Graduate Academic Catalog 2016–2017

Reinhardt University Graduate Academic Catalog 2016-2017

The Graduate Academic Catalog of Reinhardt University provides current information regarding educational programs, class offerings, academic regulations and procedures. Students are expected to familiarize themselves thoroughly with program and degree requirements pertaining to their majors and with general regulations governing academic work and progress.

Statements in the Graduate Academic Catalog are for informational purposes only and should not be construed as the basis of a contract between a student and the University. While provisions of the Graduate Academic Catalog will ordinarily be applied as stated, Reinhardt University reserves the right to change any provision listed herein, including but not limited to academic requirements for graduation, without notice to individual students. Every effort will be made to keep students advised of any such changes. Information on all changes will be available in the Office of Graduate Studies.

Reinhardt University is an equal opportunity institution. The University is committed to providing equal educational and employment opportunities to qualified persons regardless of economic situation or social status. Reinhardt does not discriminate in any of its policies, programs, or activities on the basis of race, age, culture, nationality, socioeconomic status, gender, religious belief, sexual orientation, physical disability, or ideology.

Information in this catalog is accurate as of the date of publication. Reinhardt University reserves the right to make changes in University policies, procedures and catalog information in accordance with sound academic and fiscal practice. Please consult the University website at www.reinhardt.edu for recent updates.

Office of Graduate Studies (770)720-5797 [email protected] www.Reinhardt.edu/graduate July 1, 2016

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WELCOME TO GRADUATE STUDIES AT REINHARDT UNIVERSITY ______Reinhardt University is proud of its traditional emphasis on excellence in teaching, with small classes taught by scholars who act as mentors to their students.

At the graduate level, Reinhardt University continues this tradition with several distinctive programs for advanced study.

In the Price School of Education, the Reinhardt Master of Arts in Teaching (MAT) program in Early Childhood Education prepares students to become highly effective teachers who design curricula based on practical classroom experience and the latest theories about responsive teaching to address diverse learning styles.

The Reinhardt Master of Business Administration (MBA) degree, housed in the McCamish School of Business, combines current business theory with real-world applications including projects in the student’s own business or workplace.

Students in the Reinhardt Master of Public Administration (MPA) program gain knowledge of advanced management theory along with current theories and practices for engaging with the public sector with topics like policy analysis, transparency and public ethics.

The newest Reinhardt graduate degree, the Etowah Valley Master of Fine Arts (MFA) in Creative Writing, is a low-residency program that allows writers to work with experienced, published authors and poets while honing skills in the craft.

All Reinhardt University graduate programs are approved by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Each program provides knowledge of the current literature and theory in its discipline. Students also strengthen critical thinking, research, and communication skills to allow for professional growth.

The Reinhardt University Office of Graduate Studies is here to help to you stay successful from beginning to completion of your program—when you will become a Master of your chosen discipline. If I can help you in any way, please let me know.

Margaret M. Morlier, Ph.D. Associate Vice President for Academic Services and Graduate Study 770-720-5579 [email protected]

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GRADUATE STUDIES ACADEMIC CATALOG

TABLE OF CONTENTS ______

Statement of Purpose ...... 1 Graduate Academic Policies ...... 23 Definition of Academic Credit ...... 23 Welcome ...... 2 Academic Program Length………………………….. 23 Table of Contents ...... 3 Academic Integrity ...... 24 Course Load ...... 26 Graduate Academic Calendar ...... 4 Grading Policies ...... 26 Student Responsibility Statement ...... 4 Academic Performance ...... 27 Fall Semester 2016...... 4 MAT, MBA, MAT Spring Semester 2017 ...... 4 Degree Completion Requirements ...... 27 Summer Semester 2017 ...... 5 Graduate Satisfactory Performance ...... 27 Academic Probation ...... 27 General Information ...... 6 Academic Dismissial ...... 28 Introduction to Reinhardt University ...... 6 MFA Accreditation...... 6 Degree Completion Requirements ...... 28 The Purposes of Graduate Study ...... 7 Graduate Satisfactory Performance ...... 28 University History ...... 7 Academic Probation ...... 28 University Mission Statement ...... 7 Academic Dismissial ...... 28 Statement of Faith ...... 8 Appeals amd Petitions ...... 28 Institutional Committment ...... 8 Grade Appeal ...... 28 Facilities...... 9 Enrollment Related Appeal ...... 29 Policy Statements ...... 13 Non-grade Grievance ...... 29 Title VI ...... 13 Advising/Registration ...... 29 Title IX ...... 13 Drop/Add Policies ...... 30 Section 504 of the Rehabilitation Act of 1973 ...... 13 Residency ...... 30 Access to Student Information ...... 13 Transfer Credit ...... 30

Graduate Studies Admission ...... 15 McCamish School of Business ...... 31 Application documents required ...... 15 Master of Business Administration (MBA) ...... 31 International Students ...... 15 Application Process ...... 16 Price School of Education ...... 35 Admission Statuses ...... 16 Master of Arts in Teaching (MAT) in Early Non-degree seeking admission ...... 16 Childhood Education ...... 35 Master of Education (M.Ed.) in Early Tuition & Fees ...... 18 Childhood Education ...... 41 The Business Office ...... 18 Master of Education (M.Ed.) in Special Education .. 45 Expenses ...... 18 Reading Endorsement ...... 50 Payment Policies ...... 18 Refund Policies ...... 19 School of Arts and Humanities ...... 51 Withdrawal from the University ...... 20 Master of Fine Arts (MFA) in Creative Writing ..... 51

Financial Aid ...... 21 School of Mathematics and Science ...... 56 The Office of Student Financial Aid ...... 21 Master of Public Administration (MPA) ...... 56 Types of Graduate Financial Aid ...... 21 Federal Loans ...... 21 Course Descriptions ...... 62 External Sources ...... 22 Administration and Faculty...... 75 Employee Reimbursement ...... 22 Index ...... 88 Renewal of Financial Aid ...... 22

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GRADUATE STUDIES ACADEMIC CALENDAR AUGUST 22, 2016 – MAY 7, 2017

Student Responsibility Statement It is the student’s responsibility to check The Academic Catalog and The Academic Calendar for deadlines that apply to drop/add periods and class withdrawal options. Fall Semester 2016 Spring Semester 2017 August 22 - December 11, 2016 January 9 – May 7, 2017

Fall 2016 Session I Spring 2017 Session I August 22 – October 16, 2016 January 9 – March 5, 2017

August 15 Tuition and fees due for fall 2016 Dec 19, 2016 Tuition and fees due for spring 2017 August 22 Classes Begin January 9 Classes Begin August 29 Final day to change schedule; end of January 16 Martin Luther King, Jr. Day – University drop/add; 100% refund of tuition charges closed if classes are dropped by this date—no January 17 Final day to change schedule; end of refunds of tuition are made if drop/add; 100% refund of tuition charges classes are dropped after this date if classes are dropped by this date—no September 5 Labor Day – University Closed refunds of tuition are made if classes are September 6 Last day to submit an application dropped after this date for May 2017 degree completion January 23 Last day to submit an application without a late fee for August 2017 degree completion September 19 Final date to withdraw with a without a late fee grade of W, Session I February 6 Final date to withdraw with a grade of W, October 10-14 Final Examinations – Session I Session I October 16 End of Session I Feb 27-Mar 3 Final Examinations—Session I October 17 Deadline for posting Session I grades March 5 End of Session I March 6 Deadline for posting Session I grades

Fall 2016 Session II Spring 2017 Session II October 17 - December 11, 2016 March 13 – May 7, 2017

October 17 Classes Begin March 13 Classes Begin October 24 Final day to change schedule, end of March 20 Final day to change schedule, end of drop/add; 100% refund of tuition charges drop/add; 100% refund of tuition charges if classes are dropped by this date—no if classes are dropped by this date—no refunds of tuition are made if classes are refunds of tuition are made if dropped after this date classes are dropped after this date Oct 24 – Nov 4 Advising /Registration for spring March 20-31 Advising/ Registration for summer and fall semester 2017 semesters 2017 November 14 Final date to withdraw with a April 10 Final date to withdraw with a grade of W, grade of W, Session II Session II Nov 23-25 Thanksgiving Holidays—no classes April 10 Final day to submit a graduation Nov 24-25 University Closed application for participation in Spring December 5-9 Final Examinations—Session II 2017 Commencement Ceremony December 11 End of Fall Session II/End of term April 14 Good Friday – University Closed December 12 Deadline for posting Session II grades Apr 27-May 3 Final Examinations – Session II May 4 Baccalaureate May 5 Commencement Ceremony (except MFA) May 7 End of Spring Session II/End of term May 8 Deadline for posting Session II grades

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Summer 2017 Summer graduate programs calendar May 8 – August 13, 2017

Summer Session/Program I May 8 – June 25, 2017

April 24 Tuition and fees due for summer 2017 May 8 Classes Begin May 15 Final day to change schedule; end of drop/add; 100% refund of tuition charges if classes are dropped by this date—no refunds of tuition are made if classes are dropped after this date May 22 Last day to submit an application for December 2017 degree completion – without a late fee May 29 Memorial Day – University Closed June 5 Final date to withdraw with grade of W, Summer Program I June 8-11 MFA Orientation June 19-22 Final exams Summer Program I June 25 End of Summer Program I June 26 Deadline for posting Summer Program I grades

Summer Session/Program II June 26 – August 13, 2017

June 26 Classes Begin July 3 Final day to change schedule; end of drop/add; 100% refund of tuition charges if classes are dropped by this date—no refunds of tuition are made if classes are dropped after this date July 4 Independence Day – University Closed July 6-16 MFA Summer Residency July 24 Final date to withdraw with grade of W, Summer Program II Aug 7 - 10 Final Examinations Summer Program II August 13 End of Summer Program II/End of Term August 14 Deadline for posting Summer Program II grades

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GRADUATE STUDIES GENERAL INFORMATION ______

Introduction to Reinhardt University

Reinhardt University is a private, four-year institution 30033-4097 or call 404-679-4500 for questions about of higher education affiliated with the United the accreditation of Reinhardt University. Methodist Church. The Main Campus is located in Waleska, Georgia on approximately 540 acres of land The Master of Business Administration (MBA) in the foothills of the North Georgia mountains. degree was approved by SACSCOC in 2007. Ninety acres are developed to offer a rich living and The Master of Arts in Teaching (MAT) in Early learning experience to a coeducational student Childhood Education was approved by SACSCOC in population. 2009; the Master of Education in Early Childhood Baccalaureate (four-year) majors include art, biology, Education, in 2011; and the Master of Education in business administration, communication, education, Special Education, in 2011. English, history, interdisciplinary studies, music, The Master of Public Administration (MPA) was organizational leadership, public safety leadership, approved by SACSCOC in 2013, and the Master of psychology, religion, and sociology. The pre-nursing Fine Arts (MFA) in Creative Writing was approved degree is a two-year program to prepare students to by SACSCOC in 2016. transfer to a baccalaureate nursing program. A complete listing of majors and minors can be found The Georgia Professional Standards Commission in the undergraduate Academic Catalog for 2016- (GAPCS) 2017. The MAT is approved by the Georgia Professional Reinhardt University grants the following graduate Standards Commission (PSC) to recommend initial degrees: Master of Business Administration, Master certification. The M.Ed. is approved by the PSC for of Arts in Teaching in Early Childhood Education (P- an in-field certification upgrade. For information, 5), Master of Education in Early Childhood please contact GAPSC at 404-232-2680 or Georgia Education, Master of Education in Special Education, Professional Standards Commission, Two Peachtree Master of Public Administration, and Master of Fine Street SW, Suite 6000, Atlanta, GA 30303 or Arts in Creative Writing. www.gapsc.com.

Accreditation The University Senate The Southern Association of Colleges and Schools The University Senate of the United Methodist Commission on Colleges (SACSCOC) Church has approved Reinhardt University to be listed as a United Methodist-affiliated institution. Reinhardt University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate, baccalaureate, and master’s degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia

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The Purposes of Graduate Commission on Colleges accredited Reinhardt as a Level II institution, and that same year, the school Study awarded the first bachelor’s degrees in business administration. In the 21st century, bachelor degrees Although each graduate program defines its own are offered in a number of disciplines including learning objectives, the graduate programs at biology, business, communication, education, Reinhardt University prepare students to become English, fine arts, history, music, psychology, confident leaders in their chosen disciplines with the religion, sociology, sport studies, and theatre. following attributes: Like its founding fathers, Reinhardt continues to I. Mastery of the current literature, prevailing respond to the educational needs of North Georgia. In knowledge, and/or skill set of a specific 2007, Reinhardt added graduate degrees to its discipline; programs, beginning with the Master of Business Administration (MBA) in 2007 and the Master of II. Mastery of critical thinking through the practical Arts in Teaching in Early Childhood Education application of theory; (MAT) in 2009. Two additional graduate degrees in Education were added in 2011: The Master of III. Mastery of skills to research a topic thoroughly; Education (M.Ed.) in Early Childhood Education and

IV. The ability to foster new knowledge in a the Master of Education (M.Ed.) in Special discipline; and Education. The Master of Public Administration (MPA) began in 2013. The newest graduate program, V. The strong communication skills necessary to the Master of Fine Arts (MFA) in Creative Writing, present research. began in 2016.

On June 1, 2010, Reinhardt College became University History Reinhardt University, a comprehensive university In the early 1880s, Captain A.M. Reinhardt and his firmly grounded in the liberal arts. Reinhardt brother-in-law John J.A. Sharp saw the need for an University offers instruction to men and women in a outstanding school in Waleska - one that would give Christian environment at its main campus in the city students an opportunity to advance beyond the of Waleska, Georgia, and in various other locations primary grades. A devout Methodist who cared about in the state of Georgia. the spiritual and intellectual growth of young people, Captain Reinhardt asked the North Georgia Conference of the Methodist Church for help in University Mission establishing a school to provide basic instruction in Statement the liberal arts. The Conference chartered the new school in 1883, naming the Reverend James T. Linn The educational program emphasizes the study of the as its first teacher and president. In January 1884, the liberal arts, sciences, and professional studies within institution started classes for 12 students in an old the University’s historic commitment to the United cabinet and wood shop. Methodist faith and tradition. The University affirms that learning is best facilitated through a partnership Reinhardt Academy, as the school was then called, between faculty members and students where the provided instruction for all ages and grade levels and integration of faith and learning is essential. a curriculum designed to train teachers and ministers. The academy gradually evolved into a privately Reinhardt University is committed to students who supported two-year college and was accredited to desire a small, caring community dedicated to offer associate degrees as a Level I institution by the personalized attention. It seeks students who are Southern Association of Colleges and Schools academically prepared and motivated to pursue a Commission on Colleges in 1953. In 1994, the challenging educational experience. The University serves a population of traditional and non-traditional

Reinhardt University Graduate Academic Catalog 2016-2017 Page 7 age students both as residents and commuters. The social community of teachers, learners and University is also committed to meeting the needs of supporters. It exists, within an environment of a diverse student population including those students Christian caring, to educate students as whole with distinctive learning needs. In addition, persons and to serve the community. As a Christian Reinhardt meets the ongoing educational needs of university, it endeavors, both formally and professionals and the local community. informally, to focus the attention of students on Christian values as exemplified in the life and Reinhardt University seeks to educate the whole teachings of Jesus Christ. person by developing the intellectual, social, personal, vocational, spiritual and physical Reinhardt University is committed to providing both dimensions of its students. Graduates are academic challenge and academic support to all types distinguished by attributes that are developed through of learners. Requirements include a foundation of personal interaction with the faculty, the staff and academic skills, a core curriculum and a major area fellow students. of concentration for all graduates. Majors are offered in professional, pre-professional, interdisciplinary and traditional fields. Statement of Faith The University contributes to the larger community We believe in the freedom to explore and express as a vital and responsible member. It offers faith. continuing education and community services that further learning and contribute to the greater good. We believe that all individuals have inherent worth as given to them from God. University Community We believe that Jesus Christ taught us to treat one another with grace, forgiveness, and, most impor- Within its commitment to the United Methodist tantly, love. Church, the University provides an ecumenical environment. Christian values are the basis for We believe in supporting an academic community treating all members as unique, worthy individuals where people from all faiths feel welcomed and who care for one another because they have dignity accepted. in the sight of God. These same values undergird the educational programs’ focus on the whole person. We believe, as an affiliate of the United Methodist Church, in the value of a cooperative relationship The University strives to develop a sense of between the academy and the church, whereby both community through individual service and institutions respect and foster higher learning. contributions to the greater good. Members are encouraged to develop and exemplify the values of We believe that a life-changing faith is guided by the honesty, integrity, personal responsibility, civic written Word, illumined by tradition, enlightened by responsibility and service. By offering opportunities personal experience and confirmed by reason. to grow and develop, the University encourages the fullest realization of individual potential; by sharing in the governance of the University, all are able to We are continually developing an academic com- contribute. munity that is just and kind and walks humbly with our God. Reinhardt University is a community open to the infinite possibilities the world offers. It responds to Institutional Commitment them based on its United Methodist affiliation, historic identity, institutional strengths and ability to excel. The University strives to incorporate the work, Reinhardt University is an academic, spiritual and wisdom and wealth of individuals, groups and

Reinhardt University Graduate Academic Catalog 2016-2017 Page 8 organizations into activities that will ultimately designed building, houses the Herbert I. and Lilla W. benefit it and its students. In all endeavors, it is Gordy Department of Art, and contains studios for committed to continuous assessment and quality photography, drawing, sculpture, painting, print- improvement. making and computer animation, as well as gallery space and offices for the art faculty. The Randolph Facilities W. Thrower Plaza, sometimes used for receptions and gatherings, faces Lake Mullenix and the Falany The Waleska Campus Performing Arts Center. A small ceramics studio completes the institution’s facilities dedicated to the The Reinhardt Main Campus in Waleska, Georgia, study of fine art. incorporates academic facilities, playing fields and residence halls with Lake Mullenix, a small spring- fed setting for relaxation and instruction; an The renovated Samuel C. Dobbs Science Hall is the arboretum, one of the finest and most varied oldest academic building on campus. Constructed of collections of plants on the Eastern seaboard; and a locally quarried stone, it contains lecture rooms, historic preservation complex. Most of the campus’s teaching laboratories and offices for math and science 525 acres remain in their natural state. The city of faculty. The Science Center, which is connected to Waleska is located just 45 minutes northwest of Dobbs Hall, opened in fall 2013. Classrooms and downtown Atlanta and with-in easy driving distance laboratories have scientific equipment and of the metro area’s many educational, cultural and instructional technology to ensure that students have recreational resources. the best instruction with experiences to prepare them for future study of science or for entry into the Graduate programs offered at the Waleska campus contemporary scientific workplace. include The Master of Arts in Teaching in Early Childhood Education (MAT) and the Master of Fine The Burgess Administration Building houses the Arts (MFA) in Creative Writing. Hoke O’Kelley Auditorium and offices for the president, the registrar, financial aid, the business The Office of Graduate Studies is located in the office, finance and administration, marketing and Fred H. and Mozelle Bates Tarpley Education communications, human resources, support services, Center. and information technology. Academic and Administrative Visitors are welcomed by the Admissions staff and Facilities the homey atmosphere of the Admissions House,

located at the corner of Baxter Avenue and Reinhardt The George M. Lawson Academic Center contains College Parkway. Built in the early 1900s, it is the classrooms, offices for the academic vice president oldest nonacademic building on campus and was the and dean, the humanities faculty, the McCamish original Reinhardt President’s Home. It was also the School of Business, two computer classrooms, and a site of the first telephone in Waleska in 1904. student lounge. Also housed in the Lawson Center is the Academic Support Office, Reinhardt’s The Hill Freeman Library and Spruill Learning accommodation program that ensures access and Center houses a collection of 79,500 books, support for students with documented disabilities, periodicals and various types of media (CDs, DVDs, and the Center for Student Success, which provides VHS). Our online catalog provides access to over tutorial help, placement services, and assistance in 150,000 electronic books, and our web site provides goal setting, time management, organizational skills access to about 200 databases and 35,000 digital full- and study skills text periodicals. The library facility features a well- equipped information commons, quiet study areas, The William W. Fincher Jr. and Eunice L. Fincher group study rooms, media viewing rooms, and the Visual Arts Center, a beautiful Italian Renaissance- very popular 24/7 after-hours library.

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Library staff provides a full range of services The McCamish Media Arts Center, on the including reference and research assistance, communication wing in the Falany Performing Arts circulation assistance, and instruction in information Center, includes faculty offices and classrooms, as technology and information literacy. The Library also well as media-production studios and labs for provides Interlibrary Loan, a service for our users recording, editing, producing and disseminating where we can borrow books or journal articles from projects using television, audio, still photography, academic, public, or private libraries throughout the web design and digital graphic media. U.S. and the world. The Fred H. and Mozelle Bates Tarpley Education Access to library databases (including GALILEO), Center, connected to the George M. Lawson digital full-text periodicals, and electronic books is Academic Center, includes classrooms, the Moore available to all Reinhardt students, faculty, and staff Chapel and the Moore Plaza. It also houses offices through our website at http://library.reinhardt.edu. for faculty in the Schools of Arts and Humanities and These resources can be searched on most devices Mathematics and Sciences faculty, as well as the with Internet access. Recommended databases, Office of Graduate Studies. A collection of the resources, and search strategies for each graduate honor code plaques signed by the last four entering program can be found by clicking on the Graduate classes hangs in the middle floor atrium. Student Resources link at the bottom of the library’s homepage. Further assistance can be obtained by The Price School of Education faculty offices are on contacting the library staff. the main level of Paul W. Jones Hall. Education classrooms and a lounge occupy the lower level, and The Library at the North Fulton Center of residential rooms for students are on the top floor. Reinhardt University is a gateway to the services and Paul W. Jones Hall also houses the Office of collections of the Hill Freeman Library and Spruill Institutional Research and Effectiveness. Learning Center on the Waleska Campus. All library services – circulation & reserves, interlibrary loan, The offices for Advancement and Alumni are in the and reference & library instruction – are available to University’s new Welcome Center across from the students, faculty and staff of the North Fulton Center Hagan Chapel. and other extended campus sites. Athletic Facilities The Floyd A. and Fay W. Falany Performing Arts Center contains a state-of-the-art concert hall with The John Rollins Wellness Complex encompasses adjustable acoustical components, a thrust stage, a all the athletic facilities on campus. Renovations to green room, dressing rooms and a balcony area, as the James and Sis Brown Athletic Center expanded well as the C. Kenneth White ’61 Atrium. The the main gymnasium, doubling its seating capacity to building houses the School of Performing Arts, 1,000. The Brown Center, together with the Joseph including the Eulene Holmes Murray Department W. Baxter Recreation Center, includes locker of Music, the Galt Family Instrumental Rehearsal rooms, physical education classrooms, coaches’ and Hall, the R. Stevens & Virginia Horne Tumlin athletic staff offices, a large training room and con- Choral Room, classrooms, choral and instrumental cession stand. The Northside Hospital-Cherokee rehearsal halls, studios, music library and soundproof Fitness Center includes cardio machines and practice rooms for music instruction. The Ken White workout equipment. Additionally, the Jack S. Music Center added practice rooms, faculty studios, Davidson Wellness Center features the lower gym and a classroom and doubled the space available for and a practice and storage room for the marching the performing arts. Reinhardt University now has band. Outdoor facilities include four lighted tennis the largest music program of any private college or courts and an intramural field. university in the state of Georgia and the only School of Performing Arts on the college level in the state.

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The Jim and Syble Boring Sports Complex features Religious Facilities the lighted Ken White Baseball and Softball Fields. The Blanche Hagan Chapel, a lovely Georgian The J. Thomas and Bettye Jo Isherwood Field house of worship, serves as the chapel for the House opened in September 2012 with a large weight Reinhardt community and the home of the Waleska room, coaches’ offices, and locker rooms for football, United Methodist Church. Reinhardt classes are held baseball, softball, men’s and women’s soccer. The in four rooms on the lower level. The Moore Chapel entire building is outfitted with multiple projectors in Tarpley Education Center provides a quiet place and televisions for film review. The Ken White for worship, fellowship and study. Worship services Athletic Field, an artificial turf field, includes are also often held in the Bannister Glasshouse in bleacher seating for 1,000 and is the home of soccer, the Hasty Student Life Center. lacrosse and football. A Ken White Indoor Athletic Facility was added between the field house and Dining and Meeting Facility softball fields during the summer of 2014. An eagle statue was added to the area during 2015. The W. Frank and Evelyn J. Gordy Center, a Georgian-style building, is a modern and gracious Additional facilities related to recreation include a university dining and meeting facility. sand volleyball court, a Frisbee golf course, hiking and biking trails, and several campsites. Residence Halls

Ten residence halls provide living accommodations Student Activities, Student Health for approximately 700 students; they include Cobb Services and Public Safety Facilities Hall, Herbert I. and Lilla W. Gordy Hall, Smith Johnston Hall, Roberts Hall, two apartment-style The William “Billy” G. Hasty, Jr. ’67, Linda residence halls (East Hall and West Hall), and the Nichols Hasty ’90 and Hazel Wyatt Hasty Student most recent additions, Glenn and Marjorie Life Center in the heart of the Reinhardt University Humphrey Hubbard, Blue and Gold Halls. campus opened in May 2007. The facility includes the Jewell Wyatt Bannister Glasshouse, a popular Roberts Hall houses men in suites of varied sizes; space for meetings, studying between classes or each suite has a living room. Smith Johnston Hall meeting friends. The Center houses the campus houses women in two-room suites with connecting bookstore, the Rec Room, and Reinhardt Central, baths. It has a large lounge and laundry facilities. which provides games, sporting equipment for check- Cobb Hall houses male students in double and single out, as well as offices for counseling services, career occupancy rooms. Herbert I. and Lilla W. Gordy services, residence life, student government, student Hall houses female students in a mixture of four activities, campus ministry, and student affairs. The bedroom suites, but limited number of single rooms building is connected to the W. Frank and Evelyn J. are also available. West Hall houses female students, Gordy Center. while East Hall accommodates male students. The two- and four- bedroom units are fully furnished and The student health offices are located in Smith come equipped with a common area and full kitchen. Johnston Hall. A registered nurse is available to Glenn and Marjorie Humphrey Hubbard, Blue assist students on health-related issues. The office of and Gold Halls offer double occupancy rooms with public safety is located in the lower level of the East private restrooms, and each two rooms shares a study Hall apartments. area. The top floor of Paul Jones Hall offers traditional-style residence hall living for freshmen male students in single and double rooms. Paul Jones is connected to Smith-Johnston by a TV lounge.

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Other University Facilities and Points Carillon, which chimes on the hour and broadcasts of Interest messages during emergencies. Dedicated to the memory of Dr. W.M. Bratton, Reinhardt president The Evelyn Gordy Hospitality House was first from 1927-1944, and Lucy, his wife, the memorial constructed on Piedmont Road in Atlanta. Purchased also contains the bell which hung near the former by Reinhardt alumnus Frank Gordy in 1940, the Witham Hall from 1912-1950 and replicas of the home was moved to the Reinhardt campus in the columns given to Reinhardt by the Class of ’34. early 1990s by Gordy’s wife, Evelyn, a Reinhardt alumna. The historical home, with its generously The Norman W. Paschall Plaza in front of the proportioned rooms, teak floors and stunning wall Burgess Administration Building was named for a coverings, pro-vides a welcoming setting for special long-time trustee and past Trustee chair. The Donor functions, events and overnight visits. Plaza includes the names of Reinhardt supporters and is a popular place for campus concerts. The Randall The F. James and Florrie G. Funk Heritage Porter Storage Building and the Upchurch Center is a unique learning, teaching and study Maintenance Facility provide much needed storage, attraction for North Georgia. Since it opened in late work and office space for the University. 1999, the Center has attracted more than 149,000 visitors to the Reinhardt Campus for school tours, The Burgess Echo Garden, the unique sound garden exhibits and educational programming. The John H. between the library and student life center, was built Bennett Sr. and Ethel C. Bennett History in 1970 to honor former Reinhardt President Dr. J. Museum, a component of the Center, contains the Rowland Burgess, Jr. The garden features a circular Clarence and Margaret Rogers Contemporary seat from which one can speak and hear an echo in American Indian Art Exhibit; Southeastern Indian response. The Burgess Arboretum, which encom- artifacts unearthed in Cherokee County and other passes the entire campus, includes thousands of sites; the Herbert L. Buffington’41 Gallery, which individually labeled trees and shrubs species, and features changing exhibits; the Sellars Antique celebrated a grand opening in 2009. Many plants Hand Tool Collection with thousands of historic were tagged by Dr. Burgess. The Arboretum’s index hand tools; the 70-seat Estelle Bennett Hughes map is housed in the Hill Freeman Library and Theater; a Museum gift shop and the Bennett Family Spruill Learning Center. history display. Other parts of the Center include an Appalachian Settlement with historic log cabins, a Lake Mullenix is a three and one-half acre, spring-fed syrup mill, and a blacksmith shop. The Lou Reeta lake and is a beautiful addition to the Waleska Barton Northcutt Walking Trail, with its campus. The George W. McClure Water wonderful array of native plants, connects the Treatment Facility greatly enhances the Museum to the Appalachian Settlement. The Georgia University’s opportunity for expansion. State Legislature has designated the Center as “Georgia’s Official Frontier and Southeastern Indian Extended Sites Interpretive Center.” It was certified as a National Park Service “Trail of Tears” interpretive site in Reinhardt University offers academic learning 2013. The Center is a recipient of the Governor’s facilities and programming for graduate students at Awards in the Humanities (2010). It is open to the extended campus sites. The MBA is offered at the public, faculty, staff and students Tuesday through campus of Chattahoochee Technical College, 8371 Sunday. Main St. in Woodstock, GA. The MAT is offered at the Metro Site in Cumming as well as the Main The Reinhardt campus also includes the Hal B. Campus in Waleska, GA. The Metro Site is on Post Wansley President’s Home, which provides living Road in Cumming, GA and is easily accessible from and meeting accommodations for the Reinhardt GA 400. president and his or her family; and the Bratton

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Policy Statements All newer construction provides handicapped access. All remodeling and future construction will provide Title VI access for the handicapped. Reinhardt University subscribes to the 1964 Civil Rights Act, which states: “No person in the United Reinhardt offers educational support services for States shall, on the grounds of race, color, or national students with diagnosed learning disabilities. origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal Access to Student Information financial assistance.” Family Educational Rights and Privacy Title IX Act Reinhardt University does not discriminate on the Under provisions of the Family Educational Rights basis of sex in its educational programs, activities or and Privacy Act of 1974, as amended, students have employment practices as required by Title IX of the the right of access to official records maintained on 1972 Education Amendments. Inquiries regarding them by Reinhardt University. A student may inspect compliance with Title IX may be directed to Mr. and review his or her educational records by filing a David Leopard, VP for Finance and Administration written request with the Registrar. Although access and Title IX Coordinator ([email protected] / ph. may be normally obtained without undue delay, 770-720-5895). Students may also contact Public officials are permitted a 45-day period within which Safety or any “Responsible Employee” or “Campus to respond to any request. Security Authorities,” all of whom must report complaints to Public Safety and the Title IX Directory Information Coordinator. The Family Educational Rights and Privacy Act of 1974, as amended, also provides that the following Student complaints may be also be directed to the categories of information may be released by the following addresses: the Director of the Office of University as public unless the student chooses to Civil Rights, Department of Health and Human have the information withheld. Such information may Services, Washington, D.C. 02212; and GA Non- be released routinely to certain inquirers and the Public Postsecondary Education Commission, 2082 news media unless the student requests in writing the East Exchange Place – Suite 220, Tucker, Georgia fall semester of each year that either all or any part of 30084-5305 (ph. 770 414-3300). this list be withheld. Section 504 of the Rehabilitation Act of 1973 1. Name 2. Address, including Reinhardt University complies with Section 504 of a. home the Rehabilitation Act of 1973. No qualified b. residence hall and room number applicant, student, or employee will be discriminated c. local off-campus address against on the basis of a disability. 3. Current telephone listing Not all facilities are equipped for handicapped 4. Place of birth access. Class locations will be changed to provide 5. Major field of study access for handicapped students. 6. Participation in officially recognized activities and sports All sidewalks are handicapped accessible. Special 7. Weight and height, if a member of an athletic parking is provided at all buildings and handicapped team students can receive special permits.

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8. Dates of attendance, including current classification and year, matriculation and

withdrawal dates 9. Degrees, awards and honors received, including dates granted 10. The most recent previous educational agency or institution attended

Release of Information

Without the student’s written consent, Reinhardt University does not release confidential information to anyone other than:

 Reinhardt University personnel requiring information for the proper performance of their

duties;  organizations conducting studies for educational and governmental agencies; accrediting agencies;  appropriate persons in case of health or safety emergencies;  agencies or offices in connection with the student’s application for or receipt of financial aid; governmental officials, as identified in Public Law 93-380;  parents of dependent children as defined in the Internal Revenue code of 1954;  and an appropriate official in response to a court order.

Students who wish to release to family members routine grade reports or other official correspondence must complete a signed authorization form with the Office of the Registrar.

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GRADUATE STUDIES ADMISSION ______

Application documents required for degree programs

All admission documents should be sent to the following address:

Office of Graduate Admissions Reinhardt University 7300 Reinhardt Circle Waleska, GA 30183 FAX: 770-720-5739 to graduate studies, an international student must PHONE: 770-720-5760 confirm his or her citizenship status. In addition to e-mail: [email protected] the admission requirements for each program, the international student must provide the following, All of the following should be included with the depending on the category: application: Applicants with a green card—  The Graduate Admission Application form—complete and submit the Online  The Graduate Admission Application Application for Admission or contact the form—complete and submit the Online Office of Graduate Admissions for a paper Application for Admission or contact the application. Office of Graduate Admissions for a paper  $50 Application fee (waived with the Online application. Application form)  A copy of the green card  Official transcripts from all institutions  Official transcripts from all institutions attended; proof of a baccalaureate degree attended; proof of a baccalaureate degree from a regionally accredited institution from a regionally accredited institution should be on one transcript should be on one transcript  If the undergraduate degree was obtained Official transcripts must be mailed from the from a school outside of the U.S., a foreign granting institution, or delivered in a sealed credential evaluation must be sent to the envelope from the institution, or sent via a Reinhardt University Office of Graduate professional electronic transcript sending Admissions. service.  If English is not the native language, an official score report from the Test of English  Additional documents that are required by as a Foreign Language (TOEFL). A TOEFL individual programs paper score of 500 or higher or computer score of 173 is required. The internet based International students score report required is a 64.  $50 Application fee (waived with the Online Reinhardt University welcomes students from Application form) different countries around the world. For admission

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Applicants needing an F-1 student visa— admitted. The Office of Graduate Studies will then communicate this decision to the applicant.  The Graduate Admission Application form—complete and submit the Online Admission Statuses Application for Admission or contact the Office of Graduate Admissions for a paper Full Admission application. An applicant whose credentials include all the  Official transcripts from all institutions requirements and prerequisite course work to begin a attended; proof of a baccalaureate degree graduate program may be granted full admission from a regionally accredited institution status. should be on one transcript

 If transferring from another U.S. college or Provisional Admission university within the U.S., official transcripts from each institution attended as An applicant whose credentials do not meet the well as a copy of the current I-20 and a requirements for full admission may be considered transfer clearance form for provisional admission if the applicant  If the undergraduate degree was obtained demonstrates strong potential to complete a graduate from a school outside of the U.S., a foreign degree. The following shall guide the provisional credential evaluation must be sent to the status: Reinhardt University Office of Graduate Admissions.  A required test like the GMAT or GRE for  A bank statement or an affidavit of support full admission. verifying financial responsibility for fees for the full cost of the program. Funds must be  An initial program of courses designed to reported in U.S. dollars. establish the candidate’s potential for  If English is not the native language, an graduate study developed by the School official score report from the Test of English Dean or Program Coordinator/Director. as a Foreign Language (TOEFL). A TOEFL This program may include prerequisite paper score of 500 or higher or computer course work that does not count toward the score of 173 is required. The internet based actual degree program for which the score report required is a 64. applicant has applied.  $50 Application fee (waived with the Online Application form)  No more than nine (9) graduate hours taken in provisional status may be applied to the degree program. Applicants with other types of visas should contact the Office of Graduate Admissions. The applications will be reviewed on a case-by-case basis. Alternate Admission Status

Application Process Non-Degree Admission An applicant who desires graduate credit but is not Once an application file is complete, a copy is interested in pursuing a graduate degree may be submitted to the Admissions Committee of the admitted as a non-degree student. Qualifications for specific degree program to which a student is non-degree status are as follows: applying. The Admissions Committee will inform the Office of Graduate Studies if the applicant has  An earned baccalaureate or graduate degree been fully admitted, provisionally admitted, or not from a regionally accredited institution recognized by Reinhardt University

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 Permission from the Program Coordinator/Director and Dean of the appropriate School degree program  A minimum undergraduate GPA of 2.75 on a 4.0 scale. Students with a graduate degree or graduate hours must have a 3.0 GPA in graduate course work.  Individual degree programs may apply alternate program requirements for non- degree applicants. Applicants should determine this need through the Program Coordinator/Director of the area in which course work is to be taken.

In some programs, applicants admitted under non- degree status may be admitted to full degree status by completing an application for change of degree status. For this purpose, the applicant should reference the degree program requirements found in this Catalog. If an application is made for full admission status, no more than nine (9) semester hours may be applied toward a degree by the Program Coordinator/Director.

Applicants who wish to apply for non-degree status must submit the following to the Office of Graduate Admissions:

 The Graduate Admission Application form—complete and submit the Online Application for Admission or contact the Office of Graduate Admissions for a paper application.  Official transcripts from all institutions attended; proof of a baccalaureate degree from a regionally accredited institution should be on one transcript  $50 Application fee (waived with the Online Application form)  A brief letter explaining the purpose for non-degree study

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GRADUATE STUDIES TUITION AND FEES ______

Business Office MFA Non-degree seeking students, Located on the main floor of the Burgess for academic credit Tuition per credit hour $475 Administration Building, the Reinhardt University Senior Citizens (62+), per credit hour $237.50 Business Office is in charge of sending out MFA Auditors statements for tuition and fees as well as collecting Tuition per credit hour $237.50 payments. The Business Office is open Monday Senior Citizens (62+), per credit hour $118.75 through Friday from 8:30 a.m. – 5:00 p.m. The contact information is as follows: Miscellaneous Fees – all programs Business Office Reinhardt University Duplicate Diploma $50 7300 Reinhardt Circle Returned Check Charge $25 Waleska, GA 30183-2981 Transcript Fee per copy $5 Late Graduation fee (+$25) $25 Phone: 770-720-5519 or 5520; Fax: 770-720-5655 Email: [email protected] Payment Policies

Tuition and Program fees are charged by the semester Expenses and are due approximately two weeks before the first All charges are subject to change. day of class. Specific due dates may be found in The Academic Calendar (pp. 4-5). The Graduation fee Fall 2016-Summer 2017 of $100 for the MAT, MBA, and MPA is due on the Session I drop/add date two semesters before Master of Business Administration (MBA), Master expected degree completion. The $250 graduation of Arts in Teaching in Elementary Education fee for the MFA is due on the January due date (MAT), and Master of Public Administration (MPA) programs: before the summer of expected degree completion. Checks or money orders should be made payable to Tuition per credit hour $458 Reinhardt University. Program fee per semester $100 Directed Study fee (per credit hour) $90 Payment Due dates 2016-2017 Graduation fee paid by deadline $100 Fall 2016 Tuition and fees August 15, 2016 Master of Fine Arts (MFA) in Creative Writing Graduation fee for May 2017 Tuition per credit hour $475 degree completion September 6, 2016 Program fee per semester $100 Enrollment deposit (applied to tuition) $200 Spring 2017 Orientation Residency $200 Tuition and fees December 19, 2016 Summer Residency $485 Graduation fee for August 2017 Graduation fee paid by deadline $250 degree completion January 23, 2017 Experiential Learning Excursions $50-$250

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Payment Due dates 2016-2017 cont’d. Students who have not been cleared by the Business Office will not be allowed to register for the Summer 2017 subsequent semester, graduate, or receive a diploma Tuition and fees April 24, 2017 or transcripts. "Cleared" means that all financial aid Graduation fee for December 2017 requirements have been met and acceptable degree completion May 22, 2017 arrangements have been made for payment of remaining balances. Failure to satisfy financial Payment options obligations to the University may result in the delinquent account being assigned to a collection  Cash, check, or money order agency.

 Credit cards—VISA, MasterCard, American Refund Policies Express, or Discover. To pay over the phone using one of the above credit cards, please Tuition Refund Policy call 770-720-5520. To pay online, please go to “My Account” in your RU EagleWeb Any student who officially withdraws from any or all account. classes will receive a refund based upon the

Reinhardt University Refund Policy listed below.  Financial Aid loan—contact the RU Office of Financial Aid to confirm that all of your paper work is complete—ph. 770-720-5667. Tuition Refund period Percentage of institutional charges refunded  Monthly payments—set up payments with Tuition Management Systems (TMS) prior Total withdrawal during to the start of classes. the official drop/add 100 % less $100 fee period of the session There is a setup fee ($47 for fall only; $65 for fall and spring), but there are no interest Withdrawal after the charges. For more information about the monthly payment option, please call the RU drop/add period of the Business Office at 770-720-5520 or 770- session 0% 720-5519. Students may also contact TMS There will be no refund of tuition or required fees if a directly at 1-888-285-3052 or at class or classes are dropped after the last date of https://reinhardt.afford.com. drop/add each semester/session. Refunds will be made only for students who completely withdraw Delinquent Student Accounts from the University during the drop/add period. These refunds will be made according to the federal Each student is responsible for his or her account and institutional refund policies currently in effect. balance. Regardless of any problems with the source of funds, should all aid received not satisfy the Refund Checks balance of a student’s account, it is the student’s responsibility to pay tuition and fees by the scheduled due date. Should a student’s account become The Business Office disburses refund checks to the delinquent, the University reserves the right to apply student once the student has attended class through any monies due to the student until the account is the appropriate certification period and funds have cleared. been received. Whenever a school credits a student’s account with funds from a Federal Student Aid (FSA) program and those funds exceed the student’s allowable charges, a FSA credit balance occurs. A

Reinhardt University Graduate Academic Catalog 2016-2017 Page 19 school must pay the excess FSA program funds (the credit balance) directly to the student as soon as possible: if the credit balance occurred on or before the first day of class of that payment period, then the refund must be sent no later than 14 days after the first day of class; if the balance occurred after the first day of class of a payment period, then the refund must be sent no later than 14 days after the date the balance occurred on the student’s account. Each student must acknowledge receipt of any award prior to receiving a refund check or a credit on the student’s account. A written request must be submitted to the Business Office should a student wish to leave a credit balance for future use.

Withdrawal from the

University

If a student wishes to withdraw from Reinhardt University before the end of the semester, he or she must complete a withdrawal form obtained from the

Registrar’s Office. The withdrawal form must be signed by the School Dean or Program Coordinator/Director, the Registrar, the Business Office and the Director of Financial Aid. Students are responsible for making sure that the withdrawal form is filled out correctly and submitted to the Registrar’s Office.

Refunds due to a withdrawal from Reinhardt University are processed according to the submission date and the refund policies listed in this catalog.

The academic withdrawal date differs from the drop/add and refund deadline. Students who complete the appropriate paperwork and withdraw before the official withdrawal date of each term (see Academic Calendar, pp. 4-5) will receive a “W.” Students not completing the appropriate paperwork will receive an “F” in the MAT, MBA, MPA programs or a “U” in the MFA program. A student who initiates a withdrawal after the published deadline for the last date to withdraw without academic penalty will receive an “F” or “U” depending on the program.

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GRADUATE STUDIES FINANCIAL AID

______

Office of Student Financial Aid Federal Student Loans

Located in the Burgess Administration Building, the Eligible students may apply for low interest student Office of Student Financial Aid is committed to loans through the William D. Ford Federal Direct assisting students in obtaining eligible financial Loan Program. resources. Loan information The contact information is as follows: The William D. Ford Federal Direct Stafford Loan is Office of Student Financial Aid a low interest student loan offered through the U.S. Reinhardt University Department of Education. Direct loans are 7300 Reinhardt Circle unsubsidized loans. Stafford Direct Loans require Waleska, GA 30183 students to complete a Free Application for Federal Student Aid (FAFSA). Loans do not require a phone: 770-720-5667 financial need. The student may choose to pay on the fax: 770-720-9126 interest while in school or to let the interest accrue. email: [email protected] Repayment begins six months after the student ceases to be enrolled, drops below half-time enrollment, or graduates. Wanda M. Olson, Asst. Director Financial Aid Counselor The maximum amount a graduate student can receive for Adult and Graduate Students through the Direct Loan Program each academic year 770-720-5531 is $20,500. There is also a total aggregate limit of [email protected] $138,500.

Applying for a Direct Stafford Loan: Types of Financial Aid Applying for a Direct Stafford Load starts with To assist with educational expenses, graduate submitting an application for graduate study at students may pursue financial aid in the forms of Reinhardt University. Next, the student applies for a federal loans and external scholarships. Some loan at the Federal Student Loan (FSA) website. companies also offer tuition reimbursement Then, the student fills out an application at the programs. Reinhardt Student Financial Aid website. Financial Aid must be renewed annually, starting in the spring MFA students may also apply for one of a limited semester. The steps are as follows: number of Etowah Writers Need-Based Scholarships (see p. 53). 1. Submit a completed application for admission. Contact the Graduate

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Admissions Coordinator at 770-720-5760 if business associations. The process of applying for you have questions about the application these funds is as varied as the types of organizations process. offering them. The first step is to identify those sources that are appropriate for the individual student 2. Apply for a Federal FSA ID number that and then make contact. will serve as your electronic signature on federal forms. The FSA ID website is as One place to begin the search is the Internet. Several follows: www.fsaid.ed.gov. Please keep up scholarship search programs can be found on the with this number as you will use it every internet, and they are all free. Scholarship books can year. often be found in public and school libraries.

3. Apply for federal student loans by The student should be wary of any organization that completing the required forms. Links to all asks for a fee to apply for information about financial forms are available at www.reinhardt.edu by aid or to apply for financial aid. If there are selecting Financial Aid from the “Quick questions about an organization, contact the Office of Links” drop down box, then Graduate and Financial Aid for guidance. then Aid Forms. Students should also see the “Scams” page of the 4. Complete the Free Application for Federal Reinhardt University Student Financial Aid website Student Aid (FAFSA) for the appropriate for important advice about searching for external year. If you will be starting classes in resources. January 2017, you will need to complete the 2016-2017 FAFSA. If you will be starting Employee Reimbursement classes after January 2017, you will need to Some companies offer employee reimbursement complete the 2017-2018 FAFSA which will programs for tuition and books. Check with your be available after January 1, 2017. employer. The Reinhardt Office of Financial Aid and Reinhardt’s federal code is 001589. the Business Office will work with you and your 5. Complete the Master Promissory Note employer. (MPN) for the Direct Stafford Loan (Subsidized/Unsubsidized) on the website Renewal of Financial Aid www.studentloans.gov. Please DO NOT Financial aid is usually an annual award. Students complete the PLUS MPN. must reapply for loans or external scholarships every 6. Complete the Entrance Counseling for year. Students must meet the eligibility requirements Graduate Students at the website and file the appropriate applications for each www.studentloans.gov . program. This consists of completing the Free Application for Federal Student Aid (FAFSA) each 7. Complete the Student Loan Request Form spring. The priority deadline for receipt of a on the www.reinhardt.edu website. completed financial aid file is May 1.

Contact the Reinhardt University Financial Aid Office at 770-720-5667 if you have any questions. A counselor will be happy to assist you.

External Sources of Financial Aid

Financial aid can also be provided by private foundations, corporations, service organizations and

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GRADUATE STUDIES

ACADEMIC POLICIES

______

Academic Credit limited to, fully online, hybrid, lecture, seminar, laboratory, studio, directed study, or study abroad. Academic units are responsible for ensuring that Definition of Academic Credit credit hours are awarded only for work that meets the requirements outlined in this policy. In defining a credit hour, Reinhardt University adopts the Federal Definition of a Credit Hour (described in The expectation of contact time inside the classroom 34 CFR 600.2, effective July 1, 2011) as follows: and student effort outside the classroom is the same in all formats of a course whether it be in online, a For purposes of the application of this policy and in hybrid of face-to-face contact with some content accord with federal regulations, a credit hour is an delivered electronically, or one delivered in lecture or amount of work represented in intended learning seminar format. Similarly, the expectation of contact outcomes and verified by evidence of student time inside the classroom and student effort outside achievement that is an institutionally established the classroom is the same for regular semesters and equivalency that reasonably approximates: shortened sessions (i.e., Spring I or Spring II Sessions). 1. Not less than one hour of classroom or direct faculty instruction and a minimum of two Courses that have less structured classroom hours out of class student work each week schedules, such as research seminars, independent for approximately fifteen weeks for one studies, directed studies, internships, practica, studio semester or trimester hour of credit, or ten to work, as well as courses offered in shortened sessions twelve weeks for one quarter hour of credit, or in online or hybrid formats, at a minimum, should or the equivalent amount of work over a state clearly expected learning outcomes and different amount of time, or workload expectations that meet the standards set forth above. 2. At least an equivalent amount of work as Academic Program Length outlined in item 1 above for other academic

activities as established by the institution Graduate programs at Reinhardt University are including laboratory work, internships, master’s degree programs. Each graduate program practica, studio work, and other academic has a course of study that includes at least 30 work leading to the award of credit hours. semester hours of graduate-level only coursework as

This credit hour policy applies to all courses at all well as capstone graduate projects that demonstrate levels (undergraduate, graduate, and professional) mastery of, and independent thinking about the that award academic credit on an official transcript subject area beyond the coursework. See the chart regardless of the mode of delivery including, but not that follows.

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Reinhardt Graduate Academic Program Lengths

Academic School and Degree Semester Capstone projects Total semester credit hours of credit hours graduate-level required course work for the degree McCamish School of Business 30 Practicum and Portfolio - 36 Master of Business Administration 6 semester credit hours (MBA) Price School of Education 36 GACE examination and Clinical 48 Master of Arts in Teaching (MAT) Residency- 12 semester credit in Early Childhood Education hours; submission of edTPA School of Arts and Humanities 41 Critical Thesis, Creative book 60 Master of Fine Arts (MFA) in project, capstone craft intensive, Creative Writing graduate reading – 19 semester hours School of Mathematics and Sciences 36 Internship and Portfolio (included 36 Master of Public Administration in the course work); plus a (MPA) Comprehensive examination

Academic Integrity Introduction to the Academic Integrity Policies The Honor System The Honor System is a collaborative effort between Honor is the moral cornerstone of Reinhardt the Student Government Association, the Division of University. Honor provides the common thread Academic Affairs, and the Division of Student woven through the many aspects of this institution Affairs. and creates a community of trust and respect affecting fundamentally the relationships of all its Academic Integrity falls under the jurisdiction of the members. The centrality of honor at Reinhardt Division of Academic Affairs. Reinhardt University University is contained in its Honor System which is provides an environment that encourages all students embodied in the Reinhardt University Honor Pledge. (undergraduate and graduate) to learn, create, and share knowledge responsibly. As society entrusts our The Honor Pledge students and faculty to pursue knowledge and report their discoveries truthfully, any deliberate falsehood Reinhardt University is a community of learners or misrepresentation undermines the stature of the committed to the integration of faith and learning in University. The following policies and procedures the education of the whole person. As a partnership pertaining to academic integrity are deemed of students, faculty, and staff, we are dedicated to necessary for fulfilling the University’s mission. intellectual inquiry, academic freedom, and moral development. We are devoted to the principles of Forms of Academic Dishonesty integrity, honesty, and individual responsibility. Therefore, in all our personal and academic The following are recognized as unacceptable forms endeavors, we will strive to represent our institution of academic behavior at Reinhardt University: with integrity, purpose, and pride; demonstrate honest behavior and expect honesty from others; and 1. Plagiarizing, that is presenting words or accept responsibility for our own words and actions. ideas not your own as if they were your own. The words of others must be enclosed

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in quotation marks and documented. The described in the Reinhardt University source of distinctive ideas must also be Graduate Academic Catalog shall not apply. acknowledged through appropriate 2. Assigning a grade of “F” or “U” (MFA) in documentation. the course. If a student repeats the course, 2. Submitting a paper written by another both the sanctioned grade and the repeat student or another person as if it were your grade will be computed in the grade-point own. average.

3. Submitting a paper containing sentences, 3. Assigning a grade of “F” or “U” (MFA) or a score of 0 on the paper, project or paragraphs, or sections lifted from another examination without the opportunity for student’s work or other publication; there resubmission, this grade becoming part of must be written documentation. the student’s course average. [That is, if a 4. Submitting a paper written by you for faculty member regularly drops the lowest another course or occasion without the grade for the course average, it cannot be the explicit knowledge and consent of the sanctioned grade.] faculty member. 4. Assigning a grade of “F” or “U” (MFA) or a 5. Fabricating evidence or statistics that score of 0 on the paper, project or supposedly represent original research. examination, but allowing resubmission 6. Cheating of any sort on tests, papers, with the same or a different topic, resulting projects, reports, etc. in a maximum combined grade of “C.” 7. Using the internet inappropriately as a resource. See 3 above. Procedure for Suspected Academic Dishonesty Sanctions for Academic Dishonesty In the event of suspected academic dishonesty, Though professionalism and integrity are expected of according to the definitions stated above and all Reinhardt University students, graduate students whatever additional definitions a faculty member has are held to a higher standard, as should be expected. published in a class syllabus, the following procedure Proven or admitted academic dishonesty may result will apply: in expulsion from the University. LEVEL I: Faculty member meets with However, a faculty member may propose a lesser student sanction, according to his or her assessment of the evidence, the severity of the infraction and any The faculty member will meet with the student within extenuating circumstances. Because each case is ten (10) working days after the accusation to discuss unique, it is the faculty member’s professional the suspicion and the evidence. If, after this responsibility to devise a fair sanction. A range of conference, the faculty member determines that a possible sanctions is as follows: violation has not occurred, the matter will be resolved by the faculty member dropping the allegation. 1. Recommending expulsion from the University. If the faculty member or the However, if the faculty member decides that a School Dean recommends expulsion, the violation of academic integrity has occurred and that case must be sent to the Vice President and there is sufficient evidence, the faculty member may Dean for Academic Affairs, who alone is directly propose a sanction. If both the faculty authorized to make this decision. In the member and student agree on a resolution, the event that a student is expelled for academic instructor must submit a signed/written agreement to dishonesty, the regular refund policy the School Dean and to the Vice President and Dean for Academic Affairs (VPAA) within ten (10)

Reinhardt University Graduate Academic Catalog 2016-2017 Page 25 working days. In all cases in which a faculty member LEVEL III: The Vice President and is persuaded of academic dishonesty and proposes a Dean for Academic Affairs (VPAA) sanction of any kind, he or she should submit a brief report of the evidence, the sanction, and the reasons Upon receipt of a written Request for Appeal, the for the sanction along with the signed agreement. VPAA shall decide whether the processes listed (Violations that are purely technical in nature, above have been met satisfactorily. If not, the VPAA without any perceived intent to achieve academic shall state a curative course of action. advantage, and which only require redoing the assignment without a grade sanction, may or may not Course Load be reported at the instructor’s discretion.) Full-time enrollment for graduate studies ranges from If the faculty member and student do not agree on 6-12 credit hours a semester, depending on the culpability or the sanction, the student has ten (10) program. A semester load of more than twelve (12) working days after the meeting with the faculty credit hours must be approved by the advisor, the member to file a written appeal with the School Program Coordinator/Director, and Dean of the Dean. Then, the case moves to Level II. School.

If the faculty member involved in the dispute is the Dean, then the case moves to Level III and the Grading Policies student has ten (10) days to file an appeal with the Grades and Notations VPAA. Levels of performance are indicated by the following LEVEL II: Hearing with the School grades, which are used, except as noted, in computing Dean the semester and cumulative grade-point average (GPA). Grades are recorded on each student’s A student who appeals the case shall submit permanent record: his/her own written interpretation of the incident to the School Dean of the faculty member with a copy Grade to the faculty member. Upon receipt of this appeal points per by the School Dean, the student’s grade for the semester assignment or the course becomes “I” (incomplete) credit until the case is resolved. A Excellent 4.0 The School Dean, acting as arbitrator, decides whether academic integrity was violated, and the B Good (Minimum Required 3.0 appropriate sanction, if necessary. For a sanction less Graduate Average) than expulsion, there should be substantial evidence Below Graduate Average (In 2.0 (adequate to support a conclusion); for expulsion C order to maintain the required there should be clear and convincing evidence 3.0 GPA, a grade of an “A” must (leading to a firm belief/conviction in the allegation). be obtained to offset the earned

grade of “C”) Within ten (10) working days of the date of receiving the School Dean’s decision, either the faculty F Failure (a course with this grade 0.0 member or the student may file a written Request for is counted in the grade-point Appeal with the Vice President and Dean for average as attempted work but Academic Affairs. Then, the case moves to Level III. does not apply toward a graduate degree )

Reinhardt University Graduate Academic Catalog 2016-2017 Page 26

S Satisfactory (MFA only) None performance, reviews, exams, interviews). See more information at the individual program descriptions. U Unsatisfactory (MFA only) None Students must submit an application for degree I Incomplete ** None completion by the appropriate date two semesters before expected degree completion. This date is W Withdrew without penalty None posted as part of the Academic Calendar (p. 4-5) in this Catalog. NR Not Reported-no effect on None grade points (an administrative There is a processing fee of $100 that must be notation in the absence of a submitted with the application for degree completion. grade) After the application deadline, there is a late fee of $25 added to the processing fee. **An “I” may be given only in case a deficiency exists in a relatively small portion of the course. An incomplete means that a student was performing Commencement is held only at the end of spring satisfactorily but, for nonacademic reasons beyond semester. All degree requirements, including his or her control, was unable to meet full course satisfaction of student financial obligations to the requirements. The required work must be completed University, must be met at the end of spring semester by the end of the following semester. Otherwise, the for Commencement participation. Or, if course work “I” becomes an “F” or “U” (MFA). is to be completed during summer semester, a Grade Point Average petition to participate in graduation must be approved. This form is available from the Office of the Registrar. Attendance at the Commencement The grade point average (GPA) is the average grade ceremony is expected of all students. A made by the student on all graduate course work for Baccalaureate service is held the evening before which he/she has enrolled. It is calculated by dividing Commencement the total number of quality points earned by the total number of semester hours attempted. Courses carrying “P,” “NP,” “W,” or “NR” grades are not Satisfactory Academic Progress included. An “I” grade is not included until it is converted to a letter grade—“A” through “C” and Graduate students in the MAT, MBA, and MPA “F”. There are no “D” grades in graduate study. programs are expected to earn grades of “A” or “B” in their course work. Only one (1) grade of “C” may be included in the computation for degree Academic Performance completion. A second course grade of “C” in a degree program will result in Academic Probation. MAT, MBA, MPA candidates A third course grade of “C” in a degree program or a first course grade of “F” will result in Academic Degree Completion Requirements Dismissal.

To graduate, the candidate must have a cumulative Individual programs may have additional grade grade-point average of at least 3.0 for all graduate requirements or grade appeal processes. course work at Reinhardt University. Only one (1) grade of “C” may be included in the above Academic Probation computation for degree candidacy When a student’s cumulative grade point average drops below 3.0 or the student earns a second course Individual degree programs may establish additional grade of “C” in a degree program, the student will be grade requirements, grade appeal processes, or placed on Academic Probation. The student will be requirements for degree completion (e.g. informed by the University Registrar of the

Reinhardt University Graduate Academic Catalog 2016-2017 Page 27 probationary status, which may be removed by Satisfactory Academic Performance raising the overall GPA to 3.0 or above and/or retaking the course with the second “C” grade and MFA students earn grades Satisfactory (S) or earning an “A” or “B” grade. Unsatisfactory (U) in their course work. Only one (1) course grade of “U” may be allowed for degree Academic Dismissal completion. A second course grade of “U” will result in Academic Probation. The second course in If a student receives a third course grade of “C” in a which a “U” is earned must be retaken to count degree program or a first course grade of “F”, the toward degree completion. A third course grade of student will be dismissed from the graduate program. “U” will result in Academic Dismissal. Students receiving notification of Academic Dismissal shall be notified by the University A student may appeal a dismissal by submitting a Registrar and shall not be eligible for graduate study letter to the Vice President for Academic Affairs or readmission at Reinhardt University. describing the condition and identifying the reasons for seeking a positive decision of the appeal. See A student may appeal a dismissal by submitting a also Grade Appeals and Enrollment Related letter to the Vice President for Academic Affairs Appeals under Appeals and Petitions. describing the condition and identifying the reasons for seeking a positive decision of the appeal. Academic Probation

See also Grade Appeals and Enrollment Related When an MFA student receives a second “U” Appeals under Appeals and Petitions. (Unsatisfactory) grade, the student will be placed on Academic Probation. The student will be informed by the University Registrar of the probationary status, MFA candidates which may be removed by retaking the course and receiving a grade of “S”. Degree Completion Requirements Academic Dismissal Graduate students in the MFA program are expected to earn grades of “S” (Satisfactory) in their course If an MFA student receives a third course grade of work. To graduate, the candidate must successfully “U” (Unsatisfactory), the student will be dismissed complete a minimum of sixty (60) credit hours in the from the graduate program. Students receiving approved curricula with only one (1) grade of “U” notification of Academic Dismissal shall be notified (Unsatisfactory). See additional requirements at the by the University Registrar and shall not be eligible MFA program discussion (p. 55). for graduate study or readmission at Reinhardt University. Students must submit an application for degree completion by the appropriate date two semesters A student may appeal a dismissal by submitting a before expected degree completion. This date is letter to the Vice President for Academic Affairs posted as part of the Academic Calendar (p. 4-5) in describing the condition and identifying the reasons this Catalog. for seeking a positive decision of the appeal.

There is a processing fee of $250 that must be See also Grade Appeals and Enrollment Related submitted with the application for degree completion. Appeals under Appeals and Petitions. After the application deadline, there is a late fee of $25 added to the processing fee. Appeals and Petitions MFA Commencement is held only in the summer. Grade Appeal

Students can expect Reinhardt University faculty

Reinhardt University Graduate Academic Catalog 2016-2017 Page 28 members to be proficient in their subject fields and or withdrawing from the University after receiving professional in assessment of student work. financial aid.

However, a student may appeal for a grade change of A student with an enrollment related appeal must the final grade received in a course within 30 days of submit a letter to the Registrar of Reinhardt the posting of the grades. The appeal must be based University, with the following information: on evidence that the faculty member has violated his/her stated grading policy, or that the grade was a  Name and mailing address result of discrimination or personal bias.  What matter is being appealed - i.e. withdrawal, etc. The student shall begin by discussing the disputed  Why matter is being appealed grade with the faculty member of the course to insure  Requested outcome - i.e. tuition reduction, that the student understands the basis for the grade. return of fees, etc. If a resolution is not found, the student may appeal the grade to the Program Coordinator/Director and The letter should be accompanied by supporting School Dean. The student must submit a written documentation that may include medical records, letter of appeal to the School Dean. The letter will letters of support from other University personnel, describe the basis for the appeal along with any etc. relevant information or evidence. The Dean will give a copy to the Program Coordinator/Director and the Non-grade grievance faculty member. The Dean will ask the faculty member to submit a written response to the appeal As stated in the policy statements under “General and may also seek additional information from Information,” Reinhardt University subscribes to the Reinhardt University administrators, especially if the principles of Title VI - The 1964 Civil Rights Act, case involves an allegation of discrimination. Title IX of the 1972 Education Amendments, and Section 504 of the 1973 Rehabilitation Act. The School Dean’s decision shall be made in writing A student with a grievance against a faculty member to the student, with copies sent to the faculty member should report the grievance to the Program and the Program Coordinator/Director. Coordinator/Director, the School Dean and the Associate Vice President for Graduate Studies. The If the student is not satisfied with the School Dean’s appropriate response will depend on the nature of the decision, he or she may make an appeal to the Vice grievance. President and Dean for Academic Affairs. An appeal form is available in the Office of Academic Affairs. Advising/Registration

A copy of the appeal proceedings will be kept by the Office of Graduate Studies. The Registration process occurs during fall semester for spring classes and during spring semester for Enrollment Related Appeals summer and fall classes. MFA students should register during the summer for fall classes. Reinhardt University maintains an Appeals Committee that reviews concerns about enrollment Students should register themselves through their issues, withdrawal, and degree completion. The EagleWeb accounts. However, they may do so as a Appeals Committee includes members from the group during part of a class session. offices of Records, Financial Aid, and Business who The process begins during the Advising/Registration can look at a case from all appropriate angles. period, so designated on the Academic Calendar. Cases might involve dropping a course after the The student begins the process by checking his or her drop/add deadline because of a medical emergency individual EagleWeb account to be sure that there are that prevented the student from meeting the deadline not are any registration “holds” from the Business

Reinhardt University Graduate Academic Catalog 2016-2017 Page 29

Office or Financial Aid Office. Any account holds withdrawal date of the respective course, as will need to be cleared in order to register. designated on the Academic Calendar, by completing a drop/add form and submitting A student who is not part of a cohort program needs it to the Registrar’s Office. Tuition will be to meet with the academic advisor to identify the charged for course withdrawals after the course work needed for the next semester. Then the drop/add period. A student who wishes to student may register individually. withdraw from a class must obtain the signature of the instructor of the course on A student who is part of a cohort program may meet the drop form. Students withdrawing after with the advisor to clarify any questions about the drop/add period and prior to the progress in the program. Cohort students may academic withdrawal date of the term will register individually as part of class time, under the receive a “W.” After the academic guidance of the instructor during the withdrawal date, students who initiate a Advising/Registration period. The instructor will withdrawal receive an “F” or a “U” for the collect a signed copy of the schedule from each class, depending on the program. Students student to send to the Office of Graduate Studies for who do not follow this procedure will the student files. receive an “F” or a “U” depending on the program. Drop/Add Policies 4. Any student who is unable to continue Once registration is complete, a student requesting a attendance in class should either drop the scheduling change must complete a drop/add form course or withdraw from the University. with the advisor’s or program coordinator’s signature. Residency Students may not add classes after the published drop/add period. Each term’s deadline is printed in The required residency hours are determined by each the Academic Calendar. It is the student’s School sponsoring the degree program. responsibility to check the Graduate Catalog Academic Calendar (pp. 4-5) for deadlines that Transfer Credit apply to the drop/add period and withdrawal from graduate classes. Graduate work completed at a regionally accredited Commission on Colleges (COC) institution must be The specific procedures and policies are as follows: evaluated by the Program Director, the School Dean, and/or the Associate Vice President for Graduate 1. The Drop/Add Period is listed in the Studies. The hours allowed for transfer depend on Graduate Catalog Academic Calendar. A individual program policy. The following conditions, student may drop any course and add where appropriate, will have bearing upon the another during the drop/add period. No transferability of course work: course may be added beyond this time.  Course grades may not be transferred for

2. During the Drop/Add period, a student may courses over five years. add or drop courses by completing a  Grades below a “B” will not be accepted. drop/add form in the Office of the Registrar,  Transferred grades are not used in the or by Web Registration. calculation of semester and overall grade point averages earned at Reinhardt

3. After the Drop/Add period, a student may University. withdraw from a course up to the academic

Reinhardt University Graduate Academic Catalog 2016-2017 Page 30

MCCAMISH SCHOOL OF BUSINESS

Katherine E. Hyatt, D.B.A. - Dean Office: Lawson 202F Telephone: 770-720-5591 Fax: 770-720-5602 Email - [email protected] Website - http://www.reinhardt.edu/mba

Master of Business Administration (MBA)

The Reinhardt MBA program develops in each professional studies within the University's historic graduate the skills necessary to analyze and interpret commitment to the United Methodist faith and complex business situations, to seek and employ tradition. The University affirms that learning is best innovative methods for solving business problems, facilitated through a partnership between faculty and to lead diverse groups of individuals effectively members and students where the integration of faith and ethically. Furthermore, the Reinhardt MBA and learning is essential. The University is committed program teaches students to recognize strategic and to students who desire a small, caring community operational advantages and to use analytical and dedicated to personalized attention. critical thinking skills necessary for effective strategic and tactical decision-making. In addition, The MBA program shares the same commitments of Reinhardt MBA students learn to utilize interpersonal the University's overall mission, but with a focus on skills to foster team consensus, leadership, business the graduate student community. The MBA program ethics, and individual as well as social responsibility. challenges students academically and 'puts them in the chair' of the decision maker in actual business MBA Program Coordinator situations. This is done by personal interaction and case study assignments with other students and with a Dana L. Hall, Ph.D. unique faculty that is academically qualified and Assistant Professor of Business seasoned with a combined 80 years of business 770-720-5756 experience. [email protected] Admission Requirements

Accreditation All admission documents should be sent to the following address: Reinhardt University is accredited by the Southern Association of Colleges and Schools Commission on Office of Graduate Admissions Colleges to award associate, baccalaureate, and Reinhardt University master’s degrees. Contact the Commission on 7300 Reinhardt Circle Colleges at 1866 Southern Lane, Decatur, Georgia Waleska, GA 30183 30033-4097 or call 404-679-4500 for questions about the accreditation of Reinhardt University. FAX: 770-720-5739 PHONE: 770-720-5760 The Master of Business Administration (MBA) e-mail: [email protected] degree was approved by SACSCOC in 2007. General admission to Reinhardt University graduate studies: Mission  The Graduate Admission Application Reinhardt University's overall educational program form—complete and submit the Online emphasizes the study of liberal arts, sciences and

Reinhardt University Graduate Academic Catalog 2016-2017 Page 31

Application for Admission or contact the • Business Law I Office of Graduate Admissions for a paper • Corporate Financial Management application. • Elementary Statistics  $50 Application fee, made out to Reinhardt University (waived with the Online Such knowledge and achievement can be Application) demonstrated through successful completion  Official transcripts from all institutions (at least a 2.75 GPA) of undergraduate attended; proof of a baccalaureate degree courses in these areas, and/or successful from a regionally accredited institution completion of CLEP and CLEP-like testing. should be on one transcript. The MBA Admissions Committee can waive any or all of these requirements based Official transcripts must be mailed from the granting on relevant work experience. institution, or delivered in a sealed envelope from the  A personal interview with the MBA institution, or sent via a professional electronic Program Coordinator or his/her designee transcript sending service.

**GMAT/GRE waiver Additional admission requirements for the An applicant may request a waiver of this Reinhardt MBA: requirement with evidence of one of the following:  GMAT score of 500 or higher, or a GRE score in the upper 50th percentile  an earned graduate degree from a regionally **See below for waiver information. accredited college or university;  A professional résumé or one-page summary  an earned undergraduate degree with a GPA of all work experience of 3.5 or higher from a regionally accredited  A 300-word essay on how an MBA fits with college or university; the applicant’s career goals  an earned undergraduate degree with a  Three letters of reference addressing the minimum GPA of 3.0 from a regionally applicant’s ability to carry out graduate accredited college or university and course work employment for a minimum of 5 years in a And, either full-time, relevant professional position; or  A Bachelor’s Degree in Business from a  employment for 10 or more years in a full- regionally accredited university with a time, relevant supervisory position minimum 2.75 GPA (alternate discretion criteria: a greater than 3.0 GPA in the last 60 To file a request, an applicant must submit to the credits) Office of Graduate Admissions a completed or GRE/GMAT Waiver Request Form, along with  If the applicant’s undergraduate degree is official supporting documentation, which can include not in Business, then to be unconditionally official transcripts and/or an employment letter admitted into the graduate MBA program, stating one’s work roles, supervisory capacity and the candidate must have a Bachelor's work accomplishments. The MBA Admissions Degree from a regionally accredited Committee will evaluate the request, and the decision university with at least a 2.75 GPA and be will be communicated to the applicant by the Office able to demonstrate a basic level of of Graduate Admissions. The waiver is not knowledge and achievement in the areas of: guaranteed, and the decision of the MBA Admissions Committee is final. • Financial Accounting • Principles of Marketing • Principles of Management • Macroeconomic Principles

Reinhardt University Graduate Academic Catalog 2016-2017 Page 32

Transfer Credit retaken to count toward degree completion. A third course grade of “C” or a first course grade of “F” will Because the MBA Program follows a cohort model, result in Academic Dismissal (p. 28). no transfer courses are accepted as credit. A student may appeal a dismissal by submitting a MBA Student Learning letter to the Vice President for Academic Affairs Outcomes describing the condition and identifying the reasons for seeking a positive decision of the appeal. MBA students demonstrate the following qualities, abilities, and skills upon completion of the program: See also Grade Appeals and Enrollment Related Appeals under Appeals and Petitions (p. 28). M1 Critical Thinking, Analytical and Problem- Solving Skills - analyze business situations using Graduation Requirements: information and logic to make recommendations for problem solving and decision making.  A cumulative GPA of at least 3.0, and  No more than (1) one “C” in the program, M2 Interpersonal, Teamwork, Leadership, and counted toward degree completion, regardless of Communications Skills - use team building and the GPA. collaborative behaviors in the accomplishment of group tasks and will communicate effectively the  A maximum of 5 years for completion problem alternatives considered, a recommended solution, and an implementation strategy in oral, See Academic Performance (p. 27) and Degree written and electronic form. Completion Requirements (p. 27). M3 Ethical Issues and Responsibilities - recognize and analyze ethical dilemmas and propose resolutions for practical business solutions.

M4 Business Skills and Knowledge - apply best

practices, established theories, and managerial

skills to business situations and problems.

M5 Awareness of Global and Multicultural Issues - demonstrate awareness of, and analyze, global and multicultural issues as they relate to business.

M6 Knowledge of Research Methodologies -

derive business decision-making applications

based upon sound research practices and

procedures.

Academic Performance

MBA students are expected to earn grades of “A” or “B” in their course work. Only one (1) course grade of “C” may be included in the computation for degree completion. A second course grade of “C” will result in Academic Probation (p. 27). The course must be

Reinhardt University Graduate Academic Catalog 2016-2017 Page 33

The Reinhardt Master of Business Administration (MBA) Degree Requirements

The Reinhardt University MBA curriculum offers superior training and applications in the professional business arena. Two strategic components illustrate the program's strengths:

Practicum - Each set of 7-week courses is followed by a one-week practicum that provides the hands-on experience and practical applications that lead to a comprehensive understanding of business organizations.

Portfolio - Graduates return to the business community with a portfolio featuring the student's six most outstanding projects.

Required Courses MBA Learning Credit Total Credit Outcome # hours hours

Semester 1 BUS 601 - Managing the Organization M1, M4 3 BUS 610 - Communications M1, M2 3 BUS 615 - Practicum I M1, M2, M4 1 7

Semester 2 BUS 625 – Managerial Accounting M1, M3, M4, M6 3 BUS 621 - Strategic Human Resources M1, M6 3 BUS 635 - Practicum II M1, M4, M6 1 7

Semester 3 BUS 640 - Law and Ethics M1, M4, M6 3 BUS 661 – Economics M1, M2, M3, M5 3 BUS 655 - Practicum III M1, M3, M4, M6 1 7

Semester 4 BUS 641 - Quantitative Decision Making M1, M3 3 BUS 665 - Marketing M1, M6 3 BUS 675 - Practicum IV M1, M2, M6 1 7

Semester 5 BUS 680 - Global Business M1, M5,M6 3 BUS 690 - Strategic Management M1, M2, M5, M6 3 BUS 695 - Practicum V-Student Portfolio M1, M2, M3, M4, M5, M6 2 8

Total Semester Credits Required in Degree 36

Additional Portfolio information:

Students will compile a portfolio of six assignments that relate to the six program learning objectives, organized professionally in a binder to result in a program deliverable which is due during BUS 695. Students will also write a narrative that discusses how each assignment fits that learning objective.

There will be a Table of Contents and a narrative with each assignment, displaying the requirements of the assignment and a discussion of how the student benefitted from the assignment.

The portfolio will be graded and will account for half of the grade for BUS 695; the other half of the grade will be the grade on the final practicum presentation itself.

Reinhardt University Graduate Academic Catalog 2016-2017 Page 34

Price School of Education Cindy M. Kiernan, Ed.D. – Dean Office: 108 Paul Jones Hall Telephone: 770-720-5889 Fax: 770-720-9173 Email - [email protected] Website - http://www.reinhardt.edu/psoe

GRADUATE PROGRAMS

The Price School of Education offers graduate degrees as well as advanced course work to enhance certification: Mission

Master of Arts in Teaching (MAT) in Early Reinhardt University's overall educational program Childhood Education emphasizes the study of liberal arts, sciences and professional studies within the University's historic Master of Education (M.Ed.) in Early Childhood commitment to the United Methodist faith and Education tradition. The University affirms that learning is best Master of Education (M.Ed.) in Special Education facilitated through a partnership between faculty members and students where the integration of faith The Reading Endorsement Program and learning is essential. The University is committed to students who desire a small, caring community The Office of Graduate Admissions is accepting dedicated to personalized attention. applications for the Fall 2017 MAT cohorts. The mission of all teacher preparation programs at The M.Ed. programs are currently under revision in Reinhardt University is to produce reflective, accord with recent certification changes made by the problem-solving teachers who respond to the Georgia Professional Standards Commission diversity of student needs through differentiated (GaPSC). Please contact the Office of Graduate instruction driven by ongoing assessment and Admissions for further information. adjustments within a nurturing environment. Accreditation DATA Model Reinhardt University is accredited by the Southern The Reinhardt MAT in Early Childhood Education, Association of Colleges and Schools Commission on the M.Ed. in Early Childhood Education, and the Colleges (SACSCOC) to award associate, M.Ed. in Special Education are built on the PSOE baccalaureate, and master’s degrees. Contact the Differentiated Approaches to Teaching and Commission on Colleges at 1866 Southern Lane, Assessment (DATA) Model for Responsive Decatur, Georgia 30033-4097 or call 404-679-4500 Teaching. for questions about the accreditation of Reinhardt University. Both the Reinhardt MAT and M.Ed. are approved by SACSCOC. Master of Arts in Teaching The MAT is approved by the Georgia Professional (MAT) in Early Childhood Standards Commission (PSC) to recommend initial Education certification. The M.Ed. is also approved by the PSC for an in-field certification upgrade. The Master of Arts in Teaching (MAT) Program in Early Childhood Education at Reinhardt University is

Reinhardt University Graduate Academic Catalog 2016-2017 Page 35 designed for college graduates with undergraduate  Differentiation and Assessment degrees in fields other than education who are planning a career in the teaching profession and are Differentiated instruction in a typical classroom seeking initial certification. recognizes that students vary in their academic abilities, learning styles, interests, background The MAT Program includes advanced content knowledge, experiences, and levels of motivation for preparation as well as early childhood education learning. When a teacher differentiates instruction, he coursework. Completion of the MAT Program leads or she uses a variety of instructional and assessment to a master’s degree (MAT) and a Certificate of strategies that generate critical data used to create Eligibility - Level 5 in Early Childhood Education different pathways that respond to the needs of all (P-5). learners. Likewise, the MAT Program models these beliefs, attitudes, and practices of differentiated MAT Program Coordinator instruction for our candidates and provides powerful examples of what a differentiated classroom looks Pamela H. Colvin, Ed.D. like and how it positively impacts student learning. Assistant Professor of Education 770-720-5948  Care and Challenge [email protected] The MAT Program is based on the belief that student MAT Mission differences should be understood, appreciated, and engaged through respectful, fair, and authentic work. The mission of the Masters of Arts in Teaching This is achieved in a collaborative, caring, and (MAT) Program in Early Childhood Education at academically challenging classroom environment. Reinhardt University is to develop our candidate Teaching practice is strengthened when each MAT teachers into effective teachers who provide quality candidate explores and implements multiple 21st century classroom instructional skills and approaches and strategies for meeting the learning strategies that optimize successful learning for all needs of all students. The MAT Program assists the students. In support of Price School of Education’s candidate teacher in developing an academic setting mission and learning outcomes, the MAT program that encourages critical thinking and problem-solving provides teacher candidates with the following while challenging all students in an engaging, instructional practices: supportive, student-focused learning environment that celebrates the differences and talents of all  Collaboration and Support students.

All MAT candidates who enter the MAT Program  Classroom Field Experience, Clinical bring with them a variety of undergraduate Practice, and Clinical Residency backgrounds and experiences. Throughout the program, our MAT candidate teachers are provided a The MAT Program ensures that our MAT candidate community of learning, support, and guidance from teachers have numerous, highly-effective and well- Price School of Education. In this environment, each designed field experience opportunities to examine MAT candidate teacher can develop collaborative quality curriculum, relevant and highly engaged partnerships and receive leadership from faculty and instruction from our collaborative teachers. This staff that is knowledgeable, consistent, and accessible active, hands-on experience is found within positive, to all candidates. In this supportive environment, supportive classroom environments. Extensive field candidates successfully develop 21st Century experience and Clinical Practice will work toward Classroom instructional skills that define effective preparing our MAT candidate teachers for successful teaching and learning while meeting the diverse Clinical Residency and a future of effective teaching needs of all students. and successful learning for all students.

Reinhardt University Graduate Academic Catalog 2016-2017 Page 36

MAT Initial Admission III (#700). For more GACE information, visit Requirements the website at http://www.gace.ets.org .

All admission documents should be sent to the When the applicant receives the official GACE following address: scores through an e-mail, he or she should forward the e-mail to the Office of Graduate Office of Graduate Admissions Admissions at [email protected]. Reinhardt University 7300 Reinhardt Circle EXEMPTIONS: The GACE Program Waleska, GA 30183 Admission Assessment may be exempted if sufficient scores are obtained on one of the FAX: 770-720-57639 following: PHONE: 770-720-5760  SAT® (1000 on Verbal/Critical Reading, e-mail: [email protected] and Math)  ACT® (43 on English and Math) or The MAT Program in Early Childhood Education  encourages you to apply early. New students are GRE® (1030 Combined Score for Verbal only accepted for fall term; the next entry point will and Quantitative; after 8-1-11, 297 be fall of 2017. All admission documents should be Verbal and Quantitative) submitted by July 15, 2017 for the fall 2017 cohort. For specific information about GACE Program Admission Assessment Admission Steps exemptions, applicants can visit the following Georgia Professional Standards 1. Complete and submit the Online Application Commission (GaPSC) link: for Admission. http://www.gapsc.com/EducatorPreparatio 2. Contact all postsecondary schools (colleges, n/Assessment/BasicSkillsInfo.aspx . universities and technical schools) you attended, whether you earned credit or not, and have each send Reinhardt an official transcript. An applicant who has submitted an acceptable application, official transcripts with an If your transcripts could be under a different acceptable GPA, and passing scores on the last name or maiden name, please note on the GACE Program Admission Assessment, may appropriate line on the application. One proceed to Steps 4 and 5. transcript must reflect a Bachelor's Degree 4. The applicant must complete the GACE from a regionally accredited college or Georgia Educator Ethics – Program Entry university with a minimum 2.75 GPA (on a 4.0 (Test 350) Assessment. scale). NOTE: Applicants with a GPA between 2.5 The applicant should add Reinhardt and 2.75 should contact the Office of Graduate University as a score recipient when he or Admissions for information about an appeals she registers for Test Code 350 in order process. for Reinhardt University to receive notice that the applicant has completed the 3. The applicant must submit a copy of the assessment. For specific information about original GACE Reporting Score Form that the new Educator Ethics Assessment, go to officially documents passing scores on the http://gace.ets.org/ethics/about. GACE Program Admission Assessment in Reading (Test #200), Mathematics (#201), and 5. The applicant should submit a signed consent Writing (#202), or the Combined Test I, II, and form for a Criminal Background Check.

Reinhardt University Graduate Academic Catalog 2016-2017 Page 37

After completing these 5 steps, an applicant Additional MAT Admission Points will receive a letter about his or her admission status from the Office of Graduate Studies. In addition to initial admission to Reinhardt University and the MAT Program, the PSOE has 6. Applicants who are admitted to the MAT will established three admission points throughout the be sent the following forms to complete and MAT Program where evidence of candidate’s return to the Office of Graduate Studies: a pedagogical and professional knowledge, skills, and Letter of Commitment, a Registration form, dispositions will be reviewed and decisions made and an application for Pre-Service Certification regarding eligibility for the next stage of the by the Georgia Professional Standards Program. Commission. For Admission to MAT-Year 1 Spring Semester, All documents should be submitted by July 15, 2017 MAT Candidates must: for the fall 2017 cohort.  Possess an overall GPA of at least 3.0.

 Provide documentation of at least 30 hours Transfer Credit of classroom field experience.  Because the MAT Program follows a cohort model, Demonstrate a professional disposition no transfer courses are accepted as credit. during field experience.  Demonstrate knowledge and understanding MAT Student Learning Outcomes of the PSOE Nine Common Elements of Differentiated Instruction. To best facilitate the DATA Model for Responsive Teaching, the faculty of the Price School of For Admission to MAT-Year 2 Fall Semester, Education has established the following Learning MAT Candidates must: Outcomes:  Possess an overall GPA of at least 3.0. 1. The MAT candidate uses knowledge of  Provide documentation of at least 30 curriculum, learner differences, and ongoing additional hours of field experience. assessment data to plan for student access to the  Demonstrate a professional disposition same essential content. during field experience and coursework.

 Demonstrate use and integration of 2. The MAT candidate utilizes a variety of technology. strategies to differentiate instruction and provide an academically challenging environment for all For Admission to MAT-Year 2 Clinical Residency, students. MAT Candidates must: 3. The teacher/candidate uses systematic  Possess an overall GPA of at least 3.0. formal/informal assessment as an ongoing  diagnostic activity to measure student growth Provide documentation of at least 30 hours and to guide, differentiate, and adjust of MAT Year 2 Clinical Practice. instruction.  Demonstrate a professional disposition during MAT Year 2 coursework and 4. The teacher/candidate displays a professional Clinical Practice. commitment to the teaching philosophy of  Demonstrate application of PSOE differentiated instruction to support students’ proficiencies during MAT Year 2. diverse learning needs and to maximize learning.  Provide passing scores for the GACE Content Area Assessment Tests in Early Childhood Education (Tests 001 and 002).

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For Completion of MAT-Year 2 Clinical Residency, MAT Candidates must:

 Possess an overall GPA of at least 3.0.

 Successfully complete the Teacher Performance Assessment (edTPA).  Pass the Georgia Educators Ethics-program

Exit Exam (360). Passing is required for

certification.

 Provide documentation of at least 590 hours

of Clinical Residency.

 Demonstrate a professional disposition

during MAT Clinical Residency and

Seminars.

 Demonstrate independent application of

PSOE proficiencies during Clinical

Residency.

Academic Performance

MAT students are expected to earn grades of “A” or

“B” in their course work. Only one (1) course grade of “C” may be included in the computation for degree completion. A second course grade of “C” will result in Academic Probation (p. 27). The course must be retaken to count toward degree completion. A third course grade of “C” or a first course grade of “F” will result in Academic Dismissal (p. 28).

A student may appeal a dismissal by submitting a letter to the Vice President for Academic Affairs describing the condition and identifying the reasons for seeking a positive decision of the appeal.

See also Grade Appeals and Enrollment Related Appeals under Appeals and Petitions (p. 28).

Graduation Requirements:

 A cumulative GPA of at least 3.0, and  No more than (1) one “C” in the program, counted toward degree completion, regardless of the GPA.  Submission of the completed Teacher Performance Assessment (edTPA)

See Academic Performance (p. 27) and Degree Completion Requirements (p. 27).

Reinhardt University Graduate Academic Catalog 2016-2017 Page 39

Master of Arts in Teaching (MAT) in Early Childhood Education Degree Requirements

The MAT in Early Childhood Education requires candidates to complete 48 credit hours or 13 courses in four semesters.

Required Courses Credit Total Credit hours hours Fall Year 1 EDU 510 - Transformative Change & Responsive Teaching 3 EDU 530 - Strategy Instruction within a Balanced Literacy Curriculum I 3 EDU 515 - The Culturally Responsive Classroom: Theory and Practice 3 EDU 535 - Strategy Instruction within a Balanced Literacy 3 12 Curriculum II

Spring Year 1 EDU 550 - Curriculum, Instruction, & Assessment for Responsive Teaching 3 EDU 525 - Technology Strategies to Enhance Responsive Teaching 3 EDU 540 - Managing a Responsive Classroom 3 EDU 520 - Responsive Teaching in an Inclusion Classroom 3 12

Fall Year 2 EDU 565 - Science & Inquiry-Based Learning 3 EDU 560 - Language Arts Integration in the Culturally Responsive Classroom 3 EDU 575 - Problem-Based Mathematics 3 EDU 570 - Social Studies and the Arts 3 12

Spring Year 2 EDU 595 - MAT Clinical Residency with Capstone Seminars 12 12

Total Semester Credits Required in Degree 48

Reinhardt University Graduate Academic Catalog 2016-2017 Page 40

Master of Education instruction driven by ongoing assessment and (M.Ed.) in adjustments within a nurturing environment. Early Childhood Education

The Master of Education (M.Ed.) Program in Early DATA Model Childhood Education is designed for certified, practicing Early Childhood Education professionals Both the Reinhardt MAT and M.Ed. are built on a who have successfully completed one year of full- Differentiated Approaches to Teaching and time classroom experience and want to earn a Assessment (DATA) Model for Responsive master’s degree as part of a professional learning Teaching. community. The program allows a classroom teacher in Early Childhood Education (P-5) to earn a M.Ed. M.Ed. ECE Vision in five semesters (21 months) while continuing his or her teaching career. The M.Ed. Program in Early Childhood Education addresses:

NOTE: The M.Ed. program is currently under RESPONSIVE TEACHING: M.Ed. candidates revision in accord with recent certification changes will support children’s cognitive, social, emotional, made by the Georgia Professional Standards physical, and linguistic development by organizing Commission (GaPSC). Contact the Office of and orchestrating a nurturing and challenging Graduate Admissions for further information. environment in ways that best facilitate the development and learning of young, diverse children. M.Ed. Program Coordinator INQUIRY AND RESEARCH: M.Ed. candidates Cindy M. Kiernan., Ed.D. will demonstrate in-depth, critical knowledge of the theory and research pertinent to the professional Dean, Price School of Education role(s) and focus area(s) emphasized in the program. Assistant Professor of Early Childhood Education Using systematic and professionally accepted 770-720-5889 approaches, each candidate will demonstrate inquiry [email protected] skills, showing the ability to investigate questions

relevant to the candidate’s practice and professional M.Ed. Mission goals through action research in his or her own Reinhardt University's overall educational program classroom. emphasizes the study of liberal arts, sciences and professional studies within the University's historic INSTRUCTIONAL LEADERSHIP: M.Ed. candi- commitment to the United Methodist faith and dates will work as leaders and collaborators in the tradition. The University affirms that learning is best professional community to improve programs and facilitated through a partnership between faculty practices for young children and their families. They members and students where the integration of faith will reflect on and use their abilities and and learning is essential. The University is committed opportunities to think strategically, build consensus, to students who desire a small, caring community create change, and influence better outcomes for dedicated to personalized attention. children, families, and the profession.

The mission of all teacher preparation programs at M.Ed. Admission Requirements Reinhardt University is to produce reflective, problem-solving teachers who respond to the The M.Ed. program is currently under revision in diversity of student needs through differentiated accord with recent certification changes made by the

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Georgia Professional Standards Commission inquiry, connections to other disciplines, (GaPSC). Contact the Office of Graduate Admissions applications to common life experiences, and for further information. content pedagogy knowledge (how best to teach the content) to design and implement responsive, appropriate approaches and PSOE MASTER OF EDUCATION meaningful, integrated learning experiences (M.Ed.) PROGRAM IN ECE that assist and challenge each student in developing a deeper, more conceptual CANDIDATE PROFICIENCIES: understanding of the subject matter.

To best facilitate the DATA Model for the Teacher 1.4 Interacts with learners in multiple ways and as a Responsive Instructional Leader and utilizes a variety of instructional approaches, Researcher, the faculty of the Price School of strategies, accommodations/modifications Education has established the following proficiencies tools, and resources to support students’ for the M.Ed. Teacher Preparation Program in Early development and learning. Childhood Education: 1.5 Collects formative and summative assessment DOMAIN I: THE RESPONSIVE TEACHER data as an ongoing diagnostic activity to measure student progress and to guide and Candidates believe all children have the capacity to differentiate instruction; organizes the learn and have an in-depth understanding of and assessment data into meaningful structures and appreciation for all aspects of diversity; as a result, interprets the evidence; plans and makes each candidate will demonstrate the following proficiencies: adjustments based on analysis of assessment data; provides constructive, instructional 1.1 Uses comprehensive knowledge of learner feedback to students that is specific and timely differences, curriculum standards, and ongoing to promote improvement, maximum growth, student assessment data to plan and implement and independence; communicates this differentiation of the learning environment, information to strengthen collaboration and essential content, instructional practices, and partnerships with families, colleagues, and student assessment products based on other professionals; and reflects on teaching students’ varying levels of readiness, learning practices that validate informed instructional preferences, and interests. decisions to positively impact the development and learning of all students. 1.2 Applies his/her understanding of child development to model and teach behaviors that 1.6 Displays consistent teaching dispositions that promote a safe and secure learning are responsive, reflective, and ethical to environment of care and challenge, that support all students’ diverse learning needs nurture the spirit and well-being of all and to make knowledgeable, principled students, that reflect appreciation of and judgments about individual professional respect for the individual differences and behavior, teaching practices, and impact on unique needs of each student, and that student learning. empower students to treat others with—and to expect from others—equity, fairness, and DOMAIN II: THE ACTION RESEARCHER dignity. Candidates think systematically about their 1.3 Exhibits accurate, current, and in-depth educational practice and learn from experience; as a knowledge of subject matter, including result, each candidate will demonstrate the following essential content, organizing concepts, guiding proficiencies: principles, associated attitudes, methods of

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2.1 Uses systematic and professionally accepted 3.4 Reflects on and uses his/her ability and techniques of action research to investigate opportunity to think strategically, build questions relevant to his/her own practice, consensus, create change, and influence better professional goals, and local school outcomes for students, families, and the improvement plan. profession.

2.2 Exhibits in-depth, critical knowledge of the 3.5 Provides leadership as a collaborator and theory and research relevant to the components partner in the school community to advocate of the iterative, cyclical PSOE DATA Model. sound educational practices and policies for the benefit of all students. 2.3 Demonstrates a high level of skill in identifying and using the human, material, and technological resources needed to perform Academic Performance his/her professional roles and to keep abreast of the field’s changing knowledge base. M.Ed. students are expected to earn grades of “A” or “B” in their course work. Only one (1) course grade 2.4 Exhibits continuous, collaborative inquiry of “C” may be included in the computation for degree through examination of ethical, completion. A second course grade of “C” will result knowledgeable, reflective, and critical in Academic Probation (p. 27). The course must be perspectives on his/her practice, making retaken to count toward degree completion. A third informed decisions that integrate information course grade of “C” or a first course grade of “F” will from a variety of sources and that position result in Academic Dismissal (p. 28). him/her for instructional leadership opportunities. A student may appeal a dismissal by submitting a letter to the Vice President for Academic Affairs DOMAIN III: THE INSTRUCTIONAL describing the condition and identifying the reasons LEADER for seeking a positive decision of the appeal.

Candidates are members of learning communities; as See also Grade Appeals and Enrollment Related a result, each candidate will demonstrate the Appeals under Appeals and Petitions (p. 28). following proficiencies: Graduation Requirements: 3.1 Establishes positive, respectful, and collaborative partnerships with students,  A cumulative GPA of at least 3.0, and colleagues, parents, community members,  No more than (1) one “C” in the program, outside agencies, and professional associations counted toward degree completion, regardless of and organizations in support of student the GPA. development, learning, and well-being.

3.2 Engages consistently in ongoing professional See Academic Performance (p. 27) and Degree development opportunities that support sound Completion Requirements (p. 27). educational practices and public policies for the positive development and learning of all students.

3.3 Exhibits a high level of oral, written, and technological communication skills to increase and enhance collaboration and dialogue about instructional issues and student learning.

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Master of Education (M. Ed.) in Early Childhood Education Degree Requirements

The M.Ed. curriculum is designed to transform professional educators into distinguished, responsive classroom teachers, action researchers, and instructional leaders.

The program requires candidates to complete three stages of professional development that include 36 hours or eleven courses in five semesters.

Required Courses Credit Total Credit hours hours Fall- 1 The Responsive Teacher EDU 601 - DATA Model for the Responsive Teacher, Action Researcher, & Instructional Leader 3 EDU 602 - What Works in Schools: School Improvement Research 3 6

Spring - 2 The Action Researcher EDU 610 - ECE Curriculum Content I: Integrated Study 3 EDU 611 - ECE Curriculum Content II: Inquiry 3 6

Summer - 3 EDU 620 - Promoting Development & Learning for Diverse Students 3 online EDU 621 - Building Partnerships for Student Success 3 online 6

Fall - 4 EDU 612 - ECE Curriculum Content III: Data Analysis 3 EDU 613 - ECE Curriculum Content IV: Communication in Context 3 EDU 622 - Transforming Teacher Leaders 3 9

Spring - 5 The Instructional Leader EDU 623 - Teachers as Leaders 3 EDU 630 - Capstone Experience 6 9

Total Semester Credits Required in Degree 36

Reinhardt University Graduate Academic Catalog 2016-2017 Page 44

Master of Education DATA Model (M.Ed.) in Special Education Both the Reinhardt MAT and M.Ed. are built on a Differentiated Approaches to Teaching and Assessment (DATA) Model for Responsive The Master of Education (M.Ed.) Program in Special Teaching. Education at Reinhardt University is designed for certified, practicing Special Education professionals M.Ed. Special Education Vision who have successfully completed at least one year of full-time classroom experience and want to earn a The goal of the M.Ed. Program in Special Education master’s degree as part of a professional learning at Reinhardt University is to transform professional community. educators into responsive teachers in inclusion classrooms as effective collaborators, action NOTE: The M.Ed. program is currently under researchers and instructional leaders. revision in accord with recent certification changes made by the Georgia Professional Standards RESPONSIVE INSTRUCTION IN Commission (GaPSC). Contact the Office of INCLUSIONARY CLASSROOMS: Graduate Admissions for further information. Candidates will continue to develop their M.Ed. Special Education Coordinator instructional and assessment skills to the Master Teacher level. They will be able to implement a wide range of instruction and assessment strategies for Cindy M. Kiernan., Ed.D. students with special needs. Dean, Price School of Education Assistant Professor of Early Childhood Education TEACHERS AS COLLABORATORS: 770-720-5889 [email protected] Candidates will be able to collaborate effectively with other educators as well as with parents, service M.Ed. Mission providers, and other community agency personnel to Reinhardt University's overall educational program address all students' academic, social, and emotional emphasizes the study of liberal arts, sciences and needs. professional studies within the University's historic commitment to the United Methodist faith and TEACHERS AS ACTION RESEARCHERS: tradition. The University affirms that learning is best facilitated through a partnership between faculty Candidates will analyze critical learning issues in the members and students where the integration of faith classroom, study current research addressing these and learning is essential. The University is committed issues, implement strategies focused on the issues to students who desire a small, caring community and determine the strategies' effectiveness. They will dedicated to personalized attention. share the results of their action research studies with colleagues so that effective instruction is promoted The mission of all teacher preparation programs at throughout their school district. Reinhardt University is to produce reflective, problem-solving teachers who respond to the TEACHERS AS LEADERS: diversity of student needs through differentiated instruction driven by ongoing assessment and Candidates will work as leaders and collaborators in adjustments within a nurturing environment. the professional community to improve programs and practices for children with special needs and their

Reinhardt University Graduate Academic Catalog 2016-2017 Page 45 families. They will reflect on and use their abilities 1.4 Candidates use individualized strategies, and opportunities to think strategically, build utilizing augmentative, alternative, and consensus, create change and influence better assistive technologies, to enhance language outcomes for children, families and the profession. development and teach communication skills to students with special needs. M.Ed. Admission Requirements 1.5 Candidates develop long-range, individualized instructional plans anchored in the state and NOTE: The M.Ed. program is currently under school district curricula, systematically revision in accord with recent certification changes translating these plans into carefully selected, made by the Georgia Professional Standards shorter-range goals and objectives that take Commission (GaPSC). Contact the Office of into consideration an individual’s abilities and Graduate Admissions for further information. needs, the learning environment, and a myriad of cultural and linguistic factors. PSOE MASTER OF EDUCATION (M.Ed.) PROGRAM IN SPECIAL EDUCATION 1.6 Candidates use the results of assessments to CANDIDATE PROFICIENCIES: help identify exceptional learning needs and to develop and implement individualized The Reinhardt University M.Ed. in Special Education instructional programs, as well as to adjust curriculum is designed to address four domains: the instruction in response to ongoing learning Responsive Teacher in the Inclusionary Classroom, progress. the Teacher as Collaborator, the Teacher as Action Researcher, and the Teacher as Leader. 1.7 Candidates conduct formal and informal assessments of behavior, learning, DOMAIN I: THE RESPONSIVE TEACHER IN achievement, and environments to identify AN INCLUSIONARY CLASSROOM supports and adaptations required for students to access the general curriculum and to Candidates believe all children have the capacity to participate in school, system, and statewide learn and have an in-depth understanding of and assessment programs. appreciation for all aspects of diversity. As a result: DOMAIN II: THE TEACHER AS 1.1 Candidates select, adapt, and use instructional COLLABORATOR strategies that promote positive learning results in general curricula and appropriately Candidates practice collaboration to enhance modify learning environments for students opportunities for students with exceptionalities. As a with special needs that increase the students’ result: self-awareness, self-management, self-control, self-reliance, and self-esteem. 2.1 Candidates facilitate instructional planning in a collaborative context including the 1.2 Candidates actively create learning individuals with exceptionalities, families, environments that foster cultural professional colleagues, and personnel from understanding, safety and emotional well- other agencies as appropriate. being, positive social interactions, and active engagement of students with special needs. 2.2 Candidates are viewed as specialists by a myriad of people who actively seek their 1.3 Candidates help their colleagues integrate collaboration to effectively include and teach students with special needs in regular students with special needs. environments and engage them in meaningful learning activities and interactions.

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2.3 Candidates are a resource to their colleagues in inclusionary best practices, using these understanding the laws and policies relevant to practices in instruction, and sharing these students with special needs. practices with colleagues.

2.4 Candidates exhibit a high level of oral, 3.7 Candidates facilitate professional development written, and technological communication activities by identifying training needs, skills to increase and enhance collaboration designing effective activities, assuring that the and dialogue about instructional issues and activities are positively implemented and student learning. reaching the needed audience, measuring the impact of the professional development, and DOMAIN III: THE TEACHER AS ACTION using evaluation strategies to improve RESEARCHER professional development.

Candidates think systematically about their 3.8 Candidates are leaders in the IEP process, educational practice and learn from experience. As a ensuring the development of high quality IEPs result: that are realistic and aligned with appropriate Georgia Performance Standards, ensuring their 3.1 Candidates use systematic and professionally subsequent implementation, and ensuring the accepted techniques of action research to quality communication with all stakeholders investigate questions relevant to their own impacted by the IEP. practice, professional goals, and local school improvement plans. 3.9 Candidates are knowledgeable of education law, especially related to special education, 3.2 Candidates exhibit in-depth, critical and offer guidance to staff, teachers, knowledge of the theory and research relevant administrators, and parents pertaining to legal to the components of the iterative, cyclical aspects. PSOE DATA Model. 3.10 Candidates engage consistently in ongoing 3.3 Candidates develop and improve programs professional development opportunities that using principles of curriculum development support sound educational practices and public and modification, and learning theory. policies for the positive development and learning of all students. 3.4 Candidates demonstrate a high level of skill in identifying and using the human, material, and 3.11 Candidates reflect on and use their ability and technological resources needed to perform opportunity to think strategically, build their professional roles and to keep abreast of consensus, create change, and influence better the field’s changing knowledge base. outcomes for students, families, and the profession. 3.5. Candidates exhibit continuous, collaborative inquiry through examination of ethical, DOMAIN IV: THE INSTRUCTIONAL LEADER knowledgeable, reflective, and critical perspectives on their practice, making Candidates are members of learning communities. informed decisions that integrate information As a result: from a variety of sources and that position them for instructional leadership opportunities. 4.1 Candidates establish positive, respectful, and collaborative partnerships with students, 3.6 Candidates demonstrate leadership in inclusive colleagues, parents, community members, principles by being a vocal supporter of outside agencies, and professional associations

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and organizations in support of student Graduation Requirements: development, learning, and well-being.  A cumulative GPA of at least 3.0, and 4.2 Candidates engage consistently in ongoing  No more than (1) one “C” in the program, professional development opportunities that counted toward degree completion, regardless of support sound educational practices and public the GPA. policies for the positive development and learning of all students. See Academic Performance (p. 27) and Degree 4.3 Candidates exhibit a high level of oral, written, Completion Requirements (p. 27). and technological communication skills to increase and enhance collaboration and dialogue about instructional issues and student learning.

4.4 Candidates reflect on and use their ability and opportunity to think strategically, build consensus, create change, and influence better outcomes for students, families, and the profession.

4.5 Candidates provide leadership as a collaborator and partner in the school

community to advocate sound educational practices and policies for the benefit of all students.

Academic Performance

M.Ed. students are expected to earn grades of “A” or “B” in their course work. Only one (1) course grade of “C” may be included in the computation for degree completion. A second course grade of “C” will result in Academic Probation (p. 27). The course must be retaken to count toward degree completion. A third course grade of “C” or a first course grade of “F” will result in Academic Dismissal (p. 28).

A student may appeal a dismissal by submitting a letter to the Vice President for Academic Affairs describing the condition and identifying the reasons for seeking a positive decision of the appeal.

See also Grade Appeals and Enrollment Related Appeals under Appeals and Petitions (p. 28).

Reinhardt University Graduate Academic Catalog 2016-2017 Page 48

Master of Education (M.Ed.) in Special Education Degree Requirements

The curriculum for the M.Ed. in Special Education is designed to address four domains: the Responsive Teacher in the Inclusionary Classroom, the Teacher as Collaborator, the Teacher as Action Researcher, and the Teacher as Instructional Leader.

Required Courses Credit Total Credit hours hours

Fall- 1 EDU 601 - DATA Model for the Responsive Teacher, Action Researcher, & Instructional Leader 3 EDU 602 - What Works in Schools: School Improvement Research 3 6

Spring - 2 EDU 640 - Effective Inclusionary Practices 3 EDU 643 - Strategies for Challenging Behaviors 3 6

Summer - 3 EDU 620 - Promoting Development & Learning for Diverse Students 3 online EDU 621 - Building Partnerships for Student Success 3 online 6

Fall - 4 EDU 641 - Assessment in Special Education 3 EDU 642 - Response to Intervention Strategies 3 EDU 622 - Transforming Teacher Leaders 3 9

Spring - 5 EDU 623 - Teachers as Leaders 3 EDU 648 - Special Education Law 3 EDU 649 - Action Research in Special Education 3 9

Total Semester Credits Required in Degree 36

Reinhardt University Graduate Academic Catalog 2016-2017 Page 49

The Reading Endorsement Program

The Reinhardt University Reading Endorsement  $50 Application fee, made out to Reinhardt Program is designed for certified teachers who wish University to enhance their professional certification by adding expertise in the teaching of reading, the primary Official transcripts must be mailed from the granting building block for students to master all other institution, delivered in a sealed envelope from the content. The Program requires three (3) graduate institution, or sent via a professional electronic courses: transcript sending service.

EDU 744: Introduction to Reading Admission requirements and documents for the EDU 755: Reading Diagnosis Reinhardt Reading Endorsement: EDU 766: Literacy Instruction and ESOL

 An official transcript that documents a Flexible and convenient bachelor’s degree in Education from a regionally accredited institution, with an The Reading Endorsement Program may be undergraduate cumulative grade point completed in one semester, or it may be spread out average (GPA) of at least a 2.50 (on a 4.0 over several semesters. In addition, the courses scale) include a mixture of online and face-to-face formats for teachers’ convenience.  A copy of your Georgia Teaching Certificate (clear renewable only). To print a copy of Admission Requirements your Georgia clear renewable certificate, you may log onto www.gapsc.com. You All admission documents should be sent to the must have a T-4 Certificate (minimum). following address: For more information regarding the Reading Office of Graduate Admissions Endorsement Program, contact The Price School of Attn: Reading Endorsement Program Education: Reinhardt University 7300 Reinhardt Circle by phone at 770-720-9136 Waleska, GA 30183 or via e-mail at [email protected]

FAX: 770-720-5739 PHONE: 770-720-5760 e-mail: [email protected]

General admission to Reinhardt University graduate studies:

 The Graduate Admission Application form  Official transcripts from all institutions attended; proof of a baccalaureate degree from a regionally accredited institution should be on one transcript

Reinhardt University Graduate Academic Catalog 2016-2017 Page 50

SCHOOL OF ARTS AND HUMANITIES

A. Wayne Glowka, Ph.D. - Dean Office: Tarpley 307 Telephone: 770-720-5628 Fax: 770-720-5590 Email - [email protected] Website – http://www.reinhardt.edu/mfa

Master of Fine Arts (MFA) in Creative Writing

The Reinhardt MFA prepares students for careers as Admission Requirements professional writers or as university creative writing teachers and will allow English teachers certified in All admission documents should be sent to the Georgia to upgrade an existing teaching certificate following address: through the study of a specialization Office of Graduate Admissions Story and Place in the New South Reinhardt University 7300 Reinhardt Circle Students create a literature that is story-driven and Waleska, GA 30183 grounded in the places where we live, rural and urban. They work one-on-one with experienced FAX: 770-720-5739 writers in their preferred genres while taking cross- PHONE: 770-720-5760 genre classes that focus on the craft elements writers e-mail: [email protected] need. General admission to Reinhardt University graduate Program Director studies:

 The Graduate Admission Application Donna Little, Ph.D., MFA Professor of English form—complete and submit the Online 770-720-5582 Application for Admission or contact [email protected] the Office of Graduate Admissions for a paper application.  Official transcripts from all institutions Accreditation attended; proof of a bachelor’s degree from a regionally accredited institution should be Reinhardt University is accredited by the Southern on one transcript. Association of Colleges and Schools Commission on

Colleges to award associate, baccalaureate, and Official transcripts must be mailed from the master’s degrees. Contact the Commission on granting institution, or delivered in a sealed Colleges at 1866 Southern Lane, Decatur, Georgia envelope from the institution, or sent via a 30033-4097 or call 404-679-4500 for questions about professional electronic transcript sending service. the accreditation of Reinhardt University.

The Reinhardt University MFA was approved by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) in 2016.

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Additional admission “Academic Policies” for stipulations of the Reinhardt requirements for the University Office of Graduate Studies. Reinhardt MFA: Admission Statuses  A bachelor’s degree from a regionally accredited institution with an overall An applicant whose credentials include all the undergrad GPA of 2.75 minimum (on a 4.0 requirements and prerequisite course work to begin a scale) graduate program may be granted full admission  A sample creative manuscript (10 pages of status. An applicant whose credentials do not meet poetry OR 20 pages of fiction/non-fiction the requirements for full admission may be OR 30 pages of a script) considered for provisional admission.  A critical writing sample (4-5 pages): This sample may be a college research paper OR Alternate Admission Statuses a detailed review of a recent book or film. Non-Degree Admission  A personal essay (2-4 pages) – an informal introduction to who you are and a An applicant who does not wish to earn the MFA in description of your writing experiences, Creative Writing degree but wishes to enroll in MFA interests and goals. writing courses may be considered for the status of  Two letters of recommendation from a non-degree credit or auditor (listener only). Non- professor, workplace supervisor, or fellow degree seeking credit candidates and auditors take writer testifying to your character, intellect, English 498. These courses may not be converted to commitment to completing tasks, ability to degree-program credit if the individual decides to work independently, and writing ability. apply to the MFA degree program. Non-degree seeking students are not eligible for financial aid. Transfer Credit Non-degree seeking students A maximum of nine (9) credit hours of graduate work earned at a regionally accredited Commission on An applicant who wishes to enroll for enrichment Colleges (COC) institution may be transferred in to purposes and receive credit for the courses, but not Reinhardt University’s MFA-CW program. The the MFA-CW degree, may be considered as a non- acceptance of any transfer credit is contingent upon degree candidate. To be considered, the candidate approval of the MFA Director and/or the Dean of must submit a graduate application and a writing Arts and Humanities. Transferred courses must sample. If accepted, the candidate enrolls as a non- correspond to those courses offered in Reinhardt’s degree seeking credit student. However, non-degree MFA curriculum. Students will need to provide credit courses may not be converted to degree official transcripts of course work, course program credit if the individual decides to apply to descriptions and course syllabi, and the amount of the MFA-CW degree program. transfer credit awarded will be determined by the

MFA Program Director. Tuition and Fees for non-degree Transfer credit will not be given for 1) course work seeking students that is more than five years old, 2) any course in which a grade of less than a “B” was earned, 3) Non-degree seekers taking courses for academic course work already applied toward another degree, credit: full tuition (see page 18) and 4) course work that was not applicable toward a graduate degree at the institution where the credit Senior Citizens (age 62 and older) taking courses for was earned. See Transfer Credit (p. 30) under non-degree academic credit: 50% tuition

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Non-degree seeking auditors editorship occurs. The Fellow will serve as the Copy Editor for the James Dickey Review. An auditor does not participate in class discussion or receive feedback on work. To be considered, the Reinhardt MFA Graduating Residency candidate must submit a graduate application. If Scholarship accepted, the auditor may enroll in summer workshop courses for no credit. Three MFA Graduating Residency Scholarships are made each year: one to a student who is writing a Tuition and Fees for Auditors thesis in poetry, one who is writing a thesis in prose (fiction or non-fiction), and one to a student who is Audited courses: 50% tuition discount writing a script (stage or screen). Students in the second year of the program are welcome to apply for Senior Citizens auditors (age 62 and older): 75% the competitive scholarship. The scholarship will discount cover the fees (room and board) associated with the NOTE: All auditors must pay fees associated with third and final Summer Residency. Applicants are the program or with the course. required to apply by August 1 for the following summer.

Dr. Robert Driscoll Award for Regional Study MFA Scholarships MFA students in the final year of the program are eligible to apply for a grant from the Robert Driscoll Reinhardt University offers the Etowah Writers Fund in Support of Regional Studies and Service, Need-Based Scholarship. The total amount a provided the student’s creative thesis centers on the student may receive over one academic year is Etowah River Valley. Interested students should $2000. The scholarship is renewable but financial discuss applying for the grant with their thesis need will be assessed anew in May of each academic advisor or the MFA Program Director. year. Students who wish to be considered for this scholarship must complete the FAFSA by March 1. MFA Student Learning The Office of Financial Aid determines the amount of the scholarship. Outcomes Upon completion of the program, MFA students will Literary Editor Fellowship – James Dickey demonstrate Review  A mastery of structure and form in their MFA students who are particularly interested in chosen genre literary editing are encouraged to apply for the  A mastery of style, including diction, syntax Literary Editor Fellowship. Only one Fellowship is and tone given each year. The student who earns the  A mastery of image in concrete description scholarship will receive a $5,000 scholarship in the and figurative language year the editorship occurs. The Fellow will serve as  A mastery of character, point of view and the Literary Editor of the James Dickey Review. voice Copy Editor Fellowship – James Dickey Review  The ability to analyze craft elements in literary works within their chosen genre MFA students who are particularly interested in  The ability to constructively critique the literary editing are encouraged to apply for the Copy work of their peers Editor Fellowship. Only one Fellowship is given  The ability to prepare and submit their work each year. The student who earns the scholarship for publication and performance will receive a $3,000 scholarship in the year the  The ability to conduct and document scholarly research

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Academic Performance introduced by a critical essay placing the corpus in the context of contemporary MFA students earn grades Satisfactory (S) or and/or historical literary movements. Unsatisfactory (U) in their course work. Only one (1) course grade of “U” may be allowed for degree 3. Once the student has completed all course completion. A second course grade of “U” will result work, three (3) years (maximum) are in Academic Probation. The second course in allowed for the completion of the portfolio which a “U” is earned must be retaken to count and thesis. Students not completing this toward degree completion. A third course grade of requirement within the three-year period “U” will result in Academic Dismissal. may be required to complete additional course work. A student may appeal a dismissal by submitting a letter to the Vice President for Academic Affairs 4. Submission of Graduation Application and describing the condition and identifying the reasons fee by the semester deadline before expected for seeking a positive decision of the appeal. See degree completion. For the 2016 MFA also Grade Appeals and Enrollment Related cohort, this deadline would be January 22, Appeals under Appeals and Petitions (p. 28). 2018.

Academic Probation There is a processing fee of $250 that must When a student receives a second “U” be submitted with the application. After the (Unsatisfactory) grade, the student will be placed on application deadline, there is a late fee of Academic Probation (p. 28). The student will be $25 added to the processing fee. The informed by the University Registrar of the graduation fee offsets the costs of binding probationary status, which may be removed by the student’s thesis, ordering diplomas, and retaking the course and receiving a grade of “S.” costs of a commencement event specifically designed for MFA graduates. Academic Dismissal

If a student receives a third course grade of “U” (Unsatisfactory), the student will be dismissed from the graduate program. Students receiving notification of Academic Dismissal (p. 28) shall be notified by the University Registrar and shall not be eligible for graduate study or readmission at Reinhardt University.

Graduation Requirements:

1. Successfully complete a minimum of sixty (60) credit hours in the approved curricula with only one (1) grade of “U” (Unsatisfactory).

2. Successfully complete the final portfolio and thesis defense. At the end of the program, each graduate will present and defend a thesis consisting of a portfolio of his or her best creative work

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Reinhardt University Master of Fine Arts (MFA) in Creative Writing – Degree Requirements

The Reinhardt MFA program consists of seven (7) semesters, including three summer residency semesters. The residencies offer writing workshops in poetry, script writing, and prose as well as courses in craft, genre, and critical analysis. In between the summer residencies, standard semesters—from August through December and January through June—include online courses and individual study with a writing mentor or guide.

The first summer residency will last fourteen (14) days, including a 4-day orientation period and introductory workshops for new students. Due to the extra contact time, new MFA students will earn nine (9) credits. Second year MFA students have a summer residency of ten (10) days and earn seven (7) credits. Graduating MFA students have a summer residency of ten (10) days and give a reading of their creative work, conduct a craft seminar, and produce a program reflection. Graduating MFA students earn eight (8) credits during the final summer residency.

Semester Required Courses Credit Total Credit hours hours Summer - 1 Fourteen-Day On-Campus Residency and Writing Workshops ENG 500 – Orientation and Program Planning 1 hybrid ENG 510 – Practice Writing Workshop 1 hybrid ENG 501 – Experiential Learning 1 hybrid ENG 520 – Writer’s Workshop: Poetry, Prose, or Script 3 hybrid ENG 505 – Reading Place 3 hybrid 9

Fall -2 ENG 560 – Creative Writing I – Individual Study 3 ind.st. ENG 515 – Reading Story 3 online ENG 525 – Reading Image 3 online 9

Spring - 3 ENG 570 – Creative Writing II – Individual Study 3 ind.st. ENG 535 – Reading Voice 3 online ENG 545 – Reading Dialogue 3 online 9

Summer - 4 Ten-Day On-Campus Residency ENG 530 – Writer’s Workshop: Poetry, Prose, or Script 3 hybrid ENG 555 – Reading Criticism 3 hybrid ENG 502 – Experiential Learning 1 hybrid 7

Fall -5 ENG 600 – Thesis Part I – The Critical Essay on Craft- Ind. Study 6 ind.st. ENG 580 – Creative Writing III – Individual Study 3 ind.st. 9

Spring - 6 ENG 650 – Thesis Part II – The Book-Length Creative Writing Project – Individual Study 9 ind.st. 9

Summer - 7 Ten-Day On-Campus Residency ENG 599 – Capstone Craft Intensive 3 hybrid ENG 540 – Writer’s Workshop: Poetry, Prose, or Script 3 hybrid ENG 503 – Experiential Learning 1 hybrid ENG 610 – Graduation Reading, Craft Seminar and Program 1 hybrid 8 Reflection; Program Assessment Completed with Writing Guide

Total Semester Credits Required in Degree 60

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SCHOOL OF MATHEMATICS AND SCIENCE

Jacob P. Harney, Ph.D. - Dean Office: Tarpley 203 Telephone: 770-720-9102 Fax: 770-720-9236 Email - [email protected] Website – http://www.reinhardt.edu/mpa

Master of Public Mission

Administration (MPA) The Master of Public Administration (MPA) program at Reinhardt University provides a high-quality The Master of Public Administration (MPA) degree generalist, practice-oriented, research-based, and prepares individuals from diverse backgrounds for a ethics-focused program to educate and prepare professional career of public service in private, students for professional and leadership careers in governmental, and nonprofit organizations. The MPA public service. The program helps students enhance degree emphasizes the analysis and the evaluation of their knowledge and develop principled, resourceful information regarding administrative and policy skills and abilities to contribute to the broad public issues. In comparison with many other professional good across all levels of government and within the degree programs such as law or medicine, the MPA nonprofit and for-profit sectors. The MPA program provides broad based training in subjects such as seeks to engage students, faculty, and researchers economics, policy analysis, management, and with public, private, and nonprofit professionals to professional communications. serve the needs of the public and the community.

MPA Program Director Admission Requirements

Karen L. Owen, M.P.A., Ph.D. All admission documents should be sent to the Assistant Professor of Political Science following address: 770- 720-5712 [email protected] Office of Graduate Admissions Reinhardt University Accreditation 7300 Reinhardt Circle Waleska, GA 30183 Reinhardt University is accredited by the Southern FAX: 770-720-5739 Association of Colleges and Schools Commission on PHONE: 770-720-5760 Colleges to award associate, baccalaureate, and e-mail: [email protected] master’s degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia General admission to Reinhardt University graduate 30033-4097 or call 404-679-4500 for questions about studies: the accreditation of Reinhardt University.  The Graduate Admission Application The Master of Public Administration (MPA) was form—complete and submit the Online approved by SACSCOC in 2013. Application for Admission or contact the Office of Graduate Studies for a paper application.

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 $50 Application fee, made out to Reinhardt and/or an employment letter stating one’s work roles, University (waived with the Online supervisory capacity and work accomplishments. The Application) MPA Admissions Committee will evaluate the  Official transcripts from all institutions request, and the decision will be communicated to the attended; proof of a bachelor’s degree from applicant by the Office of Graduate Studies. The a regionally accredited institution should be waiver is not guaranteed, and the decision of the on one transcript. MPA Admissions Committee is final.

Official transcripts must be mailed from the granting Transfer Credit institution, or delivered in a sealed envelope from the institution, or sent via a professional electronic A maximum of six (6) credit hours of graduate work transcript sending service. earned at an accredited institution may be transferred in to Reinhardt University’s MPA program. The Additional admission requirements for the Reinhardt acceptance of any transfer credit is contingent upon MPA: approval of the MPA Director and/or the Associate  A bachelor’s degree from a regionally Vice President for Graduate Studies. Transferred accredited institution with an overall courses must correspond to those courses offered in undergrad GPA of 2.75 minimum (on a 4.0 Reinhardt’s MPA curriculum. Students will need to scale) provide official transcripts of course work, course  Official GRE scores in the upper 50th descriptions and course syllabi, and the amount of percentile transfer credit awarded will be determined by the **See below for waiver information. MPA Program Director.  A résumé  Three letters of educational/professional Transfer credit will not be given for (1) any course in reference which a grade of less than a “B” was earned, (2) course work already applied toward another degree, (3) course work that is more than five years old, and **GRE waiver (4) course work that was not applicable toward a An applicant may request a waiver of this graduate degree at the institution where the credit requirement with evidence of one of the following: was earned. See Transfer Credit (p. 30) under

“Academic Policies” for stipulations of the Reinhardt  an earned graduate degree from a regionally University Office of Graduate Studies. accredited college or university;  an earned undergraduate degree with a GPA of 3.5 or higher from a regionally accredited MPA Program Goals college or university;  an earned undergraduate degree with a The general purpose or goals of the Reinhardt minimum GPA of 3.0 from a regionally University MPA program are as follows: accredited college or university and  To provide a broad based professional employment for a minimum of 5 years in a education that emphasizes managerial full-time, relevant professional position; or skills, analytical competency, and a  employment for 10 or more years in a full- foundation in ethics to prepare for public time, relevant supervisory position. service  To address the critical issues confronting the To file a request, an applicant must submit to the public sector and apply the managerial Office of Graduate Studies a completed GRE Waiver skills, analytical competencies, and ethics Request Form, along with official supporting background to addressing these issues documentation, which can include official transcripts

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 To develop leadership qualities necessary formulating, implementing, and evaluating for public service policy.  Ability to identify the theories of public MPA Student Learning policy making and analyze the effectiveness of policies and policy alternatives in public Outcomes and nonprofit entities. Upon completion of the Master of Public Administration degree, the individual should possess 5. Ethics and Accountability the following qualities, abilities, and skills.  Ability to recognize and analyze ethical dilemmas and apply public administration’s 1. Public Service Perspective code of ethics to decisions and value  A mastery of skills and appreciation of the conflicts unique to public service, ensuring intellectual history of American public practices remain accountable and administration, competing ideological transparent. frameworks and major issues or Curriculum controversies that have emerged over time.

2. Critical Thinking, Analysis, and Synthesis to The MPA program is a 16-month long program (4 semesters) with a total of 36 credit hours (9 hrs. per solve problems and make decisions semester). The MPA is composed of core courses  Ability to evaluate and analyze critical and an area of concentration. questions or problems currently facing the field of public administration and policy. MPA Core Courses (24 semester  Ability to analyze and interpret data and hours) policy information, using various research methodologies and statistical techniques, to MPA 600 Public Administration and Policy provide effective reasoning and make MPA 605 Leadership and Organizational Behavior recommendations for decision making and MPA 610 Research Methods policy creation. MPA 611 Applied Statistics for Public Decision- Making 3. Leadership and Management in Public MPA 615 Special Topics in Public Administration Governance MPA 620 Budgeting and Finance  Knowledge of the unique political and legal MPA 625 Human Services Administration environment in the public and nonprofit MPA 635 Ethics in Public Service sectors, its human management implications, and its leadership and management MPA Approved Elective Courses

demands, including similarities, differences and intergovernmental and intra- MPA 660 Local Government Administration and governmental challenges. Management  Ability to evaluate the importance and MPA 665 Public Organization & Management dynamics of working in groups or teams to MPA 670 Public Policy Process make collaborative decisions, incorporate diverse viewpoints, and create a cohesive Concentration in Criminal Justice (12 and professional product. semester hours)

4. Public Policy Process MPA 630 Administrative Law MPA 640 Criminal Justice Administration  Knowledge of the public policy process at MPA 645 Police Administration the federal, state, and local levels, including MPA 655 Criminal Justice Policy

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Academic Performance the student and supervising faculty or the MPA Director. MPA students are expected to earn grades of “A” or “B” in their course work. Only one (1) course grade Internships help to ensure that MPA degree of “C” may be included in the computation for degree candidates can perform responsibly and proficiently completion. A second course grade of “C” will result at a professional or managerial level. Additionally, in Academic Probation (p. 27). The course must be this requirement provides students with an retaken to count toward degree completion. A third experiential basis for linking their course work to course grade of “C” or a first course grade of “F” their future careers as public service professionals. will result in Academic Dismissal (p. 28). Students who have worked for at least one year in a A student may appeal a dismissal by submitting a full-time professional or managerial position in a letter to the Vice President for Academic Affairs governmental agency, nonprofit organization and/or describing the condition and identifying the reasons criminal justice department may apply to the MPA for seeking a positive decision of the appeal. Director for a waiver of the internship requirement. The MPA Director will decide whether the See also Grade Appeals and Enrollment Related applicant’s experience meets departmental Appeals under Appeals and Petitions (p. 28). requirements. An exemption from the internship

does not, however, eliminate the requirement of a written paper within the professional portfolio. Graduation Requirements:

Professional Portfolio  A cumulative GPA of at least 3.0, and

 No more than (1) one “C” in the program, Each student will compile a professional portfolio to counted toward degree completion, regardless of be submitted to the MPA faculty and Director during the GPA. the last semester of the program. A student’s  Internship or Professional Work Experience in portfolio is separate from and concurrent with the government and/or criminal justice normal course load and is due during MPA 615: administration in the public or nonprofit sector Special Topics in Public Administration. The purpose  Professional Portfolio of the MPA portfolio is for students to demonstrate  Comprehensive Examination and further develop their public service leadership  A maximum of 5 years for completion and administrative potential through a collection of academic and professional products. See Academic Performance (p. 27) and Degree Completion Requirements (p. 27). The MPA portfolio will consist of three parts: one best research paper from course work, a research paper describing the student’s internship/professional Internship/Professional Work experience and how it relates to the MPA course Experience work, and an analysis of a practical public policy question or issue in public administration and/or Before graduating, students who have not had at least criminal justice administration. one year of experience in government and/or criminal justice administration must complete a public service Additionally, each student will deliver an oral internship and submit a written paper on the presentation of his or her professional portfolio experience within the professional portfolio. The before MPA faculty and the Director at the end of the internship must be paid, full-time equivalent work, MPA 615 course. This professional portfolio taps the and one semester long. Goals and objectives for the student’s knowledge, analytical abilities, writing and internship and research will be determined jointly by presentation skills, and the insights that have been acquired through the study, observation, and

Reinhardt University Graduate Academic Catalog 2016-2017 Page 59 opportunities for direct involvement in the practice of public administration.

Comprehensive Examination

All students are required to complete a comprehensive examination. The comprehensive examination consists of written essays based on the general field of Public Administration. This examination is an opportunity for students to display an understanding of the discipline of Public Administration. Students are expected to integrate all course work (core Public Administration courses, approved electives, as well as the concentration in Criminal Justice Administration) into their examination answers. Program faculty and the MPA Director grade each examination, and the student’s answers will be assigned one of three grades: pass with distinction, pass, or fail. Students failing the MPA comprehensive examination on their first attempt may retake it two additional times.

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Master of Public Administration (MPA) Degree Requirements and Representative Schedule

The MPA program consists of a core of courses reflecting basic public administrative skills and a concentration of courses in the criminal justice administration area or approved electives. Each of the four semesters has a blend of core courses and elective courses. In addition, each semester combines one full semester, online course with two 8- week, face-to-face courses.

MPA Representative Schedule Credit Total Credit hours hours Semester - 1 MPA 600 –Public Administration and Policy 3 MPA 610 – Research Methods 3 Criminal Justice Concentration or Approved Elective 3 9

Semester - 2 MPA 611 – Applied Statistics for Public Decision-Making 3 MPA 625 – Human Services Administration 3 Criminal Justice Concentration or Approved Elective 3 9

Semester - 3 MPA 620 – Budgeting and Finance 3 MPA 635 – Ethics in Public Service 3 Criminal Justice Concentration or Approved Elective 3 9

Semester - 4 MPA 605 – Leadership and Organizational Behavior 3 MPA 615 - Special Topics in Public Administration 3 Criminal Justice Concentration or Approved Elective 3 9

Total Semester Credits Required in Degree 36

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GRADUATE COURSE DESCRIPTIONS

BUS - Business managing human assets in the context of a firm's strategy, industry, and stakeholder environment. BUS 503. Advanced Accounting and Finance Topics in the course include human resource strategy, Principles 3 management of intangibles, strategic industry This course integrates the concepts of financial and analysis, structuring for success, strategic alignment, managerial accounting to prepare the manager to use human resource planning, and successful talent accounting to assess and manage the health of the management. organization. Topics include balance sheet, income statement, statement of cash flows, financial BUS 625. Managerial Accounting 3 statement analysis, and internal analysis techniques. Managerial Accounting at the graduate level offers This course will be provided online. real world tools for decision making within the framework of organizational strategy. Effective tools BUS 601. Managing the Organization 3 are linked with management concepts such as The purpose of this course is to help participants strategic position analysis, value chain analyses, and think about the design, structure, and management of affects on decisions of how a business competes in organizations. Managers recognize that the critical the marketplace. Traditional cost behavior concepts, sources of competitive advantage are not only having cost-volume-profit (CVP) analysis, and product the most ingenious product design, the most brilliant costing are updated with real world examples and marketing strategy, or the most state-of-the-art decision cases. New measures for relevant costs and production technology. Having an effective reflective performance reports are prepared with understanding of how to obtain, mobilize, and reporting alternatives by segment, with transfer manage an organization's assets is also essential to pricing and ending with an overall balanced both immediate and long-term success. scorecard.

BUS 610. Communications 3 BUS 635. Practicum II 1 This course is an examination of modern concepts of What do we do? effective business communications. Discussions focus on the theoretical bases of communication, the BUS 640. Law and Ethics 3 communication process, communication skills, case This course examines statutory laws, administrative analysis, and development and implementation of regulations and the influence of ethics on business. business communication strategies. More specifically, the course will explore legal, regulatory and ethical issues that have an impact on BUS 615. Practicum I 1 the conduct and management of business. Areas of Who are we, and where are we going? exploration include administrative law, agency, antitrust, consumer protection, contracts dispute BUS 621. Strategic Human Resources 3 resolution, employment law and diversity regulation, This course teaches students to devise integrated environmental protection, ethics and social organizational structures and strategies leading to responsibility, international trade, securities competitive advantage through effective and creative regulation, and, stakeholders - who they are, what management of people. Emphasis is placed on they want, and what they are owed

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BUS 641. Quantitative Decision Making 3 from prior course work in the crafting of an This course is centered on the theory and application organization's strategic plan. of quantitative methods for decision making. Students learn how to present, summarize, and BUS 695. Practicum V 2 analyze data as an aid to decision making under Are we staying the course? uncertainty. Topics include descriptive statistics, basic PERT analysis probability theory, forecasting methods, hypothesis testing, analysis of variance, regression analysis and capital budgeting—as they apply to business and management problems. EDU - Education BUS 655. Practicum III 1 How do we measure success? EDU 510. Transformative Change and Responsive Teaching 3 BUS 661. Economics 3 The course provides MAT candidates with a basic The central theme of this course is competitive knowledge and understanding of the three basic advantage. What strategies do firms employ to tenets of responsive teaching and the DATA establish and sustain their competitive advantage(s)? Instructional Model that describes differentiated Topics include pricing, costing, creating barriers to approaches for teaching and assessment. Candidates entry, marketing, currency valuation, efficiency and explore each aspect of the DATA Model to make alternative market structures substantive connections between the philosophy of Differentiated Instruction and current, professional BUS 665. Marketing 3 "best practices" that define effective teaching and This course examines the decision maker’s process learning for today's diverse students. for producing a marketing strategy consistent with the underlying factors present in various situations. EDU 515. The Culturally Responsive Classroom: Case analysis is emphasized to help develop strategic Theory and Practice 3 marketing skills. This course focuses on life span development with BUS 675. Practicum IV 1 emphasis on school age children and the impact of How can we be better? culture and family on their development. Relevancy to the responsive classroom and the support of BUS 680. Global Business 3 students' diverse learning needs are addressed. This course focuses on the key management operation issues in leading companies globally by EDU 520. Responsive Teaching in an Inclusion examining multinational business strategies. Classroom 3 Discussions involve political, economic, and cultural This is an introductory course in exceptional student influences on the international marketplace. Students education with an emphasis on responsive teaching of research and prepare an international business plan to diverse students in the inclusion classroom. introduce a product or a service in a specific country. Components of this course include a review of both high incidence and low incidence special needs BUS 690. Strategic Management 3 populations including possible impact, causes, and Synthesis of knowledge in the role of strategist is the characteristics of special needs across different thrust of the course. In prior coursework, emphasis cultures and the life span. Topics include the legal was placed on the strategic development of parts of requirements, ethical issues, collaborative teaching, the whole, such as human resources, communication, techniques and strategies for accommodations and marketing, and finance, supported by quantitative and modifications, and equal experience for all in the process learning components. This MBA capstone inclusion classroom. experience requires the student to integrate concepts

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EDU 525. Technology Strategies to Enhance reading fluency, and comprehension. Candidates will Responsive Teaching 3 continue to become familiar with the developmental This course provides the tools to create a responsive stages through which all children progress as they classroom through technology, providing a multitude learn to read and write, to learn to implement flexible of examples that can be used in the PK-12 classroom and responsive strategies for helping all students to differentiate essential content, instructional make progress in the area of literacy, and to learn practices, and student products. MAT candidates how to effectively evaluate existing reading programs learn to address student differences through and recognize reading programs that are research- technology-rich, inquiry-based learning experiences. based, balanced (comprehensive) and based on best They also develop effective, efficient, and appealing practice. The course activities will focus especially technology-rich learning environments that meet on those students who are reading below grade level. individual differences. Laboratory sessions are MAT candidates will review powerful reading devoted to equipment operation, software production strategies that can be used with a large group, with a for multimedia presentations, creation of a personal small group, or with individual students. Course website and an electronic portfolio. topics will continue to include concepts of print, phonological & phonemic awareness, word EDU 530. Strategy Instruction within a Balanced identification, response to literature, comprehension Literacy Curriculum I 3 and vocabulary. Additionally, candidates will be The goal of this course is to help MAT candidates introduced to a number of formal and informal become familiar with the developmental stages assessment options. through which all children progress while learning to read and write. Candidates learn to implement EDU 540. Managing a Responsive Classroom 3 flexible and responsive strategies for helping all This course will provide MAT candidates with the students make progress in the area of literacy, and key principles that highlight effective management of candidates learn how to effectively evaluate existing a responsive early childhood classroom. Candidates reading programs and recognize reading programs investigate how to combine differentiated instruction that are research-based, balanced (comprehensive) and meaningful, challenging academic tasks with a and based on best practice. The course activities caring environment where the spirit of each learner is focus especially on those students who are reading nurtured, where a sense of community is promoted, below grade level. MAT candidates will be and where students accept the challenge of academic introduced to powerful reading strategies that can be rigor, work together, take responsibility for their used with a large group, with a small group, or with learning, and feel comfortable in taking the risks that individual students. Course topics include concepts allow them to learn. of print, phonological & phonemic awareness, word identification, response to literature, comprehension EDU 550. Curriculum, Instruction, and and vocabulary. Additionally, candidates will be Assessment for Responsive Teaching 3 introduced to a number of formal and informal This course will examine differentiated curriculum, assessment options. instructional strategies and the planning of instruction to support the diverse learning needs of students and EDU 535. Strategy Instruction within a Balanced to maximize learning. Emphasis is on the Literacy Curriculum II 3 development of a nurturing environment of care and The goal of this course is to help MAT candidates challenge that supports differentiated instruction. The learn to match assessment to instruction and to use course also examines the use of systematic formal assessment data to organize flexible reading groups and informal assessment as an ongoing diagnostic for PK-8 students. Candidates will develop a deeper activity to guide, differentiate, and adjust instruction understanding of how to use formal and informal in the early childhood classroom. Emphasis is placed assessments that measure a variety of literacy skills on adapting essential content, teaching practices, and from emerging concepts of print and alphabet student products based on assessment data to support knowledge to word recognition, decoding, oral Reinhardt University Graduate Academic Catalog 2016-2017 Page 64 students' diverse learning needs and to maximize investigate how to incorporate movement, music, learning. drama, and the visual arts with the essential content, processes, and attitudes of social studies. In EDU 560. Language Arts Integration in the addressing the needs of a diverse student population Culturally Responsive Classroom 3 through differentiated instruction, candidates learn This MAT course addresses general and specific how to target the multiple intelligences through social guidelines for teaching language arts to early studies and fine arts integration. A major emphasis is childhood students of diverse cultural and linguistic on the incorporation of differentiated instruction and backgrounds. Through reading, writing, listening, Understanding by Design in the creation of an speaking, and viewing across content areas, teacher integrated Social Studies and Fine Arts unit. During candidates explore content literacy as it relates to the the SMART Block, MAT candidates have engagement, diversity, and special needs of the opportunities to plan, implement, and evaluate an academically diverse child, especially the limited integrated social studies and fine arts lesson plan that English proficient student. This course examines addresses differentiation of essential social studies how to integrate a balanced approach to literacy content, instructional practices, and student products. instruction in the content areas in ways that promote This course focuses heavily on teacher candidate differentiation of content, instructional practices, and proficiency development with scaffolded assistance assessment products while encouraging student from SMART instructors and should be taken during choice and meeting individual student needs. Topics the semester before the candidate teaching include strategies that promote student success in experience. reading and writing across the curriculum. During the course, candidates have opportunities to plan, EDU 575. Problem-Based Mathematics 3 implement, and evaluate integrated lesson plans that This course presents MAT candidates with methods, address differentiation of essential content, materials, and organizational techniques for instructional practices, and student products. This providing problem-based mathematics in responsive course focuses heavily on teacher candidate early childhood classrooms. MAT candidates explore proficiency development with scaffolded assistance the best ways to provide the essential content, from SMART instructors and should be taken during processes, and attitudes of mathematics; specifically, the semester before the candidate teaching how problem-based mathematics instruction is experience. foundational to mathematics learning. Throughout the course, MAT candidates discuss current EDU 565. Science and Inquiry-Based Learning 3 curriculum issues in mathematics education and This course presents MAT candidates with methods, develop an understanding of mathematics in light of materials, and organizational techniques for the present national (NCTM) and state (GPS) providing inquiry-based science in the responsive education and reform issues. early childhood classroom. Throughout the course, MAT candidates will discuss current curriculum EDU 595. MAT Candidate Teaching in ECE 12 issues in science education and develop an Candidate Teaching is an intensive, full-semester understanding of science in light of the national teaching experience in an assigned classroom under (NSTA) and state (GPS) education and reform the direct supervision of a certified teacher and a issues. university supervisor. The candidate is expected to demonstrate the proficiencies of the PSOE EDU 570. Social Studies and the Arts 3 conceptual framework with increasing expertise This SMART Block course presents MAT candidates throughout the experience. The candidate teacher is with curriculum content, materials, instructional also expected to attend and actively participate in on- strategies, and organizational techniques for campus seminars as scheduled. integrating social studies and fine arts content in the differentiated early childhood classroom. Candidates

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EDU 601. DATA Model for the Responsive continue development of the action research project Teacher, Action Researcher, and Instructional proposal through course requirements. Leader 3 M.Ed. candidates will be introduced to the PSOE EDU 613. ECE Curriculum Content IV: DATA Model for Responsive Teaching and Communication in Context 3 Instructional Leadership that reflects the iterative, M.Ed. candidates examine the topic of cyclical process for subsequent action research that communication in ECE content while relating this will be applied in the local classroom. Through topic to the design of an action research project examination and implementation of the Model, proposal. Candidates continue development of the candidates investigate how curriculum design, action research project proposal through course differentiated instruction, and ongoing assessment requirements. impact student learning. EDU 620. Promoting Development and Learning EDU 602. What Works in Schools: School for Diverse Students 3 Improvement Research 3 This course provides an extensive examination into M.Ed. candidates explore school-, teacher-, and young children’s characteristics and needs, and student-level factors that influence achievement and multiple interacting influences on children’s how these factors can be aligned with local school development and learning in order to create improvement goals for significant gains in student environments that are healthy, respectful, supportive, achievement. Each candidate examines his/her own and challenging for all children. M.Ed. candidates local school improvement goals, identifies a school explore diverse children’s cognitive, social, issue or problem that is an area of professional emotional, physical, and linguistic development interest, begins a review of the literature, and through the organization and orchestration of the develops possible action research questions that will environment in ways that best facilitate the address the area in the context of his/her own development and learning of young children in the classroom. inclusive classroom.

EDU 610. ECE Curriculum Content I: Integrated EDU 621. Building Partnerships for Student Study 3 Success 3 M.Ed. candidates examine the topic of M.Ed. candidates investigate the importance and integration in ECE content while relating this topic complex characteristics of children’s families and to the design of their action research project proposal. communities to create respectful, reciprocal Candidates continue development of the action relationships that support and empower families, and research project proposal through course to sustain these partnerships to impact children’s requirements. development and learning. Candidates examine the research and dominant theories of human EDU 611. ECE Curriculum Content II: Inquiry 3 development and socio-cultural development within M.Ed. candidates examine the topic of inquiry in the context of the family, community, and society. ECE content while relating this topic to the design of Strategies for collaboration between home and school an action research project proposal. Candidates are emphasized, and interagency cooperation within continue development of the action research project the community is examined in relation to the benefits proposal through course requirements. for young children and their families.

EDU 612. ECE Curriculum Content III: Data EDU 622. Transforming Teacher Leaders 3 Analysis 3 M.Ed. candidates expand their knowledge and M.Ed. candidates examine the topic of data analysis experience of the teaching and learning process by in ECE content while relating this topic to the design developing and demonstrating a high level of of an action research project proposal. Candidates competence in the essentials for grant writing,

Reinhardt University Graduate Academic Catalog 2016-2017 Page 66 conducting action research, strategically planning EDU 643. Strategies for Challenging Behaviors 3 instruction embedded in best practices, and re- M.Ed. candidates study the development of conceptualizing teacher leadership roles within and intervention strategies for students with challenging outside the classroom, thus, transforming school behaviors. These intervention strategies are based on culture to elevate student achievement and school positive behavioral supports, functional behavior innovation. assessment, and functional analysis procedures.

EDU 623. Teachers as Leaders 3 EDU 648. Special Education Law 3 M.Ed. candidates examine how they can work as M.Ed. candidates study legislation, litigation, and instructional leaders and collaborators in the administrative rulings related to special education. professional community to improve programs and Emphasis is on the development of legally sound practices for young children and their families and policies and procedures to ensure an appropriate advocate for sound professional practices and public education for students with disabilities. policies for the positive development and learning of all young children. EDU 649. Action Research in Special Education 3 M.Ed. candidates complete action research plans EDU 630. Capstone Experience 6 which are implemented and evaluated for the purpose In this final course of the M.Ed. program, candidates of school reform and student achievement. Individual demonstrate their responsive teaching, action student action research papers are written. Students research, and instructional leadership skills through a share action research projects with a community of presentation of their E-Portfolio and participate in a learners. cohort M.Ed. conference highlighting the candidates’ classroom action research projects EDU 744: Introduction to Reading 3 The goal of this course is to help teachers to not only EDU 640. Effective Inclusionary Practice 3 become familiar with the developmental stages In this course, candidates define the roles of regular through which all children progress as they learn to and special education teachers. Candidates examine read but also learn to implement flexible strategies inclusion models and the effective practices that for helping students who are reading below grade emanate from the models, implementing these level. Participants will be introduced to powerful practices in their classrooms. reading strategies that can be used with large or small group instruction or with individual students. EDU 641. Assessment of Special Education 3 Additionally, participants will examine a number of M.Ed. candidates are provided with the foundation formal and informal assessment options. Participants for understanding the assessment process as they will also evaluate existing reading programs and become instructional leaders in assessment. learn to recognize reading programs that are balanced Candidates focus on the educational assessment and based on best practice and the most recent methods and procedures used in decision making and research in reading instruction. program planning for students with special needs and from culturally or linguistically diverse backgrounds. EDU 755: Reading Diagnosis 3 Focusing on classroom-based reading assessment, EDU 642. Response to Intervention Strategies 3 this course has been developed for teachers at all M.Ed. candidates are provided with the philosophy, levels. Participants will learn to match assessment to best practices, and implementation of the Response to instruction and to use assessment information to Intervention (RTI) as mandated by the organize flexible reading groups. Participants will reauthorization of IDEA, 2004. RTI is a three-tiered develop expertise in the use of formal and informal model with applications to academic and behavioral assessments that measure a variety of literacy skills components to foster student success. from emerging concepts of print and alphabet

Reinhardt University Graduate Academic Catalog 2016-2017 Page 67 knowledge to word recognition, decoding, oral ENG 502. Experiential Learning Readings, reading fluency and comprehension. Seminars, One-to-One Consultations 1 There will be a reading and/or seminar offered by a EDU 766: Literacy Instruction and ESOL 3 visiting writer every evening of the Residency, and This course will address general and specific students are required to attend each night except on guidelines for teaching reading to students of diverse the evenings they have a scheduled one-on-one cultural and linguistic backgrounds. Varied meeting with their Workshop instructor or their instructional strategies and resources will be mentor for the upcoming semester. At the one-on- introduced to assist teachers in enhancing the literacy one meetings with the mentor, the mentor will make learning of ESOL students or students with limited a semester plan with the student, specifying English proficiency in a differentiated classroom. assignments, due dates, and logistical processes for sending writing and comments back and forth. Additionally, experiential learning will take place in formal and informal meetings between visiting ENG – English (MFA) writers, instructors, and students.

ENG 500. Orientation and Program Planning 1 ENG 503. Experiential Learning, Readings, This course is designed to familiarize first-semester Seminars, Consultations 1 MFA students with the curriculum and processes of There will be a reading and/or seminar offered by a the MFA program and to help them begin to map out visiting writer every evening of the Residency, and their course of study and creative goals. Students students are required to attend each night except on will discuss several essays on the art and process of the evenings they have a scheduled one-on-one creative writing. They will also learn about how the meeting with their Workshop instructor or their publishing industry for creative writing works and be mentor for the upcoming semester. At the one-on- encouraged to set goals for publication. They will one meetings with the mentor, the mentor will make receive instruction in the core characteristics of a semester plan with the student, specifying strong writing across the genres. They will learn assignments, due dates, and logistical processes for about the art of revision and be given instruction in sending writing and comments back and forth. how a creative writing workshop functions. They Additionally, experiential learning will take place in will be given a writing prompt with which to generate formal and informal meetings between visiting a piece for the practice workshop that will follow this writers, instructors, and students. class. ENG 505. Reading Place 3 ENG 501. Experiential Learning 1 This course will consist of a set of readings about Readings, Seminars, One-to-One Consultations place as well as a program of experiential learning There will be a reading and/or seminar offered by a based on the “City as Text” model during the visiting writer every evening of the Residency, and Summer Residency. In this course, students will students are required to attend each night except on study how other writers have represented place the evenings they have a scheduled one-on-one through a set of readings to be completed prior to the meeting with their Workshop instructor or their Residency. During the Residency, they will discuss mentor for the upcoming semester. At the one-on- the readings and go out themselves on “walkabouts” one meetings with the mentor, the mentor will make to explore landscapes and to learn how place itself is a semester plan with the student, specifying a text to be read as well as written. assignments, due dates, and logistical processes for sending writing and comments back and ENG 510. Practice Writing Workshop 1 forth. Additionally, experiential learning will take First semester students will participate in the two-day place in formal and informal meetings between practice workshop to familiarize them with how a visiting writers, instructors, and students. creative workshop functions. They will receive instruction in the rules and procedures for a

Reinhardt University Graduate Academic Catalog 2016-2017 Page 68 workshop. As the participants discuss one another’s exercises to be completed and shared during the work, the instructor will facilitate constructive workshop. The instructor also provides each student discussion and comment upon the process. The with detailed written feedback on his or her work and instructor will model appropriate comments and may choose to meet one-on-one with individual direct students in regard to the types of questions and students. suggestions that are most useful. Students will workshop the work they created from the prompt ENG 525. Reading Image, 8-Week Online Course during the orientation class. During the workshop, (October–December) 3 each writer’s work will be critiqued in detail, and the In this eight-week online course, students will instructor will use each manuscript to illustrate points analyze the use of image in exemplary texts of all about craft elements and to show students how they genres. Across the genres, writers must learn to can formulate responses based on observations about convey emotions through detailed images rather than craft elements. through abstract statements. Each week, students will be expected to read (or, in the case of film, ENG 515. Reading Story, 8-Week Online Course watch) an assigned text. Students will post responses (August–October) 3 to targeted questions, engage in a weekly live-chat In this eight-week online course, students analyze the session with the instructor and fellow students, and use of story in exemplary texts of all submit a weekly analysis paper on the readings. All genres. Students will learn to develop and structure activities will focus on observing use of image in the plot and to master pacing and the interweaving of assigned pieces and analyzing how each author uses past and present events. Each week, students will be writing techniques to create effects. expected to read (or, in the case of film, watch) an assigned text. Students will post responses to targeted ENG 530. Writer’s Workshop: Poetry, Prose, or questions, engage in a weekly live-chat session with Script 3 the instructor and fellow students, and submit a The Writer’s Workshop is a daily three-hour class in weekly analysis paper on the readings. All which students read and discuss one another’s work activities will focus on observing use of story in the under the guidance of a well-known writer. There assigned pieces and analyzing how each author uses will be three workshops each Residency: Poetry, writing techniques to create effects. Prose and Script. Students must choose one. Several weeks prior to the Residency, each student submits a ENG 520. Writer’s Workshop: Poetry, Prose, or manuscript to be workshopped, and all participants Script 3 read the manuscripts prior to the Residency and mark The Writer’s Workshop is a daily three-hour class in them up with comments for the writer. Each writer which students read and discuss one another’s work will bring to the workshop a completed peer critique under the guidance of a well-known writer. There report for the other students’ manuscripts. During the will be three workshops each Residency: Poetry, Workshop, each writer’s work is critiqued in detail, Prose and Script. Students must choose one. Several and the instructor uses each manuscript to illustrate weeks prior to the Residency, each student submits a points about craft elements. The instructor may also manuscript to be workshopped, and all participants choose to assign additional readings for the group to read the manuscripts prior to the Residency and mark read and discuss in order to emphasize a certain craft them up with comments for the writer. Each writer element. The instructor may also assign writing will bring to the workshop a completed peer critique exercises to be completed and shared during the report for the other students’ manuscripts. During the workshop. The instructor also provides each student Workshop, each writer’s work is critiqued in detail, with detailed written feedback on his or her work and and the instructor uses each manuscript to illustrate may choose to meet one-on-one with individual points about craft elements. The instructor may also students. choose to assign additional readings for the group to read and discuss in order to emphasize a certain craft element. The instructor may also assign writing

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ENG 535. Reading Voice 8-Week Online Course expected to read (or, in the case of film, watch) an (Jan-March) 3 assigned text. Students will post responses to targeted In this eight-week online course, students will questions, engage in a weekly live-chat session with analyze the use of voice in exemplary texts of all the instructor and fellow students, and submit a genres. Students will learn to create distinctive weekly analysis paper on the readings. All voices for each character or speaker in their work and activities will focus on observing use of dialogue in ultimately a signature voice for themselves as a the assigned pieces and analyzing how each author writer. Each week, students will be expected to read uses writing techniques to create effects. (or, in the case of film, watch) an assigned text. Students will post responses to targeted questions, ENG 555. Reading Criticism 3 engage in a weekly live-chat session with the This class prepares students for the Critical Thesis by instructor and fellow students, and submit a weekly teaching them how to conduct literary research and analysis paper on the readings. All activities will how to write a scholarly essay on focus on observing use of voice in the assigned literature. Students will master research and writing pieces and analyzing how each author uses writing skills associated with writing about literature, techniques to create effects. including research methods and resources, the conventions of scholarly writing, and proper ENG 540. Writer’s Workshop: Poetry, Prose, or quotation and citation style. Students will complete Script 3 a set of readings before coming to the Residency, and The Writer’s Workshop is a daily three-hour class in over the course of the Residency will receive which students read and discuss one another’s work instruction in the components of research paper under the guidance of a well-known writer. There writing and work through the steps to produce a 12- will be three workshops each Residency: Poetry, page research paper. Students will also receive Prose and Script. Students must choose one. Several instruction in how to use the Reinhardt Hill-Freeman weeks prior to the Residency, each student submits a library’s online and print resources to conduct literary manuscript to be workshopped, and all participants research. read the manuscripts prior to the Residency and mark them up with comments for the writer. Each writer ENG 560. Creative Writing I, Individual Study will bring to the workshop a completed peer critique with Writing Guide 3 report for the other students’ manuscripts. During the In this individual study, the student will work one-on- Workshop, each writer’s work is critiqued in detail, one with a mentor to develop elements of writing and the instructor uses each manuscript to illustrate craft, including image, structure, syntax, diction, points about craft elements. The instructor may also voice, tone, style, figurative language, point of view, choose to assign additional readings for the group to characterization and plot. The student will submit read and discuss in order to emphasize a certain craft monthly portfolios of work to the mentor for element. The instructor may also assign writing comments and will revise in response to the mentor’s exercises to be completed and shared during the suggestions. The student and the mentor will draft a workshop. The instructor also provides each student timetable of due dates and logistical processes at the with detailed written feedback on his or her work and beginning of each semester. Additionally, the may choose to meet one-on-one with individual instructor will familiarize the student with resources students. for calls for submissions and require the student to compose a query letter and submit at least one piece ENG 545. Reading Dialogue 8-Week Online of work for publication. In addition to monthly Course (March–May) 3 portfolio comments, the mentor will write an end-of- In this eight-week online course, students will semester evaluation detailing the students’ strengths, analyze the use of dialogue in exemplary texts of all weaknesses, and progress in the program. genres. Students will learn how to use dialogue to play out the conflicts between characters and to push story to its climax. Each week, students will be

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ENG 570. Creative Writing II Individual Study would be: image in Plath, Sexton and Boland; the with Writing Guide 3 unreliable narrator from “The Yellow Wallpaper” to In this individual study, the student will work one-on- Fight Club; experimental chronology from one with a mentor to continue to develop elements of “Occurrence at Owl Creek Bridge” to Memento; writing craft. The student will be expected to dialogue in Raymond Carver and Denis Johnson; demonstrate substantial progress in his or her mastery drafts and revisions of The Great Gatsby and The of structure, form, image, style, diction, tone, voice, Wasteland; Southern Gothic in O’Connor and character and plot. The student will submit monthly Faulkner; the one-act play. Students will complete a portfolios of work to the mentor for comments and set of readings prior to the Residency and will will revise in response to the mentor’s suggestions. complete three 5-page reflections on the readings The student and the mentor will draft a timetable of prior to the Residency. Each student will also give a due dates and logistical processes at the beginning of presentation on a designated reading. Additionally, each semester. Additionally, the instructor will students will respond to writing prompts related to introduce the student to resources for calls for the capstone topic and develop a portfolio of drafts to submissions and require the student to compose a share with the class and submit to the instructor. query letter and submit at least one piece of work for publication. In addition to monthly portfolio comments, the mentor will write an end-of-semester ENG 600. Thesis Part I - The Critical Essay on evaluation detailing the students’ strengths, Craft, Individual Study 6 weaknesses, and progress in the program. In this class, students work on-on-one with a mentor ENG 580. Creative Writing III Individual Study 3 in writing a 40-page critical essay on a craft element In this individual study, the student will work one-on- in the work of a selected writer in their genre. The one with a mentor to continue to develop elements of student will produce a research-based paper in which writing craft. The student will be expected to he or she crafts an original argument about the demonstrate mastery of structure, form, image, style, writer’s use of a certain craft element and supports diction, tone, voice, character and plot. The student his or her argument with quotations from scholarly will submit monthly portfolios of work to the mentor secondary sources. Students are expected to write for comments and will revise in response to the using the conventions of formal academic prose, mentor’s suggestions. The student and the mentor including correct use of quotations and will draft a timetable of due dates and logistical citations. Students will combine a close reading of processes at the beginning of each semester. the primary texts by their chosen writer with relevant Additionally, the instructor will familiarize the points made by other critics. The critical essay will student with resources for calls for submissions and be graded on the originality and complexity of the require the student to compose a query letter and student’s analysis; the quality of the student’s submit at least one piece of work for publication. In research; the use of the conventions of academic addition to monthly portfolio comments, the mentor writing, including organization, structure, quotations will write an end-of-semester evaluation detailing the and citations; and the quality of the student’s prose, students’ strengths, weaknesses, and progress in the including elements such as syntax, diction and program. style. The student will submit monthly portfolios of work to the mentor for comments and will revise ENG 599. Capstone Craft Intensive 3 in response to the mentor’s suggestions. The student During their final Residency, graduating students will and the mentor will draft a timetable of due dates and participate in a Capstone Craft Intensive in which logistical processes at the beginning of each they will examine a craft element through intensive semester. In addition to monthly portfolio comments, study of a particular author’s (or authors’) work. the mentor will write an end-of-semester evaluation The topic will vary from year to year depending upon detailing the students’ strengths, weaknesses, and the availability of instructors and the interests of that progress in the program. particular graduating group. Examples of topics

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ENG 610. Graduation Reading, Craft Seminar making and bureaucratic influence and control. The and Program Reflection 1 role of public administrators in the policy process and At their final Residency, graduating students will the steps necessary for policy implementation are give a public reading of their work in the evening as explored. part of the Residency reading series. Additionally, they will give a one hour lecture on a craft element MPA 605. Leadership and Organizational based on their critical thesis. Thirdly, as a capstone Behavior 3 assessment, graduating students will write a five-page In this course, students examine and apply theories of essay reflecting on their experiences and progress leadership and organizational behavior. Attention through their MFA program. is given to the importance and influence of communication, motivation, group dynamics, and ENG 650. Thesis Part II - The Book-Length organizational change as it impacts effective Creative Writing Project, Individual Study 9 decision-making in public, private and non-profit The student will work one-on-one with the mentor to organizations. produce a book-length manuscript in their genre, with a minimum of fifty pages. The manuscript should MPA 610. Research Methods 3 be a collection of poems, a collection of short stories, Emphasizing the skills of data analysis and statistical a collection of creative nonfiction essays, a novella, a inference, this course explores key issues in large portion of a novel, or a complete screenplay. understanding and applying modern research to The work should be of publishable quality in its use public management and policy making, including the of all of the craft elements the student has learned use of theory and models, identifying causes, throughout the program: structure, form, image, style, experiments and quasi experiments, the logic of diction, tone, voice, character and plot. It should control variables and the interpretation of multiple demonstrate a mastery of each of these elements regression, measurement concepts and methods, according to the conventions of the student’s chosen qualitative methods, and sampling. The emphasis is genre. The manuscript must demonstrate not only on learning these ideas through practice with many attention to the quality of the individual pieces or different examples of real-world research and sections, but also awareness of the larger structure of empirical evidence. Ethical, political, and other the book. The student will submit monthly contextual factors will be integrated. portfolios of work to the mentor for comments and will revise in response to the mentor’s suggestions. MPA 611. Applied Statistics for Public Decision- The student and the mentor will draft a timetable of Making 3 due dates and logistical processes at the beginning of In this course, students develop quantitative each semester. In addition to monthly portfolio analytical skills that can be applied to public comments, the mentor will write an end-of-semester management and policy problems, program evaluation detailing the students’ strengths, evaluations, and critical research questions. This weaknesses, and progress in the program. course emphasizes the application of statistical techniques, the interpretation of statistical results, the use of statistics in management decision-making, and the implementation of statistical tools using computer MPA – Public software. Students learn both the statistical theory and software skills necessary to perform analysis in Administration the public and nonprofit sectors. The course takes a systemic approach to the exposition of the general MPA 600. Public Administration and Policy 3 linear model for continuous dependent variables, and The purpose of this course is to develop a deeper lays the theoretical foundations for linear understanding of key concepts in the process of econometric approaches. Students are introduced to public policy formation and adoption. Decision and the use of computerized statistical analysis using the policy making are examined with respect to decision software programs, SPSS and/or R.

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MPA 615. Special Topics in Public with the structural objectives that underlie our Administration 3 constitutional system of separated powers and checks This course introduces students to selective topics and balances. central to an administrator’s role in a government, private or nonprofit agency. Students will explore MPA 635. Ethics in Public Service 3 grant writing, strategic planning, local government This course provides an opportunity for students to administration, economic development and understand and reflect on ethical dimensions and intergovernmental relations/management. The dilemmas facing modern public administration. It theoretical concerns and problems facing seeks to foster the development of sound judgment administrators as well as practical case studies by allowing students to read, critically examine, representing current solutions are analyzed with each discuss, and learn from the lapses and successes in topic. Additionally, students will learn the process of judgment and ethics of government administrators. grant writing by reviewing grants, prospect research and proposal writing, and they will examine MPA 640. Criminal Justice Administration 3 advanced strategies employed by public sector This course covers management of criminal justice officials to address planning and management issues. organizations; development and characteristics of Students, also, will develop policy strategies and a corrections and police agencies; problems of professional portfolio. administration of justice; and management trends and innovation. MPA 620. Budgeting & Finance 3 MPA 645. Police Administration 3 Budgeting involves the acquisition, allocation, and This course considers the major issues confronting use of resources to support organizations, programs, administrators of large, urban police departments, and people’s needs. The emphasis in this course is such as professionalism, recruitment, selection, on budget formats, processes, and politics rather than training, deployment, innovation, evaluation, and other aspects of financial administration such as charges of brutality, inefficiency and corruption. accounting, debt management, and cash flow. Also, this course focuses on budget preparation and MPA 655. Criminal Justice Policy 3 approval, not execution and auditing. This course reviews key court decisions and explores the tension between constitutionally guaranteed MPA 625. Human Services Administration 3 individual rights, crime prevention, and public safety This course introduces and explores the societal efforts. The course also addresses policy analysis and complexities and organizational challenges planning in the criminal justice field and offers an associated with contemporary human services understanding of the policy context in which the administration. It uses a casebook approach to bridge criminal justice system functions. the theoretical foundation, the ecological orientation, and highlight the practical challenges associated with MPA 660. Local Government Administration and the administration of human services. Management 3 Students analyze current local government ad- MPA 630. Administrative Law 3 ministration through local charters, intergov- This course examines the constitutional and statutory ernmental relations, comprehensive planning, framework surrounding the operation and governance economic development, and the operational service of administrative agencies. Students will evaluate functions of local city/county/municipal constitutional topics, including the non-delegation governments. Also, this course explores the political doctrine, presidential control, delegation of context and administrative decision-making involved adjudicative authority to the judicial system, the in developing and managing public policies for local Administrative Procedures Act (APA), and citizens’ communities rights before executive agencies. Also, it examines whether and to what extent the arrangements that mark the modern administrative state are consistent

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MPA 665. Public Organization and Manage- ment 3 This course covers the major topics, issues, and contributions in public administration on organizations and management, with emphasis on applications to government and nonprofit organizations. Students will analyze concepts, methods, and procedures involved in organizing, planning, decision making, performance evaluation, managing personnel, and building organizational culture. This course will examine case studies where organizations at the federal, state, and local level as well as within the nonprofit sector have encountered and successfully overcome management problems and reforms.

MPA 670. Public Policy Process 3 This course examines public policy development in the executive and legislative branches of government with attention to the role of public affairs professionals in policy processes and the intersection of private and public interests. Students will explore key concepts in the processes of public policy formation and adoption with emphasis placed on how ideas for government action are translated from concepts into reality.

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REINHARDT UNIVERSITY

ADMINISTRATION AND FACULTY ______

Board of Trustees Richard L. Dixon, Rome, GA Owner, East Rome Animal Clinic Officers Katherine R. Dunlop, Alpharetta, GA Chair William G. Hasty Jr., '67, Ball Ground, GA Director of National Sales, Atlanta Area, The Senior Partner and Attorney, Hasty Pope LLP Coca-Cola Company, Inc. Vice Chair C. Ken White '61, Dalton, GA Sharon A. Gay, Atlanta, GA President, White Capitol Group, LLC Partner, Dentons US LLP Secretary Deborah A. Marlowe, Atlanta, GA William M. Hayes, Canton, GA Co-managing partner, Fragomen, Del Rey, CEO, Northside Hospital-Cherokee Bernsen & Loewy, LLP Phillip M. Landrum III, Jasper, GA Treasurer Warren R. Calvert, Norcross, GA Attorney, Landrum & Landrum Retired Senior Assistant Attorney General and M. Ellen McElyea, Canton, GA Tax Section Chief, Georgia Department of Labor Superior Court Judge, Blue Ridge Judicial Circuit President Kina S. Mallard, Waleska, GA Joan U. McFather, Canton, GA Assistant Secretary Bonnie H. DeBord, Waleska, GA Retired Educator Exec. Assistant to the President, Reinhardt Univ. Gin D. Miller, Woodstock, GA Owner/President, Gin Miller Productions Executive Committee Members Daniel A. Morgan, Atlanta, GA Vice President, Portfolio Manager, Synovus Trust Raymon H. Cox, Rome, GA Co Attorney, Cox Byington Corwin & Twyman A. R. (Rick) Roberts, Ball Ground, GA James K. Hasson Jr., Atlanta, GA Retired CFO and Senior Vice President, Cherokee Attorney, Hasson Law Group, LLP Bank; Mayor, City of Ball Ground Ben L. Looper, Canton, GA Nancy G. Simms, Atlanta, GA President/CEO, Southeast Restoration President, The Varsity, Inc. Group of Georgia, Inc. Pamela J. Smith, Sandy Springs, GA James B. Mooneyhan '66, Athens, GA President/Owner, Smith Real Estate Services, Inc. Senior Pastor, Tuckston United Methodist Church James A. Washburn, Atlanta, GA Partner, Troutman Sanders LLP Active Board Members Fred J. Weir III, Cumming, GA Sharon J. Bartels, Marietta, GA President & CEO, Meadowbrook Restaurant Co. Retired President, Gwinnett Technical College Inc., dba Zaxbys John H. Bennett, Jr., '65, Waleska, GA Kevin Williams, Canton, GA Retired Broiler Manager, Pilgrim’s Pride Owner/Operator, Chick-fil-A Restaurants, Canton Jesse M. Black Jr., CPA, Gainesville, GA Leave of Absence Board Member CFO, Automobile Dealership Thomas W. Carter '61, Loganville, GA Donald A. Hausfeld, Roswell, GA Owner, Tom Carter Enterprises President, The Landon Group, Inc. Lewis A. Cline '91, Waleska, GA Emeritus Board Members Community Exec, Sr. VP, Bank of North Georgia Paul H. Anderson, Sr., Atlanta, GA Marshall Day, Sr., Ball Ground, GA Attorney-at-Law CFO, The Home Depot (Retired); Chairman, Cherokee County Dev. Authority

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Robert E. Byrd, Atlanta, GA Alumni Board of Governors Senior Director, Communications, Assurant Officers Specialty Property President Susan Moore Pinson '04, Atlanta Charles Cobb, Jr., Atlanta, GA 1st VP Buckley C. Wheeler '09 '13, Canton Attorney & Broker, Charles Cobb Properties Immediate Past Pres. Ryan Satterfield '95, G. Dennis Harris, Jr. '58, Rydal, GA Cartersville Retired President, North Brothers Company The Honorable Joe Frank Harris, Cartersville, GA Members Former Governor of Georgia Anas Altarawneh '13, Atlanta Lynn H. Johnston, Atlanta, GA Misty Arisohn '04, Canton Retired Chairman and CEO, Life Insurance Carrie Mao Ashworth '07, Cumming Company of Georgia Denisha M. Austin '03, Canton Hugh Peterson, Jr., Atlanta, GA Ann Bailey '10, Canton Chairman & CEO, VNS Corporation Amy Saxon Belcher '99, Birmingham, Alabama Marion T. Pope, Jr., Canton, GA Alexander W. Bryant '15, Canton Retired Judge; Georgia Court of Appeals Christopher Coles '85, Cohutta Randall O. Porter '96H, Alpharetta, GA Edna Cook '75, Waleska Retired Owner & President, Fulton Concrete Co. Janice Lanier Fuller '69, Canton Gary C. Waddell '68, Roswell, GA Julie Mooneyhan-Goodwin '00, Woodstock Retired Partner, Waddell Smith CPAs Lena M. Leday Joseph '05, Stone Mountain

Stephanie B. Marchant '87 '01, Canton Ex-Officio Board Members Stephen Patton '73, Rome Jerry T. Cooper, Roswell, GA Lamar Pendley '01, Cartersville Chair, President’s Advisory Council Beth Pullias '10, Manassas, VA Tim Emmett, Waleska, GA Benjamin “Aaron” Standard '07, Acworth Pastor, Waleska United Methodist Church C. Tina Wilson '87 '99 '09, Canton C.R. Hill Jr., Canton, GA Kathryn Carmichael Zeigler '08, Milton President, Reinhardt Ministerial Association Retired Pastor, The United Methodist Church Ministerial Association Sue Haupert-Johnson, Norcross, GA Bishop, North Georgia Conference, The United Officers and Committee Chairs Methodist Church President, Dr. C. R. Hill Jr, Canton Kina S. Mallard, Waleska, GA Immediate Past President, Dr. Ron Flowers, Jasper President, Reinhardt University Minister to Students, Rev. Ted A. Goshorn, Michael McCord, Carrollton, GA Bishop’s Representative on the Board Cartersville Exec. Dir., Georgia United Methodist Waleska UMC Pastor, Rev. Tim Emmett, Waleska Commission on Higher Educ. and Ministry Ministerial Golf Outing Chair, Rev. David Melton, James C. McRae, III, Canton, GA Dunwoody Senior Pastor, Canton First UMC Annual Honoree Program, Susan M. Pinson '04, Atlanta, GA Dr. James B. Mooneyhan '66, Athens President, Reinhardt Alumni Board of Governors Atlanta/Marietta District Superintendent, Terry E. Walton, Kennesaw, GA Dr. Terry E. Walton, Kennesaw Atlanta-Marietta District Superintendent, The United Methodist Church

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Administrative Officers Nadine M. Basta, Assistant Professor of Mathematics, School of Mathematics & Sciences B.S., M.S., Alexandria University Kina S. Mallard, President Viviana C. Baxter, Associate Professor of Spanish B.S., Middle Tennessee State University; M.A., Language & Education, School of Arts & Humanities Ph.D., University of Tennessee at Knoxville B.A., Berry College; M.Ed., Houston Baptist Mark A. Roberts, Vice President and Dean for University Academic Affairs B.S., M.A., Middle Tennessee State University; Reverie M. Berger, Assistant Professor of Music, Ph.D., Union Institute & University School of Performing Arts Julie C. Fleming, Vice President for Enrollment M.M., Manhattan School of Music; B.M., D.M.A., Management University of Michigan B.A., Wofford College; M.Ed., University of South Carolina Jeffrey K. Black, Instructor of Criminal Justice, Roger R. Lee, Vice President for Student Affairs and School of Professional Studies Dean of Students A.S., Reinhardt College; B.S., Kennesaw State B.M., M.Ed., Auburn University; Ed.D., Arkansas University; M.P.A., Columbus State University State University Glynis D. Blackard, School Dean and Associate David R. Leopard CPA, Vice President for Finance Professor of Nursing, School of Nursing and Health and Administration Sciences B.B.A., Georgia State University R.N., Baptist Memorial Hospital School of Nursing; Timothy A. Norton, Vice President for B.S. M.S., Union University; Ph.D., William Carey Advancement and Marketing University B.A., University of Central Florida; M.A., South- Peter J. Bromstad, Instructor of Accounting, western Baptist Theological Seminary McCamish School of Business William C. (Bill) Popp, Director of Athletics B.S.B.A., Reinhardt College; M.B.A., Kennesaw B.S., Kennesaw State University State University

Cheryl L. Brown, Professor of Sociology, School of Faculty Mathematics & Sciences B.A., Agnes Scott College; M.A., Ph.D., Georgia Melissa H. Abbott, Assistant Librarian State University B.A., Florida State University; M.L.I.S., University of North Texas Shawn A. Brown, Associate Professor of Early Childhood Education, Price School of Education Adetunji “Tunji” A. Adesesan, Assistant Professor B.S., M.S., Florida Agricultural and Mechanical of Education, Price School of Education – Academic University; Ph.D., Florida State University Support Office Lynda G. Chisholm, Assistant Professor of Early B.Ed., M.Ed., University of Ibadan Childhood Education, Price School of Education Matthew M. Anderson, Assistant Professor of B.S., M.Ed., West Georgia College; Ed.S., Georgia Music, School of Performing Arts State University; A.B.D., Liberty University B.M., Georgia State University; M.M., D.M.A., Pamela H. Colvin, Assistant Professor of Early University of Georgia Childhood Education, Price School of Education A.S., Brunswick Junior College; B.S., North Georgia Theresa L. Ast, Professor of History, School of Arts College; M.Ed., Ed.S., D.Ed, Georgia Southern & Humanities University B.A., Kennesaw State University; M.A., Ph.D., Emory University

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N. Mason Conklin, Assistant Professor of Music, A. Wayne Glowka, School Dean and Professor of School of Performing Arts English, School of Arts and Humanities B.M., M.M., Baylor University; Ph.D., University of B.A., M.A., University of Texas at Austin; Ph.D., Oklahoma University of Delaware Aliya Donnell Davenport, Assistant Professor of SimonPeter Gomez, Assistant Professor of Political Biology, School of Mathematics & Sciences Science, School of Mathematics & Sciences B.S., Florida A&M University; M.S., North Carolina B.A., Bridgewater College; Ph.D., State University of State University; Ph.D., Ohio University New York at Binghamton James B. Davis, Associate Professor of Art, School Anne M. Good, Associate Professor of History, of Arts & Humanities School of Arts & Humanities B.A., Carson-Newman College; M.F.A., University B.A., St. Louis University; M.A., Ph.D., University of North Carolina at Greensboro of Minnesota Ann M. Deisler, Assistant Professor of Music, Jonathan Good, Associate Professor of History, School of Performing Arts School of Arts & Humanities B.S., M.A., University of South Florida; Ph.D., A.B., Dartmouth College; M.A., University of Florida State University Toronto; Ph.D., University of Minnesota Donald G. Gregory, Associate Professor of Lester W. Drawdy III, Interim Dean and Assistant Sociology, School of Mathematics & Sciences Professor of Criminal Justice, School of Professional B.A., Milligan College; M.Div., Candler School of Studies Theology at Emory University; Ph.D., Georgia State University A.A., Coastal Georgia Community College; B.S., Armstrong State University; M.Ed., Troy State Dana L. Hall, Assistant Professor of Business, University McCamish School of Business B.A., Texas Tech University; M.B.A., University of Andy M. Edwards, Associate Professor of Science, Louisville; Ph.D., University of Kansas School of Mathematics & Sciences B.S., Armstrong State College; M.Ed., North Georgia L. Michelle Harlow, Associate Professor of English College & Theatre, School of Arts & Humanities B.A., University of Oklahoma; M.Ed., Central State Catherine B. Emanuel, Associate Professor of University English, School of Arts & Humanities B.A., Winthrop University; M.A., North Appalachian Jacob P. Harney, School Dean and Professor of State University; Ph.D., University of Tennessee Biology, School of Mathematics & Sciences B.S., University of Connecticut; M.S., Ph.D., Robert L. Fain Jr., Lecturer of Business Administration, McCamish School of Business University of Florida B.B.A., Kennesaw State University; M.S., Brenau University Anton E. Harris, Lecturer of Music, School of Performing Arts Joy A. Farmer, Professor of English, School of Arts B.M., M.M., Georgia State University & Humanities B.A., Agnes Scott College; M.A., Ph.D., University J. Stewart Hawley, Assistant Professor of Theatre, of Virginia School of Performing Arts B.S., M.F.A., University of Houston; A.B.D., Zachary I. Felix, Associate Professor of Biology, Bowling Green State University School of Mathematics & Sciences A.A.S., State University of New York College of Melissa S. Hickman, Associate Professor of Agriculture and Technology at Cobleskill; B.S., State Accounting, McCamish School of Business University of New York College of Environmental B.B.A., Shorter College; M.B.A, Kennesaw State Science and Forestry; M.S., Marshall University; University; D.B.A., Nova Southeastern University Ph.D., Alabama A&M University Kelly R. Horton, Instructor of Sport Studies and Physical Education, Price School of Education B.S., M.S.Ed., Auburn University

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Katherine E. Hyatt, School Dean and Associate Aquiles E. Martinez, Professor of Religion, School Professor of Business, McCamish School of Business of Arts & Humanities B.B.A., University of Georgia; M.B.A., D.B.A., M.A., Trinity Evangelical Divinity School; M.A.T.S., Nova Southeastern University Northern Baptist Theological Seminary; Ph.D., Judith R. Irvine, Assistant Professor of English, University of Denver/The Iliff School of Theology School of Arts & Humanities Amy P. McGee, Assistant Librarian B.A., Kennesaw State University; M.A., Ph.D., B.A., Oglethorpe University; M.L.I.S., University of Georgia State University North Texas Graham P. Johnson, Associate Professor of English, Robin C. McNally, Assistant Professor of School of Arts & Humanities Mathematics, School of Mathematics & Sciences - B.A., University of British Columbia; M.A., Academic Support Office University of Toronto; Ph.D., Saint Louis University B.S., Shepherd College; M.S., Wilmington College Cynthia M. Kiernan, School Dean and Assistant G. David Moore, Assistant Professor of Physics, Professor of Early Childhood Education, Price School of Mathematics & Sciences School of Education B.S., M.S., University of Missouri at Kansas City; B.A., Berry College; M.A., Oglethorpe University; Ph.D., University of Missouri at Columbia Ed.D., Nova Southeastern University Margaret M. Morlier, Professor of English, School Evan L. Kropp, Assistant Professor of of Arts & Humanities Communication, School of Arts & Humanities B.A., M.A., University of New Orleans; Ph.D., B.A., M.A., University of Hartford; Ph.D., University University of Tennessee of Georgia Joel C. Langford, Director of the Library Jeffrey R. Morris, Instructor of Communication & B.A., Birmingham Southern College; M.Ln., Emory Media Studies, School of Arts & Humanities University B.A., Berry College; M.A., San Diego State University Curtis G. Lindquist, Professor of Religion and Philosophy, School of Arts & Humanities Cynthia A. Moss, Instructor of Business, McCamish A.B., DePauw University; M.Div., Yale University; School of Business Ph.D., Emory University A.A.S., Reinhardt College; B.S., National-Louis University; M.B.A., Brenau University Donna Coffey Little, Professor of English, School of Arts & Humanities T. Brett Mullinix, Assistant Professor of Art, School B.A., College of William and Mary; M.A., University of Arts & Humanities of North Carolina at Chapel Hill; Ph.D., University of B.F.A., M.F.A., University of North Carolina at Virginia Greensboro Kina S. Mallard, Professor of Communication Joseph W. Mullins, Assistant Professor of Sport B.S., Middle Tennessee State University; M.A., Studies, Price School of Education Ph.D., University of Tennessee at Knoxville B.S., Reinhardt College; M.S., University of Tennessee Laurie W. Manning, Assistant Professor of Business, McCamish School of Business Susan E. Naylor, Associate Professor of Music, B.S., M.S., University of North Carolina at School of Performing Arts Greensboro; Ed.D., East Carolina University B.M., Converse College; M.M., Georgia State University Nancy J. Marsh, Assistant Professor of Early Childhood Education, Price School of Education David S. Nisbet, Assistant Professor of Theatre, B.A., West Georgia College; M.A., Ed.S., Georgia School of Performing Arts State University; Ed.D., West Georgia University B.A., Millikin University; M.F.A., Illinois State University

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Robert J. Opitz, Instructor of Music, School of B.S., M.S., Ph.D., University of Louisville Performing Arts Anne C. Schantz, Assistant Professor of Music, B.M.E., Northern Illinois University; M.M., School of Performing Arts Reinhardt University B.S., Southern Nazarene University; M.M., Brian S. Osborne, Assistant Professor of Music, University of Oklahoma; D.M.A., University of School of Performing Arts North Texas B.M., University of Georgia; M.M., Florida State University; M.M., University of Tennessee Cory N. Schantz, Assistant Professor of Music – Voice, School of Performing Arts Karen P. Owen, Assistant Professor of Political B.M., Oklahoma Baptist University; M.M., Austin Science, School of Mathematics & Sciences Peay State University; D.M.A., University of B.A., M.P.A., Ph.D., University of Georgia Oklahoma Robert W. Pearson, Visiting Professor of Sport Martha P. Shaw, Professor of Music, School of Studies and Physical Education, Price School of Performing Arts Education B.M., Shorter College; M.S., University of B.S., M.S., State University College at Brockport; Tennessee; D.M.A., University of South Carolina Ed.D., University of New Mexico Shirley M. Silver, Instructor of Biology, Academic

Support Tutor E. Diane Petty, Assistant Professor of Business, B.S., Elizabethtown College; M.Ed., Ed.S., McCamish School of Business Columbus State University A.S., B.S.B.A., Reinhardt College; M.B.A., Troy University Elizabeth A. Smith, Assistant Professor of Mathematics, School of Mathematics & Sciences C. Keith Ray, Lecturer of Biology, School of B.A., State University of New York at Geneseo; Mathematics & Sciences M.S., Georgia State University B.S., Reinhardt College; M.S., Auburn University M. Katrina Smith, Assistant Professor of Mark A. Roberts, Professor of English, School of Psychology, School of Mathematics & Sciences Arts & Humanities B.S., M.S., University of Tennessee at Chattanooga; B.S., M.A., Middle Tennessee State University; Ph.D., Georgia State University Ph.D., Union Institute & University Francesco Strazzullo, Assistant Professor of Mellanie L. Robinson, Associate Professor of Early Mathematics, School of Mathematics & Sciences Childhood Education, Price School of Education M.S., University of Studies in Naples; Ph.D., Utah B.B.A., University of Georgia; M.Ed., Fort Valley State University State University; Ed.D., Nova Southeastern Fredrick A. Tarrant, School Dean and Professor of University Music, School of Performing Arts S. Beth Russell, Associate Professor of Psychology, B.M., M.M., Baylor University; Ph.D., Indiana School of Mathematics & Sciences University B.A., University of Indianapolis; M.Ed., Ph.D., Georgia State University Sharren M. Thomas, Assistant Professor of Education – Mathematics & Instructional Rebecca Ann Salter, Assistant Professor of Music – Technology, Price School of Education

Applied Voice, School of Performing Arts B.S., Georgia State University; M.Ed., Mercer B.M., M.M., Oklahoma City University; D.M.A., University; Ph.D., University of Georgia University of Oklahoma

Irma M. Santoro, Associate Professor of Biology, Philip J. Unger, Assistant Professor of History and School of Mathematics & Sciences Healthcare Administration, School of Professional B.S., John Carroll University; Ph.D., University of Studies Cincinnati, College of Medicine B.A., M.B.A., University of California at Los Danielle A. Satre, Associate Professor of Biology, Angeles; M.A., San Francisco State University School of Mathematics & Sciences

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Kenneth H. Wheeler, Professor of History, School Bonnie H. DeBord, Executive Assistant to the of Arts & Humanities President, Assistant Secretary to the Board of A.B., Earlham College; M.A., Ph.D., Ohio State Trustees University Dawn E. Norton, President’s Office Assistant Donald D. Wilson Jr., Associate Professor of A.A., Valencia College, A.S., Tarrant County Junior Marketing, McCamish School of Business College B.S., M.S., University of Southern Mississippi; Ph.D., University of Arkansas Office of Academic Affairs Pamela S. Wilson, Professor of Communication, Mark A. Roberts, Vice President and Dean for School of Arts & Humanities Academic Affairs B.A., Bryn Mawr College; M.A., University of B.S., M.A., Middle Tennessee State University; Texas; M.A., University of North Carolina at Chapel Ph.D., Union Institute & University Hill; Ph.D., University of Wisconsin Angela D. Pharr, Executive Assistant to Vice Judith M. Wortz, Assistant Professor of Early President and Dean for Academic Affairs Childhood Education – Literacy, Price School of Allison A. Boyle, Administrative Assistant Education B.M., Clayton State College B.S., LaGrange College; M.S., Troy University; Ph.D., Auburn University Ashley S. Calicchia, Administrative Assistant to the Faculty B.A., Reinhardt University Emeritus Thea C. Grimaldo, PSOE Administrative Alan D. Allen, Professor Emeritus Coordinator B.A., Texas Christian University; M.A.T., Harvard B.S., University of Phoenix University; Ph.D., Peabody College of Vanderbilt Academic Support Office University Adetunji “Tunji” A. Adesesan, Director of the Floyd A. Falany, President Emeritus Academic Support Office B.S., Florida State University; M.Ed., Ed.D., B.Ed., M.Ed., University of Ibadan University of Georgia Robin C. McNally, Assistant Professor of Mathematics, School of Mathematics & Sciences – J. Thomas Isherwood, President Emeritus Academic Support Office B.A., University of South Florida; M.S., University of B.S., Shepherd College; M.S., Wilmington College Tennessee; Ed.D., Vanderbilt University Shirley M. Silver, Instructor of Biology/Academic Noel G. Powell, Professor Emeritus Support Tutor B.S., Elizabethtown College; M.Ed., Ed.S., B.S., M.S., Ph.D., University of North Dakota Columbus State University Thelma H. Rogers, Professor Emeritus Center for Student Success B.S., Carson-Newman College; M.Ed., University of Georgia Catherine B. Emanuel, Director of the Center for Student Success B.A., Winthrop University; M.A., Appalachian State Administration Offices University; Ph.D., University of Tennessee

Office of the President Falany Performing Arts Center Kina S. Mallard, President Jessica C. Akers '11, Director of the Falany B.S., Middle Tennessee State University; M.A., Performing Arts Center Ph.D., University of Tennessee at Knoxville B.A., Reinhardt College; M.B.A., Reinhardt University

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Wanda D. Cantrell, Ensemble Coordinator Nydia S. Patrick, Administrative Assistant for the B.M.E., Berry College Office of Graduate Studies Julie K. Harvey, P/T Staff Accompanist Institutional Research B.M., University of Toronto; M.M., Georgia State University; D.M., University of Georgia Daniel Teodorescu, Director of Institutional Research and Effectiveness Janelle R. Hendrickson, P/T Music Accompanist B.S., M.S., Ph.D., University of Albany - SUNY B.Mus., Reinhardt University Soo Jung Jeon, P/T Accompanist B.M., Hanyang University; M.Ed., M.M., University The Hill Freeman Library and Spruill of Georgia Learning Center (HFL – SLC)

F. Warren Kennedy, P/T Staff Accompanist Joel C. Langford, Director of Library Services B.A., Shorter College B.A., Birmingham Southern College; M.Ln., Emory Marcena L. Kinney, P/T Staff Accompanist University B.M., Shorter College; M.M., Northwestern University Melissa H. Abbott, Assistant Librarian – Reference Clare H. Lewis, Guest Services Coordinator & User Services B.A., Brenau College B.A., Florida State University; M.L.I.S., University Nick J. McClure, Production Coordinator of North Texas B.M., Reinhardt University T. Drew Childers '10, Library Assistant for NFC Pamela S. Radford, P/T Music Accompanist B.A., Reinhardt College B.A., Gardner-Webb University; M.M., Converse College Becki Goodwin '08, P/T Library Assistant Diliana M. Slavova, P/T Music Accompanist B.S., Reinhardt College B. M., State Academy of Music; M.M., Georgia State

University Amy P. McGee, Assistant Librarian – Technical Services Fabia I. Smith, P/T Music Accompanist B.A., Oglethorpe University; M.L.I.S., University of B. M., University of Miami; M.M., University of Michigan North Texas

Stephanie Olsen, Library Assistant II Susan R. Wallace, P/T Staff Accompanist B.M., Shorter College Jamie T. Thomas '11, P/T Library Assistant Alex M. Wasserman, Artist-in-Residence B.A., Reinhardt University B.M., University of South Carolina; M.M., D.M.A., Cleveland Institute of Music Public Safety Institute / Police

Academy M. Steven Watson, P/T Director of Athletic Bands B.S., Kennesaw State University Lester W. Drawdy, III, Director of the Police Melanie P. Williams, P/T Music Accompanist Academy B.M., Georgia State University; M.M., Lee A.A., Coastal Georgia Community College; B.S., University Armstrong State University; M.Ed., Troy State University Graduate Studies Margaret M. Morlier, Associate Vice President for Jeffrey K. Black '90, Lead Instructor/Training Academic Services and Graduate Studies Coordinator of the Police Academy B.A., M.A., University of New Orleans; Ph.D., A.S., Reinhardt College; B.S., Kennesaw State University of Tennessee University; M.P.A., Columbus State University

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Darcy G. Sibilsky, Administrative Assistant for the Office of Advancement and Police Academy Marketing B.B.A., University of Michigan Timothy A. Norton, Vice President for Advancement and Marketing B.A., University of Central Florida; M.A., Registrar Southwestern Baptist Theological Seminary

Janet M. Rodning, Registrar Kathryn A. Bouyett, Administrative Assistant for B.A., Concordia College; M.Ed., Georgia State Advancement and Marketing University Janna M. Moore '04, Coordinator of Development Services and Stewardship Crystal D. Bell, Records & Registration A.A.S., Gwinnett Technical College; B.S., Reinhardt Administrator College A.A.T., A.A.T., Appalachian Technical College; Dale S. Morrissey ‘99, Director of Development and B.S., DeVry University External Relations D. Eric Graham Jr., Records & Registration A.A., B.S., Reinhardt College Alumni Relations Administrator Jeffrey M. Pourchier, Assistant Athletic Director for B.A., Berry College; M.Ed., University of South Development Carolina B.S., LaGrange College; M.B.A., Southern Dana H. Stiles, Processor & Administrative Polytechnic State University Assistant

B.S., Barry University; M.B.A., Amberton University Alumni Relations

F. James and Florrie G. Funk Heritage Samuel (Pat) S. Patton Jr., Director of Development and Alumni Relations Center B.S., Reinhardt University Joseph H. Kitchens, Executive Director of the Funk Heritage Center Marketing B.A., West Georgia College; M.A., Ph.D., University W. Huitt Rabel '08, Director of Marketing of Georgia A.A., Art Institute of Atlanta; A.A.S., Full Sail Real World Education; B.S., Reinhardt College; M.B.A., Amy L. Baker, P/T Coordinator of Student Activities Reinhardt University

Martha A. Hout, P/T Program & Public Relations Erika B. Nelder, Writer/Content Specialist Coordinator B.S., Kennesaw State University Jeffrey S. Reed '16, Campus Photographer Heidi A. Jennings, P/T Museum Assistant B.A., Reinhardt University B.A., Penn State University

Ann Kirchhoff, P/T Museum Receptionist Office of Athletics Barbara P. Starr, Administrative Assistant

Helen Walker, P/T Weekend Museum Manager / William (Bill) C. Popp, Director of Athletics Store Cashier B.S., Kennesaw State University Kelsey A. Carl '12, Administrative Assistant for Athletics B.S. Reinhardt University

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DeVante D. Wynn, P/T Athletics Operations Lindsey M. Huffman, Head Women’s Basketball Assistant/Coordinator Coach B.A., M.Ed., Tusculum College B.S., M.Ed., North Georgia College & State University J. Stoney Baker, Head Bowling Coach Joey C. Johnson, Head Men’s Soccer Coach Jeff S. Bedard, Head Wrestling Coach B.S., Liberty University B.S., Cumberland College James I. Black, P/T Assistant Women’s Basketball Fred L. Jones, Assistant Football Coach – Offensive Coach Line B.A., M.Ed., Tusculum College B.A., Tusculum College Greg B. Blue Jr., Assistant Football Coach Jennifer R. Kandt, Head Volleyball Coach B.A., University of Georgia B.A., King College Andy E. Kaplan, Head Women’s Soccer Coach Alicia E. Carey, P/T Intern Athletic Trainer B.A., Macalester College; M.A.T., Boston University B.S., Averett University Brad Lindamood, P/T Intern – Assistant Football James M. Connell Jr., Assistant Baseball Coach B.A., Western Michigan University B.A., Kennesaw State University James E. Miller, Assistant Football Coach – Erika M. Cook, P/T Intern Athletic Trainer Recruiting Coordinator B.Ed., M.Ed., University of Georgia B.A., M.A., Virginia Tech University Drew D. Cronic, Head Football Coach Quentin O. Moses, Defensive Assistant B.Ed., M.Ed., University of Georgia B.S., University of Georgia Alex S. Derenthal, Strength and Conditioning Dan S. Mullins, P/T Head Men’s and Women’s Golf Coordinator Coach M.S., California University of Pennsylvania Laura Ann O’Sullivan, P/T Assistant Volleyball Ken T. Dixon '02, P/T Director of Golf Coach B.S., Reinhardt College B.S., Mars Hill College; M.S., Columbus State University Tim P. Foster, Assistant Football Coach B.A., Maryville College Taryn C. Pennington, Assistant Athletic Trainer B.A., Central College; M.S., Ohio University Tony M. Foster '12, P/T Assistant Men’s Basketball Coach Matt W. Pitts, Assistant Wrestling Coach B.S., Reinhardt University B.S., University of Tennessee at Chattanooga

Jade M. Geuther, Head Softball Coach Jennifer B. Pourchier, Head Men’s and Women’s A.A., Lincoln Land Community College; B.A., Baker Tennis Coach University; M.A., Southern Illinois University B.S., M.S., Middle Tennessee State University Jason M. Gillespie, Head Men’s Basketball Coach Larry L. Prather, Assistant Football Coach B.A., East Tennessee State University; M.A., B.A., University of Tennessee at Chattanooga; Tennessee Technological University M.Ed., West Georgia College Jorge H. Gonzalez Giron, P/T Assistant Men’s Soccer Coach Roy M. Reynolds, Head Women’s Lacrosse Coach B.S., Bryan College Skye C. Riddle, Assistant Softball Coach A.S., Cardinal Stritch University Jason A. Hanes, Sports Information Director B.S., Kennesaw State University Zachary A. Schultze '12, P/T Assistant Men’s Soccer Coach Kevin L. Howard, Head Baseball Coach B.S., Reinhardt University B.A., The College of Wooster; M.S., Morehead State University Thomas G. Scott IV, Defensive Coordinator M.Ed., University of Georgia

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Kellen J. Shervington, Assistant Athletic Trainer Michael S. Cooper, Admissions Counselor B.S., Florida State University; M.A., University of B.S., University of North Georgia Central Florida Andrew J. Hise '09, Admissions Counselor/Program John A. Snow, Head Men’s Lacrosse Coach Coordinator for Intramural Sports B.S., Cornell University B.A., Reinhardt College Bryan M. Tillman, P/T Cheer Coach Julie A. Kirk, Admissions Counselor A.S., Baron County Community College B.S., Boise State University; M.S., Pennsylvania State University Jordan E. Turner '07, Head Cross Country/Track & Field Coach Peggy E. Krecl, Admissions Coordinator B.A., Reinhardt College Sarah A. Roper '13, Admissions Coordinator Stephen D. Weiss, P/T Assistant Women’s Soccer B.A., Reinhardt University Coach Michael J. Witmer, Assistant Athletic Trainer Student Financial Aid B.A., M.A., The University of Findlay Angela Harlow '08, Director of Student Financial Tammie A. Wofford, Assistant Athletic Trainer Aid B.S., University of Miami; M.Ed., Auburn University A.B.A., B.S., Reinhardt College Ashley L. Wolary, Head Athletic Trainer Wanda M. Olson, Assistant Director of Student B.S., Florida State University; M.A., Financial Aid University of Central Florida A.A., DeKalb College; B.A., Montreat College

Denisha M. Austin '03, Student Financial Aid Counselor Office of Enrollment Management B.S., Reinhardt College Julie C. Fleming, Vice President for Enrollment Donna M. Fowler '02, Administrative Assistant for Management Student Financial Aid B.A., Wofford College; M.Ed., University of South B.A., Reinhardt College; M.S., Drexel University Carolina Carol C. Gray, Student Financial Aid Counselor Laura D. Springfield, Administrative Assistant A.A., Brewton-Parker College; B.A., Mercer B.S., North Georgia University University Julie A. Clark '13, Professional Studies and Adult Mandy L. Renta '11, Student Financial Aid Representative Counselor B.S., Shorter College; M.A.T., Reinhardt University B.S., Reinhardt University Hilary M. Martin '10, Professional Studies and Graduate Admissions Coordinator Office of Finance and B.A., Reinhardt College; Ed., Valdosta State Administration University

Nicole E. Pearce, Professional Studies Enrollment David R. Leopard, CPA, Vice President for Finance Counselor and Administration B.S., University of West Georgia B.B.A., Georgia State University

Admissions (Undergraduate) Laura D. Springfield, Administrative Assistant Lacey L. Satterfield '02, Director of Admissions B.S., North Georgia University B.A., Reinhardt College; M.P.A., Kennesaw State University Business Office Christopher A. Bryan '10, Assistant Director of Scott W. Watson, Controller Admissions B.S., M.B.A., Auburn University B.S., Reinhardt University; M.Ed., Mercer University A. Robin Blackwell, Accounts Receivable Specialist

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Donna M. Cochran, Accounts Payable Specialist Matthew A. Clark, Groundskeeper Donna M. Escalada, Accountant Stephen T. Cloer, Groundskeeper Amanda S. Martin, Senior Accountant Joe F. Meeks, Groundskeeper B.B.A., Kennesaw State University Josh R. Settle, Groundskeeper Amanda C. Torbett, P/T Business Office Intern Horticulture Human Resources Zachary M. White '96, Horticulturist/Program Kelly M. Morris, Director of Human Resources Coordinator for RU Green B.S., Berry College A.A., Reinhardt College; B.S., University of Georgia Kristy L. Starling, Human Resources Manager Housekeeping B.S.B.A., Shorter College Valarie L. Jordan, Housekeeping Supervisor Information Technology Angel E. Cantrell, Housekeeper David G. Doster, Director of Information Bertha M. Cleveland, Housekeeper Technology / Chief Technology Officer A.S., Dalton College; B.S., Kennesaw State Kim A. Collum, Housekeeper University R. Chris Darnell, Housekeeper Manya R. Elliott, Database Systems Administrator Debbie A. Gardner, Housekeeper B.S., Spelman College B. Sue Garrett, Housekeeper Alonzoe H. Fuller, Senior Network Administrator Keegan W. Jump, Housekeeper M. Andrew Payne, Helpdesk Support / PC Technician Kenneth C. Kull, Housekeeper A.A.S., Cleveland State Community College Anne B. Little, Housekeeper Ryan J. Tucker, Technology Support Specialist Trudy L. Moran, Housekeeper A.A.S., Chattahoochee Technical College Maritza G. Pivaral, Housekeeper Physical Plant Department Kheene E. Russell, Housekeeper Missy H. Dayoub, Director of Physical Plant Crystal D. Shaw, Housekeeper B.S., Barton College Joy M. Klein, Physical Plant Coordinator Support Services B.S., Georgia State University Jean Champion-Degnan, Support Services/Purchasing Coordinator Maintenance

Joseph D. Skibo, Maintenance Supervisor Office of Student Affairs F. Marvin Gibson, Maintenance Technician Kevin S. Lewis, Maintenance Technician Roger R. Lee, Vice President for Student Affairs and B.A., Reinhardt College Dean of Students Ray F. Marshall, Maintenance Technician II B.M., M.Ed., Auburn University; Ed.D., Arkansas State University John F. Padgett, Maintenance Technician II Karen S. Kitchens, Executive Assistant to the Vice W. Lee Sanders, Maintenance Technician President for Student Affairs and Dean of Students Grounds B.J. Caviness, Grounds Supervisor

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The Norman W. Paschall Office of Public Safety Campus Ministry James (Jay) R. Duncan '13, Director of Public Theodore (Ted) A. Goshorn, Minister to Students Safety B.A., Berry College; M.Ed., James Madison B.A., Reinhardt University University; M.Div., Candler School of Theology at Emory University Ben Bixler, Assistant Director of Public Safety Robert (Buddy) W. Conduff Sr., Public Safety Career Services Officer Peggy Collins Feehery, Director of Career and B.A., Reinhardt University Professional Development Services Josh A. Fazzio, Public Safety Officer B.A., Chicago State University Rhonda F. Kelley, Public Safety Officer Counseling Services A.A., Chattahoochee Tech Derek L. Struchtemeyer, Director of Counseling William (Bill) F. Taylor, P/T Public Safety Officer Services A.A., Florida Community College B.A., University of Georgia; M.Ed., West Georgia College Residence Life Alicia C. Miles, P/T University Nurse Eric W. Booth, Director of Residence Life B.S., Hartwick College B.A., William Penn University; M.A., University of Texas at San Antonio The Dudley L. Moore Jr. Office of William (Billy) R. Jones, Residence Life Student Activities Coordinator Walter P. May, Assistant Dean of Students and B.F.A., Reinhardt College Director of Student Activities Flor E. Martinez, Residence Life Coordinator B.A., Millsaps College; M.A., University of B.A., UT – Pan American Mississippi; Ph.D., Georgia State University Madison (Maddie) D. Smith, Residence Life Meredith E. Keating, Coordinator of Student Coordinator Programming and Service B.S., Kennesaw State Universit B.S., Louisiana State University; M.S.Ed., Old Dominion University

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INDEX

A Admissions, MPA ...... 56 Academic Credit, Definition of ...... 23 Admissions, Statuses ...... 16 Academic Advising/Registration ...... 29 Advancement, Office of …………………………………82 Academic Affairs, Office of ...... 81 Advisement, Academic ...... 29 Academic Calendar ...... 4 Alumni Board of Governors ...... 75 Academic Dishonesty ...... 24 Application for Degree (Graduation Fee) ...... 18 Academic Dismissal ...... 28 Application Process ...... 16 Academic Expulsion for Academic Dishonesty ...... 25 Applying for Student Financial Aid ...... 21 Academic Integrity ...... 24 Athletics, Office of ...... 83 Academic Load (Course Load) ...... 26 Academic Performance ...... 27 B Academic Policies ...... 23 Academic Probation ...... 27 and 28 Board of Trustees ...... 74 Academic Support Office ...... 81 BUS - Business Administration Courses ...... 62 Access to Records ...... 13 Business, McCamish School of ...... 31 Access to Student Information ...... 13 Business Office, Reinhardt ...... 18, 85 Accreditation, Reinhardt University ...... 6 Accreditation, MAT ...... 35 C Accreditation, MBA ...... 31 Accreditation, M.Ed. in Early Childhood ...... 35 Calculating Grade Point Averages ...... 27 Accreditation, M.Ed. in Special Education ...... 35 Campus Ministry ...... 11, 87 Accreditation, MFA ...... 51 Career Services...... 87 Accreditation, MPA ...... 56 Center for Student Success ...... 81 Administration and Faculty Directory ...... 75 Commencement Exercises ...... 27 and 28 Administrative Officers ...... 77 Course Descriptions ...... 62 Administrative Offices ...... 81 Course Load ...... 26 Admissions, Graduate Studies ...... 15, 85 Counseling Services ...... 87 Admissions, International Students ...... 15 Admissions, MAT ...... 37 Admissions, MBA ...... 31 D Admissions, M.Ed. in Early Childhood ...... 41 Admissions, M.Ed. in Special Education ...... 45 DATA Model ...... 35 Admissions, MFA ...... 51 Degree Candidacy Requirements ...... 27 and 28 Delinquent Student Accounts ...... 19

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Directory Information ...... 13 Honor System ...... 24 Drop/Add Policies & Procedures ...... 30 Human Resources, Office of ...... 85

E I-J-L

EDU - Education Courses ...... 63 Incomplete Course Work...... 27 Employee Reimbursement Programms ...... 22 Index ...... 88 ENG – MFA Courses ...... 68 Information Technology, Office of ...... 86 Enrollment Related Appeals ...... 29 Institutional Commitment, ...... 8 Enrollment Management, Office of ...... 84 Institutional Research, Office of ...... 82 Expenses ...... 18 International Students ...... 15 External Sources of Financial Aid ...... 22 Internship, MPA ...... 59 Introduction to Reinhardt University ...... 6 F Library (Hill Freeman) ...... 9, 82

Facilities ...... 9 Faculty ...... 77 M Falany Performing Arts Center ...... 10, 81 Family Educational Rights and Privacy Act ...... 13 Marketing Office of ...... 83 Federal Loans ...... 21 Master of Arts in Teaching (MAT) in Early Childhood Financial Aid ...... 21, 85 Education ...... 35 Funk Heritage Center ...... 12, 83 Master of Arts in Teaching (MAT) courses ...... 63 Master of Business Administration ...... 31 G Master of Business Administration (BUS) courses ...... 62 Master of Education (M.Ed.) ...... 41 GMAT/GRE Waiver (MBA) ...... 32 Master of Education in Early Childhood Education .... 41 Grade Appeals ...... 28 Master of Education in Special Education ...... 45 Grade Changes and Incomplete Course Work ...... 27 Master of Fine Arts (MFA) in Creative Writing...... 51 Grade Point Average ...... 27 Master of Fine Arts Courses (ENG) ...... 68 Grading Policies...... 26 Master of Public Administration (MPA) ...... 56 Graduate Studies, Office of ...... 82 Master of Public Administration Courses (MPA) ...... 72 Graduation application ...... 18, 27, 28 McCamish School of Business ...... 31 Graduation Fee...... 18, 27, 28 Ministerial Association ...... 75 Graduation Requirements ...... 27 and 28 Miscellaneous Fees ...... 18 Graduation Requirements, MAT ...... 39 Mission Statement, University ...... 7 Graduation Requirements, MBA ...... 33 Mission Statement, MBA ...... 31 Graduation Requirements, MFA ……………………… 54 Mission Statement, MPA ...... 56 Graduation Requirements, MPA ...... 59 Mission Statement, Price School of Education .... 35, 41, 45 GRE Waiver (MPA) ...... 57 Grievances ...... 29 N

H Non-Grade Grievance ...... 29 Non-Degree Seeking Students ...... 16 Hill Freeman Library and Spruill Learning Center ...... 9, 82 Non-Degree Seeking Students (MFA) ...... 52 Honor Pledge ...... 24

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O-P Student Learning Outcomes M.Ed. Special Education (Candidate Proficiencies) ...... 46 Payment Policies ...... 18 Student Learning Outcomes, MFA ...... 53 Payment Options ...... 19 Student Learning Outcomes, MPA ...... 58 Penalties (Sanctions) for Academic Dishonesty ...... 25 Student Responsibility ...... 4 Petitions and Appeals...... 28 Physical Plant and Maintenance ...... 85 T Policy Statements...... 13

President, Office of ...... 81 Teacher Candidate Proficiencies ...... 42, 46 Price School of Education ...... 35 Title VI ...... 13 Provisional Admission ...... 16 Title IX ...... 13 Public Safety, Dept. of ...... 87 Transcripts, for Admissions ...... 15 Purposes of Graduate Study ...... 7 Transcripts, from Reinhardt, copies and fees ...... 18

Transfer Credit ...... 30 Transfer Credit, MAT ...... 33 R Transfer Credit, MBA ...... 33 Transfer Credit, MFA ...... 52 Reading Endorsement Program ...... 50 Transfer Credit, MPA ...... 57 Refund Checks ...... 19 Tuition & Fees...... 18 Refund Policies, Reinhardt University ...... 19 Tuition Management Systems ...... 19 Registration ...... 29 Tuition Refund Policy ...... 19 Release of Information ...... 13 Types of Federal Aid ...... 21 Renewal of Financial Aid Awards ...... 22 Residence Life, Office of ...... 87 U-V Residency Requirement ...... 30 University Community ...... 8 University History ...... 7 S University Mission Statement ...... 7

Sanctions for Academic Dishonesty ...... 25 Schools W-Z McCamish School of Business ...... 31 Price School of Education ...... 35 Withdrawal from a course ...... 19, 30 School of Arts and Humanities ...... 51 Withdrawal from Reinhardt ...... 20 School of Mathematics and Sciences ...... 56 Sources(Types) of Financial Aid ...... 21 Statement of Faith ...... 8 Student Activities, Office of ...... 87 Student Affairs, Office of ...... 86 Student Financial Aid, Office of ...... 21, 85 Student Grievances ...... 29 Student Learning Outcomes, MAT ...... 38 Student Learning Outcomes, MBA ...... 33 Student Learning Outcomes M.Ed. ECE (Candidate Proficiencies) ...... 42

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