED 255 Track and Field Coaching (2) agement of athletic, physical education, and Designed to prepare students to coach track and PED 310 Philosophy of Sport (3) PED 234 Basketball Officiating (1) recreational facilities. Emphasizes the plan- field. Students will receive instruction in theory, The history and philosophy of physical educa- Designed to give a thorough familiarity with ning process for indoor and outdoor facilities, ethics, event techniques, and practice planning tion and sport programs. The philosophy of and understanding of the rules of basketball including recreation parks and open spaces, in coaching track and field. program development will be emphasized. with the intention of qualifying for state cer- planning for the handicapped, and trends in PED 313 Swimming Methods (2) tification in officiating. Provides training in PED 263 Sociology of Sport (3) facility design. (Same as SPM 350) Teaching methods, organization, and skill pro- procedures and philosophy of officiating. Designed to introduce students to the diverse PED 351 Sport Marketing (3) aspects of sports as well as the diversity of gressions in beginning to advanced swimming PED 235 Volleyball Officiating (1) An overview of conceptualization and market- “sports studies.” There will be an emphasis on levels are presented Prerequisites: Students Designed to give a thorough familiarity with ing of events to participants, spectators, and raising the level of consciousness regarding the must demonstrate competence in swimming. and understanding of the rules of volleyball sponsors. Particular emphasis is placed on the sporting environment. Prerequisite: Sophomore PED 115 is recommended for weaker swimmers. with the intention of qualifying for state cer- design and pricing of sponsorship packages so standing or instructor consent. (Same as SPM An American Red Cross Water Safety Instructor tification in officiating. Provides training in corporate needs are met. (Same as SPM 351) 263) Aid Certification will be awarded upon success- procedures and philosophy of officiating. ful completion. PED 355 Personal Training Principles (3) PED 264 Introduction to Sport (3) PED 236 First Aid and CPR (2) This course is designed to provide theoretical Psychology PED 324 Principles of Fitness for (2) American Red Cross First Aid course including knowledge and practical skills in preparation Introduction and overview of the psychologi- Physical Educators emergency care and cardiopulmonary resuscita- for a national certification exam in personal cal aspects of sport. Knowledge and skills to Designed to gain an understanding of the prin- tion for adult, child, and infant. American Red training. Topics include guidelines for instruct- develop performance enhancement programs ciples and concepts of health-related physical Cross certificate issued for both first aid and CPR ing safe, effective, and purposeful exercise, for athletes, performers, and athletic teams are fitness for physical education programs. The at successful completion. essentials of the client-trainer relationship, discussed. Prerequisite: Sophomore standing or candidate will apply, develop, perform, and as- sess the components of health-related physical conducting health and fitness assessments, PED 241 Individual Sport Instruction (3) instructor consent. (Same as SPM 264) fitness. This course meets or may be substituted and designing and implementing appropriate Designed for a thorough understanding of the PED 265 Personal Health & Wellness (2) for the general education requirement of PED exercise programming. neuromuscular skill and strategies used in golf, Designed to enhance students’ physical, intel- 265 Personal Health and Wellness for the Physi- racket sports, and bowling. Unit and class or- PED 360 Sport Law (2) lectual, emotional, environmental, social, and cal Education major. Prerequisite: junior status ganization along with skill-teaching sequences Designed to identify legal liabilities in the sport spiritual health which will enable them to (PE majors and teacher candidates). are considered. and teaching environment. Will identify prin- pursue their college and life goals more ef- cipal causes of sports litigation and encourage PED 242 Team Sport Instruction (3) fectively This course fulfills general education PED 340 Rhythms and Dance (3) discrimination between risks which are inherent Designed to develop a thorough understanding requirement. Methods of teaching history and skill acquisi- in sport and those which are unacceptable. of the neuromuscular skills and strategies used tion in dance, including social, square, folk, and

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PED 380 Principles of Strength & (3) PED 441 Administration of (3) PED 470-9 Special Topics (1-3) Conditioning Physical Education Special topics in Physical Education depending Discusses theories and principles of physical Methods and theories involved in the adminis- upon demand and staff. conditioning, sport and exercise. This course also tration and program development of physical PED 482 Pre-Physical Therapy (3-6) helps prepare the student for the NSCA’s certi- education and athletics in high schools and Senior Practicum fied strength and conditioning certification. other sports-related organization. An assignment in an appropriate physical PED 381 Physiology of Aerobic (3) PED 442 Tests and Measurements (3) therapy setting observing and assisting with Exercise in Physical Education the duties and activities required of a physical The study of the physiological and training Designed to provide concepts, principles, con- therapist. A minimum of 300 hours (50 clock principles of aerobic exercise. This course also struction, and interpretation of assessment hours per credit hour) at the site is required to helps prepare the student for the ACSM and methods in Physical Education. meet the practicum requirement. ACE fitness instructor certification examination. PED 444 Adapted Physical Education (3) PED 485 Internship (1-12) Recommended: PED 345. Designed to provide the concepts and principles, An extended assignment in a setting appropri- PED 400 Methods of Teaching (3) services of referral, typical behavior aberrations, ate to the student’s career goals. A minimum Physical Education and problems related to the physical education of 50 hours of practicum is required per credit Teaching methods, organization, and principles of the exceptional child. Students will receive hour. of physical education in elementary and second- instruction in modification of motor activities, ary schools. general fitness activities, and therapeutic exer- ACTIVITY COURSES cises for students with unique needs. PED 410 Technology Use in P.E. (3) PED 101 Jogging/Physical Fitness (1) and Sport Management PED 445 Coaching Theory (3) PED 104 Physical Conditioning (1) Designed to provide students with conceptual Designed to acquaint the students with prin- PED 105 Yoga (1) knowledge and technical competence neces- ciples of positive coaching philosophy, applica- PED 106 Strength Training (2) sary to comprehend the role of technology in tion of sport psychology and sport physiology, PED 110 Kickboxing and Cardio Karate I (1) teaching and coaching in the schools and in the sport skills instruction, and the use of sport PED 111 Kickboxing and Cardio Karate II (1) management of sport organizations. management skills. PED 114 Tennis/Badminton (1) PED 432 Teaching Elementary (3) PED 447 Foundations of Recreation (2) PED 115 Swimming (1) Physical Education Designed to study the administration and devel- PED 124 Karate I (1) This course is designed to take the teacher opment of community and school recreational PED 128 Self Defense for Women (1) candidate through the process of planning, programs. Instruction in the qualification of a PED 129 Martial Arts and Self Defense (1) developing, organizing, teaching, and assessing recreational leader with practical applications PED 130 Swing Dance (1) the physical education curriculum appropriate of leadership will be included. PED 136 Karate II (1) for elementary school students. Prerequisite: PED 137 Scuba Diving I (noncertified) (1) PED 454 Exercise Assessment (3) PED 400 and acceptance into the Teacher Edu- PED 138 Scuba Diving II (certified) (1) Study of the theories, procedures, and tech- cation Program. niques of exercise, fitness, and sport perfor- PED 434 Teaching Middle School (3) mance testing. Laboratory experience required. Physical Education Recommended: PED 345. This course is designed to take the teacher PED 460 Personal Training (1-3) candidate through the process of planning, Practicum developing, teaching, and assessing the physical An assignment to work with individuals in a education curriculum appropriate for middle fitness setting. Students will assess individual school students. Prerequisite: PED 400 and ac- fitness levels, design a fitness program, and ceptance into the Teacher Education Program. instruct and monitor each individual client’s PED 436 Teaching Secondary (3) progress. (50 clock hours per credit hour) Physical Education PED 465 Coaching Practicum (2-3) This course is designed to take the teacher Students will be assigned a specific sport in candidate through the process of planning, which to work as an assistant coach. Specific developing, organizing, teaching, and assessing duties will be assigned by the head coach of that the physical education curriculum appropriate sport. (50 clock hours per credit hour) for secondary school students. Prerequisite: PED 400 and acceptance into the Teacher Education Program.

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PHYSICS POLITICAL SCIENCE Physics courses support specific degree program requirements. Degree Offered: Bachelor of Arts

Program Requirements for Political Science Major: 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate Course Descriptions degrees, pp. 6-10. 2. The technological literacy requirement will be fulfilled by CIS 101 Introduction to PHY 211 Fundamentals of Physics I (4) PHY 224 Principles of Physics II (4) Information Technology. Electricity, magnetism, and optics. Includes Noncalculus treatment of introductory classical 3. POL 200 (fulfills a general education requirement in the Social Sciences) mechanics and thermodynamics. The PHY 211- laboratory. Prerequisite: PHY 223. 4. 42 hours of Political Science courses at the 200-400 level distributed as follows: 212 sequence is particularly intended for life sci- PHY 225 Principles of Physics III (4) • American Government (POL 310, 316, 330) ence students. Includes laboratory. Prerequisite: AC circuits, thermodynamics, elementary quan- • Constitutional Law & Judicial Process (POL 260, 363 or 364) High school algebra and trigonometry. tum physics. Includes laboratory. Prerequisite: • Comparative Politics (POL 220, 324, 325) PHY 212 Fundamentals of (4) PHY 224. • International Relations (POL 236, 319 or 421) Physics II PHY 270-9 Special Topics (1-3) • Political Theory (POL 384 and 385) Wave motion, electricity, magnetism, and Special topics in physics depending upon de- • Research (POL 231 and 497) selected topics in modern physics. Includes mand. laboratory. Prerequisite: PHY 211. 5. Required support courses: SOC 230 and 6 credit hours of history. PHY 370-9 Special Topics (1-3) PHY 223 Principles of Physics I (4) 6. Students seeking practicum (internship) credit may take POL 480 but the credits will not count Special topics in physics depending upon de- toward the 42 semester hours required for the major or toward the 124 credit hours required Introduction to classical mechanics and waves mand. for science and pre-engineering majors. Includes for completion of a degree. This restriction does not apply to students seeking practicum credit laboratory. Prerequisite: MAT 242. as part of the requirements for the Pre-Law Concentration detailed below. Pre-Law Concentration: 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate degrees, pp. 6-10. 2. General requirements for the baccalaureate degree, p. 9. 3. The technological literacy requirement will be fulfilled by taking CIS 101 Introduction to Information Technology or its equivalent. 4. POL 200 (fulfills a general education requirement in the Social Sciences). 5. 42 hours of Political science courses at the 200-400 level distributed as follows: POL 220, 231, 236, 260, 261/262 or 263/264, 310, 363, 364, 384, 385, 324 or 325, 421, and 6 hours chosen from among POL 319, 480, and 324 or 325. 6. Required support courses: BUS 215, CRJ 101, and SOC 230 (or its equivalent) plus 6 hours as approved by the student’s academic advisor.

Requirements for a Minor: POL 200 and 236, plus 12 credit hours at the 300-400 level chosen in consultation with a full-time member of the political science faculty. Must also meet minimum University requirements for a minor.

Practicum: POL 480 Practicum in Political Science may be taken only with the consent of one of the full-time members of the political science faculty, approval by the agency involved, and approval by the Chair of Behavioral and Social Sciences.

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Course Descriptions POL 325 Comparative Politics: (3) POL 385 Political Theory: (3) Developing Political Systems 1500-Present POL 200 United States Government (3) POL 263 Mock Trial I (Civil) (2) This course is an examination of the historical Ideas of the major political thinkers from Ma- Fundamentals of the United States federal A course on trial procedures designed especially background, cultural, and economic challenges chiavelli to Marx on the attempt to balance the system of government; governmental organiza- for pre-law students. No more than 3 credit that confront the development of political sys- desire for order and stability with the desire for tions; processes and functions at national, state, hours of Mock Trial may apply towards pre- tems through a regional analysis. The region freedom and liberty. under consideration will shift from year to year and local levels with emphasis on national. This law degree. POL 421 International Law (3) based upon student interest and world events. course satisfies teacher certification and statute Nature, sources, and development of interna- POL 264 Mock Trial II (Civil) (1) The regional sub-topic will be the focus of the requirements. [S5 900] tional law; leading principles defining the rights A course on trial procedures designed especially unique factors that determine the nature of the POL 220 Intro To Non-Western (3) of states in times of peace, war, and neutrality. for pre-law students. Prerequisite: POL 263. No process of political development. Political Systems more than 3 credit hours of Mock Trial may Mediation, arbitration, international courts, A comparative survey of the political and eco- apply towards pre-law degree. Prerequisite: POL 330 American Foreign Policy (3) maritime and aviation law will be covered. nomic dilemmas of Less Developed Countries. POL 263. A survey and analysis of the institutions and Prerequisite: POL 236. issues involved with the formulation, conduct, Problems and theories concerning political POL 470-9 Special Topics (1-3) POL 270-9 Special Topics (1-3) and content of U.S. foreign policy. development, colonialism, aid, and credit will Special topics of current interest to the ad- be addressed as well as the impact of LDC’s on Special topics of current interest depending upon demand and staff. POL 363 American Constitutional (3) vanced student depending upon demand and the U.S. and vice versa. [S5 906N] Law staff. POL 310 Current Affairs and (3) An examination of Constitutional Law in the POL 231 Research and Writing (3) POL 480-1 Practicum In Political (1-6) Contemporary Issues United States with an emphasis upon the in Political Science Science A course covering the major issues we face in basic structure and power relationships in the Selecting a topic, constructing the thesis, using An assignment involving the practical applica- American society and the approaches we take American Constitutional system. Prerequisite: resources, format for citations and bibliogra- tion of political science knowledge. Interns to address these issues. POL 200. phies, writing assignments in Political Science will work with one of several governmental from essays to major research papers. POL 316 The American Presidency (3) POL 364 Civil Rights and (3) offices or governmental-related private agen- POL 236 International Relations (3) A study of the origin and background of the Civil Liberties cies located within the nearby tri-state area. An examination of contemporary interna- American presidency. The powers and functions An examination of Constitutional Law in the Approximately 50 hours of practicum required tional affairs with an emphasis upon relations of the office, the processes of selection and ten- United States with an emphasis upon civil rights per credit hour. Graded on A/F scale. Only 3 among states, national power, foreign policy, ure, and the organization of and policy-making and liberties. Prerequisite: POL 200. hours may count toward Political Science Pre- international conflict, and competition and within the executive branch of the federal law concentration. government. Prerequisite: POL 200. POL 370-9 Special Topics (1-3) cooperation in the legal, political, economic, Special topics and problems of current inter- POL 497 Seminar In Political (3) and social fields. POL 319 International Conflict (3) est to the advanced student depending upon Science Management POL 260 American Judicial (3) demand and staff. Research and discussion in depth on scholarly This course examines the structure and func- Process periodicals and books in the field; interpretation tions of international organizations and their POL 384 Political Theory: Ancient (3) Analysis of the American judicial system. In- and integration of specialized areas of political role in the resolution of international conflicts. Greece to 1500 formation about the major structures and pro- science, awareness of present day authorities It is through the management of conflict situa- Major political ideas of the Greeks, Romans, cesses of the American judiciary and courthouse and scholars in the field; preparation of schol- tions that international policies are derived. For and Early Christians on the role of government dynamics. Covers organization and procedures arly oral and written reports. Prerequisite: POL the purpose at hand, conflicts embody a wide in the pursuit of justice, wisdom, happiness, of the various courts to the current applications 231 and senior standing. range of competitive situations which range and salvation. of specific laws and rules, legal history, and legal from the physical to the economic to the purely education. A practical and comprehensive look symbolic. Consequently, negotiation, diplomacy, at the conduct of the judicial system. Includes and strategy will be examined in light of their an interactive experience as students take on theoretical and practical applications. We also roles as lawyers and witnesses in a mock trial examine game theory as a method of analysis exercise. and prediction. POL 261 Mock Trial I (Criminal) (2) A course on trial procedures designed especially POL 324 Comparative Politics: (3) for pre-law students. No more than 3 credit Developed Political Systems hours of Mock Trial may apply towards pre- This course is a comparative study of the law degree. historical background, development, and functions of developed political systems. POL 262 Mock Trial II (Criminal) (1) Although the focus will of necessity be on A course on trial procedures designed specially European systems, the addition of similar for pre-law students. No more than 3 credit non-western systems such as Japan will also be hours of Mock Trial may apply towards pre-law included in order to demonstrate the nature degree. Prerequisite: POL 261. of structure and function of successful political development.

140 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 141 PRE-ACTUARIAL SCIENCE PRE-ENGINEERING

PRE-ACTUARIAL SCIENCE PROGRAM PRE-ENGINEERING PROGRAM

This pre-major program is supported by course offerings in Mathematics and is designed to prepare Students who plan careers in various engineering fields may take a pre-engineering sequence at students to enter the actuarial profession. The program consists of a two-year residency at Quincy Quincy University. The core of this sequence consists of General Chemistry I and II; Principles of University (QU) followed by two years of degree fulfillment in residence at the University of Illinois Physics I, II, and III; Calculus and Analytic Geometry I, II, and III; and Differential Equations. at Urbana-Champaign (UIUC) or any other institution of the student’s choice. Two options are available: During the two years at QU the student will, at a minimum, have completed the following courses: 1. Students enter a 3-2 program wherein they spend three years at Quincy University taking the the Calculus sequence (MAT 242, 243, and 244), a course in computer programming (CSC 150), a pre-engineering core sequence and general liberal arts courses. They then spend two years at course in English composition (ENG 111), four years of a foreign language (all four years in second- Washington University, St. Louis, (assuming a strong grade point average) in a comprehensive ary school or a combination of secondary school and QU), one or two semesters of basic economics engineering curriculum. At the end of five years, the students receive the Baccalaureate de- (ECO 222 and/or ECO 223), as well as a selection of courses that will meet the general education gree in Physical Science from Quincy University and a degree in Engineering from Washington requirements for Sciences and Letters Majors within the College of Liberal Arts and Sciences at the University. An added year at Washington University would lead to a Master’s degree. University of Illinois. Upon completion of all requirements, the student will earn the degree title, Bachelor of Science in Liberal Arts and Sciences with the major, Actuarial Science. 2. Students complete a two-year general education/pre-engineering sequence at Quincy Univer- sity and transfer to engineering schools of choice. The majority of students in this program Details about the degree requirements and course descriptions in terms of UIUC courses can be have transferred either to the University of Illinois at Urbana, Bradley University, or the Uni- found at the University of Illinois website at www.las.uiuc.edu/ and following the links to both versity of Missouri at either Columbia or Rolla. No degree is awarded from Quincy University. General Education and Undergraduate Degrees. Students should keep informed of the transfer admissions requirements of the engineering school of choice.

142 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 143 PRE-LAW PRE-MEDICAL SCIENCES

PRE-LAW PROGRAM PRE-MEDICAL SCIENCES

Pre-Law Concentration in History or Political Science: Quincy University recommends that pre-medical sciences students complete a baccalaureate pro- Students interested in a formal, interdisciplinary course of study in preparation for law school may gram in either biological sciences or chemistry. Many medical and dental schools, however, do also choose to pursue a pre-law concentration in History or Political Science. This course of study accept students majoring in other disciplines who have completed a pre-professional sequence in creates a structure for pre-law study that consists of three major elements: required preparatory science and mathematics. courses, pre-law electives, and internship experience. Students who intend to enter professional schools in preparation for such professions as medicine, History and Political Science have structured their pre-law concentration to integrate these program veterinary medicine, dentistry, optometry, podiatry, osteopathy, chiropractic, and physical therapy requirements into the specific requirements for their respective majors. Students interested in these should plan, in consultation with their academic advisors, their pre-medical sciences programs ac- programs should consult the appropriate section of this catalog. cording to the admission requirements of the approved schools in their chosen profession. See Biology or Chemistry for recommended degree requirements. See also Exercise Science (Pre- Pre-law preparation for majors other than History or Political Science Physical Therapy Concentration). Since virtually all schools require a bachelor’s degree before students enter law school, students must follow the regular liberal arts or science major or professional school major program in the field of their choice. Majors for pre-law students may include Business, English, history, mathemat- ics, philosophy, political science, and psychology. In certain instances, a major in science may also be appropriate. Political science faculty serve as coordinators of a series of courses and practica designed to prepare the undergraduate student for advanced study in law school. These courses, while only recom- mended, provide a basic understanding of the policy base for law and students are encouraged to focus their electives towards these courses. In addition the pre-law advisor will aid the student in obtaining LSAT information. The following courses are recommended as electives for those students interested in law school: BUS 215 and 316; COM 390; CRJ 101, 246, 343, 344, 347; HIS 310 and 316; POL 200, 260, 261, 262, 263, 264, 363, 364, 385, 421, 480; SCI 361. Elective courses must come from three different disciplines.

Program Requirements: 1. 21 semester hours chosen from the following: BUS 215 Business Law POL 263 Mock Trial I (Civil) CRJ 101 Introduction to Criminal Justice POL 264 Mock Trial II (Civil) POL 200 United States Government POL 363 American Constitutional Law or POL 260 American Judicial Process POL 364 Civil Rights and Civil Liberties POL 261 Mock Trial I (Criminal) POL 480 Practicum in Political Science (3 hrs) POL 262 Mock Trial II (Criminal)

Note that some of the above courses may also fulfill the University’s general education re- quirements. Only 3 credit hours of Mock Trial can apply toward the degree.

2. 12 semester hours chosen from the following courses:

BUS 316 Advanced Business Law HIS 311 Modern Britain 1689-Present COM 390 Communication Law & Ethics HIS 360 Revolution and Nationmaking CRJ 246 Foundations of Criminal Law POL 363 American Constitutional Law or CRJ 343 Criminology POL 364 Civil Rights and Civil Liberties CRJ 344 Crime and Corrections POL 385 Political Theory: 1500-Present CRJ 347 Contemporary Criminal Law POL 421 International Law

144 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 145 PSYCHOLOGICAL STUDIES PSYCHOLOGY

PSYCHOLOGICAL STUDIES PSYCHOLOGY Degree Offered: Bachelor of Arts Degree Offered: Bachelor of Science Program Requirements for Psychology Major: Program Requirements for Psychological Studies Major: 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate degrees, pp. 6-10. degrees, pp. 6-10. 2. To fulfill the technological literacy requirement, students must pass CIS 101 Introduction to 2. To fulfill the technological literacy requirement, students must pass CIS 101 or the Information Technology or the equivalent. equivalent. 3. PSY 100 fulfills general education requirement in Social Sciences. 3. PSY 100 fulfills a general education requirement in Social Science. 4. 36 hours of coursework in Psychology, 200-400 level. 4. 27 hours in Psychology, 200–400 level. 5. Required Psychology courses: PSY 236 or 246; PSY 311, 316, 317, 321 or 324, and 490; one 5. Required Psychology courses for all three concentrations: course selected from PSY 300, 332, 342 or 350; PSY 497 or 498. PSY 227; PSY 236 or 246; PSY 312; PSY 321 or PSY 324; PSY 490; one course selected from 6. A grade of “C” or higher is required in PSY 316. PSY 300, PSY 342, or PSY 350. 7. Required support course: SOC 227. 6. 9 hours of 300–400 level electives in Psychology. 8. A student can receive a grade lower than “C” in no more than one of the required Psy- 7. 6 hours of required support courses for the Psychology core: chology courses listed in #5 and may earn only one grade of “D” in any Psychology course SOC 230 Social Science Statistics applicable to the major. SOC 330 Social Research Methods 9. Students who double major in Psychology and Criminal Justice must complete the Psy- 8. Students must choose one of the following three concentrations in Human Services, chology Research Methods sequence, therefore the Criminal Justice support courses of Criminal Justice, or Theology: MAT 150 or SOC 230, and SOC 330 are waived. Students must complete two of the three Human Services concentration (18 hrs): required practica (two Criminal Justice and one Psychology) and must substitute a 300-400 1. Required Human Services courses: HMS 305, HMS 315, HMS 321, HMS 325. level Criminal Justice or Psychology elective in the area of the practicum not taken. 2. 6 hrs of 300–400 level electives in Human Services. 3. No more than 3 hours of practicum may be used as a PSY/HMS elective. General and Special Programs: 4. Courses which are cross-listed between PSY and HMS cannot be used to fulfill 1. All psychology courses are taught from a traditional point of view emphasizing historical requirements in both disciplines. trends and the fundamentals of the science. The psychology curriculum is designed to provide Criminal Justice Concentration (18 hrs): a comprehensive learning experience for future graduate school admission, and psychology- 1. Required Criminal Justice courses: CRJ 101 (fulfills a general education related occupations. requirement in Social Science), CRJ 310, CRJ 343, CRJ 431. The program provides the undergraduate preparation necessary to pursue further training in 2. 6 hrs of 300–400 level electives in Criminal Justice. any of the thirty-plus specialties such as clinical, cognitive, comparative, consumer, counseling, 3. No more than 3 hours of practicum may be used as a PSY/CRJ elective. developmental, environmental, evaluation and measurement, exercise and sport, health, in- dustrial/organizational, physiological, rehabilitation, school, social, and occupational therapy. Theology Concentration (18 hrs): 1. Required Theology courses: TRS 319, TRS 331, TRS 339, TRS 361. Requirements for a Minor: 2. 6 hrs of 300–400 level electives in Theology. For a minor in Psychology a student must complete 21 hours in Psychology, including PSY 100 and 3. No more than 3 hours of practicum/field experience may be used as a PSY/TRS two courses selected from PSY 227, 236, 246, 300, 311, 316, 317, 321, 324, 332, or 490. An additional elective. 12 hours in Psychology are required. Must also meet minimum University requirements for a minor.

Special Program: Membership in the National Psychology Honor Society, Psi Chi, is available to students who meet the criteria for membership.

Course Descriptions PSY 100 Introduction to Psychology (3) PSY 227 Social Psychology (3) Basic introduction to the major areas of psychol- A discussion of the areas on the border between ogy with an emphasis on learning, perception, psychology and sociology related to social motivation, emotion, personality, abnormal cognition, social influence, and social relations. behavior, psychotherapy, thinking, child de- Topics include areas such as attitude change, velopment, and the brain and behavior. Fulfills attribution theory, person perception, confor- the general education requirement in social sci- mity, persuasion, prejudice, attraction, altruism, ence. An entrance requirement for psychology aggression and prejudice. Prerequisite: PSY 100. majors. [S6 900] (Same as SOC 227) [S8 900]

146 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 147 PSYCHOLOGY PSYCHOLOGY

PSY 228 Applied Psychology (3) humanism, and behaviorism. Emphasis is also recovered, and used in order to respond ap- PSY 342 Psychology of Human (3) The course explores psychology’s contribution placed on the formation and development of propriately to that information. Topics include Sexuality to a variety of areas of modern life. These in- personality orientations and disorders. Prereq- attention, short and long term memory, catego- This course provides an introduction to the clude psychology’s involvement in the fields of uisite: PSY 100. rization, imagery, and language. Prerequisite: major issues in the psychology of human sexu- PSY 100. health, exercise and sport, consumer behavior, PSY 312 Psychopathology (3) ality, including sexual anatomy and physiology, conflict resolution and peace, religious experi- This second course in the clinical sequence lays PSY 322 Appraisal of Individuals/ (3) love, interpersonal communication, sexual ence, media influence, environmental behavior, the groundwork for an understanding of the Psychological Testing behavior patterns, reproduction, and social and law. Prerequisite: PSY 100. psychopathological syndromes defined in DSM Theory and principles of measurement and eval- issues associated with human sexuality. (Same as HMS 342) PSY 236 Child Psychology (3) IV. Thorough and eclectic coverage of the causes uation of psychological variables and individual This first course in the development sequence and the personality dynamics associated with differences. Course develops understanding of PSY 350 Neuropsychology (3) covers development from conception to adoles- the syndromes is also presented. Prerequisite: technical aspects of test construction, adminis- This course focuses on the question: What is the cence. Both a theoretical and applied approach PSY 100. tration, and interpretation. Prerequisite: PSY relationship between the brain and behavior? are emphasized. Special areas of coverage in- 100. (Same as HMS 322) To understand this question, the anatomy and PSY 315 Fundamentals of (3) clude: pre-natal development and teratogenic physiology of the brain will be examined with Counseling PSY 324 Learning (3) factors; birth and maturation; and physical, particular emphasis on the division of labor An introduction to the principles of counsel- This course examines major theories of learn- perceptual, intellectual, psychosocial, and moral among various brain regions. Various functions ing covering diagnosis, intervention strate- ing and the behaviors they explain. To enhance development. This course is designed for both will be examined including language, learning gies, and counseling skill development, with student learning, students will be asked to majors and nonmajors. [S6 903] and memory, sensation, motor control, disor- an emphasis on the interpersonal dimensions apply the theories they learn to real-world ders of the nervous system, and the neural basis PSY 246 Adolescent Psychology (3) of the counseling interview. Professional eth- learning situations Additionally, students will of psychological disorders. Students will also This course is the second in the development ics, case records, and report writing will also gain a deeper understanding of the underlying be given the opportunity for hands-on learn- sequence following the content and themes be covered. Prerequisite: PSY 311 or consent principles regulating learning by training virtual ing with laboratory experiences using animal provided in Child Psychology. Emphasis will be of instructor. (Same as HMS 315) rats. Topics include classical and instrumental brains and computer simulations of nerve func- on the physical, cognitive, psychosocial, emo- conditioning, schedules and types of reinforce- PSY 316 Research Methods & (3) tion. Prerequisite: PSY 100 and recommended tional, sexual, moral identity patterns of the ment, observational and incidental learning, Statistics I BIO 111. early, middle, and later adolescent periods. The and shaping. Prerequisite: PSY 100. First course in a two-course research methods approach to this course will be based on an inte- PSY 370-9 Special Topics (1-3) sequence. Focuses on descriptive statistics and PSY 328 Industrial/Organizational (3) grative model, linking the individual aspects of Special topics and problems of current inter- nonexperimental research techniques, correla- Psychology growth and development with such contextual est to the advanced student depending upon tion and linear regression. Research methods An introduction to the application of psychol- factors as family, peers, and school. Although demand and staff. discussed include observational, correlational, ogy to the world of work for all majors. Topics the focus of this course will be on healthy, and survey research. Students are required to include quality of work life and productivity, PSY 380 Psychology and Law (3) adaptive development, a section on adolescent perform data gathering exercises and write career development, personnel selection, su- This course examines a growing body of psy- psychopathology will be included. research reports. Prerequisite: MAT 124 or 125 pervision, human factors (in human-machine chological research related to legal processes. PSY 270-9 Special Topics (1-3) or consent of instructor and PSY 100. systems), managing diversity, interpersonal Topics include areas such as accuracy of eye- Special topics of current interest depending competence, and stress management in the witness memory, problems in jury selection PSY 317 Research Methods & (3) upon demand and staff. work place. and jury comprehension, lie detector accuracy, Statistics II psychological expert testimony, the dynamics of PSY 300 Sensation and Perception (3) Continuation of Psychology Research Methods I. PSY 332 Physiological Psychology (3) jury trial, repressed memories, and the insanity This course examines how humans internally Focuses on experimental methodologies and in- A course concerned with the neuroanatomical, defense. represent the external world through the ferential statistical analysis. Various simple and neurophysiological, and neurochemical bases of synthetic process of sensory perception that factorial experimental designs are discussed and learning, memory, perception, motivation, psy- PSY 430 History, Systems (3) involves the interaction of top-down and statistical techniques for hypothesis testing are chopathology, and the contribution of genetic and Contemporary Issues bottom-up mechanisms. The study of anatomy, introduced. Nonparametric and parametric sta- factors to behavior. Prerequisite: PSY 100. The historical development and current status physiology, perceptual limitations, and illusions tistical techniques including analysis of variance of various theoretical systems (functionalism, PSY 340 Psychology of Women (3) will repeatedly demonstrate that our internal and post hoc tests are covered. Prerequisite: PSY behaviorism, humanistic, etc.) are reviewed. and Gender representations of the external world are not as 316 with grade of “C” or better. Attention is also given to the nonwestern This course provides male and female students accurate as most people assume. Topics include approaches to Psychology. The course also PSY 321 Cognition (3) with an introduction to the major topics in psychophysics, signal detection theory, vision, examines theoretical and practical issues that This course examines major areas within the psychology as they specifically apply to women hearing, and other sensory systems. Prerequi- are currently being debated in the continuing broad scope of cognitive psychology from theo- and gender. Topics covered include the nature, site: PSY 100. development of Psychology as a science. Stu- retical and applied approaches. Students will causes, and effects of male-female differences, dents will gain a comprehensive understanding PSY 311 Personality Theory (3) learn how information from the environment and psychological issues which specifically relate of the past, present, and future of the field This beginning course in the clinical sequence is transformed, reduced, elaborated, stored, to women and gender such as pregnancy, moth- that will prepare them for graduate study and explains personality functioning from perspec- ering, sexual harassment, and rape. Women’s a professional role in Psychology. Prerequisite: tives of Freudian psychoanalysis, biophysiology, role in our society will also be investigated. 12 semester hours in Psychology.

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PSY 470-9 Special Topics (1-3) PSY 498 Experimental Psychology (3) Special topics of current interest to the ad- Practicum SCIENCE vanced student depending upon demand and This course is designed to develop and to Science courses support the liberal arts foundation program and specific degree program require- staff. advance the student’s in-depth knowledge of ments. experimental psychological research and to PSY 490 Professional Development (3) integrate these experiences with past course- Seminar work. The course will involve the design and This course, designed to be taken during the Course Descriptions implementation of an experiment based on Psychology major’s junior year, assists students comprehensive, previous knowledge. Valu- in the conceptual integration of their program SCI 344 Kinesiology (3) able for anyone pursuing graduate work in SCI 100 Earth Science (4) of study, the examination of contemporary The study of human movement. This course psychology. Graded on A/F scale. Prerequisite: A broad and nonquantitative survey at the issues in psychology, and the exploration of fu- is designed to acquaint students with muscle PSY 317. introductory level of topics in geology, ocean- ture professional options. The course also assists ography, meteorology, and astronomy. Topics terminology, their location, function, and ba- students in pursuing research interests related include the earth’s surface and its constituents sic biomechanics. This knowledge will allow to their PSY 497 or 498 capstone experience. and the forces which shape it; oceans and their students to understand and analyze human Prerequisite: Junior standing. impacts on the land; weather and climate; the movement. Does not fulfill general education PSY 497 Seminar/Practicum (3) earth and its neighbors near and far. Three physical science requirement. Prerequisite: This course is designed to provide a 150 hour hours lecture, two hours lab. A/F scale. BIO 282 and 283. A math course is also recom- mended. (Same as PED 344) applied field experience for majors at a Human SCI 115 Physical Sciences (4) Services institution or agency. Each student ex- This course provides a survey of Physics, Chem- SCI 345 Physiology of Exercise (3) perience is presented and discussed at a seminar. istry, and Earth Science. One third of the class The physiological basis of muscular activity with A major report is required. Senior standing only. deals with Physics, in which the fundamental special attention on the effects of exercise on Valuable for any major pursuing graduate work laws of nature are discussed, and the important other body systems. The specific effects of exer- or an entry level position in psychology. Graded concepts of energy and the principles of the cise are also discussed. Does not fulfill general on an A/F scale. conservation of energy are introduced. One education physical science requirement. Prereq- third of the semester will be spent on Chemistry, uisite: BIO 282 and 283. (Same as PED 345) including such topics as atomic and molecular SCI 361 Environmental Law (3) structure, inorganic nomenclature, chemical A course designed to introduce those without reactions, nuclear reactions, acid-base theory legal training to the system through which the and organic functional groups. One third of people of the United States attempt to preserve the semester will be spent on Earth Science, the environment Background on how the legal including topics such as the atmosphere, rocks, system functions is presented. Environmental geology, the solar system, the stars, and the topics include: control of air and water qual- universe. Lab component. ity, toxic substances, waste management and SCI 230 Applied Meteorology (3) hazardous release, and energy and natural This course provides an understanding of basic resources. Three lecture periods. meteorological fundamentals including temper- ature, turbulence, and atmospheric phenomena in relation to aircraft operation.

150 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 151 SOCIOLOGY SPECIAL EDUCATION

SOCIOLOGY SPECIAL EDUCATION Sociology courses support the liberal arts foundation program and specific degree program re- Degree Offered: Bachelor of Science quirements. Advanced Placement Certain General Education requirements of the University may be fulfilled with credit by exami- nation. However, no courses in professional or special education may be replaced by credit by Course Descriptions examination. Program Requirements for Special Education Major: SOC 100 Introducing Sociology (3) SOC 300 Racial-Cultural Relations (3) 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate The standard introductory survey of the dis- Consideration, from the standpoint of the so- degrees, pp. 6-10. cipline of Sociology. This course provides the cial sciences, of topics related to ethnic, racial, 2. The candidates in all programs in the School of Education meet the technology competencies student with a framework for the analysis of and cultural diversity. The focuses are primarily through a variety of ways. All courses at both the graduate and undergraduate level must social behavior. [S7 900] regarding the impact to/of the USA, and the address the Illinois Professional Teaching Standards which include technology standards and student’s self-awareness. Lecture and discussion SOC 200 Modern Social Problems (3) are noted in each course syllabus. Specifically candidates in the initial licensure programs must based. [S7 903D] Consideration, from the standpoint of social take EDU 240 Media and Technology in Education or the graduate equivalent (MSE 518) as science, of significant social problems of our SOC 324 Gerontology (3) well as develop, maintain, and present a professional electronic portfolio. contemporary world. The focus is primarily This course presents the developmental, psycho- 3. Complete the pre-professional courses (EDU 213, EDU 214, SPE 229 and EDU 240 or their on how those issues impact on/from the USA. social, environmental, and political concerns of graduate-level equivalents) with a grade of “C” or better. Topics such as wealth and inequality, gender, the aged in the United States. The role of hu- 4. Field Experiences and Seminar (EDU 290, 291, 390, 391). race, and ethnicity, work, and health care will man service workers and agencies in providing be addressed. [S7 901] support for the aged is emphasized. 5. A minimum of 49 hours in elementary and special education courses as follows: SPE 229, 235, 239 and 310; ELE 315, 316, 317; SPE 323; ELE 331 and 351; SPE 450, 453, 465, 468, and 469; SOC 227 Social Psychology (3) SOC 330 Social Research Methods (3) EDU 499; and either ELE 359/360 or 459/460 or 318. A discussion of the areas on the border between Research methods for social scientists, focusing 6. MAT 110 and 111 with a “C” or better; COM 101 Fundamentals of Public Speaking; PSY 100 psychology and sociology related to social especially on the construction and analysis of Introduction to Psychology; American History, 3 hours; U.S. Government, 3 hours; a total of cognition, social influence and social relations. surveys, including construction of scales. Instruc- 7 hours in Science; and 3 hours of Global Studies. Topics include areas such as attitude changes, at- tion in the use of computer software for survey 7. Successful completion of student teaching in EDU 498 and EDU 499 Coordinating Seminar. tribution theory, person perception, conformity, analysis is included. Prerequisite: SOC 230. persuasion, prejudice, aggression, attraction, (Students who plan to teach in Missouri should see the Dean of Education for Missouri re- altruism. (Same as PSY 227) [S8 900] SOC 370-9 Special Topics (1-3) quirements.) Special topics in sociology depending upon 8. ENG 111-112 completed with a grade of “C” or better, or the demonstrated equivalent com- SOC 230 Social Science Statistics (3) demands and staff. Offered in seminars or by petency. A course in introductory statistics designed independent study. 9. Demonstrate professional disposition in coursework and field experiences. to promote understanding of basic statistical topics. Such topics include descriptive statistics, Requirements for a Basic Endorsement in Special Education: correlations and regression, chance variability Candidates pursuing another licensure other than special education can secure an endorsement and sampling, and tests of significance. Instruc- in special education with the following courses: 229, 235, 239, and 310. This allows persons to be tion in the use of statistical computer software hired provisionally as a special educator in grades covered by their initial teaching licensure in is included. No prerequisites. another area (e.g., elementary K-9 or secondary K-12, depending upon their initial licensure in a SOC 245 Juvenile Delinquency (3) non-special education area); however, if a person is to remain as a special educator long-term, he/ Various conceptions of the nature of juvenile she will need to pursue full licensure in special education in accordance with a plan agreed upon delinquency and its causes; the juvenile court between their hiring district and the state of Illinois. movement; juvenile detention; treatment of ju- venile offenders; delinquency control programs. Requirements for a Minor in Special Education: (Same as CRJ 245) Illinois State Standards require knowledge and skill in the area of special education. This minor does not lead to full Special Education Licensure, however. Eighteen (18) hours are required for a special education minor: SPE 229, 235, 239, 310, 465, and 3 additional credit hours in special education. As noted above, courses needed for the basic endorsement in special education are included in the minor. Dual Licensure – Special Education/Elementary Education: A dual licensure option enables a declared elementary education major or a declared special edu- cation major to seek licensure in both elementary and special education. This combination will slightly increase the program length of the current standard elementary education major from 124

152 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 153 SPECIAL EDUCATION SPECIAL EDUCATION to approximately 131 semester hours. If a student is a declared special education major instead and physical therapists, medical personnel, and SPE 468 Characteristic/Strategies - (4) of a declared elementary education major, the degree checklist for one’s program automatically behavioral specialists will be addressed. The Mild/Moderate/Severe accounts for a dual licensure in Special Education/Elementary Education. The combination will student will document at least 100 clock hours This course provides a frame of reference within significantly enhance preparation, employment opportunities, and employment flexibility for of outside-of-seminar experience in interacting which to view Intellectual Disability (ID). It in- elementary and special education majors. Specific program planning and guidance sheets for with students in school or nonschool settings. cludes an overview of major characteristics and this combination will be available to assist students who pursue this combined licensure option. Planning for teaching/interactive experiences appropriate educational programming with an and researching aspects related to disabilities emphasis on functional life skills. A good deal Course Descriptions of focus in the seminar/practicum experiences of emphasis will be placed on life goal planning may be counted within the 100 clock hours. with emphasis on prevocational vocational, and SPE 229 Survey of Exceptional (3) other mild to moderate disabilities. Major em- However, a minimum of 70 hours of actual transitional programming. In addition, some Students phasis will also be placed on the framework for interaction with individuals with moderate and aspects of programming for physical disabilities, An investigation into the theories, skills, and at- appropriate instruction for students in light of severe disabilities should be documented. Taken multiple disabilities, and other health impair- titudes needed to identify and instruct students their learning stages, the nature of the learner, concurrently with SPE 469. ments (POHI) will be addressed. Prerequisites: SPE 229 and acceptance into the Teacher Educa- with disabilities in varied school settings. Em- and the content. Adaptations and modifica- SPE 465 Effective Inclusion (3) tion Program. phasis will be placed on students with learning tions of the general curriculum are included This course concentrates on effective strategies disabilities. In addition, considerable attention in the course requirements. Prerequisites: SPE needed to integrate general and special educa- SPE 469 Autism/Pervasive (3) will be given to other categories of disabilities. 229 and acceptance into the Teacher Education tion students, when appropriate, while at that Developmental Disorders Observation/clinical hours are included in the Program. same time recognizing the need for alternative A comprehensive overview of students eligible course requirements. SPE 323 Mathematics Methods in the (3) settings. Significant emphasis will be placed for special education under the categories of SPE 235 Diagnosis & Evaluation of (3) Learning Disabilities Curriculum on learning the fundamentals of co-teaching Autism, Other Health Impairments, and Trau- Students with Disabilities This course emphasizes objectives, content, between special and general educators, how matic Brain Injury. Topics will cover character- In this course students will become familiar with methods, materials, and evaluation of math- to construct appropriate Individual Education istics of individual students as well as strategies the basic concepts and procedures relating to as- ematics instruction for special education Plans, and modification of contact area instruc- to meet educational needs of students eligible sessment in special education. Norm-referenced, programs. The course provides a base for un- tion. Prerequisites: SPE 229 and acceptance into in these categories. Taken concurrently with SPE achievement, diagnostic, informal, curriculum- derstanding mathematics curricula from the the Teacher Education Program. 453. Prerequisites: SPE 229 and acceptance into Teacher Education Program. based, intellectual, and adaptive assessment pre-kindergarten through twelfth grade. There SPE 466 Characteristics/ID (3) will be covered. Interpretation will be stressed. is an emphasis on diagnostic, prescriptive, and This course provides a frame of reference within SPE 470-9 Special Topics (1-3) Also application of course principles will be evaluative teaching for students with math- which to view the exceptionality of Intellectual Special topics in elementary education depend- provided in course-based application exercises. ematics disabilities. Prerequisites: MAT 110 and Disability (ID) as follows: historical and current ing upon demand and staff. Prerequisites: EDU 214, SPE 229. 111, EDU 214, and acceptance into the Teacher perspectives of ID, accepted definitions of ID, SPE 484 Senior Year (3-6) Education Program. different levels of ID, overview of educational SPE 239 Characteristics of Students (3) Practicum SPED programming (school age), preparation for with Special Needs SPE 370-9 Special Topics (1-3) This course provides opportunities for students adulthood, issues surrounding family living, This course provides a theoretical frame of Special topics in education depending upon to apply their knowledge, skills, and experi- rights of individuals with ID, and current and reference within which to view challenges demand and staff. ence in a variety of educational settings which emerging issues. Prerequisites: SPE 229 and ac- faced by students with learning disabilities meet their needs and aspirations in the field. A SPE 450 Characteristics/Strategies (3) ceptance into the Teacher Education Program. (LD). A functional definition of LD, possible for Behavior Disabilities minimum of 50 hours of practicum is required causes of LD, characteristics of students with A study of the characteristics, causal factors, and SPE 467 Instructional Strategies/ID (3) per credit hour. LD as well as other mild disabilities, and typical educational implications for the emotionally/ This course will cover critical issues and specific academic deficits experienced by students with behaviorally disordered student. This course methods and materials relating to the instruc- mild disabilities, and methods that have been will cover strategies for more effective educa- tion of students with ID. Special emphasis will effective in addressing the needs of students tion with parents, community organizations, be given to the following major areas: 1) life- with LD will be examined. Observation/clinical and school personnel in relation to the E/BD goal planning for individuals and groups with hours are included in the course requirements. student. ID; 2) the importance of working effectively Prerequisite: SPE 229. with parents and other IEP team members; 3) SPE 453 Seminar/Practicum - SPED (3) SPE 270-9 Special Topics (1-3) diagnostic, prescriptive, and evaluative teach- This combined seminar (approximately one Special topics in Learning Disabilities depending ing; 4) curriculum planning; 5) functional skills semester hour) and practicum (approximately upon demand and staff. basic to future adjustment (e.g., transitional and two semester hours) provides a chance to gain vocational skills, social and interpersonal skills, SPE 310 Instructional Methods - (3) additional knowledge about students who pose and leisure and recreation skills). Prerequisites: SPED atypical challenges in terms of learning and SPE 229 and acceptance into the Teacher Educa- This course will cover critical issues and specific functioning within general and special educa- tion Program. methods and materials relating to the instruc- tion settings and who are in need of specialized tion of students with a varying range of needs. educational and related services. Such services as Major emphasis will focus on students with mild those provided by special educators who work disabilities such as LD as well as students with with low-incidence disabilities, by occupational

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SPM 351 Sport Marketing (3) SPM 440 Management of (3) SPORT MANAGEMENT An overview of conceptualization and market- Physical Activity and Sport Degree Offered: Bachelor of Science ing of events to participants, spectators, and Methods and theories involved in the adminis- sponsors. Particular emphasis is placed on the tration and program development of physical This degree program is designed for students who are interested in opportunities in professional design and pricing of sponsorship packages so activity and sport in the academic setting and athletics, health clubs, tennis clubs, swim clubs, spas, Y’s, athletic organizations, University athletic corporate needs are met. Prerequisite: SPM 240. other sports related organizations. departments, business, or industry. The program combines a knowledge of sport with business and (Same as PED 351) SPM 450 Sports Ethics (3) management courses— all based upon a foundation in the liberal arts. SPM 360 Leadership in Physical (3) To introduce students to the literature on Program Requirements for Sport Management Major: Activity and Recreation ethical-decision making and to introduce and and Sport discuss several ethical scenarios pertinent to 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate Designed to study the administration and devel- the discipline of sport management. A special degrees, pp. 6-10. opment of community and school recreational emphasis will be made on labor issues pertinent 2. The technological literacy requirement is fulfilled by ART 290 Introduction to Computer Graph- programs. Includes instruction in the qualifica- to the discipline. ics and the student’s choice of a computer application course as one of the required support tion of a recreational leader with practical ap- SPM 470 Special Topics (1-3) courses. plications of leadership. Prerequisite: SPM 240. Concentrated study in Sport Management on 3. Sport Management courses: SPM 240, 263, 264, 310, 350, 351, 360, 420, 430, 440. SPM 364 Public and Media (3) various topics depending upon demand. Pre- 4. Students are required to complete a minimum of 8 credit hours of internship/practicum se- Relations in Sport requisite: Senior standing. lected from SPM 482, 483, 484, or 485. An analysis of the role of the media and public SPM 482-3 Practicum in Sport (1-8) 5. Support courses: ACC 121; ART 290; BUS 215; ECO 222 and 223; ENG 382; MGT 300 and 301; relation in sport organizations. The appropriate Management MKT 331 and 338; PED 236; PHI 327; and a computer applications course (3 hours). methods and theories will be presented as well An assignment involving the practical applica- as their application in the professional, intercol- Requirements for a Minor: tion of knowledge and skills attained in sport legiate and commercial sport industries. The and business. Students will work in appropriate 1. SPM 240 relationship between sport organizations and private or public agencies which meet their 2. Fifteen additional hours of SPM courses the print and electronic media will be explored needs and aspirations in the field. A minimum and how that relationship is vital to the success 3. Must also meet minimum University requirements for a minor. of 50 hours of practicum is required per credit of the sport organization will be emphasized. hour. Can be done on a part-time basis subse- (Same as COM 364) Note: 300-400 level SPM courses should be taken by only juniors or seniors or with the quent to the junior year. consent of the instructor. Completion of all SPM courses with a grade of “C” (2.0) or SPM 420 Sport Finance (3) SPM 484-5 Internship (1-12) above is required for all Sport Management majors and minors. Study of sources of revenue for financing sport, Full-time work experience in the sport industry including the public and private sectors, govern- (50 hours per credit). Can be done on a full-time Course Descriptions ment, memberships, fees, PSLs, taxes, bonds, basis subsequent to the junior year. and trademark licensing. Focuses on principles SPM 240 Introduction to Physical (3) SPM 310 Sport Governance (3) and methodology of fund raising. Prerequisites: Activity and Sport Presents the various agencies that govern sport SPM 240, ECO 222 and 223. Management at the high school, collegiate, professional, and SPM 430 Sport Law (3) An orientation course designed to examine amateur levels. Instruction in how government Designed to identify legal liabilities in the sport the field of sport management. Focuses on the agencies influence the roles of governing bod- environment, this course will identify principal activities of a club, recreational, or competitive ies. Emphasis will be upon the control imposed causes of sport litigation and encourage dis- sport manager. upon members by the governing bodies, the crimination between risks which are inherent power each agency has assumed and how the SPM 263 Sociology of Sport (3) in sport and those which are unacceptable. power is derived, sanctions that can be levied Designed to introduce students to contempo- Prerequisites: SPM 240 and BUS 215. against a member, and the route of appeal. rary critical issues in sport, including social in- equalities, and intercollegiate and professional SPM 350 Facilities Management (3) sports. There will be an emphasis on raising the Studies procedures in the planning and man- level of consciousness regarding the sporting agement of athletic, physical education, and environment. (Same as PED 263) recreational facilities. Emphasizes the planning process for indoor and outdoor facilities, includ- SPM 264 Introduction to Sport (3) ing recreation parks and open spaces, planning Psychology for the handicapped, and trends in facility de- Introduction and overview of the psychological sign. Prerequisite: SPM 240. (Same as PED 350) aspects of sport. Knowledge and skills required to develop performance enhancement pro- grams for athletes, performers, and athletic teams are discussed. (Same as PED 264)

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onstage training that can be applied toward THE 340 Producing Children’s (3) THEATRE performing onstage and in everyday life. All of Theatre Quincy University offers a range of courses and practicum experiences in Theatre as well as a mi- these exercises will culminate in performances The examination and practical application of nor in the discipline. The minor is open to all students and is particularly recommended for those of selected scenes at the end of the semester in techniques used to create a production for majoring in another area of the arts or in education. a “scene play.” Prerequisite: THE 100. children with the purpose of touring. Each participant will function as an integral part of A variety of productions are presented each year by QU’s Drama Club (Brother Sun, Sister Moon THE 334 Principles of Directing (3) This course provides a theoretical and practical the outreach program, such as actor, director, Players) and the Theatre program. Participation is available by audition and credit is available; dramaturge, stage manager, and booking/ students may perform or work as part of the production crew on a non-credit basis as well. foundation in directing and staging techniques. Areas of focus are the fundamentals of block- marketing/public relations manager. Specific The Quincy University Theatre Program provides education and expert guidance to develop ap- ing, script analysis, achievement of emphasis, research will be done on each one of these preciation and support of theatre along with a broad range of skills related to the creation and and the development of aesthetic values. The positions and how each benefits an outreach/ staging of dramatic works. Open to all students, the program emphasizes the application of knowl- interrelationships among the roles of the pro- educational theatre program. edge within a context of the values of Franciscanism and the liberal arts with the goal of fostering ducer, director, and actor will be explored in Prerequisite: THE 100. individual excellence and respectful teamwork. The program imparts to students through practical detail. Prerequisite: THE 100. engagement the power of the arts – and of live theatre in particular – to encourage dialogue and critical thinking, to promote the common good, and to be of service to others.

Requirements for a Minor in Theatre: The minor requires 18 semester hours, 12 of which are drawn from the following three-credit courses: THE 100 Introduction to Theatre, THE 250 Survey of Drama from the Performance Per- spective, THE 320 Acting for the Stage, THE 334 Principles of Directing, and THE 340 Producing Children’s Theatre. Six semester hours must be earned through theatre practica, evenly divided between performance and production. Must also meet the minimum University requirements for a minor.

Course Descriptions

THE 100 Introduction to Theatre (3) contexts of the works, which are drawn primar- An introductory survey of theatre as a perform- ily from U.S. and European sources. The primary ing art form, the course includes study and focus of the course will be on dramatic ideas as analysis of historical, social, aesthetic, and tech- realized through elements of performance in- nical aspects of traditional and contemporary cluding set and costume design, light and sound theatrical/dramatic expression. design, script interpretation, and choreography. The roles of the producer, director, and actor THE 163-464 Applied Theatre: (1)(1) will be explored in detail. Performance Students may receive credit for participating THE 270-9 Special Topics (3) in the performance of University theatre and Special topics in theatre depending upon de- musical productions. May be repeated at the mand and staff. 200, 300, and 400 levels. THE 290 Writing for the Stage (3) THE 165-466 Applied Theatre: (1)(1) This course introduces the principles and prac- Production tices of writing for dramatic performance. Stu- Students may receive credit for participating in dents will learn the conventions of writing for the production of University theatre and musical the stage as well as the aesthetic foundations of productions. May be repeated at the 200, 300, comic, tragic, and historically-based drama. and 400 levels. THE 320 Acting for the Stage (3) THE 250 Survey of Drama from (3) This course provides students with an introduc- the Performance Perspective tion to the basic fundamentals of acting, as This course provides a survey of dramatic works well as an examination of the internal/external in terms of performance philosophy and con- processes of the actor. Through various exercises cepts and their application in practice. Some including pantomime, improvisation, scene emphasis is placed on the historical and literary study and monologue work, students will learn

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THEOLOGY Requirements for a Minor in Theology: The minor is earned by completion of three TRS courses at the 200-level and three TRS courses Degree Offered: Bachelor of Arts in Theology and Philosophy at the 300-level, for a total of 18 credit hours. A grade of “C“ or higher is required in all courses applicable to the minor. Must also meet minimum University requirements for a minor. Theology courses are offered as part of the degree program in Theology and Philosophy, as ele- ments of the QU general education curriculum, as the institution’s signature courses, and as elec- tives. The purpose of these courses is to encourage students to think with fairness and to examine Course Descriptions their own religious beliefs and philosophical understandings and those of others. This will enable students to formulate a comprehensive view of life that is intellectually defensible, emotionally TRS 116 Western Religious Traditions (3) TRS 251 History of Christianity I: (3) and ethically satisfying, but also possessed of the openness requisite for further growth and This course explores the scriptural, doctrinal, From Jesus to the Dawn of the knowledge and appreciation. moral, and ritual traditions of the three major Reformation Western religions: Judaism, Christianity, and This course explores the key themes and histori- TRS 116 Western Religious Traditions is required of all first-year students. Islam. Freshman and Sophomore students only. cal development of Christian life and thought from the first century to the dawn of the Ref- Program Requirements for Theology and Philosophy Major: TRS 201 Technological Resources for (1) ormation. Students of Philosophy and 1. Completion of the Liberal Arts Foundation Program and requirements for undergraduate Theology TRS 252 History of Christianity II: (3) degrees, pp. 6-10. In compliance with the University’s commitment From the Reformation to the 2. The technological literacy requirement for philosophy and theology majors will be fulfilled to universal technological literacy, Philosophy Present through successful completion of TRS 201 Technological Resources for Students of Philosophy and Theology majors will learn skills needed to This course explores the key themes and his- and Theology. access and incorporate philosophical and theo- torical development of Christian theology and 3. Five core courses required for all Theology and Philosophy majors: TRS 217 Introduction to logical databases, online and offline computer culture from the Reformation to the present. programs, and educational media (Microsoft the Bible; PHI 251 History of Philosophy: Ancient-Medieval; PHI 252 History of Philosophy: TRS 256 Introduction to (3) Office, et al). Modern and Contemporary; TRS 359 Catholic Social Teaching, and either TRS 497 Theology Christian Theology Capstone or PHI 497 Coordinating Seminar. TRS 217 Introduction to the Bible (3) A survey of how Christians have thought about 4. One year of college coursework (minimum of 6-8 hours at the introductory level or 6 hours at Survey course of the Old and New Testaments. their faith over the centuries. Themes to be ad- the intermediate level) in a single foreign language, ancient or modern, or a demonstrated Prerequisites: ENG 111 and 112. dressed will include Jesus Christ, the Christian equivalent competency. God, grace and salvation, and the church, as TRS 222 Introduction to the (3) well as the changing understanding of theol- 5. In addition to the above courses, students must choose one of the following Franciscan Tradition ogy itself. concentrations: A survey course that explores the history, Theology figures, literature, art and issues within the TRS 270-9 Special Topics (1-3) a. Required courses: TRS 246 or 256, 251, 252, 356, 357, 369. Franciscan tradition. Special topics studied in depth, depending upon demand and staff. b. Five additional courses chosen from the following: TRS 229, 236, 319, 321, 324, 339, and TRS 229 Introduction to Christian (3) 349; PHI 331. Moral Conscience TRS 319 Christian Sexuality (3) Pastoral Ministry A basic introduction to processes of Christian An investigation of sexuality in Christian life a. Required courses: TRS 246 or 256, 236, 321, 331, 361, 481, and 482. ethical interpretation and moral decision mak- and tradition. Open discussion of contemporary b. Two additional courses chosen from the following: TRS 229, 251, 252, 319, 339, 341, 349, ing. issues in sexual ethics. 356, 357, 367, 369, and 381. TRS 236 Sacraments (3) TRS 321 Theology of Church (3) Catholic and Franciscan Theology This course will examine the sacraments as con- A study of the meaning of today’s Church and a. Required courses: TRS 222, 246, 251, 252, 356, and 357. crete expressions of the grace of Christ in the the role of the laity in the Church. Special em- b. Three additional courses chosen from the following: TRS 229, 236, 256, 319, 321, 332, 342, church community. It will look at the scriptural phasis will be given to lay ministry in carrying 349, 362, 367, 369, and 382; PHI 331. and historical foundations of each of the sacra- on the mission of Jesus in contemporary society. ments, examine their liturgical rites, and discuss Philosophy and Ethics TRS 324 Religions in Dialogue (3) questions about their theological meaning and a. Required courses: PHI 115 and 321. This course explores the fragile and often contemporary relevance. b. Seven additional courses chosen from the following: PHI 239, 323, 325, 327, 331, 351, 355, volatile relationships among the world’s major 368, 370-9 (3 hours), and 470-9 (3 hours); TRS 229, 319, and 342. TRS 246 Catholic Life and Thought (3) religions: Judaism, Islam, Hinduism, Buddhism, 6. Courses chosen from the additional lists above may also be used as University Signature This course will examine the creed, sacraments, Christianity, Confucianism, and the indigenous courses. moral traditions, and prayer life of the Catholic religions of Africa, Australia, the Pacific Rim, 7. A grade of “C“ or higher is required in all Theology and Philosophy courses applicable to the church. Students will have the opportunity to and the Americas. Close consideration will be major. reflect critically on these beliefs and practices paid to the Geopolitical and cross-cultural im- within the context of their own faith perspec- plications of these relationships. tive.

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TRS 331 Spirituality and Human (3) TRS 356 Christology (3) TRS 370-9 Special Topics (1-3) rary implications. Examination of the charism, Development This course explores the central question of Special topics studied in depth, depending upon spirit, and development of the Franciscan This course considers the relationship between Christian theology, the identity of Jesus Christ, demand and staff. movement. a person’s spiritual growth and human devel- as it is thought and rethought in many ways TRS 381 Religious Education and (3) TRS 470-9 Special Topics (1-3) opment as a person moves toward greater throughout the history of Christianity. Youth Ministry Special topics studied in depth, depending upon maturity. TRS 357 Exploring the New Testament (3) This course will explore the various dimensions demand and staff. TRS 332 Assisi Experience (3) of religious education and youth ministry in- The New Testament of the Christian Bible nar- TRS 481-482 Field Experience (6) An investigation of special topics, depending cluding different models for religious education rates the story of Jesus and reflects on what Experiences in lay ministry contexts such as on the participating staff, culminating in a (traditional classroom, whole family catechesis, his life, teachings, death, and resurrection tell pastoral care, pastoral religious education, trip to Assisi, Italy, in early May. Permission of etc.), the different elements involved in youth us about God. In this course students have the pastoral responsibilities, etc., in preparation for instructor(s) required. ministry (catechesis, relational youth ministry, opportunity to explore first-hand the New positions in church and ministry. Approximately etc.), and the various ways to recruit and train TRS 339 Guide to Christian (3) Testament, gaining a broad overview of its 50 hours of experience are required for each volunteers working in religious education or Marriage theology, history, and literary power. However, credit hour. (Does not fulfill general education youth ministry. A critical component of this The meaning of marriage; preparation for mar- beyond an overview, in this course we will also requirement) course will involve understanding faith devel- riage; legal and moral aspects of the contract; seek to mine some of the deep, spiritual riches opment, especially in children and adolescents. TRS 497 Theology Capstone (3) rights and duties of married people. of the New Testament through a close reading Supervised reference and research work; coor- of selected texts. TRS 382 Franciscan Spirituality (3) TRS 341 Liturgy and Worship (3) dination of studies taken in Theology. Includes An examination of the spirituality and history A study of liturgy and worship in Christian tradi- TRS 359 Catholic Social Teaching (3) a portfolio of work done in the major. of the Franciscan tradition and its contempo- tions. Worship leadership roles and the role of This seminar-style course will discuss the Catho- the congregation will be considered. lic Church’s teachings on the most significant ethical, political, and social issues of our time TRS 342 Franciscan Theology of (3) and their relevance not only to our own country the Environment but to the entire world. Topics may include the An exploration of environmental issues from death penalty, economic justice, capitalism, war the perspective of Franciscan creation centered and peace, globalization, etc. spirituality including the scriptural views of creation, modern environmental ethics and the TRS 361 Pastoral Ministry (3) theological concept of ”stewardship.“ A study of pastoral care and the skills needed to become effective practitioners in such areas TRS 349 Theology of Death (3) as campus ministry, peer ministry, ministry to The phenomena of suffering, dying and death the elderly and the sick, and general parish/ from the perspective of pastoral theology. congregational ministry. The focus is on the lay TRS 351 Feminist Philosophy (3) person’s role in pastoral care. & Theology TRS 362 Franciscan Theology (3) This course explores the various ways feminist A close study of the contributions the Franciscan theory has affected and changed both philoso- thinkers (especially Bonaventure and Scotus) phy and theology in the modern and contem- have made to the Christian understanding of porary periods. (Same as PHI 351) the Trinity, Christology, Anthropology, Cre- TRS 352 Franciscan Servant (3) ation, Salvation and the Church. Leadership TRS 367 Hebrew Prophets (3) A course designed to prepare students to be This course explores the prophets in the Hebrew sound Christian leaders in the world. The course scriptures, with a close study of the prophetic will first focus on the writings of Robert Green- writings of such as Isaiah, Jeremiah, and Ezekiel. leaf, who coined the phrase “servant leader- ship.” It will then expand to investigate Sacred TRS 369 Christianity from a Global (3) Scripture as well as Franciscan sources, showing Perspective a distinctive kind of servant leadership, Christian This course will examine the challenges that the and Franciscan. Concepts include: leadership local Christian theologies of Africa, Asia, and as service; the common good; acceptance and Latin America place before Christians across empathy; moral leadership; and community. the globe. Particular attention will be given to understandings of love, justice, power, and inculturation.

162 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 163 UNIVERSITY COURSES UNIVERSITY COURSES

INT 280-281 Internship II (.5-1.5) INT 390 Entrepreneurship and (3) UNIVERSITY COURSES Students may continue to explore a career field Internship related to their intended major, for 50-150 The course introduces the fundamentals neces- There are certain courses in which students will enroll during their educational careers at Quincy hours per semester. An employment log, sary to operate a small business and provides University that are not affiliated with specific academic programs or disciplines. Rather, they are weekly journal, and co-evaluation form will the skills and tools in conjunction with ap- courses specifically designed to meet various institutional requirements as well as the learning be required. Arrange with Intern Faculty Advi- prenticeship experience: case studies, service needs of our students. Included are courses in the following areas. sor. Graded P/F. learning, practicum or internship. The course will also introduce guest speakers, including INT 380-381 Internship III (1-3) Academic Success Skills intern supervisors. Graded A/F. Students in upper division coursework who Career Planning are seeking to explore a career field at an off- INT 480-481 Internship IV (1-3) Early Exploratory Internships campus business or agency may do so in con- Students may continue to explore a career field, First-Year Experience/Senior Year Experience junction with the Intern Faculty Advisor (and, in for 50-150 hours per semester. An employment Honors Thesis some cases, also with a faculty or administrative log, weekly journal, co-evaluation form, and staff member). The student will be required to analytical report will be required. Students will complete an employment log, a weekly journal, be asked to meet for seminar presentations and a co-evaluation form. Students must meet twice during the semester. Arrange with Intern once formally as a group during the semester Faculty Advisor. Graded A/F. Course Descriptions for a seminar presentation on their experiences. SYE 400 Senior-Year Experience (1) In addition, the student intern must provide an Senior-Year Experience is the capstone course analytical report for the Intern Faculty Advisor. CDE 110 Career Development (2) HON 498 Honors Thesis (2) for the Liberal Arts Foundation Program at Graded P/F. The course is designed to enhance those For Honors students only. Permission of the Quincy University. SYE, a one-hour class, brings skills which are necessary for developing and Director of the Honors Program required. more advanced students together for a final implementing career choices and changes. An Graded P/F. opportunity to reflect on and integrate their experiential approach based upon the studies of HUP 110 Academic Success Skills (2) learning experiences in preparation for their human motivation and need (e.g. Holland, Su- This course is designed to assist students in de- move into the larger world. per). Theoretical and experimental knowledge veloping strategies for personal and academic integrated and interpreted through objective success, increasing their understanding of and interest and personality inventories. Each par- use of study techniques, forming and participat- ticipant will receive individual evaluation and ing in effective study groups, and creating a consultation. Graded A/F. functional understanding of their learning style. CDE 120 Career Planning (2) Successful students will learn to apply study This course is designed to enhance skills neces- techniques to enhance their success in other sary in conducting a successful job search. Topics courses and in their college career in general. covered include resume writing, networking, HUP 111 Creating Success in College (1) interviewing and job search strategies. Grades This course is designed to help create greater will be determined based on class participation success in college and in life. Throughout the and written assignments. Students who have 10-week course, students will learn strategies taken Career Development may still enroll in for creating greater academic, professional, Career Planning. Graded A/F. and personal success. The class will focus on FYE 100 First-Year Experience (2) developing personal responsibility, increasing First-Year Experience, the cornerstone course self-motivation, goal setting, and improving for the Liberal Arts Foundation Program at self-management in and outside of the class- Quincy University, offers a seminar-style class for room. beginning students. Students will work closely INT 180-181 Internship I (.5-1.5) with a professor and a small group of students Students may explore a career field directly in a focused but interdisciplinary study on a sub- related to their academic major. The student ject chosen by the professors. Because it serves agrees to work during a semester in a busi- as an introduction to Quincy University and to ness or agency for 50-150 hours. The student the Liberal Arts Foundation Program, there is will complete an employment log and weekly also some emphasis on college-level learning journal for the Intern Faculty Advisor (and, in skills and on becoming acquainted with the some cases, also for a faculty or administrative University community. staff member) and will complete a co-evaluation form with the employer. Graded P/F.

164 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 165 WOMEN’S AND GENDER STUDIES PROFESSIONAL STUDIES

WOMEN’S AND GENDER STUDIES MINOR The Women’s and Gender Studies Minor arises out of a growing consensus concerning the legitimacy and value of the field of women’s and gender studies. The courses which constitute this minor Professional Studies (PS) enable students to gain knowledge about women and men, their experiences, the social and cul- tural forces that shape their lives, and their changing roles in past and contemporary societies and cultures. The courses drawn from various academic disciplines also seek to examine and evaluate assumptions and theories about women and gender in those disciplines. They also seek by focusing on gender to develop an expanded vision of human abilities and potentials. This minor would enhance the preparation of students who are pursuing careers in law, medicine, education, journalism, business, the arts, counseling and other social services, government services, criminal justice, advertising, and public relations. The minor consists of eighteen semester hours with at least twelve at the 300-400 level. Must also meet minimum University requirements for a minor. See individual descriptions under departmental offerings for prerequisites. Courses that may be counted toward the minor include the following: COM 352 Women, Minorities and Media (3) COM 354 Gender and Film (3) ENG 385 Literature by Women (3) HIS 208 The History of Women in the United States (3) HIS 322 Women and Gender in History (3) PHI 351 Feminist Philosophy and Theology (3) PSY 340 Psychology of Women and Gender (3) Business Administration PSY 342 Psychology of Human Sexuality (3) Elementary Education WGS 270-9 Women’s and Gender Studies Special Topics (3) WGS 370-9 Women’s and Gender Studies Special Topics (3) Human Services WGS 480 Women’s and Gender Studies Practica (1-3) MBA Pathway In the Women’s and Gender Studies Practica, students will be placed in appropriate settings. Ap- proximately 50 clock hours of work are required per credit hour. Other courses, including special topics courses or honors courses, whose foci would be consistent with the goals of the program, may be counted toward the minor. These courses might include exploration of feminist theology, feminist ethics, women in the arts, etc. Consult the Chair of Humanities for information concerning this program.

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Professional Studies (PS) • A per semester hour general fee is charged for the use of computer facilities, Health & Fit- ness Center as well as other services. Degree Offered: Bachelor of Science • A graduation application fee (non-refundable). Late or reapplication fees may also apply.

Majors: Business Administration Program Requirements: Elementary Education 1. General requirements for a baccalaureate degree and writing requirements, p. 8. Students Human Services who have earned the Associate in Arts or Associate in Science degree in a baccalaureate Other: MBA Pathway transfer program will have satisfied all freshman and sophomore general education re- quirements with the exception of Theology. Students enrolled in the PS are not required to Degree Completion Programs complete the First-Year Experience or Senior-Year Experience courses or the Service Learning requirement. The Professional Studies are directed principally to meet the educational needs of non-traditional 2. Applicable degree requirements specified in the curriculum of the respective disciplines. students. PS gives students the flexibility to design their degree work to achieve personal, career and life goals. Academically, PS focuses on the depth of the student’s educational experience, as 3. 124 semester hours of approved academic coursework, including 6 semester hours of Theol- well as on the rigor of the classroom attained through innovative learning activities, relevant cur- ogy. ricula and challenging instructional outcomes. It is possible to demonstrate competence in certain areas of study by means of the College Level Examination Program (CLEP). The PS will accept such credit providing the student scores in the Delivery of Instruction for PS: 50th percentile or better in each of the examinations presented. The Professional Studies at Quincy University offer students the opportunity to complete courses as Quincy University will also grant credit in certain cases for professional or life experiences which well as complete degree programs in a timely fashion without compromising other responsibilities can be related to specific courses at the University. Such credit is called Credit for Academically or obligations in their lives. Using a variety of different delivery strategies, instruction is offered Related Experiences (CARE) and must be approved by the CARE Credit Committee and the Vice with the needs of the working adult in mind. President for Academic Affairs (limited to 12 credit hours). The subject matter in PS courses is the same as in their traditional equivalents. The uniqueness of Students enrolled in the PS must adhere to University provisions regarding Academic Standing as PS is in the delivery of the course content. Although accelerated learning is one of the primary indicated on p. 17 as well as those regarding graduation on p. 10. delivery strategies used in PS courses, it is not the only delivery strategy employed. Online and other forms of technology-enhanced courses are also incorporated into the curriculum as are weekend The PS Degree in Business Administration: and short-term courses. The student in the PS Business Program should be able to complete all Business courses in two The University will offer support courses for PS programs to allow a student to complete the first academic years (six sessions), taking courses two nights a week (two courses per session). There are two years of college work during the evenings and on weekends on the Quincy University campus. sixteen 3-hour courses that make up the PS bachelor degree in Business Administration. There are no These courses will ordinarily be PS versions of courses listed elsewhere in the catalog. These courses program electives. A student can receive a grade lower than “C-” in only two of the major courses. will be published in the course schedule for each PS session. Course Descriptions PS Admissions Process: Finance. Students will learn to utilize financial Individuals wishing to enroll in the Professional Studies must: PBU 400 Economics for Managers (3) This course is designed to help present and po- principles to maintain a stable financial future. • be out of high school at least seven years or be twenty-four years of age tential managers understand the “psychology PBU 402 Principles of Management (3) • provide official transcripts for all prior collegiate work; of business economics.” Topics included are sup- This course is a treatment of fundamental • have completed an applicable Associate degree program or 60 transferable credits with a ply and demand curves, analysis of costs, market principles which apply to all management, cumulative grade point average (GPA) of 2.0 or better; and structures (perfect and imperfect competition), regardless of the type, size or purpose of the input-price determination, fiscal and monetary enterprise. The course seeks to integrate the • complete a Quincy University Application for Admissions and submit it to the Office of Non- policy, theories of inflation and unemployment, traditional and Adult Studies. findings of behavioral science with traditional and the global economy. concepts of organizing, planning, leading, and Applicants not meeting all admissions requirements for PS may request, in writing, provisional PBU 401 Personal Finance (3) controlling. admission. For further information on protocols for provisional admissions, consult with the Co- This course is an introduction to personal finan- ordinator of Adult Studies. PBU 403 Financial Accounting (3) cial planning. Financial topics include: careers, for Managers The University’s Office of Non-traditional and Adult Studies will process the Application for Admis- time value of money, budgeting, financial This course is designed to help present and sion, with the student being notified in writing upon completion of the process. Upon admission statements, use and misuse of credit, purchase potential managers understand the three fi- to the PS, each student will be assigned an advisor who will subsequently be available to assist decisions, insurance and healthy financial plan- nancial statements prepared by business: the with developing degree completion strategies. ning. Investment basics including stocks, bonds, balance sheet, the income statement, and the mutual funds and asset allocation are also intro- statement of cash flows. Topics include revenue PS Tuition and Fees (see Financial Policies): duced in this course. The purpose of the course recognition, cost assignment, asset and liability is to provide the student with fundamental prin- • Tuition is per semester hour. (NOTE: PS students may qualify for financial aid assistance. Contact determination, and financial analysis. ciples, generalizations and theories of Personal the University’s Office of Financial Aid, at 1-800-688-4295, ext. 3750, for more information.)

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PBU 405 Management and Cost (3) PBU 411 Strategic Management I (3) PBU 435 Investments (3) PBU 436 Real Estate (3) Accounting Students will learn the theory of strategic deci- Students will study principles and methods of This course is an intensive study of real estate. This course is designed to help present and po- sion making while focusing on current issues in investing in fixed income, equity and derivative Topics include property rights, legal restrictions tential managers practice making management strategic management. securities in both the domestic and interna- on ownership; covenants, restrictions, and ease- decisions using internally generated accounting ments; the legal peculiarities associated with PBU 412 Strategic Management II (3) tional markets and will evaluate performance of and other operational and economic informa- deeds and leases; the title and closing process; This extension of Strategic Management I will portfolios using various evaluation techniques. tion. Students will develop spreadsheets in class fixed rate, adjustable rate and variable payment combine issues learned in the first strategic to support decisions in areas that include: cost- mortgages; appraisal fundamentals, financial management class with a virtual reality simu- volume-profit analysis, cost estimation, make leverage, financial alternatives and risk analysis lation. In this way the students will apply both vs. buy decisions, joint cost decisions, special related to income-producing properties. the theory learned earlier with the application order decisions, target ROI pricing, operational of strategic decision-making and the resulting budgeting, and capital budgeting decisions. The PS Degree in Elementary Education complex business tradeoffs inherent in taking Performance evaluation techniques like return risk. The program leads to teacher licensure in the state of Illinois. Because licensure requirements for on investment, residual income, and economic Illinois and other states are quite specific, some of the program involves courses in areas outside PBU 413 Quantitative Methods (3) value added will be discussed. Education. Quantitative tools are used as an aid in decision- PBU 406 Finance for Managers I (3) making in this course. Major areas covered are Students admitted to the PS program must pass the Illinois Test of Academic Proficiency before be- The finance function is taking on increasing decision trees, risk profiles, multistake-multiob- ing admitted to the Teacher Education Program. If they have not done so at the time of admission, importance in today’s businesses. This course jective decision-making, forecasting and linear they will be admitted on a provisional basis and must take the test during their first semester of is designed to help present and potential man- programming. enrollment. Failure to pass the Illinois Test of Academic Proficiency will prevent further progress agers make capital investment decisions with through the program. the use of spreadsheets developed in class. In PBU 414 Finance for Managers II (3) Please refer to the Elementary Education section of the catalog for a list of courses required for a addition spreadsheets will be used to forecast This is an extension of the Financial Manage- degree in elementary education (p. 88). Information regarding admission to the Teacher Educa- and manage working capital. ment I course. Topics include: measurement and management of risk, the cost of capital, tion Program, Continuation in the Teacher Education Program, Acceptance for Student Teaching PBU 407 Organizational Behavior (3) capital structure decisions, leasing, and mergers and Curriculum Requirements for Teacher Licensure is listed in the Education section (pp. 79-81). A study of the principles and application of and acquisitions. organizational theory, including individual The PS Degree in Human Services motivation, group dynamics, interpersonal com- PBU 415 Fundamentals of Human (3) The Human Services major is intended for those students wanting a career in the social services or munication, leadership, organizational design, Resource Management counseling fields. It equips students with the knowledge and skills to function effectively in a wide conflicts, and job satisfaction. This course will introduce students to the area of range of social service organizations and advocacy roles. Human Services graduates are currently human resource management and its increasing PBU 408 Business Law and Ethics (3) working with abused and neglected children, the elderly, childcare and juvenile justice. importance in the business community. Strategic This course will discuss the origin, nature, and implications and competitive arguments will be Forty-eight hours of approved coursework in the Human Services is required, including 12 hours growth of law and the role that law plays in presented for maintaining a high quality human of approved electives. Given the various areas of specialization within Human Services, individual modern business. It will further examine the resource department within an organization. degree plans will be developed for each student after admission to the program. way that ethical reasoning is used in practical It will be shown that a highly functional hu- business activities. These elective courses may include: CRJ 430, CRJ 431, PHI 424 as well as other 300- and 400-level man resource department contributes to the courses in Psychology and Human Services pre-approved by the program director. PSY 312 Psycho- PBU 409 Marketing for Managers (3) smooth operations of any organization (service pathology is required. A grade of “C-” or higher is required for all courses in the major. By using both a simulation exercise and the text- or manufacturing). book, the world of marketing is examined from Course Descriptions PBU 416 Statistical Analysis (3) a manager’s viewpoint. Emphasis is placed on for Managers HMS 301 Introduction to (3) each of the stages. There is special emphasis strategy which includes target market selection, Businesses use numeric data for measuring all Professional Issues on the role of families, relationships, and social determining an appropriate promotion, price aspects of their operations. Statistics is one of Providing a comprehensive overview to the structures on human development. and distribution mix, positioning and creating the primary tools for using numeric data. This human services field, this course explores the a competitive advantage. HMS 305 Counseling Theory (3) course will focus on three areas: summarizing complex political dimensions of providing ser- This course provides an overview of current PBU 410 Managing in a Global (3) data, explaining the behavior of data and vices; summarizes current social policy; explores major approaches to counseling. Emphasis is Environment forecasting the future behavior of data. To laws and ethics regulating human services; and on personality theories and their applications This course focuses on the economic relation- the extent possible, the class will emphasize surveys the range of services available through to the counseling practice. ships among nations and the implications of performing analysis using computerized statis- human services agencies. Also introduces the such relationships for domestic economic ac- tical and spreadsheet packages. Prerequisite: students to current issues in the organization, HMS 306 Counseling Techniques (3) tivity and policies. Covers international trade college algebra. funding, and delivery of human services. This course teaches students basic communi- theories, balance of payments, protectionism, cation and counseling skills. Students will be HMS 304 Lifespan Human (3) foreign exchange, and the role of international encouraged to practice and develop their own Development institutions and international arrangements style of counseling by incorporating at least This course covers the psychological, social, such as the International Monetary Fund, eco- one theoretical orientation into their practice physical, and cognitive stages of human de- nomic unions, and cartels. of counseling. velopment and identifies the client’s needs in

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HMS 310 Introduction to Appraisal (3) HMS 407 Family Dynamics/ (3) MBA Pathway of the Individual Counseling This course presents an overview of the meth- Students in this course will be exposed to a Prospective students interested in the Quincy University MBA degree who do not have an under- ods of assessing various attributes of a person variety of theories and techniques used in graduate background in business may, upon admission to the MBA program, follow the “MBA including individual and group testing, ob- working with families. The emphasis will be Pathway” to meet the University’s MBA prerequisite course requirements. MBA Pathway Profes- servations, interviews and rating scales, and on exploring family dynamics and developing sional Studies courses include: standardized assessment. the critical thinking skills needed to working with families. PBU 400 Economics for Managers HMS 320 Statistics & Research (3) PBU 402 Principles of Management Methods for Human Service HMS 411 Ethical & Legal Issues (3) PBU 403 Financial Accounting for Managers Professionals in Human Services PBU 405 Management and Cost Accounting This course enables students to effectively This course provides an opportunity to explore PBU 406 Finance for Managers I use current research in the field to make ap- the legal and ethical dilemmas encountered in PBU 409 Marketing for Managers* propriate decisions by giving them a practical the organization and delivery of human services PBU 414 Finance for Managers II understanding of research designs and meth- in our society. PBU 416 Statistical Analysis for Managers odologies, data collection, and interpretation HMS 420 Practicum (3) strategies. Basic statistical concepts and tech- An individualized project/placement designed *Either is acceptable niques are also included. to give the student practical experience in their HMS 350 Management Concepts (3) area of interest. For PBU course descriptions, see p. 169. For more details about the MBA program, see p. 184. and Principles HMS 440 Crisis Intervention (3) This course gives a conceptual overview of This course emphasizes the recognition of psy- the common administrative practices in social chological crisis and the application of current service organizations, including Organizational crisis-intervention strategies to assure client Structure, Strategic planning, and Board de- safety, stabilization, and self-determination. velopment. Ethical and legal issues of agency Emphasis will also be placed on legal and ethical management will also be covered. concerns in crisis work, professionalism, and the HMS 401 Group Dynamics and (3) prevention of burnout. Counseling HMS 450 Needs Assessment and (3) In this course students will develop an un- Program Evaluation derstanding of group dynamics and roles of This course provides the knowledge and skills group members. Group leadership skills will be needed to conduct community needs assess- explored and developed. ment, evaluate the results, make good decisions HMS 403 Life Style and Career (3) regarding new program development, and de- Counseling velop methods for evaluating the effectiveness Students in this course will examine theories of of the programs. career development and occupational choices. HMS 451 Budget, Finance & Grant (3) Areas to be included are lifestyle development Writing for Human Service and the changing social structures. Organizations HMS 405 Social and Cultural Issues (3) This course is designed to provide the human This course will focus on those issues which services administrator with budget and finance effect clients in the social services field such as concepts necessary to work effectively with ethnic diversity, poverty, subculture influences, the finance professionals within their organi- and gender differences. Focus will also be zation. Basic grant writing skills will also be paid to those issues found particularly in rural developed. populations. Equivalent to SOC 300.

HMS 406 Substance Abuse (3) This course will focus on the issues involved in working with those individuals involved in substance abuse. Special attention will be paid to recognizing a variety of substances and the symptoms demonstrated by those abusing these substances.

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Graduate Programs

Master of Business Administration

Master of Science in Education Alternative Certification (Chicago only) Curriculum and Instruction Leadership Reading Education School Administration Teacher Leader in Reading Special Education Teaching Licensure

School Counseling Graduate Programs Clinical Mental Health Counseling

Master of Theological Studies

174 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 175 GRADUATE POLICIES GRADUATE POLICIES

HALF-TIME STATUS Graduate Academic Policies Half-time students in graduate programs are enrolled and attending 5 to 8 credit hours. CHANGES IN REGISTRATION GRADUATION All changes in registration (adding or dropping courses, or changing sections of courses) must be ACADEMIC CATALOG COVERING GRADUATION REQUIREMENTS made officially online or in the Office of the Registrar by completing the proper forms and by the The catalog governing graduation requirements may be the catalog current at the time the student appropriate deadline. enters the University or any subsequent catalog during the period enrolled. If students interrupt their education for more than one year, they will follow the catalog current at the time they are DROPPING OR ADDING COURSES AND/OR WITHDRAWAL FROM COURSES readmitted. See Returning Student Readmission, p. 28. Beginning 2010-2011, the official catalog It is a student’s responsibility to be properly registered for courses and to adhere to University can be found online at www.quincy.edu. policies regarding adding and dropping courses: • No student may add a course after the add/drop period without approval from the Vice APPLICATION FOR GRADUATION President for Academic Affairs. Candidates for degrees should file an Application for Graduation with the Office of the Registrar. • Courses officially dropped before the end of the add/drop period will not be recorded May and August degree candidates must file no later than February 1 in the academic year in which on transcripts. they expect to graduate. December degree candidates must file no later than February 1 of the prior • Courses officially dropped after the end of the add/drop period will be recorded with a Spring Semester. A non-refundable application fee will be charged when the application is filed. grade of “W”. Failure to file an application on time may result in a later graduation date or late application fee. Students who do not complete their degree requirements by the date for which they originally “Official drop or withdrawal” means that a student has submitted to the Registrar the official applied for graduation must complete a new application indicating their new anticipated gradu- forms including instructor and advisor signatures. Normally, students may not withdraw from ation date (additional reapplication fees may apply). individual courses after the eleventh week of a semester or the 6th week of an 8-week course. If extenuating circumstances apply, the student may petition withdrawal through the Vice President PARTICIPATION IN COMMENCEMENT CEREMONY for Academic Affairs. A student who stops attending a class without an official withdrawal Please refer to the appropriate catalog section for specific graduation requirements by program. will be given an “F” for the course on the transcript. See Class Attendance Policy. See the summer course schedule for summer term add/drop dates. Also see Statement of Satisfactory GRADUATION HONORS Academic Progress policy, p. 35. Students receiving master degrees are not eligible for graduation with honors. WITHDRAWAL FOR MILITARY SERVICE REGISTRATION When a student is called to active military service during an academic term, it is the student’s Students admitted to the University enroll in classes through the Office of the Registrar or with responsibility to notify the Registrar and to provide copies of the appropriate military orders. their advisor on the specific dates listed in the University calendar. All degree-seeking students A student called to active military service will be allowed a reasonable time to complete course must consult with their designated faculty advisor prior to registration for authorization to reg- requirements missed during his or her military duty. The student will receive a grade of “IN” (in- ister for courses. complete) if the absence extends through the end of the semester. When completion of the course The unit of credit is the semester hour. Each semester hour represents the equivalent of one class requirements is impractical, the student may choose to withdraw from the course(s). period of 50 minutes in length for 15 weeks of instruction plus one exam week. Sessions varying If no academic credit is received, all tuition and fees paid by the student, minus any financial aid in length satisfy equivalent standards. that must be returned to the funding programs, will be applied to the semester during which the The normal course load for a full-time graduate student varies from 9 to 12 credit hours. Approval student returns. Room and board payments will be credited on a pro-rated basis. for more than 12 hours must be sought from the Vice President for Academic Affairs. WITHDRAWAL FROM THE UNIVERSITY/LEAVE OF ABSENCE A late registration fee may be charged to those who fail to register by the end of the add/drop Students who find it necessary to withdraw from the University must contact the Office of Aca- period at the beginning of each semester. demic Support Services to complete an official withdrawal form and/or a Leave of Absence request. No credit is granted for courses in which the student is not properly registered. Proper A student who stops attending a course(s) or the University without filing an official registration, including dropping and adding courses, is the personal responsibility of withdrawal will be given an “F” for each course on the transcript. each student. See Class Attendance Policy, Refunds: Tuition, p. 32, and Title IV Student Financial Aid, p. 33. FULL-TIME STATUS Quincy University students may take a Leave of Absence from the University for up to ONE full The minimum course load required to maintain full-time graduate status during the regular se- year. This leave of absence guarantees that these students will not have to reapply to the Uni- mester is 9 credit hours. Twelve hours is considered the ordinary maximum; permission to exceed versity when they return, and they will remain under their entry-year level catalog requirements. this limit must be sought from the Vice President for Academic Affairs. It is possible for a graduate student to take some undergraduate courses and maintain graduate EVALUATION/GRADING student standing. Consult a graduate academic advisor and the Office of Financial Aid. The following is the system of grading used at Quincy University for graduate programs: The minimum standard for acceptable academic progress in any graduate program is cumulative PART-TIME STATUS grade point average of 3.0 on a 4.0 scale. Each program may establish a higher grade point aver- Students enrolled for fewer than 9 credit hours during a regular semester are classified as part- age for the successful completion of that program. time students. Graduate programs at Quincy University use a uniform system of grading as follows:

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A 4.00 Indicates excellent academic performance at the graduate level. ACADEMIC ASSESSMENT A- 3.70 Assessment at Quincy University facilitates the continuous improvement of teaching and learning in a learner-centered environment. Its purpose is to provide evidence about the extent to which B+ 3.30 Indicates above average academic performance at the graduate level. our students are successfully and effectively learning; that our faculty are appropriately guided and B 3.00 Indicates average academic performance at the graduate level. supported while engaged in teaching; and that our policies and resources are distributed toward those ends, in keeping with the mission of the University. B- 2.70 Assessment is not intended to be an end unto itself. Rather, it is a vehicle to effect educational C+ 2.30 improvement, bringing the values and vision of the institution into the reality of our teaching and C 2.00 Indicates below average, but passing academic performance at the learning processes. Further, the assessment of academic success is an essential component in the graduate level. This is the minimum grade for which graduate credit evaluation of overall institutional effectiveness. is earned and each graduate program may limit the number of “C” To ensure the greatest possible degree of effectiveness, assessment of student learning at Quincy grades that are allowed. University will be appropriately integrated at four interconnected levels: F 0.00 Indicates academic performance of poor quality which will not be ac- A. The Student cepted for degree credit for any Quincy University graduate degree B. The Course program. C. The Program a. Liberal Arts Foundation Program (LAFP) IN Incomplete A grade of “IN” (Incomplete) may be assigned only for exceptional b. Degree programs cases by the course instructor. A grade of “I” must be removed by the D. The Institution due date set by the instructor. This is not to exceed one full semester after the one in which it was granted unless approved as stated on p. Additionally, the QU assessment program will operate within the following guidelines: 15; otherwise it will be converted to an “F”. 1. It will be an on-going process designed to acquire, analyze and disseminate relevant data over P Passing This grade is given only in clinical arrangements, practica, or intern- time. ships that have been designated by the program director. A grade of 2. It will be a cumulative process that initially builds a body of data to guide curricular improve- “P” adds credit but does not affect the grade point average. ment, and thereafter, can be utilized with increasing sophistication to enhance overall teaching and learning processes. W Withdrawn This means the student was allowed to withdraw without penalty from a course in compliance with the policy stated on p. 12. Instruc- 3. It will be a multi-faceted process utilizing multiple evaluative measures, at multiple organiza- tors cannot issue grades of”W”. tional levels, to collect multiple forms of data from both internal and external sources. 4. It will be a pragmatic process in that collected data on past and present practices will be carefully AU Audit Indicates that the student has registered for the course on a non-credit and critically evaluated to help Quincy University improve future experiences for both faculty basis. No grade or credit is given. and students. DE Deferred Indicates the grade has been deferred. A “DE” grade may be given for 5. It will be a comprehensive process integrated throughout the entire institution - reflecting the a project, internship, thesis, or clinical experience that is incomplete University’s mission statement. at the end of the semester. Goals for Academic Assessment ACADEMIC HONESTY 1. To continuously improve the teaching and learning environment at Quincy University. The educative mission of the University is defeated when community members decide to compromise 2. To effectively coordinate the University’s institutional assessment efforts, including data collec- their integrity for the appearance of academic achievement. Thus, the following are against policy: tion, analysis, reporting and warehousing. 1. Cheating by any method on examinations or other academic work. 3. To systematically solicit pertinent assessment data from multiple internal and external 2. Falsifying grade reports, transcripts, notes, identification cards, letters of authorization and/ sources. or other official University documents. 4. To guarantee the transparency of assessment processes and the publication of assessment results to involved constituents. 3. Plagiarism is the stealing or using of passages or images, either word for word or in sub- stance, from the writings of another and presenting them as one’s own. Plagiarism applies 5. To substantively integrate assessment data into the University’s faculty development practices as well to those who allow their work to be copied by others. Further, the stealing of ideas and activities. is considered a form of plagiarism punishable by law. 6. To make available adequate resources to ensure the long-term success of teaching and learning activities and practices at the University. Students found guilty of academic dishonesty are subject to various sanctions depending upon the extent, nature, and frequency of occurrence. These include, but are not restricted to, failure 7. To make Quincy University an effective and efficient self-assessing institution. on the particular assignment, failure in the course, and dismissal from a program or from the Course Evaluations University. The instructor will determine the grade for the relevant project and for the course. A Course evaluation has always been strongly emphasized at Quincy University. This confidential database of student violations of academic honesty is maintained by the University, and repeated process is conducted via QU’s Moodle course management system, and all students are expected violations will automatically trigger a review process on the University level, which will determine to complete evaluations for each course in which they are enrolled. Evaluations are available for the appropriate additional penalties to be given. Students should familiarize themselves with the online completion approximately three weeks before the conclusion of a course. procedures associated with academic dishonesty which are described in the Student Handbook.

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AUDITING REPEATING COURSES Auditing classes (attending classes without being required to take written tests and final examina- Students may repeat courses to improve grades and grade-point averages. However, the last tion and without being entitled to university credit) is permitted, but requires regular registration grade received following each repetition, even if it is a lower grade, becomes the grade of record and the payment of the auditor’s fees. The normal audit fee for graduate courses is charged per and is used in the computation of the Quincy University grade point average. In all instances, the credit hour. Senior citizens pay a reduced rate. See Financial Policies for fees. transcript will continue to show the previous registration(s) and grade(s) received. While the credit Students who audit courses are expected to participate in all course activities other than tests and hours for the course will count each time toward attempted hours, the credit earned for a course final examinations to earn the grade AU. Students registering for audit may not register later in repeated to improve a grade counts only once. that same course for credit. Students may change to the conventional grading system only during Any Quincy University courses repeated to improve a grade must be taken (repeated) at Quincy the official add/drop period. Audited courses do not apply toward degree requirements, financial University. Courses taken elsewhere will not affect the Quincy University grade point average. aid, or athletic eligibility. Repeating courses may affect athletic and financial aid eligibility. CHANGE OF GRADE Once a grade is reported, it may be changed only by the faculty member who reported it. If an ACADEMIC STANDING error is detected, the correction should be made as quickly as possible. No grade change can be A minimum cumulative grade point average (GPA) of 3.0 is required to earn a graduate degree. made later than exam week of the next semester. Each graduate program may limit the number of “C” grades that are allowed. CLASS ATTENDANCE POLICY Graduate students receiving financial aid through federally-sponsored student aid programs must maintain satisfactory progress in the course of study they are pursuing. Quincy University is dedicated to learning and teaching. Because these activities depend for their success on presence and involvement, students are expected to attend all of their classes. Instruc- ACADEMIC PROBATION OR DISMISSAL tors will make their specific attendance policies clear in their syllabi. Students are responsible for A graduate student may be placed on probation or dismissed by the University or by the gradu- making themselves aware of and abiding by the attendance policy of each instructor. Students ate program. absent for any reason are still responsible for and expected to complete all required coursework as determined by the instructor. Instructors may require prior notice for foreseeable absences, A. University-level action occurs when a graduate student’s term or cumulative grade point and may require students to complete work before such absences. Instructors will make reason- average (GPA) drops below 3.0. The Graduate Academic Review Committee will review able accommodation for such circumstances as serious illness, emergency, or official participation the student’s status. in University-sanctioned events. Students missing more than twice the number of class meetings B. Program-level action occurs when a graduate student fails to meet specific criteria estab- per week may be given the grade of “F” for the course by the instructor. Instructors will notify a lished by the graduate program. A committee of program faculty will review the student’s student who will receive an “F” due to non-attendance. status. Financial Aid will be affected by non-attendance. Repayment of all or part of your aid may be required if you receive a grade of “F” or withdraw. Required refunds due to withdrawal by the A graduate student who fails to bring the cumulative GPA to 3.0 or above after one semester on student are returned to the fund from which aid was awarded. This may result in a balance due probation will be dismissed. to the University. • A student who has been dismissed by the University may appeal for academic reinstate- E-MAIL POLICY ment for the following term by submitting a letter as soon as possible to the Academic Quincy University e-mail is one of the University’s official means of communication with students. Appeals Committee through the Office of Academic Affairs, explaining any extenuating All QU students are expected to maintain a QU e-mail account and are responsible for any deadlines circumstances and proposing a plan for the improvement of academic performance. If the or action communicated through electronic mail. All students are automatically given a Quincy appeal is approved, the student will be reinstated on academic probation. University e-mail account, username and initial password. • A student who has been dismissed by the graduate program may appeal for reinstatement FINAL EXAMINATIONS according to the procedure established by the graduate program. Quincy University holds that a final examination or comparable culminating experience is required If a graduate student who has been dismissed sits out for one or more semesters, the student in all courses to evaluate student achievement. Final assessments for graduate courses are normally must apply for readmission through the Office of Admissions and appeal for reinstatement. held during the last class period. In all cases, the final assessment is considered to be part of the required contact time for every course. Students should not make travel arrangements that con- A graduate student may be reinstated once, but a second dismissal is final. flict with their scheduled final assessments because instructors will not make other arrangements. INCOMPLETES Graduate Admission In cases where a student is unable to complete a course due to unavoidable extenuating circum- Graduate students are admitted into Quincy University graduate programs as degree-seeking stances, the instructor may elect to give a grade of “Incomplete.” graduate students. For all programs, applicants who have or will have a bachelor’s degree from “Incomplete” grades are intended to allow a student who has been prevented from completing an accredited college or university prior to enrollment are eligible to apply. University-level ad- coursework, due to unforeseen circumstances such as a extended illness, to finish the work after mission requirements for all graduate programs are the following: the end of the semester; they are not intended to allow a student to resubmit assignments or re- take exams in which they performed poorly. • Application - A completed application form for graduate admission with the nonrefund- The “Incomplete” must be removed by the due date set by the instructor, which is not to exceed able $25 application fee. one full semester after the one in which it was granted unless approved by the instructor and the Vice President for Academic Affairs; otherwise, it will be converted to an “F.”

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• Official Transcripts - Official transcripts from every college or university attended. (An Eng- declared education as their major and have been accepted into the Quincy University School of lish translation of the original transcript(s) by an accredited transcript evaluation service is Education. Students who receive this grant must complete a TEACH Grant Application, online required.) entrance counseling, and sign an Agreement to Serve to be eligible. • Recommendations - Two recommendations from individuals who address the student’s academic and/or professional potential. LOANS • Educational Requirements - A minimum cumulative undergraduate grade point average Loans of varying types are available to all eligible students attending Quincy University. Loans must (GPA) of 3.0 on a 4.0 scale. Conditional admission may be possible according to program be repaid to the appropriate entity. Federal regulations require that no loan funds be released criteria. until the new student borrower completes Entrance Counseling. Quincy University requires all student borrowers to complete an Entrance Counseling even if they have previously borrowed • Resume - A current professional resume. at another institution. These interviews are conducted electronically at www.studentloans.gov. • Written Statement - A written statement that meets the criteria specified by the graduate Stafford Loan Program program. These loans are offered through the Direct Loan Program (DL). Repayment for Stafford loans • Entrance Test - An entrance examination as specified by the graduate program. begins 6 months after graduation, withdrawal, or less than half-time enrollment. The government may deduct origination, guarantee, and/or other fees before disbursement is made to Quincy • International Students - Applicants from non-English speaking educational institutions University. Interest rate on these loans is 6.8% must submit the results of the TOEFL. Generally, a score of 550 or above is acceptable evidence of a student’s ability to successfully study in an English-speaking environment at Grad PLUS Loan the graduate level. Also, the applicant must submit documentation showing how his/her This loan is available to graduate students to assist with educational expenses. The maximum education will be financed. A bank official must authorize this financial documentation. amount that may be borrowed is the cost of education less all other financial aid. The borrower’s Individual graduate programs may have additional admission requirements. For detailed infor- credit is considered by the lender when determining their eligibility for this Loan. Origination, mation, students should consult the catalog section for the program to which they are applying. guarantee, and/or other fees are deducted by the lender before loan funds are disbursed to Each graduate program takes a portfolio approach to graduate admission and will consider all of Quincy University. Repayment begins sixty days after the final disbursement. Those students who an applicant’s materials. wish to borrow a Grad PLUS Loan should start the process by going online at www.studentloans. gov to apply. TRANSFER OF CREDIT Each graduate program may limit the number of graduate credit hours that can be accepted in STATEMENT OF SATISFACTORY ACADEMIC PROGRESS transfer toward the graduate degree. See the Statement of Satisfactory Academic Progress policy, p. 35. Financial Policies

Please see p. 29 for financial policies including graduate tuition and fees, and the payment, col- lection and refunds of tuition, fees and expenses. Graduate Financial Aid

Students wishing to be considered for federal and state financial assistance should submit a Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA as soon as federal income tax information is available. GRANTS THE TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH) GRANT This Program provides grants of up to $4,000 per year to students who intend to teach in a public or private elementary or secondary school that serves students from low-income families. In exchange for receiving a TEACH Grant, grant recipients must agree to serve as a full-time teacher in a high-need field in a public or private elementary or secondary school that serves low-income students. As a recipient of a TEACH Grant, you must teach for at least four academic years within eight calendar years of completing the program of study for which you received a TEACH Grant. IMPORTANT: If you fail to complete this service obligation, all amounts of TEACH Grants that you received will be converted to a Federal Direct Unsubsidized Stafford Loan. You must then repay this loan to the U.S. Department of Education. You will be charged interest from the date the grant(s) was disbursed. This grant will only be awarded to eligible students who have

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MASTER OF BUSINESS ADMINISTRATION Degree Requirements: 1. Students must complete the following: Degree Offered: Master of Business Administration (MBA) MBA 501 Managerial Economics The MBA program is designed for those who are in or aspiring to middle or upper-management MBA 503 Managerial Accounting positions in profit or nonprofit organizations. Academically, the MBA program consists of a com- MBA 507 Financial Management bination of courses structured to provide graduates with the knowledge and communications and MBA 509 Marketing Strategies and Planning analytical skills required by organizations in search of broadly educated management personnel. MBA 511 Production and Operations Management The program is designed for both part-time and full-time students. All MBA courses are offered MBA 519 Strategic Management in 10-week sessions. 2. Students must select four (4) courses from the following seven (7) courses: MBA DEGREE REQUIREMENTS MBA 505 Group Dynamics and Leadership MBA 512 Human Resource Management The coursework required to complete the MBA program comprises two categories: Prerequisite MBA 513 Topics in Business, Government and Society Courses and Required Courses. MBA 515 Management Information Systems Prerequisite Courses: Each student must satisfy the following prerequisites: MBA 516 Advanced Human Resource Management MBA 517 International Business Management ACC 121 Principles of Financial Accounting MBA 525 Advanced Financial Management ACC 221 Management Accounting MBA 526 Financial Management Topics ECO 222 Principles of Macro-Economics ECO 223 Principles of Micro-Economics Area of Concentration in Human Resource Management ECO 225 Business Statistics Within the MBA program, students may pursue a concentration in Human Resource Management. FIN 315 Business Finance In addition to the six required core courses, students must complete the following four elective MGT 300 Principles of Management* courses in order to satisfy requirements for the concentration: MKT 331 Principles of Marketing* MBA 505 Group Dynamics and Leadership MBA 512 Human Resource Management *Either is acceptable. MBA 513 Topics in Business, Government, and Society MBA 516 Advanced Human Resource Management Those students who have not completed one or more of the prerequisite courses may do so by completing undergraduate coursework at Quincy University or another accredited institution with Special Notice for CPA Candidates: The American Institute of Public Accountants has formu- a grade of at least “C.” MBA 500 Economics and MBA 502 Accounting Principles may be taken to lated a policy under which a total of 150 credit hours is required to sit for the Certified Public satisfy the two-course prerequisites in Economics and Accounting, respectively. The prerequisites Accountant (CPA) examination. These requirements have been accepted by the State of Illinois. may also be satisfied through the MBA Pathway discussed below. All prerequisite courses must be The MBA degree provides the student with a degree beyond the Bachelor in Accounting Degree completed before taking more than four required courses. and at the same time fulfills the new state requirements. For those students desiring to sit for the CPA examination and pursue a Master’s Degree to fulfill the 150-hour requirement, the following Prospective students interested in the Quincy University MBA degree who do not have an under- two courses are strongly recommended. graduate background in business may, upon admission to the MBA program, follow the “MBA Pathway” to meet the University’s MBA prerequisite course requirements. MBA Pathway Profes- MBA 525 Advanced Financial Management sional Studies courses include: MBA 526 Financial Managements Topics

PBU 400 Economics for Managers ADMISSIONS PBU 402 Principles of Management Quincy University believes that diversity enriches and stimulates the overall MBA experience. PBU 403 Financial Accounting for Managers Therefore, applications are encouraged from those in all fields. Each applicant will be considered PBU 405 Management and Cost Accounting on an individual basis by focusing on the applicant’s potential for successful completion of the PBU 406 Finance for Managers I program. Because applications are processed on a continuous basis, students may start taking PBU 409 Marketing for Managers* coursework at the beginning of any term without having completed the application process. PBU 414 Finance for Managers II However, the applicant must have completed the application process by the end of the first se- PBU 416 Statistical Analysis for Managers mester of coursework. *Either is acceptable Admission to the MBA program is administered by the Director of the program in accord with the guidelines of the MBA Steering Committee. Applicants must submit the following to the Quincy For PBU course descriptions, see p. 169. University Office of Graduate Admissions: 1. Application - A completed Application for Graduate Admission along with a non-refundable $25 application fee. 2. Official Transcripts - Official transcript of undergraduate study, which verifies that a bac- calaureate degree has been conferred, along with official transcripts of any additional study, undergraduate or graduate.

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3. Recommendations - Two completed recommendation forms from individuals who can ad- by the end of the following term. Failure to do so will result in the grade of “IN” automatically dress your academic and/or professional potential. being changed to an “F.” 4. Educational Requirements - Applicants must have or will have completed a baccalaureate The same rules concerning withdrawals from an undergraduate course also apply to MBA courses. degree. Undergraduate cumulative GPA of 3.0/4.0 or higher will be recommended for admis- See the course schedule for refund dates, etc. sion. Applicants with GPA’s lower than a 3.0 will be considered for conditional admission. Once accepted into the MBA program, the student must complete the entire program within five 5. International Students - Applicants from non-English speaking educational institutions must years. Failure to comply may result in the student being dropped from the program, in which case submit the results of the TOEFL. Generally a score of 550 for graduate admission is acceptable the student would have to reapply for acceptance and be subject to the rules, regulations, and evidence of a student’s ability to study successfully in an English-speaking environment. Also, requirements in effect at the time of reapplication. the applicant must submit documentation showing how his/her education will be financed. A bank official must authorize this financial documentation. GRADUATION 6. Written Autobiographical Sketch - A 300-word written statement by the applicant detail- A student becomes eligible for graduation upon successful completion of the ten required courses ing how their work and life experiences influenced their academic interest and professional with a minimum GPA of 3.0. Students must apply for graduation with the Registrar no later than goals. midterm of the winter session for May graduation or no later than midterm of the Spring Semester for December graduation, and must have completed all coursework prior to the commencement 7. Professional Resume ceremony. Students will be allowed to participate in commencement if they have completed all 8. Prior to being permitted to enroll in any MBA course, applicants must submit to the coursework. director of the MBA program proof of attaining an official score of 400 or better preferred on the Graduate Management Admissions Test (GMAT). Course Descriptions Each student must satisfy the following prerequisites: Principles of Financial Accounting, Manage- ment Accounting, Principles of Management or Principles of Marketing, Business Finance, Principles MBA 500 Economics (3) MBA 505 Group Dynamics (3) of Macro-Economics, Principles of Micro-Economics, and Statistics. One semester course for graduate students and Leadership Upon submission of all the materials required, the MBA Steering Committee will decide whether to without prior study in macro- and micro- An in-depth study of the impact of behavioral accept or reject an applicant. Acceptance normally will be limited to those who hold baccalaureate economics. Emphasis will be placed on those psychology and sociology within organizations degrees from accredited institutions and who show promise of success in graduate study. An appli- concepts essential to those enrolled in the MBA and upon individuals. The theory and applica- cant’s potential for success will be determined through a combination of the following criteria: program. Prerequisites: Statistics and graduate tion of techniques which will enhance the man- standing. ager’s effectiveness and ability to effect change 1. A candidate’s overall or upper-level grade point average at the baccalaureate level (or some in an organization. Prerequisites: Management other relevant measure of scholastic performance); and MBA 501 Managerial Economics (3) and graduate standing. 2. A candidate’s letters of recommendation. This course introduces the micro-economic theory and analysis useful in managerial deci- MBA 507 Financial Management (3) Quincy University recognizes that there are individuals who might not fulfill all the requirements sion making and policy formation. It applies Theoretical and procedural considerations in for admission but who, for reasons such as personal advancement or intellectual curiosity, would economic principles to the analysis of produc- the administration of the finance function in like to participate in the MBA program. The University recognizes that experienced individuals tion, marketing, and financial issues and the the individual business firm; planning, capital might contribute significantly to the learning process and content of the program. Applicants may development of general operating strategies. formation, controlling of firm finances; specific therefore be granted special status provided that they constitute no more than five percent of Prerequisites: Macro-Economics, Micro-Econom- emphasis is given to cash flow analysis, working the total accepted students in the program at any one time. Special status students may opt to ics, Statistics, and graduate standing. capital management, capital budgeting, and audit courses, but to receive the MBA degree these students must fulfill all the requirements for cost of capital. Prerequisites: Undergraduate MBA 502 Accounting Principles (3) graduation (see section on graduation). Financial Accounting, Managerial Accounting, One semester course for graduate students Business Finance, and graduate standing. TRANSFER OF CREDIT without prior study in financial and managerial accounting. Emphasis on concepts essential to MBA 509 Marketing Strategies (3) A student may request that credit for coursework completed at another accredited institution be thorough understanding of managerial and and Planning granted. Such coursework must be the graduate level equivalent(s) of the required courses, and business concepts and practices. Prerequisite: The purpose of the course is to provide an un- normally a grade of at least “B” must have been earned. No more than three courses may be graduate standing. derstanding of customers in the marketplace accepted and counted toward the MBA degree. Petition for transfer of credit must be made to the and the constant dynamics of market change. MBA Director, but approval must come from the MBA Steering Committee. Quincy University will not MBA 503 Managerial Accounting (3) Prerequisite: graduate standing. accept an “Independent Study” course as transfer credit in lieu of one of the required courses. Study of accounting as related to problems of making business decisions. Topics include cost MBA 511 Production and (3) ACADEMIC REGULATIONS behavior, full cost, ABC costing, product cost- Operations Management The grading system used by the MBA program is described in this catalog under Academic Policies. ing, short-term decision-making, budgeting, Conceptual foundations of the operations of strategic planning and control. Prerequisites: all types of organizations and the application Graduate credit is earned for MBA courses in which a student receives a grade of at least “C.” Stu- Principles of Financial Accounting, Managerial of analytical and quantitative techniques used dents are required to maintain a cumulative grade point average of at least 3.0. A student whose Accounting, and graduate standing. to assure organizational effectiveness and ef- cumulative GPA falls below 3.0 will be placed on probationary status. Failure to raise the GPA to ficiency. Prerequisites: graduate standing. 3.0 by the end of the following trimester of coursework may, at the discretion of the program, result in academic suspension. In exceptional cases, a grade of Incomplete (IN) may be given to a student. The decision to give a grade of “IN” rests solely with the instructor. All requirements for the course must be completed

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MBA 512 Human Resource (3) MBA 517 International Business (3) Management Management MASTER OF SCIENCE IN EDUCATION This course will examine in detail key elements Explores the unique and peculiar problems Degree Offered: Master of Science in Education (M.S. Ed) of the human resource management process facing managers operating in an increasingly within organizations. Major emphasis will be international environment. Emphasis is placed The degree of Master of Science in Education (M.S. Ed) is designed for those who have completed placed on examining the strategic significance upon the study of the political, legal, social, an undergraduate degree and wish to enrich their professional lives in the field of education. The of HRM in contemporary organizations and the economic, and financial environment in which program leading to the degree (M.S. Ed) will include the following areas of concentrations: development of processes enabling firms to gain international organizations operate. Prerequi- Alternative Certification (Chicago only) competitive advantage through the effective site: graduate standing. Curriculum and Instruction (National Board Certification sequence available) development of employees. Issues related to MBA 519 Strategic Management (3) HRM legal compliance and ethical consider- Leadership The course goes through the sequence of ations are also examined in detail. Prerequisite: Reading Education formulating, implementing, and controlling graduate standing School Administration* business strategies. Multi-business and single Teacher Leader in Reading MBA 513 Topics in Business, (3) business strategies are explored. To examine Special Education Government and Society various strategies a virtual reality simulation Teaching Licensure Selected topics and problems of current interest, game is used. The simulation allows the student School Counseling (see p. 204) with particular attention to the roles of social to work as part of a team operating a business Clinical Mental Health Counseling (see p. 204) responsibility and business ethics, environmen- in a competitive environment. Prerequisite: Suc- tal scanning as it relates to economic and social cessful completion of at least 7 MBA courses. *Due to program requirement changes from the state, no new students will be admitted after trends, and organizing for social responsiveness. MBA 525 Advanced Financial (3) Fall 2012. Prerequisites: Undergraduate Management or Management Marketing and graduate standing. An advanced course in financial management of Program Requirements: MBA 515 Management (3) private and public corporations. Topics covered The coursework required to complete the graduate program in Education consists of three major Information Systems are valuation techniques, cost of capital, capital components totaling a minimum of 37 hours: The study of systems development life cycle budgeting, capital structure, long term financ- 1. Education Core Courses: MSE 600 Research Methodology, MSE 601 Master’s Project or MSE from initial problem analysis to systems mainte- ing, dividend policy, and merger and acquisition 503 Educational Measurement and Assessment, and one of the following courses chosen in nance, with particular attention to the analysis analysis. Prerequisite: MBA 507. consultation with the student’s advisor: MSE 500 Theories and Principles of Teaching and of existing systems, analysis and design of MBA 526 Financial Management (3) Learning; MSE 528 Psychoeducational Testing; or MSE 548 Statistics in Education. replacement systems, cost analysis of the com- Topics 2. An additional 24 hours of graduate level coursework in Education. This number may vary for ponents, including software development, and Discussion of contemporary financial manage- students seeking licensure. the implementation of new systems. Students ment topics and problems from the theoretical 3. Candidacy Requirement specific to the concentration: 6 hours. will participate in group projects involving the and pragmatic viewpoints. Report writing and study of existing computer-based systems and oral presentations required. Prerequisite: gradu- develop proposals to modernize those systems. ADMISSIONS ate standing. Prerequisites: Undergraduate Management or Applicants are encouraged from individuals in all fields. All applicants are considered on an Marketing and graduate standing. MBA 570 Special Topics (1-3) individual basis focusing on the applicant’s potential for successful completion of the program. The purpose of special topics is to give the stu- Since applications are processed on a revolving basis, an individual accepted into the program MBA 516 Advanced Human (3) dent the opportunity to have a greater under- may begin at the start of any term, providing space is available. Individuals who hold a bachelor’s Resource Management standing in topics that are not available in other degree and desire teacher licensure need to familiarize themselves with the additional require- Advanced analysis of human resource systems courses. Special Topics courses are incorporated ments stated on p. 80. and practices. Particular emphasis is placed on into the graduate curriculum based upon the the design of integrated HR systems enabling The M.S.Ed. Program is administered by the Director of the program in accord with guidelines of needs and interests of students. firms to gain competitive advantage through the M.S.Ed. Steering Committee. the development of human capital. Prerequi- Applicants must submit the following to the Quincy University Office of Graduate Admissions: site: MBA 512. 1. Application - A completed Application for Graduate Admission along with the non-refundable $25 application fee. 2. Official Transcripts - An official transcript from the college or university from which the applicant matriculated, verifying that the baccalaureate degree has been conferred. In addi- tion, the applicant needs to provide official transcripts from any other college or university at which he or she may have undertaken any additional study, undergraduate or graduate. 3. Recommendations - Two completed recommendation forms from individuals who can ad- dress your academic and/or professional potential. 4. Educational Requirements - Applicants must have or will have completed a baccalaureate degree. Undergraduate cumulative GPA of 3.0/4.0 or higher may be recommended for admis- sion. Applicants with GPA’s between 2.8-3.0 may be considered for conditional admission.

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5. Entrance Test Results - A score of 380 or higher on the Miller’s Analogy Test or an equivalent the M.S. Ed. Steering Committee. Credits earned through correspondence courses are not accepted score on the Graduate Record Exam. and only four semester hours of workshop and/or in-service credit may be accepted. 6. Written Essay - A 300-500 word written statement by the applicant detailing how his or her ACADEMIC REGULATIONS work and life experiences influenced his or her area of study and is applicable to the concept of servant leadership. GRADES: The grading system used by the M.S. Ed. program is described in the current catalog 7. Professional Resume under Academic Policies. Graduate credits are earned in courses for which a student receives a grade of “C” or better. 8. International Students - Applicants from non-English speaking educational institutions must Normally, no more than two courses with a “C” grade are allowed and a student is required to submit the results of the TOEFL. Generally, a score of 550 for graduate admissions is acceptable maintain a 3.0 cumulative grade point average (GPA). A student whose cumulative GPA falls below evidence of a student’s ability to successfully study in an English-speaking environment. Also, 3.0 will be placed on probationary status. Failure to raise the GPA to 3.0 by the end of the follow- the applicant must submit documentation showing how his/her education will be financed. ing semester may result in the dismissal of the student from the program. This determination will A bank official must authorize this financial documentation. be made by the M.S.Ed. Steering Committee. After receipt of the required materials, the Admissions Committee will determine whether the In exceptional cases, a grade of Incomplete (IN) may be given to a student. The decision to give a applicant is to be accepted into the program. Acceptance will be limited to holders of a baccalau- grade of “IN” rests solely with the instructor. All requirements for the course must be completed reate degree from accredited institutions and limited further to individuals showing promise of by the end of the term following the term in which the incomplete was earned. Failure to do so success in graduate study. An applicant’s potential for success is evaluated through a combination will result in the grade of “IN” automatically being changed to an “F” at the end of the follow- of the following indicators: ing term. 1. A candidate’s grade point average of 3.0 (on a scale in which ”A“ equals 4.0) or above for the A Deferred (DE) grade may be given for a project, internship, thesis, or clinical experience that is last 60 hours of coursework; and/or incomplete at the end of a semester. 2. A score of 380 (400 preferred) on the Miller Analogies Test for those whose grade point av- The policies and schedule regarding withdrawal from the M.S.Ed. Program are identical to those erage is below 3.0 (on a 4.0 scale), but 2.6 or above for the last 60 hours of undergraduate in the undergraduate program. work. 3. A satisfactory record as demonstrated by the letters of recommendation and/or interview by CANDIDACY REQUIREMENTS: A student may attain the M.S.Ed. degree in one of the following members of the M.S.Ed. Steering Committee. ways: 4. A 300-500 word essay addressing the applicant’s abilities/experience directly related to the 1. 37 semester hours including thesis or assessment (note: many degrees are more than 37 hrs.); area of study. 2. 37 semester hours including Practicum I and Practicum II; 3. 37 semester hours including Internship I and II; Students who have a) completed their undergraduate major coursework, b) have senior status 4. 37 semester hours including comprehensive examination. and c) who meet the grade point average requirements, but have not had the bachelor degree Successful defense of the master’s project is required of all students prior to graduation. This conferred, may, during their last year at Quincy University enroll in a graduate course and hold includes an oral and written presentation before the graduate committee. the credit in escrow pending acceptance into the master’s program. TIME FRAME: Matriculated graduate students in the M.S.Ed. program are encouraged to enroll in The Admissions Committee reviews each person’s application. As there are several measures that at least two courses each semester, including summer. Students may choose to take fewer courses. are used in the application process, there is no one single factor that would qualify or disqualify A minimum of one course per year is required to maintain candidacy. Prior coursework taken must a person. In some cases, in addition to the written application and supporting documentation, also be in the six-year time frame. There is a six-year time limit from acceptance to completion of an applicant may be required to have an in-person interview with the Admissions Committee or the degree program with no more than one year between enrollments. Failure to comply could its representative(s). result in the student being dropped from the program. To be readmitted, a student must complete a re-admission application and is required to follow the rules, regulations, and requirements in DISPOSITION effect at the time of reapplication. A critical component to becoming an effective teacher or administrator is possessing a teaching disposition. Disposition may be defined as having the tendency to act in a way that is helpful or ACADEMIC LOAD: The academic load is normally limited to 9 hours during the fall and spring facilitative for others. Dispositions really cannot be measured by academic grades. Therefore, a semesters, and in the twelve-week summer session the maximum load is twelve semester hours. student must sign a form that he or she understands that the assessment by faculty of his or her RESIDENCY: There is a twenty-seven credit hour residence requirement. This means that a minimum disposition will be different from his or her academic grade. The student will also acknowledge of 27 credit hours must be taken in the Quincy University program. The entire program must be on the form that while his or her grades may be satisfactory, the faculty may evaluate his or her completed within six years of date of acceptance. An extension may be granted for extraordinary disposition as inappropriate, and may make a decision to remove the student from the program reasons upon petition to the Director of the Graduate Program. Students with an adequate un- as a result of inappropriate disposition(s). dergraduate background in education could complete the required coursework at a faster pace if desired. TRANSFER OF CREDIT A student who has completed graduate Education credit elsewhere in an approved, accredited PRACTICUM/INTERNSHIPS: No more than six (6) credit hours of practicum/internship can be program may request that up to nine semester hours be transferred to Quincy University, accepted credited toward the master’s degree. as transfer credit, and counted toward the M.S. Ed. degree. Generally, credits older than seven years will not be accepted. Normally a grade of “B” or better is required for such transfer credit. Petition for transfer credit must be made to the Program Director, but approval must come from

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TEACHER EDUCATION REQUIREMENT: Students seeking teacher licensure must 1) pass the Illinois MSE 508 Reading Laboratory (1) psychology. Theories of classroom manage- Test of Academic Proficiency prior to admission to the program. Those who have not done so may Students enrolled in MSE 507 tutor children in ment, learning, motivation, instruction, assess- be admitted on a provisional basis for one semester. Failure to pass the Test of Academic Proficiency the Reading Center. Taken concurrently with ment, and diversity will be examined. during the first semester of enrollment will prevent further enrollment in the program; 2) complete MSE 507. MSE 514 Reading and Writing (3) the 16-week student teaching experience (see p. 80 for details); and 3) meet checkpoint criteria MSE 509 Characteristics of Students (3) Across the Curriculum throughout the program. Beginning September 1, 2012, admission requirements for alternative with Special Needs An in-depth examination of the nature, theo- certification and MSE applicants in teacher licensure programs will include the Test of Academic This course provides a theoretical frame of ries, and models of reading and writing, and Proficiency and the relevant content test(s). reference within which to view challenges their roles in the elementary and middle school GRADUATION faced by students with learning disabilities (LD) curricula as mediums through which learners as well as other mild disabilities. A functional acquire and refine knowledge, thinking, and A student becomes eligible for graduation upon: 1) successful completion a minimum of thirty- definition of LD, possible causes of LD, charac- literacy. Contemporary instructional approach- seven hours of graduate courses as outlined in the major components, with a cumulative grade teristics of students with LD, typical academic es, planning, and assessment procedures are point average of 3.0; 2) successful defending and receiving written approval of the master’s project deficits experienced by students with LD and reviewed and practiced. or completing the assessment course. mild disabilities, and methods that have been MSE 518 Instructional Media (3) Students must apply for graduation with the Registrar at the beginning of the semester in which effective in addressing the needs of students and Technology they expect to graduate. Students with six (6) or fewer credits to complete for their master’s degree with mild disabilities will be examined. Obser- This course concerns the application of tech- may participate in the May commencement ceremony. vation/clinical hours are included in the course nology to theories of learning and methods requirements. of instruction. Developing and evaluating Course Descriptions MSE 510 Instructional Methods in (3) courseware to facilitate classroom instruction is SPED included. This course is for those in the National MSE 500 Theories and Principles of (3) data. Course projects include the development This course will cover critical issues and specific Board Certification sequence. Teaching and Learning and pilot testing of a P-12 classroom assessment methods and materials relating to the instruc- MSE 519 Reflective Teaching (3) This technology enhanced course focuses on and evaluation of a published standardized tion of students with a varying range of needs. Practice contemporary theories of teaching and learn- P-12 assessment. Major emphasis will be placed on students with This course concerns the study of the relation- ing. Emphasis will be placed on human learn- MSE 504 Comparative Educational (3) mild disabilities such as LD as well as students ship between teacher reflection, planning, ing from various perspectives in psychological Philosophy with other mild to moderate disabilities. Major decision-making, and teaching practice. This theory through the 21st Century. This course addresses the historical bases of emphasis will also include the framework for course is for those in the National Board Certi- MSE 501 Motivation in Education (3) educational philosophy and the interpreta- appropriate instruction for students in light of fication sequence. This course presents an introduction to various tion of modern issues ad problems through a their learning stages, the nature of the learner, MSE 520 Professional Writing for (3) standard theories of human motivation, and philosophical perspective. Students will develop and the content of instruction. Adaptations and Specialization their applications for teachers and students in or refine their own reflective philosophies of modifications of the general curriculum are This course involves intensive writing in the a variety of learning and achievement settings. education as a values component in educational included in the course requirements. candidate’s area of specialization. This course Relevant learning environments include K-12 decision-making. Concepts of lesson planning, MSE 511 Adolescent Growth (3) is for those in the National Board Certification and higher education classrooms, coaching and learning styles, standards-based education, and Development sequence. student athletics, other co-curricular learning technology, and classroom management are Adolescent Growth and Development examines environments, mentoring of K-12 teachers, and introduced. the physical, cognitive, social, and emotional MSE 521 Mathematics Methods in (3) additional realms of educational mentoring the Elementary/Middle School MSE 505 Perspectives in Curriculum (3) development of adolescents in the context of and leadership. This course provides teachers with instructional and Technology family, peers, school, work, and culture. Major strategies and techniques to engage students in MSE 503 Educational Measurement (3) This online course addresses planned educa- theories, methods of studying, development, the elementary and middle school classroom in and Assessment tional change viewed through curriculum deci- and contemporary adolescent issues and con- active mathematical investigation. The course Basic concepts of educational assessment design sion-making. Theoretically derived alternatives cerns are discussed. (Formerly MSE 576) emphasizes manipulatives, problem-solving, esti- and development, including assessment plan- are evaluated in terms of implementation and MSE 512 Middle School Math (3) mation, mental math, math across the curriculum ning, writing instructional objectives, assess- evaluation within culturally diverse instructional Methods and technology as an integral part of teaching ment item writing, developing rubrics, checklists environments. This course is a study of strategies, techniques, mathematics. Students are required to spend a and rating scales. Determining and evaluating materials, technology, and current research MSE 507 Reading in the (3) minimum of ten (10) hours of observation and assessment reliability and validity. Alterna- used in the teaching of mathematical con- Elementary Curriculum teaching in a regular K-8 classroom. Prerequi- tive assessment development and evaluation, cepts to middle school students. This course An investigation of the history, theories, mod- sites: EDU 214/MSE 513, and acceptance into the including performance assessment, authentic is required for middle school endorsement in els, materials, and methods characteristic of Teacher Education Program. assessments, and portfolios. Standardized test traditional contemporary elementary reading mathematics. evaluation, including interpretation of techni- MSE 522 Mathematics Methods in (3) curricula. Students research and contrast ho- MSE 513 Advanced Educational (3) cal manual data of test reliability, validity, and Special Education listic, individualized, integrative, and skills ori- Psychology norm group data, i.e. percentile ranks, raw This course provides teachers with ideas, tech- ented programs and compose personal literacy This course is intended to give the practicing scores, standard scores, and scores commonly niques, and approaches to teach mathematics. philosophies and frameworks for instructional teacher or prospective teacher knowledge, used to present P-12 standardized test student The course emphasizes diagnostic, prescriptive, decisions. experiences, and understanding of educational and evaluative teaching for students with math-

192 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 193 MASTER OF SCIENCE IN EDUCATION MASTER OF SCIENCE IN EDUCATION ematics disabilities along with a study of ma- resolution of the problem. Students will inves- MSE 538 Methods for Teaching (3) other. The common problems and concerns of nipulatives, problem solving, estimation, mental tigate models of organizational structure and Science in the Elementary different cultures, such as constructive politi- math, math across the curriculum and technol- their impact upon communication. Problems School cal relationships, economic interrelationships, ogy as integral parts of teaching mathematics. from the areas of personnel, supervision, fi- This course is designed to acquaint students ecological issues, cultural cross-fertilization, and Students are required to spend a minimum of nance, and law will serve as case studies for the with the instructional objectives, methods and other facets will be investigated. ten hours of observation/teaching in a regular application of analysis skills. materials, as well as evaluation and assessment MSE 543 Literacy Leadership for (3) preK-12th grade classroom. Prerequisites: EDU MSE 527 Legal Issues in Education (3) strategies applicable to teaching science in the Collaboration and Change 214/MSE 513, and acceptance into the Teacher The purpose of this course is to introduce the elementary school. This course focuses on the roles and responsibili- Education Program. student to educational law as it impacts the MSE 539 Methods for Teaching (3) ties of a literacy teacher leader/coach in a PreK- MSE 523 Children’s Literature (3) formation of school policies. Legal foundations Social Studies in the 12 school setting. Participants work alongside Selecting and evaluating materials for children of educational policies and practices including Elementary School classroom teachers in a collaborative leadership from pre-school to eighth grade to guide their constitutional provisions, federal laws, land- This course is designed to acquaint students role and provide literacy intervention for stu- reading in keeping with their needs, interests, mark court cases, and state regulations will be with the instructional objectives, methods and dents. The goal of the coursework (across one and abilities with a view to enjoyment and cur- investigated. materials, as well as evaluation and assessment school year) is to guide and support the literacy riculum enrichment in the elementary school. leaders/coaches so that they experience and MSE 528 Psychoeducational Testing (3) strategies applicable to teaching social studies Course content covers elements of fiction, non- learn how to provide a continuous cycle of en- The student will become familiar with the basic in the elementary school. fiction, poetry, etc., expands knowledge of a hanced professional development opportunities concepts and procedures relating to assessment MSE 540 Comprehensive Literacy (3) multitude of current and classic children’s books through which they can build their individual in special education. Norm-referenced, achieve- Model for Continuous as well as ways to implement the usage of books and shared capacity as problem solvers in the ment, diagnostic, informal, curriculum-based, School Improvement within various curriculums. This course does school setting. An emphasis is placed on observ- intellectual, and adaptive assessment will be This course is designed as a summer literacy not apply to general education requirements. ing change over time in teachers’ knowledge of covered. Interpretation will be stressed. Also, institute with monthly follow-up meetings Prerequisite: Acceptance into the Teacher Edu- literacy and effective self-reflection techniques. application of course principles will be provided for teachers and school teams implementing cation Program. Corequisite: MSE 507 and 508. Additional responsibilities will include demon- in course-based application exercises. a comprehensive literacy model. The model strating literacy lessons, conducting professional MSE 524 Leadership and Planned (3) includes implementing a framework for literacy MSE 529 Human Resource (3) learning community (PLC) team meetings, fa- Educational Change learning across all classrooms in the school, Management and Supervision cilitating book study groups, selecting literacy This course investigates theories of leadership which includes differentiated instruction and This course investigates the administration and resource materials, as well as collecting, analyz- and characteristics of effective leaders in layers of intervention through whole groups, management of professional support personnel ing, and progress monitoring student data in both formal and informal roles. Power and small groups and individualized instruction. The in educational institutions. Effective methods reading, writing and language. authority, organizational vision, effective teams, of interpersonal communication are discussed. model also includes implementing a framework MSE 544 Reading in the (3) and decision-making skills will be explored. Emphasis will be placed on needs assessment, for a professional learning community, which Content Areas Students will investigate the change process and recruitment, selection, development, assign- includes literacy team meetings for grade level A study of contemporary models of reading how to effectively implement systemic change. ment, supervision, formative and summative and vertical alignment, literacy intervention pedagogy in the content areas. Students re- Through the use of case studies, the importance evaluation. The policies, procedures, and legal team meetings using an assessment wall for search, draft, and practice a diverse repertoire of ethical leadership, leadership in a diverse requirements of personnel management in our progress monitoring, and professional devel- of instructional approaches which promote society, and the role of the servant leader will culturally diverse society will be investigated. opment opportunities aligned with the school be discovered. An important component of this improvement plan for literacy. critical thinking and strategic reading across course will be the reflection and revision of the MSE 530 Current Topics in (1-6) the content area curriculum. MSE 541 Literacy Processing for (3) student’s own personal leadership philosophy. Education MSE 545 Policy Analysis and (3) Engages the student in critical analyses of cur- Reading Comprehension Implementation MSE 525 Middle School Methods (3) rent issues or problems in education or in its This course focuses on the systems of strategic This course centers on developing an under- and Philosophy cultural context. Topics will vary. No more than actions for processing written texts. The goal of standing of the educational policy-making A study of philosophy and methodology ap- 6 hours of Current Topics will count toward the the coursework is to develop an understanding process. Emphasis will be placed on educational proach unique to the middle level school. Advis- Master’s degree. of the cognitive actions that readers employ ing, team teaching, and the unique characteris- while processing print across all levels PreK-12. policy implementation and evaluation. The tics of the middle school student are addressed. MSE 531-537 Teaching Methods (3) An emphasis is placed on assessing and provid- course is grounded in the belief that education Students are required to spend a minimum of for the Secondary School ing for the effective use of strategic actions does not operate in a vacuum but within the ten (10) hours of observation/teaching in a These courses are designed to acquaint students for processing written text during literacy context of the community. middle level (5-8) classroom. with the instructional objectives, methods and instruction, which includes using formative MSE 546 Young Adult Literature (3) materials, as well as evaluation and assessment assessment, selecting texts, guiding discourse A survey of areas of concern in the field of MSE 526 Organizational (3) strategies applicable to teaching in the second- chains and promoting effective literacy practices young adult literature, adolescent develop- Administration ary school. Numbers for the different areas are independently. ment, selection of materials, knowledge of This course will introduce students to system- as follows: Art - 531; Biology - 532; English - 533; young people’s reading interests and materials, atic problem analysis and solution generation. History - 534; Math - 535; Music - 536; Physical MSE 542 Cross-Cultural Studies (3) library services for young people, and methods Through the use of different lenses to view Education - 537. In this advanced cross-cultural course, students problems, students will learn to integrate the will investigate comparisons of cultures and of maintaining and increasing interest in the insight gained from each lens into a solution study the encounter of cultures with one an- printed word. Offered every other year. which maximizes the potential for successful

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MSE 548 Statistics in Education (3) MSE 557 Principles and Techniques (3) MSE 564 Instructional Strategies/ID (3) MSE 569 Autism/Pervasive (3) An introductory yet comprehensive survey of for Assessing Reading This course will cover critical issues and specific Developmental Disorders common statistical analyses encountered in and Reading Disabilities methods and materials relating to the instruc- A comprehensive overview of students eligible educational research. An in-depth examination of norm-referenced, tion of students with ID. Special emphasis will for special education under the categories of criterion- referenced, informal, annotated, and be given to the following major areas: 1) life- Autism, Other Health Impairments, and Trau- MSE 550 Characteristics/Strategies (3) portfolio-based assessment instruments and goal planning for individuals and groups with matic Brain Injury. Topics will cover character- for Emotionally/Behaviorally techniques. Students explore authentic learning ID; 2) the importance of working effectively istics of individual students as well as strategies Disordered situations and corresponding process indica- with parents and other IEP team members; 3) to help with programming to meet educational A study of the characteristics, casual factors, and tors of pupil progress to inform instruction diagnostic, prescriptive, and evaluative teach- needs of students eligible in these categories. educational implications for the emotionally/ and learning. Practical application is enhanced ing; 4) curriculum planning; 5) functional skills Taken concurrently with MSE 553. behaviorally disordered student. This course will through concurrent enrollment in Practicum I. basic to future adjustment (e.g., transitional and cover strategies for more effective education MSE 570 Individual Study (1-3) vocational skills, social and interpersonal skills, with parents, community organizations, and MSE 558 Advanced Reading (3) Individual inquiry into a topic of unique interest and leisure and recreation skills). school personnel in relation to the E/BD student. Practicum I to the student is supervised by members of the Supervised laboratory experience in diagnosing MSE 565 Effective Inclusion (3) graduate faculty. Records and reports of the MSE 553 Seminar/Practicum in SPED (3) and remediating the literacy needs of children This course concentrates on effective strategies inquiry will be presented to relevant audiences. This combined seminar (approximately one enrolled in the Reading Center. Product and to integrate general and special education semester hour) and practicum (approximately MSE 579 Practicum (0) process assessments are administered and later students when appropriate while at that same two semester hours) provides a chance to gain Additional practicum hours needed to com- collated with instructional data for end-of- time recognizing the need for alternative set- additional knowledge about students who pose plete the requirements for teacher licensure progress reports. Course taken with MSE 557. tings where appropriate. Significant emphasis atypical challenges in terms of learning and for students enrolled in the traditional M.S.Ed. will be placed on learning the fundamentals of functioning within general and special educa- MSE 559 Remedial Reading with (3) program of teacher preparation. co-teaching between special and general educa- tion settings and who are in need of specialized Case Studies tors, how to construct appropriate Individual MSE 580/1 Advanced Practicum I, II (3)(3) educational and related services. Such services as Introductory course in evaluating the reading Education Plans, and modification of content This experience provides an opportunity to those provided by special educators who work and language abilities of individual children area instruction. (a) learn new skills through internship with with low-incidence disabilities, by occupational through instruction within a classroom set- an acknowledged teacher or mentor, or (b) to and physical therapists, medical personnel, and ting. Includes group and individual evaluation, MSE 566 Educational Finance (3) generate, implement, and evaluate a special behavioral specialist will be addressed. The informal assessment procedures, selection of Basic school finance theory and practice will project that demonstrates the integration of student will document at least 100 clock hours materials, and instructional strategies to meet be discussed. Historical development, current theory into practice. Reports appropriate to of outside-of-seminar experience in interacting the needs of individual learners. Course taken trends, future expectations, involvement of vari- these experiences are presented to relevant with students in school or nonschool settings. with MSE 560. Prerequisites: ELE 315, 316, and ous governmental agencies, and major prob- audiences. Project presentations may be in the Time spent in planning for teaching/interactive acceptance into Teacher Education Program. lems and constraints of local, state and federal form of a written essay, formal thesis, labora- experiences and researching aspects related to financial support will be emphasized. Special MSE 560 Remedial Reading (3) tory project, documentary film, video, or mul- disabilities of focus in the seminar/practicum attention is given to building-level financial Practicum II timedia presentation. A grade of “DE” is given experiences may be counted within the 100 planning and budget formulation. Supervised laboratory experience in remediat- for a practicum that is incomplete at the end clock hours. However, a minimum of 70 clock ing the literacy needs of children enrolled in MSE 567 Education of the (3) of the semester. (Graded P/F) hours should be documented for actual interac- the Reading Center. Assessment results are Exceptional Child tion with individuals with moderate and severe MSE 588 Principalship (2) reviewed, appropriate instructional responses This course provides an investigation into the disabilities. Taken concurrently with MSE 569. The study of the roles and responsibilities implemented, and later exhibited through the theories, skills, and attitudes needed to iden- of the school principal, assistant principal or MSE 556 Classroom Management (3) teacher work sample documenting all aspects tify and instruct exceptional students in varied supervisor of an educational specialty will be This course is designed to give experienced of assessing and designing results based on school settings. Observation/clinical hours are examined. The responsibilities of the school teachers, as well as school administrators a more series of instruction. Taken concurrently with included in the course requirements. (Formerly principal as site supervisor, educational leader, in-depth perspective regarding practical meth- MSE 559. MSE 577) and instructional leader in curriculum will be ods that can aid in developing and maintaining MSE 563 Characteristics/ID (3) MSE 568 Characteristics/Strategies (4) emphasized. Data analysis and its use in deter- a positive environment for learning. Classroom This course provides a frame of reference within Mild/Moderate/Severe mining school improvement goals will be a focus simulations are utilized to deal with such topics which to view the exceptionality of Intellectual This course provides a frame of reference within for this class. Students will investigate action as behavior modification, relationship building, Disability (ID) as follows: historical and current which to view Intellectual Disability (ID). It in- research as a tool for school improvement and and current classroom management skills. perspectives of ID, accepted definitions of ID, cludes an overview of major characteristics and curriculum refinement. The political role of the different levels of ID, overview of educational appropriate education programming with an principal in the community for the betterment programming (school age), preparation for emphasis on functional life skills. A good deal of the school will be studied in the context adulthood, issues surrounding family living, of emphasis will be placed on life-goal planning of authentic partnership with an increasingly rights of individuals with ID, and current and with emphasis on prevocational, vocational, and diverse population. Scheduling, room usage, emerging issues. transitional programming. In addition, some school budget processes, and school culture will aspects of programming for physical disabilities, be explored. Co-requisite: MSE 599. multiple disabilities, and other health impair- ments (POHI) will be addressed.

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MSE 589 Administrative Internship (3) MSE 599 Multicultural Internship (1) STUDENT TEACHING Field experience in school principalship under Taken concurrently with MSE 588. Field experi- MSE 582/3 Elementary School Internship I, II (3)(3) the supervision of a school principal or a school ence focused on the needs of multiculturally MSE 584/5 Middle School Internship I, II (3)(3) district administrator and a university supervisor. diverse schools. A grade of “DE” is given for MSE 586/7 High School Internship I, II (3)(3) Priority will be given to multi-cultural settings internships that are incomplete at the end of MSE 592/3 Special Education Internship I, II (3)(3) that reflect the cultural diversity and rich heri- the semester. Graded P/F. MSE 594/5 Special (K-12) Internship I, II (3)(3) tage of the community in the selection of intern- MSE 600 Research Methodology (3) ship sites. Reports appropriate to this experience This experience is designed to be part of the culminating activities for students enrolled in the This course addresses the nature and character- will be presented to the graduate committee. Master’s Program with emphasis in the teaching licensure program. Students will spend eight istics of educational research. The development A grade of “DE” is given for internships incom- weeks (out of sixteen) as teaching interns in the local schools. This internship will integrate the of basic skills required in the understanding, plete at the end of the semester. (Graded P/F) theoretical and clinical dimensions of coursework through direct classroom application experience. planning, and executing of a research study. Students will enroll concurrently in Internship I and II. Reports appropriate to this experience will MSE 590 Clinical Experience (1-3) MSE 601-5 Master’s Project (1) be presented to the graduate committee. A grade of “DE” is given for projects incomplete at the Seminar A project will be designed by the student with end of the semester. (Graded P/F) Prerequisite: Acceptance to Student Teaching. Participation experience in selected attendance guidance from his/her advisor. The student must centers. Focus will be on individual, small group, present the proposal to the graduate com- and whole group teaching (40 clock hours mittee and receive approval. The project will per credit hour). Student must attend weekly be reviewed with the advisor throughout the seminar to reflectively and critically analyze program. A report appropriate to the project teaching strategies in practical situations. Pre- will be presented to the graduate committee requisite: Acceptance into the Teacher Educa- and must be successfully defended. The student tion Program. A grade of “DE” is given for a must register for the course each semester field experience that is incomplete at the end until a successful defense has been completed. of the semester. Graded P/F. (Graded P/F) MSE 591 Internship Seminar (1) MSE 620/621 Thesis I, II (3)(3) This course is taken in conjunction with Stu- This final project is a culminating activity that dent Teaching Internship and coordinates the represents the student’s application of the student’s past coursework and the Student interdisciplinary approach to human value Teaching Internship experience. Special atten- systems and an attempt to communicate what tion is given to behavior changing techniques, the student has learned. It will take the form of job placement, and teacher expectations. a formal thesis. The project is designed by the Teacher candidates are required to complete student and relevant faculty advisors, beginning an online professional portfolio in LiveText. with a proposal submitted to a faculty member. Prerequisite: acceptance into the Teacher Edu- Reports appropriate to this experience will be cation Program. presented to the graduate committee. A grade MSE 596 Practicum in Physical (3-6) of “DE” is given for projects incomplete at the Education end of the semester. (Graded P/F) (Formerly This experience provides an opportunity to a) MSE 597/598) learn new skills or role patterns through practi- cum with an acknowledged teacher or mentor; or b) to generate, implant, and evaluate a spe- cial project that demonstrates the integration of theory into practice. Reports appropriate to these experiences and a written research docu- ment are presented to the graduate committee. A grade of “DE” is given for a practicum incom- plete at the end of the semester. (Graded P/F)

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CHICAGO EDUCATION PROGRAMS Course Descriptions MAC 500 Theories and Principles of (3) disabilities. Major emphasis will also include Quincy University is approved by the Illinois State Educator Preparation and Licensure Board to Teaching and Learning the framework for appropriate instruction for offer teacher licensure programs in the following fields or disciplines in the Chicago area: This technology enhanced course focuses on students in light of their learning stages, the 1. Alternative Certification contemporary theories of teaching and learn- nature of the learner, and the content of the 2. Standard Elementary Education (K-9) ing. Emphasis will be placed on human learn- instruction. 3. Standard Secondary Licensure (6-12) ing from various perspectives in psychological st MAC 513 Advanced Educational (3) Biological Sciences theory through the 21 century. Psychology Mathematics MAC 505 Perspectives in (3) This course is intended to give the practicing 4. Standard Special Programs (K-12) Curriculum and Technology teacher or prospective teacher knowledge, ex- Special Education This Internet course addresses planned edu- periences, and understanding of educational Endorsements in Bilingual/ELL, Reading, and Middle School (in a content area) can be added to cational change viewed through curriculum psychology. Theories of classroom manage- teaching licenses. A special education endorsement can be added to the elementary or secondary decision-making. Theoretically derived alter- ment, learning, motivation, instruction, assess- licenses. natives are evaluated in terms of implementa- ment, and diversity will be examined. tion and evaluation within culturally diverse MAC 514 Reading and Writing (2) Quincy University offers three options to students in the Chicago area seeking initial teaching instructional environments. licensure: Across the Curriculum 1. Alternative Certification with additional coursework to complete Master’s degree MAC 506 Instructional Cycle and (3) An in-depth examination of the nature, theo- 2. Traditional Master’s degree Assessment ries, and models of reading and writing, and 3. Undergraduate degree completion (Professional Studies in Elementary Education or Special This course is centered on the development their roles in the elementary and middle school Education) of teaching competencies in assessment, plan- curricula as mediums through which learners ning, and instructional strategies. The central acquire and refine knowledge, thinking, and Option One: Alternative Certification focus is to help you develop a discipline of da- literacy. Contemporary instructional approach- The alternative certification track puts students in the classroom after one semester of coursework. ta-driven instructional planning and teaching. es, planning, and assessment procedures are Successful candidates earn their teaching certificate after one year of teaching and can then reviewed and practiced. complete the requirements for the Master of Science in Education degree from Quincy University MAC 507 Reading in the (2) with 18 hours of additional coursework. Elementary Curriculum MAC 521 Math and Science (3) An investigation of the history, theories, mod- Methods Option Two: Traditional Master’s Completion Track els, materials, and methods characteristic of Math and Science Methods offers an overview Candidates in this track complete coursework to complete the M.S.Ed. degree in education by traditional contemporary elementary reading of teaching strategies for mathematics and sci- following a more traditional path. Courses are offered in the evenings in a blended format of curricula. Students research and contrast ho- ence. The course emphasizes problem-solv- online and face-to-face instruction. Classroom observations are required for the field experience listic, individualized, integrative, and skills ori- ing, estimation, mental math, math across the course. After passing the appropriate state tests and completing the coursework, candidates will ented programs and compose personal literacy curriculum and technology as an integral part student teach for one semester and cannot be paid during this experience. philosophies and frameworks for instructional of teaching mathematics. Students will learn Option Three: Undergraduate Completion Track (Professional Studies-PS) decisions. the components of teaching science using in- quiry methods, identifying and interpreting This track is for students who desire to complete a Bachelor’s degree leading to teaching licensure. MAC 509 Characteristics of Students (3) students’ prior concepts, and developing a Depending on previous coursework, students may transfer in many credits to satisfy general with Special Needs driving question. Instructional strategies for education requirements towards the degree. Courses are offered online or in a blended format This course provides a theoretical frame of ref- engaging middle school learners will be em- in the evening. Students who successfully passed the state test requirements and satisfactorily erence within which to view challenges faced phasized. (Effective SP11) completed coursework with a 2.6 cumulative grade point average or better will student teach by students with mild to moderate disabilities. during their final semester. Candidates cannot be paid during this experience. A functional definition of disabilities, possible MAC 523 Children’s Literature (3) Notes: 1) Please see the Chicago Education Handbook and other areas of this catalog for additional causes of disabilities, characteristics of stu- Selecting and evaluating materials from pre- information and requirements. 2) Enrollment in MAC courses beyond the first semester is contingent dents with disabilities, typical academic defi- school to eighth grade to guide their reading upon a) passing the Illinois Test of Academic Proficiency and the appropriate content test(s) for cits experienced by students with disabilities, in keeping with their needs, interests, and area of specialization and b) job placement in an appropriate setting verified by the School of and methods that have been effective in ad- abilities with a view to enjoyment and cur- Education. 3) Beginning September 1, 2012, admission requirements for alternative certification dressing the needs of students with disabilities riculum enrichment in the elementary school. and MSE applicants in teacher licensure programs will include the Test of Academic Proficiency and will be examined. Course content covers elements of fiction, non-fiction, poetry, etc., expands knowledge the relevant content test(s). 4) Students admitted to the PS program must pass the Test of Academic MAC 510 Instructional Methods (2) of a multitude of current and classis children’s Proficiency before being admitted to the Teacher Education Program. in Special Education books as well as ways to implement the us- This course will cover critical issues and spe- age of books within various curriculums. cific methods and materials relating to the Prerequisite: Acceptance into the Teacher instruction of students with a varying range Education Program. Corequisite: MAC 507. of needs. Major emphasis will be placed on students with mild disabilities such as LD as well as students with other mild to moderate

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MAC 528 Psychoeducational Testing (3) MAC 567 Education of the (2) MAC 573 Methods and Materials for (3) MAC 590 Clinical Experience (2) The student will become familiar with the ba- Exceptional Child Teaching LEP Students in Seminar sic concepts and procedures relating to assess- This course provides an investigation into the Bilingual Programs Participation experience in selected atten- ment in special education. Norm-referenced, theories, skills, and attitudes needed to iden- This course prepares teacher candidates to dance centers. Focus will be on individual, achievement, diagnostic, informal, curriculum- tify and instruct exceptional students in varied plan and implement effective strategies for small group, and whole group teaching (40 based, intellectual, and adaptive assessment school settings. (Formerly MAC 577) bilingual/ELL students. This course includes clock hours). Student must attend weekly will be covered. Interpretation will be stressed. 15 hours in a bilingual and/or ELL classroom seminar to reflectively and critically analyze MAC 569 Autism/Pervasive (2) Also, application of course principles will be where candidates will apply their strategies. teaching strategies in practical situations. Developmental Disorders provided in one or more student-conducted Prerequisite: Acceptance into the Teacher A comprehensive overview of students eli- MAC 575 Applied Linguistics for (3) testing situations. Education Program. A grade of “DE” is given gible for special education under the catego- Bilingual and ELL Education for a field experience that is incomplete at the MAC 531 Teaching Methods (3) ries of Autism, Other Health Impairments, This course examines the field of applied lin- end of the semester. Graded P/F. for the Secondary School and Traumatic Brain Injury. Topics will cover guistics as it relates to bilingual and ELL educa- This course is designed to acquaint students characteristics of individual students as well as tion. There will be an emphasis on theory and MAC 594 Internship I (0) with the instructional objectives, methods and strategies to help with programming to meet research of applied linguistics. Teacher candi- Students in this course teach directly in a class- materials, as well as evaluation and assess- educational needs of students eligible in these dates will spend 15 hours in the field applying room setting. This course is used as the practi- ment strategies applicable to teaching in the categories. their understanding of the concepts of prag- cal application for many of the tasks, activities secondary school. matics, morphology, syntax, semantics, and and lessons that the students create in other MAC 570 Foundations of (3) phonology with bilingual and/or ELL students. courses in the curriculum. Successful comple- MAC 542 Cross-Cultural Studies (3) Bilingual Education tion of this course is based on demonstrating In this advanced cross-cultural course, students This is one of several modules which focus on MAC 576 Adolescent Growth (3) proficient competency on several predefined will investigate comparisons of cultures and important topics in bilingual education, in- and Development measures as part of the program. study the encounter of cultures with one an- cluding the history and legislation of bilingual Adolescent Growth and Development examines other. The common problems and concerns of education, bilingual program models and phi- the physical, cognitive, social, and emotional MAC 595 Internship II (0) different cultures, such as constructive politi- losophies, literacy and language development, development of adolescents in the context of Students in this course teach directly in a class- cal relationships, economic interrelationships, and methods and materials for teaching bilin- family, peers, school, work, and culture. Major room setting. This course is used as the practi- ecological issues, cultural cross-fertilization, gual students. Students will also adapt instruc- theories, methods of studying, development, cal application for many of the tasks, activities and other facets will be investigated. tion for English Language Learners, assess- and contemporary adolescent issues and con- and lessons that the students create in other ment, and language and culture of society. cerns are discussed. courses in the curriculum. Successful comple- MAC 550 Characteristics/Strategies (2) tion of this course is based on demonstrating for Emotionally/Behaviorally MAC 571 Methods and Materials (3) proficient competency on several predefined Disordered for Teaching Bilingual Students measures as part of the program. A study of the characteristics, casual factors, Research in the field of bilingual education and educational implications for the emo- clearly calls for strong native language pro- tionally/behaviorally disordered student. This grams for bilingual children. But the reality course will cover strategies for more effective of today’s political climate seldom allows for education with parents, community organiza- late-exit or maintenance bilingual programs. tions, and school personnel in relation to the In fact there are many different models of E/BD student. bilingual programs, and even more interpre- tations of how to implement them. It is es- MAC 552 Applied Methods Seminar (3) sential, therefore, that teachers understand This course builds on earlier coursework and ex- how to plan effective lessons using strategies pands the notion of inquiry-based and project- that facilitate learning for bilingual students, based learning. You will learn how creating a in both their first and second languages. This community of learners in your classroom ben- course is centered on how to plan lessons and efits your students. You will also explore how use instructional strategies and resources to technology can be used in your classroom as a meet the needs of bilingual students. tool to enhance collaboration and learning. MAC 572 Assessment for (3) MAC 565 Effective Inclusion (3) Language Minority Students This course concentrates on effective strate- This course is centered on the development of gies to integrate general and special education teaching competencies in assessment, plan- students when appropriate, while at the same ning, and instructional strategies, with a focus time recognizing the need for alternative set- on language minority students. Its central fo- tings where appropriate. Significant emphasis cus is to help students develop a discipline of will be placed on learning to construct appro- data-driven instructional planning and teach- priate Individual Education Plans and upon ing. modification of content area instruction.

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MASTER OF SCIENCE IN EDUCATION 6. Writing prompts - The applicant is requested to reply to three of six questions or statements regarding counseling. It is expected that the questions are answered to the best of the IN COUNSELING applicant’s ability and each question is to be answered in 300 words or less. 7. Entrance Test Results - A score of 380 (400 preferred) or higher on the Miller’s Analogy Degree Offered: Master of Science in Education in Counseling (M.S. Ed. in Counseling) Test or an equivalent score on the Graduate Record Exam. The Master of Science in Education in Counseling is designed for students who are seeking a career 8. Coursework - While applicants from all undergraduate majors are considered, coursework in working as a counselor in settings such as community agencies, government, private practice, and behavioral sciences (e.g., Psychology or Sociology) is desirable. It is hoped, but not mandatory, elementary, middle or secondary schools. The mission of the Quincy University Master of Science that students will have taken the following courses or their equivalent: in Education in Counseling program is to train individuals to become competent professional a. Introduction to Psychology or Sociology counselors. The program facilitates personal and professional growth via a combination of academic b. Personality Theory rigor, experiential learning, personal and professional reflection, and service to the community. c. Statistics/Research design The program is committed to the development of counselors as ethical, reflective practitioners d. Abnormal Psychology and Servant-Leaders, who exhibit an affinity for lifelong learning, a commitment to social justice, and an appreciation for the diverse world in which they live and practice. 9. Professional Resume The Counseling Program Admissions Committee reviews each person’s application. As there are Program Requirements: several measures that are used in the application process, there is no one single factor that would The coursework required to complete the M.S.Ed. in Counseling consists of: qualify or disqualify a person. In some cases, in addition to the written application and supporting 1. 30 hours of core coursework: MEC 500, MEC 512, MEC 513, MEC 516, MEC 517, MEC 520, MEC documentation, an applicant may be required to have an in person interview with the Counseling 521, MEC 526, MEC 527, and MEC 528. Program Admissions Committee or its representative(s). 2. Courses specifically required for the School Counseling emphasis: MEC 555, MEC 556, MEC 580, and MEC 590 (6 hours) plus 3 hours of electives (typically MEC 531 or other elective approved DISPOSITION by advisor). A critical component to becoming an effective counselor is possessing counseling dispositions. 3. Courses specifically required for the Clinical Mental Health Counseling emphasis: MEC 541, Disposition may be defined as having the tendency to act in a way that is helpful or facilitative MEC 545, MEC 546, MEC 580, and MEC 590 (6 hours) plus 12 hours of electives (approved by for others. Disposition really cannot be measured by academic grades. Therefore, a student must advisor). sign a form indicating that he or she understands that the assessment by faculty of his or her disposition will be different from the assessment for his or her academic grade. The student will ADMISSIONS also acknowledge on the form that while his or her grades may be satisfactory, the faculty may evaluate his or her disposition as inappropriate. Applicants are encouraged from individuals in all fields. All applicants are considered on an individual basis. The applicant’s potential for successful completion of the program is a central focal The faculty will assess a student’s dispositions and may find that a student is unfit for the counseling point for the Admissions Committee. Applications are processed on a revolving basis. Although it program and may make a decision that the student should be dismissed from the program as a is generally preferred that an individual accepted into the program start his or her coursework in result of inappropriate disposition(s). the fall semester, an applicant may begin at the start of any term, providing space is available. Applicants must submit the following to the Quincy University Office of Graduate Admissions: TRANSFER OF CREDIT A student who has completed graduate work elsewhere in an approved, accredited program may 1. Application - A completed application for graduate admission along with a nonrefundable request that up to 12 semester hours be transferred to Quincy University, accepted as transfer $25 application fee. credit and counted towards the M.S. Ed. in Counseling degree. Generally, credits older than 7 2. Official Transcripts - An official transcript from the college or university that the applicant years will not be accepted. Normally a grade of “B” or better is required for such transfer credit. matriculated from verifying that the baccalaureate degree has been conferred. In addition, Petition for transfer credit must be made to the Program Director, but approval must be made the applicant needs to provide official transcripts from any other college or university at which by the M.S. Ed. in Counseling Admissions Committee. Credits earned through correspondence he or she may have undertaken any additional study, undergraduate or graduate. courses are not accepted. 3. Recommendations - Two completed recommendations from professionals who can address If the student has completed a master’s degree, none of the courses used in that degree completion the applicant’s academic and/or professional potential. would transfer directly into the program. While a student would not be required to take a duplicate course, he or she would need to take a course so that the number of semester hours taken for 4. Educational requirements - Applicants must have or will have completed a baccalaureate this second master’s degree would equal 48 semester hours for School Counseling or 60 semester degree. Applicants with an undergraduate GPA of 3.0/4.0 or higher may be recommended for hours for Clinical Mental Health Counseling. admission. Applicants with a GPA lower than 3.0 will be considered for conditional admission. 5. International students - Applicants from non-English speaking educational institutions must ACADEMIC REGULATIONS submit the results of the TOEFL. Generally, a score of 550 or above is acceptable evidence of GRADES: The grading system used by the Counseling program is described in the current catalog a student’s ability to successfully study in an English-speaking environment at the graduate under Academic Policies. level. Also, the applicant must submit documentation showing how his/her education will be financed. A bank official must authorize this financial documentation.

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Graduate credits are earned in courses for which a student receives a grade of “C” or better. EXTRA COURSES FOR NON-TEACHING CERTIFIED CANDIDATES: The State of Illinois has made Normally, no more than two courses with a “C” grade are allowed and a student is required to provisions for individuals who are not certified teachers to become certified school counselors. maintain a 3.0 cumulative grade point average (GPA). A student whose cumulative GPA falls below The specific courses that a student may be required to take will be decided in consultation with 3.0 will be placed on probation. Failure to raise the GPA to 3.0 by the end of the following semester his or her advisor. Minimally, the areas that need to be covered are 1) special populations; 2) will result in the dismissal of the student from the program. counseling school age populations; 3) classroom management and 4) school counseling related courses. All courses need to be taken at the graduate level unless permission to take courses at In exceptional cases, a grade of Incomplete (IN) may be given to a student. The decision to give the the undergraduate level has been received from the Program Director or the Dean of the School grade of “IN” rests solely with the instructor. All requirements for the course must be complete of Education. by the end of the following term in which the incomplete was earned. Failure to do so will result in the grade of “IN” automatically being changed to an “F” at the end of the following term. GRADUATION: A Deferred (DE) grade may be given for a clinical experience that is incomplete at the end of a A student becomes eligible for graduation upon: semester. 1. The successful completion of a minimum of 48 semester credit hours (School Counseling) of The policies and schedule regarding withdrawal from the Counseling program are identical to graduate courses or 60 semester credit hours (Clinical Mental Health Counseling) of graduate those in the undergraduate program. courses as outlined with a cumulative grade point average of 3.0;

CANDIDACY REQUIREMENTS: A student may attain the M.S.Ed. in Counseling Degree in one of 2. the successful completion of a practicum and an internship in his/her respective emphasis; the following ways: 3. the successful completion of the comprehensive examination. Students are allowed to take 1. 48 semester hours including a 100-hour practicum and a 600-hour internship in school the comprehensive exams 3 times before a plan of remediation will be required for them to counseling and successful completion of the comprehensive examination. continue in the program. Successful remediation plans will include written analysis of areas 2. 60 semester hours including a 100-hour practicum and a 600-hour internship in clinical mental of deficit in comprehension and may include additional coursework. health counseling and successful completion of the comprehensive examination. Students must apply for graduation with the Registrar at the beginning of the semester in which TIME FRAME: Matriculated graduate students are encouraged to enroll in two courses each they expect to graduate. Students with six (6) or fewer credits to complete for their master’s degree semester including summer. Students may choose to take fewer courses. A minimum of one course may participate in the May commencement ceremony. per year is required to maintain candidacy. There is a six-year time limit from first attendance to completion of the degree program with no more than one year between enrollments. Failure to Note Bene: The courses required for licensure or certification may change during a student’s comply could result in the student being dropped from the program. To be readmitted, a student residency in the program. The new requirements may need to be met by the students. Generally, must petition the Director of the program and is required to follow the rules, regulations and while a student cannot be required to take new courses that were not listed in the catalog at the program requirements in effect at the time of re-admittance into the program. time of admission or readmission, it may be in the best interest of the student to meet the new requirements. ACADEMIC LOAD: The academic load is limited to 9 semester hours during any academic term. Course Descriptions

RESIDENCY: There is a 42 credit hour residency requirement. This means that a minimum of 42 MEC 500 Professional Orientation, (3) counseling ethical dilemmas. Prerequisites: MEC credit hours must be taken in the Quincy University program. The entire program must be completed Legal, and Ethical Issues 500, MEC 512, MEC 513, and MEC 521. within six years of date of first attendance. An extension may be granted for extraordinary reasons in Counseling MEC 510 Introduction to Counseling (3) upon petition to the Director of Counseling Program. This course explores the professional identity of Supervision counselors, professional organizations, publica- CLINICAL EXPERIENCE: Both the School Counseling and the Clinical Mental Health Counseling The purpose of this course is to prepare coun- tion, school certification, and clinical licensure. Emphases require a 100-hour practicum and a 600 hour internship. selors for future roles as effective supervisors The roles and expectations of counselors in in school and clinical mental health settings. various settings are examined. Students will also REVIEW: At the successful completion of 4 courses, the faculty of the Counseling Program will Theories of counseling supervision and their explore legal and ethical issues associated with assess each candidate as to their academic progress and their dispositions as a Counselor-in-Training. applications to practice will be explored. Pre- the role of the professional counselor. Special After the review, a candidate could be placed on probation and/or receive a “Corrective Action requisites: MEC 500, MEC 512, MEC 513, MEC attention will be paid to current ethical stan- Plan” stating what actions need to be completed before continuing in the program. If a candidate’s 521, MEC 526, and MEC 580. dispositions are assessed as inappropriate, he or she may be dismissed from the program. dards, ethical decision-making processes, and self-reflection regarding the effect of personal MEC 512 Counseling Theory (3) FINGERPRINT CHECKS: All students in the school counseling program need to have two fingerprint biases on the process of making sound ethical This course provides an overview of current checks, one in the first semester and the second immediately prior to the practicum. decisions. major theoretical approaches to counseling. Emphasis is on both theory and application. MEC 505 Advanced Legal and Ethical (3) Methods of instruction include lecture, class SCHOOL COUNSELING TESTS: All students who wish to become school counselors need to take Issues in Counseling discussion, readings, videotapes, writing, case two tests offered by the Illinois State Board of Education. The first test (Test of Academic Proficiency) The purpose of this course is to help students studies and role-playing. Having evaluated the needs to be taken in the first year in the program and the second test (Counseling Content Test) explore the complexity of ethical and legal con- philosophical assumptions about the human must be taken prior to enrollment in a practicum or internship. If one has not passed both tests, siderations specifically related to the practice of person underlying each theory, each student he or she will not be allowed to graduate. counseling (e.g., confidentiality, professional will be able to choose and critically integrate liability, privileged communication, informed major counseling perspectives into his or her consent, etc.). Students will engage in ethical own personal approach to counseling. decision-making processes to derive solutions to

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MEC 513 Counseling Techniques (3) MEC 526 Appraisal of the Individual (3) MEC 531 Counseling Children (3) to meet the needs of their clients. Students will The purpose of this course is to teach students The purpose of this course is to explore meth- and Adolescents also be introduced to psychopharmacology as it basic counseling skills. The students will focus ods of assessing various attributes of a person. The purpose of this course is to examine the relates to specific mental disorders represented on developing and enhancing their skills to fa- Methodology includes standardized assessment, various psychological problems of childhood in the DSM. Prerequisites: MEC 545 or consent cilitate their ability to intervene effectively with measurements, individual and group testing, and adolescents. Various developmental of instructor. perspectives on child and adolescent growth their clients. Students will be encouraged to case studies, observations, interviews and rating MEC 551 Advanced Counseling and possible resultant difficulties will be dis- explore their own style of counseling and begin scales. The course will focus on the development Theory Seminar cussed. Special attention will be paid to system to integrate at least one theoretical orientation of a comprehensive framework for understand- This course serves as an advanced seminar and environmental issues. The students will into their practice of counseling. ing the individual. in counseling theory. Students will have develop counseling skills needed in working MEC 516 Human Growth and (3) MEC 527 Social and Cultural Issues (3) the opportunity to explore, in depth, a with children, adolescents and their families. Development in Counseling “school” of counseling theory that they believe Prerequisites: MEC 500 and 516 or consent of The purpose of this course is to review basic This course will examine the nature of cross- best represents their own views of human instructor. concepts pertaining to human development cultural counseling. Students will be asked to development. Students, through experiential across the lifespan including characteristics of engage in critical self, peer, and systems analysis MEC 540 Servant-Leadership and (3) activities, will have opportunities to challenge the physical, cognitive and psychosocial changes in terms of counseling in a multicultural context. Advocacy in the Counseling their chosen theoretical orientation both in and that occur from birth through adulthood. Topics such as racial identity development, op- Profession out of class. Students will also be challenged to Research methods that underlie the empirical pression dynamics, various cultural movements This course intends to provide opportuni- write professionally on topics related to their study of human development are presented. in the profession, and counseling techniques ties for counselors-in-training to develop as chosen theoretical orientation. Prerequisites: Historical and cultural perspectives on child- most appropriate for specific cultures will be servant-leaders within their chosen profession. MEC 512 and MEC 513. Students will engage in community-based ser- hood, adolescence, adulthood and aging are covered. MEC 555 Counseling and (3) reviewed. vice activities, professional advocacy initiatives, MEC 528 Lifestyle and Career (3) Consulting in the Schools I professional leadership roles, and community MEC 517 Research Design and (3) Counseling The purpose of this course is to provide development activities intended to promote Statistics The purpose of this course is to examine theo- students with a broad overview of the school an active service-oriented agenda befitting a The purpose of this course is to engage students ries of career development and occupational counseling profession, including the history professional counselor. in the process of conceptualizing counseling choices. Areas to be included are theories of ca- of the profession, and the roles and functions research from inception through completion reer choices, career and lifestyle developments, MEC 541 Substance Abuse (3) of the professional school counselor. Students of a research study. Students will develop skills development and career choice, sources of Counseling will study and understand the process of needed to analyze, evaluate, and generate information regarding careers and educational The purpose of this course is to examine chemi- planning, developing, implementing, and counseling research studies. From the develop- information and opportunities, resume writing cal, psychological and treatment aspects of evaluating school counseling programs that are ment of initial research questions to correspond- and portfolio development. Prerequisites: MEC drug use, abuse and dependency. The effects of comprehensive, preventive, and developmental ing statistical analysis to research design, the 500, 512, 513 or consent of instructor. substance abuse on family members will be dis- in nature, data-driven, and responsive to the promotion of students to become developers cussed. Skills in assessment, diagnosis and treat- academic, vocational, and personal social needs MEC 530 Counseling and the (3) and critical consumers of counseling research ment approaches will be developed during this of all students. Special emphasis will be placed Creative Arts will be a major focal point of the course. course. Alternative perspectives on the etiology on the components of the ASCA national model, This course in intended as an introduction to and treatment of substance abusing individuals including program foundation and systems for MEC 520 Family Dynamics in (3) integrating creative and expressive arts into will also be covered. Prerequisites: MEC 500, program management, accountability, and Counseling counseling practice. Students will learn to 512, and 513 or consent of instructor. delivery. Multicultural considerations and legal The purpose of this course is to examine theories utilize creative activities in various stages of and ethical issues will be addressed throughout and practice of family counseling. Students will MEC 545 Psychopathology (3) the counseling process, including assessment, the course. (Formerly MEC 515) begin to develop skills in working with families. intervention, and outcome evaluation. Students The purpose of this course is to cover the The special ethical and legal issues involved will be given the opportunity to develop, pres- etiology, diagnosis, treatment planning, MEC 556 Counseling and (3) with family counseling will also be covered. ent, and demonstrate therapeutic activities and prevention of mental and emotional Consulting in the Schools II Prerequisites: MEC 500, 512, 513, and 516 or using the creative mediums of music, dance/ disorders and dysfunctional behavior. Models This course is a continuation of MEC 555, and consent of instructor. movement, visual arts, literature, and drama. for assessing mental status and identifying will serve as an advanced techniques course abnormal, deviant or psychopathological for school counselors-in-training. Particular MEC 521 Group Dynamics in (3) Special attention will be given to integrating behavior will be discussed. Focus will be placed attention will be paid to developing individual Counseling creative activities into counseling plans in a way on diagnostic categories currently identified in and group counseling techniques and processes, As a result of this course students will develop that is intentional, empirically supported, and the DSM IV-TR. Prerequisites: MEC 500, 512, 513, as well as consultation models and methods. an understanding of group dynamics and the developmentally appropriate. 516 and 527 or consent of instructor. Students will research and study issues common roles of group members. Group leadership skills to K-12 students, as well as learn best practices will be developed. The uses of groups in schools MEC 546 Diagnostics and (3) for effective, developmentally appropriate and community settings will be explored. Spe- Treatment Planning intervention. Students will also be provided cial attention will be paid to the use of groups In this course, students will learn how to with experiential activities in the use of data with children and adolescents. Prerequisites: utilize the Diagnostic and Statistical Manual of and technology for assessing school/student MEC 500, 512, 513 or consent of instructor. Mental Disorders (DSM) to develop diagnostic needs, developing responsive programming impressions and appropriate treatment plans and interventions, and evaluating outcomes.

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Multicultural considerations and legal and MEC 590 Counseling Internship (3) ethical issues will be address throughout the This course is intended to provide advanced MASTER OF THEOLOGICAL STUDIES course. Prerequisites: MEC 513, MEC 521, or clinical training for school and clinical mental consent of instructor. (Formerly MEC 515) health counseling students in a setting specific Degree Offered: Master of Theological Studies (M.T.S.) to their chosen counseling emphasis (i.e., school MEC 570-2 Special Topics in Clinical (1) The Master of Theological Studies (M.T.S.) program provides the solid foundation for all forms or clinical mental health). Students are required Mental Health Counseling of pastoral ministry, including, but not limited to, the ordained ministry or priesthood. It is also to complete 600 clock-hours of internship with The purpose of special topics is to acquaint the excellent preparation for hospital or military chaplaincy, cross-cultural missions, youth ministry, 240 hours (40%) of direct client/student service. students and community members with aspects continuing spiritual growth, religious instruction or further graduate study and teaching. Clinical/school sites must be approved by the of counseling to which students need exposure faculty supervisor of record. Only an approved Students in the Master of Theological Studies program “learn by doing.” Under the guidance of but the subject matter does not warrant a certified school counselor may provide supervi- trained pastoral supervisors, students will work in congregations, social service agencies or health three-semester hour course. Some special topics sion to school counseling interns. Only an ap- care facilities. Reflection groups help you think theologically about your pastoral identity and in clinical mental health counseling have been proved licensed mental health professional may ministry experiences in church and society. Students need not quit their jobs or neglect their families Assertiveness Training, Human Sexuality and provide clinical supervision to clinical mental to complete this course of study. We offer the option of a complete M.T.S. program through night Evidence Based Practice. These topics may be health counseling interns. Students typically courses during the fall, spring and summer. repeated and/or new “special topics” may take 3 credit hours of internship per semester. replace some of the titles listed. May be taken In extraordinary circumstances, up to 6 credit The Franciscan Ecumenical Flavor of the Program for a maximum of 3 credit hours. hours may be taken with approval of clinical Quincy University’s Master of Theological Studies program treasures and is firmly committed to our MEC 575-7 Special Topics in (1) faculty supervisor. Prerequisite: MEC 580. Catholic Franciscan heritage in the spirit of ecumenism in its theoretical and practical approaches to School Counseling ministry. Consequently, women and men of all faiths and denominational traditions are welcome The purpose of special topics is to acquaint the in our program. students and community members with aspects of counseling to which students need exposure Learning Formats but the subject matter does not warrant a three- semester hour course. The content of each may Weeknight program: This program is designed to serve non-traditional students rather than full- be repeated and/or new “special topics” may time graduate students. Classes normally meet once per week on Tuesday and Thursday evenings replace some course content for a maximum of during the regularly scheduled academic calendar of the University. 3 credit hours. May be taken for a maximum of MTS Summer Institute: In June of each academic year, a two-week intensive summer institute 3 credit hours. provides students with opportunities to supplement their studies by taking up to 9 hours of MEC 580 Counseling Practicum (3) coursework toward their degree. This course will consist of supervised school counseling experiences involving counseling Program Requirements: with individuals and groups of school-aged children or supervised clinical mental health This is a forty (40) semester hour graduate program with the following components: counseling experiences involving interaction 2-week Summer Institute Residency (6 hours) with individuals, families, or groups. In this 31 hours of required courses: TRS 500, 502, 504, 505, 506, 507, 516, 521, 529, 598 100-hour practicum experience, a minimum of 9 hours of electives 40 hours will involve direct service work with clients/students. The remainder of the hours ADMISSIONS may include indirect site experiences indicative of other professional counselors in that setting. Applications are encouraged from individuals who are looking to enter various forms of Christian Certified school counselors will provide field ministry, those who are already engaged in formal or informal forms of pastoral ministry, or supervision of practium students in the school those who are looking to advance and deepen their knowledge of church in areas of scripture, counseling emphasis. Licensed mental health sacraments, history, spirituality, etc. All applicants are considered on an individual basis focusing professionals will provide field supervision of on the applicant’s potential for successful completion of the program. practicum students in the clinical mental health Application for admissions is ongoing. Once an applicant’s file is complete, it will be reviewed by counseling emphasis. Prerequisites: all core the Director of the Master of Theological Studies Program and the Vice President for Academic counseling coursework completed or permission Affairs. of Counseling Program Director. Applicants must submit the following to the Office of Graduate Studies: 1. Application: A completed graduate admission application with $25 application fee and official transcripts from all universities attended. 2. Official Transcripts: Applicants must have completed a baccalaureate degree. A cumulative GPA of 3.0/4.0 or higher is preferred. Applicants with GPAs lower than 3.0 may be considered for conditional acceptance.

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3. Written Autobiographical Sketch: A 500-word written autobiographical sketch that includes Course Descriptions a history of the applicant’s religious and academic development and a resume of previous experience in ministry or other professional work, an assessment of the applicant’s strengths TRS 500 Franciscan Spirituality: (3) the theological convictions that guide and and weaknesses in studying theology at the graduate level and professional or ministerial Ministry in Multicultural undergird worship practices since the dawn of goals. Contexts Christianity. This course will also feature the 4. Entrance Test Results: Millers Analogies Test (MAT) or Graduate Record Exam (GRE) This course focuses on Franciscan spirituality, common links among all worshipping Christians, scores. particularly as it relates to Christian ministry particularly those that dominate the Central in the 21st century. It will explore how the Plains states: Roman Catholicism, Methodism, 5. Professional Resume: A professional resume that includes complete employment history, examples of Francis and Clare can illuminate Baptists, Pentecostals, Evangelicals, Amish, and volunteer associations, academic degrees and honors, etc. our respective ministries through respect and independent / non-denominational churches. love for God’s creation. Fundamental to this 6. Letters of Recommendation: Three (3) letters of recommendation from persons qualified TRS 507 The Bible for Preaching (3) course will be the intimate connection between to evaluate applicant’s personal, academic, and professional qualifications. and Teaching ministry and lived prayer. It will also address the This course is a practical introduction to biblical following Franciscan values: peace; inclusion; TRANSFER OF CREDIT preaching, with special emphasis the Gospels reverence for creation; and joy and celebration. and Paul. Students will prepare lesson plans, A student may request that credit for graduate level coursework completed at another accredited As the contemporary American church includes preach, learn new skills and ideas, and interact institution be granted. A grade of at least “B” must have been earned. No more than nine (9) many Hispanic members, this course will with the insights of others, both peers and credit hours may be accepted in transfer. Petition for transfer of credit is to be made to the M.T.S. include some basic familiarity with the Spanish role models. Director. Quincy University will not accept an “Independent Study” course as transfer credit. language and the variety of Hispanic cultures, especially the mode of celebration exemplified TRS 508 Ministry of Music (3) ACADEMIC REGULATIONS in these cultures. This course will explore the history of church music, especially the development of Latin and GRADES: The grading system used by the M.T.S. program is described in the current catalog under TRS 501 Religious Education (3) English-language hymnody. An important Academic Policies. and Youth Ministry goal of this course will be the desire to This course examines Christian education in its Graduate credit is earned for courses in which a student receives a grade of “C” or better. A student increase appreciation for the varieties of broadest context: as an extension of the entire is required to maintain a 3.0 cumulative grade point average (GPA). A student whose cumulative musical expression that are available to enrich Christian parish or congregation. Theoretical GPA falls below 3.0 will be placed on probationary status. Failure to raise the GPA to 3.0 by the Christian worship within the United States. models of Christian education will include the end of the following semester may result in the dismissal of the student from the program. Each participant in this course will learn how following components: the Bible, theology, In exceptional cases, a grade of Incomplete (IN) may be given to a student. The decision to give a to utilize hymnals and other church music social-science, faith development, and ethics. grade of “IN” rests solely with the instructor. All requirements for the course must be completed resources, as well as how to recognize the by the end of the following term. Failure to do so will result in the grade of “IN” automatically TRS 502 Pastoral Ministry (3) strengths and weaknesses of each. being changed to an “F.” This course examines theories and practices TRS 511 Pastoral Administration (2) that shape and develop ministerial skills. In it, The same rules concerning withdrawals from an undergraduate course also apply to M.T.S. This course provides a foundation for intentional we will consider both the practical aspects of courses. and productive pastoral church administration. ministry and the theological bases upon which TIME FRAME: There is a six-year time limit from acceptance to completion of the degree Practical, real-life opportunities to explore one’s those skills are built and nurtured. program with no more than one year between enrollments. Failure to comply could result in the own ministerial identity will take center stage. student being dropped from the program. To be readmitted, a student must petition the M.T.S. TRS 504 History of Christianity (3) Furthermore, students will explore the role of Director and is required to follow the rules, regulations, and requirements in effect at the time This course provides an overview of the major pastor as administrator and leader, through of reapplication. periods of Christian history, from the period of practical models of church programming. the Apostles to the 21st century church. ACADEMIC LOAD: Students are encouraged to enroll in at least three courses per academic year. TRS 513 Guide to Christian Marriage (2) Normally, the academic load is limited to 9 hours per semester. This course will explore marriage and family TRS 505 Jesus as the Christ (3) relationships from the standpoint of their Introduction to Christology interactions, with a focus upon the family as GRADUATION This course explores the central question of a social unit. We will also focus our attention A student becomes eligible for graduation upon successful completion of the 40 credit hours with Christian theology and ministry, namely the on theoretical and practical marriage styles a minimum GPA of 3.0. Students must apply for graduation with the Registrar according to the identity and redemptive significance of Jesus and values, problems of adaptation and Application for Graduation directions in this catalog. Students must have completed all coursework Christ, through an in-depth look at scriptural, communication, and the general topics related to be eligible to participate in the commencement ceremony. historical, and contemporary theological to marriage and family. resources. TRS 506 Introduction to Christian (3) Worship This course will explore the development of Christian worship from its roots in the Hebrew Scriptures to the present. It will examine

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TRS 515 Theology of Death (2) TRS 541 Introduction to Pastoral (3) The concept of death is explored from several Counseling Directories perspectives: experiential, psychological, social, This course is an introductory course in pastoral and theological. Attitudes and experiences care and counseling. We will explore the As of Spring 2012 concerning death and clinical data on the changing definition of pastoral care and experience of dying are studied along with counseling and the various issues that have Quincy University Board of Trustees responsible methods of caring for dying and emerged because of these changes. An essential bereaved persons. Above all, this course will component of this course will be actual, Gerald Murphy Chair explore practical ministerial models for dealing practical field experiences in counseling. Executive Sponsor for Catalyst ASPIRE, DeVry University with death and dying. TRS 570 Special Topics (1-3) Phil Conover Vice Chair TRS 516 Sacraments and the (3) Special Topics courses are incorporated into the Retired, Interim Vice President for Instruction, John Wood Community College Encounter with God graduate curriculum based upon the needs and This course examines the sacraments as interests of students. In certain circumstances, Rev. Donald Blaeser, OFM Member privileged ways of encountering God through such courses can be designated and taken on Pastor, St. Francis Solanus Church human experiences of prayer in an assembled an independent study basis. Dennis Boudreau Member community. The relationship of the sacraments TRS 598 Supervised Practice of (4) President, Your Electronic Warehouse; Discount Golf World; Quincy Discount Travel to Jesus and the Church will also be examined. Ministry (SPM)/Ministry Special attention will be paid to growing Pete Brown Member Capstone ecumenical agreement about sacraments, CFO, XFA-XChange Financial Access LLC This course provides the opportunity to especially among the Protestant traditions. participate in, and reflect upon, life and ministry Kathleen Miller Connor Member TRS 521 Human and Spiritual (3) in Christian community, where ministerial Retired, Director of Human Resources, Kingstree Trading LLC Development self-understanding, identity and skills are Cristina Cray Member This course will introduce several developmental acquired and tested. Supervised Ministry (SPM) Director of Legislation, Illinois State Board of Elections theories of psychological and spiritual growth, assignments are made after an assessment of which will be discussed and evaluated in light the educational and experiential needs of the Dennis Galligani Member of social and cultural influences on personal student by the Director of the MTS Program. Associate Vice President-Emeritus, University of California, Irvine identity, specific literary narratives, and the Placements are in communities of faith in a Robert Gervasi Member experiences of class participants. These theories student’s own tradition and in denominationally President, Quincy University will also be discussed in light of participants’ and ethnically diverse settings. A Supervised faith traditions and future ministries Ministry Learning Agreement must be approved Donald Hanratty Member for each assignment. Written evaluations by the President, Optîmance, Career Control Group, Inc. TRS 529 Christian Moral Conscience (3) student and the supervisor must be submitted This course will explore the essential foundations Rev. Robert Hutmacher, OFM Member as part of the criteria for awarding credit for of Christian ethics with respect to vocation. Artistic Director, Chiesa Nuova, St. Peter’s Church SPM. Specifically, we will explore (a) the relationship Teresa Kettelkamp Member between work and vocation, (b) what it means TRS 599 Clinical Pastoral Education (4) Retired, Executive Director, Office of Child and Youth Protection, to do ethics in extraordinary times, and (c) the This course is intended for students who U.S. Conference of Catholic Bishops foundation of Christian ethics in the person and will be actively engaged in care-giving Mark Mantovani Member work of Jesus. ministries. Students will work in an institutional President and CEO, Ansari setting under the guidance of professional TRS 531 Christian Prayer and (2) psychologists, ministers, and health care Michael McClain Member Spirituality professionals. Students will explore the length Attorney & Secretary, Awerkamp & McClain, PC The course will examine Christian prayer in all and breadth of care-giving ministry in both its variations – particularly as it relates to specific Jim Mentesti Member, Emeritus group and individual settings through 400 hours Christian traditions: discursive prayer, prayers President, Great River Economic Development Foundation of intensive counseling scenarios. of recollection, praying with scripture, breath William Metzinger Member prayers, centering prayer, and contemplative Chief Financial Officer, DOT Foods prayer. Delmer Mitchell Member TRS 532 Assisi Pilgrimage (2) Chairman, Schmiedeskamp, Robertson, Neu & Mitchell Open to alumni, friends, graduate students, and undergraduate students, this course investigates Linda Moore Member special topics, depending on the participating Senior Director, Business Operations, ESPN Productions, Inc. faculty, culminating in a trip to Assisi, Italy. Rev. Thomas Nairn, OFM Member Senior Director, Ethics, Catholic Health Association, U.S.A.

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Board of Trustees continued - Faculty & Professional Staff

Ervin Pesek, Jr. Member Mowbray Allan (1973) Joe Bettasso (2012) President, Common Sense Consultants, Inc. Professor Emeritus of English Assistant Football Coach Thomas Pollihan Member B.A. Hampden-Sydney College B.S. Missouri Southern State, 2006 M.A. Harvard University Retired, Executive V.P., Secretary & General Counsel, Kellwood Company Leonard Biallas (1973) Ph.D. Harvard University, 1972 Rev. Christian Reuter, OFM Member Distinguished Professor Emeritus of Theology Prison Ministry Coordinator, Catholic Diocese of Belleville Kristen Anguiano (2009) A.B. University of Notre Dame Assistant Professor of Education; M.A. Holy Cross College, Washington D.C. Rev. Dennis Schafer, OFM Member Director, MSE Program S.T.D. Institut Catholique, Paris France, 1970 Formation Team, Interprovincial Franciscan Novitiate, Sacred Heart Province B.A. University of Kentucky Brendan Bittner (2012) M.A. University of Iowa Michael Sennett Member Sports Information Director Partner and Attorney at Law, Jones Day Ph.D. University of Iowa, 2009 B.A. Ashland University Very Rev. William Spencer, OFM Member Katie Awerkamp (2008) M.E. Ashland University, 2012 Provincial Minister, Sacred Heart Province Assistant Women’s Soccer Coach Chris Blakeman B.S. St. Joseph College, 2007 Ron Vecchie Member Director of Dining Services, Chartwells Vice President, Refreshment Services Pepsi Gary Bass (2012) Megan Boccardi (2009) Football Run Game Coordinator; Assistant Professor of History Strength & Conditioning Coordinator B.A. Quincy University B.S. Catawba College, 2006 M.A. Louisiana-Baton Rouge, 2001 Matthew Bates (2011) Ph.D. University of Missouri-Columbia, 2011 Assistant Professor of Theology Julie Boll (2011) B.S. Whitworth University Grants Writer M.C.S. Regent College B.S. Quincy University, 2002 Ph.D. University of Notre Dame, 2010 Brian Borlas (1991) Ann Behrens (2009) Professor of Political Science Dean, School of Education B.A. Western Michigan University B.M. St. Olaf College M.A. Western Michigan University M.A. Western Illinois University Ph.D. University of Georgia, 1990 Ed.S. Truman State University Ed.D. University of Missouri, 2005 Atiba Bradley (2012) Football Defensive Coordinator; Quincy University Corporation Julie Bell (2006) Recruiting Coordinator Associate Vice President, University B.S. Missouri Southern State University, 2006 President Robert Gervasi, Ph.D. Advancement Secretary Teresa I. Reed, Ph.D. B.A. Grand View College, 1984 Debby Bradshaw (2011) Head Dance Team Treasurer Tim Weis, B.S. Marty Bell (2003) Director of Athletics; Ben Braun (2009) Head Men’s Basketball Coach Coordinator, Alumni Services B.S. University of South Carolina B.A. Quincy University, 2007 M.S.Ed. Pennsylvania State, 1995 Frieda Brown (1978) Wendy Beller (1986) Database Specialist Professor of Psychology; Chair, Division of Rick Buckwalter (2009) Behavioral & Social Sciences Assistant Professor of Human Services A.B. University of California-Santa Cruz B.S. Truman State University Ph.D. Rutgers University, 1981 M.A. Truman State University, 1988 Matthew Bergman (2011) Jennifer Campbell (2008) Director of Development Technical Assistant, B.S. Quincy University, 1999 Teaching with Primary Sources B.S. Quincy University, 2007

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Mike Carpenter John Doctor, OFM (2009) Lisa Flack (2010) Kimberly Hale (2006) Head Men’s Soccer Coach Vice President, Mission & Ministry Director, Financial Aid Associate Professor of Biological Sciences B.S. Quincy University, 2002 B.A. Quincy University B.S. Spalding University B.S. DePaul University M.Div. Catholic Theological Union M.A. University of Louisville, 1999 M.S. University of Alabama Ferd Cheri, III, OFM (2011) M.A. Duquesne University, 1983 Ph.D. University of Alabama, 2002 Director, Campus Ministry Hadley Foster (2006) B.A. St. Joseph Seminary Andrew Dow (2009) Head Men’s Volleyball Coach; Director, Cynthia Haliemun (1998) M.Th. Saint Xavier University Instructor of Aviation; Student Services for Athletics Associate Professor of Economics M.Div. Notre Dame Seminary Coordinator of Aviation Program B.S. Idaho State University B.A. Upper Iowa University A.S. Iowa Central Community College M.A. Idaho State University, 1998 M.A. Ohio University Jane Cleaves (2008) A.A.S. Utah Valley State College M.B.A. Ohio University Transfer Counselor Jenifer Garber (2010) B.S. Utah Valley State College, 2005 Ph.D. Southern Illinois University- B.S. Quincy University, 2003 Head Women’s Basketball Coach Carbondale, 1993 Molly Dunn-Steinke (2007) B.S. Virginia Tech Joseph Coelho (2004) Director, Counseling Center M.S. East Tennessee State, 1993 Ray Heilmann (2012) Associate Professor of Biology B.S. Viterbo College Director of Off-Campus Studies B.S. University of California William Gasser (1963) M.S.Ed. Western University, 1994 and Student Teaching Ph.D. University of Colorado, 1989 Professor Emeritus of Chemistry B.A. Northern Illinois University Vicky Eidson (2005) B.S. Waynesburg College Justin Coffey (2007) M.S.E. Northern Illinois University, 1977 Associate Professor of Accounting M.S. University of Michigan Associate Professor of History B. S. Quincy University M.S. University of Maryland Philibert Hoebing, OFM (1952) B.A. Fordham University M.A. Western Illinois University Ph.D. University of Maryland, 1955 Associate Professor Emeritus of Philosophy M.A. University of Wyoming D.Mgt. Webster University, 1998 A.B. Our Lady of Angels Seminary Ph.D. University of Illinois-Chicago, 2003 Robert A. Gervasi (2008) M.A. St. Bonaventure University, 1952 Brittany Ellerman (2011) President Caroline Collins (2007) Admissions Regional Coordinator A.B. Xavier University George Hoemann (2011) Assistant Professor of English B.A. Quincy University, 2011 M.B.A. Wharton School Director, Online Learning and B.A. Quincy University M.A. The Ohio State University Nontraditional Programs M.A. University of Arkansas Mitch Ellison (1993) Ph.D. The Ohio State University, 1981 B.A. Drake University Ph.D. University of Arkansas, 1999 Professor of Accounting M.A. Rice University B.S.B.A. Southeast Missouri State University Kurtis Gibson (2007) Jennifer Lee Constantino (2011) M.S.L.S. University of Tennessee-Knoxville M.B.A. Southeast Missouri State University Network Administrator Head Women’s Volleyball Coach Ph.D. Rice University, 1982 Ph.D. Saint Louis University, 1993 B.A. Haverford College B.S. Western Illinois University, 2003 CMA, 1984 Byron Holdiman (2007) J.D. Villanova University School of Law, 2007 John Glasgow (2012) CPA State of Missouri, 1985 Director, Adventure of the American Mind Dean, School of Business David Costigan (1957) CFA, 1993 B.A. Brigham Young University B.F.A. Quincy University Professor Emeritus of History CFM, 1997 M.A. University of South Florida, 1996 M.B.A. Webster University A.B. University of Notre Dame Joyce Emerick (1988) D.Mgt. Webster University, 2001 Douglas Johnson (1999) M.S. Illinois State University Assistant Director of Dining Services, Assistant Professor of Physical Education D.A. Illinois State University, 1994 Wayne Glenn (2010) Chartwells B.S. Western Illinois University Instructor of Marketing Harry Cramer (2005) B.A. Quincy University, 1994 M.S. Ball State University, 1994 B.S. The Pennsylvania State University Assistant Professor of Criminal Justice Lee Enger (2006) M.B.A. Quincy University, 2007 Leslie Johnson (2012) B.A. Quincy University Associate Professor of Biochemistry; Chair, Admissions Counselor M.A. Western Illinois University, 1986 Katybeth Graves (2011) B.A. Quincy University, 2012 Division of Science and Technology Admissions Regional Coordinator Nancy Crow (2000) B.A. Hendrix College B.A. University of Illinois at Chicago, 2010 Danielle Kapolka (2011) Associate Librarian Ph.D. University of Iowa, 2002 Visiting Instructor of Mathematics B.A. Quincy University Jean Green (1980) Deirdre Fagan (2005) B.A. Ohio Wesleyan University M.L.I.S. University of Illinois at Urbana- Associate Vice President for Finance; Associate Professor of English M.S. Miami University, 2011 Champaign, 1998 Controller B.A. University of Buffalo B.S. Quincy University Devon Kaufman (2010) Nathan Daume (2011) M.A. University of Albany M.B.A. Quincy University, 2001 Admissions Counselor Assistant Women’s Basketball Coach D.A. University of Albany, 2000 B.S. Illinois State University, 2005 B.S. University of Columbia, 1994 Christopher Gronewold (2012) Andrea Owens Fifield (2010) e-Learning Specialist Dana Keppner (1995) Mike Davis (2005) Assistant Professor of School Counseling B.S. Western Illinois University, 2012 Director, Human Resources Director, Health & Fitness Center; B.A. Truman State University B.S. University of Illinois Intramural Coordinator M.A. Truman State University M.S.Ed. Quincy University, 2001 B.S. Quincy University Ph.D. Auburn University, 2010 M.B.A. Quincy University, 1999

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Jason Killday (2010) Jiang Li (2010) Robert J. S. Manning (1990) Jonathan Miles (2010) Assistant Football Coach Assistant Professor of Computer Science Professor of Philosophy Assistant Professor of Philosophy B.S. Illinois College, 2005 B.S. University of Science and Technology B.A. College of Wooster B.A. Blue Mountain College of China M.A. The University of Chicago M.A. Southern Evangelical Seminary David Kirchhofer (1987) M.S. University of Science and Technology Ph.D. The University of Chicago, 1989 M.A. University of Mississippi Professor of Physics of China Ph.D. Bowling Green State University, 2009 B.A. Illinois College Louis Margaglione (1965) M.S. State University of New York at M.S. Purdue University Professor of Music David Musso (2006) Buffalo Ph.D. Purdue University, 1987 B.S. Ithaca College Head Women’s Soccer Ph.D. State University of New York at M.S. University of Illinois, 1965 B.S. Quincy University Mary Ann Klein (1972) Buffalo, 2009 M.S.A. Lindenwood University, 2006 Professor Emerita of English Casey Marquess (2012) Kristen Liesen (2002) B.A. Incarnate Word College Head Cheerleading Coach Nick Myers (2010) Coordinator, Career Services M.A. University of Dallas B.S. Southern Illinois University-Edwardsville, Head Women’s Golf Coach B.S. Quincy University, 1998 Ph.D. Marquette University, 1973 2012 B.S. Quincy University, 2009 Cindy Lovell (2007) Marty Koranda (2010) Wendell R. Mauter (1990) John J. Natalini (1971) Associate Professor of Education Instructor of Education Professor of History Professor Emeritus of Biological Sciences B.A. Stetson University B.A. Northern Illinois University B.A. University of Wisconsin-Milwaukee B.S. Villanova University M.A. Stetson University M.A. Chicago State University M.A. University of Wisconsin-Milwaukee M.S. Northwestern University Ph.D. University of Iowa, 1999 Ed.D. Loyola University, 2003 Ph.D. Marquette University, 1989 Ph.D. Northwestern University, 1971 Scott Luaders (1994) David A. Landsom (1995) Allen Means (2006) Kory Neisen (2008) Professor of Chemistry Associate Professor of Special Education Assistant Professor of Choral Music Head Men’s Golf Coach B.S. Culver-Stockton College B.S. Winona State University B.A. Quincy University A.M. Washington University Brian Nolan (2010) M.S. Winona State University B.M. Liberty University Ph.D. Washington University, 1994 Assistant Professor of Psychology Ph.D. University of Oregon, 1995 M.A. Western Illinois University, 2005 B.S. Grand Valley State University Bill Machold (2012) Kent Lasnoski (2011) Ben Means (2011) Ph.D. University of Iowa, 2004 Assistant Professor of Music; Director of Bands Assistant Professor of Theology Manager, Follett Bookstore B.M. State University of New York-Fredonia Tiffany Nolan (2009) B.A. University of Pennsylvania B.S. Hannibal-LaGrange University M.M. University of Akron, 1991 Vice President, Student Affairs M.A. Marquette University, 2007 M.A. Faith Baptist Theological Seminary, B.S. University of Nebraska-Lincoln Ph.D. Candidate, Marquette University Jack Mackenzie (1969) 2000 M.Ed. Clemson University Assistant Men’s Soccer Coach Sam Lathrop (2011) Jane Meirose (2010) Ed.D. University of South Dakota, 2009 B.S. Washington University, St. Louis Director of Safety and Security Instructor of Interpreter Training; Director, M.A. Washington University, St. Louis, 1968 Robert Nytes (2004) A.A. Chippewa Valley Tech College Intepreter Training Program Administrative Analyst B.S. Cardinal Stritch University, 1994 Richard Magliari (1971) A.S. Lindenwood University B.S. University of Wisconsin, 1981 Professor Emeritus of Business Administration William LaTour (2000) B.A. Quincy University, 2011 B.S. University of Dayton Charlene Obert (2005) Head Men’s and Women’s Tennis Coach Robert Mejer (1968) M.B.A. Xavier University Head Softball Coach B.S. Western Illinois University, 1987 Distinguished Professor of Art; Curator, D.Mgmt. Webster University, 1992 B.S. Quincy University Patricia Lauraitis (2010) Gray Gallery B.A. Quincy University Elysia Mahoney (2008) Instructor of Education B.S. Ball State University M.S.Ed. Quincy University, 2005 Instructor of Sport Management B.S. Northern Illinois University M.F.A. Miami University, Ohio, 1968 B.A. Monmouth College Dominic O’Donnell (2002) M.Ed. National Louis University, 1992 Joseph Messina (1974) M.S. Western Illinois University, 2006 Admissions Counselor Alison Levitch (2011) Professor Emeritus of English B.A. Quincy University, 2000 Sharon Mallo (2010) Visiting Assistant Professor of Psychology B.A. Hofstra University Instructor of Education Maureen O’Donnell (2009) B.S. University of Maryland College Park M.A. Hofstra University B.S. Quincy University Program Liaison M.A. University of Connecticut Ph.D. SUNY Stoney Brook, 1978 M.S.Ed. National Louis University, 1990 B.A. Quincy University Ph.D. University of Missouri-Columbia, 2011 Daniel Thomas Michaels (2010) M.A. St. Xavier University, 1993 Robert Mallory (2010) Chief Information Officer Associate Director of Athletics B.S. Indiana University of Pennsylvania William O’Donnell (2008) B.B.A. University of Notre Dame M.A. Saint Louis University Director, Alumni Services M.Ed. Xavier University, 2007 Ph.D. Saint Louis University, 2005 B.A. Quincy University M.S.Ed. Western Illinois University, 1974

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Kenneth Oliver (2007) Josh Rabe (2010) John M. Schleppenbach (1972) Karl Warma (2006) Assistant Professor of School & Head Baseball Coach Professor of Communication; Director, Associate Professor of Art Community Counseling; Director, MEC Program B.A. Quincy University, 2008 Early Exploratory Internships B.A. Western Illinois University B.A. Southeast Missouri State University B.A. University of Wisconsin-Eau Claire M.A. University of Connecticut Natasha Ramsey (2011) M.A. Southeast Missouri State University M.A. University of Washington M.F.A. Goddard College, 2006 Director, Multicultural and Leadership Ph.D., Southern Illinois University- Ph.D. Florida State University, 1972 Programs Abby Wayman (2005) Carbondale, 2009 B.S. University of Kentucky Jeffery Spain (2010) Associate Director, Admissions Lee Osborn (2009) M.S.Ed. University of Louisville, 2011 Director, Residential Life and Community B.S. Quincy University Head Men’s and Women’s Cross Country Standards M.S.Ed. Quincy University, 2011 Teresa I. Reed (2010) Coach B.A. Canisius College Vice President, Academic Affairs Tim Weis (2011) B.A. Augustana M.A. New York University, 2003 B.A. Seattle University Vice President, Business and Finance M.P.A. Texas Tech University Ph.D. University of Notre Dame, 1988 Amy Stollberg (2010) B.S. University of Evansville Tom Pajic (2011) Instructor of Vocal Music; Coordinator of B.S. University of Missouri-St. Louis, 2003 Terrence Riddell (1984) Head Football Coach Music Program and Data Management Associate Professor of English; Chair, Division Barbara Wellman (2007) B.A. Bloomsburg University, 1991 B.A. Culver-Stockton College of Humanities Registrar M.A. Truman State University, 1992 John Palmer (2005) B.A. Quincy University B.S. Culver-Stockton College, 1985 Associate Professor of Business Management & M.A. Marquette University Daniel Strudwick (2008) Lance Whitaker (2007) Entrepreneurship; Director, MBA Program Ph.D. Marquette University, 1990 Assistant Professor of Theology; Director, Admissions Counselor B.B.A. University of Wisconsin-Green Bay Honors Program; Director, MTS Program Jim Robesky (2011) B.S. Hannibal-LaGrange College, 2004 M.S. University of Wisconsin-Green Bay B.A. St. Meinard College Director of University Communications Ph.D. University of Kentucky, 1993 S.T.B. Gregorian University Ken Wilkerson (2005) B.A. St. Ambrose University, 1994 Assistant Director, Safety and Security Steve Parke (1989) M.A. Duquesne University David F. Robinson (1994) Jazz-Artist-in-Residence; Associate Ph.D. Duquesne University, 2007 Teresa Williams (2012) Professor of Computer Science Professor of Music Danielle E. Surprenant (2010) Dean, Academic Support Services B.S. University of Michigan-Flint B.M.E. Indiana University Assistant Director of Athletics; Senior Woman A.B. Washington University M.S. Michigan State University M.M. Indiana University, 1989 Administrator M.A.T. Webster University Ph.D. Michigan State University, 1994 B.S. Saint Francis University Ph.D. Saint Louis University, 1999 Roberta L. Paul (2004) Gary Russell (2009) M.A. Indiana State University, 2009 Institutional Research Specialist Brad Yates (2012) Director, Academic Assessment B.S. Milligan College Crystal Sutter (2006) Athletic Trainer B.A. Andrews University M.B.A. Regis University, 2002 Director, Campus and Community Events B.A. Lewis University, 2010 M.Div. Andrews University B.A. Jamestown College Syndi Peck (2005) M.P.H. Loma Linda University Travis Yates (2006) M.S.Ed. Quincy University, 2006 Vice President, Enrollment Management D.Min. Andrews University, 1993 Assistant Professor of Communication B.S. Culver-Stockton College Stephanie Taylor (2008) B.A. Southern Illinois University Sharon Sample (2007) M.A. University of Illinois-Springfield, 1995 Head Athletic Trainer M.S.Ed. Quincy University, 2009 Assistant Librarian B.S. Central Methodist Jon Perry (2010) B.S. Western Illinois University Ping Ye (2008) M.S. Kansas State University, 2008 Associate Men’s Basketball Coach M.S.Ed. Western Illinois University Assistant Professor of Mathematics B.S. East Tennessee State University M.L.I.S. Dominican University, 2006 Patricia Ann Tomczak (1988) B.S. Lanzhou Railway Institute M.A. East Tennessee State University, 2004 Dean, Library & Information Resources M.S. Tennessee Technology University Maria Sarwark (2010) B.A. Wayne State University Ph.D. Southern Illinois University, 2008 Annetta Phillipi (2010) Program Coordinator M.S.L.S. Wayne State University, 1982 Campus Nurse B.S. Quincy University Joe Zimmerman, OFM (1970) B.S. University of Missouri M.A. National Louis University, 2000 Amy Voss (2011) Professor Emeritus of Sociology M.S. University of Missouri, 1989 Director of Learning Services A.B. Our Lady of Angels Seminary Nita Scherer (2010) A.A. Cottey College S.T.B. St. Joesph’s Seminary Alfred Pogge (1966) Certification Officer B.S. Missouri Western State University Ph.D. Harvard University, 1973 Professor Emeritus of Biological Sciences B.A. Quincy University, 2010 M.S.E. Northwest Missouri State University, 1997 B.S. Creighton University Barbara Schleppenbach (1985) M.S. University of Wyoming Lavern J. Wagner (1958) Associate Professor of Communication; Ph.D. University of Iowa, 1986 Professor Emeritus of Music Chair, Division of Fine Arts & Communication B. Mus. Loras College William Postiglione (1977) B.A. Quincy University B. Mus. Ed. Oberlin College Professor of Political Science Ph.D. Stanford University, 1977 M. Mus. University of Wisconsin B.A. University of Nebraska-Omaha Ph.D. University of Wisconsin, 1957 M.A. University of Nebraska-Omaha Ph.D. University of Missouri-Columbia, 1979

222 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 223 FACULTY & PROFESSIONAL STAFF FACULTY & PROFESSIONAL STAFF

Part-Time Faculty Part-Time Faculty

David Adam, B.A. Barbara Dunham, M.Ed. Jesse Mazzoccoli, B.A. Julie Schuetz, J.D. Lecturer in Communication; Falcon Advisor Lecturer in Education Lecturer in Music Lecturer in Communication Maria Alvarez, Ph.D. Christina Farwell, M.A. Kimberly McDonald, M.Ed. Linda Seltzer, Ph.D. Lecturer in Education Lecturer in Communication Lecturer in Education Lecturer in Education Mary Benefiel, M.Ed. Donna Ferguson, M.S.Ed. Burnard McHone, C.P.A. Marilyn Smith, M.S.Ed. Lecturer in Education Lecturer in Education Lecturer in Economics Lecturer in Education David Brown, M.S.Ed., M.A. Margaret Fitch, M.S.Ed. Rosalyn McWhorter, M.A. Tchg. Marian Sorenson, M.S.Ed. Lecturer in Art Lecturer in Education Lecturer in Education Lecturer in Education Nancy Burnett, M.Ed. Audra Frericks, M.S. Lacinda Mena, M.S. Femi Spearman, M.A. Lecturer in Education Lecturer in Education Lecturer in Education Lecturer in Education Rae Lynn Butera, M.A. Cory Haley, M.S. Nancy Moore, M.A. William Stowell, J.D. Lecturer in Education Lecturer in Education Lecturer in English Lecturer in Business Rebecca Butler, B.F.A. Beth Heinze, B.F.A. Jodie Moss, M.Ed. Penny Strube, M.A. Lecturer in Art Lecturer in Physical Education Lecturer in Education Lecturer in Education Maurice Byrd, Ed.D. Jonathan Hoover, J.D. Jessica Myers, M.A. Leonora Suppan-Gehrich, M.M. Lecturer in Education Lecturer in Philosophy Lecturer in Physical Education Artist in Residence-Music Kristin Cameron, M.A. Kristin Johnson, M.A. Cheryl Nelson, M.A. H. Steven Swink, M.A. Lecturer in English Lecturer in Special Education Lecturer in Education Lecturer in Human Services Cathy Cancel, M.S.Ed. Emily S. Jones, J.D. Dorothy Nelson, M.S. Samuel Tedrow, M.A. Lecturer in Spanish Lecturer in Communication Lecturer in Education Lecturer in Criminal Justice Caroline Cardarople, M.A. Joshua Jones, J.D. Richard O’Hara, M.B.A. Robert Tipton, B.A. Lecturer in Education Lecturer in Criminal Justice Lecturer in Business Lecturer in Physical Education Andrew Carlson, M.A. Paul Kiel, B.A. Sylvia Ortiz, M.Ed. Cliff Tucker, M.S. Lecturer in Education Lecturer in American Sign Language Lecturer in Education Lecturer in Chemistry Barbara Chapin, M.S. Patrick Kistner, M.S. James Palmer, J.D. Edward Van Sickle, M.S. Lecturer in Human Services Lecturer in Physical Education Lecturer in Sociology Lecturer in Aviation Maryam Chaudhry, M.A. Barbara Klein, M.S. Connie Phillips, B.A. Nancy Venegoni, Ed.D. Lecturer in French Lecturer in Education Lecturer in Theatre Lecturer in Education Cynthia Chico, M.S.Ed. Cynthia Knight, M.S. Tracey Redmond, M.A. Bridget Walsh, M.A. Lecturer in Education Lecturer in Education Lecturer in Education Lecturer in Education Charles Clement, M.A. Mary Krebs, M.A. Lindsey Reichert-Gully, Psy.D. Nancy Ward, M.S.Ed. Lecturer in Education Lecturer in Education Lecturer in Psychology Lecturer in Education James Cosgrove, J.D. Carol Landshof, M.Ed. Martha Rubottom, M.A. Joshua Welker, M.A. Lecturer in Business Lecturer in Education Lecturer in Education Lecturer in Human Services Dana Craciun, Ph.D. James Lawrence Renee Sams, M.S.Ed. Terry Williamson, M.S. Lecturer in English Lecturer in Communication Lecturer in Education Lecturer in Biology Joanne Dedert, M.A. Amy Leebold, M.S.Ed. Luan Sandberg, M.Ed. Lisa Wodek, M.A. Lecturer in Human Services Lecturer in Special Education Lecturer in Education Lecturer in Education Dianne Deters, M.S. James Link, M.B.A., C.P.A. Michael Saul, M.M.E. Renee Yates, M.A. Lecturer in Biology Lecturer in Business Lecturer in Music Lecturer in Freshman Year Experience Shawn Dickerman, B.A. Tonya Little, M.A. David Schachtsiek, Ph.D. Bruce York, M.B.A./M.C.S.M. Lecturer in Communication Lecturer in Communication Lecturer in Education Lecturer in Accounting Elaine Dion, D.A. Mary Loken, Ph.D. Nick Schildt, M.S. LuBeth Young, M.A.L.S. Lecturer in English Lecturer in Education Lecturer in Education Lecturer in Education Robert Dittmer, Ed.D. David Maas, B.F.A. Mark Schuering, J.D. Lecturer in Mathematics Lecturer in Art Lecturer in Political Science Colleen Doherty, J.D. Daniel Mahoney, M.S. Kelle Schlueter, M.Ed. Lecturer in Education Lecturer in Physical Education Lecturer in Education Mark Drummond, J.D. Maria Mast, M.S.Ed. Lecturer in Political Science Lecturer in Education Jerilyn Dufresne, M.S.W. Victoria Mayer, M.A. Lecturer in Human Services Lecturer in Education

224 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 225 FACULTY & PROFESSIONAL STAFF FACULTY & PROFESSIONAL STAFF

Blessing-Rieman College of Nursing Lori Sprenger Debra Walton Instructor, 2010 Professor, 1995 Faculty B.S.N. Blessing-Rieman College of Nursing Diploma, Blessing Hospital School of and Culver-Stockton College Nursing Susan McReynolds Denise Albsmeyer M.S.N. Blessing-Rieman College of Nursing B.S.N. Hannibal-LaGrange College Assistant Professor, 2007 Instructor, 2008 Doctorial Studies, Capella University M.S. Southern Illinois University- B.S.N. Blessing-Rieman College of Nursing B.S.N. Blessing-Rieman College of Nursing Edwardsville and Culver-Stockton College and Culver-Stockton College Barb Vahle Ph.D., St. Louis University M.S. Southern Illinois University- M.S.N. Blessing-Rieman College of Nursing Assistant Professor, 2011 Edwardsville B.S.N. Valparaiso University Lila Warning Brenda Beshears M.S.N. Southern Illinois University- Assistant Professor, 2007 Carol Ann Moseley Academic Dean, 1991 Edwardsville B.S.N. Truman State University Professor Emeritus, 2009 A.S.N. Hannibal-LaGrange College M.S.N. Blessing-Rieman College of Nursing Diploma, St. Mary’s Hospital School of B.S.N. Hannibal-LaGrange College Autumn Voss Nursing M.S. Southern Illinois University-Edwardsville Instructor, 2011 Margaret Williams B.A. Phillips University Ph.D. University of Missouri-Columbia A.N.D. John Wood Community College Professor, 1983 B.A. Sangamon State University B.S.N. Blessing-Rieman College of Nursing B.S.N. University of Illinois-Chicago M.S. Northern Illinois University Linda Burke M.S.N. Blessing-Rieman College of Nursing M.S. Southern Illinois University Ph.D. Texas Women’s University Assistant Professor, 1998 Edwardsville B.S.N. University of Connecticut Ph.D. Rush University M.S.N. University of Southern Maine Ann O’Sullivan Assistant Dean for Support Services, 1989 Sheila Capp B.S. Northern Illinois University Associate Professor, 1984 M.S. Northern Illinois University B.S.N. Olivet Nazarene College M.S. University of Missouri-Columbia Deborah Race Other Hospital Affiliated Faculty Ph.D., University of Missouri-Columbia Instructor, 2010 B.S.N. Blessing-Rieman College of Nursing Adjunct Professors Debra Dickman and Culver-Stockton College Assistant Professor, 2004 M.S.N. University of Phoenix Beverly Balfour Kraemer, M.D. Michael Hayes, M.D. Diploma Graham Hospital School of Nursing Mercy Hospital St. Louis, St. Louis, OSF Saint Francis Medical Center, Peoria, B.S.N. Southern Illinois University-Edwardsville Marianne Schmitt Missouri Illinois M.S. Southern Illinois University-Edwardsville Assistant Professor, 2005 B.S.N. University of Illinois-Chicago Beth Kenney M.S. University of Illinois-Chicago Faculty Associates Professor Emeritus, 2010 Diploma St. Joseph Hospital School of Marilyn Murphy Shepherd Carol Becker, M.S., MLS(ASCP) Teresa A. Taff, M.A., MT(ASCP)SM Nursing Assistant Professor, 2004 OSF Saint Francis Medical Center, Peoria, Mercy Hospital St. Louis, St. Louis, B.S.N. University of Missouri-Columbia Diploma, Blessing Hospital School of Illinois Missouri M.S.N. Saint Louis University Nursing Gilma Roncancio-Weemer, M.S., M.L.S. B.S. Quincy University St. John’s Hospital School of Clinical Candice Leeper M.S.N. University of Missouri-Columbia Laboratory Science, Springfield, Illinois Assistant Professor, 1991 M.B.A. William Wood University Diploma, St. Joseph Hospital School of Doctoral Studies, University of Missouri- Nursing Columbia B.S.N. Winston-Salem State University M.S. Southern Illinois University- Brandi Smith Edwardsville Instructor, 2011 B.S.N. Blessing-Rieman College of Nursing Karen Mayville and Culver-Stockton College Administrative Coordinator-Assessment, 1982 M.S.N. Blessing-Rieman College of Nursing MSN Program Director B.S.N. University of Wisconsin-Milwaukee M.S.N. Marquette University Ph.D. Capella University

226 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 227 INDEX INDEX

Physics...... 138 General Information...... 5 Index Political Science ...... 139 General Requirements for Undergraduate Degrees..... 8 Pre-Actuarial Science...... 142 German, Courses in...... 113 Pre-Engineering...... 143 Good Standing...... 17, 181 Absence from Class...... 15, 180 Contract Major...... 19 Pre-Law...... 100, 139, 144 Grade Point Requirements...... 16, 181 Academic Calendar...... 3 Core Curriculum Courses...... 8 Pre-Medical Sciences...... 62, 145 Grade Report...... 12 Academic Honesty...... 13, 178 Counseling, M.S.Ed., Courses in...... 204 Pre-Physical Therapy...... 52, 98 Grading...... 12, 177 Academic Honors ...... 16 Course Numbering System ...... 40 Psychological Studies...... 146 Grading System...... 12, 177 Academic Policies and Procedures-Undergraduate... 6 Credit by Examination...... 18 Psychology ...... 147 Graduate Admission...... 176 Academic Policies-Graduate...... 176 Credit for Academically Related Experience...... 19 Reading Endorsement...... 80 Graduate Policies...... 176 Academic Probation and Suspension...... 18, 181 Credit, Nontraditional ...... 18 Science...... 151 Graduate Programs...... 175 Academic Progress ...... 17, 35 Credit, Transfer of ...... 26, 182 Secondary Education Licensure...... 81 Graduation Catalog...... 10, 176 Academic Standing...... 17, 181 Criminal Justice, Courses in...... 75 Sociology...... 152 Graduation, Participating in Ceremony...... 10, 176 Academic Success Skills, Courses in...... 164 Curricula and Courses Special Education...... 153 Graduation Requirements, Graduate: Academic Support Services...... 23 Accounting ...... 55 Sport Management...... 156 MBA...... 184 Accounting, see Business, Courses in ...... 55 American Sign Language...... 110 Theatre...... 158 MS.Ed...... 189 Accreditation and Memberships...... 5 Art ...... 42 Theology...... 160 MS.Ed. in Counseling...... 204 Admissions Fees...... 29 Aviation...... 47 University Courses...... 164 MTS...... 211 Admissions Policies, Procedures ...... 25, 181 Bilingual and ELL Education...... 85 Women’s and Gender Studies...... 166 Graduation Requirements, Undergraduate...... 10 Advanced Placement Credit...... 18 Biology ...... 51 Graduation with Honors...... 16, 176 Advanced Standing Admission ...... 25 Business...... 55 Dean’s List...... 16 Grants, Scholarships...... 37, 182 Advising Program...... 24 Business Administration (PS)...... 169 Degree Requirements - Undergraduate...... 8 Great River Aviation...... 47 Affiliations (hospitals) ...... 64 Chemistry ...... 62 Dining Hall Fees...... 31 American College Test (ACT)...... 25 Chicago Education Programs...... 200 Directed Studies ...... 20 Health and Fitness Center...... 6 American Sign Language, Courses in...... 110 Clinical Laboratory Science...... 64 Directory, Board of Trustees...... 215 Health Services...... 38 American University in Rome...... 21 Communication...... 66 Directory, Faculty and Professional Staff...... 217 History, Courses in...... 100 Art, Courses in...... 42 Communication & Music Production...... 71 Disability Services...... 24 Homeschooled Applicants...... 26 Assessment...... 13, 179 Computer Information Systems...... 72 Dismissal, Academic, see Academic Suspension ...... 18 Honor Students...... 16 Assisi Experience Program ...... 21 Computer Science ...... 72 Dismissal, Disciplinary, see Community Standards.... 18 Honors...... 16 Associate Degree ...... 10 Criminal Justice ...... 75 Dropping/Adding Courses...... 11, 177 Honors Program...... 20 Athletics...... 39 Economics...... 78 Dual Degrees...... 9 Hospital Affiliations...... 64 Auditing Courses ...... 14, 180 Education ...... 79 Dual Enrolled Students...... 29 Hospitalization...... 38 Aviation, Courses in...... 47 Education Studies...... 87 Housing...... 37 Elementary Education ...... 88 E-Mail Policy...... 15, 38, 180 Housing Fees...... 30 Baccalaureate Degree...... 9 Elementary Education (PS)...... 171 Early Exploratory Internship Program...... 20 Human Services, Courses in...... 106 Biology, Courses in ...... 51 Environmental Concentration, Economics, Courses in...... 78 Human Services (PS), Courses in...... 171 Blessing-Rieman College of Nursing...... 124 Biological Sciences...... 51 Education, Courses in...... 79 Board of Trustees...... 215 English ...... 91 Elementary Education, Courses in...... 88 Incompletes in Courses...... 15, 180 Business, Courses in ...... 55 Entrepreneurship...... 96 English, Courses in...... 91 Independent Study...... 21 Business Certificate Program ...... 19, 55 Exercise Science...... 98 Enrollment and Registration...... 11, 176 Information Security...... Inside cover Finance ...... 55 Entrepreneurship, Courses in...... 96 Interdisciplinary Majors...... 9, 19 Cafeteria Fees ...... 31 Forensic Science...... 62 Escrow Credit (Pre-college Credit)...... 19 International Business, Courses in...... 109 Calendar, Academic...... 3 General Studies...... 99 Evaluation/Grading...... 12, 177 International Studies ...... 21 Campus Ministry...... 38 Graphic Design...... 42 Examination Policy...... 15, 180 Interpreter Training, Courses in...... 110 Career Development, Courses in...... 164 History ...... 100 Examination, Entrance...... 25 Internship, Courses in ...... 164 Career Information...... 24 Humanities...... 104 Exercise Science, Concentrations in...... 98 Internships...... 20, 22 Career Services...... 24 Human Services...... 106 Expenses, Student...... 29 International Student Admission ...... 27 C.A.R.E. Credit ...... 19 Human Services (PS)...... 171 Intramurals ...... 39 Catalog, Official...... Inside cover, 10, 40 International Business...... 109 Faculty...... 6, 217 Change of Grade...... 15, 180 Interpreter Training...... 110 Failure...... 13 Laboratory Fees ...... 30 Check Cashing/ATM ...... 38 Languages...... 113 Family Educational Rights (FERPA) ...... Inside cover Latin, Courses in...... 113 Chemistry, Courses in ...... 62 Management Information Systems...... 115 Fees...... 29 Learning Communities...... 24 Chicago Education Programs, Courses in...... 200 Management ...... 55 Final Examinations...... 15, 180 Learning Resource Center...... 24 Class Attendance Policy ...... 15, 180 Marketing ...... 55 Finance, see Business, Courses in...... 55 Leave of Absence...... 28 Class Standing ...... 11 Master of Business Administration...... 184 Financial Aid...... 33, 182 Liberal Arts Foundation Program and Courses...... 6, 8 Classification of Students ...... 11 Master of Science in Education...... 189 Financial Policies...... 29, 182 Library...... 5 CLEP (College Level Examination Program)...... 18 Master of Science in Education in Counseling..... 204 First-Year Experience...... 8, 164 Licensure of Teachers...... 79, 81 Clinical Laboratory Science, Courses in...... 64 Master of Theological Studies...... 211 Foreign Student Admission...... 27 Loans ...... 34, 183 Coaching Certification, Illinois...... 133 Mathematics ...... 116 Forensic Science...... 62 Location and Campus...... 5, Back cover Collection Policy...... 32 MBA Pathway...... 173, 184 French, Courses in...... 113 Loyola University Rome Center...... 21 College Board Test (CEEB-SAT) ...... 25 Medical Technology ...... 64 Freshman Admission...... 25 College Consortium for International Studies ...... 21 Music...... 119 Full-time Student...... 11, 176 Major Requirements...... 8 Communication, Courses in...... 66 Nursing...... 124 (also see individual programs) Community Standards...... 18 Personal Training...... 98 GED Applicants...... 26 Management, see Business, Courses in...... 55 Comprehensive Experience ...... 9 Philosophy and Ethics...... 131 General Education Program (LAFP)...... 6 Management Information Systems, Courses in ..... 115 Computer Science, Courses in...... 72 Physical Education...... 133 General Fee...... 30 Map, Campus...... 231

228 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 229 INDEX CAMPUS MAP

Marketing, see Business, Courses in...... 55 Residency Requirements...... 9 Master of Business Administration Returning Student Readmission...... 28 Courses in...... 184 NORTH Master of Theological Studies, Courses in...... 211 Satisfactory Academic Progress ...... 35, 183 CAMPUS Masters in Education, Courses in ...... 189 Scholarships...... 37 K Masters in Education-Counseling, Courses in...... 204 Science, Courses in...... 151 Mathematics, Courses in ...... 116 Secondary Education Licensure...... 81 MBA Pathway...... 173, 184 Second Baccalaureate Degree...... 10, 28 2 Memberships...... 5 Senior Citizens Admissions...... 29 NC1 NC2 5 3 1 Senior Seminar...... 8 18TH Mentor Program, see Advising Program...... 24 4 4 4 Military Credit...... 19 Senior-Year Experience...... 8, 164 NORTH CAMPUS Military Leave Policy...... 12, 177 Service Learning Requirement...... 7 L LEGEND 1 Building A Minor Programs and Requirements...... 22 Service Members Opportunity Colleges (SOC)...... 19 Campus Safety and Security • Academic Classrooms (also see individual programs) Signature Courses...... 7 SEMINARY ROAD Call Box • Auditorium Mission and History...... 4 Sign Language, Courses in...... 110 Handicap Entrance • Science Labs Music, Courses in...... 119 Sociology, Courses in...... 152 Windows to the Future • Music Department Music Education, Courses in...... 119 Spanish, Courses in...... 113 LOCUST N Scholten Bell 2 Our Lady of Angels Spirituality Center Special Credit Opportunities...... 18 St. Francis of Assisi Statue 3 North Campus Chapel New Start Policy...... 17 Special Education, Courses in...... 153 W E Fr. Lucien Trouy Garden 4 Building B Non-discrimination Policy...... Inside cover Special Study Opportunities...... 19 Shuttle Stop • Faculty Offices MAPLE Nontraditional Credit...... 18 Special Topics, see Directed Studies...... 20 S Stations of the Cross Garden • Athletic Offices Nursing, Courses in...... 124 Speech, Courses in ...... 66 & Prairie Rain Garden • Future Site of Connie Niemann Sport Management, Courses in...... 156 M Center for Music Partnership Programs...... 47, 124 Student Activity Fee, see General Fee...... 30 5 Gymnasium SYCAMORE Part-time Student...... 11, 176 Student Advising...... 6 Part-time Student Admission...... 29 Student Advocacy...... 23 MC1 MC2 MAIN CAMPUS 18 Brenner Library Pass/Fail Option...... 15 Student Affairs/Life...... 37 1 President’s House • Gray Gallery Payment of Fees...... 31 Student Clubs ...... 39 SPRUCE 2 Woods Hall • Computer Labs Personal Training, Concentration in...... 98 Student Expenses...... 29 3 Garner Hall • Rare Books Archive Philosophy, Courses in...... 131 Student Handbook...... 37 4 Helein Hall • Academic Classrooms

Physical Education, Courses in...... 133 Student Health ...... 38 18TH 20TH 5 Student Living Center • QYo Sweet Treats Café 6 Willer Hall 19 Health and Fitness Center Physical Education, Activity Courses...... 137 Student Senate...... 39 CEDAR Physics, Courses in...... 138 Study Abroad, see International Studies...... 21 7 Delta Tau Delta Fraternity • Athletic Offices Placement Services...... 24 Study Skills Support...... 23 8 Alpha Omicron Pi Sorority • Academic Classrooms 9 Phi Sigma Sigma Sorority 20 Memorial Gymnasium Policy Changes and Disclaimer...... Inside cover Summer School...... 22 CHERRY 10 Campus Ministry • Pepsi Arena Political Science, Courses in...... 139 Support Services...... 23 D 11 Student Center • Hall of Fame Room Practicum/Internships...... 22 Suspension from the University...... 17, 18, 181 • Main Dining Room 21 Facilities Management Pre-Actuarial Science...... 142 CHESTNUT • Private Dining Room Pre-College Credit...... 19 Teacher Licensure...... 79, 81 2 3 4 • Student Lounge/Mail Room ATHLETIC FACILITIES Pre-Engineering Program...... 143 Teacher Education Program...... 23, 79 1 • Hawk’s Nest NC1 Mart Heinen Softball Complex Pre-Law Program...... 100, 139, 144 Technological Literacy...... 7 • Bookstore NC2 Soccer Stadium E Pre-Medical Sciences...... 62, 145 Theatre, Courses in...... 158 • Office of Student Affairs MC1 QU Stadium - Baseball Field 8 Pre-physical Therapy, Concentration in...... 52, 98 Theology, Courses in ...... 160 5 6 12 Padua Hall MC2 QU Stadium - Football Practice Field* Privacy of Records...... Inside cover Three-Two Program, Engineering ...... 143 LIND 7 9 13 Hawk’s Hangout/Ceramics Studio MC3 Tennis Courts Probation, Academic ...... 18, 181 Three-Year Degree Program...... 23 10 14 Friars’ Hall MC3b Tennis Locker Room Professional Studies (PS)...... 167 Transfer of Credit ...... 26, 182 11 • Student Residence MC4 Friars Field Proficiency Exams...... 18 Transfer Student Admission...... 26 • Campus Safety and Security MC5 Pepsi Arena F Program Admission...... 28 Travel Information...... Back cover • Wellness and Counseling Center Psychology, Courses in...... 147 Trustees of the University ...... 215 C 12 MC3 • QUTV PARKING LOTS Tuition Fees...... 29 • Academic Classrooms Lot A ELM 15 Holy Cross Friary Lot B (scooter stalls available) Qualifications for Student Offices...... 39 Tutoring...... 24 MC3b 13 14 16 Cupertine Hall Lot C (scooter stalls available) Quincy University, General Information...... 5 15 17 Francis Hall Lot D Undeclared Majors Program...... 24 16 MAIN G • Administrative Offices Lot E Reading Endorsement...... 80 Unit of Credit...... 10, 40 MC4 CAMPUS 17 • Academic Classrooms Lot F Readmission After Suspension...... 18, 28 University Courses...... 164 • MacHugh Theatre Lot G (Friars and authorized personnel only) Refunds...... 32 University E-mail...... 15, 38, 180 • Commuter Lounge Lot H COLLEGE Regent’s College in London...... 21 University Mission...... 4 • St. Francis Solanus Chapel (Main) Lot K Registration...... 11, 176 18 H • Computer Labs Lot L Repeating Courses...... 16, 181 Washington Semester Program...... 22 • Learning Resource Center Lot M Stadium Parking Reports, Grade...... 12 Withdrawal from the University...... 12, 177 • Reading Center B 19 20 A Requirements for Admission...... 25 Withdrawal from Course...... 11, 177 MC5 21 • ASL Lab *Football games played Good Standing ...... 17 Women’s and Gender Studies Minor...... 166 • Mail/Copy Center at Flinn Stadium, 4400 Maine St. Associate Degree...... 10 Writing Across the Curriculum...... 7 OAK Baccalaureate Degree...... 9 Research...... 22 Residence Hall Fees...... 30

230 2012-2013 Academic Catalog • Quincy University 2012-2013 Academic Catalog • Quincy University 231 Notes Train, Plane or Car—Quincy is Easy to Find Quincy has easy access to Chicago, Indianapolis, Kansas City, St. Louis, and Springfield, Ill.

WISCONSIN Milwaukee

IOWA Chicago

Des Moines INDIANA ILLINOIS UINCY Q Indianapolis Springfield

Kansas City St. Louis Jefferson City

MISSOURI KENTUCKY

Nashville

TENNESSEE

Amtrak, major highways and interstates, and a regional airport service Quincy, providing easy access by train, plane or car from Chicago, Indianapolis, Kansas City, St. Louis, and Springfield, Ill. Just south of the intersection of Southeast Iowa, Northeast Missouri and Western Illinois, Quincy is slightly over 100 miles from St. Louis and Springfield, Ill.

For travel information, call toll-free (800) 688-4295.

232 2012-2013 Academic Catalog • Quincy University www.quincy.edu