UNION UNIVERSITY Since 1823 Graduate Catalogue

This publication is intended as a description of the graduate academic programs and activities of Union University. While it is not an offer to make a contract, it is offered as a comprehensive description that can serve as a guide for students contemplating study or already enrolled at Union University. The administration and faculty believe that the educational and other programs of the University described in this catalogue are effective and valuable. The ultimate results of programs offered in terms of achievement, employment, professional licensing, or other measure, are dependent on factors outside the programs, such as the personality and energy of the student, governmental or institutional regulations, and market condi- tions. Therefore, except as specifically stated herein, the University makes no representation or contract that following a particular course or curriculum will result in specific achievement, employment or qualification for employment, admission to degree programs, or licensing for particular professions or occupations.

In compliance with all applicable state and federal law, including provisions of Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973, Union University does not illegally discriminate on the basis of race, sex, color, national origin, age, disability, or military service in admissions; in the administration of its education policies, programs, or activities; or in employment. Under federal law, the University may discriminate on the basis of religion in order to fulfill its purposes. Persons who believe their rights under this policy have been violated should contact the Office of the President. In compliance with its duties under state and federal law, Union University makes an annual report of campus crime statistics and campus security policies. These reports are distributed annually to current stu- dents and employees. Prospective students and employees may request copies of the reports from the Office of Safety and Security.

2000—2001

1 Table of Contents DIRECTORY Statements of Purpose ...... 4 Jackson Campus (Area Code 901) Accreditation and Membership ...... 3 1050 Union University Drive History of the University ...... 4 Jackson, TN 38305-3697 Graduate Studies ...... 6 Graduate Governance and Admission ...... 6 McAfee School of Business Student Life ...... 7 Administration 661-5360 Academic Policies ...... 9 M.B.A. Program Director 661-5366 Financial Policies ...... 11 E-mail [email protected] Graduation Policies and Requirements ...... 14 FAX 661-5366

The McAfee School of Business Graduate Studies in Education 661-5374 Administration ...... 16 M.A.Ed. Program Director 661-5374 M.B.A., Program Specific Policies ...... 18 E-mail [email protected] M.B.A., Course Descriptions...... 18 M.Ed. Program Director 661-5374 E-mail [email protected] The School of Education and Ed.S.. Program Director 661-5483 Human Studies ...... 20 E-mail [email protected] M.A.Ed., Program Specific Policies ...... 21 FAX 661-5504 M.A.Ed., Course Descriptions ...... 26 M.Ed., Program Specific Policies ...... 36 The School of Nursing 661-5200 M.Ed., Course Descriptions ...... 37 M.S.N. Director 661-5325 The Teacher Education Program ...... 39 E-mail [email protected] Ed.S., Program Specific Policies ...... 42 FAX 661-5504 Ed.S., Course Descriptions ...... 45 Bookstore, Lifeway 668-9492 The School of Nursing ...... 47 Business Services 668-1818 M.S.N., Program Specific Policies ...... 48 661-5298 M.S.N., Course Descriptions...... 49 Computing Services Help Desk 661-5400 Advisory Boards ...... 52 EMERGENCY (Campus Security) 661-5018 The Board of Trustees ...... 54 Financial Aid (student loans) 661-5212 The President’s Advisory Council ...... 55 Library 661-5070 Administration ...... 56 Student Services 661-5100 Graduate Faculty...... 57 Germantown Campus (Area Code 901) 2745 Hacks Cross Road Germantown, Tennessee 38138

The McAfee School of Business M.B.A. Director 624-1043 FAX 759-1197 E-mail [email protected]

Graduate Studies in Education M.Ed. Director 759-3905 E-mail [email protected] FAX 759-1197

The School of Nursing M.S.N. Director 661-5235 E-mail [email protected] FAX 661-5504 AN OVERVIEW OF THE UNIVERSITY

Statements of Purpose The University’s Goals Mission ¥ To cultivate a Christian community which provides a person-centered, service-oriented approach to The mission of Union University, a higher educa- students, faculty, staff, alumni, and other constitu- tion institution of the Tennessee Baptist Convention, ents. is to provide quality undergraduate and graduate education to students of qualified preparation and ¥ To provide strong educational programs within a good character in ways consistent with the follow- highly respected academic environment. ing guiding principles. ¥ To admit only students capable of successfully completing the educational expectations of Union Guiding Principles University. ¥ Academics: Union University is committed prima- ¥ To ensure that Union University remains sensitive rily to an undergraduate liberal arts education, to students' financial needs by remaining an af- including a required core curriculum of general fordable institution of higher education. education, and opportunities for specialization in ¥ To increase enrollment and to provide additional selected professional areas. Union expects under- personnel services, facilities, and equipment to graduate students to demonstrate competency in meet the academic and personal needs of students. analytical skills and communication skills, knowl- ¥ To provide the atmosphere and services associated edge of the cultural, social, historical, and scien- with a predominantly residential campus consis- tific aspects of life, and an understanding of their tent with the university's guiding principles. chosen area of specialization. Union also offers graduate programs in selected professional areas. ¥ To foster Christian values, educate spiritual lead- Union expects graduate students to demonstrate ers, and provide services to the affiliated churches within their disciplines advanced knowledge and of the Tennessee Baptist Convention. skills. Graduates are expected to demonstrate both ¥ To offer informational, artistic, and educational leadership and high performance. services in selected fields to the West Tennessee ¥ Christian Values: Union University endeavors to community and beyond. give an articulate and vigorous witness to the (Adopted by the Faculty and the Board of Trustees, 1994) Christian faith as the unifying principle around which one relates learning to life. Each student is Accredited By encouraged to explore in depth the basis, mean- Union University is accredited by the Commission ing, and implications of his or her relationship to on Colleges of the Southern Association of Colleges and God in Jesus Christ. A distinctive part of Union's Schools (1866 Southern Lane, Decatur, GA 30033-4097: purpose is the preparation of students for leader- Telephone 404-679-4501) to award baccalaureate, ship positions in churches. masters and education specialist degrees. The Uni- ¥ Development of the Whole Person: Union Uni- versity also has the following discipline-specific ac- versity defines the whole person under the sover- creditation: eignty of God to be a person of intellectual, spiri- National Association of Schools of Music tual, social, psychological, and physical dimen- The National League for Nursing Accrediting Commis- sions. By means of a holistic education process, sion Union University endeavors to approach students Teacher Education Program, Tennessee State Department from these perspectives, and to provide the atmo- of Education sphere, opportunities, and resources for students Tennessee Health Related Boards to know wholeness within the context of a com- munity of learners. The University is a candidate for the following discipline-specific accreditation: ¥ Personal Attention: Union University seeks to Council on Social Work Education practice the Christian faith by demonstrating National Council for the Accreditation of Teacher Educa- thoughtfulness and concern for students and by tion giving personal attention to their needs, both in- side and outside the classroom.

3 Member Of West Tennessee College originated in the mid- 1840s when supporters of the Academy secured a American Association of Colleges of Nursing charter for a college and received an endowment American Association for Colleges of Teacher from the state to come from the sale of public lands. Education Under its charter, the property rights and gover- American Association of Collegiate Registrars and nance of the Jackson Male Academy were vested in Admissions Officers the trustees of the College. The College offered three Associations for Christians in Student Develop- degrees—bachelor of arts, bachelor of philosophy, ment and master of arts—and had four departments: Association of Collegiate Business Schools and Moral Philosophy, Languages, Mathematics, and Programs Natural Philosophy and Chemistry. West Tennessee Association of Southern Baptist Colleges and College continued until 1874, when at a time of de- Schools pressed economic conditions, the trustees offered the College’s buildings, grounds, and endowment to Baptist Association for Student Affairs Tennessee Baptists in the hopes of attracting a south- Concurrent Admissions Program western regional university planned by the state’s Council for Christian Colleges and Universities Baptist leaders. Council of Baccalaureate and Higher Degree Meanwhile, after years of discussion and the rais- Programs of the National League for ing of an endowment, the Baptist General Assem- Nursing bly of Tennessee in 1848 established Union Univer- Council on Undergraduate Research sity at Murfreesboro, near the geographical center Council for the Advancement and Support of of the state. Union University came upon hard times Education when in 1859 its highly respected president, Dr. Independent Liberal Arts Colleges in Teacher Eaton, died and when during the Civil War its cam- Education pus was badly damaged. It reopened in 1868 only to close again in 1873, largely because of its finan- National Art Education Association cial condition and an epidemic of cholera. National Association of College Admissions Southwestern Baptist University, the immediate Counselors predecessor of the present Union University, origi- Service Members Opportunity Colleges nated because of a desire by Tennessee Baptists, who Southern Council of Collegiate Education for still had a separate convention for each of the state’s Nursing three Grand Divisions, for greater unification. Edu- Tennessee Association for Colleges of Teacher cation became the core issue around which such uni- Education fication was promoted. Committees of the three con- Tennessee Association for Counseling and Devel- ventions met jointly in Humboldt in 1873 and is- opment sued a resolution supporting the establishment of a Tennessee Association of Collegiate Registrars and first-class regional university. An Educational Con- Admission Officers vention met in Murfreesboro in 1874, and following that a committee was appointed to select a location Tennessee College Association for the proposed university. The committee recom- The University’s History mended the acceptance of the offer made by the citi- zens of Jackson to assume ownership of West Ten- Union University is an heir of three antebellum nessee College. Tennessee schools—West Tennessee College and its In September 1874, the new institution opened at predecessor, Jackson Male Academy, both located Jackson as an academy, and in 1875 it was chartered at Jackson, and of Union University, located at Mur- as Southwestern Baptist University. In 1907, Dr. T. freesboro—and it is the inheritor of another college T. Eaton, a trustee at Southwestern from its begin- in 1927, Hall-Moody Junior College of Martin. ning, bequeathed his 6,000 volume library to the Jackson Male Academy, founded in 1823 shortly college. He was a former professor at Union Uni- after the opening of West Tennessee for settlement, versity at Murfreesboro, where his father, Dr. Joseph was chartered by the legislature in 1825, making it H. Eaton, had been president. Shortly thereafter the the earliest school whose roots are linked with what name of Southwestern Baptist University was later became the Southern Baptist Convention. changed to Union University to honor the Eatons

4 and others from Union at Murfreesboro who had To broaden its connection with the wider Chris- had a major impact on Southwestern as faculty, ad- tian higher education movement, Union in the mid- ministrators, trustees, and contributors. In a further 1990s joined the Council for Christian Colleges and move to unify its educational efforts, the Tennessee Universities. During 1997 and 1998, under the lead- Baptist Convention in 1925 secured a new charter ership of President David S. Dockery, who was which vested all rights, authority, and property of elected as Union’s fifteenth president in December Union University in the Convention, including the 1995, Union established its presence in the Mem- election of the University’s trustees. Two years later, phis suburb of Germantown with an undergradu- the Convention was able to consolidate Hall-Moody ate program in nursing and graduate programs in Junior College at Martin (1900-1927) with Union Business, Education and Nursing. The University University. During the 1920s, Union discontinued also adopted a new campus master facilities plan to its graduate program, its Law Department, and its accommodate the University’s growth well into the high school and added a bachelor of music degree twenty-first century. program. The Campus After a major fire in 1912, several new buildings were constructed, including the centerpiece of the The uniqueness of the Union University campus, campus for the next 60 years, Barton Hall. In 1948 located on U.S. Highway 45 By-Pass and Union Uni- the Southern Association of Colleges and Schools versity Drive in Northwest Jackson, is related to the granted Union University its original accreditation. academic facilities and student housing. Union’s In 1962, at the request of local physicians, Union campus is designed with the student as its axis. All developed a nursing program with the assistance facilities, programs, and personnel are interrelated of Jackson-Madison County General Hospital. in an attempt to meet the needs of students. Because of the deterioration of its aging campus, In addition to the main campus in Jackson, Union Union in 1975 moved from near downtown to a new University opened a second campus in the Mem- campus located along Highway 45-Bypass in north phis suburb of Germantown, Tennessee in 1997. Jackson. Since then, enrollment has increased from Because of the rapid growth of the campus, the fac- about 1,000 students to almost 2,500; the multi-pur- ulty and staff offices, classrooms and computer lab pose Penick Academic Complex has been enlarged facilities moved to a new location in June 2000. several times; many additional housing units have An abbreviated description of campus facilities been erected; and the Blasingame Academic Com- follows. A more detailed description of each build- plex and the Hyran E. Barefoot Student Union Build- ing as well as the services available through each, is ing have been constructed. Part of the reason for presented in the Campus Life Handbook. growth derived from new academic programs and graduate studies in education and business admin- Penick Academic Complex istration. In the 1990s Union has had its greatest in- The Penick Academic Complex houses the G.M. tercollegiate athletic success as Union’s Lady Bull- Savage Memorial Chapel, Fred DeLay Gymnasium, dogs basketball team of 1998 finished first in the E.T. “Rocky” Palmer Activities Center, Joseph H. NAIA National Basketball Tournament. Miller III Science Center, the W. D. Powell Theatre, In 1990 Union reinstituted graduate study with Waldrop Administrative Center, Union Station, the establishment of the Master of Education De- Computing Services, and Emma Waters Summar gree. In 1994, Union added the Master of Business Library. Administration program, modifying it Fall 1997 to The Waldrop Administrative Center contains the reflect the cohort organizational model. In Summer offices of Admissions and Retention, Career Services, 1997, the University added a second master’s de- the Registrar, Business Services, the Executive Suite, gree for classroom teachers, a cohort program, nam- University Relations, Church Services and the ing it the M.Ed., and renaming the original degree, Alumni Suite. the M.A.Ed., to better reflect the nature of the de- The Emma Waters Summar Library, through its gree. The Education Specialist degree was begun holdings and subscriptions and through its mem- Summer 2000 at both locations. A third masters pro- bership in regional and international networks, has gram is being launched Fall of 2000, the Master of access to journals and books from over 21,000 major Science in Nursing. libraries throughout the world. The Instructional

5 Media Center houses a growing collection of media Testing, and non-traditional degree programs. Gen- hardware and software available for student and eral classrooms and a community room are also faculty use. housed in Hammons Hall. Blasingame Academic Complex The McAfee School of Business Administration, Graduate Studies the Department of Communication Arts, and the School of Education and Human Studies are located All programs and objectives in Graduate Studies in the Blasingame Academic Complex. at Union University derive from the statement of Mission of Union University. Accordingly in this Student Housing Complex context, Graduate Studies seeks to provide students Union University recognizes and is fully commit- with a quality educational experience in a Christian ted to the value of the educational experiences— university environment. Specifically, Union expects spiritually, intellectually, and emotionally—which graduate students to: occur within the on-campus residential environ- ¥ Demonstrate within their disciplines advanced ment. All resident students are required to sign a knowledge and skills. residence life contract for the academic year. For in- ¥ Display competency in critical evaluation of issues, formation on Residence Life behavioral values, phi- trends and methodologies. losophy, fees, family housing, reservation and pro- ¥ Demonstrate the ability to apply research that ex- cedures please refer to the Union University Student tends the body of knowledge in the field. Handbook located on Union University’s website at www.uu.edu. ¥ Enhance their ethical decision-making ability through an academic environment integrated with Student housing, arranged in three complexes a Christian faith. (Hurt Complex, H.E. Watters Complex and McAfee Complex), features private bedrooms in apartment- ¥ Build intellectual and moral knowledge to cope like units. Each apartment is on one level in a 2-story with a pluralistic world and better serve their com- construction. All lead to the three Commons Build- munities, businesses and schools. ings which house the resident directors, provide fa- Graduate Studies seeks to reflect the Guiding Prin- cilities for lounge areas, laundry and recreation. ciples of Union University in academics, Christian Married student housing is located in the values, development of the whole person and per- Warmath Apartments, north of single-student hous- sonal attention to student needs. Its goals are to cul- ing. The complex consists of 32 two-bedroom apart- tivate a Christian academic community which is ex- ments. cellence-driven, Christ-centered, people-focused and future-directed Hyran E. Barefoot Student Union Building The Barefoot Student Union Building houses the Graduate Governance and Admissions University’s cafeteria and dining hall (Gilbert-Pow- Five graduate programs currently exist at Union ers Student Commons), Coburn Dining Room, University: the M.B.A., administered by the McA- President’s Dining Room, Lexington Inn, Eldon Byrd fee School of Business Administration; the M.A.Ed., Faculty Lounge, George Harvey Lecture Hall, Cam- the M.Ed., and the Ed.S. degrees administered by pus Printing and Mail Services, offices for Student the School of Education and Human Studies; and Services (Dean of Students, Student Government the M.S.N., administered by the School of Nursing. Association, Student Activities Council, Counseling, The Master of Business Administration degree Health Services, and Campus Security), offices of program is administered by the M.B.A. Director and Enrollment Management (Financial Aid, the Learn- by the Dean, McAfee School of Business Adminis- ing Center and Enrollment Services), and Campus tration. The Master of Arts in Education, the Master Ministries (Missionary-In-Residence), Prayer of Education and the Education Specialist degree Chapel, the Missionary Wall, and the offices for Lest programs are administered by Directors of Gradu- We Forget and Cardinal and Cream. ate Studies in Education and by the Dean, School of Hammons Hall Education and Human Studies. The Master of Sci- ence in Nursing is administered by the M.S.N. Di- Hammons Hall contains the Lifeway Bookstore rector and the Dean of the School of Nursing. The as well as the offices for Institutional Advancement, Graduate Faculty is responsible for approval of cur- riculum and graduate program policies. It is com-

6 prised of all doctorally qualified faculty at Union. Student Conduct The Graduate Faculty considers recommendations It is understood and expected that graduate stu- from the Graduate Curriculum Committee, which dents will possess a higher level of maturity and re- is responsible for examining graduate programs, sponsibility than undergraduate students. There- course offerings, and policies relative to graduate fore, many of the restrictions placed on undergradu- studies at Union. The committee is composed of five ates are waived for graduate students. However, faculty members who choose a chair from one of since Union University is committed to providing their number each year. Each program is represented quality education within a Christian environment, by one graduate student on the committee. Ex-offi- all students are expected to recognize this commit- cio members include the President, Provost, Direc- ment and to conduct themselves in a manner that is tors of the graduate programs, Registrar, and Ac- consistent with the Christian life-style. Furthermore, quisitions Librarian. Curriculum changes are dis- since positive relationships with faculty and other cussed and approved by graduate faculty in the de- students contribute to the learning process, students partments and on task teams. Task teams may be are expected to make every effort to avoid behavior created by the Deans of the Schools/Colleges to con- that is known to be offensive to others. sider and make recommendations to the Graduate Curriculum Committee. Thus, significant curricu- The President, the Vice President for Student Ser- lum and policy changes and additions proceed from vices, and the judicial system of the University are the Directors (and/or task teams) to the Graduate charged with the administration of discipline. They Curriculum Committee to the Graduate Faculty. The are empowered to rule in any irregularity pertain- graduate governance structure at Union University ing to student life. is completed by the Provost, the President, and the Chapel and Spiritual Life Board of Trustees. Chapel is one of the distinctive features of the The Program Directors are empowered to make Christian college and is for the strengthening of faith admissions decisions based on the approved and in God, for instruction, and for the enrichment of published admission criteria. Admission decisions the religious life of the total college family. The of the nursing graduate program are made by the Chapel and Spiritual Life Committee, comprised of Graduate Nursing Admissions Committee. The students, faculty, and administrators, plans and Graduate Nursing Admissions Committee is com- schedules varied chapel programs each semester to prised of the Dean, School of Nursing, the MSN Pro- accomplish these purposes. gram Director and three graduate nursing faculty appointed by the Dean on a yearly basis. The Gradu- Chapel attendance is not compulsory for gradu- ate Business Admissions Committee and the Gradu- ate students. However, graduate students are invited ate Education Admissions Committee, comprised of to participate fully in chapel as well as in other spiri- business or education faculty and directors, respec- tual activities including activities sponsored by the tively, receive recommendations from the appropri- Baptist Student Union, the Baptist Nursing Fellow- ate Dean regarding candidates for admission who ship, and the Fellowship of Christian Athletes. do not meet regular admission requirements. The Confidentiality of Student Records respective Admissions Committees may recom- mend Conditional Admission for business students or The privacy and confidentiality of all student Provisional Admission for education students based records shall be preserved in accordance to the Fam- on the published criteria for admission. ily Educational Rights and Privacy Act (FERPA) of 1974. The objective of the Act is to provide students Student Life and parents greater access to and control over in- formation contained in educational records. The law Graduate students are welcomed and are encour- stipulates that each institution is responsible for aged to participate in the many religious, cultural, making students aware of the law and its various and educational activities that take place on the ramifications. More information about FERPA can University campus. For more information on stu- be obtained from the Registrar. Official student aca- dent life, graduate students may consult the latest demic records, supporting documents, and other edition of The Campus Life Handbook. student files shall be maintained, only by members of the University staff employed for that purpose, in separate files:

7 ¥ Academic records, supporting documents and use the Equal Employment Opportunity general education records—maintained by the Commission’s guidelines. According to the Equal Academic Center, academic departments and Employment Opportunity Commissions guidelines advisers prohibiting sexual harassment, there are two types ¥ Records of discipline proceeding— maintained of sexual harassment: (1) Quid pro quo— “submis- by the Student Services Office sion to or rejection of such conduct by an individual ¥ Financial records—maintained by the Business that is used as a basis for employment decisions af- Office fecting such individual” and (2) Hostile environ- ment—“unwelcome sexual conduct that unreason- ¥ Medical records—maintained by the Student ably interferes with an individual’s job performance Health Services Office or creates an intimidating, hostile, or offensive work- ¥ Admissions records—maintained by the Admis- ing environment.” Sexual harassment in the college sions Office community may include, but may not be limited to, ¥ Financial aid records—maintained by the Finan- unwelcome sexual advances, requests for sexual fa- cial Aid Office vors, and other verbal, nonverbal or physical con- ¥ Placement records—maintained by the Career duct of a sexual nature where: (1) submission to such Services Office conduct is a term or condition of an individual’s employment or education; (2) submission to or re- Directory information (student’s name, address, jection of said conduct is used as a basis for academic telephone number, date and place of birth, academic or employment decisions affecting the individual; major, dates of attendance, degrees and awards re- or (3) such conduct results in a hostile environment ceived, and most recent previous educational insti- which has the effect of interfering with an tution attended) may be made public by the Uni- individual’s academic or professional performance. versity unless a student requests to the Academic Policy Statement: Sexual harassment of any type Center in writing that such information be released will not be tolerated and is expressly prohibited. only upon his/her consent. Sexual harassment is grounds for disciplinary ac- tion which may include reprimand, demotion, dis- Motor Vehicle Registration and Parking charge, or other appropriate action, dependent upon the nature of the harassment. Faculty are asked to Every individual who maintains or operates a be especially sensitive to the fact that they are in a motor vehicle on the Union University campus must position of authority over students and that author- register each vehicle with the Office of Safety and ity carries with it responsibility to be mindful of situ- Security at the beginning of the semester or within ations in which they are dealing with students in 24 hours when brought to the campus. For graduate private, one-on-one associations both on and off students, there is no fee for obtaining parking per- campus. mits. The vehicle's license plate number and proof of current auto liability insurance are required for Complaint Procedure: A student with a complaint registration of the vehicle. against a faculty member, a member of the admin- istration, or another student may contact the Dean The permit must be affixed directly to the glass of Students. Alternate contacts include the Director on the outside of the rear window on the driver's of Human Resources, the Executive Vice President side in the bottom corner. Use the adhesive on the and the President. The contact person will initiate permit to attach it to the window. No other method an Incident Report form and forward to the Direc- of attaching the permit is acceptable. tor of Human Resources. Sexual Harassment The University will handle the matter with as much confidentiality as possible. There will be no Union University is committed to providing its retaliation against any staff, faculty, or student who faculty, staff, and students with an environment free reports a claim of sexual harassment or against any from explicit and implicit coercive sexual behavior staff, faculty, or student who is a witness to the ha- used to control, influence, or affect the well-being of rassment. The University will conduct an immedi- any member of the university community. ate investigation in an attempt to determine all of Sexual Harassment Defined: The definition of the facts concerning the alleged harassment. The in- sexual harassment varies greatly. Therefore we will vestigation will be directed by the Director of Hu-

8 man Resources unless the Director of Human Re- of the Dean. If the student deems this action to be sources or someone in her office is the subject of the unfair, he/she may request a hearing before the investigation. In that event, the office of the Provost Dean. A written report of this hearing and decision (faculty) or Executive Vice President (staff or stu- will be filed with the Office of the Provost. dent) will direct the investigation. As a part of the Numbering of Courses investigation of the claim of sexual harassment, the contact person, the complainant, and the respondent Unless otherwise noted in the course description, will be asked to provide statements regarding the courses numbered in the 500's may be taken for incident. Once the report is reviewed and investi- graduate credit or by upper level undergraduates gation is concluded, a finding may be found that for undergraduate credit. Expectations will be sexual harassment did not occur, or a finding may greater in these courses for students registered for be found that sexual harassment did occur and cor- graduate credit. Courses numbered 600 and above rective action (reprimand, demotion, discharge, or may only be taken for graduate credit. other appropriate action) will be communicated in Courses numbered 595 are workshops. No more writing to the complainant and the respondent. than six hours of credit from courses numbered 595 Appeals to this process may be conducted in accor- may be used to satisfy the degree requirements. No dance to the most recent revision of the handbook more than six hours may be taken for pass/fail credit under the section(s) entitled “Violations of Standards in the M.A.Ed. program. of Conduct” or “Grievance Procedures.” UnionUOnLine All documents, except disciplinary action docu- ments, related to an incident will remain in a file Union University offers a few select courses uti- other than the employee’s personnel file. Although lizing interactive web-based instruction. filed separately, all personnel related files are kept UnionUOnLine faculty are fully qualified members in the Human Resources Department. of the Graduate Faculty of Union University. Addi- tional information including calendar, course offer- Academic Policies ings, tuition, and technical systems requirements can Class Attendance be found at http://unionuonline.org or by selection of UnionUOnLine from the Main Page menu of Regular and successive attendance is expected of Union’s web page found at http://uu.edu. all students enrolled in all lecture, laboratory, and Grading System seminar classes. Each faculty member will determine how this policy will be administered in his/her Grades for graduate courses at Union University classes. However, students must satisfy all testing, shall be interpreted as follows: reporting, and required functions defined for the A Superior academic performance. course. B Strong academic performance. Ethical Responsibilities C Below average, but passing academic perfor- Union University upholds the highest standards mance. of honesty. Students are to avoid plagiarism of ma- P Pass. (P and FF apply to pass-fail courses.) terials, to refrain from the use of unauthorized aids F, FF Failure. (P or FF apply to pass-fail courses.) on tests and examinations, to refuse to give or re- I Incomplete. An incomplete must be re- ceive information on tests and examinations, and to moved within the first five weeks of the term turn in only those assignments which are the result following issuance of the incomplete; oth- of their own efforts and research. On the other hand, erwise, the incomplete becomes an F faculty members are to accept the responsibility for IP In progress, issued for a course which by de- discouraging cheating. They are to make every ef- sign extends into the following term or se- fort to provide the physical conditions which would mester. deter cheating. They are to be aware at all times of W Withdrawal during the period officially al- the activity in the testing area. lowed. A grade of W may be granted by the Procedure for handling cases of dishonesty: Any Dean of the School because of circum- student found guilty by the instructor of cheating will be subject to disciplinary action by the instruc- stances beyond the student's control. tor. The instructor will file a report of the incident N Audit. and the intended disciplinary action with the office

9 Requirements for Grade Point Average 2. Official transcript(s) showing all course work, In order to graduate with an M.B.A., an M.A.Ed., completion of baccalaureate degree(s), and all an M.Ed., M.S.N., or Ed.S. degree, students are re- graduate credit previously attempted. quired to have a minimum grade point average Other program specific admission requirements (GPA) of 3.0 for all courses taken for graduate credit are included in the program sections of this Cata- at Union University. Quality points shall be awarded logue. as follows: Additional Admission Requirements for A - 4 quality points for each semester hour of International Students credit B - 3 quality points for each semester hour of All international students will meet the same re- quirements for regular admission to the University credit and for admission to the specific graduate program C - 2 quality points for each semester hour of intended. International students will be required to credit complete the International Student Application for P - 0 quality points (course hours are not applied Admission as well as the application for admission in computation of the grade point average) to the specific graduate program intended and the F - 0 quality points $50.00 application fee. All documents must be in FF- 0 quality points (course hours are not applied English, and the official transcripts must be certi- in computation of the grade point average) fied English translations. The following additional W - 0 quality points requirements must be met: N - 0 quality points A. A physical examination. Repetition of Courses B. Student insurance approved by Union Univer- sity. A student may repeat a graduate course one time. C. A financial affidavit. Although the credit for the course will be given only once, only the final attempt will be used in the com- D. A TOEFL score of at least 560 (Computer based putation of the grade point average. 220). A 500-level course taken for undergraduate credit From a country where the native language is En- may not be repeated for graduate credit. glish, students will be admitted on academic cre- dentials without regard to language requirements. Academic Probation and Suspension Academic requirements will be the same as for regu- After completion of 9 graduate hours at Union lar admission. University, a graduate student whose cumulative From a country where the native language is not GPA from courses taken at Union University for English, students will submit TOEFL score reports graduate credit is below 3.0 will be placed on aca- of not less than 560 for admission to Union Univer- demic probation. A graduate student whose GPA sity. from courses taken at Union is below 2.5 will be sus- From another accredited institution of higher pended from the graduate degree program. While learning in the United States, international students suspended from the degree program, the student will be required to meet the same requirements for may, in an effort to improve the GPA, repeat courses admission as all other transfer students as well as in which a grade of C or F has been received. When meeting the required TOEFL score. the student's GPA has been raised to 2.5 or higher, Each international student shall prepay or show the student may apply for readmission to the de- responsible evidence (such as a government schol- gree program. arship) of having an adequate sum of money for one A graduate student suspended from the graduate academic year. This money shall be enough to cover program is not eligible to file for Veterans Adminis- tuition and other expenses for the student while en- tration Benefits. rolled at Union University. Declaration of Finances Admission Information forms are available in the Admissions Office. An I-20 form may be issued by the Director of General Admission Requirements Admissions only after admission requirements and the above monetary requirements have been satis- 1. Completed application for the specific program, fied. including payment of a $25 application fee.

10 Special Categories of Admission Students can also get this information by contact- ing the appropriate graduate program office. Provisional Students Late Registration and Class Changes With limited exceptions, provisional students are Late registration and changes of classes are al- enrolled in eligible programs for the purpose of ob- lowed until a week into the Fall and Spring Semes- taining a degree from Union University. These stu- ters and 3 days into the 4-, 6-, and 8-week terms. dents do not have immediate access to official docu- Due to the concentrated nature of the 3-week terms, ments in order to be fully admitted. Any credit taken entrance is not allowed after the first day of class. A while in this status will not be transferred as regu- late registration fee or a class change fee will be lar matriculated credit until the status has officially charged for these changes. Those considering late been changed. Students will be required to submit registration for a cohort program should contact the all outstanding items to complete the admissions file appropriate graduate program office. in order for the provisional status to be changed. A student making a change in his/her class sched- The student will be bound by all general academic ule after completing registration will follow this pro- requirements imposed upon regular matriculated cedure: students so far as prerequisites, amount of work, and quality of work are concerned. All work completed 1. Obtain proper forms from the appropriate gradu- or attempted will be fully documented in the Aca- ate office, demic Center. 2. Secure the signature of his/her advisor, The student will sign a contract at the time of ad- 3. Present the forms to the appropriate graduate mission defining the status of a provisional student office for the schedule change. accepting the limitation of that status. The student Withdrawal from Classes must also sign a waiver so that Union University will have the right to request those documents Students will be allowed to withdraw through 11 needed to complete the admission file. weeks or its equivalent and will receive the nota- A student may remain on provisional status for tion on their permanent records “Withdrew from all only one semester and the subsequent short term Classes” as of the date the withdrawal was pro- unless special circumstances exist and permission cessed. Students discontinuing class attendance for an extension is given in writing by the Program without permission will receive an “F” in those Director. A personal conference with the Program courses. In exceptional cases, such as extreme illness Director may be required before the student is ac- or other circumstances beyond the student’s control, cepted for admission on a provisional basis. the Registrar may assign a grade of W for a with- Non-Degree Seeking Students drawal after the allowable period. A student withdrawing from all classes must com- Some students may be admitted in this category plete a withdrawal form and submit it to the appro- if they desire to take courses primarily for special priate graduate program office. interest or on a “visiting student” basis. Often these Readmission special students are enrolled in other institutions and are enrolled for only one or two terms at Union. Stu- Students who have not been enrolled for at least dents must submit an application to the appropri- one semester will be required to readmit by com- ate graduate school, pay the application fee (nonre- pleting a new application to the appropriate gradu- fundable), and submit an official transcript as proof ate program. Official transcripts from other schools of at least the baccalaureate degree. Students must attended during the interval will be required. No meet all requirements for admission to change from additional application fee will be required. Non-Degree Seeking status to Degree Seeking sta- tus. Financial Information

Registration Information Refunds Registration dates for each term are given in the If a student withdraws from a class, tuition will calendar of this catalogue. In order to accommodate be refunded on a prorated basis as follows: the varied personal schedules of students, early reg- Sixteen-week Terms istration is also allowed. The dates and times for early registration will be published for each term. On or before the first day of class 100%*

11 After first day of class through week 1 90% to satisfy any remaining balance a student may Week 2 through week 4 50% owe, unless specified by the source to be returned Week 5 through week 8 25% in full or in part, should the student withdraw. After week 8 following first day of class there is no Fair and Equitable Refund Policy for Title IV refund. Recipients Four-week Terms Students with Title IV Federal Financial Aid On or before the first day of class 100%* (Stafford, PLUS, or Perkins Loans, Pell Grant, SEOG, After first day of class through week 1 50% Federal Work Study) who withdraw will be subject Week 2 25% to all or a portion of their financial assistance being After week 2 following the first day of class there returned back to the sources. According to federal is no refund. regulations, one of the following withdrawal calcu- Eight-week Terms lations must be used: Pro Rata On or before the first day of class 100%* : Applies only to first-time students at After first day of class through week 2 50% Union University whose last day of attendance is Week 3 through week 4 25% on or before the 60% point in time of the enrollment After week 4 following first day of class there is no period. Union University will exclude from the cal- refund. culation an administrative fee of 5% of institutional *Less $50 matriculation fee charges or $100, whichever is less. Percent to be re- turned is determined by federal law according to Three-week Terms the portion of the enrollment period which remains. Within two academic days 80% refund Unpaid charges, if any, will be subtracted from the Within three academic days 70% refund initial amount to be returned to the sources, accord- Within four academic days 60% refund ing to federal law. Within five academic days 50% refund Federal Refund Policy: Return to financial assis- Within six academic days 40% refund tance for students who are not first time students, After six academic days there is no refund or whose last day of attendance is after the 60% point Six-week Terms in time will be calculated according to the Federal Refund Policy. Under this policy, the following per- Within three academic days 90% refund centages of the student’s aid will be returned to the Within four academic days 80% refund sources: a student who withdraws on the first day Within five academic days 70% refund of classes—100%. A student who withdraws after Within six academic days 60% refund the first day of class through the first 10% of the en- Within seven academic days 50% refund rollment period—90%. After the first 10% through Within eight academic days 40% refund the first 25% of the period—50%. After the first 25% After eight academic days there is no refund through the first 50% of the period—25%. After the first 50% of the enrollment period—0%. Union Uni- Regulations for refunds for all terms are as fol- versity will exclude from the calculation an admin- lows: istrative fee of 5% of institutional charges or $100, 1. Students refusing to conform to the disciplinary whichever is less. Unpaid charges, if any, will be sub- rules of the university forfeit all claims for re- tracted from the amount the school may retain un- funds. der the Federal Policy according to federal regula- tion. 2. All above rules and regulations put the respon- sibility on the student. He/she saves money and The amounts and order in which funds are re- avoids misunderstanding by immediately see- turned to the Title IV programs, state, private or in- ing the Vice President for Business and Finan- stitutional aid, and student are prescribed by law cial Services or the Assistant Vice President for and regulation. Business and Financial Services. Repayments 3. Institutional aid and/or outside scholarship A repayment is the unearned amount of a dis- funds awarded a student will be prorated at the bursement of funds a student received from the busi- rate shown in the above schedule when the stu- ness office to pay for non-institutional expenses. For dent withdraws. Scholarship funds received any such student who withdraws, the school will from sources outside the university will be used

12 determine the amount of repayment according to tration of financial aid are published in the finan- the following policy: cial aid handbook, Financing Your Education, avail- For purposes of figuring any applicable repay- able in the Financial Aid Office. ment, the University’s policy is to credit a student’s VETERANS: Union University is approved by the account in the following order: Federal Pell Grant, Department of Veterans Affairs for all veterans and Tennessee Student Assistance Award, Federal SEOG, dependents of veterans who qualify. Check with the institutional grants and scholarships, institutional Academic Center as soon as possible. work, Federal Perkins Loan and FFEL loans. The How to Apply school will also credit the student with any late dis- bursement of federal or state funds for which he is By completing all the steps below, students will eligible. 50% of the book and supplies allowance is maximize the financial aid for which they will be considered to be expended for any student who be- considered. Throughout the process, our financial gins class. Other non-institutional costs which are a aid staff is available to answer questions and offer part of the cost of attendance budget will be pro- assistance to complete the application forms. rated based on the number of weeks which the stu- Step 1. dent completed during the enrollment period. The difference in the amount of the disbursement and Apply and be accepted to Union University. the amount of non-institutional expenses incurred Step 2. is the repayment amount. The student is responsible to repay this amount to the school, and the school Complete and return a Union University Appli- will return the funds to the sources as prescribed by cation for Financial Assistance that is available in law. the Financial Aid Office at Union University or with Detailed examples and applications of Refund and your Program Director. Transfer students who have Repayment policies are available in the Financial Aid attended a college during the same academic year Office. in which they are applying for aid at Union, must furnish a Financial Aid Transcript from that college. How to Obtain a Credit of Institutional Charges Step 3. In order to obtain a credit of institutional charges, a student must notify Union Station in person or Secure a Free application for Federal Student Aid the Academic Center in writing of his desire to with- (FAFSA) from the Financial. Aid Office at Union draw from the university, the reason for withdraw- University or your Program Director. Complete this ing, and indicate the last day which he attended form and file on the Internet at www.fafsa.ed.gov or class. This information will be recorded on a with- mail to the federal processor (address is on packet) drawal record and passed on to the Office of Busi- as soon after January 1 as possible. The instructions ness Services and the Financial Aid Office for calcu- are self-explanatory. We will receive the information lation of credit of institutional charges and adjust- electronically if you use Union’s code, 003528. ment of financial assistance. Step 4. Equipment Complete a return a Master Promissory Note to Any University equipment such as musical instru- apply for a Federal Stafford Loan to the Financial ments, athletic equipment, laboratory apparatus, Aid Office. These forms are available from the Fi- etc., that may be made available for students’ use is nancial Aid Office at Union University, your Pro- the responsibility of the student. Any damage or gram Director, or a local bank. breakage, other than by normal use, will be charged Appeal Procedures to the student’s account. No equipment is to leave the campus, unless in Appeal Procedures. A student who wishes to ap- care of the faculty member responsible for it. peal for a variance from graduate policies or proce- dures should direct a written petition to the Dean of Financial Assistance the McAfee School of Business Administration, the Graduate students may apply for the Federal Dean of the School of Education and Human Stud- Stafford Loan. Policy and procedures for adminis- ies, or the Dean of the School of Nursing requesting the variance and carefully outlining the reasons for the request. After consideration of the petition, the

13 Dean will determine whether the petition can be Graduation Policies and Requirements granted and will inform the student, in writing, of the decision. Commencement is held following spring semes- ter (May), following fall semester (December), and If the student is dissatisfied with the Dean's re- following summer sessions (August). Students sponse to the petition, the student may then appeal should choose to participate in the appropriate cer- the Dean's decision to the Graduate Appeals Com- emony according to the following schedule: mittee. The Graduate Appeals Committee will re- view the petition, gather information as it is needed, If academic requirements are completed or ex- and render a decision. The Committee will inform pected to be completed by: the student, in writing, of their decision. If the student is dissatisfied with the decision of ¥ May, attend Commencement ceremony in May; the Graduate Appeals Committee, that decision can ¥ August, attend Commencement ceremony in Au- be appealed first to the Provost and then, if neces- gust; sary, to the President. The decision of the President ¥ December, attend Commencement ceremony in will be final. Copies of all correspondence related December; to all formal petitions and appeals will be kept for ¥ future reference in the student's file in the office of January, attend Commencement ceremony in May. the respective Graduate school. An Application for Graduation must be filed in Review of Grades. A graduate student who feels the Graduate Business Office, Graduate Education that the grade received in a course is in error or was Office, or Graduate Nursing office by the deadlines not fairly determined should contact the instructor shown below. Applications for Graduation are avail- of the course to discuss how the grade was deter- able in each Graduate Studies office. mined. Attendance at the activities related to graduation If, after discussion of the grade in question with is expected. Activities included in this expectation the instructor of the course, the student remains are Baccalaureate (May only) and Commencement. unsatisfied, the student may request that the grade Petitions for graduating in absentia should be di- be reviewed by the Director of the Program and the rected to the Office of the Provost. Dean of the College or School which offered the Students who successfully complete a graduate course. If either the Dean or the Director was the degree program are granted a diploma. instructor who issued the grade, they will not par- A candidate for the Master's Degree must: ticipate in the review. The remaining person on the review committee will appoint another member of ¥ Accumulate required semester hours for the the department to serve on the review committee. degree: The review committee will gather any additional in- 37 for the M.B.A., formation that is needed and will review the grade. 30 credit hours for the M.Ed., The review committee will inform the student and 33 credit hours for the M.A.Ed. (thesis route), the instructor, in writing, of their decision. 39 credit hours for the M.A.Ed. (non-thesis If either the student or the instructor is not satis- route) fied with the decision of the review committee, that 38 credit hours for the M.S.N. decision may be appealed to the Graduate Appeals ¥ Accumulate a grade point average of 3.0 (mini- Committee. The Graduate Appeals Committee will mum) for M.B.A., M.Ed., and M.A.Ed, M.S.N., or inform both the student and the instructor, in writ- Ed.S. ing, of their decision. Either the student or the in- ¥ Successfully complete all degree requirements structor may appeal the decision of the Graduate which are in effect for each program. Appeals Committee first to the Provost and then, if ¥ File an application for graduation with the respec- necessary, to the President. The decision of the Presi- tive Graduate School office. The application dead- dent will be final. The appeal procedure in cases of line is: alleged student cheating is stated under Ethical Re- sponsibilities found earlier in this Catalogue. February 26 for candidates who plan to complete requirements by the end of a spring semester or a summer session. June 1 for completion with a Summer term.

14 September 28 for completion with Fall semester or January term. ¥ Pay in full the student's account in the Business Office. ¥ Discharge all other obligations (fines, credentials, etc.) at the University.

15 THE McAFEE SCHOOL OF BUSINESS ADMINISTRATION

Master of Business Administration 1. Advanced knowledge in accounting, economics, finance, management, marketing, and quantita- tive methods; Mission Statement 2. Application of strategic management concepts To provide a contemporary business education in within the functions of organizations; a Christian context. 3. Effective leadership and communication skills; The M.B.A. Academic Program 4. The capacity to make decisions leading to achievement of organizational objectives; The Master of Business Administration (M.B.A.) degree provides advanced study for individuals in- 5. An understanding of the importance of Chris- terested in managing and leading organizations. tian ethics and its application to organizational decision-making. Program Emphasis Students also will benefit from the following: 1. Convenient, one night a week scheduling; Courses 2. Lock-step courses taught one at a time; There are 12 courses and an orientation program 3. A full-time program that allows students to con- in the Union M.B.A. curriculum. The orientation pro- tinue their careers; gram, comprised of 3 class meetings for one hour of credit, serves as a review of background informa- 4. Friendships developed within the cohort that will tion needed in each of the business disciplines. last a lifetime; and, The remaining 12 courses are 3 semester hours of 5. Personal contact with a professor in each course, graduate credit each. Courses are scheduled in a each night. manner that allows the student to continue a career and an already busy schedule. The courses meet Program Features from 6 to 10 p.m. one evening a week. Only one Case Methodology course is taken at a time, and each cohort of stu- dents progresses through the program together. The intensive study of cases is the focus of the Courses are 8 weeks in duration. The entire M.B.A. Union M.B.A. Case study provides concrete organi- program is completed in 24 months. zational experiences for students to analyze. These The course load is divided into three terms of real-life situations reinforce classroom discussions twelve hours per term, with the exception of Term 1 and interactive activities. which includes the one hour Orientation program. Admission Information Faculty Regular Admission Requirements The strength of the Union M.B.A. is the qualified faculty that serve our student body. Union's busi- 1. Official transcript(s) showing all course work, ness faculty combine practical work experience in completion of baccalaureate degree(s), and all management, consulting, and the professions with graduate credit previously attempted. strong academic backgrounds. This dual emphasis 2. Completed application for the M.B.A. program, on practicum and education provides a rich and rel- including payment of a $25 application fee. evant classroom experience for our M.B.A. students. Faculty pursue innovative teaching concepts while 3. Submission of a score on the Graduate Manage- continuing to conduct and publish business-related ment Admission Test (GMAT). The minimum research. acceptable GMAT score is 400. An applicant will be accepted as an M.B.A. student if his/her com- Program Benefits bined credentials (undergraduate grade point average and performance on the The program strives to develop the following GMAT) measure at least 1200 points according knowledge and skills in each student: to the following formula: (300 x UGPA) + GMAT Score

16 4. Minimum two years' post-baccalaureate work 25 students pursue each course together, meeting experience. Students not meeting this require- one night a week for eight weeks per course. This ment must have completed a group of under- model emphasizes teamwork, cooperation, and the graduate foundation courses. This list is avail- sharing of knowledge between students. Each co- able from the M.B.A. Director. hort group is further subdivided into study groups of 4 to 5 students. Every attempt is made to struc- Conditional Admission Requirements ture study groups so that students' past experiences and business strengths are complementary. Lifelong Applicants who do not meet the regular admis- friendships are developed under this format, and sion requirements to the M.B.A. program may be the learning that takes place in the classroom is admitted conditionally at the discretion of the supplemented in team exercises and projects. Study M.B.A. Director and the Graduate Business Com- group meetings outside of class are at the discre- mittee. Students who are conditionally admitted tion of group members. may obtain regular admission after 12 hours of graduate study have been completed with a mini- Financial Information mum 3.0 grade point average, or when the specific cause for conditional admission is removed. There are four methods of payment for the pro- gram. Conditional admission to the M.B.A. program will be granted based on the following criteria. 1. One-hundred percent of tuition expense for the entire program before the first night of class. 1. All admissions criteria are met with the excep- tion of the submission of a GMAT score. A score 2. The payment of tuition for each term before the must be submitted during the first term of en- first night of class for that term. rollment in the M.B.A. program. 3. The payment of one-third of the tuition at the 2. The student meets admission requirements but beginning of the term and two equal payments has a low grade point average from previous aca- at one-third intervals during the term. Interest demic work. will be assessed on the unpaid balance at the rate of 1.5% per month. Transfer of Credit 4. Tuition Reimbursement Graduate credit for courses earned at a region- Tuition is $275 per semester credit hour, or $10,175 ally accredited college or university or at a recog- for the program: nized foreign college or university may be trans- Term One $3575 ferred to Union University if the courses are essen- Term Two 3300 tially the same courses as those required in the co- Term Three 3300 hort program. Such transfer credit will not be al- lowed for courses used to satisfy another degree at Total $10,175 another institution. The maximum number of semes- The following are non-refundable fees: ter hours that may be transferred to Union Univer- Application Fee: $25 sity and applied to the M.B.A. degree is nine. Graduation Fee: $100; Student keeps masters hood No grade less than “B” may be transferred. Courses taken more than five years before begin- Financial Aid ning the M.B.A. program at Union University will Students enrolled in the M.B.A. Program may ap- be considered on an individual basis. ply for the Federal Stafford Loan and the Perkins Graduation Requirements Loan. A Union University application for financial aid and the Free Application for Federal Student 1. Completion of the thirty-seven hours of required Aid (FAFSA) form must be completed by each ap- course work. plicant. 2. A minimum grade point average of 3.0 for the Union University is approved by the Department required course of study. for Veterans Affairs to offer educational benefits to veterans, reservists, and dependents of veterans The Cohort Approach who qualify for Veterans Benefits. Any person who qualifies for VA Benefits should check with the Aca- The Union M.B.A. provides a delivery system for demic Center as soon as possible upon registration. graduate education that is unique. Groups of 15 to

17 Curriculum for the M.B.A. (37 Hours) October 23-December 18 MGT 630 December 19-January 7, 2002 Christmas Break Term One Semester Hours January 8-February 26 MGT 615 MGT 601 M.B.A. Orientation 1 March 5-April 23 MGT 621 MGT 648 Human Behavior in Organizations 3 April 20-June 18 MKT 628 ECO 610 Managerial Economics 3 June 25-August 20 MGT 642 MGT 653 Production & Operations Manage- July 2 Summer Break ment 3 MKT 635 Marketing Research 3 Course Descriptions

Term Two Term One ACC 610 Analytical Managerial MGT 601 MBA Orientation (1) Accounting 3 An orientation to the activities and experiences of MGT 620 Ethical Management 3 graduate study in business at Union University, in- FIN 628 Managerial Finance 3 cluding adjustment to academic development and MGT 630 Management Information spiritual growth. This course, which provides an Systems 3 overview of basic undergraduate business concepts, Term Three is required of all entering MBA students. MGT 615 Organizational Theory 3 MGT 648 Human Behavior in Organizations (3) Behavioral sciences applied to interpersonal rela- MGT 621 Business & The Legal Environment 3 tionships in organizations; concepts of human as- pects of businesses as distinguished from eco- MKT 628 Strategic Marketing 3 nomic and technical aspects. Focus is on the pro- MGT 642 Business Policy & Strategic cess of managing people. Management 3 ECO 610 Managerial Economics (3) Total 37 This course will build on a traditional basis of microeconomic theory through the case method Calendar for M.B.A. beginning August 2000 and research projects. Case application will bring Dates may vary slightly. Separate course sched- microeconomic analysis into the realm of mana- ules for each cohort are available. gerial decision making. August 1-15, 200 Orientation MGT 653 Production & Operations August 22-October 10 MGT 648 Management (3) October 17-December 12 ECO 610 Planning and control of operations in manufac- December 19-February 20, 2001 MGT 653 turing and service organizations; examination of December 20-January 8 Christmas Break decision theory applications; emphasis on devel- oping skills and techniques through case studies. February 27-April 24 MKT 635 April 10 Easter Break MKT 635 Marketing Research (3) Application of analytical tools to marketing prob- May 1-June 19 ACC 610 lems, including markets, products, distribution June 26-August 21 MGT 620 channels, sales efforts, and advertising. Emphasis July 3 Summer Break on planning, investigation, collections, interpreta- August 28-October 16 FIN 628 tion of data, and presentation of results.

18 Term Two Term Three

ACC 610 Analytical Managerial Accounting (3) MGT 615 Organizational Theory (3) Managerial accounting which focuses on histori- An examination of the impact of external environ- cal and standard cost systems and cost analysis us- mental forces on the structure of an organization, ing various quantitative techniques. the importance of organizational structure to the achievement of strategic and operational plans of MGT 620 Ethical Management (3) management, and the various configurations avail- Ethical Management makes intensive use of the able. case method to probe ethical issues facing the mod- ern business world. An ethical audit of the MGT 621 Business & The Legal Environment student’s firm also provides an opportunity to give (3) practical relevance to the issues presented in class. Tort law, contract law, agency, business organiza- tions, negotiable instruments, property, business FIN 628 Managerial Finance (3) regulations, and industrial law. Case analysis of Analysis of the capital structure, dividend policy, court decisions. and working capital policy of the firm. Additional topics include: risk measurement, valuation, cost MKT 628 Strategic Marketing (3) of capital, and analytical tools used for the acqui- An analysis of the marketing of goods and services sition and allocation of funds. and the role of marketing in the economy. Mar- keting strategy explored through case studies and MGT 630 Management Information Systems (3) recent literature. This course is designed to provide an understand- ing of the field of information systems. Broad- MGT 642 Business Policy & Strategic based instruction in distributed databases, net- Management (3) work architectures, telecommunications options, Coverage of strategic management concepts and and hardware/software platforms. Applied knowl- integration of material learned in the functional edge to ensure that MIS goals and expenditures areas of business; use of case studies and field are consistent with and in support of the mission projects to provide a top management view of the of the organization. Case studies are used exten- business enterprise. sively to learn about the current issues facing in- formation management.

19 THE SCHOOL OF EDUCATION AND HUMAN STUDIES

Master of Arts in Education Fall Semester 2000 August Session Master of Education August 14 M.A.Ed. Registration Deadline Education Specialist for Fall 2000 August 28 M.A.Ed. Classes Begin Mission Statement September 9 M.Ed. Classes Begin September 30 Deadline for Returning The graduate programs in education are designed Applications for Graduation to provide, within a service oriented Christian en- (December and January) vironment, quality graduate study opportunities to meet the educational needs of four distinct groups. October Session 1. Persons who are licensed teachers and wish to October 23 M.A.Ed. Classes Begin complete graduate degrees in their professional December 8 M.A.Ed. Registration Deadline teaching fields by completing either the M.A.Ed. for Winter 2001 or M.Ed., or Ed.S.; December 16 Fall Commencement 2. Persons with baccalaureate degrees who are not Winter Semester 2001 licensed to teach and who do not desire to qualify for a license, but who wish to increase their January 2 M.A.Ed. Classes Begin knowledge of children, young people, and edu- January 6 M.Ed. Classes Begin cation by completing the M.A.Ed. degree; January 19 M.A.Ed. Registration Deadline for Spring 2001 3. Persons with baccalaureate degrees who are not licensed to teach but who wish to be. (These per- Spring Semester 2001 sons may choose to apply graduate courses taken February Session to meet licensure requirements toward the January 29 M.A.Ed. Classes Begin M.A.Ed. degree.); February 10 M.Ed. Classes Begin 4. Persons with baccalaureate degrees who do not February 26 Deadline for Returning wish to pursue a graduate degree at this time, Application for Graduation (May and August) but who want to take graduate courses for per- April Session sonal or professional growth through M.A.Ed. course offering. These persons may or may not March 26 M.A.Ed. Classes Begin hold a teaching license. May 14 M.A.Ed. Registration Deadline for Summer 2001 Calendar for M.A.Ed. and M.Ed. 2000— May 19 Spring Commencement 2001 Summer Semester 2001 Dates may vary slightly. Separate course sched- June 1 Deadline for Returning Application for ules for each program and cohort are available. Graduation (August) Summer Semester 2000 June 9 M.Ed. Classes Begin June 21 M.Ed. “Master’s Forum” May 15 M.A.Ed. Registration Deadline for August 4 August Commencement Summer 2000 May 22 M.A.Ed. Classes and Workshops Begin June 3 M.Ed. Classes Begin

20 MASTER OF ARTS IN EDUCATION PROGRAM

Admission to Graduate Coursework pleting nine graduate hours of at least 3.0 grade av- erage work, the student may appeal to the Dean of All students, whether degree-seeking or non-de- the School of Education and Human Studies for full gree-seeking in the M.A.Ed., who desire to take admission to pursue graduate studies in education. graduate courses in education at Union University Undergraduate students in their last term of must meet prescribed admission criteria. After ad- course work who, after registering for all courses mission, the student may take courses for personal required for graduation, need additional hours to or professional growth, seek teacher licensure, or be classed as full-time students, will be allowed to pursue the Master of Arts in Education Degree. Some register for one graduate course for graduate credit. students may choose to seek the M.A.Ed. as they complete their teacher licensure. Admission to the Master of Arts in Applicants desiring to take graduate courses in Education Degree Program education should submit the following to the Office of Graduate Studies in Education: In addition to the above admission criteria for 1. A completed Application to Graduate Studies in applicants desiring to take graduate courses, those Education. seeking admission to the M.A.Ed. Degree Program should submit the following to the Office of Gradu- 2. A $25 application processing fee. ate Studies in Education: 3. Official transcript(s) showing all coursework, 1. An official report showing an acceptable score completion of baccalaureate degree(s), and all on the Miller Analogies Test, the National Teacher graduate credit previously attempted from re- Exam Specialty Area Test, or the Graduate Record gionally accredited institutions. Exam (GRE). 4. Official transcript(s) indicating a minimum grade 2. Two completed Reference Evaluation forms. These point average (GPA) of 3.0 on a 4.0 scale of all references must be from persons who are famil- undergraduate and post-baccalaureate iar with the applicant’s professional or academic coursework combined. abilities. If the applicant is currently teaching, at 5. A brief writing sample scheduled by the Office least one recommendation should be from an of Graduate Studies in Education. administrator or supervisor who is familiar with For short courses designed primarily for license the applicant’s work as a teacher. Forms are avail- renewal, only the following admission criteria will able in the Office of Graduate Studies in Educa- be required. Students should submit an Application tion. If the student is seeking teacher licensure, for Admission to Graduate Studies in Education, a $25 forms are available in the office of the Director application fee, a copy of their teaching license or of Teacher Education. an official transcript showing completion of a bac- Provisional Admission to the Master of calaureate degree. If the student decides to seek the M.A.Ed. or take coursework other than the short Arts in Education Degree Program courses, all requirements for full admission to gradu- Students who do not meet the minimum GPA re- ate studies must be submitted. Note: A maximum quirement or the minimum test score requirement of six semester hours taken in this short-course for- for admission to the Master of Arts in Education mat may be used to satisfy M.A.Ed. requirements. Degree program will be required to successfully Provisional Admission to Graduate complete a full 500-600 word writing sample, which will be evaluated by faculty in the Department of Coursework English. Subsequently, if the writing sample is ad- Applicants who do not meet the minimum GPA equate, the student will be placed on provisional requirement of 3.0 will be required to successfully admission status for the first nine hours of graduate complete a full 500-600 word writing sample, which work at Union University. After successfully com- will be evaluated by faculty in the Department of pleting nine graduate hours of at least 3.0 grade av- English. Subsequently, if the writing sample is ad- erage work, the student may appeal to the Dean of equate, the student will be placed on provisional the School of Education and Human Studies for full admission status for the first nine hours of graduate admission to the Master of Arts in Education De- work at Union University. After successfully com- gree Program.

21 Advisement Specialty Area Electives: 6-9 hours With the assistance of a faculty advisor, the stu- The Dean of the School of Education and Human dent should select courses related to the student’s Studies will assign the student to an advisor who will, with the student, develop a degree plan which teaching field or specialty area that will provide will be placed in the student's file in the Office of growth in the knowledge of that area. Graduate Studies in Education in the School of Edu- Thesis: 3-6 hours cation and Human Studies. The student will con- Under the direction of a research committee con- sult with the advisor prior to each registration to sisting of graduate faculty members, all students plan courses. completing the M.A.Ed. Thesis Option will con- Requirements for the Master of Arts in duct master’s research related to their teaching Education Degree fields, and will report that research by writing a thesis or by writing a research report and making Two options are available for completion of the an oral presentation of the results of the research. M.A.Ed. Degree, a thesis option requiring a mini- mum of 33 semester hours of graduate credit and a Requirements for the Non-Thesis Option of non-thesis option requiring a minimum of 39 semes- the M.A.Ed. ter hours of graduate credit. Students choosing the thesis option of the program are required to write a A minimum of 39 semester hours of approved thesis or research report while students choosing the graduate work is required for completion of the non- non-thesis option of the program are required to suc- thesis option of the M.A.Ed. degree. This option con- cessfully complete a written comprehensive exami- sists of four components: a required core, education nation. All degree requirements must be completed within electives, specialty area electives, and additional five years of the date of admission to the degree program. electives. Additionally, a comprehensive written ex- amination is required for completion of the non-the- Requirements for the Thesis Option of the sis option. M.A.Ed. Required Core: 12 hours A minimum of 33 semester hours of approved graduate work is required for completion of the the- EDU 610, History and Philosophy of Education sis option of the M.A.Ed. degree. This option con- EDU 620, Curriculum Development and sists of four components: a required core, education Implementation electives, speciality area electives, and thesis. EDU 650, Educational Measurement and Required Core: 15 hours Evaluation EDU 670, Research Design EDU 610, History and Philosophy of Education Education Electives: 6 hours EDU 620, Curriculum Development and With the assistance of a faculty advisor, the stu- Implementation dent should select education courses that will in- EDU 650, Educational Measurement and crease the student’s professional knowledge and Evaluation skill. EDU 660, Issues and Trends in Education Specialty Area Electives: 12 hours EDU 670, Research Design With the assistance of a faculty advisor, the stu- Education Electives: 6-9 hours dent should select courses related to the student’s With the assistance of a faculty advisor, the stu- teaching field or specialty area that will provide dent should select education courses that will in- growth in the knowledge of that area. crease the student’s professional knowledge and skill. Additional Electives: 9 hours With the assistance of a faculty advisor, the stu- dent should select courses in education or in the specialty area.

22 Specific requirements for the two degree options Admission to Candidacy for the Master of are provided in the chart that follows. Arts in Education Degree Requirements for the Non-Thesis Option of An important step in the student’s progress to- the M.A.Ed.: Library Information Specialist ward the Master of Arts in Education Degree is ad- PreK-12 mission to Candidacy. Students will be admitted to degree candidacy status only when the following As an option of the non-thesis M.A.Ed., the 21- conditions have been met. hour Library Information Specialist prepares pro- 1. Interview with the Dean of the School of Educa- spective candidates with knowledge and skills to: tion and Human Studies. understand and use technology, manage and orga- 2. Development of a program of study. nize resources, and obtain knowledge of books, me- dia, and instructional materials basic to effective li- 3. Completion of at least18 semester hours in the brary programs. One semester of enhanced student program, including EDU 650, Educational Mea- teaching is required. surement and Evaluation. Additionally, if the stu- dent is pursuing the thesis option, EDU 660, Is- Union University students who are candidates for sues and Trends in Education, is required. licensure for initial endorsement as a Library Infor- mation Specialist will complete the requirements 4. Completion of EDU 670, Research Design. specified for the M.A.Ed/Prof. Ed. Core (18 hours), 5. A minimum grade point average of 3.0. enhanced student teaching for PreK-12 (14 hrs.) and Additional Candidacy Requirement for Thesis- additional course work in library information and Option Students: Students completing the thesis instructional technology (21 hours). A total of 14 option of the program must have degree candidacy undergraduate hours (enhanced student teaching) before beginning the master’s research. In addition and 39 graduate hours is required for degree comple- to the candidacy requirements above, thesis option tion. students will be required to submit a research pro- The Library Information Specialist is also avail- posal which has been approved by the student’s re- able as an add-on endorsement. See the Director of search committee. The approved research proposal Teacher Education for details. must be filed in the Office of the School of Educa- M.A.Ed. Professional Education Core tion and Human Studies before candidacy is Requirements granted. The student will receive written notification when EDU 610 History & Philosophy of Education 3 degree candidacy status has been achieved. SE 625 Survey of Exceptionalities 3 PSY 610 Advanced Educational Psychology 3 Full-Time Students EDU 620 Curriculum Development & Implemtation 3 A graduate student enrolled for 9 or more hours EDU 650 Educational Measurement & during an academic semester will be considered a Evaluation 3 full-time student. A graduate student enrolled for 6 EDU 670 Research Design 3 or more hours during the Summer or 3 or more EDU 437 Enhanced Student Teaching graduate hours in Winter or any less-than-14-week (PreK-12) 14 semester shall be considered full time. Total 32 hours Maximum Load The Library Information Specialist Requirements The maximum load for a graduate student is 15 LSC 610 Principles of Librarianship 3 hours during the Fall or Spring semesters and 6 LSC 620 School Library Administration 3 hours during the Winter term. The maximum load LSC 630 Collection Organization & for the 8-week Summer session is 12 hours. No more Management 3 than 6 hours may be taken during any Summer term. EDU 616 Children’s Literature 3 Fall and Spring Semester schedules are designed for LSC 640 Young Adult Literature 3 teachers. An optimum load for teachers is six hours, LSC 650 General Reference 3 one course per term. EDU 510 Computers in the Classroom 3 Total 21 hours

23 Transfer of Credit into the M.A.Ed. Degree For students who have a definite commitment of Program financial aid from the Financial Aid Office of the University, the difference between the total cost for Up to nine semester hours of graduate credit from the term and the financial aid allocation is the a regionally accredited college or university may be amount payable by the student to the University. transferred into the degree program at the time the student is admitted to the program, provided the Tuition and Fees grades received in those courses were B or higher. M.A.Ed $205/semester hour (2000-2001) Work being transferred into the program must have Non-degree-seeking post-baccalaureate been completed within five years prior to admission students $205/semester hour (2000-2001) to the program. Transfer of credit after the student has been ad- Tuition for Student Teaching will be charged at the mitted to the degree program (transient credit) will undergraduate rate. be acceptable provided (1) the total semester hours Other fees when applicable: of transfer credit does not exceed nine hours, (2) the Application Fee (non-refundable, grade received in the course is B or higher, and (3) one-time only) $25 written approval of the course being taken has been Late Registration Fee $25 obtained from the Dean of the School of Education Audit Fee $110 semester hour and Human Studies prior to taking the course. A Course Change Fee $10 maximum of six hours of workshop/short course/ Lab/Materials Fee per Course: EDU 510, 511, video course credit may be transferred. 512, 513, 514, 627, 628, 636, 638; SE 636, 638 $15 Thesis Binding Fee $50 Residency Requirements Graduation Fee: Student keeps masters hood $100 All students pursuing the Master of Arts in Edu- Financial Assistance cation Degree are required to meet residency require- ments for the degree. Students electing the thesis Students enrolled in Graduate Studies in Educa- option of the program must complete at least 21 se- tion for a minimum of six hours per semester, Fall mester hours of work on the Jackson campus. Stu- or Spring, may apply for the Federal Stafford Loan dents electing the non-thesis option of the program and the Perkins Loan. All students applying for these must complete at least 27 semester hours of work loans must complete an institutional application for on the Jackson campus. financial aid and file the Free Application for Fed- eral Student Aid (FAFSA). Forms are available in Courses Taken by Non-Degree Students the Financial Aid Office. Some students may qualify for a Tennessee Stu- A maximum of twelve hours of graduate work dent Assistance Corporation (TSAC) loan. The Ten- taken at Union before a student is admitted to the nessee Teaching Scholars Program provides a for- degree program may be used to satisfy the M.A.Ed. givable loan of $3,000 for post-baccalaureate stu- requirements. dents admitted to state-approved teacher education Financial Information programs at a Tennessee institution of higher edu- cation who pledge to teach at the public preschool, The registration of a graduate student signifies an elementary, or secondary level in Tennessee one year agreement by the student to fulfill the related finan- for each year the award is received. Contact the Fi- cial obligations to the end of the term for which the nancial Aid Office for information on requirements student has registered. for qualifying, how to apply, and the application There are two methods for the payment of ex- deadline. penses. Veterans: Union University is approved to offer 1. All expenses may be paid in full prior to or on educational benefits to veterans, reservists, and de- the day of registration. pendents of veterans who qualify for Veterans Ben- 2. Payment may be made in two equal payments, efits. Any person who qualifies for the above should with one-half due at the time of registration and check with the Academic Center as soon as possible the balance due halfway through the term. A 1.5% upon registration. service charge will be added to the unpaid bal- ance following the initial payment.

24 MASTER OF ARTS IN EDUCATION REQUIREMENTS FOR THE M.A.Ed. DEGREE OPTIONS

TNHESIS OPTION NON-THESIS OPTIO

15 HOURS: EDU 610 His & Phil Educ 12 HOURS: EDU 620 Curr Dev & Implem EDU 610 Hist & Phil Educ REQUIRED CODE EDU 650 Educ Meas & Eval EDU 620 Educ Meas & Eval EDU 660 Issues & Trends in Educ EDU 670 Research Design EDU 670 Research Design EDUCATION ELECTIVES With the assistance of a faculty advisor, the student will select education courses 6SHOURS 6 HOUR that will increase the student's professional knowledge and skills SPECIALITY AREA ELECTIVES With the assistance of a faculty advisor, the student will select courses related to 6SHOURS 12 HOUR the student's specialty area that will provide growth in the knowledge and methodology of that area ADDITIONAL ELECTIVES With the assistance of a faculty advisor, the student 3SHOURS 9 HOUR will select additional ourses in either education or the specialty area.

NOT REQUIRED IN THE TSHESIS MINIMUM OF 3 HOUR NON-THESIS OPTION

REQUIRED FOR COMPREHENSIVE NOT REQUIRED IN THE COMPLETION OF THE WRITTEN EXAMINATION THESIS OPTION NON-THESIS OPTION

MINIMUM HOURS 3S3 HOURS 39 HOUR REQUIRED

25 Course Descriptions 585 Special Studies in Biology (1-4) Group studies which do not appear in the depart- Art ment course offerings. Course content will be de- termined by need. 533 Internship (1-4) Internship in a field situation for a specified time. 598 Seminar (1-3) Specific requirements will be arranged by the de- A non-lecture research and discussion course. partment. Course content will be determined by need. 585 Special Studies in Art (1-4) 640 Special Studies in Biology (3) Group studies which do not appear in the depart- Group studies which do not appear in the depart- ment course offerings. Course content will be de- ment course offerings. Course content will be de- termined by need. termined by need. 598 Seminar (1-3) 655 Independent Study (1-4) A non-lecture research and discussion course. Individual research and study under the guidance Course content will be determined by need. of a graduate faculty member. 610 Theories and Processes in Drawing and 680 Research in Biology Education A (3) Painting (3) A course designed to help the student complete Exploration of concepts in drawing and painting the individual research related to the specialty area. with consideration of subject matter, media pro- Specific course content will be designed to meet cesses and developmental learning activities for art the program needs of the individual student. programs. 685 Research in Biology Education B (3) 620 Theories and Processes in Sculpture (3) A continuation of Research in Biology Education Exploration of concepts and techniques in sculp- A. ture with consideration to developmental learning Business Administration activities for art programs. 640 Special Studies in Art (3) 533 Internship (1-4) Group studies which do not appear in the depart- Internship in a field situation for a specified time. ment course offerings. Course content will be de- Specific requirements will be arranged by the de- termined by need. partment. 655 Independent Study (1-4) 585 Special Studies in Business (1-4) Individual research and study under the guidance Group studies which do not appear in the depart- of a graduate faculty member. ment course offerings. Course content will be de- termined by need. 680 Research in Art Education A (3) A course designed to help the student complete 598 Seminar (1-3) the individual research related to the specialty area. A non-lecture research and discussion course. Specific course content will be designed to meet Course content will be determined by need. the program needs of the individual student. 615 Seminar and Workshop in Economic 685 Research in Art Education B (3) Education (3) A continuation of Research in Art Education A. The seminars will focus on basic theories of eco- nomics at both the macroeconomic and microeco- Biology nomic level. The workshops will stress practical ap- plications of economic principles and basic class- 533 Internship (1-4) room methods for teaching economics. Internship in a field situation for a specified time. Specific requirements will be arranged by the de- partment.

26 640 Special Studies in Business Communication Arts Administration (3) Group studies which do not appear in the depart- 533 Internship (1-4) ment course offerings. Course content will be de- Internship in a field situation for a specified time. termined by need. Specific requirements will be arranged by the de- partment. 655 Independent Study (1-4) Individual research and study under the guidance 585 Special Studies in Communication (1-4 ) of a graduate faculty member. Group studies which do not appear in the depart- ment course offerings. Course content will be de- 680 Research in Business Education A (3) termined by need. A course designed to help the student complete the individual research related to the specialty area. 598 Seminar (1-3) Specific course content will be designed to meet A non-lecture research and discussion course. the program needs of the individual student. Course content will be determined by need. 685 Research in Business Education B (3) 640 Special Studies in Communication Arts (3) A continuation of Research in Business Education A. Group studies which do not appear in the depart- ment course offerings. Course content will be de- Chemistry and Physics termined by need.

533 Internship (1-4) 655 Independent Study (1-4) Internship in a field situation for a specified time. Individual research and study under the guidance Specific requirements will be arranged by the de- of a graduate faculty member. partment. 680 Research in Communication 585 Special Studies in Science (1-4) Education A (3) Group studies which do not appear in the depart- A course designed to help the student complete ment course offerings. Course content will be de- the individual research related to the specialty area. termined by need. Specific course content will be designed to meet the program needs of the individual student. 598 Seminar (1-3) A non-lecture research and discussion course. 685 Research in Communication Education B (3) Course content will be determined by need. A continuation of Research in Communication Education A. 640 Special Studies in Chemistry and Physics (3) Group studies which do not appear in the depart- Education ment course offerings. Course content will be de- termined by need. 510 Computer Applications in the Classroom (3) A study of existing computer software for elemen- 655 Independent Study (1-4) tary and secondary educational use. Criteria for the Individual research and study under the guidance evaluation and selection of software are empha- of a graduate faculty member. sized. Grading and management applications and 680 Research in Science Education A (3) word processing are included. A course designed to help the student complete the 511 Instructional Methodology for Elementary individual research related to the specialty area. School Science (3 hours) Specific course content will be designed to meet A study of principles, practices, methods, and ma- the program needs of the individual student. terials for teaching science in the elementary school 685 Research in Science Education B (3) with emphasis on current research in the field. A continuation of Research in Science Education A. Available for graduate credit only.

27 512 Instructional Methodology for Elementary 521 Instructional Methodology for Secondary School Language Arts (3) School Physical Education and Health (3) A study of principles, practices, methods, and ma- A study of principles, practices, methods, and ma- terials for teaching language arts in the elemen- terials for teaching physical education and health tary school with emphasis on current research in in the secondary school with emphasis on current the field. Available for graduate credit only. research in the field. Available for graduate credit only. Practicum Required. 513 Instructional Methodology for Elementary School Social Studies (3) 522 Instructional Methodology for Secondary A study of principles, practices, methods, and ma- School Mathematics (3) terials for teaching social studies in the elemen- A study of principles, practices, methods, and ma- tary school with emphasis on current research in terials for teaching mathematics in the secondary the field. Available for graduate credit only. school with emphasis on current research in the field. Available for graduate credit only. Practicum 514 Instructional Methodology for Elementary School Mathematics (3) Required. A study of principles, practices, methods, and ma- 523 Instructional Methodology for Modern terials for teaching mathematics in the elementary Languages in Secondary School (3) school with emphasis on current research in the A study of principles, practices, methods, and ma- field. Available for graduate credit only. terials for teaching modern languages in the sec- ondary school with emphasis on current research 517 Instructional Methodology for Secondary School Art (3) in the field. Available for graduate credit only. A study of principles, practices, methods, and ma- Practicum Required. terials for teaching art in the secondary school with 524 Instructional Methodology for Secondary emphasis on current research in the field. Avail- School Music (3) able for graduate credit only. Practicum Required. A study of principles, practices, methods, and ma- terials for teaching music in the secondary school 518 Instructional Methodology for Secondary School Science (3) with emphasis on current research in the field. A study of principles, practices, methods, and ma- Available for graduate credit only. Practicum Re- terials for teaching science in the secondary school quired. with emphasis on current research in the field. 525 Instructional Methodology for Secondary Available for graduate credit only. Practicum Re- School Social Studies (3) quired. A study of principles, practices, methods, and ma- terials for teaching social studies in the secondary 519 Instructional Methodology for Secondary Business (3) school with emphasis on current research in the A study of principles, practices, methods, and ma- field. Available for graduate credit only. Practicum terials for teaching business in the secondary Required. school with emphasis on current research in the 526 Instructional Methodology for Secondary field. Available for graduate credit only. Practicum School Speech and Theatre Arts (3) Required. A study of principles, practices, methods, and ma- terials for teaching speech and theatre arts in the 520 Instructional Methodology for Secondary School English (3) secondary school with emphasis on current re- A study of principles, practices, methods, and ma- search in the field. Available for graduate credit terials for teaching English in the secondary school only. Practicum Required. with emphasis on current research in the field. 533 Internship (1-4) Available for graduate credit only. Practicum Re- Internship in a field situation for a specified time. quired. Specific requirements will be arranged by the de- partment.

28 540 Using Games and Activities in the 625 Classroom Management (3) Elementary Classroom (3) A study of comprehensive classroom management A study of the principles and practices related to strategies which will center on interpersonal rela- the effective use of games and activities in the el- tionships, classroom organization and manage- ementary classroom. ment, instruction, problem solving, behaviorism, 585 Special Studies in Education (1-4) and schoolwide discipline. Group studies which do not appear in the depart- 626 Reading in the Content Area (3) ment course offerings. Course content will be de- Content reading skills are skills with focus. Rather termined by need. than consisting of lessons to teach initial reading, 595 Special Workshops (1-4) content area reading builds on these skills to teach Graduate credit offered in concentrated format for students strategies related to specific areas of the license renewal and elective credit. Maximum of 6 curriculum. As such, content reading instructions hours can count toward a degree. Selected topics is designed to teach students the specific skills nec- may vary each year. essary to learn more effectively in science, social studies, literature, math music, and physical edu- 598 Seminar (1-3) cation. Students in this course will create materi- A non-lecture research and discussion course. als related to their specific content area. Course content will be determined by need. Practi- cum Required for EDU 598 Seminar: Reading in 627 Comparative Analysis of Instructional the Content Area. Methods in Reading (3) A study of methodology for teaching reading with 610 History and Philosophy of Education (3) emphasis on current research and practice as re- A study of the history and philosophy of Ameri- lated in the professional literature in the field. can education with attention to European anteced- ents, and philosophical movements such as Ideal- 628 Research in Diagnosis and Remediation of Reading Problems (3) ism, Realism, Perennialism, Essentialism, Progres- Investigation of common reading problems, as- sivism, Reconstructionism, and Existentialism. sessment methods, and remediation techniques 615 Seminar and Workshop in Economic found in the literature. Prerequisite: EDU 627. Education (3) Practicum Required. The seminars will focus on basic theories of eco- nomics at both the macroeconomic and microeco- 629 Current Research in Early Childhood Education (3) nomic level. The workshops will stress practical ap- Study and analysis of current research related to plications of economic principles and basic class- children and educational programs for children, room methods for teaching economics. birth through grade three. Practicum Required. 616 Children and Literature (3) 630 The School and Community Relations (3) A critical analysis of each genre of literature for chil- A study of designing programs around needs and dren as a basis for the appreciation, selection, and problems of the school and its special publics, use of suitable materials to foster active learning, dealing constructively and effectively with these personal growth, and recreational reading. This needs, and promoting a positive school environ- course is intended for the student who did not take ment for the steady improvement of public edu- a course in children's literature as an undergradu- cation. ate. 632 School Law (3) 620 Curriculum Development and A study of sources of school law, student rights, Implementation (3) and legal issues affecting education. This course is designed to investigate the factors that have influenced and will shape the school cur- riculum. Various organizational patterns, trends, and issues are studied.

29 634 School Facilities (3) 657 Creative Development of the Young Child Consideration of the school plant, grounds, and (4) major equipment in relation to the educational Students examine the development of creativity in needs of the community; factors in site selection; young children with attention given to the use of procedures in planning of school buildings; prin- the expressive arts for early intervention, meeting ciples of design and construction; architectural and curricular objectives in all areas, and programming contractual services; and maintenance. strategies for young children with special needs. Assessment principle and models are explored. 636 Cognitive Development of the Young Practicum required. Prerequisites: EDU 629. Child (4) A study of child development theory and current 660 Issues and Trends in Education (3) research related to language and mathematical de- A course designed to research the literature related velopment in young children with attention given to recent developments in education, including the to the problems of delayed development. aims, philosophies, methods, content, and prob- Practicum Required. lems related to the field. Students will identify and develop a synthesis of research related to a poten- 638 Creative Development of the Young Child (4) tial line of research. A study of child development theory and current 670 Research Design (3) research related to the development of creative abil- A study of research designs which control threats ity in young children with attention given to the to the validity of research conclusions. Students use of expressive arts for early intervention and for will complete a research proposal of a significant meeting curricular objectives in all academic dis- problem in education including a review of the lit- ciplines. Practicum Required. erature related to the problem. 640 Special Studies in Education (3) 680 Research in Education A (3) Group studies which do not appear in the depart- A course designed to help the student complete ment course offerings. Course content will be de- the individual research related to the specialty area. termined by need. Specific course content will be designed to meet 650 Educational Measurement and Evaluation the program needs of the individual student. (3) 685 Research in Education B (3) A study of the measurement of learning, attitudes A continuation of Research in Education A. and feelings, products and performances, and so- cial interaction. Difficulty and discrimination of 690 Thesis A (3) test items as well as validity and reliability of tests A course designed to help the student complete are emphasized. Descriptive statistics for sets of the master's research and thesis. Specific course data are introduced. content will be designed to meet the research and writing needs of the individual student. 651 Cognitive Development of the Young Child (4) 695 Thesis B (3) Students examine the theoretical and applied as- A continuation of Thesis A. pects of cognitive development in young children. English Language development, quantitative thinking and number concepts, goals and concepts for other cur- 533 Internship (1-4) riculum areas, as well as assessment principles and Internship in a field situation for a specified time. models are explored. Practicum required. Prereq- Specific requirements will be arranged by the de- uisites: EDU 629. partment. 655 Independent Study (1-4) 585 Special Studies in English (1-4) Individual research and study under the guidance Group studies which do not appear in the depart- of a graduate faculty member. ment course offerings. Course content will be de- termined by need.

30 598 Seminar (1-3) Languages A non-lecture research and discussion course. Course content will be determined by need. 533 Internship (1-4) Internship in a field situation for a specified time. 640 Special Studies in English (3) Specific requirements will be arranged by the de- Group studies which do not appear in the depart- partment. ment course offerings. Course content will be de- termined by need. 585 Special Studies in Languages (1-4) Group studies which do not appear in the depart- 655 Independent Study (1-4) ment course offerings. Course content will be de- Individual research and study under the guidance termined by need. of a graduate faculty member. 598 Seminar (1-3) 680 Research in English Education A (3) A non-lecture research and discussion course. A course designed to help the student complete Course content will be determined by need. the individual research related to the specialty area. Specific course content will be designed to meet 640 Special Studies in Languages (3) the program needs of the individual student. Group studies which do not appear in the depart- ment course offerings. Course content will be de- 685 Research in English Education B (3) termined by need. A continuation of Research in Education A. 655 Independent Study (1-4) History, Political Science, and Geography Individual research and study under the guidance of a graduate faculty member. 533 Internship (1-4) Internship in a field situation for a specified time. 680 Research in Language Education A (3) Specific requirements will be arranged by the de- A course designed to help the student complete partment. the individual research related to the specialty area. Specific course content will be designed to meet 585 Special Studies in Social Sciences (1-4) the program needs of the individual student. Group studies which do not appear in the depart- ment course offerings. Course content will be de- 685 Research in Language Education B (3) termined by need. A continuation of Research in Language Educa- tion A. 598 Seminar (1-3) A non-lecture research and discussion course. Library Information Specialist Course content will be determined by need. 600 Principles of Librarianship (3) 640 Special Studies in Social Sciences (3) A study which traces the development of library Group studies which do not appear in the depart- history from its earliest existence through the 20th ment course offerings. Course content will be de- century. In addition to the history and theories, it termined by need. includes a study of the types of libraries, services, 655 Independent Study (1-4) trends, issues and problems in libraries. Individual research and study under the guidance 610 School Library Administration (3) of a graduate faculty member. A study on how to organize and administrate 680 Research in Social Science Education A (3) school libraries with emphases placed on develop- A course designed to help the student complete ing and implementing short and long range goals, the individual research related to the specialty area. developing and administrating programs, and Specific course content will be designed to meet keeping abreast of practices through current lit- the program needs of the individual student. erature. 685 Research in Social Science Education B (3) A continuation of Research in Social Science Education A.

31 620 Collection Management and Organization (3) 598 Seminar (1-3) A study which provides background information A non lecture research and discussion course. and current rules regarding the Dewey Decimal Course content will be determined by need. Systems of Classification and cataloging of mate- 640 Special Studies in Mathematics and rials. The course gives student hands on practice Computer Science (3) in creating records and editing records based on Group studies which do not appear in the depart- Machine Readable Format (MARC). The course ment course offerings. Course content will be de- will focus on activities that take place in route op- termined by need. erations of collection management and organiza- tion of a library with emphasis on acquisition of 655 Independent Study (1-4) materials, bibliographic control, cataloging, pres- Individual research and study under the guidance ervation and weeding of materials. of a graduate faculty member. 630 Young Adult Literature (3) 680 Research in Mathematics Education A (3) An evaluation which provides information about A course designed to help the student complete young adult literature as well as offers discussion the individual research related to the specialty area. on multicultural, multinational and classical lit- Specific course content will be designed to meet erature for selection and appreciation of library the program needs of the individual student. materials. 685 Research in Mathematics Education B (3) 640 General Reference (3) A continuation of Research in Mathematics and Com- A study which introduces students to basic printed puter Science Education A. reference and electronic resources for school library Music media centers and how to use them effectively. Fo- cuses on how to use strategies in seeking answers 533 Internship (1-4) to reference questions. The reference resources Internship in a field situation for a specified time. studied will serve as a selection guide for school Specific requirements will be arranged by the de- libraries. partment. 647 Practicum (6) 585 Special Studies in Music (1-4) Library experience and training in elementary, Group studies which do not appear in the depart- middle and secondary school requiring 200 clock ment course offerings. Course content will be de- hours under the supervision of a licensed school termined by need. librarian and college supervisor. To be taken twice during the 2nd year of study. Prerequisite: Comple- 598 Seminar (1-3) A non-lecture research and discussion course. tion of all other course work required for the de- Course content will be determined by need. gree. 640 Special Studies in Music (3) Mathematics and Computer Science Group studies which do not appear in the depart- ment course offerings. Course content will be de- 533 Internship (1-4) Internship in a field situation for a specified time. termined by need. Specific requirements will be arranged by the de- 655 Independent Study (1-4) partment. Individual research and study under the guidance of a graduate faculty member. 585 Special Studies in Mathematics & Computer Science (1-4) 680 Research in Music Education A (3) Group studies which do not appear in the depart- A course designed to help the student complete ment course offerings. Course content will be de- the individual research related to the specialty area. termined by need. Specific course content will be designed to meet the program needs of the individual student.

32 685 Research in Music Education B (3) Psychology A continuation of Research in Music Education A. 533 Internship (1-4) Physical Education, Wellness, and Sport Internship in a field situation for a specified time. Specific requirements will be arranged by the de- 533 Internship (1-4) partment. Internship in a field situation for a specified time. Specific requirements will be arranged by the de- 585 Special Studies in Psychology (1-4) partment. Group studies which do not appear in the depart- ment course offerings. Course content will be de- 585 Special Studies in Physical Education and termined by need. Health (1-4) Group studies which do not appear in the depart- 598 Seminar (1-3) ment course offerings. Course content will be de- A non-lecture research and discussion course. termined by need. Course content will be determined by need. 598 Seminar (1-3) 610 Advanced Educational Psychology (3) A non-lecture research and discussion course. This course involves an in-depth study of the field Course content will be determined by need. of educational psychology. Emphasis will be upon applying current research and issues such as hu- 640 Special Studies in Physical Education and man development, learning, and motivation to the Health (3) educational setting. Group studies which do not appear in the depart- ment course offerings. Course content will be de- 624 Comparative Study of Child Development termined by need. Theories (3) This course is for the student who did not take a 655 Independent Study (1-4) course in child development or human develop- Individual research and study under the guidance ment as an undergraduate. It is a critical study of of a graduate faculty member. the prominent theories relating to physical, social, 660 Issues and Trends in Physical Education emotional, and cognitive growth of children, as Education (3) well as factors which impact upon development. A course designed to research the literature related The roles of the teacher and of other professionals to recent developments in Physical Education edu- who work with young children are explored. cation, including the aims, philosophies, methods, 625 Learning and Behavioral Characteristics of content, and problems related to the field. Stu- Persons with Exceptionalities (3) dents will identify and develop a synthesis of re- A study of the learning and behavioral character- search related to a potential line of research. istics of students with exceptionalities. Theoreti- 680 Research in Physical Education and Health cal models and experimental results will be exam- Education A (3) ined. A course designed to help the student complete 640 Special Studies in Psychology (3) the individual research related to the specialty area. Group studies which do not appear in the depart- Specific course content will be designed to meet ment course offerings. Course content will be de- the program needs of the individual student. termined by need. 685 Research in Physical Education and Health 655 Independent Study (1-4) Education B (3) A continuation of Research in Physical Education Individual research and study under the guidance and Health Education A. of a graduate faculty member. 680 Research in Psychology Education A (3) A course designed to help the student complete the individual research related to the specialty area. Specific course content will be designed to meet the program needs of the individual student.

33 685 Research in Psychology Education B (3) 595 Special Workshops (1-4) A continuation of Research in Psychology Educa- Graduate credit offered in concentrated format for tion A. license renewal and elective credit. Maximum of 6 hours can count toward a degree. Selected topics Sociology may vary each year. 533 Internship (1-4) 605 Current Research in Educational Assessment of Internship in a field situation for a specified time. Persons with Exceptionalities (3) Specific requirements will be arranged by the de- An investigation of assessment procedures for per- partment. sons with special needs. Attention is given to the research base related to appropriate techniques and 585 Special Studies in Sociology (1-4) instruments and interpretation and transforma- Group studies which do not appear in the depart- tion of test data into programmatic guidelines for ment course offerings. Course content will be de- instructional objectives. termined by need. 610 Current Research in Behavior Management of 598 Seminar (1-3) Persons with Exceptionalities (3) A non-lecture research and discussion course. A study of the various theories and techniques for Course content will be determined by need. managing behavior of students with 640 Special Studies in Sociology (3) exceptionalities. Attention is given to experimen- Group studies which do not appear in the depart- tal results and related practical, moral, and legal ment course offerings. Course content will be de- issues. termined by need. 625 Learning and Behavioral Characteristics of 655 Independent Study (1-4) Persons with Exceptionalities (3) Individual research and study under the guidance A study of the learning and behavioral character- of a graduate faculty member. istics of students with exceptionalities. Theoreti- cal models and experimental results will be exam- 680 Research in Sociology Education A (3) ined. A course designed to help the student complete the individual research related to the specialty area. 636 Cognitive Development of the Young Child Specific course content will be designed to meet (4) the program needs of the individual student. A study of child development theory and current research related to language and mathematical 685 Research in Sociology Education B (3) development in young children with attention A continuation of Research in Sociology Educa- given to the problems of delayed development. tion A. Practicum required. Special Education 638 Creative Development of the Young Child (4) A study of child development theory and current 533 Internship (1-4) research related to the development of creative abil- Internship in a field situation for a specified time. ity in young children with attention given to the Specific requirements will be arranged by the de- use of expressive arts for early intervention and for partment. meeting curricular objectives in all academic dis- 585 Special Studies in Special Education (1-4) ciplines. Practicum required. Groups studies which do not appear in the depart- 640 Special Studies in Special Education (3) ment course offerings. Course content will be de- Group studies which do not appear in the depart- termined by need. ment course offerings. Course content will be de- termined by need.

34 650 Current Research in Assessment of 680 Research in Special Education A (3) Learning Problems in the Young Child (3) A course designed to help the student complete An investigation of the assessment methods for the individual research related to the specialty area. identification and diagnosis of learning problems Specific course content will be designed to meet in infants and young children and of the research the program needs of the individual student. related to effective techniques for early interven- 685 Research in Special Education B (3) tion. A continuation of Research in Special Education A. 655 Independent Study (1-4) Individual research and study under the guidance of a graduate faculty member. 660 Issues and Trends in Special Education (3) A course designed to research recent developments in Special Education, including the aims, philoso- phies, methods, content, and problems related to the field.

35 THE MASTER OF EDUCATION DEGREE

Purpose completing a Writing Sample (evaluated by English Department faculty) and upon the recommendation The Master of Education degree (M.Ed.) is de- of the Graduate Education Admissions Committee signed for the professional development of the class- and the Dean of Education and Human Studies. Pro- room teacher. It provides licensed teachers enhance- visionally admitted students may be granted Ad- ment of their skills and knowledge utilizing the most mission after 9 hours of (minimum) 3.00 grade av- contemporary of topics in curriculum and instruc- erage work and a recommendation from the Dean tion. of Education and Human Studies. Failure to be fully The Cohort Approach admitted to the M.Ed. program after 9 hours of coursework will result in termination from the pro- The Union M.Ed. program accepts students in gram. A student may appeal termination through groups of 15 to 24 to pursue each course together in the regular appeals process outlined in this Gradu- a cohort. This model emphasizes teamwork, coop- ate Catalogue. eration, professional support and sharing of knowl- edge among students. Each cohort is further subdi- Graduation Requirements vided into action research groups of 4-6 students. For graduation from the M.Ed. degree program, Lifelong friendships are developed through this for- the student will: mat and learning takes place in a spirit of unity, rigor 1. Successfully complete the 30 semester hours of and cooperation. The curriculum consists of 12 required course work. courses totaling 30 semester hours with no transfer credits or electives permitted. The degree program 2. Demonstrate a minimum G.P.A. of 3.0 cumula- begins each June and ends in July of the following tive for the program. year, with the course calendar published in advance 3. Successfully complete the Creative Research for the 14-month program. Except for summer course Project. work, when Saturdays as well as weekdays are uti- lized, courses during the school year are offered on Financial Information Saturdays in a unique delivery system, an intensive The following payment plans are available: format where one course at a time is completed by the cohort of students. 1. Full payment may be made for the program of 30 semester hours—tuition is discounted by 5% Admission Information when 100% payment is received prior to the ad- vent of the program. Candidates for admission to the M.Ed. (cohort) program will need the following: 2. Payment may be made by the semester, with 50% due before classes begin that semester, and 50% 1. A teaching license. due one month later. 2. A minimum G.P.A. of 3.00 based on a 4.00 scale 3. Monthly payments may be made in 15 payments, (undergraduate and post-baccalaureate credits beginning the first of June and ending the first combined). of August the following year. Payments include 3. An interview with the Director of the M.Ed. pro- a monthly service charge on the outstanding bal- gram. ance. Successful candidates must also complete an Ap- Tuition is $225 per semester hour, or $6750 for the plication to Graduate Studies in Education; arrange program—effective for the June 2001-July 2002 co- for official transcripts to be sent directly to the Of- horts. fice of Graduate Studies in Education from previ- The following are Non-Refundable Fees: ously attended colleges or universities; and request Application Fee: $25 of two persons who are in positions to judge the candidate's potential as a graduate student to rec- Graduation Fee: $100—(student keeps ommend the candidate, using the forms provided Master’s hood) in the application packet. Computer Fee: $15—attached to the gradu- Persons not qualifying for Admission may be ate course, EDU 602 - Educational Computer granted Provisional Admission after successfully Technology

36 Financial Aid EDU 649 Interpersonal Relationships in the School Setting 2 The Federal Stafford Loan (subsidized or unsubsidized) is available to M.Ed. students who EDU 647 Faith and Ethics in Education 2 need financial assistance. To qualify for a student loan, the graduate student must: Total Semester Hours 30 1. Be admitted to the M.Ed. degree program. Curriculum 2. Demonstrate financial need (for the subsidized loan only). Master of Education Degree 3. Not be in default on a former loan or owe a re- fund on any grant. EDU 601 SCHOOLS AND FAMILIES IN A PLURALISTIC SOCIETY (3) 4. Complete and return the FAFSA and Union Fi- nancial Aid Application to Union University's EDU 602 EDUCATIONAL COMPUTER TECH- Financial Aid Office by April 1 for Summer NOLOGY (3) through Spring semesters and by April 1 again EDU 603 STUDENT-CENTERED INSTRUC- of the following year to cover the remaining Sum- TIONAL DESIGN (3) mer semester. Students must also send financial EDU 605 TEACHER EFFECTIVENESS (3) aid transcripts from each previous college at- tended (forms are available at Union). EDU 607 ALTERNATIVE ASSESSMENT (3) EDU 609 INCLUSIONARY INSTRUCTION (3) Curriculum Calendar for the M.ED. EDU 641 TRENDS IN CURRICULUM AND SCHOOL REFORM (3) (The order of the M.Ed. courses will vary for individual cohorts.) EDU 643 METHODS AND DESIGNS FOR CLASSROOM RESEARCH (2) Summer Hours EDU 644 CREATIVE RESEARCH PROPOSAL (1) EDU 601 Schools and Families EDU 645 CREATIVE RESEARCH PROJECT (2) in a Pluralistic Society 3 EDU 647 FAITH AND ETHICS IN EDUCA- EDU 643 Methods and Designs TION (2) for Classroom Research 2 EDU 649 INTERPERSONAL RELATIONSHIPS EDU 603 Student-Centered IN THE SCHOOL SETTING (2) Instructional Design 3 ______EDU 644 Creative Research Proposal 1 TOTAL 30 Fall Course Descriptions

EDU 605 Teacher Effectiveness 3 EDU 601 Schools and Families in a Pluralistic Edu 602 Educational Computer Technology 3 Society (3) Study of the changes in and dynamics of the con- Winter temporary family and the impact on the classroom EDU 609 Inclusionary Instruction 3 and learning practices. The teacher's role and re- sponse to a rapidly changing American society are Spring emphasized. EDU 645 Creative Research Project 2 EDU 602 Educational Computer Technology (3) EDU 641 Trends in Curriculum and School Focus of the course is the integration and utiliza- Reform 3 tion of the latest in instructional technology. In- cludes analysis and evaluation of existing software Summer and hardware for elementary/secondary class- EDU 607 Alternative Assessment 3 rooms: teacher productivity tools, specific-use soft- ware, multimedia technology, adaptive technology,

37 presentation software, Internet, web page construc- EDU 641 Trends in Curriculum and School tion, and future trends. Prerequisite: CSC 105 and Reform (3) EDU 250 on equivalent computer skills. Recent innovative trends in educational practice including current curriculum models and school EDU 603 Student-Centered Instructional reform models. Design (3) Teaching strategies which focus on student learn- EDU 643 Methods and Designs for Classroom ing such as constructivism, brain-based teaching Research (2) and learning, integrated thematic instruction, in- Identification of the key problems and issues in quiry and multiple intelligence learning styles are educational research, development of skills of criti- studied. cal analysis of the literature and the implementa- tion of a proposal for action research in the class- EDU 605 Teacher Effectiveness (3) room. Review of the educational research literature on teacher effectiveness as it focuses on the teacher- EDU 644 Creative Research Proposal (1) student dynamic and the learning environment. Introduction to the field of educational research. Issues of teaching strategies and classroom man- Students will review the literature on a topic of agement are studied. choice and write a proposal for the Creative Re- search Project. EDU 607 Alternative Assessment (3) Creation and use of alternative measures of stu- EDU 645 Creative Research Project (2) dent achievement which involve examination of Designed to assist the teacher in defining and re- the processes as well as the products of learning. searching an education problem in a classroom Variants of performance assessments that require setting. Effective applications to specific educa- students to generate rather than choose a response. tional practice and school improvement are em- Exhibitions, investigations, demonstrations, writ- phasized. ten or oral responses, journals and portfolios are EDU 647 Faith and Ethics in Education (2) examples of alternatives. Study of world views and ethical thinking in the EDU 609 Inclusionary Instruction (3) context of the school classroom. The place of faith Rationales for inclusionary classrooms and and values in the public school arena is an issue of schools, including the changing assumptions of study. how children learn, demographic changes, shifts EDU 649 Interpersonal Relationships in the School in funding and demonstrations of effective pro- Setting (2) grams. Study of interpersonal relationships and educa- tional leadership in the school setting. Motivation, decision-making, conflict resolution are included.

38 Teacher Licensure: Post-Baccalaureate Requirements for Initial and Add-on Endorsement

Conceptual Framework: A Teacher-Student with a major in an academic field and meet specific Dynamic of Sensitivity, Reflection and competencies needed in the teaching profession. Faith Areas of licensure: Union offers both initial licen- sure and additional endorsement in the following Mission Statement areas: The mission of the Teacher Education Program is Basic Business/Acctng, 7-12 to prepare highly effective teachers within an envi- Biology, 7-12 ronment of sensitivity, reflection, and faith: teach- Chemistry, 7-12 ers who are sensitive to the diverse learning needs Data Processing, 7-12 of their students; competent teachers who embrace Early Childhood Educ., PreK-4 reflective scholarship and a spirit of inquiry; and teachers who carefully consider their world view Economics, 7-12 and integrate in their classrooms Christian values Elementary, K-8 such as stewardship of the environment, belief in English, 7-12 the dignity and worth of each individual, and grace English as a Second Lang., PreK-12 to lead, empower, and motivate every student to French, 7-12 enjoy learning and to continue learning for a life- Government, 7-12 time. Health, K-12 Goals History, 7-12 On completion of the Teacher Education Program, Library Information Specialist, Pre K-12 students will have developed: Marketing, 7-12 Mathematics, 7-12 • Understanding of the growth and development Middle Grades, 5-8 of children and adolescents and sensitivity to Music Education: their diverse learning needs; Vocal/General, K-12 • Academic competence in a broad base of gen- Instrumental, K-12 eral education and in a major appropriate for Physical Education, K-12 the licensure being sought Physics, 7-12 • Knowledge of a variety of effective teaching Spanish, 7-12 methods and materials which utilize skills that effectively apply content knowledge and knowl- Special Education: edge of children and adolescents to the learning Modified, K-12 environment; Comprehensive, K-12 • Awareness that teachers need continuing pro- Early Childhood fessional growth to remain effective and desire Speech Comm., 7-12 to pursue further study; Theatre, K-12 • Knowledge of the ethical and professional re- Visual Art, K-12 sponsibilities of teachers and an understanding of the teacher’s role as a leader in the commu- Post-Baccalaureate Requirements nity; (For post-baccalaureate initial licensure and add- • A desire to have a lifestyle that demonstrates on endorsements) Christian values. Official transcripts. Students who seek post-bac- Profile of the Teacher Education Program calaureate teacher licensure must first complete an application for admission to Graduate Studies in To be licensed to teach in the State of Tennessee, Education and submit a $25.00 (non-refundable) prospective teachers must earn a bachelor’s degree application fee. The candidate must order official

39 transcripts from all colleges and universities that laureate degree and a GPA of 2.75 in the professional have been attended; these transcripts must be sent education core. directly to Union University and may not be Admission to student teaching. Candidates must stamped "Issued to Student." file an application to student teach before the posted Transcript evaluations. After the candidate has deadline during the semester prior to student teach- completed the application for admission to Gradu- ing. Applications are available in the Education De- ate Studies in Education and submitted a $25.00 ap- partment. Other requirements for student teaching plication fee, and official transcripts have been re- are as follows: ceived, the candidate should call the Director of 1. Minimum scores on all applicable portions of the Teacher Education for an appointment for a tran- Praxis II series (NTE) must be received by Union script evaluation. Post-baccalaureate candidates before the student is admitted to student teach- must have a transcript evaluation completed by the ing or before teaching experience can be substi- Director of Teacher Education prior to starting tuted for student teaching classes; if the licensure program takes more than one 2. A recommendation from the department of the year to complete, the post-baccalaureate candidate student's endorsement area or a minimum GPA should have another evaluation completed. At this of 2.75 in all undergraduate and graduate courses meeting the candidate will be apprised of course in the endorsement area work that remains, TEP status, Praxis II (NTE) re- 3. Satisfactory completion of a field experience at quirements, and any proposed changes in licensure an appropriate level requirements. 4. Completion of the professional education core Admission to the TEP. Post-baccalaureate candi- dates must secure a copy of the Teacher Education 5. Lack no more than one course for completion of Program Handbook, Vol. I and meet the following the endorsement requirements requirements for admission to the Teacher Educa- 6. Completion of one term of full-time professional tion Program. education 1. Satisfactory scores on the PPST: Reading=174, 7. Approval of the Dean of Students Math, 173, Writing=173), or CBT: Reading=321, 8. Approval of the Teacher Education Committee. Math=318, Writing=319) or ACT (Composite of 22e), or SAT (Total of 1020) or MAT=35 or GRE No courses may be taken during the semester of (Verbal=350, Quantitative=400, Analytical=400). student teaching. During the semester of student teaching, seminars are held on Thursday afternoons 2. Minimum GPA of 3.0 from all undergraduate from 3:30-5:00 and attendance is mandatory. courses taken or provisional admission to gradu- ate course work Teaching experience may or may not be allowed to substitute for student teaching. Post-baccalaure- 3. Two positive reference forms ate candidates who have completed either two years 4. Interview with the Teacher Education Screening of successful experience on the Interim A in the area Committee of licensure or 3 years of experience on a permit or 5. Approval of the Education Department combination of permit and Interim A may submit a 6. Approval of the Teacher Education Committee letter of appeal to the Dean of the School of Educa- tion and Human Studies. The letter must include Application to the TEP. The application to the TEP the verification of Teaching Experience Form com- is submitted upon entrance to Union University's pleted by the Supervisor or principal indicating post-baccalaureate program. Due to the nature of grade, subject, and dates taught along with copies class schedules on the graduate level, candidates of local evaluations completed by the supervisor may take courses that are required for licensure and/or principal and a copy of Praxis II (NTE) when they are available even if they require admis- scores. If the Dean deems that the experience is sion to the TEP on the undergraduate level. How- within the guidelines of Union's policy, he/she will ever, candidates must be fully admitted to the TEP allow the experience to substitute for student teach- prior to student teaching. ing. If denied, the candidate may appeal the deci- Continuation in the TEP. In order to remain in the sion to the Teacher Education Committee. TEP following admission, the post-baccalaureate candidate must maintain a GPA of 2.75 in all course work taken at Union since completion of the bacca-

40 Application for teacher licensure. Applications Teacher Education Committee, which includes rep- for Tennessee teacher licensure are completed dur- resentatives of the faculty from across the univer- ing a student teaching seminar and are filed with sity, is the TEP coordinating and policy-making body the Tennessee State Department of Education when for the unit and is responsible for assuring that the all requirements are completed. established policies are followed. If the student feels that established policy or practice is not being fol- Academic Policies lowed, the Teacher Education Committee should be Minimum GPA requirements. Minimum GPA’s contacted. The Teacher Education Committee is also are listed above. Following admission to the TEP, if the appeals committee for the TEP. All appeals for the GPA drops below the minimum, the student is variance from established policy and practice should removed from the TEP and may not take any courses be presented in writing to the Dean of the School of that require admission to the TEP. In this case it is Education and Human Studies. The Dean will con- strongly recommended that the student repeat sider whether the appeal may, within established courses that caused the GPA to fall below the mini- policy, be granted. If the appeal has been denied by mum required. When the GPA is at or above the the Dean, the student may choose to direct the ap- minimum, the student will be submitted for read- peal to the Teacher Education Committee. The stu- mission to the TEP. dent should contact the chairman of the TEC and present the appeal in writing. After the TEC has con- Early field experiences. As is required by national sidered the appeal, the student will be notified in standards and by the Tennessee State Department writing of the committee’s determination. of Education guidelines, early field experiences are a vital part of the TEP at Union. The purpose of these Assessment of student outcomes. To be admit- early field experiences is to introduce the prospec- ted to student teaching, students must acquire pass- tive teacher to a variety of school settings, learners, ing scores on all applicable portions of the Praxis II and routine activities. The knowledge and skills in- (NTE) as determined by the Tennessee State Depart- troduced in course work will be refined in the early ment of Education. The NTE should be taken at least field experiences. one semester prior to the beginning of student teach- ing to assure receipt of passing scores. Proof of professional liability insurance is required of all students enrolled in courses with field experiences. Financial Information This expense is the responsibility of the student. Op- tions for this coverage include, but are not limited In addition to tuition, a fee of $125 will be charged to, membership in Student Tennessee Education As- all students engaged in enhanced student teaching. sociation, Christian Educators’ Association Interna- A fee of $35 is charged for extended field experi- tional, or Professional Educators of Tennessee. Li- ence. This fee is used to meet part of the expenses of ability insurance is also available through Union the cooperating teacher stipend and travel expenses University. Information about each of these options incurred by the university supervisor. is available through the Director of Teacher Educa- A materials fee is also charged for student teach- tion. ing and appropriate courses throughout the educa- Appeals. The Education Department is charged tion curriculum and elsewhere in the university to with the responsibility to follow the established poli- cover costs directly related to the course or labora- cies for admission to and completion of the TEP. The tory. Current materials fees are indicated in the “Fi- nancial Information” section of the Catalogue.

41 EDUCATION SPECIALIST DEGREE IN EDUCATIONAL LEADERSHIP

Purpose guiding principle is that students will complete one course before moving to another. The purpose of the Education Specialist Degree (Ed.S.) in Educational Leadership is to prepare Administration and Supervision students begin school leaders who will focus on the central issues the Practicum in their first summer if they are fol- of teaching and learning and school improvement lowing Tennessee’s Standard Program Route (as de- and who will make a difference as moral agents and fined in the Tennessee State Department of Educa- sensitive social advocates for the children and com- tion Guidelines for Administrator Endorsement). munities they serve. The Practicum runs the entire school year through the month of June. A full-time Internship, January Program Description through June, is required for A&S students follow- The Education Specialist Degree (Ed.S.) in Edu- ing Tennessee’s Internship Program Route (as de- cational Leadership is offered along two tracks: (1) fined in the Tennessee State Department of Educa- Administration and Supervision (A&S), a licensure tion Guidelines for Administrator Endorsement). track designed to prepare school principals and su- Students and faculty maintain online contact dur- pervisors of instruction; and (2) Curriculum and ing the intervening weeks and months in support Supervision (C&S), a non-licensure track designed of course assignments. Saturdays are also utilized for school leaders who desire knowledge of concepts for courses offered January through June. In June and strategies for school and classroom leadership. A&S students complete their Practicum or Intern- The degree is based on Union’s conceptual frame- ship and, with C&S students, present their Ed.S. work of A Teacher-Student Dynamic of Sensitivity, Re- Problems Paper. Also in June, A&S students take the flection and Faith. Union University desires to pre- ISLLC Administrator Assessment for "Beginning pare school leaders who are grounded in and com- Administrator Licensure" and for graduation in mitted to excellence in teaching and learning with August. values based on our Judeo-Christian heritage. The Beginner Administrator’s License will qualify The Cohort Approach. The Union Ed.S. Degree the candidate for an administrative position in the Program accepts students in groups of 20-30 to pur- schools. If the candidate wants to qualify for the Pro- sue each course together in a cohort. Lifelong friend- fessional Administrator’s License, he or she must ships are developed through this format, and learn- be employed in a public school administrative po- ing takes place in a spirit of unity, rigor and coop- sition. At that juncture, the Graduate Studies in Edu- eration. cation Program enters into the approved follow-up process of mentorship with the public school sys- Program Delivery. Students will be accepted into tem which allows the candidate to advance to a li- cohorts who will complete the program utilizing an cense at the Professional Administrator’s level. innovative delivery system designed to meet the needs of educators. Ed.S. students will begin the Curriculum: Ed.S. in Educational program with a course offered on Saturdays in April Leadership: Administration and and May, 8 a.m. – 2:30 p.m. over 5 1/2 Saturdays, Supervision followed by an intensive two months in which stu- dents complete 6-7 semester hours utilizing Satur- Prerequisites: Human Growth and Development, days in June and July, and mornings two days a week Instructional Technology, Educational Assessment in June and July. Time is provided during the sum- and 3 years of teaching experience by the time li- mer for library research, group projects, indepen- censure application is made. dent reading, and Practicum hours. In the fall, in- Transfer Credit by Petition: Maximum of 9 Se- struction occurs on Saturdays, 8 a.m. – 2:30 p.m. on mester Hours May Be Applied. 5 1/2 Saturdays for a course in September and Oc- Licensure: This program leads to a recommenda- tober, followed by other courses offered on Satur- tion for licensure as a principal or supervisor of in- days in November-December, January-February, struction in the State of Tennessee. It is designed to March-April, and May-June-July. Saturdays are uti- meet NCATE, ISLLC and State of Tennessee licen- lized for courses offered January through May. The sure standards in school leadership.

42 EDU 601—Schools and Families in a Pluralistic EDS 704—Leadership Issues I–Theories and Society Strategies EDU 603—Student-Centered Instructional Design EDS 705—Leadership Issues II–Planning and EDU 610—History and Philosophy of Education Finance EDU 700—Research Issues in Educational Leader- EDS 706—Organizational Decision Making ship EDS 708—Curriculum and School Improvement EDS 703—Supervision EDS 709—Legal Issues in School Governance EDS 704—Leadership Issues I–Theories and EDU 723—Faith and Ethics in Educational Leader- Strategies ship EDS 705—Leadership Issues II–Planning and EDS 732—Problems Paper: Educational Leader- Finance ship (2) EDS 706—Organizational Decision Making EDU 785—Readings in Teaching and Learning (1) EDS 708—Curriculum and School Improvement EDU 786—Seminar: Readings in Cultural Diver- EDS 709—Legal Issues in School Governance sity EDU 723—Faith and Ethics in Educational Leader- Total: 39 hours ship Exit Assessment: *EDS 731 Leadership Practicum (5 hours) Presentation of Problems Paper–end of July OR Graduation–first weekend in August **EDS 730—Leadership Internship (5 hours) EDU 785 Readings in Teaching and Learning (1 Calendar for Ed.S. 2000-2001 hour) Dates may vary slightly. Separate course sched- Total: 39 hours ules for each cohort are available. Exit Assessment: Spring 2000 Completion of Practicum or Intern- ship–end of June April 1 Classes Begin Completion of ISLLC Exam–middle of May 13 Classes End July Summer 2000 Presentation of Problems Paper–end of June 3 Classes Begin July July 22 Classes End Graduation–first weekend in August Fall 2000 *Standard Program Route Only September 9 Classes Begin **Internship Program Route Only December 16 Classes End Curriculum: Ed.S. in Educational Winter 2001 Leadership: Curriculum and Supervision January 6 Classes Begin Prerequisites: Human Growth and Development, February 17 Classes End Instructional Technology, Educational Assessment Spring 2001 Transfer Credit by Petition: Maximum of 9 Se- March 3 Classes Begin mester Hours May Be Applied. June 16 Classes End EDU 601—Schools and Families in a Pluralistic Summer 2001 Society EDU 603—Student-Centered Instructional Design June 5 Classes Begin July 31 Classes End EDU 610—History and Philosophy of Education August 4 Summer Commencement EDU 700—Research Issues in Educational Leader- ship EDS 703—Supervision

43 Admission Information Provisional Admission. Persons not meeting ei- ther of the GPA requirements (undergraduate or All candidates for admission to the Ed.S. Degree graduate) may be granted Provisional Admission to Program in Educational Leadership must submit an the Curriculum and Supervision track or the Ad- Application to Graduate Studies in Education along with ministration and Supervision track following the a non-refundable application fee ($25) and arrange successful completion of the Ed.S. writing sample. for official transcripts to be sent directly to the Of- After successful completion of 9-10 hours of Ed.S. fice of Graduate Studies in Education from previ- coursework with a minimum GPA of 3.0, the stu- ously attended colleges or universities. In addition, dent will be removed from provisional admission a completed Certificate of Immunization will be re- status and granted admission to the Ed.S. program. quired of all students. If not documented on an official transcript, the Candidacy for the Degree student must complete coursework in instructional All Ed.S. students must apply and be admitted to technology, human growth and development, and Degree Candidacy after completion of 9-10 semes- assessment or educational measurement before ter hours of coursework with a minimum GPA of graduating from the Ed.S. Degree program. 3.0 before proceeding to complete the Ed.S. degree Admission Criteria. Candidates for admission to in Educational Leadership. the Ed.S. Degree program in Educational Leader- ship must have a minimum of a Master’s degree, Graduation Requirements three year’s teaching experience and demonstrated leadership potential as more specifically stated in All students completing the Education Specialist the following admission criteria. Degree in Educational Leadership must meet the following criteria for graduation. 1. Grade Point Average—Undergraduate GPA of 3.0 or higher. Prior Graduate GPA of 3.2 or higher. 1. Successful completion of the required 39 semes- ter hours of coursework with a minimum GPA 2. Teacher Licensure—Teacher licensure and three of 3.0. years teaching experience by program’s comple- tion. 2. Successful presentation of the Problems Paper. 3. Student Goals—Goals aimed at becoming a teach- In addition to the above criteria, students complet- ing team leader, principal or supervisor as ex- ing the Administration and Supervision licensure pressed in a letter to the Dean. track must: 4. Recommendations—Rating forms from three 3. Successfully complete the required Practicum or present or former employers who can attest to Internship. candidate’s leadership potential. 4. Successfully complete the ISLLC Exam. In addition to the criteria above, candidates for Financial Information admission to the Administration and Supervision track must submit the following. The following payment plans are available for stu- ¥ Writing Sample—All candidates for the Adminis- dents in the Ed.S. program. tration and Supervision track, regardless of GPA, 1. Full payment may be made for the program of must successfully complete an Ed.S. writing 30 semester hours. Tuition is discounted by 5% sample demonstrating adequate advanced gradu- when payment for 30 semester hours is received ate level writing skills. prior to the advent of the program. Tuition must ¥ A&S Screening Committee Interview—All candi- be paid on an individual basis for courses re- dates for the Administration and Supervision track quired for completion of the program which are must be interviewed by an admissions screening in addition to the required 30 semester hours. committee comprised of university and public 2. Payment may be made by the semester with 50% school personnel who will make a recommenda- due before classes begin and 50% due one month tion to the Program Director concerning admis- later. sion to the program. Candidates should possess 3. Monthly payments may be made in 17 equal pay- leadership potential as demonstrated by past lead- ments beginning the first of April and ending the ership experiences as exhibited in the screening first of August the following year. Payments in- interview. clude a service charge.

44 Tuition and Fees. Tuition is $225 per semester EDS 706 Organizational Decision Making (3 hour, or $6750 for the required minimum of 30 se- hours) mester hours. The following are non-refundable fees: Theoretical approaches to understanding complex Application Fee: $25 organizations are examined and applied to educa- EDS 730/731 Internship/Practicum Fee (A&S): $200 tional organizations, drawn from organizational Graduation Fee (student keeps masters hood)$100 theory, development and behavior. Students de- Financial Aid. The Federal Stafford Loan (subsi- velop effective solutions for interpersonal, struc- dized or unsubsidized) is available to Ed.S. students tural, and organizational problems experienced in who need financial assistance. To qualify for a stu- contemporary educational communities. Strategic dent loan, the graduate student must: planning for educational change, including tech- 1. Be admitted to the Ed.S. Degree program. nological, is studied. 2. Demonstrate financial need (for the subsidized EDS 708 Curriculum and School Improvement (3 loan only). hours) 3. Not be in default on a former loan or owe a re- Study and evaluation of modern practices and fund on any grant. strategies in curriculum development with the 4. Complete and return the FAFSA and Union Fi- emphasis on school improvement. The process of nancial Aid Application to union University’s curriculum planning with a focus on system ac- Financial Aid Office by February 1 for programs countability and student learning is studied. beginning in April. Students will be required to send financial aid transcripts from each previ- EDS 709 Legal Issues in School Governance (3 ous college attended (forms are available in the hours) Financial Aid Office). Areas of the law as it impacts school administra- tors are studied, including, but not limited to, Course Descriptions sources of the law and the courts, the law and stu- dents and educational personnel, desegregation EDS 703 Supervision (3 hours) and its effects, school finance issues and school Analysis of supervisory models and techniques, district liability, federal law and regulations involv- management techniques and group processes, ing special education. staffing patterns and organizational structures to support teaching and learning. Students develop EDU 723 Faith and Ethics in Educational skills in all aspects of instructional planning. Leadership (3 hours) A critical analysis of faith issues, ethical decision- EDS 704 Leadership Issues I: Theories and making, world-view frameworks and values ques- Strategies (3 hours) tions in the context of schools and educational A thorough introduction to the essential issues of leadership, especially in the public sector but not educational leadership including strategic plan- excluding the private. Techniques and tools are ning, theories of leadership development, the identified and practiced to analyze, clarify and change process, school improvement, comprehen- evaluate ethical issues within educational contexts. sive reform in schools, systems perspectives and more. This course if prerequisite to Leadership Is- EDS 730 Leadership Internship (5 hours) sues II: Planning and Finance. The internship for the Administration and Super- vision track of the Ed.S. in Educational Leadership EDS 705 Leadership Issues II: Planning and is a five-month, mentored experience involving two Finance (3 hours) or more settings and multiple levels with an intro- An application of leadership issues related to plan- ductory field practicum of one month. It is the ap- ning and finance, including school improvement plication in a workplace environment of the stra- planning, policies for equity and diversity, the man- tegic, instructional, organizational and contextual agement of collective bargaining, fiscal and non- leadership program standards. Students develop fiscal resources for districts, budget planning and and present a "Problems Paper" in the context of management collaborative planning, use of media their internship work. (Open only with approval and more. from the Office of Graduate Studies in Education)

45 EDS 731 Leadership Practicum (5 hours) EDU 610 History and Philosophy of Education (3 The practicum for the Administration and Super- hours) vision track (Standard Route) is an eight-month, A study of the history and philosophy of Ameri- mentored experience in a cooperating school sys- can education with attention to European ante- tem. It is the application in a workplace environ- cedents, and philosophical movements such as Ide- ment of the strategic, instructional, organizational alism, Realism, Perennialism, Essentialism, Pro- and contextual leadership program standards. Stu- gressivism, Reconstructionism, and Existentialism. dents develop and present a "Problems Paper" in EDU 700 Research Issues in Educational the context of their practicum work. (Open only Leadership (3 hours) with approval from the Office of Graduate Stud- Students learn to locate, critique, and report re- ies in Education) search findings; apply introductory methods of EDS 732 Problems Paper (2 hours) analyzing, synthesizing and evaluating research evi- The Problems Paper is the culminating experience dence; compare types of qualitative and quantita- of the Ed.S. Program. The paper affords the Edu- tive educational research; and design a "Problems cational Leadership student the opportunity to en- Paper" utilizing action research in an educational gage in action-oriented research on a problem tied leadership context. to school improvement. The problem is identified EDU 785 Readings in Teaching and Learning (1- in EDU 708, and data is collected at the school or 3 hours) school system level. This course provides a context A study of research in teaching and learning with for completion of the paper by Curriculum and the emphasis on school improvement and the Supervision students. school leader as an authority in best practices in EDU 601 Schools and Families in a Pluralistic teaching and learning. Society (3 hours) EDU 786 Seminar: Readings in Cultural A study of the changes in and dynamics of the con- Diversity (3 hours) temporary family and the impact on the classroom A seminar course dealing with the theoretical and and learning practices. The teacher’s role and re- applied basis of educational administration in sponse to a rapidly changing American society are multicultural contexts. Students examine through emphasized. readings the needs and characteristics of various EDU 603 Student-Centered Instructional Design cultural groups with the focus on translation to (3 hours) practice and policy. A study of teaching strategies which focus on stu- dent learning such as constructivism, brain-based teaching and learning, integrated thematic instruc- tion, inquiry and multiple intelligence learning styles.

46 THE SCHOOL OF NURSING

Master of Science in Nursing 8. Completed application with application fee of $25.00 Mission Statement Students admitted to the program must have and maintain while in the program: ¥ To provide masters nursing education that 1. Current CPR certification builds on the baccalaureate undergraduate foun- 2. Evidence of Heptatitus B, MMR, polio and teta- dation. nus vaccination ¥ To prepare the graduate for advanced profes- 3. Rubella and varicella titers sional nursing practice with specific functional and clinical abilities 4. Freedom from tuberculosis as evidenced by a negative PPD or health provider examination ¥ To prepare advanced practice nurses academi- cally for doctoral study in nursing 5. Evidence of professional malpractice insurance Program outcomes Conditional admission The graduate of the master’s nursing program will Applicants who do not meet the regular admis- be able to: sion requirements to the MSN program may be ad- 1. Incorporate theory and research in advanced mitted conditionally at the discretion of the MSN practice nursing. Graduate Admissions Committee. Conditional ad- mission will require contractual agreement between 2. Assume leadership roles in nursing education or the applicant and the Graduate Admissions Com- nursing administration to promote health and mittee. The contract will specify the conditions and well being of persons in an intercultural world. deadlines that must be met to matriculate to the 3. Integrate knowledge of health care economics regular MSN program. and policy into the delivery of cost effective, ethi- cally responsible nursing care. Transfer of Credit 4. Manage information using technology to influ- Graduate credit for courses earned at a region- ence nursing practice. ally accredited college or university or at a foreign college or university may be transferred to Union Graduate Program Admission University if the courses are essentially the same as Requirements those required in the MSN program. Such transfer Admission to the program will be based on com- credit will not be allowed for courses used to satisfy petitive selection from the pool of applicants who another degree at another institution. The maximum meet the following admission requirements: number of semester hours that may be transferred to Union University and applied to the MSN degree 1. Completion of a baccalaureate degree in nurs- is six. ing from an NLN accredited program No grade less than "B" may be transferred. 2. Official transcript(s) Courses taken more than five years before begin- 3. Official GRE test score ning the MSN program at Union University will be 4. RN licensure verification form considered on an individual basis. 5. Evidence of writing skills to include: Graduation Requirements ¥ Statement of philosophy of nursing that in 1. Completion of the thirty-eight hours of required tegrates faith into the discipline of nursing course work. ¥ Statement of professional career goals 2. A minimum grade point average of 3.0 for the 6. Interview with the Nursing Graduate Admis- required course of study. sions Selection Committee 3. Successfully complete all degree requirements 7. Three letters of professional/academic reference which are in effect for the MSN program. specifying the applicants capabilities for gradu- ate study

47 4. File an application for graduation with the M.S.N., Nursing Administration (38 hours) Graduate Nursing Office. The application dead- line is Friday, September 28, 2001 for students Fall Semester 2000 (Semester 1) who plan to complete degree requirements for December 2001 graduation. First Eight Weeks 5. Pay in full the student’s account in the Business NUR 510 Information Systems in Healthcare 2 Office NUR 520 Theory of Nursing Practice 2 6. Discharge all other obligations (fines, credentials, *MAT 514 Statistics for the Health Sciences fees, etc.) at the University. (Full Semester) 3 7 M.S.N., Nursing Education (38 hours) Second Eight Weeks

Fall Semester 2000 (Semester 1) NUR 530 Research Methods NUR 540 Health Policy/Health Economics 3 First Eight Weeks 6 NUR 510 Information Systems in Healthcare 2 Spring Semester 2001 (Semester 2) NUR 520 Theory of Nursing Practice 2 First Eight Weeks *MAT 514 Statistics for the Health Sciences (Full Semester) 3 NUR 550 Health Promotion/Disease 7 Prevention 3 Second Eight Weeks NUR 525 Introduction to Administrative Practice (Admin I) 3 NUR 530 Research Methods 3 6 NUR 540 Health Policy/Health Economics 3 Second Eight Weeks 6 Spring Semester 2001 (Semester 2) NUR 535 Quality Measurement and Information Management in Health First Eight Weeks Services (Admin II) 4 NUR 560 Ethical Issues in Health Care 3 NUR 550 Health Promotion/Disease 7 Prevention 3 NUR 570 Curriculum Design 4 Summer 2001 (Semester 3) 7 NUR 645 Applied Financial Management Second Eight Weeks (Admin III) 3 NUR 552 Intercultural Issues 3 NUR 560 Ethical Issues in Health Care 3 6 NUR 620 Teaching/Learning Throughout the Lifespan 3 Fall 2001 (Semester 4) 6 NUR 696 or 697 Thesis or Scholarly Project 3 Summer 2001 (Semester 3) NUR 695 Nursing Administration Seminar and Practicum (Admin IV) 3 NUR 610 Instructional Methods 3 6 NUR 552 Intercultural Issues 3 *All courses with the exception of MAT 514, will 6 be offered in 8 week accelerated sessions. Fall 2001 (Semester 4) Calendar for the M.S.N., 2000-2001 NUR 696 or 697 Thesis or Scholarly Project 3 NUR 690 Nursing Education Seminar/ Fall 2000 Practicum 3 6 August Session August 29 Classes Begin, Germantown August 31 Classes Begin, Jackson October 17 Classes End, Germantown October 19 Classes End, Jackson

48 October Session Graduate Courses

October 24 Classes Begin, Germantown () Hours Credit; F-Fall; W-Winter; S-Spring; Su- October 26 Classes Begin, Jackson Summer December 12 Classes End, Germantown December 14 Classes End, Jackson NUR 510 Information Systems in Health Care (2) Spring 2001 F A study of information systems in the health care February Session arena. The focus of the course is the use of tech- January 30 Classes Begin, Germantown nology in health care practice, educational and ad- February 1 Classes Begin, Jackson ministrative decision making. This class consists March 20 Classes End, Germantown of 1 and 1/3 class hours per week and 2 and 2/3 March 22 Classes End, Jackson lab hours per week. April Session MAT 514 Statistics for the Health Sciences (3) F March 27 Classes Begin, Germantown This course serves as an introduction to biostatis- March 29 Classes Begin, Jackson tics. Topics include a review of descriptive statis- May 22 Classes End, Germantown tics, probability, and probability distributions; con- May 24 Classes End, Jackson fidence intervals and classical hypothesis tests for Summer 2001 (8 weeks) one and two samples; analysis of variance; hypoth- esis tests for categorical data; regression and cor- July Session relation; and nonparametric methods, all with an July 3 Classes Begin, Germantown emphasis on applications in the health sciences. July 5 Classes Begin, Jackson Appropriate statistical software will be utilized July 24 Classes End, Germantown throughout the semester. This class consists of 3 July 26 Classes End, Jackson class hours per week. Prerequisite: MAT 114 and August Session of Summer 2001 admission to the MSN program. July 31 Classes Begin, Germantown NUR 520 Theory of Nursing Practice (2) F August 2 Classes Begin, Jackson Prepares the graduate to critique, evaluate, develop August 21 Classes End, Germantown and utilize appropriate theory in the advanced August 23 Classes End, Jackson practice of nursing. The course focuses on logical Fall 2001 form as well as the development and evaluation of theory. This class consists of 2.6 class hours per August Session of Fall 2001 week. August 28 Classes Begin, Germantown NUR 525 Nursing Administration I-Introduction August 30 Classes Begin, Jackson to Administrative Practice (3) S September 30 Deadline for Returning This course will integrate information about de- Applications for Graduation (December 2001) livery systems, organizational mission, structure, October 16 Classes End, Germantown culture, personnel motivation, management and October 18 Classes End, Jackson networking. The focus will be on exploring these October Session concepts from a nursing perspective and a wholistic Christian worldview. This class consists October 23 Classes Begin, Germantown of 4 class hours per week. Prerequisite: NUR 510. October 25 Classes Begin, Jackson November 30 Deadline for Thesis submission NUR 530 Research Methods (3) F and defense Specific aspects of the research process from quan- November 30 Deadline for Scholarly titative analysis and qualitative perspectives will be Project completion studied. Emphasis will be placed on analysis of re- December 11 Classes End, Germantown search, which prepares the student to utilize re- December 13 Classes End, Jackson search findings as a basis for decision-making. The December 15 Fall Commencement

49 student will develop a proposal for research thesis NUR 560 Ethical Issues in Health Care (3) S or scholarly project. This class consists of 4 class An examination of healthcare ethics from a Chris- hours per week. Prerequisite: MAT 514. tian perspective. Informed by the Scripture and the living tradition of Christian moral reflection, NUR 535 Nursing Administration II-Quality students will consider broad moral and theologi- Measurement and Information Management in Health Services (4) F cal issues arising in the practice of healthcare. A This course examines the quality of healthcare in number of significant contemporary moral issues relationship to nursing care delivery. It will include will be considered. The moral dimension of the the concepts and information systems that are nec- relationship of the healthcare professional to pa- essary in the identification, tracking, and evalua- tients, families, as well as other healthcare provid- tion of quality indicators. Emphasis is placed in ers and society as a whole. This class consists of 4 terminology and information systems specific to class hours per week. nursing administration and quality. This class con- NUR 570 Curriculum Design (4) S sists of 5.3 class hours per week. Prerequisite: NUR The focus of this course is the development of cur- 525. ricula using outcomes-based learning experiences. NUR 540 Health Policy/Health Economics (3) F It addresses individual attitudes, knowledge and The emphases of this course are health care policy skills that are assessable, transferable and useful and economics of healthcare delivery. This course in a multicultural world. This class consists of 5.3 will acquaint the student with historic policy leg- class hours per week. Prerequisite: NUR 510. islation and its impact on the healthcare delivery NUR 585 Special Studies in Nursing (1-4) system. The economic characteristics of the health Group studies which do not appear in the depart- service industry will be examined in relationship ment course offerings. Content will be determined to effective, ethically responsible nursing care. This by need. class consists of 4 class hours per week. NUR 598 Seminar (1-3) NUR 550 Health Promotion/Disease Prevention A non-lecture research and discussion course. (3) S Course content will be determined by need. To be This course explores the importance of wholistic used at the discretion of the department. health promotion, disease prevention, and health risk education in individuals, families, and com- NUR 610 Instructional Methods (3) Su munities. Attention will be given to developmen- A study designed to examine models of teaching tal, cultural, and managerial perspectives, as well and the methods derived from those models. Ap- as educational theory in assessing, analyzing, plan- plication of different models assists in the devel- ning, implementing, and evaluating health promo- opment of teaching effectiveness and competency- tion strategies. This class consists of 4 class hours based evaluation. Use of a model in the clinical per week. Prerequisite: Admission to MSN Program health care arena is required. Prerequisite: NUR 570 NUR 552 Intercultural Issues (3) This course focuses on the study of culturally ap- NUR 620 Teaching/Learning Throughout the Lifespan (3) S propriate and wholistic professional nursing care The characteristics of the learner at each stage of of persons in this pluralistic global society. Empha- development are discussed as well as how these sis is placed on sensitivity to and respect for cul- characteristics influence learning. Emphasis tural diversity, communication, critical thinking, placed on the study of the wholistic person. The research and theories of intercultural nursing. Em- nursing process will be used as framework to as- phasis will be placed on cultural assessment and sess, plan, implement and evaluate a teaching- strategic planning for culturally competent nurs- learning session. This class consists of 4 class ing care which will result in positive health care hours per week. outcomes for intercultural populations.

50 NUR 645 Nursing Administration III-Applied NUR 695 Nursing Administration IV-Seminar Financial Management (3) Su and Practicum (3) F This course will facilitate a working knowledge of This course will integrate didactic material from budgetary and fiscal issues specific to nursing man- previous courses with administrative practice. The agement in various types of health care organiza- focus is the dynamic combination of administra- tions. The content covers issues related to day to tive theory, quality management, health care eco- day fiscal management such as developing a bud- nomics and information systems through get and tracking revenue and expenditures. Com- mentoring and field experience. Emphasis will be puter systems used in fiscal management, as well placed on developing practice and decision-mak- as long range planning, are included. This class ing skills that are excellence driven, Christ-cen- consists of 4 class hours per week. Prerequisites: tered, people-focused, and future-directed. This NUR 530 and 535. class consists of 1.5 class hours and 4.5 lab hours per week. Prerequisite: NUR 645. NUR 655 Independent Study (1-4) Individual research and study under the guidance NUR 696 Thesis (3) F of a graduate faculty member. This course enables the nurse educator/nurse ad- ministrator to implement the research proposal de- NUR 690 Nursing Education Seminar/Practicum (3) F veloped in the nursing research course. This project This course explores concepts and issues related will focus on a problem in a school/college of nurs- to nursing education in post-secondary institu- ing or health care delivery system. The subject of tions and health care facilities. Emphasis is placed healthcare improvements is emphasized through on integrating educational theories and wholistic nursing research utilization. Prerequisites: NUR nursing practice in a field situation. Practice expe- 530. riences are designed to synthesize knowledge and NUR 697 Scholarly Project (3) F skills and to enable the advanced practice nurse to This course enables the nurse educator/nurse ad- meet individual practice outcomes and career goals. ministrator to complete a scholarly project. Practice sites include schools/colleges of nursing Through the scholarly project the student will and various health care delivery systems. This class identify, analyze, synthesize and utilize knowledge consists of 1.5 class hours and 4.5 lab hours per related to a healthcare issue in a school/college of week. Prerequisites: NUR 570, 610 and 620. nursing or health care delivery system. Application of critical thinking and nursing research utiliza- tion in this project will result in improved healthcare outcomes. Prerequisites: NUR 530.

51 Graduate Advisory Board

Ed.S. Advisory Council Dr. Rick Potts, Principal Idlewild Elementary Stan Black, Superintendent of Schools Memphis City Schools Alamo, Tennessee Ms. Debra Childress, Assistant Principal Tim Fite, Superintendent of Schools Willow Oaks Elementary Covington, Tennessee Memphis City Schools John Scott, Superintendent of Schools Dr. Lonnie Harris, Assistant Principal Dyer, Tennessee Germantown High School Jim Towater, Superintendent of Schools Shelby County Schools Milan, Tennessee Dr. Sonny Eilert, Assistant Principal Garnett “Butch” Twyman, Superintendent of Millington Central High School Schools Shelby County Schools Humboldt, Tennessee Dr. John Malone, Principal Roy Weaver, Superintendent of Schools Treadwell High School Jackson, Tennessee Memphis City Schools Ed.S. Advisory Committee—Jackson Dr. Ann Nero Middle Schools Martha Britt, School Principal Memphis City Schools Jackson, Tennessee Sandra Harper, Supervisor of Instruction Master of Science in Nursing Advisory Trenton, Tennessee Board Wick Hearn, School Principal Betty Alsup, Nurse Administrator Milan, Tennessee Memphis, Tennessee Louvella McCellan, Retired School Principal Steve Arendall, Educational Administrator Jackson, Tennessee Memphis, Tennessee Kenneth Newman, Supervisor of Instruction Carol Ballard, Nurse Administrator Oakfield, Tennessee Memphis, Tennessee Mike Poteete, School Principal Ann Campbell, Nurse Administrator Paris, Tennessee Jackson, Tennessee Carolyn Stewart, School Principal Syble Carter, Registered Nurse Humboldt, Tennessee Dyersburg, Tennessee Elzie Danley, Educator & Minister Ed.S Advisory Committee, Germantown Medon, Tennessee Dr. Judy Ostner, Principal Tracy Fargo, Nurse Administrator Oak Elementary Jackson, Tennessee Shelby County Schools Pamela Hinds, Nurse Admin/Researcher Ms. Mary Ann McNeil, Principal Memphis, Tennessee Crosswind Elementary Jeanne Jowers, Registered Nurse Shelby County Schools Lexington, Tennessee Mrs. Willie Mae Willett, Principal Cynthia Jayne, Educator Dunn Elementary Jackson, Tennessee Memphis City Schools Bill Kail, Nurse Administrator Jackson, Tennessee

52 Marylane Koch, Nurse Administrator Tom Rosebrough, Educational Administrator Memphis, Tennessee Jackson, Tennessee Vickie Lake, Administrator/Grant Writer Carla Sanderson, Educational Administrator Jackson, Tennessee Jackson, Tennessee Don Lester, Educational Administrator Leslie West-Sands, Nursing Educator/Admin. Jackson, Tennessee Jackson, Tennessee Janice McCormick, Registered Nurse Pat Speck, Family Nurse Practitioner Lexington, Tennessee Memphis, Tennessee Debra Mills, Nurse Administrator Peggy Strong, Nurse Administrator Jackson, Tennessee Memphis, Tennessee Diane Pace, Family Nurse Practitioner Sammie Walker, Nurse Admin./Public Health Cordova, Tennessee Jackson, Tennessee Hal Poe, Educational Administrator Sandra Waller, Family Nurse Practitioner Jackson, Tennessee Memphis, Tennessee Trent Presley, Educational Administrator Jackson, Tennessee

53 BOARD OF TRUSTEES

(Alphabetically with Year When Terms Expire) John Green, Jackson, Tennessee (2001) Herb Hester, Tullahoma, Tennessee (2002) Gary Taylor, Jackson, Tennessee (2001) Chairman of the Board Norm Hill, Memphis, Tennessee (2002) Roy White, Cordova, Tennessee (2001) Vice Chairman of H. Jack Holmes, Jackson, Tennessee (2000) the Board John Jenkins, Jackson, Tennessee (2001) Betty Coplin, Jackson, Tennessee (2000) Secretary of the Philip Lovelace, Somerville, Tennessee (2001) Board Shelby Massey, Collierville, Tennessee (2001) James T. McAfee, Atlanta, Georgia (2001) Jane Alderson, Jackson, Tennessee (2001) John McRee, Memphis, Tennessee (2002) Sammy Arnold, Medon, Tennessee (2001) Thomas L. Moore, Dresden, Tennessee (2002) Jim Austin, Camden, Tennessee (2002) David Nunn, Halls, Tennessee (2000) James Ayers, Parsons, Tennessee (2000) Rod Parker, Jackson, Tennessee (2001) Ann Boston, Dyersburg, Tennessee (2002) Skip Parvin, Milan, Tennessee (2000) Mary Burrow, Milan, Tennessee (2002) Randy Phillips, Union City, Tennessee (2002) Trent Butler, Gallatin, Tennessee (2001) Jack Porter, Greenfield, Tennessee (2000) Bob Campbell, Jackson, Tennessee (2000) Claude Presnell, Jr., Nashville, Tennessee (2000) Lynn Cobb, Memphis, Tennessee (2000) Lisa Rogers, Jackson, Tennessee (2002) Bob Cook, Jackson, Tennessee (2000) Mike Rowland, Bolivar, Tennessee (2000) Elzie Danley, Medon, Tennessee (2001) Sam Shaw, Germantown, Tennessee (2001) Lealice Dehoney, Louisville, Kentucky (2002) Jerry Tidwell, Jackson, Tennessee (2000) Bill Dement, Jackson, Tennessee (2002) Fred Ward, Huntingdon, Tennessee (2000) John Dickinson, Denmark, Tennessee (2002) Gary Watkins, Collierville, Tennessee (2003) John Drinnon, Germantown, Tennessee (2002) Rick White, Franklin, Tennessee (2001) Sara Emison, Alamo, Tennessee (2001) Bettye Whiteaker, Dallas, Texas (2000) Charles Ennis, Barretville, Tennessee (2000) John Williams, Jackson, Tennessee (2002) Ben Fesmire, Jackson, Tennessee (2002) Trustees Emeritus Mack Forrester, Ridgely, Tennessee (2001) Chuck Frazier, Jackson, Tennessee (2002) Brooks McLemore, Jackson, Tennessee Polk Glover, Obion, Tennessee (2001) Opha H. Miller, Jackson, Tennessee Peggy Graves, Jackson, Tennessee (2000) J. H. Patrick, Memphis, Tennessee Marvin H. Sandidge, Memphis, Tennessee

54 President’s Advisory Council

Robert Alderson, Jackson, Tennessee Becky Land, Franklin, Tennessee Denise Agee Allen, Jackson, Tennessee Curtis Mansfield, Jackson, Tennessee James Ray Allison, Jackson, Tennessee Darold H. Morgan, Dallas, Texas George Atwood, Trezevant, Tennessee Jim Moss, Jackson, Tennessee Henry Blackaby, Alpharetta, Georgia Terria Wood Plott, Tuscaloosa, Alabama Bruce Bledsoe, Jackson, Tennessee Wayne Rhear, Jackson, Tennessee Robert A. Caldwell, Jackson, Tennessee Thad Smotherman, Arlington, Texas Chuck Clark, Jackson, Tennessee Harry Smith, Memphis, Tennessee Millard Erickson, St. Paul, Minnesota Norm Sonju, Dallas, Texas Benny Fesmire, Jackson, Tennessee Bob Sorrel, Cordova, Tennessee Finus Gaston, Sr., University, Alabama Jerry Sutton, Nashville, Tennessee Denise George, Birmingham, Alabama Reggie Thomas, Albuquerque, New Mexico Jerry Gist, Jackson, Tennessee Bill Truex, Cupertino, California Buddy Gray, Birmingham, Alabama Jimmy Wallace, Jackson, Tennessee Gary Grisham, Jackson, Tennessee Glenn Weekly, Henderson, Tennessee Dennis Henderson, Jackson, Tennessee Michael Weeks, Tupelo, Mississippi Jim Henry, Orlando, Florida James E. White, Charlotte, North Carolina Paul Huckeba, Birmingham, Alabama Hayes Wicker, Florida T. W. Hunt, Spring, Texas Sidney Wilson, Jackson, Tennessee Denise M. Jones, Louisville, Kentucky David Woolfork, Jackson, Tennessee W. F. (Ted) Jones, Jr., Humboldt, Tennessee

55 ADMINISTRATION

David S. Dockery (1996) President and Professor of Gary L. Carter (1991) Vice President for Business Christian Studies. B.S., University of Alabama at Services. B.S., Union University; C.P.A., State of Birmingham; M.Div., Grace Theological Semi- Tennessee. nary; M.Div., Southwest Baptist Theological Semi- Michael Duduit (1996) Executive Vice President and nary; M.A., Texas Christian University; Ph.D., Associate Professor of Christian Studies and University of Texas-Arlington; Additional study, Communication Arts. B.A., Stetson University; Drew University. M.Div., Southern Baptist Theological Seminary; Carla D. Sanderson (1982) Provost and Professor of Ph.D., Florida State University. Nursing. Diploma, Baptist Memorial Hospital Charles A. Fowler (1995) Vice President for Enroll- School of Nursing; B.S.N., Union University; ment Management and Assistant Professor of M.S.N., University of Tennessee Center for Health Education. B.M., Union University; M.C.M., New Sciences; Ph.D., University of Florida. Orleans Theological Seminary; Ph.D., Mississippi Jimmy H. Davis (1978) Associate Provost and Pro- State University. fessor of Chemistry. B.S., Union University; Ph.D., Harry L. Poe (1996) Vice President for Academic Re- University of Illinois; Additional study, Univer- sources and Information Services. B.A., Univer- sity of Florida, Oak Ridge Associated University, sity of South Carolina; M.Div., and Ph.D., South- Argonne National Laboratory, Harvard Univer- ern Baptist Theological Seminary. Additional sity, and Oxford University, England. study, Oxford University, England. Jane B. Nichols (1974) Registrar. B.A., Union Uni- versity, M.Ed., University of Memphis. Program Administration Deans Steve Arendall (1990) M.B.A. Director, German- town, and Professor of Management. B.B.A. and Susan R. Jacob (1999) Dean of the School of Nurs- M.B.A., Memphis State University; Ph.D., Uni- ing and Professor of Nursing. B.S.N., West Vir- versity of Tennessee at Knoxville. ginia University; M.S.N., San Jose State Univer- Michele W. Atkins (1998) Director of Graduate sity; Ph.D., The University of Tennessee, Mem- Studies in Education—Jackson and Assistant Pro- phis. fessor of Education. B.A., Union University; Donald L. Lester (1996) Associate Professor of Man- M.Ed. and Ph.D., University of Memphis. agement and Dean of the McAfee School of Busi- Nancy M. Easley (1998) Director of Graduate Stud- ness Administration. B.S.E., M.B.A., and Ph.D., ies in Education—Germantown and Assistant University of Memphis. Professor of Education. B.A., Trinity University; Barbara McMillin (1992) Dean of Arts and Sciences M.Ed., Texas A & M University; Ed.D., Univer- and Associate Professor of English and Depart- sity of Memphis. ment Chair. A.A., Northeast Mississippi Commu- Jill Webb (1987) Associate Professor of Nursing and nity College; B.A., Union University; M.A. and Director of the Master of Science in Nursing Pro- D.A., University of Mississippi. gram. B.S.N., Murray State University; M.S.N., Tom R. Rosebrough (1996) Dean of the School of University of Evansville; Ph.D., University of Ten- Education and Human Studies and Professor of nessee, Memphis. Education. B.A., M.A., and Ph.D., The Ohio State Helen B. Butler (1992) Coordinator of Education University. Programs—Jackson. B.S., M.A.Ed., Union Univer- Matt Lunsford (1993) Associate Dean of Arts & Sci- sity. ences and Assistant Professor of Mathematics. Lindy Hannah (1997) Assistant Registrar and Co- B.G.S., Louisiana Tech University; M.S., Univer- ordinator of Nursing Programs—Germantown. sity of Nebraska; Ph.D., Tulane University. A.A., Freed-Hardeman University; B.P.S., Univer- sity of Memphis. Vice Presidents Sue Taylor (1999) Coordinator of Graduate Pro- Bob Alsobrook (1999) Vice President for Institu- grams—Germantown. tional Advancement. B.B.A., and M.Ed., Univer- sity of Memphis.

56 GRADUATE FACULTY Ruth Chastain (1992) Associate Professor of Nurs- ing. Diploma, Norton Memorial Infirmary School David Austill (1997) Associate Professor of Man- of Nursing; B.S.N., University of North Alabama, agement. B.B.A., University of Memphis; M.B.A., Florence; M.S.N., University of Alabama, Bir- University of Arkansas; J.D., University of Ten- mingham; additional study, University of Mem- nessee; L.L.M., Washington University. phis. Steven L. Baker (1990) Director of the Library and Antonio A. Chiareli (1997) Assistant Professor of Associate Professor of Library Services. B.A., Sociology. B.A., Macalester College; M.A., and Samford University; M.Div., Southern Baptist Ph.D., Northwestern University. Theological Seminary; M.A., University of Ken- Gail Coleman (1994) Assistant Professor of Nurs- tucky; Additional study, University of South ing. Diploma, Baptist Memorial Hospital School Carolina and University of Memphis. of Nursing; B.S.N., Union University; M.S.N., Charles Baldwin (1970-81, 1988) Professor of Chem- University of Tennessee; N.D., Rush University. istry. B.A., University of Corpus Christi; Ph.D., Bryan Dawson (1998) Associate Professor of Math- Texas Tech University; Additional study, Univer- ematics and Coordinator of Mathematics. B.S. and sity of Oxford. M.S., Pittsburg State University; Ph.D., Univer- Elizabeth Bedsole (1998) Professor of Music. B.M., sity of North Texas Stetson University; M.C.M., Southwestern Theo- Nancy Dayton (1979) Professor of Nursing, German- logical Seminary; Ed.D., University of Illinois. town. B.S.N., Duke University; M.S.N., Univer- Aaron Lee Benson (1996) Associate Professor of Art. sity of Tennessee Center for Health Sciences; M.S., B.F.A., B.S. and M.F.A., University of Tennessee Ed.D., University of Memphis. at Knoxville. David Dennis (1994) Associate Professor of Music. Mark Bingham (1997) Associate Professor of En- B.A., Western Carolina University; M.C.M. and glish. B.A., University of Mississippi; M.A., Uni- D.M.A., Southern Baptist Theological Seminary. versity of South Florida; Ph.D., University of Bradley Green (1998) Instructor of Christian Stud- North Carolina. ies. B.A., Northwest Louisiana University; M.Div., David Blackstock (1973) Professor of Physical Edu- Southern Baptist Theological Seminary; M.Phil. cation and Health and Director of Athletics. B.S., and Ph.D., Union Theological Seminary-New Union University; M.Ed., Memphis State Univer- York. sity; Ed.D., University of Southern Mississippi. Janet Grose (1995) Assistant Professor of English Joseph Blass (1959) University Professor of Music. and Department Chair. B.A., Furman University; A.B., University of Alabama; M.S.M., Southern M.A., University of North Carolina at Charlotte; Baptist Theological Seminary; Ph.D., Florida State Ph.D., University of South Carolina. University. Jennifer F. Grove (1999) Assistant Professor of Edu- Ronald Boud (1996) Professor of Music. B.M. and cation. B.S., M.Ed., Mississippi State University; M.M., American Conservatory of Music; D.M.A., Ed.D., University of Memphis. Southern Baptist Theological Seminary; Addi- David P. Gushee (1996) Graves Associate Professor tional studies, Emory University, DePaul Univer- of Moral Leadership. B.A., College of William and sity, Julliard School of Music, Northwestern Uni- Mary; M.Div., Southern Baptist Theological Semi- versity, and Franz Schubert Institute. nary; M.Phil. and Ph.D., Union Theological Semi- David Burke (1986) Associate Professor of Commu- nary-New York. nication Arts and Director of the Theatre. B.S.A., George Guthrie (1990) Benjamin W. Perry Associ- Houston Baptist College; M.F.A., University of ate Professor of Bible, Director of the Center for Houston. Biblical Studies and Department Chair. B.A., Robert R. Cantrell (1991) Associate Professor of Union University; Th.M., Trinity Evangelical Di- Chemistry. B.S., Austin Peay State University; vinity School; M.Div. and Ph.D., Southwestern Ph.D., University of Memphis. Baptist Theological Seminary. Stephen Carls (1983) Professor of History and De- Chris Hail (1995) Associate Professor of Mathemat- partment Chair. B.A., Wheaton College; M.A. and ics. B.S., Campbellsville College; M.A., Morehead Ph.D., University of Minnesota. State University; Ed.D., University of Kentucky.

57 Kyle Hathcox (1974-88, 1994) Professor of Physics Ann Livingstone (1975) Associate Professor of Po- and Coordinator of Physics. B.S. and Ph.D, Uni- litical Science. B.A., Anderson College; M.A., versity of North Texas. Additional study, Vanderbilt University; Ph.D., University of Keele, Oakridge Associated Universities. UK. William Hedspeth (1982) Professor of Education. Kina Mallard (1991) Associate Professor of Com- A.A., Southern Baptist College; B.S.E. and M.S.E., munication Arts and Department Chair. B.S., Arkansas State University; Ed.D., University of Middle Tennessee State University; M.A. and Mississippi; Additional study, University of Mis- Ph.D., University of Tennessee. souri at Kansas City, Central Missouri State Uni- Glenn A. Marsch (1996) Associate Professor of Phys- versity, University of Tennessee at Martin, South- ics. B.S., Clemson University; Ph.D., Florida State east Missouri State University. University. Additional study, Iowa State Univer- Sally A. Henrie (1998) Assistant Professor of Chem- sity, Lawrence Livermore National Laboratory, istry. B.S., University of Arizona; Ph.D., South Da- University of California at San Francisco, Calvin kota State University. College, and Vanderbilt University. Sherry Hickey (1989) Professor of Nursing and C. David McClune (1981) Professor of Music. B.M., Chair of the School of Nursing (Germantown). Westminster College; M.M., Bowling Green State; B.S.N., and M.S.N., University of Arkansas; Ed.D., D.M., Florida State University. University of Memphis. Michael L. McMahan (1980) University Professor James Huggins (1987) Professor of Biology and De- of Biology. B.S. and M.S., University of Missis- partment Chair. B.S.A. and M.S., Arkansas State sippi; Ph.D., Louisiana State University and Uni- University; Ph.D., Memphis State University; Ad- versity of Memphis. ditional study, University of Tennessee at Mar- Terry McRoberts (1992) Professor of Music. B.S., tin. Manchester College; M.M., Youngstown State Paul N. Jackson (1993) Associate Professor of Chris- University; D.A., Ball State University. tian Studies. B.A., Hardin-Simmons University; R. Kelvin Moore (1991) Associate Professor of Chris- M.Div. and Ph.D., Southwestern Baptist Theologi- tian Studies. B.A., Samford University; M.Div and cal Seminary. Th.D., New Orleans Baptist Theological Semi- Cynthia Powell Jayne (1976) Professor of Languages nary; Additional study, Jerusalem University and and Department Chair. B.A., Mississippi College; Southern Baptist Theological Seminary. M.A. and Ph.D., Louisiana State University; Ad- Melissa Moore (1992) Information Services Librar- ditional study, Vanderbilt University and NEH ian and Assistant Professor of Library Services. Institute, University of Kentucky. B.A., Wake Forest University; M.L.S., University Randy F. Johnston (1994) Professor of Chemistry of Kentucky; Additional study, Union University. and Department Chair. B.S., University of Mis- Patricia H. Morris (1979) Collection Development souri, St. Louis; Ph.D., Texas Tech University. Librarian and Professor of Library Services. B.A., Sandra Kirkland (1999) Associate Professor of Nurs- Union University; M.L.S., Vanderbilt University; ing. A.S.N., University of South Carolina; B.S., Ed.D., University of Memphis. University of Tennessee, Chattanooga; B.S.N., and Dottie Myatt (1994) Director of Teacher Education M.S.N., University of Mobile; D.N.Sc., Louisiana and Assistant Professor of Education. B.S., State University. Lambuth University; M.Ed., Union University; Naomi Larsen (1996) Assistant Professor of Sociol- Ed.D., University of Memphis. ogy and Department Chair. B.A. and M.A., Sam Myatt (1987) Professor of Business Adminis- Mankato State University; Ph.D. Iowa State Uni- tration and Department Chair. B.S., Lambuth Col- versity. lege; M.S., and Ed.D., Memphis State University. Ralph Leverett (1997) Professor of Special Educa- Christopher M. Nadaskay (1993) Professor of Art. tion. B.S. Middle Tennessee State University; B.A., Southern Arkansas University; M.F.A., East M.A., M.S., Ph.D., Vanderbilt University. Texas State University. W. Terry Lindley (1986) Associate Professor of His- Howard Newell (1982) Professor of Business Ad- tory. B.A., Texas A & M University; M.A., Uni- ministration. B.S. and M.S., Southern Illinois Uni- versity of New Orleans; Ph.D., Texas Christian versity; Ph.D., Indiana University. University; Additional study, Southwestern Bap- tist Theological Seminary.

58 Marlyn Newhouse (1992) Assistant Professor of Linn M. Stranak (1980) Professor of Physical Edu- Chemistry. M.A. and B.S.Ed., Northern Arizona cation and Chair of Department of Physical Edu- University; D.A., Middle Tennessee State Univer- cation, Wellness and Sport. B.S., Union Univer- sity. sity; M.S., University of Kentucky; D.A., Middle Walton M. Padelford (1980) Professor of Econom- Tennessee State University; Additional study, ics and Chair of Department of Business Admin- United States Sports Academy. istration. B.S., Mississippi College; M.S. and Steve Strombeck (1999) Assistant Professor of Mar- Ph.D., Louisiana State University. keting. B.A., Westmont College; M.B.A., James A. Patterson (1999) Professor of Christian Pepperdine University; Ph.D., University of Mis- Studies. B.A., Rutgers University; M.Div., Gor- sissippi. don-Conwell Theological Seminary; Ph.D., Pam Sutton (1998) Associate Professor of English. Princeton Theological Seminary. B.A., Southern Arkansas University; M.A. and Michael Penny (1988) Associate Professor of Mu- Ed.S., Arkansas State University; Ed.D., Texas sic. B.A. and M.M., Louisiana State University; A&M University-Commerce. D.M.A., Southwestern Baptist Theological Semi- David Thomas (1994) Assistant Professor of History. nary; Additional study, Westminister Choir Col- B.S., Ohio State University; M.S., University of lege. Michigan; Ph.D., Ohio State University. Mary Platt (1992) Cataloging Authorities Librarian David Vickery (1981) Associate Professor of Psy- and Associate Professor of Library Services. B.A., chology. B.A., Wake Forest University; M.A., Ap- Stillman College; M.L.S., University of Alabama. palachian State University; Ph.D., University of Mary Ann Poe (1996) Assistant Professor of Social Georgia. Work and Social Work Program Director. B.A., Jean Marie Walls (1987) Associate Professor of Lan- Vanderbilt University; M.S.S.W., University of guages. B.A. and M.A., Mississippi State Univer- Louisville; M.Div., Southern Baptist Theological sity; Ph.D., Louisiana State University; Additional Seminary, A.C.S.W. Certification. study, NEH Institute, Northwestern University. Bevalee Pray (1991) Assistant Professor of Finance David H. Ward (1992, 1999) Associate Professor of and Management. B.B.A. and M.B.A., University Physics. B.S. and M.A., University of South of Central Arkansas; Ph.D., University of Mem- Florida; Ph.D., North Carolina State University. phis. Carol Weaver (1998) Assistant Professor of Biology. Gavin Richardson (1998) Assistant Professor of En- B.S., Union University; M.S., University of Mis- glish. B.A., Vanderbilt University; M.A. and souri-St. Louis; Ph.D., St. Louis University. Ph.D., University of Illinois at Urbana- Terry Weaver (1992) Associate Professor of Educa- Champaign. tion and Special Education. A.A., Miami Dade Troy Riggs (1993, 2000) Associate Professor of Math- Junior College; B.S. and M.Ed., Florida Atlantic ematics. B.S., University of South Dakota; M.A., University; Ph.D., George Peabody College for and Ph.D., University of Nebraska-Lincoln Teachers of Vanderbilt University. B. Andrew Roby (1993) Associate Professor of Mu- Georgia Wellborn (1989) Associate Professor of Mu- sic and Department Chair. B.M., Union Univer- sic. B.M., Carson-Newman College; M.M., Florida sity; M.C.M., and D.M.A., Southern Baptist Theo- State University; M.L.S., University of Tennessee; logical Seminary; Additional study, DePaul Uni- D.A., University of Mississippi; Additional study, versity. Southwestern Baptist Theological Seminar, the Camille Searcy (1993) Associate Professor of Edu- University of North Texas, and Westminster cation. B.S., Lane College; M.Ed., Memphis State Choir College. University; Ph.D., Southern Illinois University. Teresa West (1983) Assistant Professor of Psychol- Joanne Stephenson (1988) Associate Professor of ogy and Department Chair. B.A., Union Univer- Psychology and Sociology. B.S. and M.S., Univer- sity; M.A. and Ed.S., Memphis State University; sity of Tennessee at Martin; Ed.D, Memphis State Ed.D., Memphis State University. University. Carolyn L. Whaley (1997) Assistant Professor of Education. B.A., Union University; M.C.M. and M.R.E., Southwestern Baptist Theological Semi- nary; Ed.D., Texas Woman's University.

59 Darin White (1994) Assistant Professor of Market- Part-time Graduate Faculty ing. B.S., Birmingham Southern University; M.A. and Ph.D., University of Alabama. Camille C. Collins (1998) Assistant Professor of Education, Germantown. B.A., University of Mis- G. Jan Wilms (1992) Associate Professor of Com- sissippi; M.A.T., and Ed.D., University of Mem- puter Science and Department Chair. B.A., phis. Katholieke Universiteit Leuven, Belgium; M.A. (English), University of Mississippi; M.S. (Com- Sara S. Hakeem (1993) Assistant Professor of Edu- puter Science), University of Mississippi; Ph.D., cation. B.S., University of Tennessee at Martin; (Computer Science), Mississippi State University. M.Ed. and Ed.D., University of Memphis. Roslyn Wilson (1995) Assistant Professor of Social Lonnie Harris (1999) Assistant Professor of Educa- Work and Social Work Field Director. B.S., Ten- tion. B.A., Union University; M.S. and Ed.D., Uni- nessee State University; M.S.S.W., University of versity of Memphis. Tennessee. J. Kenneth Newman (2000) Assistant Professor of Wayne Wofford (1987) Professor of Biology and Di- Education. B.A., Union University; M.Ed., M.A., rector of the Edward P. Hammons Center for Sci- Ed.D., University of Memphis. entific Studies. B.S., Union University; M.S. and Diane Pace (2000) B.S.N., Union University; M.S.N. Ph.D., Texas A&M University. and Ph.D., University of Tennessee, Memphis. Debra B. Simpson (1997) Assistant Professor of Edu- cation. B.S., Southeast Missouri State University; M.Ed., M.A., and Ed.D., University of Memphis. Benny F. Tucker (1989) Professor of Education. A.A., Hannibal-LaGrange College; B.S., Northeast Mis- souri State College; M.A., State College of Iowa; Ph.D., University of Illinois.

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