The College of Graduate and Professional Studies is located in Lucas Hall.

Radford Graduate Catalog 2011-2012, Volume 98, Fall 2011. Published annually by the Office of University Relations and the College of Graduate and Professional Studies, Radford University, Radford, 24142. Students who matriculate at Radford University at the beginning of the 2011-2012 academic year will use the 2011-2012 Radford University Graduate Catalog for the official description of policies they must follow and requirements they must satisfy in order to graduate. Students may, however, elect to meet all the degree requirements of a Radford University NOTE: The College of Graduate and Professional Graduate Catalog published subsequent Studies will be referred to henceforth in this catalog to the year of their matriculation as the Graduate College. subject to the limitations detailed in “Graduation Policy” on p. 58. Radford University reserves for itself and its departments the right to withdraw or change the announcements made in this catalog.

Radford University does not discriminate with regard to race, color, sex, sexual orientation, disability, age, veteran status, national origin, religion, or political affiliation in the administration of its educational programs, activities, admission or employment practices. Inquiries may be directed to the Director of Human Resources at P.O. Box 6889, 704 Clement Street. Telephone: voice (540) 831-5008; hearing impaired (540) 831-5128. (See University Non-Discrimination Policies on p. 13.) 1 Contents

Academic Calendar...... 3 Degrees Offered...... 4 Graduate Study...... 5 General Information...... 9 Admission...... 14 Application Requirements...... 24 Fees & Financial Aid...... 30 Academic Policies...... 42 Campus Life...... 60 Academic Colleges...... 72 Academic Programs...... 79 Courses of Study...... 79 Art...... 81 Business Administration...... 83 Communication Sciences and Disorders...... 85 Corporate and Professional Communication...... 89 Criminal Justice...... 98 English...... 101 Music...... 107 Nursing...... 112 Occupational Therapy...... 120 Physical Therapy...... 124 Psychology...... 126 Counseling Psychology...... 126 School Psychology...... 136 Social Work...... 141 Education...... 144 Educational Leadership...... 150 Reading...... 152 Special Education...... 153 Courses...... 161 Board and Administration...... 280 Graduate Faculty...... 282 Index...... 306

2 Academic Calendar Fall Semester 2011 2012 2013 2014 8 a.m. Classes Begin Aug. 29 Aug. 27 Aug. 26 Aug. 25 Thanksgiving Break* Nov. 19-27 Nov. 17-25 Nov. 16-24 Nov. 15-23 No Classes

Last Day of Classes Dec. 9 Dec. 7 Dec. 6 Dec. 5 Final Exams Dec. 12-15 Dec. 10-13 Dec. 9-12 Dec. 8-11 Spring Semester 2012 2013 2014 2015 8 a.m. Classes Begin Jan. 17 Jan. 22 Jan. 21 Jan. 20 No Classes Spring Break March 3-11 March 9-17 March 8-16 March 7-15 Last Day of Classes April 27 May 3 May 2 May 1 Final Exams April 30-May 3 May 6-9 May 5-8 May 4-7 Commencement May 5 May 11 May 10 May 9 Maymester 2012 2013 2014 2015 Classes Begin May 14 May 20 May 19 May 18 No Classes Memorial Day May 28 May 27 May 26 May 25 Last Day of Classes June 1 June 7 June 6 June 5 Final Exams June 2 June 8 June 7 June 6 Summer Session I 2012 2013 2014 2015 Classes Begin May 14 May 20 May 19 May 18 No Classes Memorial Day May 28 May 27 May 26 May 25 Last Day of Classes June 14 June 20 June 19 June 18 Final Exams June 15-16 June 21-22 June 20-21 June 19-20 Summer Session II 2012 2013 2014 2015 Classes Begin June 25 July 1 June 30 June 29 Independence Day July 4 July 4 July 4 July 3 No Classes Observed Last Day of Classes July 26 Aug. 1 July 30 July 29 Final Exams July 27-28 Aug. 2-3 July 31-Aug. 1 July 30-31 Summer Session III 2012 2013 2014 2015 Classes Begin May 14 May 20 May 19 May 18 No Classes Memorial Day May 28 May 27 May 26 May 25 Independence Day July 4 July 4 July 4 July 3 No Classes Observed Last Day of Classes July 26 Aug. 1 July 30 July 29 Final Exams July 27-28 Aug. 2-3 July 31-Aug. 1 July 30-31

Summer Session may include both a and includes the Sunday after Thanksgiving Maymester and Summer Session III term. Day. Residence halls will close at noon Maymester is a three-week term beginning on the Saturday before Thanksgiving Day. on the same day as Summer Session I. However, those students who have Saturday Summer Session III is an 11-week long classes have until 5 p.m. to vacate the term spanning both Summer Session I and residence halls. Summer Session II. The dates are tentative For a more detailed version of the Academic and subject to change. Calendar, visit: http://www.radford.edu/ *Thanksgiving Break begins after classes content/radfordcore/home/academics/ 3 end on the Saturday before Thanksgiving courses-and-schedules/calendar.html Graduate Degrees

Art (M.F.A.) Literacy Education (M.S.) Design Thinking (Begins 2012) Music (M.A., M.S.) Studio Art Music Business Administration (M.B.A.) Music Therapy Communication Sciences and Disorders Nursing (D.N.P.) (M.A., M.S.) Family Nurse Practitioner Speech and Language Pathology Adult-Gerontology Clinical Nurse Corporate and Professional Specialist (post-MSN only) Communication (M.S.) Nurse Midwifery (with ) Counseling Psychology (Psy.D.) Psychiatric Mental Health Nursing Counseling and Human Development (M.S.) (with Shenandoah University) School Counseling Occupational Therapy (M.O.T.) Clinical Mental Health Counseling Physical Therapy (D.P.T.) Criminal Justice (M.A., M.S.) Psychology (M.A., M.S.) Education (M.S.) Clinical Counseling Curriculum and Instruction Experimental (M.A.) With Licensure Industrial/Organizational Without Licensure School Psychology (Ed.S.) Content Area Studies Social Work (M.S.W.) Mathematics Education Early Childhood Education (5-year Special Education (M.S.) program) General Curriculum Educational Technology Adaptive Curriculum Educational Leadership (M.S.) Early Childhood English (M.A., M.S.) Hearing Impairment Visual Impairment

4 Graduate Study

Dr. Dennis Grady, Dean Radford is small enough to allow each Dr. Nora Reilly, Associate Dean graduate student opportunities for College of Graduate and interaction with fellow students and Professional Studies faculty members, yet large enough to Lucas Hall provide challenging and diverse areas of (540) 831-7163 study. To better serve graduate students, email: [email protected] the university schedules classes at times designed to meet the scheduling needs of part-time as well as full-time In our knowledge driven economy, the students. demand for highly trained professionals in every field increases. More and Many fields that once employed more students are choosing to pursue a graduates with bachelor’s degrees master’s level degree. This degree, once now prefer to hire those with master’s considered primarily a stepping stone degrees. Radford University is meeting toward a , is becoming, for the challenge of educating men and many, a terminal degree. However, in women in a wide variety of fields some professions such as nursing and including business administration, physical therapy, the professionally nursing, music, art, English, criminal qualifying degree is now the doctorate. justice, communication, social work, Graduate Study

5 psychology, occupational therapy, a program of study, formulation and physical therapy, communication completion of a thesis or dissertation (if disorders and a variety of areas within one is to be written), administration of a the field of professional education. comprehensive examination and finally, The dean of the Graduate College is application for graduation. responsible for administering all post- baccalaureate programs at Radford The Graduate College functions as University leading to Educational the Office of Admissions for graduate Specialist, Master of Fine Arts, Master students, consulting with each of Business Administration, Master of department or program office on each Arts, Master of Occupational Therapy, application for admission before making Master of Science in Nursing, Master of final decisions. The Graduate College Social Work, Master of Science, Doctor consists of the dean, college staff, the of Nursing Practice, Doctor of Physical Office of Sponsored Programs and Therapy and Doctor of Psychology Grants Management, and the graduate degrees. The college also offers graduate- faculty in various departments of the level courses and Post-Baccalaureate university. A Graduate Affairs Council, Certificates for teachers seeking made up of representatives from the recertification and for students who have graduate programs and a student already earned a bachelor’s degree but representative chosen by the Graduate who are not seeking a further degree. Student Council, advises the dean on the administration of graduate studies Graduate studies at Radford University and makes recommendations to the are designed to give the student concerning graduate courses, advanced knowledge in a special field curricula, academic standards and of study, higher levels of professional policies. competence, an understanding of Graduate College Mission and respect for scholarly research and a sophisticated knowledge of Within the mission of the university, the the techniques of continued, lifelong mission of the Graduate College is to intellectual growth. These goals are provide high quality graduate programs achieved through coherent orderly in selected areas of study in order to programs of study, investigation and meet the needs of the Commonwealth supervised practical experiences that of Virginia, the nation and the are carefully planned by each individual international community with education student in consultation with a graduate beyond the level of the baccalaureate. faculty advisor and a graduate advisory Graduate College Goals committee. Each student’s progress through the program is monitored by 1. To provide high quality graduate the graduate faculty advisor and by degree programs in fields in which: the Graduate College office through a) there are needs for people with such qualifications; Graduate Study the various stages of admission to the Graduate College, progression through b) prospective students seek such 6 advanced qualifications; and c) the university can devote the programs of study and achieving requisite human and material their educational goals; resources; 2. To recruit qualified graduate 2. To provide advanced educational students, with particular attention opportunities beyond the to under-represented groups, to all baccalaureate for professionals and graduate programs; others who are: a) not seeking a graduate degree; 3. To seek, generate and when b) already have a graduate degree appropriate, administer programs but who need to develop new of financial and other types of knowledge and skills to meet assistance for graduate students; changing conditions; and c) seek to continue to keep current 4. To provide effective advising with advancing knowledge in their systems both through individual specialties; faculty advisors assigned by the programs and through a series of 3. To enhance the academic Graduate College checkpoints; environment of the university by: a) attracting qualified students; 5. To maintain established standards b) giving faculty the opportunity of quality for graduate programs; to teach their specialties at an advanced level; and 6. To uphold quality standards for c) fostering research and creative members of the graduate faculty; activity among graduate students and faculty; 7. To work closely with individual programs and colleges to: a) ensure 4. To assure that the graduate that graduate programs continue student’s experience in RU’s to meet current needs; b) revise programs is a coherent experience or recommend removal of those of intellectual growth, enabling that do not; and c) develop new each student to meet reasonable programs as needs are perceived academic, intellectual and and resources are available; professional goals. 8. To assure that the Graduate Graduate College Objectives Affairs Council is well informed 1. To maintain admission standards of opportunities and challenges at and procedures that admit the graduate level as it establishes applicants who have a high academic policies and procedures likelihood of: a) profiting from and approves curricular changes; the experience of graduate study

Graduate Study at Radford University; and b) 9. To work with the staff in the 7 successfully completing their Center for Innovative Teaching and Learning in the Roanoke 11. To evaluate how graduate programs Higher Education Center, the utilize information related to Southwestern Virginia Higher student outcomes and student/ Education Center, and other alumni satisfaction in order to off-campus entities to make high improve graduate curricula, facilities quality graduate education available, and services; and particularly in western Virginia, to students who cannot readily study 12. To promote and coordinate the on campus; solicitation and administration of grants, contracts and cooperative 10. To be responsive to graduate agreements with the university students’ needs and concerns through the Office of Sponsored through regular communication Programs by assisting faculty with the Graduate Student and staff in identifying potential Council, the Division of Student sponsors, providing faculty/staff Affairs and other relevant offices development services, negotiating and groups; awards and developing policies and procedures relating to such efforts. Graduate Study

8 General Information

Mission was authorized to award the Bachelor Radford University serves the of Arts degree in 1935. In 1944, the Commonwealth of Virginia and university was consolidated with the the nation through a wide range of Virginia Polytechnic Institute as academic, cultural, human service and its Women’s Division and renamed research programs. First and foremost, . The General Assembly the university emphasizes teaching and severed the formal affiliation of Radford learning and the process of learning in College with in 1964, its commitment to the development of and an autonomous administration was mature, responsible and well-educated established for Radford College. The citizens. RU develops students’ creative college also was authorized to grant and critical thinking skills, teaches the Master of Science degree. In 1972, students to analyze problems and after almost 60 years as an all-women’s implement solutions, helps students college, Radford became coeducational discover their leadership styles and and in 1979 was granted university fosters their growth as leaders. Toward status by the General Assembly. this end, the university is student- focused and promotes a sense of caring Today, Radford University is a and meaningful interaction among all coeducational, comprehensive institution members of the university community. ith undergraduate, graduate and Research is viewed as a vital corollary doctoral programs. In the last 20 years, to the teaching and learning transaction enrollment has increased dramatically. as it sustains and enhances the ability to teach effectively. Radford University believes in the dynamics of change and has a strong commitment to continuous review, evaluation and improvement in the curriculum and all aspects of the university, so as to meet the changing needs of society.

History Radford University was established by the General Assembly as the State Normal and Industrial School for Women in 1910 and has been in continuous session since its 1913

General Information opening. The university became Radford State Teachers College in 1924 and 9 University Presidents Construction has begun on a new John Preston McConnell 1911-1937 building that will house the College David Wilbur Peters 1938-1951 of Business and Economics. Due for Charles Knox Martin Jr. 1952-1972 completion in fall 2012, the building Chancellor 1972-1973 will will include the latest in educational President Emeritus 1973-1987 technology and financial research Donald Newton Dedmon 1972-1994 capabilities. Douglas Covington 1995-2005 President Emeritus 2005- Radford’s recreation and convocation Penelope Ward Kyle 2005-present complex, the , which was completed in the fall of 1981, is located on a 78-acre tract of land along the New River across U.S. Route 11 (East Main Street) from the main campus. The Dedmon Center Arena, which seats about 3,500, recently underwent a multi-million dollar face lift, making it one of the premiere athletic facilities in the and Mid-Atlantic Region.

Natural forest growth, unusual rock formations, the surrounding hills and the New River provide a scenic setting for the university. Radford is not completely immune to the extremes of summer and winter weather, but the climate is basically RU President Penelope Ward Kyle temperate, with hot days and cool nights in the summer and cool to cold weather in the winter. Fall and spring months in The Campus the Appalachian Highlands bring some The university’s 191-acre campus is of the most enjoyable weather to be found in a residential section of the city of anywhere on the East Coast. Points of Radford. Most of the university’s 20 interest to the visitor of Radford and the administrative, academic and student surrounding areas include Claytor Lake service buildings and 15 residence halls and the scenic Blue Ridge Parkway, which are located on two large quadrangles in a is 45 minutes from the campus. Claytor 76-acre area. Hurlburt Hall, nicknamed Lake, located off in Pulaski “The Bonnie” in honor of former Dean County, offers picnicking, camping, of Students Bonnie Hurlburt, opened in boating, swimming and hiking areas. 2006. General Information

10 The Radford University Foundation characterized by “firmness of decision, owns a 376-acre tract of land known as resourcefulness, ardor in friendship, love the Selu Conservancy. The conservancy, of country and a generous enthusiasm.” which borders the Little River and is Radford’s athletic teams celebrate located about five miles southeast of the that heritage by proudly carrying the campus, was received in two separate Highlander name into competition. donations. John H. Bowles donated the original 185 acres in the fall of 1989; Accreditation and Memberships four additional members of the Bowles Radford University is accredited by family donated 191 acres of adjacent the Commission on Colleges of the land in the spring of 1991. Through Southern Association of Colleges and various campus departments, students Schools to award baccalaureate, masters, are able to use this continuous tract in educational specialist and doctorate studies of ecology and botany, mapping degrees. Contact the Commission geological features, as a model in on Colleges at 1866 Southern Lane, resource management and maintenance Decatur, Georgia 30033-4097 or call formation on actual building techniques (404) 679-4500 for questions about the and for cultural and oral histories. In accreditation of Radford University. addition to its educational opportunities, the conservancy offers a glimpse Individual program accreditation has of ’s distinctive been granted to the following programs: landscape and resources. Undergraduate and Graduate Business Administration – by the Association to Facilities include conference and Advance Collegiate Schools of Business, meeting facilities, which are uniquely International; Teacher Education (all designed as part of The Barn and programs) – by the National Council Observatory at Selu. The Barn serves as for Accreditation of Teacher Education; a research center and observatory. The Nursing (undergraduate and graduate first floor is a science laboratory and the M.S.N.) – by the Commission on second floor contains meeting rooms Collegiate Nursing Education; and classrooms. The Selu Observatory, Computer Science Concentration of which adjoins The Barn, is designed Computer Science and Technology to resemble a silo. The Farmhouse at – by the Computing Accreditation Selu is an “authentic replica” of a 1930s Commission of the Accreditation Board homestead. Reservations are required for for Engineering and Technology; Social use of the facilities at Selu Conservancy. Work (baccalaureate degree) – by the Council on Social Work Education; Highlander Theme Theatre – by the National Association The influence of the Scottish of Schools of Theatre; Recreation, immigrants, who settled Southwestern Parks and Tourism – by the Council Virginia more than 300 years ago, on Accreditation for Park, Recreation

General Information is visible today in many areas of and Leisure Services; Music – by 11 the university. These people were the National Association of Schools of Music; Graduate Program in semester), and four summer sessions. Speech-Language Pathology – by the Students may enter the university Council on Academic Accreditation at the opening of either semester or in Audiology and Speech-Language summer session, depending on the Pathology of the American Speech- degree program. Students who wish Language-Hearing Association; to complete their academic careers as Dietetics – by the American Dietetic full-time students should refer to the Association; and Counselor Education program section of this handbook to – by Council for Accreditation of determine the anticipated time frame. Counseling and Related Educational Programs. The Graduate Program in Academic Organization Occupational Therapy has applied The university is composed of seven for candidacy for accreditation by the colleges: College of Business and Accreditation Council for Occupational Economics, College of Education Therapy Education and the Graduate and Human Development, College of Program in Physical Therapy has applied Humanities and Behavioral Sciences, for candidacy for accreditation by College of Science and Technology, the Commission on Accreditation in Waldron College of Health and Physical Therapy Education. Human Services, College of Visual and Performing Arts and the College Radford University holds membership of Graduate and Professional Studies. in the American Association of State The chief administrative officer of each Colleges and , the Virginia college is its dean, who reports to the Association of Colleges, the American provost. Association of Colleges for Teacher Education, the American Association Each academic department within of Colleges of Nursing, the National a given college is responsible for the Commission on Accrediting, Inc., the content and prerequisites of courses Southern Regional Education Board offered by the department and specifies Council of Collegiate Education for the requirements for the department’s Nursing, the Conference of Southern degree and certification programs. The Graduate Schools, the Council of chairperson is the chief administrative Graduate Schools, the Council of officer at the department level. Academic Programs in Communication Sciences and Disorders, the Association Extended Campus Programs for Continuing Higher Education and The university administers the North American Association of undergraduate and graduate programs Summer Sessions. at the Southwest Virginia Higher Education Center in Abingdon, the Academic Year partnership program with Virginia The university year is divided into two Western Community College in

General Information semesters, August to December (fall Roanoke, the Roanoke Higher 12 semester) and January to May (spring Education Center, and at various locations in the service region. Selected hearing impaired, (540) 831-5128. classes are also delivered by two-way The university has adopted policies interactive video and the Internet in to provide for prompt and equitable support of extended campus programs. resolution of discrimination complaints. For specific information and assistance The Discrimination Complaint related to programs at extended campus Procedure describes the grievance locations, contact each office coordinator procedure for individuals who have as follows: experienced discrimination. The Sexual Harassment Policy further defines sexual Southwest Virginia Higher Education discrimination by including examples of sexual harassment and a statement Center (276) 469-4014 concerning consensual relationships Roanoke Higher Education Center between university employees and (540) 767-6190 students. The Accommodation Non-Credit Programs Procedure for Individuals with Disabilities confirms the university’s Staff members work in close commitment to providing accessibility collaboration with university faculty and to its programs, services and activities external groups to design, promote and for individuals with disabilities who are coordinate a wide array of professional otherwise qualified and entitled to a development learning opportunities reasonable accommodation. such as workshops, conferences and non-credit programs. These programs Individuals who believe they may have are offered with open enrollment, based experienced discrimination, but are upon the sponsor’s program format. uncertain as to whether a complaint is justified or whether they wish to initiate For more information, contact the a formal complaint may discuss their director of enrollment outreach and concerns confidentially and informally retention at (540) 831-5845. with the director of human resources. Students may also consult a staff Non-Discrimination Policies member at Student Counseling Services Radford University does not or the Office of the Dean of Students. discriminate with regard to race, color, Only acts of discrimination committed sex, sexual orientation, disability, by university employees in connection age, veteran status, national origin, with their university employment may religion, or political affiliation in the be reviewed through these policies and administration of its educational procedures. The term “employee” refers programs, activities, admission or to any faculty, staff or any student with a employment practices. Inquiries may contractual employment agreement, for be directed to the equal opportunity/ example, Graduate Teaching Assistants.

General Information affirmative action officer at 704 Clement In all cases of alleged sexual harassment 13 Street. Telephone: voice, (540) 831-5008; in which the violation is committed by a student, status as a student is adjudicated by the university’s student conduct system. Violations of the policy Admission prohibiting sexual harassment may lead to disciplinary actions, including Admission to Radford University is warnings, suspension or termination of selective and based on a review of each employment or academic status. applicant’s academic qualifications. Spaces are limited and applicants are Copies of the complete policy encouraged to apply well in advance of statements including procedures for the term in which they wish to attend. resolving complaints are available in the Office of the Dean of Students For full-time students seeking graduate (for complaints against a student only), assistantships, the priority deadline Student Counseling Services, and is February 15 (for fall admission). Department of Human Resources. All other applications are accepted throughout the year.

As the number of applicants who meet the essential requirements for admission exceeds the number that can be admitted, the university selects those students who present the strongest qualifications in scholastic achievement, character, personality, performance in relevant extracurricular activities and evidence of aptitude for achievement in the field of study for which the applicant seeks training.

Categories of Graduate Study 1. Degree Program: Any program that is designed to culminate in a student obtaining a master’s degree, Educational Specialist degree or doctoral degree. 2. Professional Licensure: Any program that is designed to culminate in the student obtaining initial teaching licensure. 3. Non-degree Seeking: Enrollment in one or more courses for reasons other than degree or initial licensure purposes. 14 Some degree programs have higher Students should check departmental admission standards. information for additional requirements. Applications and all supporting Admissions Procedures materials should be received no later A student desiring to enter Radford than a program’s deadline. Refer to p. University should apply online at www. 24-28. radford.edu/gradcollege or request an application from the Graduate Admission to a graduate program is Admissions Office, Box 6928, Radford granted by the dean of the Graduate University, Radford, VA 24142. Students College on recommendation from will be notified of action taken on the faculty of the specific program. their application after it is complete. A The decision is made, in the best complete application includes: professional judgment of the educators involved, on the basis of evidence 1. An official application completed that the applicant can benefit from and submitted with a non- graduate study at Radford University refundable application fee of $50; and is likely to complete the proposed program successfully. Specific grade 2. Official transcripts from all point averages have been established undergraduate and graduate for admission. (See p. 17.) For those institutions. If the degree has programs requiring standardized test not been conferred at the time scores, the score will be considered in of application, a final transcript conjunction with other indicators of must be sent within 30 days of the academic aptitude (grades, experience, first semester of enrollment. If recommendations). A high test score, for the degree has not been conferred example, may offset weaker grades and prior to the beginning of the term vice versa. of admission to graduate school, admission will be rescinded; Students may be enrolled in only one program. However, if a student wishes 3. Official test scores (GRE, MAT, to apply for admission to more than one GMAT, TOEFL, IELTS, etc.) if program, a complete separate application required by program; must be submitted for each program along with a separate application fee. If 4. At least two letters of recommended for admission to more recommendation; than one program, students must decide which program to enter. 5. A resume; Applicants should arrange to have 6. Information from p. 16 if the official test scores sent directly to the applicant is non-degree seeking; Graduate Admissions Office if required

Admission by the student’s program. Consult the 7. Information from p. 23 if the program admission policy beginning 15 applicant is an international student. on p. 24 to determine which of the wishes to defer his/her admission, he/ following test scores to submit: GRE she may do so for up to one academic - Graduate Record Exam, GMAT- year with written permission of the Graduate Management Admissions graduate program coordinator/director Test and/or MAT– Miller Analogies who forwards a copy of this request to Test. English language proficiency is the Graduate College. Degree-seeking demonstrated by (1) a TOEFL score students who have not enrolled in a of 550 or higher on the written test, course for two years or more, but are 79-80 on the Internet-based test, (2) still within the time limit of completing an IELTS score of 6.5 or higher, or their programs, must contact the (3) possession of a degree from an program coordinator/director to be accredited institution where English is reinstated. the language of instruction. Non-Degree Applications For applicants who are graduates of Non-degree applications may be Radford University, only transcripts for submitted at any time during the year coursework taken at other institutions along with an application fee of $50. after graduation need to be sent. If the Radford transcripts do not include the Non-degree seeking student applicants student’s entire undergraduate program, (except for those seeking Initial copies of all transcripts also must be Teaching Licensure, below) are not sent to the Graduate Admissions Office. required to submit recommendations, Students, excluding Radford University test scores, or writing samples. Post- graduates, must have official final Baccalaureate Certificate applicants transcripts, including the award of the should review p. 24-28 to see what bachelor’s degree, sent to the Graduate application materials are required. Admissions Office. Applicants seeking admission for Initial In some graduate programs, the number of Teaching Licensure are required to applicants who meet minimum admission submit three letters of recommendation. requirements may exceed the number of Recommendation letters should be new students who can be accommodated written by persons familiar with the in the programs. In these instances, applicant’s academic background and/or departmental admission committees will work experience. An applicant who has have to select the strongest applicants and had experience in the public schools and regrettably, deny admission to others who who plans to continue working in the area meet requirements. of professional education is encouraged to have one of the recommendations Acceptance into the Graduate College is submitted by the immediate supervisor effective for one semester. If an accepted in the school system or, if not currently student does not enroll for the first time employed by a school system, by a

Admission within one academic semester after the supervisor in the last school system in 16 initial acceptance, it will be necessary which the applicant worked. to reapply. If an accepted student Notification of Admission for the Graduate College and the The Graduate Admissions Office will send program in which they wish to study. the completed application materials to the In addition to all other Graduate director/coordinator of the program in College and program requirements, which the student plans to study. minimal requirements for regular status include: The program recommends admission. The director/program coordinator • A complete graduate application; will identify any deficiencies in the • Official scores on required tests; student’s undergraduate training. After • At least two letters of this information has been returned to recommendation; the Graduate Admissions Office and • An official final transcript showing a decision is made by the dean, the bachelor’s degree conferred along with applicant will receive written official official transcripts from all regionally- notification of the college’s admission accredited baccalaureate institutions decision. A letter of admission will and, in the case of some doctoral indicate the student’s admission programs, an official final master’s status, program requirements and the degree transcript from all regionally- name, phone number and e-mail of accredited institutions attended; the student’s program coordinator/ director. It also will indicate any special • A minimum 2.75 grade point average conditions to be met. A doctoral on a 4.0 scale; student may not be admitted with any • Completion of all deficient deficiencies or any conditions to be met. coursework; • A resume. For further information, contact: Graduate Admissions Office Programs, with the approval of the dean P.O. Box 6928 of the Graduate College, may establish Radford University and maintain additional requirements Radford, VA 24142 for admission and regular status. email: [email protected] Conditional Disciplinary or Criminal Offenses Students may be admitted on Undergraduate, graduate and students conditional status only if they are seeking readmission who have disciplin- missing an official test score; one ary records at their previous institutions or more letters of recommendation; or who have a criminal record will be deficient coursework; a grade point reviewed by the Special Admission Com- average below 2.75; or a test score mittee. Non-disclosure or falsification below the minimum acceptable to the in the reporting of disciplinary and/or program. A student will be admitted criminal offenses on the Readmission under regular status upon completion of Application will result in automatic denial. all conditions of his/her admission. Classifications of Degree Seeking Admission Status Students must remedy all conditions of admission by the end of the first Regular

Admission semester or term in which they are Regular status may be granted to students enrolled, or as required by program 17 who have met all entrance requirements policy. Students who are unable to remedy a deficiency in the time frame missing their final official undergraduate established will be blocked from further transcript, an official test score or one or registration in graduate courses and more letters of recommendation; have dismissed. Doctoral programs may not deficient course work, a grade point admit a student with any deficiencies. average below 2.75, or a test score below the minimum required by the program. Students who are admitted conditionally A student will be admitted under regular must maintain a 3.0 grade point average status upon completion of all conditions after their first semester, with no grade of his/her admission. lower than a C, at Radford University. After one semester or term below a 3.0, Students must remedy all admission students will be blocked from further deficiencies by the end of the first registration and will no longer continue semester or term in which they are in the program or enroll in another enrolled or as required by program graduate program unless a petition to policy. A final official transcript must be continue is approved. received in the Graduate College with 30 days of initial enrollment. Students Programs or schools may have more who are unable to remedy a deficiency stringent requirements or rules than in the time frame established will be those listed above regarding retention. blocked from further registration in graduate courses and dismissed. Temporary Students may be admitted under Students who are admitted conditionally temporary status if they are missing must maintain a 3.0 grade point average only their final official undergraduate or after their first semester, with no grade in the case of some doctoral programs, lower than a C, at Radford University. graduate transcript. Students admitted After one semester or term without under this status will not be eligible a 3.0, students will be blocked from for financial aid until receipt of a final further registration and will no longer official transcript showing degree is continue in the program or enroll in conferred. A final official transcript another graduate program unless a must be received in the Graduate petition to continue is approved. College within 30 days of initial enrollment. At that time the temporary Programs or schools may have more status will be automatically changed to stringent requirements or rules than regular. Noncompliance with this policy those listed above regarding retention. will result in administrative removal from all courses and dismissal from the Professional Licensure and Certification graduate program. A student who holds a bachelor’s degree from a regionally-accredited Conditional-Temporary institution and who wishes to take

Admission Students may be admitted under graduate courses to meet initial teaching 18 conditional-temporary status if they are licensure requirements may be admitted as a professional licensure student upon toward a degree; however, a professional submission of an official transcript licensure student in this status who showing that the bachelor’s degree subsequently decides to pursue a degree has been awarded with a grade point may petition the Graduate College average of at least 2.75 (on a scale of through the appropriate department 4.0). Specializations may have additional to have a maximum of six graduate admission requirements. For these, hours evaluated to be applied toward a please see the respective courses of study graduate degree. sections of this catalog. It would be to the advantage of A letter of reference is required from at professional licensure students to least three of the following: formally apply to a degree program as soon as possible after registration in order 1. The director of the teacher education to protect the potential future value of program at the undergraduate courses toward a graduate degree. college if the applicant was enrolled in a baccalaureate teacher education Non-Degree Students program; An applicant who does not plan to 2. The chair of the department or a pursue a degree or initial teaching faculty member who served as advisor licensure but wishes to take one or more for the applicant from the major courses may be admitted to this category department if the applicant was not upon application and submission of an enrolled in an undergraduate teacher official transcript showing that a education program; bachelor’s degree has been awarded 3. The clinical faculty member from a regionally-accredited institution (cooperating teacher) who with a minimum grade point average supervised the applicant if the of 2.75. Requests for exceptions to the applicant participated in any field GPA requirement should be directed experiences or practica associated to the Graduate College. Applicants with teacher preparation; who have already earned a master’s 4. The chair of the department or degree from a regionally-accredited a faculty member who served as institution may submit a final official advisor for the applicant from the transcript from that institution alone. major department if the applicant However, applicants may be requested has been enrolled in a graduate to submit transcripts from all colleges/ program following graduation; universities attended at the discretion 5. A direct supervisor to whom the of the Graduate College or program. applicant reported if the applicant If the applicant does not have a 2.75 has been employed since receiving undergraduate GPA, any graded post- the baccalaureate degree. baccalaureate recertification courses may also be submitted. In addition,

Admission Normally, courses taken under this applicants wishing to take courses from 19 admission category may not be counted certain departments will be required to submit additional application materials. Post-Baccalaureate Certificate Students Applicants who have been denied The Post-Baccalaureate Certificate admission to a graduate degree-seeking is generally a series of 15-18 hours program at RU are not eligible to take of graduate level coursework related courses in that program unless, in a to a focused academic topic or subsequent term, the student reapplies competency area. A Post-Baccalaureate and is admitted to the program. Certificate may enhance the education of matriculated (degree seeking) Normally, courses taken under this students as well as provide continuing admission category may not be counted education to non-matriculated (non- toward a degree; however, a graduate degree seeking) students, generally in student in this status who subsequently a specialized or emerging field. The decides to pursue a degree may petition certificate indicates to a prospective the Graduate College through the employer that the university validates appropriate program to have two the particular collection of courses as courses, not to exceed a maximum of six a coherent substantive area of study. graduate hours, evaluated for acceptance While the award of a certificate toward a graduate degree. Non-degree means the holder has completed the students seeking admission to a graduate required courses and related work program must apply and provide at an acceptable level of academic evidence that he/she has met all the accomplishment, it does not constitute requirements of the Graduate College a degree program and it neither certifies and the specific program in which he/ nor licenses the student. she seeks enrollment. An applicant who is currently a Not all graduate courses may be taken matriculated graduate degree seeking by non-degree seeking students. student at Radford University may Students are advised to check with the apply for a certificate by submitting an specific program director as well as approved “Petition for Program Change” catalog requirements prior to enrolling to the Graduate College. Applicants in any graduate class. Non-degree who are not in a degree program and are students are subject to all established seeking only the certificate should apply policies of probation and suspension. as “Certificate Students” and must meet the established criteria for admission, It would be to the advantage of non- as well as other requirements indicated degree seeking graduate students to by the specific certificate. A current formally apply to a degree program as list of Post-Baccalaureate Certificates soon as possible after registration in being offered, along with specific entry order to protect the potential future requirements, is available at www. value of courses toward a graduate radford.edu/gradcollege under the degree. “Academics” tab. Admission

20 Graduate Enrollment Checklist which he/she expects to graduate. First Semester of Enrollment Information about commencement 1. If a student applied to the will be sent after the completed Graduate College before his or her application has been received by the undergraduate degree was conferred, Graduate College. it is the student’s responsibility to ask his or her undergraduate 2. The student should check that all institution to send a final transcript necessary changes to the program of verifying conferral of the degree to study have been approved. the Graduate College within 30 days of enrollment. 3. If a program of study requires a thesis/dissertation, the student 2. If a student is admitted should submit a preliminary draft of conditionally, his or her status will the thesis to the Graduate College automatically be changed to regular for initial review no later than the if the student completed the first Monday of the third to last week semester with at least a B average, of classes of the fall or spring does not have more than two term in which the student wishes to graduate. If a student wishes grades of C or lower, all deficiency to graduate in the summer, the courses have been successfully preliminary draft must be submitted fulfilled, and the application is no later than the Monday of the complete, including an official final second to last week of the term transcript verifying conferral of the in which the student is enrolled. undergraduate degree and in the For all terms, two copies of the case of some doctoral programs, a completed thesis/dissertation must master’s degree. be submitted to the Graduate After Nine Hours of Enrollment College no later than the last day of classes of the term. See 1. After the first nine hours of “Thesis Manual” and deadlines enrollment, a student must submit on the Graduate College website for an official program of study to the complete instructions. Graduate College, approved and signed by his or her advisor. Any 4. The student ustm request an change in the coursework proposed approval form for the final on the program of study requires comprehensive examination, thesis permission prior to making the or dissertation defense at least five change using a “Petition for Program days in advance of the examination Changes” form. date. The date of the defense must be specified on the form. The advisor Last Semester of Enrollment is responsible for returning the 1. The student should submit an signed form to the Graduate College

Admission application to graduate no later than no more than fifteen university 21 the second week of the semester in business days after the defense and no later than the last day of classes. Center for Diversity and Inclusion Failure to return the form within the Adrien DeLoach, Director specified time frame will result in a Tyler Hall 025 failing grade. (540) 831-5765

International Study Information The Center for Diversity and Inclusion Radford University is committed to assists students in their transition to providing a world class program of college life at Radford University and global engagement. International and to the United States. The office provides intercultural learning and experience are information, services and programs central components to a high quality to help students become successful at undergraduate and graduate experience the university. Some services include in the strongest terms. This focus stems international student orientation directly from the Radford University programs, as well as health insurance strategic plan and is manifest in a variety and Social Security assistance for of programs, e.g. the Radford University international students. core curriculum, study abroad (long and short term), student exchanges (graduate Annual programs are designed to and undergraduate), international provide students with the opportunity student exchanges (graduate and to share their culture with others. They undergraduate), and memos of include but are not limited to: Diversity understanding with institutions outside Week, the International Host Program the United States offering opportunities and Volunteer Network, the Martin for exchanges. Luther King Jr. Tribute, Hispanic Heritage Month, Black History Month Students are strongly encouraged events and International Week/Banquet. to meet with their advisors soon The center also co-sponsors many after arrival on campus to begin a other awareness and heritage events conversation about global engagement throughout the year. and how their active and engaged involvement can enhance their The Center for Diversity and Inclusion graduate experiences as well as their staff understands the needs and concerns competitiveness in an increasingly of the university’s underrepresented competitive job market. and international student population. The staff highly encourages students to The Offices of International Education utilize the center’s variety of resources. (Cook Hall) and Diversity and Inclusion Please visit www.radford.edu/diverse for (Heth Hall) provide the administrative more detailed information or call (540) structure for a variety of programs and 831-5765. Office hours are 8 a.m. - issues regarding international learning, 7 p.m. (EST), Monday – Wednesday cultural issues, and diversity concerns. and 8 a.m. - 5 p.m., Thursday and Friday. Admission

22 International Education Center An original certified bank statement Teresa Dalton King, Assistant Director/ must be received to show the student Immigration Counselor has adequate funds for the first year 105 Cook Hall of studies at Radford University. The (540) 831-6200 bank statement(s) must include the date issued, the amount of funds immediately In addition to overseeing study abroad available and the name of the account and international programming on holder. If a bank account is not in the campus, the immigration counselor is on student’s name, a letter of support is the staff of the International Education also required from the financial sponsor Center. Located in Cook Hall, the (account holder) that includes the date office works closely with students, issued, name of student, printed name faculty and staff both before their and signature of financial sponsor, and arrival and during their stay at Radford dollar amount of financial support. For University with any immigration international students accepted to an concerns. M.A., M.B.A., M.F.A., M.S.W., M.S. or Ed.S. degree program, the total cost Admission for International Students estimate for 2011-2012 that must be An international student who plans to immediately available from the bank enter Radford University in fall semester statement(s) is $31,486. An M.O.T. must apply by December 1. A student student must have $48,830, a D.N.P. entering spring semester must apply by student must have between $34,804 July 1. and $42,670 depending on initial degree level and track, and a D.P.T. An applicant who has not already student must have $58,259 immediately earned a degree at an institution at available. which English is the language of instruction must take the TOEFL or For more information about financial the IELTS. The results must be mailed requirements, contact the Immigration directly to the Graduate Admissions Counselor. For more information Office from the Educational Testing regarding university tuition and fees for Service, Princeton, NJ 08541 for the U.S. residents, see p. 29. TOEFL. Scores for the IELTS will be electronically verified through the Applicants must have each college or IELTS Test Report Form Verification university attended send official records to Service. the Graduate College. All records must be certified and translated into English. A TOEFL minimum score of 550 An I-20 Form, used to obtain an F1 on the paper-based test, 79-80 on student visa, will be prepared after the Internet-based test, or 213 on the the application and all necessary computer-based test is required for information have been received and

Admission admission. A minimum score of 6.5 is the Graduate College has made a 23 required for the IELTS. decision to accept the applicant as a Radford student. The I-20 Form cannot required. If you were an undergraduate be prepared before an application or graduate student at Radford is officially reviewed, the applicant University, the Graduate Admissions has been accepted and all required Office will request your transcript. A documentation indicating financial minimum undergraduate grade point support has been received. Applicants average of 2.75 is required; however, with questions about Form I-20 or some programs have more stringent immigration matters should contact the requirements noted below. Official test International Education Center scores are required for most programs (540-831-6200 or Teresa King at (see specific program). All applicants [email protected]). must submit a resume.

All international students are required to Application Deadline: Unless otherwise present proof of adequate health insurance specified, applications are accepted coverage prior to enrollment. Students throughout the year. should contact the Center for Diversity and Inclusion if they have questions Graduate College Financial Aid or need more information concerning Deadline: For full-time students various health insurance policies. applying for graduate assistantships or other forms of financial aid, the deadline Other Services for International Students is March 1 (for fall admission). The International Student Affairs Council (ISAC), a branch of the Art (M.F.A.) Student Government Association, Studio Art: Minimum grade point was founded to address international average of 2.75 overall and in the major; student concerns and issues. ISAC two letters of reference; statement of plans and coordinates international- philosophy, overall goals, synopsis of related activities sponsored by various work; B.F.A. or commensurate collegiate on-campus organizations and clubs. coursework; 20 slides or CD of recent art It also seeks to help the entire campus work. community understand and appreciate the rich variety of cultures represented Design Thinking: Minimum grade point by our international student body. average of 3.00 overall and in the major preferred; three letters of reference; Application Requirements undergraduate degree; prior experience/ work history; evidence of creativity and leadership; statement of philosophy, overall Each program requires official goals and synopsis of why obtaining this transcripts from each college and degree is important for your future. university attended. Transcripts from the student’s undergraduate institution Business Administration (M.B.A.) and in the case of some doctoral Admission Minimum grade point average of 2.75; programs, master’s institution showing two letters of reference; letter of intent; 24 that the degree was conferred are official GMAT score or approved of all undergraduate and graduate compensatory materials. work; writing sample; three letters of recommendation, including at least one Communication Sciences and from a professor who can comment Disorders (M.A., M.S.) on the applicant’s academic skills and A minimum grade point average of one from a supervisor who can speak 3.0 overall and 3.0 in all major core to the applicant’s counseling skills. courses. If the undergraduate degree is International applicants also need not in Communication Sciences and to submit TOEFL or IELTS scores. Disorders (COSD), a minimum of 28 Application Date: January 15. hours in supporting undergraduate COSD courses is required for regular Criminal Justice (M.A., M.S.) status; three letters of reference; GRE; Minimum grade point average of personal essay, resume. Application 2.90; two letters of reference, only one Date: February 1. of which may come from a Radford University criminal justice professor; Corporate and Professional original writing sample (see program Communication (M.S.) section in catalog). Minimum grade point average of 2.75; short essay/personal statement (see Education (M.S.) program section in catalog); GRE; three Minimum 3.0 GPA on all letters of reference. undergraduate coursework; GRE scores (Verbal, Quantitative and Analytical Counseling and Human Development (M.S.) Writing); two letters of professional Minimum grade point average of 2.75; recommendation; personal letter of GRE or MAT; three letters of reference; application. Compensatory application essay. An interview may be requested. materials or interview required to assess Application Dates: Priority admission applicants who do not meet all entrance deadline is February 15 for summer requirements. For those seeking initial and fall admissions. The space-available teacher licensure, admission to the admission deadline is April 15 for Teacher Education Program is required summer and fall admissions. Special prior to field experiences, including consideration for late admissions will be passing scores on required teacher considered on a case by case basis until exams. July 15 for fall admission. Educational Leadership (M.S.) Counseling Psychology (Psy.D.) Minimum grade point average of 2.75; Minimum graduate school grade three letters of reference (including one point average of 3.50; GRE General from school superintendent or designee Test; a letter of interest describing and one from most recent principal); the applicant’s professional and/or three years of K-12 classroom teaching

Admission research experience and career goals; experience; GRE or MAT; writing 25 curriculum vita; official transcripts sample. English (M.A., M.S.) reference from professional contacts (at Minimum grade point average of 2.75; least one must be from a former nursing two letters of reference; sample of faculty member); three recommendation expository writing; GRE. forms (these may be completed by the same three contacts who provide Literacy Education (M.S.) the letters of reference); personal Minimum grade point average of 2.75; interview with graduate nursing two letters of reference; essay (see faculty. Application Date: February 1. program section in catalog); copy of Applications received after this date will teaching license. be considered on a space-available basis.

Music (M.A., M.S.) Occupational Therapy (M.O.T.) Minimum grade point average of 2.75; Bachelor’s degree, minimum GRE, Major Field Test in Music or undergraduate cumulative grade Praxis II (Content Knowledge); three point average of 3.25; GRE; grades letters of reference; written diagnostic of C or better in prerequisite courses exams in music, history and theory (see M.O.T. section); two letters of before the end of the first semester. recommendation; professional resume; statement of purpose; 40 hours of Nursing (D.N.P.) observation; completion of a college Undergraduate course requirements in or community course to learn a new statistics, health assessment, and nursing occupation. Application Date: May 15. research; bachelor’s degree in nursing (B.S.N), master’s in nursing (M.S.N), or Physical Therapy (D.P.T.) B.S.N and graduate degree (M.S., M.A.) Minimum bachelor’s GPA of 3.25 in another discipline; minimum 2,000 (based on a 4.0 scale); minimum hours RN clinical practice; cumulative combined GRE of 1100; minimum GPA of 3.0 on a 4.0 grading scale at cumulative GPA of 3.0 in prerequisite the undergraduate level, 3.5 GPA at undergraduate anatomy and physiology, the graduate level; competitive GRE general biology I and II with labs, scores; current certification in BLS or chemistry I and II with labs, physics ACLS; current license to practice as a I and II with labs, and statistics/ registered nurse in Virginia; complete biostatistics courses; courses in abnormal Graduate College application; resume psychology, biochemistry, biomechanics, or curriculum vitae that includes prior kinesiology, public speaking and education and professional practice; 3-5 technical writing recommended; one page essay outlining applicant’s vision academic/educational reference, one for a career as a DNP and how the professional physical therapist reference DNP program would help the applicant and one work-related/volunteer achieve this goal; a sample of previous reference; essay on how APTA Vision academic writing or publication; official 2020 will impact the physical therapy

Admission transcripts from all postsecondary profession and how it will affect the 26 institutions attended; three letters of student’s practice; minimum 40 hours clinical experience; interview may be in the field of human services as an required; no transfer credit allowed. See employee, student and/or volunteer; D.P.T. website for details. Application personal essay; official transcripts from Date: February 1. all undergraduate (including community college) and graduate work. Refer to Psychology (M.A., M.S.) the School of Social Work’s website Minimum grade point average of 3.0; for further requirements. Advanced GRE; three letters of reference (one standing students begin in summer, from major department; if applicant standard students begin in fall. For is not a psychology major, a letter of fullest consideration, applications for reference from a psychology faculty advanced standing status should be member is needed); short statement received by March 1 and applications for (approximately two pages) stating why standard status by April 1. Applications the student is interested in psychology received after those dates will be and future plans. Application Date: considered on a space-available basis. February 15 for fall. Special Education (M.S.) School Psychology (Ed.S.) Minimum GPA of 2.75 in Minimum grade point average of 3.0; undergraduate coursework and 3.0 GRE; two letters of reference (one from in graduate work, if taken; official major department; if applicant is not a GRE scores (Verbal, Quantitative and psychology major, a letter of reference Analytical Writing) OR official passing from a psychology faculty member is scores on all the following: Praxis needed); short statement (approximately I, Praxis II, VCLA and VRA; three two pages) stating why the students is letters of professional recommendation interested in psychology and future plans. speaking to the applicant’s success and Application Date: February 15 for fall. capacity as a teacher of students with and/or without disabilities and potential Social Work (M.S.W.) for success as a graduate student and Minimum grade point average of 2.75 professional in the field of special overall; minimum grade point average education; personal letter of application of 3.0 in all undergraduate social to the special education program work courses (for advanced standing area (see program section); resume applicants) or in the last 60 hours of documenting all volunteer, internship upper division coursework (for standard and work experiences with infants, applicants); three letters of reference (at children and youth. Compensatory least one from a professor who can speak application materials and interview to academic potential and one from a required to assess applicants who do supervisor in human services who can not meet all entrance requirements. speak to practice skills; applicants for Rolling admission but applications must advanced standing are encouraged to be received November 1, April 1 and

Admission provide a reference from their senior July 1 for the following semester. For 27 field instructor); previous experience those seeking initial teacher licensure, admission to the Teacher Education Non-Degree Program is required prior to field Minimum grade point average of 2.75; experiences, including passing scores official transcript showing baccalaureate on VCLA and Praxis I (and VRA for degree conferred. Rolling admission. certain specializations). Post-Baccalaureate Certificate Initial Teaching Licensure Minimum grade point average of 2.75; Minimum grade point average of 2.75; official transcripts showing all degrees submit official transcripts showing conferred. Rolling admission. baccalaureate degree conferred; three letters of reference. Rolling admission. Admission

28 Fees and Financial Information

Graduate Student Tuition and Fees 12-14 hours 2011-2012 $8,881 regardless of enrollment in 12, 13 or 14 hours In-State Student per Semester (Ed.S., M.A., M.B.A., M.F.A., M.S., 15-18 hours* Psy. D.) $8,881

1-11 hours Master of Occupational Therapy $378 for each credit hour up to $4,158 Program (M.O.T.) $946 per credit hour 12-14 hours $4,537 regardless of enrollment in Doctor of Nursing Practice (D.N.P.) 12, 13 or 14 hours $874 per credit hour

15-18 hours* Doctor of Physical Therapy (D.P.T.) $4,537 $940 per credit hour Master of Occupational Therapy (M.O.T.) *Enrollment in 15 or more graduate credit $421 per credit hour hours requires permission of the dean Doctor of Nursing Practice (D.N.P.) of the Graduate College. Enrollment in more than 18 hours is charged on a per $434 per credit hour credit hour basis. A student may enroll Doctor of Physical Therapy (D.P.T.) in 15 graduate credit hours, but no more, $505 per credit hour without permission only if one or more of those credits involves a local field place- Virginia Educator’s Tuition Rate ment or laboratory course. $318 per credit hour (1-11 credit hours per semester) Graduate students are also eligible to purchase optional meal plans. For more $3,816 per semester information, contact the RU Express Of- (12-18 credit hours per semester) fice at (540) 831-5054 or (540) 831-6449. (see eligibility guidelines in catalog) Every effort is made not to change fees Out-of-State Student per Semester after they have been published; however, (Ed.S., M.A., M.B.A., M.F.A., M.S., if this should become necessary, public Psy. D.) notice will be given prior to the semester in which the increase goes into effect. Fees and Financial Information and Financial Fees 1-11 hours Refer to the website for the most up-to- 29 $740 for each credit hour up to $8,140 date information: www.radford.edu. Fees

Overload Fee if they have obtained a parking decal An overload fee will be charged for each from the Parking Services Office located additional hour over the full-time aca- in Heth Hall. See “Parking” on p. 63 for demic load. A full-class load at Radford more details. is no more than 18 hours per semester. The overload fee is based on the semes- Thesis/Dissertation Binding Fee ter-hour charges for part-time students. Students may request the library to bind personal copies of thesis/dissertations at Summer Session Fees a nominal charge by using the Personal The cost for summer sessions will be Thesis/Dissertation Binding Request based on the semester-hour charges for available in the library. Each copy should students. Room and board will be be presented in its own envelope or box. available. The university pays for binding the two Applied Music Fee Graduate College originals which will be An applied music instruction fee is maintained in McConnell Library. For charged at the rate of $250 per credit more information, call (540) 831-6926 per semester. Applied music fees may or (540) 831-5694. be waived for level system applied les- sons with the approval of the dean of Commencement Costs the College of Visual and Performing All students participating in the hooding Arts for students majoring in music, and commencement exercises must wear and students registered in Department appropriate academic regalia, which is of Music ensembles and studying in a available through the campus bookstore. performance medium relevant to their There is a charge for a cap, gown, ensemble participation. Fee waivers do tassel and hood. For more information not apply for MUSC 107, 169, 170, 470 contact the campus bookstore at and 670. (540) 831-5144 or (540) 831-5498.

Application Fee Continuous Enrollment A non-refundable application fee is For information regarding continuous required of each student (whether com- enrollment, see p. 49. muting or residential) who is applying for enrollment for the first time as an Responsibility for Payment of undergraduate student. The fee must be Tuition and Fees submitted with the completed formal Payment of tuition, fees and other application. charges owed to Radford University is the responsibility of the student. Billing Parking Fee statements will be emailed to the student Fees and Financial Information and Financial Fees Students may park motor vehicles and at their RU email address given to them 30 motorcycles in university parking lots by the university. Unpaid Tuition, Fees or Fines supervisors, librarians and coaches. Failure to pay tuition and fees could Admission to the Radford University result in administrative withdrawal from Graduate College as a matriculated the university. In addition, the student’s or non-degree student is required. signature on the Application for Admission constitutes an agreement to 2. Eligible personnel must be full-time pay 25 percent attorney’s fees, late fees, contractual employees of a public interest, and other reasonable collec- school division or private school tion costs necessary for the collection within the Commonwealth of of any amount not paid when due. The Virginia. university reports past due accounts to a credit-reporting bureau. 3. Individuals on official leave from their assignments are eligible for reduced tuition. Alternative Financing 4. There is no restriction on the Virginia Educator’s Reduced Tuition Rate number of hours that can be taken. Full-time Virginia educators (K-12) are eligible to apply for a reduced tuition rate 5. Courses for which educators request for Radford University courses offered reduced tuition must be for profes- on and off campus. Educators (teachers, sional development, not for planned administrators, supervisors, etc.) can be career changes outside of education. enrolled for a graduate degree, additional endorsements or for re-licensure. Rad- For more information or to receive ford University has implemented this application forms, please call the Graduate policy as recognition of the importance College at (540) 831-5431 or go to the for Virginia educators to enhance their online form at http://gradcollege.asp. professional knowledge and skills. The radford.edu/admissions.html. reduced rate in 2010-2011 is $295 per semester hour. An application for the Nelnet Automatic Payment Plan Virginia Educator’s Reduced Tuition rate In a continuing effort to assist with needs to be completed only once annu- the payment of educational expenses, ally and is effective for both the academic Radford University offers the AMPP year and the following summer session. Monthly Payment Plan as an alternative The following eligibility guidelines apply: to standard payment arrangements. 1. A baccalaureate degree is required for kindergarten through grade 12 Simple steps to enroll in the Payment Plan: public and private school teach- • Have student login to the MyRU portal.

Fees and Financial Information and Financial Fees ers, counselors, administrators, • Click the My Accounts tab at the top. 31 • In the center of the page under totally disabled veterans or for children Student Accounts, click on Make a orphaned by an act of war. Both tuition Payment by monthly payments. and fees are covered by this program. • You will enter the QuikPay site where Eligibility is determined by the Director you will need to click “Make Pay- of the Division of War Veterans Claims ment” on the left side of the page. upon submission of an application. To be • Click on “Payment Plan” to enroll in eligible for assistance, the applicant’s par- the E-Cashier Automatic Payment ent must have been a resident of Virginia Plan (a new window will open). upon entry into the service; the appli- cant’s parent must have been a resident Senior Citizens Higher Education of Virginia for at least 10 consecutive Act of 1974 years prior to the date of the application; The Commonwealth of Virginia al- the applicant must be between 16-25 lows senior citizens who meet certain years of age; and the applicant must requirements to take courses at state col- verify admission to a state college or uni- leges or universities free-of-charge. To versity. Eligible applicants are entitled to be eligible, persons must have reached a maximum of 48 months of tuition as- 60 years of age before the beginning of sistance and must be progressing toward the semester in which they wish to en- a clearly defined educational objective. roll and must have had legal domicile in Virginia for one year prior to the semes- In addition, an amendment to Section ter in which they plan to enroll. 23-7.1 now allows for tuition-free educa- tional benefits for orphans and spouses Senior citizens may register for and of certain law enforcement officers, enroll in courses as full-time or part- correctional and jail personnel, sheriffs, time students for academic credit if their deputy sheriffs, fire fighters, members federal taxable income does not exceed of rescue squads and alcoholic beverage $15,000 for the year preceding the year control agents who have been killed in in which enrollment is sought. Senior the line of duty while serving or living in citizens may register for and audit the Commonwealth of Virginia. courses for academic credit regardless of their federal taxable income. In all cases, Eligibility for this benefit is determined senior citizens are entitled to register by the chief administrative officer of for courses only after all tuition-paying the Alcoholic Beverage Control Board, students have been accommodated. Ap- emergency medical services agency, plications are available in the Office of law-enforcement agency, Superintendent Graduate and Professional Studies and of the State Police or other appropriate the Admissions Office. agency.

Virginia War/Public Service Orphans If this is a first-time enrollment, contact Education Program the VA Office in Roanoke. (Section 23-7.1, Code of Virginia) pro- vides for tuition-free educational bene- Refund of Charges Fees and Financial Information and Financial Fees fits at any state-supported college or uni- It is the university’s policy to hold the 32 versity for children of permanently and enrolled student liable for charges in- curred; therefore, refund checks will be owed to the student as a result of with- issued in the name of the student. drawal will first be offset against any other amounts owed to the university. Withdrawal from One or More Students who receive financial aid and But Not All Courses withdraw prior to the completion of 61 A student who withdraws from a class percent of the enrollment period must by the census date will be credited the repay Title IV funds (i.e. PLUS, Perkins, difference in tuition and fees for the Subsidized and Unsubsidized Loans, reduced number of credit hours, if any. Pell, SEOG, HETAP and CSAP) to their After the census date, there will be no sources. The percentage is determined reduction. by dividing the number of days attended by the number of days in the semester. Withdrawal from the University (All Courses) Summer Session Tuition and Fees: For Fall and Spring Tuition and Fees: Stu- summer sessions, students who with- dents who withdraw from the univer- draw from the university through census sity through the census date will not date will not be charged any tuition and be charged any tuition and fees. For fees. No proration of tuition and fees fall and spring semesters only, students will be made for students who withdraw who withdraw from all courses after the after the census date. census date will be charged a percentage of the applicable tuition and fees based Residence Hall and Apartment Rent: on the effective date of the withdrawal as For all semesters, students who with- recorded by the Office of the Registrar draw through the census date will be and the number of weeks past the census charged a flat fee of $200 ($100 for date. The census date is specified in the summer sessions). No proration of rent academic calendar for each semester. will be made for students who withdraw The proration of fees does not apply to after the census date. certain fees including matriculation, lab, bowling, music and late fees. The sched- Meal Plans: For all semesters, students ule for allocation of tuition and fees who withdraw through the census date between amounts charged and amounts will be charged a flat fee of $200 ($100 credited is listed below. This schedule is for summer sessions). After census date subject to change. and through the last day to withdraw and receive a grade of “W,” refunds will Weeks Past Percent Percent be prorated based on the number of Census Date Charged Credited weeks or actual usage, as applicable. No 1 20% 80% proration will be made after the last day 2 40% 60% to withdraw and receive a grade of “W” 3 50% 50% 4 60% 40% for that semester. 5 100% 0% Return of Title IV Federal Financial Aid No credit will be granted after the census This policy governs all federal grant and Fees and Financial Information and Financial Fees date for partial withdrawals, i.e. drop- loan programs, but does not include the 33 ping individual courses. Any refunds Federal Work-Study program. The law assumes that a student “earns” student’s charges. The University’s With- approved (verified) federal financial aid drawal Policy (stated above) will be used awards in proportion to the number of to determine the reduction, if any, in the days in the term prior to the student’s student’s tuition and fee or room and complete withdrawal. If a student com- board charges. The student is responsible pletely withdraws from school during a for paying any outstanding charges to term, the school must calculate, accord- the university. ing to a specific formula, the portion of the total scheduled financial assistance The student’s official withdrawal date that the student has earned and is there- will be determined by the university as fore entitled to retain, until the time 1. the date the student began the uni- that the student withdrew. If a student versity’s withdrawal process (the date receives (or the university receives on that the student officially notified the the student’s behalf) more assistance advising center of his/her intent to than he/she earns, the unearned funds withdraw); must be returned to the Department 2. the midpoint of the semester if the of Education or to the Federal Direct student withdraws without notifying or parent’s Federal PLUS loan lenders. the university; or If a student’s charges are less than the 3. the student’s last date of attendance amount earned, and a refund is due, the at an academically-related activity as student may be able to receive those ad- documented by the university. ditional funds. Students who have not completed the verification process are If it is determined that a portion of the ineligible to receive any financial aid. financial aid received on the student’s behalf is unearned, the university shares The portion of the federal grants and with the student the responsibility of loans that the student is entitled to re- returning those funds. ceive is calculated on a percentage basis by comparing the total number of days Any grant funds that the student is re- in the semester to the number of days quired to return to the Federal Programs that the student completed before he/ are considered an overpayment. The she withdrew. For example, if a student student must either repay the amount completes 30 percent of the semester, in full or make satisfactory payment he/she earns 30 percent of the approved arrangements with the Department of federal aid that he/she was originally Education to repay the amount. If the scheduled to receive. This means that student fails to repay, or make payment 70 percent of the student’s scheduled arrangements, to repay an overpayment or disbursed aid remains unearned and the student will lose his/her eligibility to must be returned to the Federal Pro- receive future federal financial aid at any grams. This policy governs the earned institution. and unearned portions of the student’s Federal Title IV Financial Aid only. It Refund Policy for State and determines how much, if any, the stu- Institutional Aid

Fees and Financial Information and Financial Fees dent and/or the school may need to The policy will affect students who 34 return. This policy does not affect the completely withdraw from all classes in a semester and who are receiving state or accepted by the university subject to the institutional financial assistance. It does following limitations and policies: not apply to students who withdraw • The university accepts checks for from some but not all classes within tuition/fees, room and board, the exact a semester. All financial programs are amount of goods or services and fines covered under this policy. State Student owed to the university. Loan, Last Dollar and VTG MUST be • The Post Office accepts checks and reduced to tuition costs only before any RU Express cards for the amount of purchase. further refund is considered. The por- • The university bookstore will cash tion of the RU Grant and VGAP funds checks between $5 and $25. A service that the student is entitled to receive will charge of 50 cents will be assessed for be calculated on a percentage basis by each check cashed. comparing the total number of days in • Checks written directly to a student by the semester to the total number of days the Commonwealth of Virginia or by that the student completed before he/ Radford University may be cashed at she withdrew. Funds from the Virginia the bank indicated on the check or Teaching Scholarship Loan Program at a bank where the student has must be returned to this program in full. an account. • A student who knowingly writes a Enrollment Deposit Refunds check with insufficient funds in his or Students who are offered admission as a her checking account may be charged residential student must submit a $400 with an honor code violation and may housing and enrollment deposit. Com- be prosecuted under the criminal law muter students are required to submit a of the Commonwealth of Virginia. $200 enrollment deposit. Students who • If a check written for tuition/fees or choose not to enroll can receive a refund room and board is returned from the of the enrollment deposit upon request bank for any reasons, future tuition/fee or room and board payments may be before May 1. After that date, the deposit required to be made with cash, money is forfeited. order, certified check or cashier’s check, and the student may be admin- istratively withdrawn from the uni- Financial Services versity. In addition, the student will be assessed a $25 service charge and a late Banking Facilities fee of either 10 percent of the amount Three banks are located near the Rad- of check or $75 (whichever is less) if ford University campus: SunTrust Bank, applicable. Wells Fargo and BB&T. In addition, the • A student may be blocked from regis- city is serviced by Stellar One, Bank of tration and transcripts may be held if Floyd, Bank of America and National a check is returned from the bank and Bank. SunTrust Bank, Wells Fargo and remains unpaid. Stellar One operate automatic teller • A service charge will be applied to all machines on campus. Checks presented checks returned from the bank for any Fees and Financial Information and Financial Fees by Radford University students are reason. 35 Financial Aid

Helping qualified students who would be the Radford University Foundation. For unable to attend the university because additional information, refer to the RU of a lack of funds is the aim of Radford’s Financial Aid website: http://finaid.asp. financial aid program. During the 2010- radford.edu/. 2011 academic year, Radford provided some form of aid for approximately 72 Applying For Financial Aid percent of its students. Primary respon- To determine need in a consistent way sibility for funds for education belongs for aid applicants, Radford suggests that to parents and students. The difference students seeking financial aid submit between the family contribution and the a completed Free Application for Fed- cost of attending the university deter- eral Student Aid (FAFSA) by Febru- mines the financial need of the student. ary 15. Forms and further information The criteria used for selecting student about the needs analysis system may aid recipients involve both the com- be obtained from high school guidance puted need and the academic progress counselors, the Financial Aid Office, or standing of the individual student. Top the Radford University Financial Aid consideration for awarding financial website at: http://finaid.asp.radford.edu/. aid dollars will be given to those who demonstrate the greatest need, who Currently enrolled students may obtain have valid applications submitted by the FAFSA worksheets from the university’s deadline, and who are admitted to Rad- Financial Aid Office or complete the FAFSA ford by the deadline. Should funds not through the web at: http://fafsa.ed.gov/. be available to meet all these needs, the aid will be prioritized by need among The FAFSA for renewal students also eligible applicants. should be filed by February 15.

After a student has been admitted to Radford awards financial aid separately for Radford and has demonstrated financial the academic year and the summer terms. need, the university tries to meet that need by offering a financial aid pack- Students who plan to be enrolled dur- age, which may consist of a scholarship, ing the summer must submit a separate grant, loan and/or on-campus job. university summer Financial Aid Appli- cation. The Free Application for Federal In addition to awards based on dem- Student Aid form, however, needs to onstrated financial need, scholarships be completed only once annually and is based on leadership, character and effective for both the academic year and academic achievements are offered at the following summer sessions. Radford. Sources of financial aid include loans and grants from the federal and Disbursement of Financial Aid Fees and Financial Information and Financial Fees state governments, as well as numer- All types of financial aid are credited to 36 ous private funds established through the student’s account at the beginning of each term with the exception of work- The academic progress of students who study and some loans. These financial fail to meet the minimum standards will aid funds must be used first to pay the be reviewed each semester of the school required university charges outstanding year. At that time financial assistance at that time. All awards will be disbursed may be awarded, if available, to those equally over the course of the two students who improve satisfactorily. academic semesters unless the student applies for only one term. Financial as- Rights and Responsibilities of sistance awarded for the summer terms Student Recipients will be indicated for the specific term. As a recipient of state or federal aid, each student has certain rights and responsi- Radford University participates in Electron- bilities. Knowing what they are will place ic Funds Transfer (EFT) of William D. Ford the student in a better position to make Direct Lending Education Loan funds. decisions about educational goals and how they best can be achieved. If at any This option of disbursing loan proceeds time there are questions about financial is an additional service that the universi- aid, students should come to the Finan- ty offers its students. Financial aid appli- cial Aid Office where there is additional cants will receive information with their information available concerning their award package regarding this service. legal rights and responsibilities.

Refund of Excess Financial Aid The student has a right to know: • the total cost of attending Radford If a student’s Federal and/or Alternative University for an academic year, in- Loan funds are received electronically cluding tuition and fees and estimat- he/she may have the excess aid depos- ed costs of personal expenses, books ited into his/her checking or savings and transportation; account. If this option is not chosen, a • the due dates for mandatory fees and refund check will be mailed to the stu- the payment procedures for those dent’s mailing address. receiving financial assistance; • the deadline for submitting applications; Satisfactory Progress • how the financial need was determined; Financial aid awards are conditional on • how much of the estimated financial students maintaining satisfactory prog- need has been met; ress in their course of study according • the types of financial aid offered by to academic and progress requirements. Radford University and the terms of Satisfactory progress for financial aid those types of aid which were received; purposes requires that the student meet • how satisfactory academic progress is the university’s progress requirements measured; and and maintains progress toward a degree. • the university refund policy for Additional progress requirements exist students who withdraw. for the state financial aid programs. For financial aid recipients, the policy can be The student is responsible: obtained from the RU Financial Aid Of- • for submitting honest and accurate Fees and Financial Information and Financial Fees fice or from the RU Financial Aid website: information concerning enrollment 37 http://finaid.asp.radford.edu/sap.html. and family financial circumstances; • for adhering to all agreements signed as $65,500 in subsidized not to exceed in the course of applying for and $138,500 in both subsidized and unsub- receiving financial assistance; sidized Federal Loans cumulative for • for reporting a change to less than both undergraduate and graduate work. full-time enrollment during the Graduate students may borrow up to award period; $8,500 per year subsidized with a maxi- • for reporting promptly to the Finan- mum of $20,500 in subsidized and un- cial Aid Office the receipt of schol- subsidized loan. All students will be re- arships, grants or loans awarded by quired to pay up to a one percent default organizations or agencies other than fee as required by the Department of Radford University; Education for each loan. The interest rate • for becoming familiar with the for new borrowers is a fixed rate of 6.8 deadlines for application, the terms percent. The interest rate for Subsidized of financial aid received and refund Federal Loans is subsidized by the federal policies for students who withdraw; government until six months after the • for knowing the loan repayment student graduates, leaves school or drops responsibilities and abiding by the below half time status and when repay- terms of the promissory note; and ment begins. For Unsubsidized Federal • if awarded student employment, for Loans, the borrower either makes inter- performing the job in a satisfactory est payments or capitalizes the interest. manner. An unsatisfactory perfor- mance may result in removal from Information on these loans is available the work program. from the Department of Education, online at http://www.finaid/org.loans/ or at the Office of Financial Aid. Federal Loans Loans require the student to establish financial need for Subsidized Federal Federal Perkins Loan Loans. Those students not eligible for The Perkins Loan is funded by the Subsidized Federal Loans or partial Sub- federal government, but is administered sidized Federal Loans will be eligible for directly by Radford University. Graduate Unsubsidized Federal Loans. Therefore, students may borrow a total of $60,000, all students applying for Federal Loans which includes any amount borrowed must complete the Free Application for under National Direct Student Loan Federal Student Aid to establish eligibil- (NDSL) or Perkins for undergraduate ity. Generally, half of the proceeds of study. Students begin paying back these the loan will be available in the fall and loans nine months after they either the remaining amount available in the complete their education or leave school. spring to be applied toward charges for No interest is charged until repayment each semester. begins and then a five percent charge is applied to the unpaid balance. Direct Lending Federal Graduate PLUS Loan Federal Direct Lending Student Loan Direct Lending Federal Graduate PLUS Fees and Financial Information and Financial Fees The Direct Lending Federal Loan enables loans are available for graduate stu- 38 graduate students to borrow as much dents. In order to be eligible for this loan, graduate students must complete Students awarded a work award may use the Free Application for Federal Student the university website to locate positions Aid (FAFSA) and apply for their entire on campus (http://finaid.asp.radford.edu/ loan eligibility before borrowing from work.html). Students are paid once each this program. In addition, the Graduate month for the preceding pay period. PLUS loan requires that students must not have an adverse credit history which University Work Scholarship Program is determined by a credit check conducted This program provides a limited number by the Department of Education. of part-time employment opportunities for students who do not qualify for the work- The repayment period for this begins study program. Any full-time student with after the date the loan is fully disbursed. satisfactory grades is eligible for employ- Loan repayment deferments may be ment. The number of hours worked and possible when you are enrolled in at hourly earnings are identical to those in least five credit hours (1/2 time status). the Federal Work-Study Program. Contact the Department of Education at (800) 557-7394 for more informa- Under an agreement with the U.S. De- tion regarding deferments. Students partment of Education, the institution is can borrow up to their cost of education obligated to employ qualified financially minus any other financial aid (includ- eligible students before offering employ- ing Federal loan eligibility). The inter- ment to others. est rate is fixed at 7.9 percent and all students will be required to pay a fee of Residence Hall Assistantships up to 4 percent of the loan. Please visit The residence director (RD) position is the Financial Aid website (www.radford. a graduate assistantship with a two-year edu/~finaid) or contact the Financial commitment. The RD is responsible for Aid Office about applying for this loan. the total operation of a residence hall housing 130-300 students. Qualifications for the position include effective interper- Work Programs sonal and communication skills, a strong commitment to working with a diverse Federal Work-Study Program student population and relevant experi- This is a federal program that provides ence. Compensation includes tuition and part-time jobs for students with financial fees, furnished one bedroom apartment need as determined by the Free Applica- (can accommodate RDs who are single or tion for Federal Student Aid (FAFSA). married), full meal plan and a monthly A student is awarded work for a specific stipend for nine months. Additional number of hours per week. Students information and application materials are must contact supervisors listed on the available through the Office of Residential RU Financial Aid website to secure a Life or at http://www.radford.edu/res-life. work position. An undergraduate stu- dent is paid the current federal mini- Graduate Assistantships for Master’s and mum wage and may earn up to $1,305 Specialist Degree Students Fees and Financial Information and Financial Fees per semester or a maximum of $2,610 Graduate assistantships provide the 39 for the academic year. university with a means of recruiting and retaining highly talented students in grad- a graduate assistantship if enrolled for 15 uate programs. Assistantships enhance graduate credit hours – but no more – if graduate study by providing professional one or more credits are part of a formal lab experience and financial support. Gradu- course, local practicum or local part-time ate coordinators recommend students internship. All types of graduate assistants from their programs for an assistantship will be evaluated each term. Based upon based on merit. To be considered for an performance in the assistantship and/or assistantship, students must submit an on- budgetary considerations, students can- line assistantship application available on not be guaranteed receipt of an award in the Graduate College website and must be a subsequent year. Failure to renew an on regular or temporary admission status. award based upon performance issues may The priority deadline for application is be appealed. Students who resign from February 15 for fall admission. any type of assistantship without notice and without providing written justifica- Types of Assistantships tion approved by the dean of the Graduate There are three types of assistantships. College within five days of the resignation First- or second-year students who as- will not be eligible for an assistantship in sist professors with research and sporadic the future. instructional duties or who work in an administrative/departmental office for 10, Graduate Assistants 15 or 20 hours per week are referred to as GAs receive an annual stipend graduate assistants (GAs). Students – typi- depending on whether they are assigned cally in their first year of study – who work to work 10, 15 or 20 hours per week. 10 or 20 hours per week assisting a faculty Stipends for GAs who work for one term member with instructional duties are only may also be available. It is expected called graduate teaching assistants (GTAs). that most GAs will assist faculty mem- Second-year graduate students who work bers with scholarly/creative activities or 20 hours per week as sole instructors of instruction, although some are assigned record for a course are called graduate to administrative duties. A GA must teaching fellows (GTFs). Detailed descrip- have no regular teaching responsibility. tions of the requirements associated with GAs must be allowed the flexibility to these positions appear below and on the first attend to academics while fulfilling Graduate College website. the expectations of their assignments.

Assignments are based on merit and credit A limited number of GA positions are hour considerations. A full-time graduate available in the summer for students student is considered someone who takes enrolled in at least six graduate credit hours. 9 - 14 graduate credit hours per term. A A separate online application and resume GTA may only be enrolled for 9 - 12 credit are required for these positions. Details are hours. A GTF may be enrolled for 9 credit on the Graduate College website. hours only. A GA may be enrolled for 9 - 14 credit hours. Students in violation Graduate Teaching Assistants of the overload policy of more than 14 GTAs receive an annual stipend plus a

Fees and Financial Information and Financial Fees hours will not be eligible for an assistant- partial in-state tuition award. It is expected 40 ship. However, a student may be awarded that GTAs will directly and regularly assist the instructor with teaching responsibili- those of their assignment. GTFs are ex- ties for 20 hours per week each semester. pected to be available for training during Though some teaching may and should the week before classes begin in the fall. be required, a GTA is not responsible for The specific scheduling and content of the conduct of a course. GTAs must be this training vary by degree program. allowed the flexibility to first attend to their own academics while fulfilling the For an expanded list of financial aid pro- expectations of their assignments. A GTA’s grams available to graduate students, visit supervising instructor is expected to pro- http://finaid.asp.radford.edu/grprog.html vide regular formal mentoring. GTAs are expected to be available for training during Financial Support for Doctoral Students the week before classes start in the fall. Pending budgetary availability, the univer- The specific scheduling and content of this sity offers financial support for students training vary by degree program. enrolled full-time in doctoral programs. Please consult the specific doctoral pro- Graduate Teaching Fellows gram coordinator/director for detailed in- GTFs receive an annual stipend plus formation on the level and type of support. a partial in-state tuition award which are both more than those awarded to Responsibilities of the Graduate Student GTAs. It is expected that GTFs will The student must become familiar with the teach two sections of a 100-level (or with academic policies outlined in this section prior approval from the Graduate Col- of the catalog. The academic advisor will lege, a 200-level) course each semester advise the student on all matters related as Professor of Record. A GTF must to the program of study and the dean of have successfully completed at least 18 the Graduate College will aid the student graduate credit hours in her/his degree in the interpretation of policies whenever program, be enrolled full-time and necessary. The ultimate responsibility for have successfully undergone pedagogi- meeting all stated requirements for gradu- cal training with mentoring. While the ate degrees awarded by the university rests GTF will have primary responsibility for with the student. the course being taught, formal men- toring by a full-time faculty member is A checklist of issues to which students required. GTFs should only be selected must attend during their graduate program if they clearly have the ability to balance appears on p. 21 of this catalog and is in- their own academic responsibilities with cluded in the student’s letter of admission. Fees and Financial Information and Financial Fees

41 Honor System

Radford University’s Honor System percent of the total class time; this first provides the foundation for a university meeting is a regular class. community in which freedom, trust and respect can prevail. In accepting During the first week of each course, the admission to Radford University, each instructor shall inform students of the student makes a commitment to support attendance policies for the course. Class and uphold the Honor System without attendance policies are determined by compromise or exception. Individuals the instructor and should allow for a have the responsibility to be honorable reasonable number of absences which in their own conduct and to insist that are required due to documented official other students act honorably. university-sponsored activities, health problems and other emergencies. It Lying, cheating and stealing are con- is the student’s responsibility to make sidered to be acts of dishonor and will, arrangements, which are acceptable to therefore, cause a student to be subject the instructor, to complete work missed to temporary or permanent suspension during the student’s absence from class. from the university community. Stu- Official university-sponsored activities dents who commit an honor violation or include, but are not limited to, those any members of the Radford University events which students attend as official community who have knowledge that a delegates funded by the university or in student has committed an honor viola- which they represent a university-funded, tion are expected to comply with the all-campus organization, intercollegiate reporting procedures. athletic team or performing group and academic course-related field trips in which participation is mandatory as ap- Class Attendance proved by the appropriate academic dean.

All students are expected to attend classes on a regular basis. No absences of any nature will be construed as relieving the student from responsibility for the comple- tion of all work assigned by the instructor.

A student registering late for a class will be responsible for all work assigned and ma- terial covered during the class sessions that were missed due to the late registration.

The first class meeting of an evening Honor System and Class Attendance Honor System and Class class, which meets one night per week 42 for 14 weeks, represents about seven Advising

Faculty Advisors must consist of at least two additional Academic advising is recognized by the graduate faculty members. Associate university as important to the educa- graduate faculty members may not chair tional development of its students and as but may serve on a thesis committee both a natural extension of teaching and with the permission of the dean of the an important professional obligation on Graduate College. For further informa- the part of its faculty. Sound academic tion about the composition and func- advice helps the student address not tions of the student’s graduate thesis only simply course selection and committee, see “Dissertation, Master’s scheduling but also what a well- Thesis or Graduate Recital” on p. 54 and educated person should be and know. “Comprehensive Examination” on p. 56. Doctoral programs may have a different Student’s Graduate Thesis or procedure and students should refer to Dissertation Committee their doctoral program handbook. See The graduate thesis committee must be the Psy. D. website for detailed infor- chaired by a full graduate faculty mem- mation on its comprehensive exam and ber within the student’s discipline and dissertation. Advising

43 Grading System

The quality of work completed is recog- AU indicates the student audited nized by the assignment of grade points the course to various letter grades. The student’s I indicates work is incomplete. See academic standing depends upon the “Incomplete Grades” on p. 45. number of semester hours of work suc- IP indicates the course is in progress cessfully completed and upon the num- NG indicates non-graded ber of grade points accumulated. Rad- NR indicates no grade was recorded by ford University uses a system in which instructor grade points are assigned to grades as P indicates passed with satisfactory follows: work of “B” or better W indicates that a student withdrew, During spring 2010, the Graduate without penalty, from the course College adopted a +/- grading system. after schedule adjustment but Professors may or may not choose to use before the end of the eighth week the +/- grading system but must specify and that no credit was obtained their choice in their course description. A = 4.0 points To complete a graduate degree program, A- = 3.7 points the student must have a minimum 3.0 B+ = 3.3 points grade point average overall and in the B = 3.0 points program of study. Some programs may B- = 2.7 points have more stringent requirements than C = 2.0 points those listed below; refer to the relevant F = 0 points program or departmental handbook. • Grades in non-Radford Univer- A is given for superior work sity transfer courses are not used A- is given for work that clearly ex- in calculating grade point averages. ceeds expectations but is less than Only courses graded “B” or higher superior can be transferred if approved by B+ is given for work that is somewhat the program. Courses graded “B-” or above expectations lower will not be accepted for transfer B is given for work that meets expec- credit. tations • Every course on the program of study B- is given for work that meets some must be completed with at least a expectations grade of “C.” C indicates work below expectations • Grades for non-transferrable courses F indicates failure and means the from a former Radford University course must be taken again with graduate program will not be in- Grading System and Policies a passing grade before credit is cluded when calculating the GPA for 44 allowed a different Radford University gradu- ate program in which a student has tion of thesis, dissertation, practica and/ subsequently enrolled. or internship exceeds 20 percent of the • Course taken while an undergraduate student’s program of study, the student at Radford University will not be in- must take the rest of his/her coursework cluded in the graduate GPA. How- for a grade. No course taken pass/fail ever, undergraduate course(s) taken for which a letter grade can be assigned after matriculation to the Graduate is acceptable unless recommended by a College will appear on the graduate faculty member and supported by the transcript. department chair and approved by the • Prior Radford University graduate dean of the Graduate College. coursework will not be included as part of the current graduate GPA at Repetition of Courses the discretion of an individual pro- If a student repeats for credit a course in gram if the following amount of time which a “C” or an “F” was obtained both has elapsed: 6 years for the master’s the original grade and hours attempted and Educational Specialist or 8 years and the subsequent grade and hours for the doctorate. attempted will be used in the calcula- tion of a grade point average. No more Pass-Fail Courses than six credits of coursework may be All courses taken at Radford University repeated in this way. Courses taken in while classified as a graduate student, which a “B” or “A” was obtained may not except those in which a grade of “P” is be taken a second time for credit. obtained, will be used in calculation of the grade point average. The total num- Incomplete Grades ber of hours attempted, excluding those At the faculty member’s discretion, the in courses graded on a pass/fail basis, is letter “I” may be entered on the stu- divided into the number of grade points dent’s transcript for a course whenever obtained in order to arrive at the grade some portion of the required work has point average. Any pass/fail course in not been completed by the end of the which an “F” is assigned will be calcu- semester. A written statement of the lated in the student’s overall grade point requirements for removal of the grade of average. “I” must be signed by the faculty mem- ber and student and filed in the office A minimum of 80 percent of the re- of the chairperson of the department in quired courses on a student’s program which the course is taught, with a copy of study must be taken for a grade and submitted to the registrar along with the a maximum of 20 percent can be taken faculty member’s grade sheet. A student Grading System and Policies as pass/fail. Practica and internships are cannot graduate with an incomplete on 45 exceptions to this rule. If a combina- his or her record, including an “I” or “IP” (see below for use of the “IP” grade) in a Full-Time Status required course, a supporting or defi- The normal full-time load for a graduate ciency course, an undergraduate course student is nine graduate hours per se- or an elective. mester, with a maximum of 14. A student may enroll in 15 graduate credit hours, The grade of “I” will automatically revert but no more, without permission only if to a grade of “F” if not satisfactorily one or more of those credits involves a removed according to the following local field placement. A graduate student schedule: who is employed full-time or part-time must realize that an excessive course load Latest Date for Removal might well result in substandard perfor- Fall: End of the last day of classes for the mance in academics and on the job. spring semester Spring: End of the last day of classes for Summer Sessions the fall semester Any graduate student who enrolls in six Summer: End of the last day of classes or more semester hours of credit during for the fall semester Summer Session III or a combination totaling six semester hours of enrollment A grade of “IP” (In Progress) will be used in the Maymester, Summer Session I, for a thesis, graduate recital, practicum, in- Summer Session II and Summer Session ternship or dissertation in which case the III, will be considered a full-time student. supervising professor determines whether an exception is warranted and has the A graduate student may enroll for a option of specifying the length of time the maximum of 14 semester hours of credit student has to complete the work. using any combination of enrollments in the summer sessions. Once the grade of “I” and/or “IP” is placed on the transcript, it remains on Grade Changes/Corrections the transcript until it is replaced by the Students who feel they received a grade appropriate grade when all course re- in error should contact the appropriate quirements are completed or when the faculty member. If the faculty confirms deadline for completion has passed. that an error has indeed been made, then the faculty member must process a grade Except for a thesis, directed study, gradu- change form and submit it to the Office ate recital, practicum, internship or dis- of the Registrar no later than one year sertation, a student cannot re-enroll for a after the submission of the original grade course for which an “I” or “IP” is recorded (excluding Incompletes). on the transcript. A degree cannot be awarded to students with Incompletes on Grade Appeals their records. Students wishing to appeal grades received in courses should refer to the

Grading System and Policies See p. 49 for information regarding con- Graduate Grade Appeal Procedures and 46 tinuous enrollment. associated forms posted on the Gradu- ate College website at www.radford.edu/ practical experience prior to engaging gradcollege under the “Forms and Poli- in the experience, make those cies” tab. concerns known to the student and make appropriate recommendations Grievance Procedure to the student; For concerns other than grade appeals, 3. Provide the following: a) written students wishing to initiate the griev- criteria for entry into a practical ance process should refer to the Graduate experience and procedures for Grievance Procedures and associated forms implementation of those criteria; posted on the Graduate College website at b) performance standards during the www.radford.edu/gradcollege under the experience; c) circumstances under “Forms and Policies” tab. which the student may be with- drawn from or denied entry to the Practicum/Internship Approval experience; and d) processes includ- Programs will monitor and regulate ing appeals, which regulate such admission into all programmatic field withdrawals. Individual programs experiences. Students must have prior may set their own standards for ethi- written approval of the program coordi- cal or professional behavior based nator/director before they are permitted upon state, professional organiza- to register for any field experience. tion, college or accreditation criteria. These standards must be commu- Graduate programs in which students nicated to students upon entry into are required to participate in a practical the program. experience, including internships, prac- tica, clinical courses, student teaching Policies specific to each program will be and fieldwork shall: on file in the Office of the Provost and 1. Provide written information to Vice President for Academic Affairs, the potential students about the qualities Graduate College and in each depart- of character and interpersonal skills ment or program office. Students plan- that are normally expected in order to ning to take such courses should obtain complete the program successfully; a copy of the relevant program’s policies 2. Identify (when feasible) potential and procedures before registration in problems the student may have in a the course. Grading System and Policies

47 Degree Requirements

Doctoral Degree Requirements demic requirements (content area courses See Psy.D. program on p. 126. among others) for the licensure endorse- See D.N.P. program on p. 112. ment area. This might require that they See D.P.T. program on p. 124. complete courses at the undergraduate level which would not count toward the Minimum Degree Requirements master’s degree. Applicants must meet (Master’s and Ed.S.) with the program coordinator to obtain a For all graduate degrees, at least 80 transcript analysis which outlines pro- percent of the hours in the overall pro- gram and licensure requirements and lists gram must be in 600-, 700- or 800- level course deficiencies. Students must com- courses. plete all deficiencies prior to being admit- ted to the Teacher Education Program All degree programs require that the stu- and to clinical field experiences. dent complete a minimum of 30 or more semester hours of graduate-level work After matriculation to the Graduate Col- with at least a “B” average in the overall lege, all work taken at Radford University program and in all courses taken since to satisfy deficiencies will appear on the admission. official transcript and will be calculated in the overall grade point average. At least two-thirds of the credits must consist of Radford University courses. Program Requirements Some programs may have additional All students enrolled in a degree program credit hour requirements. A six-hour the- will, at the time of admission, familiarize sis, graduate recital or creative project is themselves with the basic requirements required for all Master of Arts and Master of their program. Please check with the of Fine Arts programs. A dissertation is program coordinator/director for de- required for the Doctor of Counseling tails. After nine credit hours have been Psychology degree and a capstone proj- completed, the student, in consultation ect is required for the Doctor of Nursing with and approval from his or her advisor, Practice; credit hours associated with each must submit a formal program of study vary by program. to the Graduate College that identifies the details of the student’s coursework. Specific requirements for each program are listed in the program section of this Creating the program of study is the catalog. responsibility of the program in which the student is enrolled. The student must Undergraduate Deficiencies fulfill all the requirements of their Students enrolled in a Master of Sci- appropriate degree program as ence in Education or Special Education published in the catalog. The year of the Degree Requirements degree program and who are also pursu- catalog being followed must be indicated 48 ing licensure to teach must meet aca- on this form. Changes to the program of study must Transfer of Credit; Off-Campus Credit be approved by the advisor or program A maximum of one third of the total coordinator/director. The Petition for Pro- graduate hours in a program of study may gram Change is available online at www. be transferred from another RU program radford.edu/gradcollege/, in the Graduate or an outside institution. Some programs College and in most departmental offices. may have more stringent requirements. Only credit for grades of “B” and above Change of Program from a regionally-accredited institution or Students who wish to change degree pro- university may transfer. (Credit for grades grams and students previously admitted of “B-” will not transfer.) Credits applied as non-degree seeking who wish to enroll previously toward another degree cannot in a degree program must apply to the be transferred. All transfer credit must new program and pay the application fee. be approved by the student’s advisor after consultation with graduate faculty in the Current degree-seeking students who discipline involved and by the dean of the wish to request a change in specialty Graduate College. area within a degree program or add a Post-Baccalaureate Certificate to a Any student enrolled in a degree program current degree shall not have to pay an at Radford University who wishes to take additional fee. transferable graduate work as a transient student at another institution must secure Supporting Courses approval from his or her advisor and from The program of study must list all courses the dean of the Graduate College before taken in support of the master’s program such work is taken. Courses which will as well as those courses not used as part of not be accepted for graduate credit by the the degree program. institutions offering the courses will not Supporting courses may be those needed be accepted by Radford University. to make up undergraduate deficiencies or Continuous Enrollment graduate-level courses which the student and advisor feel may be beneficial but All graduate students are required to be are not a necessary part of the regular registered for at least one graduate credit program. An average of at least a “B” is re- at Radford University during the semester quired in supporting courses, as it is in all they receive their degree from Radford other courses taken by a graduate student. University. Registration and tuition pay- A grade of “C” or lower would count ment are required of all graduate students toward the two “C” rule even though the when using university facilities and/or supporting course(s) are not part of the faculty time. The minimum number of regular program. All work taken as sup- hours for registration is one. Registra- porting courses will appear on the official tion allows use of services such as library Degree Requirements transcript and will be calculated in the checkout, access to faculty members for 49 overall grade point average. help with completion of requirements, laboratories, recreation facilities not open enroll for graduate credit in any course to the public and the graduate commence- lower than the 600 level. ment ceremony. Graduate Credit for Students who are not currently registered Radford University Seniors for any coursework and who have com- Seniors at Radford University with an pleted all coursework but have other out- overall grade point average at Radford of standing degree requirements (e.g., com- 3.00 or better may be permitted to take prehensive examination, thesis, removal up to six credit hours of graduate-level of an “I” or “IP” grade), are required courses during their final year of under- to register for a continuous enrollment graduate work. Students have the option course each semester, including sum- of counting the course(s) toward their mer, until they have met the outstand- undergraduate degree or toward a gradu- ing requirement(s). This course carries ate degree, if all admission requirements no credit hour production and does not are met. Graduate courses taken to meet count toward degree requirements. This baccalaureate requirements may not be course option is also available to those used toward a graduate degree, except in admitted students who are not enrolled approved accelerated bachelor’s/master’s in a given semester but who wish to use programs (see below). university facilities and services during that time. The Continuous Enrollment Undergraduate students who wish to take form is available online or in the Gradu- courses for graduate credit must receive ate College Office in Lucas Hall. Approval specific approval from the instructor and of the professor of record and the dean of the dean of the Graduate College. Re- the Graduate College is required prior to quest forms are available in the Graduate registration. College Office in Lucas Hall. If a graduate course taken as an RU undergraduate is Correspondence Credit transferred from the undergraduate to No correspondence credit, wherever the graduate transcript, the student will earned, can be applied toward any gradu- be charged for the differential between ate degree awarded at Radford University. the undergraduate and current graduate tuition rates upon matriculation to the 500-Level Courses Graduate College. Faculty teaching graduate students in 500-level courses must require additional Accelerated Bachelor’s/ work of these students if the course is Master’s Programs being taken for graduate credit. The Students accepted for approved bach- nature of this work will vary but must elor’s/master’s accelerated programs may be substantial and reflective of graduate take up to 12 graduate credits and these level effort. The student is responsible may count toward both the bachelor’s for informing the instructor if the course and master’s degrees. To be eligible for is being taken for graduate credit. For a participation in an accelerated degree student to receive graduate credit for a program, students must have completed Degree Requirements course, the instructor must hold graduate at least 60 undergraduate credits and have 50 faculty status. Doctoral students may not a cumulative GPA of at least 3.00. Indi- vidual departments may impose stricter scores are required, they must be sub- admission requirements. Admission and mitted no later than the second week completion requirements for specific ac- of the term in which conferral of the celerated degree programs are described bachelor’s degree is anticipated; in the catalog. • Any other materials required by the graduate program to which the appli- The objective of accelerated bachelor’s/ cant is seeking admission. master’s degree programs is to provide a means by which exceptional undergradu- Upon review of the materials, a letter of ate students at Radford University may acceptance (or denial) to the master’s efficiently complete the requirements program, contingent on meeting the ac- for both the baccalaureate and master’s celerated requirements and completing degrees. the bachelor’s degree, will be sent to the student. Eligibility: Students must have completed a minimum of 60 undergraduate credit Participation and Graduation: Students hours and have at least 24 credits remain- must complete the bachelor’s degree prior ing in their undergraduate programs. to entering the master’s program. Students Transfer students must have completed a in an accelerated program may not elect to minimum of two semesters as a full-time bypass the baccalaureate degree. Students student at Radford University, a mini- must receive a grade of “B” or better in the mum of 24 hours. Students must have a double-counted graduate level courses. minimum cumulative grade point average Courses with a grade of “B-” or below (GPA) of 3.00. cannot be double-counted between the two degrees. No more than 12 hours of Application to an Accelerated Bachelor’s/ graduate work may be counted toward the Master’s Degree Program: requirements of both degrees. Students A prospective student should set up a must complete the master’s degree within meeting with the graduate program co- six (6) years of the start of their first ordinator to review the requirements for graduate course. If the master’s program an accelerated bachelor’s/master’s degree is not completed within these time limits, program. Students applying to an acceler- none of the graduate courses taken as an ated program must submit the following: undergraduate will be counted toward the master’s degree. Permission to pursue • Application for accelerated bachelor’s/ an accelerated degree program does not master’s programs; guarantee admission to the Graduate Col- • Official transcripts of any courses taken lege. Admission is contingent on meeting at a college or university other than current eligibility requirements of the Radford University; graduate program. • Application for Graduate Admission form; Withdrawal/Ineligibility: A student may • $50.00 non-refundable application fee; at any time withdraw from an approved • Appropriate test scores, if required by accelerated program by informing the

Degree Requirements the graduate degree program to which graduate program coordinator in writing. 51 the prospective student is applying. If A copy of the withdrawal letter must be sent to the Graduate College. If a stu- justment but before the end of the eighth dent completes the baccalaureate degree week of the semester (or 60 percent of the requirements with an accumulated GPA total class meetings of a summer ses- of less than 3.0, then he/she is no longer sion or any other non-traditional course, eligible to pursue the accelerated program. whichever comes first) will receive a grade Individual programs may have higher of “W.” Students may not withdraw from requirements and a failure to meet these individual classes following the end of the requirements will make a student ineli- eighth week of the semester. gible to participate in the accelerated pro- gram. A student who does not follow the A graduate student may not withdraw approved accelerated degree requirements from more than three graduate classes may become ineligible to participate in during their Radford University career. the accelerated program. A student who is Anything beyond the third withdrawal ineligible to participate in (or withdraws results in an automatic “F.” from) the accelerated program cannot double-count any courses for both bach- Withdrawal from the University elor’s and master’s degrees. (All Courses) A graduate student withdrawing from all courses during a given semester must con- Withdrawal Procedures tact the Office of the Registrar in Heth Hall in writing or via email. The registrar must Withdrawal from One or More But Not confirm receipt of the notice. This process All Courses must be followed to ensure the student will A graduate student may complete a with- receive any eligible refunds and the appro- drawal form in the Office of the Registrar priate grades for the semester. or notify the Office of the Registrar in writing or via email that he or she wishes Students who withdraw from the uni- to withdraw from one or more (but not versity before the end of the tenth day of all) classes. The withdrawal is not com- classes (census date) will receive no grade. plete until the Office of the Registrar has A student who withdraws from the uni- been notified and confirms the with- versity (all classes) after the census date, drawal. but prior to the end of the eighth week of the semester (60 percent of summer Students must contact the Student Ac- session) will receive a grade of “W’” in all counts Office in Heth Hall to initiate a classes. Withdrawals from the university request for a refund of tuition if they drop after the eighth week will result in an au- a class or classes prior to the census date tomatic grade of “F” in all classes. and if the reduced class load qualifies them for a tuition refund. A graduate student may withdraw from the university only once during his or her A graduate student who drops a class RU academic career. (Cancelling enroll- prior to the conclusion of schedule adjust- ment to the university prior to the census ment will receive no grade. A student who date or receiving a medical withdrawal Withdrawal Procedures withdraws from class after schedule ad- does not count as a withdrawal from the 52 university.) Exceptions will be granted by the dean of the Graduate College or by the vice president for student affairs. Retention Policies Withdrawal from a Degree Program Graduate students who wish to withdraw Good Standing from a degree program at Radford Uni- Any student who maintains a minimum versity must submit a letter in writing to grade point average of 3.00 in graduate the Graduate Admissions Manager, Box courses will be in good standing. Un- 6928, Radford University, Radford, VA dergraduate courses may not be taken to 24142. The manager will confirm receipt correct a grade point average deficiency. of the notice. If a student withdraws from Programs may also have more stringent a degree program, s/he must reapply and rules for remaining in degree programs. be accepted in the original or in another degree program in order to resume stud- Probation and Dismissal ies. If at any point a student earns a cumulative grade point average below 2.00, the stu- Withdrawal from Off-Campus Course dent will be dismissed from the Graduate Students who register for off-campus College. If a student is dismissed from a courses must adhere to published with- program she or he may not enroll again in drawal policies and procedures as outlined the Graduate College until two academic above. years have passed. She/he must pay the ap- plication fee and be accepted. A program Exceptions to Withdrawal Procedures may be more, but not less stringent than Exceptions to the withdrawal procedures the Graduate College in its application may be granted upon recommendation policies and it may choose the option of no of the Office of the Vice President for reinstatement. If a program’s readmission Students Affairs in cases of documented policies are more stringent than those of medical or other non-academic reasons. the Graduate College, they must be docu- mented in the program’s or department’s Leave Of Absence student handbook. Students have six years to complete a mas- ter’s degree and eight years to complete a If at any point a graduate student’s cumula- doctoral degree. Taking a leave of absence tive grade point average falls between 2.00 for any length of time does not extend and 3.00, the student will be on proba- these time frames. Graduate students are tion. Some programs have more stringent granted a leave of absence by their pro- requirements for remaining in degree pro- gram and are subject to the policies and grams. A student who is on probation may procedures of the Graduate Catalog of the take no more than nine semester hours of year of their original admission or a sub- coursework in a given term. sequent catalog as long as it is within six or eight years of enrolling in a master’s or To return to good standing, a student must doctoral program, respectively. Programs earn a minimum cumulative grade point have the discretion to reject courses that average of 3.00 within the first nine gradu- Retention Policies are less than the stated timeframe. ate credit hours attempted after being 53 placed on probation. A student who does not meet the minimum cumulative grade It is required that students have earned at point average in that time period will be least nine semester hours, be on regular dismissed from the Graduate College. A status and have an approved program of student who has been on probation and study prior to enrolling in directed study then reinstated may again be on probation courses. if the student’s grade point average again falls below 3.00. A directed study cannot be used to replace a required course in a graduate program of A student who receives more than two study. Non-degree seeking students may grades of “C” or lower in any work at- not take a directed study course. tempted at Radford University shall be dismissed. This includes graduate or The directed study will be graded on an undergraduate supporting coursework A/F basis. and courses taken as a non-degree seek- ing student. Programs may be more but A single directed study can carry from not less stringent than this criterion. All one to four semester hours of credit. A program- specific dismissal policies must maximum of six semester hours of credit be reviewed and approved by the dean of in directed studies can be used toward the Graduate College before adoption by a graduation in a degree program; program program. requirements may limit the student to fewer than six hours of directed study. Dismissal from a program based on non- grade related reasons not covered under Students electing to do a thesis as part of the Radford University Code of Student their degree requirements may take up to Conduct shall be program specific. Each four hours of directed study as part of the program’s criteria for dismissal must be degree program. communicated in the program’s or de- partment’s student handbook along with The proposal should be submitted to the the appeals process. If a program chooses Graduate College at least two weeks prior to dismiss a student, the Graduate Col- to registration. lege, upon receipt of notification from the program, shall issue a formal letter of Dissertation, Master’s Thesis dismissal if the student does not appeal or Graduate Recital within the prescribed time frame or if the A thesis or graduate recital is required appeal is unsuccessful. in all Master of Arts programs. It can be an elective or a requirement in a Master Directed Study of Science program, at the option of the The directed study is a course designed department. For dissertations, students by the student after thorough consulta- should see their program handbook. tion with the professor who will supervise the study. Before registering for a directed When a thesis or dissertation topic has study, the student must submit a written been established, the student should proposal for approval by the supervising submit a Request for Convening of

Retention Policies professor, advisor, department chairperson Thesis/Dissertation Advisory Commit- 54 and the Graduate College. tee form to the Graduate College in order to register for thesis/dissertation credit. Basic style guidelines required for all Standards and criteria for approval of the theses and dissertations can be obtained request are established by the student’s online at: www.radford.edu/gradcollege or thesis/dissertation advisor. Programs from the Graduate College Office in Lucas and/or thesis advisors may require a writ- Hall. Program specific guidelines must ten proposal prior to signing the Request fall within the Graduate College guide- for Convening of Thesis/Dissertation Ad- lines and are available in the department visory Committee form. Students should or program student handbook. check with their individual departments for specific prerequisites. Students who plan to do a thesis or graduate recital are advised to begin A student cannot register for thesis serious planning of this work during the hours until the Request for Convening first semester of enrollment as a gradu- of Thesis/Dissertation Advisory Com- ate student. Past experiences have shown mittee form has been reviewed and that it is very difficult for a student to do a approved by: 1) the thesis/dissertation respectable job on the dissertation, thesis advisor (who is in the student’s program or recital if all work is concentrated in the and has full graduate faculty status), last semester before graduation. 2) a minimum of two additional committee members with graduate It is important that the student doing a faculty status, 3) the department chair dissertation, thesis or recital choose the or graduate program director and 4) the committee before beginning work, and Graduate College. A copy of this form that the committee members are kept may be downloaded online at http:// informed of the student’s progress in the www.radford.edu/gradcollege. preparation of the dissertation, thesis or recital. All members of the committee must have graduate faculty status. Faculty with asso- The thesis grade will be recorded as “Pass” ciate graduate faculty status may not chair, or “Fail.” Conventional letter grades are but may serve on the committee with given for the graduate recital. the permission of the dean of the Gradu- ate College. Students must be on regular All requirements for the thesis must status and have an approved program of be completed within the time frame by study on file. which the degree must be completed; six academic years for a master’s or eight It is recommended that the student estab- academic years for a doctorate. lish the thesis/dissertation topic and begin work on the proposal as early as possible. Awards The Thesis/Dissertation Proposal Defense Three graduate awards – one each for the form is an agreement with the student and outstanding research thesis, the outstand- signifies that if the work described within ing creative project and for an exemplary an approved proposal is accomplished to performance – are given each year at the a quality acceptable to the committee, the spring commencement/hooding cer-

Retention Policies committee will honor it as a satisfactory emony to students who completed their 55 thesis/dissertation. graduate degrees during the past academic year. A faculty committee designates the At the start of the term in which any recipients of these awards from nominees comprehensive exam will be taken, a form selected by each college. A cash award and that establishes membership of the a plaque are given to each student, and advisory committee must be submitted to a commemorative plaque is given to the the Graduate College. faculty advisor of each award-winning thesis or project. For a Master of Science degree candidate, the committee conducting the examina- Preliminary Master’s Comprehensive tion must consist of three graduate faculty Examination members, including the student’s advisor, In addition to the final comprehensive at least one additional faculty member examination given during the last se- from the student’s major department and mester of enrollment, the graduate fac- at least one faculty member familiar with ulty in each program have the option of the student’s area of study. requiring a preliminary comprehensive examination to be administered sometime For a Master of Arts or Master of Fine Arts before completion of three-fourths of the candidate, the committee must consist of master’s degree program. This prelimi- the student’s advisor and at least two ad- nary examination would be designed to ditional faculty from the major department, measure the student’s competence in the including the thesis or graduate recital director if this person is not also the advisor. discipline. If a particular program requires such a preliminary examination, informa- The student, in consultation with the tion is given in the program section of this advisor, can suggest the names of faculty catalog. to serve on the committee. An associate Final Comprehensive Examination graduate faculty member may serve on the committee with the permission of the and/or Thesis/Dissertation Defense graduate dean, and must sign the report of A final, comprehensive examination, the final comprehensive exam. She or he thesis/dissertation defense, or its equiva- may not chair the committee. A majority lent is required of all graduate program of the committee must recommend “satis- candidates. The format of the examination factory” in order for the student to pass. is determined by the program. It should be taken during the last semester of the A candidate who fails the examination student’s graduate program and should be may request re-examination no ear- scheduled by the student and the advisor to lier than the following semester. A new be taken at least two weeks before gradu- examination form must be requested. A ation. The student must have at least a “B” student who fails to pass the examination average in the program of study and overall or thesis defense on the second attempt at the time of application for the examina- will be dropped from the degree program. tion. The necessary examination form is available in the Graduate College Office in Students should note specific program Lucas Hall. The form must be requested requirements for the final comprehen- at least five university business days in ad- sive examination, thesis defense, or its vance of the examination date and must be equivalent in the program description returned to the Graduate College within 15 section of this catalog. Doctoral exami- Retention Policies days of the date of the examination by the nations may vary so students should see 56 advisor or a faculty designee. their program handbook. Time Limit Records and Reports of Students All requirements for the master’s degree Grades as filed with the Office of the or Educational Specialist (Ed.S.) degree Registrar are final, except where an error must be completed within six academic of judgment has occurred or an error has years. Neither Radford University courses been made in computation or transcrip- nor transfer courses more than six aca- tion. Students may electronically access demic years old at the time of graduation grades at the end of a semester or term. will be allowed as part of the hours for A transcript is the official record, com- graduation. All requirements for a doctor- piled by the Office of the Registrar, of a al degree must be completed within eight student’s academic career. For each semes- years. Neither Radford University courses ter or summer term, the transcript shows nor transfer courses more than eight aca- the courses, credits and grades; semester demic years old at the time of graduation or summer term grade point average; and will be allowed as part of the hours for notice of good standing, academic proba- graduation for a doctorate. At the discre- tion, suspension or withdrawal. Transfer tion of the degree program, one or more credit also is recorded, but without grades. courses that may fall within the time limit for any program may not necessarily be The completed transcript records the accepted. degree and program as appropriate, final cumulative grade point average and the Second Master’s Degree date the degree was conferred. Students will not be allowed to enroll in a graduate program leading to a master’s Transcripts are issued upon the receipt degree in a field in which they already of a signed, written request. There is no hold a graduate degree. A student pursu- charge for this service. There is a limit of ing a second master’s degree in a new field 10 transcripts issued per request, unless may not count any credits toward the new otherwise approved by the registrar. degree already applied toward an earlier degree, but must meet all requirements for Student Record Policy the appropriate degree. (Confidentiality of Student Records)

Auditing Courses Family Educational Rights and Privacy Act Students may audit courses on a space Radford University student record policies available basis with written permission of and practices are in full compliance with the instructor and the department chair- state and federal laws (FERPA). The uni- person. Students who audit a course may versity will not release information about not transfer to regular status in the course a student from records, except directory after the census date. Auditing students information, to people (including parents) are expected to attend class on the same other than a specified list of exceptions basis as a regular student. The instructor without obtaining the written consent of may delete from the roster any auditing the student. student who does not meet course requirements. Upon request, the university will grant Retention Policies students who are or have been in atten- 57 dance access to their educational records, except those excluded by law, and will A full statement of the Family Educational provide an opportunity for a hearing to Rights and Privacy Act and information challenge such records. explaining how students may exercise the rights accorded them by this policy University and federal law does permit are posted to the RU website and are the university to release information it has available from the Office of the Univer- identified as directory information with sity Registrar and the Dean of Students respect to each student unless the student Office. The restriction on the release of informs the university that any and all non-directory information does not ap- information designated should not be re- ply to university officials or to designated leased without the student’s prior consent. persons or agencies operating on behalf Forms to request a restricted release of of the university. For example, faculty, directory information are available online advisors and academic support staff may and should be filed at the Office of the access non-directory information needed Registrar. While the university understands to perform their official responsibilities. that there are sometimes very legitimate Selected individuals or agencies operat- reasons why a student may want to restrict ing for the university, such as the National their directory information, please note Student Clearinghouse, may have access that placing a restriction on the release of a to academic records to verify enrollments student’s information means that RU per- and degrees. The university may disclose sonnel cannot even acknowledge the exis- records to state agencies for the purpose tence of the student to a third party. This of program review and evaluation. may cause the student and their parents some inconvenience related to the verifica- If a student has a complaint about the tion of enrollment and/or graduation for university’s compliance with state or insurance and loan deferment purposes. federal laws concerning student records, the student is encouraged to register that Radford University has identified the fol- complaint with a university official. While lowing as directory information: most concerns can and will be addressed • Student’s name, date-of-birth, local and promptly by the university, students may home address, phone listing and e-mail file complaints with the U.S. Department address of Education concerning alleged failures • Whether a student is currently enrolled by the university to comply with the • Major field of study requirements of the Family Educational • Participation in officially recognized Rights and Privacy Act. activities and sports • Weight and height of members of ath- letic teams Graduation Policy • Dates of attendance • Degrees and awards received A currently enrolled full-time student may meet the graduation requirements Students should report any change of listed in the Radford University Gradu- name, address, or marital status to the ate Catalog in effect at the time of the Graduation Policies Office of the Registrar so their university student’s initial enrollment at Radford. 58 records can be corrected. Or, the individual may elect to meet the requirements in any subsequent catalog credit may participate only after submit- published between enrollment and gradu- ting the Thesis Proposal Defense form. ation as long as the catalog is no more All other students must have successfully than six years old. A student may not completed their comprehensive exam or follow requirements for graduation listed its equivalent in order to participate in in a catalog in effect prior to the student’s commencement ceremonies. Doctoral enrollment at Radford. students must have completed all degree requirements prior to participation in Application for Degree commencement ceremonies. Each candidate for an advanced degree must apply for the degree through the Applications to graduate and to partici- Graduate College by the census date of pate in commencement must be approved the expected term of graduation accord- by the program following the guidelines ing to deadlines specified online. Unless established by programs and department. the necessary forms are filled out by the They must be submitted to the Graduate student by the stated deadline, graduation College by the census date of the expected may be delayed. term of graduation.

Commencement Exercises Participation in commencement does not Commencement exercises are conducted guarantee that the diploma and a final of- at the end of the fall and spring semesters ficial transcript will be issued. and are open to degree-seeking students only. Students completing degree require- Exception to Academic Policies ments are urged to attend. Extenuat- The Radford University Graduate Cata- ing circumstances may justify absence log is the basic authority for academic from these ceremonies. Diplomas will requirements at Radford University. All be mailed to students completing degree students are expected to follow the catalog requirements. However, it is the official in the pursuit of their degrees. On rare transcript issued by the Office of the Reg- occasions, extraordinary circumstances istrar that serves as confirmation that de- may justify minor departures from catalog gree requirements have been completed. requirements. A graduate student who needs to petition for an exception to aca- Participation in Commencement demic policy must complete the Graduate Radford University restricts participation Student Academic Petition form in con- in graduation exercises to those degree- sultation with his/her advisor, available seeking students who will complete their online or in the Graduate College office, degree requirements by the time of com- and submit to the Graduate College for mencement or (for spring ceremonies) consideration. Note that academic dis- those who can complete all coursework in missal (i.e., a GPA less than 2.0 or earning no more than two courses or six semester more than two grades of “C” or lower), hours, available during the immediately the minimum hours required for program subsequent summer session(s). M.A. stu- completion, or a minimum GPA less than dents lacking only the six hours of thesis 3.0 may not be petitioned. Graduation Policies

59 Campus Life

Numerous cultural and educational Route 11 (East Main Street) from the activities are offered each year. Music, main campus, houses an arena with an dance and theatre presentations enable eight-lane swimming pool, and a 1/6 students to attend, as well as partici- mile jogging track that are available for pate in, various productions during the student use during scheduled hours. year. A full schedule of art exhibits is arranged and presented by the Radford Outdoor facilities at the center include University Art Museum. An all-cam- a jogging trail, 12 courts, and the pus student calendar at www.radford. Patrick D. Cupp Memorial Stadium. edu/~studentcalendar provides students with up-to-date information on the up- The stadium houses an eight-lane track coming major programs, theater, music and field surface, a soccer field, locker and/or meeting times for clubs or orga- rooms, a press box, coaches’ offices and a nizations in which they are interested. concession area.

Department of Student Activities Peters Hall, located in the heart of the Students are encouraged to develop main campus, provides students the social, cultural and creative interests and opportunities to take part in aerobics awareness by actively participating in all classes, intramurals, a climbing wall, fit- aspects of campus life. ness center and open gym times.

The Department of Student Activities Muse Hall Fitness Center located on provides students with diverse out-of- the main level offers a variety of cardio the-classroom experiences including workouts with treadmills, ellipticals, intramurals, aerobics, sports clubs, RU bikes and stair-climbers and strength Outdoors programs, Hurlburt Student training with Nautilus single station Center Game Room, Radford Student machines. Programming and Campus Events (R-SPaCE), Greek Life, 230+ clubs and Muse Weight Room located off of park- organizations, student media, a leader- ing lot B offers students free weight lift- ship library and training, LEAD 110 ing opportunities with dumbbells, squat and student employment opportunities. racks and benches. Leg machines, cable For further information check out the crossover, bike, rowing machine and website at www.radford.edu/stuact, call stair-climber provide the equipment for (540) 831-5332 or stop by the main of- a full-body workout. fice Room 226 in the Hurlburt Student Center. Hurlburt Student Center includes a welcome and information center, stu- Recreational Activities dent lounges, a computer lounge, a game Campus Life The Dedmon Center, an athletic and- room with bowling and billiards, a food 60 convocation complex located across U.S. court, meeting rooms, a 250-seat audito- rium, Department of Student Activities Intramurals Offices, Greek Life Office, Student Gov- Intramurals are for everyone. A variety ernment Office, R-SPaCE Programming of individual and team sports/activities Office, the Student Leader Resources are planned, ranging from league com- Office and more. petition to more informal tournaments and one-day events that are intended Intercollegiate Athletics to appeal to the varied interests of the Radford University, a NCAA Division RU community. Past intramurals have I member, currently participates in 19 included dodge ball, sand , varsity sports, 11 for women and eight ping pong, flag football, , wally- for men. The sports include: men’s base- ball, billiards, soccer, , frisbee, ball, men’s and women’s basketball, men’s homerun derby and many card tourna- and women’s cross country, women’s ments. For more information, go to the , men’s and women’s golf, Campus Recreation Office in the Hurl- women’s swimming and diving, men’s burt Student Center, Room 121. and women’s soccer, men’s and women’s outdoor track, men’s and women’s in- RU Outdoors door track, women’s softball, men’s and RU Outdoors is the adventure program- women’s tennis and women’s volleyball. ming component of campus recreation The university offers athletic scholarship that provides outdoor adventures, pro- aid in all sports. motes healthy self-discovery, emphasizes respect and awareness for the natural Sports Clubs resources and unlocks student leadership Sports clubs highlight the leadership potential. Trips include hiking, backpack- skills and athletic talents of the RU stu- ing, paddling, caving, mountain biking dent body. The Sports Club Program is and climbing. All skill levels are accepted. designed to serve individual interests in For a low fee, instruction, technical different sports and recreation activities. equipment and transportation are pro- The activities that the club sport teams vided. Students can even rent equipment provide range from very competitive to for their own outdoor adventure. The recreational and instructional. Currently Campus Recreation Office is located in there are 21 chartered sports clubs at the Hurlburt Student Center, Room 121. RU. They include ice hockey, men’s and women’s lacrosse, men’s rugby, eques- trian team, men’s and women’s ultimate Student Resources frisbee, men’s and women’s soccer, men’s and women’s volleyball, women’s soft- Office for Academic Engagement and ball, men’s , men’s basketball, Community Partnerships football, skeet and trap, billiards, wres- The former Experiential Learning Of- Campus Life tling, fishing, women’s basketball and fice was recently renamed to reflect an 61 bowling. increasing emphasis at Radford Univer- For additional information, visit the center’s sity on ways that all Radford University website at http://careers.asp.radford.edu. faculty and students can engage in real world work and project experiences that Learning Assistance and provide practical experiences and ac- Resource Center complishments for students. Focused on The Learning Assistance and Resource the development of immersion intern- Center (LARC), located on the first floor ship experiences and community based of Walker Hall, is an all-inclusive aca- learning, the office can assist students demic support service open to the entire and faculty who seek local, state, na- Radford University community and tional or international internship ex- maintains Level 3 Certification status periences. A highlight of the office is by the international College Reading the Highlanders in Action Internships and Learning Association. Students may that are available both fall and spring make appointments for free tutoring in semester for three or six credit hours. many subjects, such as math, statistics Students work in teams with community and science. Graduate and undergradu- partners on projects related to one of five ate English majors, who have experience issues: environment/sustainability; social as peer readers, work with students on justice/diversity; health/wellness; arts/ writing assignments for all disciplines. culture and economic/urban develop- Students can also receive assistance in ment. The office is located on the second basic study and test-taking strategies. floor of Walker Hall and is open from The LARC tutoring staff, which includes 8 a.m. to 5 p.m. daily. For additional undergraduate and graduate students, information, visit http://www.radford. as well as professional tutors, receives edu/ruengaged. extensive training. Inspired by a holistic approach to tutoring, tutors are trained Career Services to make referrals if they detect other is- Career Services is located on the first sues at play in students’ lives. For more floor of Walker Hall. Services include information, call the LARC at (540) 831- individual and group assistance with 7704 or visit the LARC web site at www. career assessments and planning, ca- radford.edu/~larc. reer information, job-search process, resumé preparation, interview skills and Off-Campus/Commuter Student Services the transition from college to employ- The Dean of Students Office and SGA ment. In addition, the center manages Off-Campus Student Council (OCSC) an online virtual job/internship database coordinate services for off-campus/ and a resumé development site. The commuter students. Check the OCSC on-campus recruitment program affords website at www.radford.edu/~ocsc/ or students the opportunity to interview the off-campus student services website with profit and nonprofit organizations at www.radford.edu/~dos-web/ocss.htm throughout the academic year. for additional information.

The center is open 8 a.m. - 5 p.m., Mon- The following is a list of some of the ser- Campus Life day through Friday (including the lunch vices provided for off-campus students: 62 hour) during the academic year. Radford-area housing provider list, rent- ers insurance information, the Housing furnished with a TV room, vending ma- Fair, liaison relationship with landlords chines, kitchen, laundry room, recycling and the community, educational op- area and study lounge. Unless otherwise portunities and information about living specified, halls are coed by suite with off-campus, and a roommate matching two rooms sharing one bathroom. See board in the Dean of Students Office. the Boarding Policy in the Standards of Lounges are located in the Bonnie Hurl- Student Conduct for more information. burt Student Center and Heth Hall for relaxation or study. In addition to the Off-Campus Housing Bonnie and Heth lounges, other areas, A substantial number of rooms and which provide for study and relaxation, apartments for rent are available in the are located in the library. Meal plan op- immediate vicinity of the campus for tions are available for off-campus stu- students who have met the require- dents. For information about the plans, ments of the university boarding policy contact the RU Express Office at (540) as outlined in the Standards of Student 831-5054. Conduct. The university also owns and operates apartments near campus. Parking Students living off campus may purchase Students may park motor vehicles, meal plans and are encouraged to eat in motorcycles and motorbikes in univer- the university dining halls. Several meal sity parking lots if they have obtained plans are available to off-campus stu- a parking permit from the Parking dents. (See Dining Services, p. 66.) Services Office located in Heth Hall. To purchase a parking permit, students University-Owned Apartments must submit proof of ownership (by the The university owns and operates one student or a member of the student’s apartment facility. Information can be immediate family) and personal identifi- obtained from the Office of Housing and cation. The registration of a vehicle does Residential Life at (540) 831-5375. not assure the registrant of a parking space. Overflow parking is available for Center for Diversity and Inclusion all students at the Dedmon Center and Various services and programs for un- the baseball field parking area. Detailed derrepresented students at Radford Uni- information regarding parking and traf- versity are coordinated by the Center for fic regulations may be obtained at the Diversity and Inclusion in conjunction Parking Services Office in Heth Hall or with other departments. During various at the University Police Department in activities each semester, incoming stu- the Allen Building. dents are introduced to upperclassmen, faculty and staff, and are encouraged to Housing and Residential Life become involved in campus life. Radford University has 15 residence halls offering a variety of living options The Black Student Affairs Council, and themes for all student classifications, which is affiliated with the Student all are within walking distance of aca- Government Association, addresses Campus Life demic buildings, campus activities and African-American and minority student 63 downtown Radford. Residence Halls are concerns and interests, helps coordinate activities sponsored by African-Amer- sented annually by the International Stu- ican student organizations and seeks to dent Affairs Council. For further infor- unite all students at the university. mation, contact the Center for Diversity and Inclusion at (540) 831-5765, www. The Diversity Awareness Programming radford.edu/diverse or the Department Board, which is affiliated with the both of Student Activities at (540) 831-5332, the Center for Diversity and Inclusion www.radford.edu/~stuact. and Department of Student Activi- ties, is designed to promote multicul- tural issues, heritage, and achievements Physical and Mental through programming and other activi- ties. Eight historically black Greek letter Health Services organizations, which are affiliated with the Department of Student Activities, Disability Resource Office complement social and service oppor- The Disability Resource Office (DRO), tunities on campus. The fraternities are located on the lower level of Tyler Hall, Alpha Phi Alpha, Kappa Alpha Psi, Phi is a full-service office prepared to meet Beta Sigma and Omega Psi Phi. The the needs of students with diverse dis- sororities are Alpha Kappa Alpha, Delta abilities. The DRO provides assistance Sigma Theta, Sigma Gamma Rho and for students with documented disabili- Zeta Phi Beta. ties to include: physical, learning, ADD, psychiatric, medical and temporary The National Association of Latino services (i.e. broken bones, surgeries, Fraternal Organizations, Inc., which is extended illness, etc.). Services include also affiliated with the Department of reasonable academic accommoda- Student Activities, is the newest coun- tions, building accessibility, and assis- cil of Greek Life. This council governs tive technology to equalize the learning the Latino fraternal organizations on process. Other services available are: campus. is currently exam proctoring; teaching time manage- formed at Radford University. ment and self-advocacy skills; training for staff, faculty and students in regards RU’s Campus Ministers Association, to ADA laws; and teaching the rights RUCMA, is the organization for the and responsibilities of both students and campus ministers or faculty advisors of faculty in the accommodation process. the student religious organizations. Rec- ognized student religious organizations With appropriate documentation, include: Baptist, Baptist Independent, services are available for students with Catholic, Episcopal, Jewish, Mormon, temporary disabilities such as illness, Muslim, Presbyterian, United Methodist surgery or broken bones. The DRO and various non-denominational groups. coordinates services with other de- partments on campus as well as in the Social, cultural and educational activities community to ensure a holistic approach designed to broaden all students’ knowl- to serving students. All students with a

Campus Life edge of the larger global community and documented disability are encouraged to 64 their contributions to society are pre- register with the DRO. The DRO is open 8 a.m. - 5 p.m. Monday students can talk privately and con- through Friday. For more information, fidentially about issues which are of students can check out the DRO website concern to them. Students frequently at www.radford.edu/~dro, e-mail dro@ seek assistance with issues such as stress, radford.edu, telephone (540) 831-6350 anxiety, depression, relationships, lack of or video phone 1-866-971-2826. motivation and family concerns. Coun- seling at the SCS is provided by licensed Health Center mental health professionals and one The Student Health Center is located on doctoral student. Services at the SCS are the ground floor of east Moffett Hall. The free to both undergraduate and gradu- center is equipped to provide diagnosis ate students at Radford University. SCS and treatment for most of the common operates on a brief-therapy model with health problems encountered by students. limited sessions. Specific services at the More serious medical situations are re- SCS include: ferred to a network of local specialists. • Counseling: Individual personal counseling is offered for whatever Over-the-counter medications and a concerns students may have. Groups limited number of pharmaceuticals are are also provided dependent upon the available. Emergency medical care is need of students during that semester. available at the nearby Carilion New Couples counseling is also available River Valley Medical Center. For more when indicated. Typical counseling information about services, please visit topics include stress, anxiety, depres- www.radford.edu/~health/. sion, sexuality, motivation, homesick- ness, body image issues, relationships, Students are encouraged to contact the adjustment issues and other devel- Health Center regarding any special opmental concerns. Counselors can health concerns they bring to the univer- also assist students who need referrals sity. Health information is confidential. for a medication assessment and can Students must complete the Radford provide brief phone and in-person University Health Immunization Record consultation services. Form prior to enrollment. Please note that • Psychiatric: Evaluations for medica- meningitis, tetanus, hepatitis B, and two tion and on-going medication moni- MMR injections are mandatory and must toring are provided by the SCS psy- be included in the immunization record. chiatrist. These services are provided during the fall and spring semesters. The Student Health Center has been • Health Education Outreach Program- accredited by the Accreditation Associa- ming: SCS has a health educator tion for Ambulatory Health Care, Inc. during the fall and spring semesters (AAAHC) since 1999. All medical staff to provide presentations on a variety are licensed by the state of Virginia and of health related topics to the campus all providers are nationally certified. community. Topics include: Stress Management, Women’s Health Issues, Student Counseling Services Weathering Winter Illnesses, Sexu-

Campus Life Student Counseling Services (SCS), ally Transmitted Disease Prevention, 65 located in Tyler Hall, is a place where Eating Disorders, Smoking Cessation and Weight Management and Proper For more information, students can visit Nutrition. the SASAE website at www.radford. edu/~sasae, e-mail [email protected] or For an appointment or further informa- call (540) 831-5709. tion, stop by Tyler Hall or call (540) 831- 5226 for Student Counseling Services. Speech-Language-Hearing Clinic The Speech-Language-Hearing Clinic, The Office of Substance Abuse and located in Waldron Hall, provides Sexual Assault Education services for students, faculty and staff. The Office of Substance Abuse and Graduate students majoring in Commu- Sexual Assault Education is dedicated to nication Sciences and Disorders provide increasing knowledge and awareness of the services under the direct supervision substance abuse, sexual assault and other of faculty members. Hearing evaluations student health issues as well as decreas- and hearing aid evaluations are avail- ing the negative consequences associated able, as are rehabilitation services for with high-risk alcohol and other drug the hearing-impaired person. Speech use and sexual assault. The Substance and language evaluations and therapy Abuse and Sexual Assault Education Of- are provided for persons with articula- fice provides the following services: tion, stuttering, voice, language or other • Educational Resources on the topics communication problems. The services of Substance Abuse, Sexual Assault, are free for Radford University students, Dating Violence and other student faculty and dependents. Appointments health issues. may be made by calling (540) 831-7665 • RU Aware Program: An educational (V/TTY). class for the RU Drug and Alcohol policy violators. Dining Services • Counseling for students dealing with Dalton Dining Hall is the main “all you issues surrounding sexual and dating care to eat” style dining hall that offers a violence and/or substance abuse. wide selection of foods at various sta- • Advocacy and support for sexual as- tions. Some of the stations include Fresh sault victims. Grille with burgers, hot sandwiches and • Consultations for students, parents, fries; Market Carvery with entrees, veg- faculty and staff. etables and starches; and Menutainment, • Presentations and trainings for the which is an action station where food is Radford University community on prepared in front of the guests. Other op- substance abuse and sexual assault tions include a salad bar with composed issues. salads and fresh fruit, made to order sandwiches, house made pizzas, dessert Peer Educators: A student group affili- bar and beverage station. There is also ated with the National BACCHUS and a variety of healthy, vegetarian, vegan, GAMMA Peer Education Network dedi- sustainable, gluten-free, and sugar-free cated to raising awareness about student options made available to students. health issues. The SASAE office advises

Campus Life and supports RU’s peer educators. The Terrace Shops Food Court located 66 in Dalton Hall features a variety of retail shops including Au Bon Pain, Olo Sushi, order, weight gain/loss concerns or spe- Papa John’s and Wendy’s. The options cial diet requirements can be discussed range from soup, sandwiches and baked in confidence. To make an appointment, goods from Au Bon Pain, a wide selec- call (540) 831-7660. tion of sushi from Olo Sushi, pizza and pasta from Sbarro, and burgers, fries and Meal Plans for Off-Campus Students frosties from Wendy’s. Meal plans available to the off-campus student include 90 or 65 meals per se- The Food Court in Hurlburt Hall has mester, Flex Plan, Flex Plan Jr., or 15 or Chick-fil-A, Pinkberry, Salsarita’s, 19 meals per week. Each plan entitles the Starbucks and Wild Greens. The options diner to a number of meals per week and in these locations range from chicken several include Food Dollars, which can nuggets and sandwiches at Chick-fil-A, be used in all dining locations on cam- frozen yogurt at Pinkberry, fresh-mex pus. Payment plan options are available food in Salsarita’s, coffee and espresso for all off-campus meal plans through in Starbucks and custom built salads in the RU Express Office in Heth Hall. Visit Wild Greens. the RU Express website to learn more about the off-campus meal plan options: Au Bon Pain Café, located in McConnell http://ru-exprs.asp.radford.edu. Library, features gourmet coffee, espres- so drinks, soups and a wide selection of sandwiches and salads. Technology Services

The New River Grille House on the Division of Information Technology lower level of Muse Hall features two http://cio.asp.radford.edu different concepts. Lunch is an “all you The Division of Information Technology care to eat” buffet with expanded service (DoIT) consists of Information Technol- offering entrees, vegetables, starches, ogy Infrastructure, Enterprise Systems, soup, salad bar, and dessert. Dinner Technology Support Services, IT Project features an upscale full-service retail Management, Printing Services, Vend- restaurant and gives the guest a choice of ing Services, RU Express, Telephone salad bar or soup, choice of one gourmet Services, Web Communications, Radio, entrée and choice of dessert. TV, and Information Security. DoIT is committed to providing a secure, highly- All dining locations on campus accept reliable technology infrastructure along cash, food dollars, flex dollars, debit and with high-quality, customer-oriented credit cards and RU Express. To learn more services and support to meet the ever- about RU Dining Services, visit the website changing needs of students, faculty at www.DineOnCampus.com/Radford. and staff at Radford University. DoIT provides comprehensive computer and Special Diets information technology support for the Students sometimes have special dietary university and offers students, faculty needs. To accommodate these students, and staff access to a wide variety of com- Campus Life a staff of dining professionals is always puter, network and Internet resources. 67 available to assist them. Any eating dis- Computer Accounts for Accessing vices, repair for university-supported Radford University Technology Resources computer equipment, technology train- Access to Radford University technology ing and computer lab and classroom resources requires a university-issued facilities. More information, including account. All Radford University stu- help desk hours and training offerings, dents receive an account while enrolled is available on the Technology Support at the university. This account provides Services section of the DoIT website. access to campus computers, email, MyRU, class registration and many other Walker Technology Center systems and resources from the MyRU The Walker Technology Center is a Portal: https://myru.radford.edu. general-purpose computer lab facility available for use by all students, faculty Campus Network and and staff. This center, located on the sec- Internet Connections ond floor of Walker Hall, has more than Radford University provides ubiqui- 100 PC and Mac workstations offering tous high-speed Internet and campus access to a wide variety of software and network connectivity throughout the resources. Network printers are avail- campus. WiFi (802.11) access is available able for students in this area. Students in classrooms, administrative buildings, receive an initial free allotment of pages dining facilities and residence halls. each year. After this allotment is used, In addition to WiFi, all residence hall printouts are paid for using the available rooms are equipped with two Ethernet balance on an RU Express card. connections and a Cable TV connection.

Access to the full range of Radford Uni- McConnell Library versity network services requires the use of a VPN connection: (https://webvpn. http://library.radford.edu/ radford.edu). John Preston McConnell Library is named for the first president of Radford Computing Standards Purchases University. The library supports and The Radford University Bookstore offers enhances the university’s academic pro- discounted pricing for PC and Mac com- grams by providing access to collections puters. In addition to hardware, Radford and instructional services for students University has agreements in place to and faculty. The library’s professional provide students with access to Micro- faculty and staff serve as a link between soft Office and Anti-Virus software. users and library resources and work to Complete information on hardware anticipate needs, provide state-of-the-art recommendations and available software technologies and solicit feedback, which can be found on the DoIt website. is integrated into McConnell’s user-cen- tered services. Technology Support Services Technology Support Services (TSS) Collections provides one-stop support for students, McConnell Library contains a growing Campus LIfe faculty and staff. TSS offers phone-in collection of more than 500,000 print 68 and walk-in computer help desk ser- terials, including the resources pro- vided by the Virtual Library of Virginia (VIVA). The website links to the library catalog of books, media and electronic resources.

Equipment, such as Flip cams and audio recorders, is available at the Front Desk. Non-print items, including DVDs, CDs, as well as playback and viewing equip- ment, are located on Level 4.

Materials not owned by the library can be borrowed, free of charge, through Interlibrary Loan. Requests can be submitted through the ILLiad system at http://illiad.radford.edu; many articles are delivered electronically via e-mail.

Lending Library materials can be checked out at and electronic resources, including the Front Desk, which is on Level 3 near books, periodicals, newspapers, online the entrance to the building. The Rad- databases, CD-ROMs, DVDs, micro- ford University I.D. card serves as the forms, videotapes and other media. library card and must be presented in More than 30 librarians and staff provide order to check out library materials. For a variety of services, including reference more information on lending policies, assistance, instruction, outreach and ac- see http://library.radford.edu/about/ cess to and lending of materials. lending.html Anyone needing help using the library or with library questions is University Archives and Special encouraged to stop by the Front Desk, Collections are located on the fifth level email [email protected], call (540) and hold historical university records, 831-5364, text 5402680155; or send an including Board of Visitors’ documents IM via library.radford.edu/information/ and university-sponsored publications. IMchat.asp. Special collections include Virginia Iron Coal and Coke Company records, the Reference and Research Assistance personal library of U.S. Supreme Court The Reference/Instruction Services Justice Arthur J. Goldberg and the Key- Department, located on Level 3, offers stone Glass Slide Collection. a wide range of resources and services, including individualized research as- The library’s website at http://library.rad- sistance, and course-related instruction. ford.edu is the gateway to a wide variety Reference works and other general and

Campus Life of online databases, full-text journals, specialized research tools are available 69 e-books, poetry, music and other ma- for use. Two multimedia classrooms, A and B, projects and may be reserved through are available for group library instruc- the Library Administrative Office on tor. The George M. Harvey, Sr. Health Level 3. A Graduate Study Lounge Information Resource Center on Level 4 equipped with computers and a printer provides information resources, com- is located on Level 5. Six group study puters and group study space. Anyone rooms for student use are located on needing help with library research is Level 2. Level 5 is maintained as a quiet encouraged to ask for assistance at the study space. Au Bon Pain on Level 3 Reference Desk, send an e-mail message features gourmet coffee, sweets, soups to [email protected], call (540) 831- and sandwiches. 5696, text 5403070144, or send an IM via http://library.radford.edu/informa- More information tion/IMchat.asp. Students should visit the website http:// library.radford.edu/services/students. Computers, Printing, Scanning html to familiarize themselves with the and Photocopying information resources, facilities and There are 100 public computers avail- services available. able in the library; most are located in the Reference area on Level 3 and the Harvey Center on Level 4 with addi- Other Services tional workstations on every level. The two classrooms, A and B, serve as open Hurlburt Hall Information and computer labs when no library instruc- Event Planning Office tion classes are scheduled. Public scan- Located on the main floor of Hurlburt ners are located in the Reference area. Hall nicknamed “The Bonnie” in honor Radford students, faculty and staff are of former Dean of Students Bonnie provided a printing allotment; after the Hurlburt, the Information and Event allotment is used, printing can be paid Planning Office is staffed by a manager for directly with RU Express. A photo- and student assistants who can answer copier is located on Level 3 and operates a variety of questions regarding student with coins or an RU I.D. card. programming and reservations. These questions include scheduling organized Special Services activities in public, non-academic spaces The online catalog allows users to on campus, entering them on the manage their accounts, renew and campus-wide student calendar, selling request materials, and view electronic tickets for events sponsored by student course reserves. McConnell Library is organizations and all-campus program- wheelchair-accessible and offers services ming groups and a lost and found. For to students with disabilities, includ- additional assistance call (540) 831- ing reading machines, text enlargers, 5420. and personal assistance in locating and retrieving library materials. Contact I.D. Cards the Front Desk for assistance. Locking Students must present I.D. cards to use Campus LIfe carrels are available for use by graduate certain campus facilities and services. 70 and honors students engaged in research I.D. card photographs are taken at orien- Plus account and the RU Express account. tation and at registration. The latter enables students to make purchases at a wide variety of campus If a university I.D. card is lost or stolen, locations, including the bookstore, food the student must contact the ID/RU court, and vending and laundry machines Express Card Office (540) 831-5054 in and at a number of off-campus busi- Heth Hall for a replacement. The re- nesses. More information is available by placement fee of $15 is payable at the contacting the I.D./RU Express Office at time the photograph is taken. If a uni- [email protected], stopping by the versity I.D. card is lost or stolen after 5 office in Heth Hall (P.O. Box 6992) or p.m. or during the weekend, the student visiting the RU Express website at www. must contact Campus Police at (540) radford.edu/~ru-exprs. 831-5500 to invalidate the I.D. card. Only the ID/RU Express Office may Vending Services revalidate a university I.D. card. Lost Drink and snack machine refunds are I.D. cards may be deactivated 24 hours a available at the Hurlburt Hall Information day by visiting the RU Express website at and Event Planning Office, the Residence www.radford.edu/~ru-exprs. Life Office in the basement of Tyler Hall and the Dedmon Center main entrance. RU Express Card To report a malfunctioning machine, call Students may use their university I.D. (540) 831-6267 with the machine loca- card as a debit card (the RU Express card) tion and the nature of the problem. by making an initial deposit of at least $25 in their card’s account. Purchases Lost and Found made with the card are limited to the A lost and found service is provided at card’s current balance, which can be in- the Information and Event Planning creased by additional deposits and which Office on the main floor of Hurlburt declines with each purchase made with Hall. For additional assistance, call (540) the card. The current balance is displayed 831-5420. after each transaction. Post Office The RU Express card offers several types A U.S. Post Office is located in Dalton of accounts: Any meal plan account, the Hall. Boarding students receive mail in Food Dollars account, the Food Dollars boxes provided at this location. Campus Life

71 Academic Colleges

College of Humanities College of Business And Economics and Behavioral Sciences Dr. Faye Gilbert, Dean Dr. Katherine Hawkins, Dean Dr. George Santopietro, Interim Dr. Tod Burke, Associate Dean Associate Dean Russell 132, (540) 831-5149 Whitt 135, (540) 831-5187

The College of Humanities and Behav- The College of Business and Economics ioral Sciences offers a Doctor of Psychol- (COBE) offers the Master of Business Ad- ogy in Counseling Psychology, the Edu- ministration (MBA) degree, an interdisci- cational Specialist in School Psychology, plinary program that involves coursework master’s degrees in Corporate and in the college’s four academic departments: Professional Communication through Accounting, Finance and Business Law; the School of Communication, and mas- Economics; Management; and Marketing. ter’s degrees in English, Criminal Justice and Psychology. The master’s degree in Accreditation Psychology offers three concentrations: The graduate and undergraduate programs clinical counseling, experimental and in the business administration offered by industrial/organizational. the College of Business and Economics at Radford University are accredited by the Other areas or departments do not Association to Advance Collegiate Schools offer a graduate degree but offer selected of Business International (AACSB Inter- courses for graduate credit. national). For business degree programs, AACCSB Accreditation is the most recog- The College of Humanities and Behav- nized specialized accreditation worldwide. ioral Sciences consists of the Depart- ments of English, Foreign Languages Enrollment Restrictions and Literatures, History, Philosophy Students in graduate programs outside of and Religious Studies, Criminal Justice, business may not take more than 50 per- Political Science, Psychology, Sociology, cent of their coursework in COBE courses. and the School of Communication. Center for Economic Education Both graduate and undergraduate pro- 145 Davis Hall, (540) 831-5100 grams within the college provide close The Center for Economic Education student-faculty relationships designed to provides in-service programs for local meet the needs of individual students. teachers of economics or economics- related subjects. The center also prepares educational materials, conducts research, assembles economic education libraries and engages in a variety of community Academic Colleges programs. The Center for Economic Edu- 72 cation is a member of the Virginia Council ment, the Department of Exercise, Sport on Economic Education and the U.S. Joint and Health Education, the Department Council on Economic Education. of Recreation, Parks, and Tourism, the Department of Nutrition and Dietetics, College of Education and and the School of Teacher Education Human Development and Leadership. Dr. Patricia Shoemaker, Dean Dr. Frances Steigerwald, Associate Dean Licensure Peters Hall A121, (540) 831-5439 Individuals who are seeking to become a licensed teacher must apply to the The College of Education and Human Teacher Education Program through the Development provides programs de- Field Experience Office in Peters Hall signed to prepare students for areas of A104, (540) 831-5277. specialization that include teaching and administration in elementary, middle Accreditation and secondary schools; reading; Programs which prepare individuals to curriculum and instruction; school and work in school settings are approved by clinical mental health counseling; and the Virginia Board of Education and are special education. Students may select accredited by the National Council for from a wide range of program options the Accreditation of at both the undergraduate and gradu- Teacher Education. ate levels. Many of these options lead to professional licensure. Through pro- Center for Professional Development grams emphasizing academic excellence, Dr. Robert McCracken, Director the college is committed to the devel- Peters Hall, A042 opment of knowledgeable, thoughtful, (540) 831-5682 skillful and caring professionals who think critically and synthesize experi- The Center for Professional Develop- ence as effective practitioners, leaders ment was established in the College of and innovators. Education and Human Development and reports directly to the dean of the Students in the College of Education and college. Working with regional direc- Human Development work closely with tors of professional development, the highly competent faculty dedicated to center serves school divisions by provid- teaching, providing service and pro- ing current, relevant staff development moting academic excellence at Radford programs that enhance the professional University. growth of classroom teachers, school administrators and other school person- The College of Education and Human nel. More information can be obtained Academic Colleges Development includes the Department as follows: email: [email protected]; 73 of Counseling and Human Develop- web: www.radford.edu/pdcenter. Waldron College of Health and College of Visual and Performing Arts Human Services Dr. Joseph Scartelli, Dean Dr. Raymond Linville, Dean 242 Porterfield Hall, (540) 831-5265 Dr. Kenneth Cox, Associate Dean 345 Waldron Hall, (540) 831-7600 The College of Visual and Performing Arts seeks to provide comprehensive The Waldron College of Health and pre-professional and liberal arts educa- Human Services provides students with tion for students in the disciplines of programs of study for entry into and dance, fashion, interior design, music, advancement within health-related and theatre and the visual arts; to serve human services professions. The pro- the educational needs of all Radford grams combine a strong liberal arts and students by providing comprehensive sciences base with discipline-specific opportunities and experiences in the study to develop graduates who con- arts; to enrich the artistic and cultural tribute to the health and well-being of environment of the university, western society. Programs are characterized by Virginia, the Commonwealth of Virginia an emphasis on integrating theory with and beyond; and to make significant practice in the classroom and in on- and artistic contributions in the disciplines off-campus practicum experiences. The of dance, fashion, interior design, music, faculty is committed to teaching and theatre and the visual arts. promoting student development, to advancing scholarship within the dis- The faculty of the college maintains ciplines and to providing professional active professional lives as performers, service. artists, designers and research scholars. Frequent visits by guest artists provide a The Waldron College of Health and Hu- special dimension to the educational ex- man Services is composed of five aca- perience of the arts. Students have many demic departments. Graduate students opportunities to learn from the arts may pursue a Master of Arts or Master professionals who appear on the campus of Science degree in Communication annually. Sciences and Disorders with a concen- tration in speech-language pathology; a Internship programs are an integral part Doctor of Nursing Practice degree with of many College of Visual and Perform- four post-BSN or MSN tracks (Family ing Arts degree requirements. The col- Nurse Practitioner, Adult-Gerontology lege’s Community Arts School employs Clinical Nurse Specialist (post-MSN qualified students as teachers in dance, only), Nurse Midwifery Initiative (with music, theatre and the visual arts. Shenandoah University), Psychiatric Mental Health Nursing Initiative (with Shenandoah University) and a non-MSN post-master’s Clinical Nurse Specialist track; a Master of Occupational Therapy degree; a Doctor of Physical Therapy; Academic Colleges and a Master of Social Work degree. 74 College of Science and Technology Dr. Orion Rogers, Dean Dr. Arthur Carter, Associate Dean 127 Davis Hall, (540) 831-5958

The College of Science and Technology includes the disciplines of anthropologi- cal sciences, information technology, mathematics, statistics, geology, geog- raphy, biology, chemistry and physics along with pre-health advising and a School of Environmental and Physical Science. The college collaborates with the College of Education and Human Development in preparing future math, science and technology K-12 teachers and community college and higher edu- cation instructors.

The college prepares students with skills and expertise essential to the Common- wealth of Virginia and the nation as each moves from an industrial-based econo- my to an information-based economy.

Most important, the learning experienc- es, programs of study and faculty men- toring are all designed to teach students to be comfortable with the dynamics of change. Faculty work as partners with students in research and build strong alliances with government and industry leaders to develop cooperative research programs and educational opportunities for their majors. Academic Colleges

75 76 77 78 Academic Programs

Academic Terminology Option: Degree: An option is a set of related courses A degree represents the academic level of and/or experiences that complements a program and the general category into the discipline (as distinguished from which it falls. For example: Master of being a field within the discipline). Arts, Master of Science, etc. At Radford Another definition of option is a choice, University, the term “Arts” in a graduate e.g., thesis, non-thesis, with a degree degree generally implies a language program. and thesis requirement. The minimum number of semester hours for a Radford Certificate: University graduate degree is 30. The Post-Baccalaureate Certificate is generally a series of 15-18 hours Discipline: of graduate level coursework related A discipline represents a student’s to a focused academic topic or principal field of study, for example, competency area. A Post-Baccalaureate Psychology, Music, etc. Certificate may enhance the education of matriculated (degree seeking) Program: The term “program” defies unique students as well as provide continuing definition. One use of the term involves a education to non-matriculated (non- combination of a discipline and a degree, degree seeking) students, generally in a e.g., Master of Science in Criminal specialized or emerging field. Justice. Occasionally, a program may The Radford University Honor Code consist only of a degree and not have a specific discipline, as in the Master I do hereby resolve to uphold the of Business Administration. “Program” Honor Code of Radford University by may also be used in a more generic sense refraining from lying, from the stealing to modify degree combinations, as in or unauthorized possession of property “School Psychology Program.” and from violating the Standards of Student Academic Integrity. Concentration: A concentration or specialization is a field of study within a discipline. An Appalachian Studies, example is Curriculum and Instruction within Education. The number of Graduate Certificate In semester hours for a concentration varies, but are always included within Description: the semester hours for the degree. Radford University’s geographical Academic Programs This distinguishes concentrations and placement in Southwest Virginia 79 specializations from options. provides the optimal location for a program in Appalachian Studies. The chosen from among those courses undergraduate interdisciplinary minor in listed below. Other courses may be Appalachian Studies has been in place added to the list with the approval of since 1981, and multiple course offerings the Appalachian Studies Committee. in Appalachian topics have served a Courses do not have to be taken in variety of majors in both undergraduate a particular sequence since each is a and graduate education for years. The complete entity within itself. Therefore, graduate certificate in Appalachian students may begin the curriculum in Studies builds on those foundations and any semester. draws from existing courses in the initial Courses Include phase of the certificate offering. ENGL 590.

The certificate serves community college Summer Workshop. 3 and K-12 teachers desiring coursework at A two week summer institute – the graduate level in Appalachian Studies, Appalachian writing and culture. as well as those with a general interest in Students may enroll twice (2 summers), the discipline. Also, the master’s program as the course content changes. in English at Radford University regularly attracts students wishing to focus on RU graduate evening courses, taught fall and spring semesters. Appalachian topics, as do occasionally master’s programs in Education and other ENGL 648. disciplines. The certificate in Appalachian Studies in Oral and Written Literature Studies, then, may stand alone as a non- of Appalachia. 3 degree curricular unit, or it may become Students may enroll twice, as long as the a corollary to a master’s degree in a content differs. related field. APST 560. Administration Seminar in Appalachian Studies. 3 The certificate is based in the Students may enroll twice, as long as the Appalachian Studies Program in the content differs. College of Education and Human Development. It is supported by APST 680. the English Department and other Appalachian Studies Internship. 3 departments having graduate-level Each hour of credit will require 40 courses with Appalachian content. hours on the job. The course is a one- The contact person is Dr. Theresa semester internship with a public or Burriss, Chair of the Appalachian private agency in Appalachia. Student Studies Program and Director of the will receive academic and agency Appalachian Regional Studies Center. supervision. The course will be graded on a pass/fail basis. Scope and Sequence

Academic Programs The certificate in Appalachian Studies APST 698. Directed Study. 3 80 consists of 18 graduate credit hours Total Credits: 18 hrs. Delivery Strategies and Resources Most of the courses listed above are currently offered in accelerated summer Master of Fine Arts workshops or in evening classes on campus and are therefore accessible to The terminal degree program has two educators and others working full-time. separate concentrations (1) Studio Art As the certificate offering develops, from the Department of Art and (2) alternate delivery strategies will be Design Thinking (an online program) investigated to accommodate distance from the Department of Interior Design learners and other scheduling needs. & Fashion.

Duration and Review Process Department of Art The Certificate in Appalachian Studies Richard Bay, Chairperson can typically be completed within a MFA – Studio Art Coordinator, Alison two-year time frame by students taking Pack courses on a part-time basis. Students who are able to take fuller course loads Department of Interior Design & may be able to complete the certificate Fashion requirements in a shorter time frame. Holly Cline, Chairperson MFA – Design Thinking Coordinator, Admissions Criteria Joan Dickinson Applicants wishing to pursue the certificate should apply as non-degree Graduate Faculty seeking students, submitting a graduate http://www.radford.edu/gradcollege/ application including “Appalachian faculty/index.html Studies Certificate” in the comment Graduate Program General Requirements field, the application fee, and official transcripts. Those wishing to take The graduate program draws students the certificate with a degree program from many parts of the United States as should apply to the graduate program of well as other countries, promoting a global interest and, when admitted, complete perspective and experience. The Master of a Certificate Declaration Form. All Fine Arts (M.F.A.) requires 60 graduate applicants should notify Dr. Burriss hours and allows students to seek a ([email protected]) of their intent to terminal degree. The M.F.A. program has pursue the certificate. two concentrations – one in Studio Art and one in Design Thinking. The latter For more information, contact: is a totally online program. Admission Dr. Theresa Burriss requirements differ for each concentration. Appalachian Regional Studies Center P.O. Box 7014, Radford University In the Studio Art concentration, students Radford, VA 24142 work with faculty to design their course [email protected] of study. Because of the comfortable Academic Programs (540) 831-6857 size and flexibility of the concentration, 81 www.radford.edu/arsc students benefit from close association with professional faculty and fellow • Statement of philosophy, overall goals students. Students elect an area of and synopsis of why obtaining this specialization. A final thesis/exhibition degree is important for your future developed with the guidance of the thesis advisory committee culminates this Master of Fine Arts Degree concentration’s requirements. Core Course Requirements for both concentrations; all online. 9 hrs The Design Thinking concentration ART/DSN 550. provides a completely online experience International Art History I. 3 to develop expertise in the design ART/DSN 555. thinking process. Individual and International Art History II. 3 collaborative assignments through EDET 619. courses and studio experiences are Instructional Design. 3 the framework of this program. A final project or thesis developed with Course Requirements for Studio Art the guidance of the thesis advisory 60 hrs. culminates this concentration’s requirements. The degree consists of 60 semester hours within five areas, an M.F.A. thesis, a Admission Requirements final comprehensive examination and an M.F.A. exhibition. M.F.A.: Studio Art Concentration Admission to the program is competitive. In addition to the 9 core hours, an • Minimum grade point average of 2.75 additional 51 hours are required. overall and in the major • Two letters of reference Studio Art Concentration 51 hrs. • Statement of philosophy; overall goals Areas of concentration (2-D or 3-D) 30 and synopsis of work [Art 600 repeated for credit on different • B.F.A. or commensurate collegiate topics] course work Art History Courses 9 • Evidence of artistic competence Art Electives 6 is required, as demonstrated by ART 792. submission of 20 slides or CD of Studio Management. 3 recent work ART 699. Research and Thesis. 6

M.F.A.: Design Thinking Concentration Final Comprehensive Examination Admission to the program is competitive. A final, comprehensive oral examination • Minimum grade point average of 3.0 is required of all M.F.A. Studio Art overall and in the major preferred students. The examination should be • Three letters of reference taken during the last semester of the • Undergraduate degree and GPA student’s graduate program and should

Academic Programs • Prior experience/work history be scheduled by the student and advisor 82 • Evidence of creativity and leadership at least two weeks before graduation. The student should request to have Electives 6 the “Report of Final Comprehensive [chosen in consultation with advisor] Examination” form sent to the advisor of DSN 770. the committee at least one week before Research Methods. 3 the time of the examination. Forms are DSN 790. requested through the Graduate College. Research Project/Thesis. 9 For details, visit www.radford.edu/ graduatecollege Final Comprehensive Examination A final, comprehensive oral examination Course Requirements for Design Thinking is required of all students in the 60 hrs. Design Thinking concentration. This examination will be synchronous using an The degree consists of 60 semester hours online medium. The examination should exhibited in course work, collaborative be taken during the last semester of the team work, an M.F.A. project or thesis student’s graduate program and should and a final oral presentation. be scheduled by the student and advisor at least two weeks before graduation. In addition to the 9 core hours, an The student should request to have additional 51 hours are required. the “Report of Final Comprehensive Examination” form sent to the advisor of Design Thinking Concentration 51 hrs. the committee at least one week before DSN 575. the time of the examination. Forms are Design Theory & Research. 3 requested through the Graduate College. DSN 600. For details, visit www.radford.edu/ Advanced Studio I. 3 gradcollege. DSN 605. Advanced Studio II. 3 DSN 611. Business Administration Special Topics in Design Thinking. 3 (MBA) Degree [must be repeated on a different topic for an additional 3 credits] DSN 640. MBA Program Director Design Thinking. 3 G704 Fairfax St., (540) 831-6712 DSN 645. Graduate Faculty Team Wisdom. 3 See Graduate Faculty list at: DSN 670. http://gradcollege.asp.radford.edu/ Environment Behavior. 3 faculty.html DSN 700. Advanced Studio III. 3 Graduate business students work DSN 705. directly with the MBA office to Advanced Studio IV. 3 design their program of study to best

Academic Programs DSN 740. accommodate their academic and personal goals. The program can be 83 Design Management. 3 modified to allow students to elect and likely success in graduate business a study abroad, engage in relevant study. Criteria used for admission applied projects, and take non-business include the candidate’s score on the graduate electives, while part-time GMAT, undergraduate grade averages students may consider other work-life and the trend of the grades during friendly scheduling options. The RU undergraduate work, letters of reference, MBA is accredited by the Association to a letter of intent, and work experience. Advance Collegiate Schools of Business An interview may be requested. International (AACSB International) and requires 36 credit hours; 24 of these Prerequisites: Applicants must credit hours are core business courses demonstrate evidence (or proof ) of required for all students. knowledge in the following foundation Admission Requirements areas (or equivalents):

Applications for admission may be made • Accounting 3 for the fall, spring or summer semesters. • Economics 3 Please see p. 24 for specific deadlines. • Finance 3 • Statistics 3 Applicants must: • meet all requirements of the These prerequisites may be met through Graduate College; equivalent coursework from an accredited • provide official university and college university, successful completion of pre- transcripts to the Graduate College; approved preparation courses, and/or • provide official scores from the sufficient demonstration of knowledge Graduate Management Admission through work experience. A student may Test (GMAT) or evidence of submit a request for prerequisite review significant and relevant work experience; to meet these prerequisite requirements. • provide two letters of reference from professors in the major area of study Prior to enrolling in MBA classes, all and/or employers; applicants are expected to have achieved, • meet major undergraduate by experience and/or education, basic foundation knowledge. skills in written and oral communication and computer usage. Applicants should also provide Program Requirements additional information including a resume of prior experience/work history All students in the MBA program are and a letter of intent addressing why he/ subject to academic regulations for she is interested in obtaining an MBA graduate students, which are described at Radford University. in detail beginning on p. 42. After admission, MBA students are required to

Academic Programs Admission is competitive and is granted complete 36 semester hours of graduate 84 only to those who show high ability coursework consisting of the following: Program Requirements 36 hrs. the business management core Required Courses 24 hrs. competencies. ACTG 611. Accounting for Decision Making and Each MBA student must make a grade Control. 3 of “B” or better in this capstone course MGNT 621. in order to satisfy the comprehensive Organizational Behavior and exam requirement. A student who Management Skills. 3 makes less than the grade of “B” ITEC 623. must repeat the course and make a Management Information Systems. 3 grade of “B” or higher to satisfy the MGNT 624. comprehensive exam requirement. The Operations Management. 3 course may be repeated only once and FINC 631. must be successfully completed within Financial Management. 3 a 12-month period. A student who fails MKTG 641. to earn a grade of “B” or higher on the Marketing Management. 3 second attempt will be dropped from ECON 651. the program. Managerial Economics. 3 MGNT 685. Strategic Management. 3 Communication Sciences And Disorders Approved Electives 12 hrs.

All electives must be a course offered by Kenneth Cox, Interim Chairperson COBE unless otherwise approved by Diane Millar, Graduate Program the MBA director. Coordinator Graduate Faculty MBA Comprehensive Examination Policy See Graduate Faculty list at: The Radford University MBA http://gradcollege.asp.radford.edu/ Comprehensive Exam is integrated with faculty.html MGNT 685. Strategic Management. Graduate Program MGNT 685 is the capstone course of the MBA core curriculum. Each MBA The mission of the Department of student must have a 3.0 or higher Communication Sciences and Disorders grade point average (GPA) and be near (COSD) is to develop speech-language completion of the MBA Program of pathologists who are ethical, thoughtful, Study (last semester of enrollment or knowledgeable, skillful and capable permission of the instructor) in order of working independently and in to enroll in MGNT 685. Strategic collaboration with clients, families and Management. MGNT 685 utilizes an other professionals. integrated business analysis project

Academic Programs which must be presented by students The department’s graduate program in Speech-Language Pathology is 85 and a final exam which includes accredited by the Council on Academic Admission Requirements Accreditation of the American Speech- Prospective students should complete Language-Hearing Association (ASHA). procedures for graduate student The program offers academic and clinical admission as indicated in this catalog, curricula that provide students with the noting the following department-specific knowledge and skills required for the requirements for the COSD program: Certificate of Clinical Competence in Speech-Language Pathology (CCC- • A minimum grade point average of 3.0 SLP). This nationally recognized overall and 3.0 in all major core courses • Submission of a one to two page essay professional credential is issued to which outlines the student’s personal individuals who present evidence of their and professional goals and reasons for ability to provide independent clinical pursuing a master’s degree at Radford services to persons who have disorders of University communication. The program’s curricula • Submission of a resume also provide students the opportunity • Submission of three letters of reference to 1) meet the requirements of the from faculty members, a faculty advisor, Virginia Board of Audiology and Speech- or clinical supervisors who are familiar Language Pathology for licensure in with the student’s performance in speech-language pathology and 2) meet major coursework requirements for teacher licensure offered • Submission of official Graduate Record through the Virginia Department of Examination scores Education for those graduates who seek employment through the Virginia Students who have not earned an Department of Education. undergraduate degree in Communication Sciences and Disorders must complete The program offers either a Master of the following 28 credit hours of Science or Master of Arts degree in supporting coursework in addition to Communication Sciences and Disorders, the Required Graduate Core Courses. with a concentration in speech-language Students have two options for completing pathology. A thesis is required for supporting courses. The first option is to the Master of Arts degree. A final, complete supporting courses as a non- comprehensive examination is required of degree seeking student before applying to the Graduate Program. The second all Master of Arts and Master of Science option is to complete supporting courses candidates. For Master of Arts candidates, after admission to the Graduate Program; the final comprehensive examination will in this case, all supporting courses will be an oral defense of the master’s thesis. appear on the official transcript and will Master of Science candidates are required be calculated in the overall graduate grade to pass a final written comprehensive point average. examination. COSD graduate students are responsible for becoming familiar COSD 301. with and for meeting all stated Academic Anatomy and Physiology of the Speech, Academic Programs Policies outlined in this catalog. Language and Hearing Mechanism. 4 86 COSD 315. include course work, advanced placement, Language Science and Technology. 3 CLEP, or examination of equivalency). COSD 316. Hearing Science. 3 In addition to the standards printed in COSD 330. this catalog, COSD graduate students are Introduction to Audiology. 3 required to meet the following academic COSD 421. standards in order to graduate with Language Development: Birth to Five a master’s degree in Communication Years. 3 Sciences and Disorders: COSD 425. Later Language Development. 3 COSD 438. • Earn at least a “C” or better in all COSD courses. Phonetics. 3 COSD 454. • Earn a minimum grade of “B” in all COSD 640 credits in the program of Speech-Language Disorders: study. Prevention and Assessment. 3 COSD 455. For the Master of Science degree at least Speech-Language Disorders: 12 credit hours of COSD 640 with a Intervention Methods and Application. 3 grade of “B” or better are required. For the Master of Arts degree at least 9 credit The deadline for applications is hours of COSD 640 with a grade of “B” February 1. Admission to the program or better are required. Any COSD 640 is competitive. Final admission credits in which less than a “B” is earned decisions will be made by April 1 for fall must be repeated. enrollment. The sequence of graduate studies begins in the fall semester, • If a student earns a grade of “F” although students may elect to complete academic coursework required for in any section of COSD 640 for teacher certification the summer before behavior that is not consistent with beginning the graduate sequence of professional service delivery and/ courses. or any violation of the code of ethics of the American Speech-Language- Academic And Clinical Requirements Hearing Association, the result will COSD students are required to complete be automatic termination from the course work and clinical practica that COSD graduate program. meet ASHA’s 2005 Standards for the Speech-Language Certificate of Clinical Competence Pathology Concentration (CCC-SLP) in Speech-Language Master of Science Degree Pathology, including demonstration of prerequisite knowledge of biological Program Requirements 51 hrs. sciences, physical sciences, mathematics, Required Core Courses 51 hrs. COSD 512. Academic Programs and the social/behavioral sciences 87 through transcript credit (which could Audiologic Rehabilitation. 3 COSD 601. Program Requirements 54 hrs. Research in Communication Sciences and Required Core Courses 54 hrs. Disorders. 3 COSD 512. COSD 602. Audiologic Rehabilitation. 3 Language Disorders: Birth to Five Years. 3 COSD 601. COSD 604. Research in Communication Sciences and Advanced Studies in Articulatory and Disorders. 3 Phonologic Disorders. 3 COSD 602. COSD 606. Language Disorders: Birth to Five Years. 3 Fluency Disorders. 2 COSD 604. COSD 607. Advanced Studies in Articulatory and Language Disorders in School-Age Phonologic Disorders. 3 Children and Adolescents. 3 COSD 606. COSD 608. Fluency Disorders. 2 Motor Speech Disorders. 3 COSD 607. COSD 609. Language Disorders in School-Age Aphasia. 3 Children and Adolescents. 3 COSD 610. COSD 608. Pediatric and Adult Dysphagia. 3 Motor Speech Disorders. 3 COSD 611. COSD 609. Autism Spectrum Disorders. 2 Aphasia. 3 COSD 615. COSD 610. Voice Science and Disorders. 4 Pediatric and Adult Dysphagia. 3 COSD 616. COSD 611. Augmentative and Alternative Autism Spectrum Disorders. 2 COSD 615. Communication. 3 COSD 630. Voice Science and Disorders.4 COSD 616. Professional Development I. 1 COSD 631 Augmentative and Alternative Special Topics in Communication. 3 COSD 630. Communication Disorders. 2 COSD 640. Professional Development I. 1 COSD 631 Advanced Practicum in Speech- Language-Hearing. 12 Special Topics in Communication COSD 650. Disorders. 2 COSD 640. Professional Development II. 1 Advanced Practicum in Speech- Master of Arts Degree Language-Hearing. 9 COSD 650. A thesis is a requirement for the Master of Arts degree. An oral defense of the Professional Development II. 1 COSD 699. thesis is required during the last semester

Academic Programs of enrollment. Research and Thesis. 6 88 COSD 511. students are prepared to pursue Public School Methods in a Diverse doctoral degrees. The degree provides a Society. 3 foundation of course work in both While not required for a graduate internal and external organizational degree, the course must be taken for communication and also allows students Virginia teacher licensure in Speech- to focus their studies in their specific Language Pathology. Students should areas of interest. also consult with their advisors regarding other licensure requirements. Admission Information The basic requirements for graduate study at Radford University are given Corporate and in this catalog. General requirements Professional and procedures for the Master of Science in Corporate and Professional Communication Communication follow. Detailed requirements and procedures for the Lynn Zoch, Director degree may be found in the Corporate John Brummette, Graduate Program and Professional Communication Coordinator Graduate Student Handbook. Graduate Faculty (http://www.radford.edu/~comm/ See Graduate Faculty list at: home/) http://gradcollege.asp.radford.edu/ faculty.html In those cases where program requirements and procedures are Graduate Program more stringent than those of the The Master of Science in Corporate Graduate College, the requirements and Professional Communication is and procedures of the program take an applied degree designed to prepare precedence. It will be assumed that students for a variety of careers in the students are thoroughly familiar with public and private sector. Students the requirements and procedures will be prepared to seek careers as stated in the above documents. The communication professionals in human ultimate responsibility for meeting services and in management positions, all stated degree requirements rests as public relations specialists and as with the student. The dean and staff training/development coordinators. of the Graduate College, the graduate program coordinator and the graduate Graduates of the program demonstrate faculty are all available to guide, advise, a broad range of career possibilities. For help interpret policies and otherwise example, our graduates currently hold assist the student in meeting degree positions in fields as diverse as health requirements. care, public relations, computer software, Academic Programs media, higher education, non-profit Application materials provide a variety 89 services and government. Additionally, of information about an applicant’s skills, talents, background, experiences, in length) addressing the following career goals, motivation, commitment issues: and potential for successful completion a. Upon what past experiences and of the program. The Corporate interests do you base your present and Professional Communication decision to apply to this graduate Admissions Committee will view each program? applicant’s admission file as an integrated b. How does study for the M.S. package. No single item of information in this program fit in with your will be used to reject any applicant. The short- and long-term goals and application information enables the career aspirations? committee to select a class of entering c. Is there any other information, graduate students who individually not covered elsewhere in your and collectively have the potential to application, that you would like to make substantial contributions to the share with the program’s Graduate professional and intellectual environment Admissions Committee? of the program, university and field. • Applicants whose native language Admission is competitive. is not English must also take the TOEFL or IELTS as a test of In addition to meeting the minimum proficiency in written and spoken requirements for the Graduate College, English and submit scores as part of the following application procedures are their application materials. required: All of the above application materials • Complete and submit the should be sent to: Application for Graduate Admission form, including official copies of all undergraduate and graduate College of Graduate and transcripts. This requirement applies Professional Studies even if an applicant has not yet Radford University completed an undergraduate degree. Box 6928 • Take the Graduate Record Radford, VA 24142 Examination (GRE) Aptitude Test and include exam scores with the Applicants to the graduate program are application. Test scores more than five normally admitted for the fall semester; years old will not be accepted. Subject however, admission may be granted tests offered by the Educational for the spring semester. An applicant Testing Service are not required. No who is applying for admission for the other exams or tests may be substituted fall semester should have his or her for the GRE Aptitude Test. application file completed by March • Provide at least three recent letters of 1. An applicant who is applying for reference. admission for the spring semester

Academic Programs • Write a short essay (typed, double- should have his or her application file 90 spaced and limited to three pages completed by October 1. Graduate Assistantship Information Letters requesting consideration for Graduate assistantships are available a graduate assistantship for the fall for the program in Corporate and semester must be received by March Professional Communication. Because 1. Letters requesting consideration for the degree focuses on the education and a graduate assistantship for the spring training of communication professionals semester must be received by October and because those communication 1. All graduate assistantships are professionals may well be called upon competitive. to educate and train others in the workplace or the classroom, the primary Options duties of graduate assistants involve There are two options in the degree teaching. program: a non-thesis option and a thesis option. Students graduating under The Corporate and Professional the non-thesis option must successfully Communication faculty believe that all complete 30 hours of course work and graduate assistants who teach should a comprehensive examination. Students be provided with the best preparation graduating under the thesis option possible for educating others. Thus, all must successfully complete 24 hours teaching assistants are provided with of course work, apply for and complete a semester of training and practice a thesis for six hours of credit and under a designated mentor before successfully complete an oral defense of those assistants are assigned teaching the thesis. (See “Final Comprehensive responsibilities. Typically, graduate Examination” on p. 56). assistants who complete their semester of training are assigned to work with Program Requirements 30 hrs. the mentor in teaching communication Required Courses 15 hrs. courses. Before assuming any teaching duties, however, students must be All students must successfully complete approved for teaching assignments by the following core courses: the graduate faculty and the teaching mentor. COMS 600. Communication Theory. 3 Applicants for admission who also COMS 605. wish to be considered for a graduate Applied Communication Research. 3 assistantship should write a letter to that COMS 610. effect addressed to: Seminar in Organizational Communication. 3 Graduate Program Coordinator COMS 615. Corporate and Professional Seminar in Public Relations. 3 Communication COMS 620. Radford University Training and Development. 3

Academic Programs Box 6932 91 Radford, VA 24142 Non-Thesis Option 15 hrs. Electives, approved by Graduate information contact the Department Coordinator. 15 of Communication, the Graduate Admissions Office, or http:// Thesis Option 15 hrs. gradcollege.asp.radford.edu/index.html. COMS 699. Research and Thesis. 6 Electives, approved by Graduate Counseling and Human Coordinator. 9 Development Because some students may not have completed an undergraduate degree in Alan Forrest, Chairperson and Graduate communication, other factors may be Program Coordinator taken into consideration when assessing Graduate Faculty potential. For example, sufficient See Graduate Faculty list at: experience in a communication- http://gradcollege.asp.radford.edu/ related profession will be taken into faculty.html consideration when assessing a student’s potential. Students lacking a sufficient The Counseling and Human background in communication (as Development program offers graduate education leading to the Master of judged by the Admissions Committee) Science (M.S.) degree for students may be required, prior to enrollment in interested in becoming professional graduate courses, to take one or more counselors and working in elementary, undergraduate courses to provide the middle and secondary schools, colleges necessary foundation for graduate study and universities, community counseling in communication. These courses may centers, hospitals, agencies or clinics. not be counted as a portion of the 30 hours required to complete the degree. Two programs in the department were Accelerated Bachelor’s/ nationally accredited in 1996 and Master’s Degree Corporate and reaccredited in 2004 by the Council Professional Communication for Accreditation of Counseling and Related Educational Programs The objective of the accelerated (CACREP). Accredited programs bachelor’s/master’s degree program currently include Clinical Mental in Corporate and Professional Health Counseling and School Communication is to provide a means Counseling. The program is also by which exceptional undergraduate accredited by the National Council for students at Radford University may the Accreditation of Teacher Education complete the requirements for both the (2004) and the Virginia Department of baccalaureate and master’s degrees at an Education (2004). These certification accelerated pace. and accreditation achievements certify that the department offers the highest Academic Programs For information on accelerated quality professional education available 92 programs, see p. 50. For more in the counseling professions. Professional Endorsements Licensed Professional Counselors (LPC) and Licensure Radford University’s Department Courses in the department are often of Counselor Education provides used for educational endorsements academic course work that meets degree and for state licensure by professional requirements established by the Virginia regulatory boards such as the Board of Counseling for licensure as a Commonwealth of Virginia Department Licensed Professional Counselor. of Health Professions Board of Counseling and other licensing agencies. Licensure for Professional Students with master’s degrees seeking Counselor in Virginia endorsements in School Counseling, The Commonwealth of Virginia’s needing specialized courses or seeking Department of Health Professions to enroll in supervised clinical practica Board of Counseling is the state or internships in community counseling agency that determines licensure for leading to licensure as a Licensed professional counselors in Virginia. Professional Counselor, must complete The state of Virginia requires that the following advanced level course the applicant for licensure shall have sequence prior to enrolling in any of the completed 60 semester hours or 90 department’s clinical internships. The quarter hours of graduate study in the sequence of required courses are: COED following core areas, with a minimum of 641: Practicum: Individual Counseling 3 semester hours or 4.5 quarter hours in Techniques and COED 642: Practicum: each of the areas identified as follows: Group Counseling Techniques. COED 641 and COED 642 must be completed • Professional identity, function and in the department prior to enrolling ethics; in any counseling internship offered in • Theories of counseling and the department. Other courses offered psychotherapy; by the department can be taken for the • Counseling and psychotherapy purpose of professional endorsement techniques; certification or licensure with approval • Human growth and development; of the chair. • Group counseling and psychotherapy, theories and techniques; Specialized Endorsements and • Career counseling and development Licensure Features theories and techniques; School Counseling (K-12): • Appraisal, evaluation and diagnostic Graduates of the school counseling procedures; program are eligible to obtain licensure • Abnormal behavior and by the state at the kindergarten through psychopathology; grade 12 (K-12) level. Licensure as a • Multicultural counseling, theories Virginia school counselor requires the and techniques; candidate have a master’s degree from a • Research;

Academic Programs state approved program in counseling. • Diagnosis and treatment of addictive 93 disorders; • Marriage and family systems theory; COED 637. and Death, Loss and Grief Counseling. 3 • Supervised internship of 600 hours COED 639. to include 240 hours of face-to-face Counseling and Spirituality. 3 client contact. COED 641. Practicum: Individual Counseling The Department of Counselor Techniques. 3 Education has identified courses which COED 642. may be taken to satisfy the core areas Practicum: Group Counseling listed above. Students wishing to pursue Techniques. 3 licensure in Virginia should consult with COED 650. their advisor in planning their program Introduction to Community Mental of study. Health Counseling. 3 COED 670. Courses in the Department of Counselor Counseling Children and Adolescents. 3 Education: COED 680. COED 606. Couples and Family Counseling: Theory Research in Counseling and Program and Methods. 3 Evaluation. 3 COED 681. COED 610. Couples and Family Counseling: Human Growth and Development. 3 COED 611. Strategies and Techniques. 3 COED 685. Introduction to Counseling Theories and Techniques. 3 Foundations of Play Therapy. 3 COED 612. COED 686. Professional, Ethical, and Legal Issues Overview of Substance Abuse and in Counseling. 3 Addictive Disorders. 3 COED 613. COED 688. Career Counseling. 3 Crisis Intervention and Trauma COED 614. Counseling. 3 COED 690. Group Counseling Theories and Techniques. 3 Internship in Clinical Mental Health COED 615. Counseling. 3-6 COED 699. Assessment and Appraisal Techniques in Counseling. 3 Research and Thesis. 1-6 COED 616. Cultural and Diversity Counseling. 3 Only those students who already have a COED 620. master’s degree or are seeking licensure Psychopathology, Diagnosis, and will be permitted to enroll in Counselor Treatment Planning. 3 Education (COED) courses. Special COED 633. permission for students seeking a Gender Issues in Counseling. 3 master’s degree in another department COED 635. Academic Programs can request permission to enroll in Human Sexuality Issues in Counseling. 3 94 classes from the department chair. National Certification The admissions portfolio shall include: Counselors in both concentrations – • Minimum undergraduate GPA of Clinical Mental Health Counseling 2.75 or higher; and School Counseling – can earn the • Official transcripts of all prior national certification from the National undergraduate and graduate work; Board of Certified Counselor (NBCC) • A maximum of 9 credit hours may by successfully passing the National be transferred into the Counselor Counselors Examination (NCE) offered Education program with the upon completion of the program. exclusion of the following clinical courses: COED 611, COED 641, Admission Requirements COED 642 and COED 690-694; Admission to the program is • Graduate Record Examination competitive and the department values (GRE) or Miller Analogies Test diversity in its student population. (MAT) scores are required; Prospective students are selected for • Three personal reference letters the program based on their ability to submitted to the Graduate College; complete academic requirements of and an the program, personal qualifications • Admissions essay, limited to three necessary for success in the counseling pages, including experiences, interests profession and appropriateness of and other factors central to your professional goals. The Admissions decision to apply to the program and Committee of the department will short- and long-term goals and career evaluate academic qualifications and aspirations related to the program. potential for success in the program based on an admissions application An interview may be requested. portfolio. Applicant admissions Admission is competitive. portfolios are evaluated throughout the Approximately 40 new students are year, but matriculation as a student into admitted for fall matriculation each year. the Counselor Education program is restricted to summer and fall terms only. Academic Quality Standards Priority admission deadline is February The following courses must be 15 for summer and fall admissions. The completed with a “B” or better: space-available admission deadline is COED 610. April 15 for summer and fall admissions. Human Growth and Development. Special consideration for late admissions COED 611. will be considered on a case by case basis Introduction to Theories and until July 15 for fall admissions. Techniques. COED 612. Admissions decisions are made based Professional, Ethical, and Legal Issues on an overall evaluation of all stated in Counseling. criteria. Failure to meet a minimum COED 614.

Academic Programs criterion in one area will not necessarily Group Counseling Theories and 95 be cause for rejection of admission. Techniques. COED 641. Programs of Study Practicum: Individual Counseling School Counseling (K-12) Techniques. COED 642. The school counseling program consists Practicum: Group Counseling of 48 credit hours of courses in the Techniques. Counselor Education Department, including three hours of elective Comprehensive Examinations approved by the faculty advisor. The school counseling program educates A written comprehensive examination, and trains students to become scheduled in the fall or spring semester, knowledgeable, thoughtful and skillful is required of all students who do not counselors at K-12 levels. elect to write a thesis. Students are eligible to take the examination during The curriculum includes core courses the semester in which they complete all which introduce the student to human required core coursework. Additionally, growth and development, counseling all students who register to take the theory, professional issues in counseling comprehensive examination must have and consulting skills. A blend of other an approved letter of candidacy and courses is more specifically directed have a signed copy of their program toward continued development of school of study on file with the Graduate counseling knowledge and thoughtful application of this knowledge in self- College. A student must complete the development and clinical practice. examination no later than two weeks Finally, the curriculum focuses on the prior to graduation. The comprehensive integration of knowledge, skills and examination is a written examination abilities into a skillful counselor. and typically includes essay and objective examination questions. (See Licensure as a Virginia school counselor “Final Comprehensive Examination” on requires that the candidate have a p. 56.) master’s degree from a state approved program in counseling. The school Thesis Option counseling concentration requires 48 Students may elect to write a semester hours of course work and master’s thesis instead of taking the is CACREP accredited. It prepares comprehensive examination. The students for state license as school counselors in Virginia and similar states. master’s thesis is directed by graduate Graduates of the program are prepared faculty in the department. Students who to be licensed by the state at the K-12 plan to write a master’s thesis should grade levels. begin designing their research and planning the thesis during their first Clinical Mental Health Counseling

Academic Programs year in the program. A thesis grade is The clinical mental health counseling recorded “Pass” or “Fail.” 96 program is a program designed to provide knowledge, skills and abilities COED 612. necessary for counselors to work in a Professional, Ethical, and Legal Issues variety of community settings, including in Counseling. 3 mental health centers, substance abuse COED 613. programs, marriage and family clinics, Career Counseling and Development. 3 career counseling agencies, social service COED 614. agencies and employee assistance Group Counseling Theories and programs in business and industry. Techniques. 3 Students enrolled in the clinical mental COED 615. health counseling option are required Assessment and Appraisal Techniques to take 60 hours within the College of in Counseling. 3 Education and Human Development. COED 616. Through course work, practica and Cultural and Diversity Counseling. 3 clinical internship placements, students COED 641. may prepare to practice as a Licensed Professional Counselor, Private Practice Practicum: Individual Counseling Techniques. 3 Counselor, Community Mental COED 642. Health Counselor, Clinic or Hospital Psychotherapist, Career Counselor, Practicum: Group Counseling Employee Assistance Counselor, Techniques. 3 Gerontology Counselor, Marriage and School Counseling (K-12) Concentration Family Counselor and Substance Abuse Counselor. Required Courses 18 hrs. COED 620. Master of Science in Counseling and Psychopathology, Diagnosis, and Human Development Treatment Planning. 3 The following core courses are required COED 670. of students in all concentrations. Counseling Children and Adolescents. 3 Additional course requirements for each COED 671. of the concentrations are listed below. Secondary School Counseling. 3 COED 691. Program Requirements Internship in Elementary School Clinical Mental Health Counseling Counseling. 3* 60 hrs. COED 692. School Counseling 48 hrs. Required Courses 30 hrs. Internship in Middle School Counseling. 3 COED 606. OR COED 693. Research in Counseling and Program Evaluation. 3 Internship in High School Counseling. 3 COED 610. Elective approved by faculty advisor. 3 Human Growth and Development. 3 COED 611. *Internships: Students must enroll in

Academic Programs Introduction to Counseling Theories an internship in elementary school 97 and Techniques. 3 counseling for three credit hours with the distribution of an additional three education in criminal justice and related credit hours selected between middle or fields. The program is designed both to high school internships. enhance students’ existing capabilities and to develop unique competencies Clinical Mental Health Counseling and skills for future academic/career Concentration goals. Students are required to complete Required Courses 30 hrs. a minimum of 36 semester hours for COED 620. either the Master of Arts or the Master Psychopathology, Diagnosis, and of Science degree in criminal justice. Treatment Planning. 3 Further program information, including COED 650. its mission, learning outcomes, and Introduction to Community Mental student handbook, is available online Health Counseling. 3 (http://crju-web.asp.radford.edu/ COED 680. crjugrad.htm). Couples and Family Counseling: Theory Admission Requirements and Methods. 3 COED 686. • Submission of an Application for Overview of Substance Abuse and Graduate Admission, including Addictive Disorders. 3 official transcripts for all prior COED 688. undergraduate and graduate Crisis Intervention and Trauma coursework Counseling. 3 • A maximum of six credit hours may COED 690. be transferred into the program Internship in Clinical Mental Health • Two letters of reference from Counseling. 3, 3 persons able to evaluate the student’s Three electives approved by faculty academic ability/potential (at least advisor 9 one letter must come from a person outside the Radford University Criminal Justice faculty) Criminal Justice • An original writing sample by the applicant consisting of five typed pages with appropriate references on Mary Atwell, Chairperson “the most important current problem Lori Ellis, Graduate Program in criminal justice” Coordinator Graduate Faculty Applications will not be reviewed until See Graduate Faculty list at: all materials (including references, http://gradcollege.asp.radford.edu/ writing sample and transcripts) are faculty.html complete. Please refer to p. 24 for application deadlines. Graduate Program The graduate program in criminal justice Master of Science in Criminal Justice

Academic Programs allows students to prepare for leadership, Students pursuing the Master of Science 98 advanced careers, and/or doctoral degree in criminal justice must complete a minimum of 36 semester hours from CRJU 673. among the following areas: Required Crime Mapping. 3 core courses (18 credits), CRJU electives CRJU 676. (12 credits), and free electives (6 credits). Environmental Criminology. 3 CRJU 684. Program Requirements 36 hrs. Criminal Justice Graduate Internship. 3 Required Core Courses 18 hrs. CRJU 690. CRJU 600. Topical Seminar. 3 Survey of Criminal Justice. 3 CRJU 698. CRJU 655. Directed Study. 3 Constitutional Law and the Criminal Justice System. 3 Free Electives 6 hrs. CRJU 670. Any approved graduate class may be Criminal Justice Research Methods. 3 CRJU 671. used for completion of the Master of Science degree, including those electives Quantitative Methods in Criminal listed above. Justice Research. 3 CRJU 675. Criminal Justice Minor 12 hrs. Studies in Criminological Theory. 3 CRJU 691. A minor in criminal justice at the graduate level will consist of a minimum Public Policy and Criminal Justice. 3 of 12 semester hours (four courses). Criminal Justice Electives 12 hrs. A criminal justice graduate faculty CRJU 590. member must, in consultation with other graduate faculty members, approve Seminar. 3 CRJU 610. the four courses that will constitute the minor. Historical Perspectives in Criminal Justice. 3 Comprehensive Written and Oral CRJU 620. Examination Judicial Behavior. 3 CRJU 630. Students completing the Master Organizational Theory. 3 of Science degree must complete CRJU 635. comprehensive written and oral Foundations of Law Enforcement. 3 examinations as a requirement for CRJU 638. graduation. Students should present Foundations of Corrections. 3 the “Report of Comprehensive CRJU 643. Examination” to the committee at the Social Awareness. 3 time of the oral examination. CRJU 650. Master of Arts in Criminal Justice Criminal Justice Ethics. 3 CRJU 660. Students pursuing the Master of Issues in Criminal Justice. 3 Arts degree in Criminal Justice must

Academic Programs CRJU 672. complete a minimum of 36 semester 99 Applications in Crime Analysis. 3 hours from among the following areas: Required core courses (18 credits), CRJU 673. CRJU electives (12 credits), and research Crime Mapping. 3 and thesis (6 credits). CRJU 676. Environmental Criminology. 3 Program Requirements 36 hrs. CRJU 684. Required Courses 18 hrs. Criminal Justice Graduate Internship. 3 CRJU 600. CRJU 690. Survey of Criminal Justice. 3 Topical Seminar. 3 CRJU 655. CRJU 698. Seminar in Civil Liberties and Criminal Directed Study. 3 Law. 3 CRJU 670. Research and Thesis 6 hrs. Criminal Justice Research Methods. 3 CRJU 699. CRJU 671. Research and Thesis. 6 Quantitative Methods in Criminal Justice Research. 3 Comprehensive Written and Oral CRJU 675. Examination Studies in Criminological Theory. 3 Students completing the Master of CRJU 691. Arts degree are exempt from the Public Policy and Criminal Justice. 3 comprehensive written examination. The student is required to successfully Criminal Justice Electives 12 hrs. complete the oral defense/oral CRJU 590. examination as a requirement for Seminar. 3 graduation. CRJU 610. Historical Perspectives in Criminal Accelerated Bachelor’s/ Master’s Degree Justice. 3 in Criminal Justice CRJU 620. Exceptional undergraduate students Judicial Behavior. 3 at Radford University may complete CRJU 630 requirements for baccalaureate and master’s Organizational Theory. 3 degrees in five rather than six years. CRJU 635. Foundations of Law Enforcement. 3 For information on accelerated CRJU 638. programs, see p. 50. For more Foundations of Corrections. 3 information, contact the Department CRJU 643 of Criminal Justice, the Graduate Social Awareness. 3 Admissions Office or consult the web CRJU 650. at: http://gradcollege.asp.radford.edu/ Criminal Justice Ethics. 3 index.html. CRJU 660. Issues in Criminal Justice. 3 Certificate in Crime Analysis

Academic Programs CRJU 672. The Department of Criminal Justice also 100 Applications in Crime Analysis. 3 offers a post-baccalaureate certificate in crime analysis. The PBC is a 15-credit print and electronic sources – and the hour program designed to develop the writing of scholarly papers based on knowledge, skills, and abilities for an a critical understanding of literature’s entry level position as a crime analyst or aesthetic and humanistic values and to enhance the skills of a working analyst. of its social, historical and cultural It includes coursework in environmental significance. The program also offers criminology, research methods, statistics, students the opportunity to take courses crime analysis and crime mapping. and to pursue interests in contemporary For more information, contact the critical theory, creative writing, technical Department of Criminal Justice. writing, linguistics, and composition rhetoric.

English Students who choose English Education as an area of study may receive the M.S. Rosemary Guruswamy, Chairperson degree with initial teacher licensure or Paul Witkowsky, Graduate Program add a master’s degree endorsement to an Coordinator existing license. Initial teacher licensure Graduate Faculty is not available with the M.A. degree. See Graduate Faculty list at: http://gradcollege.asp.radford.edu/ Completion of the Master of Arts or faculty.html Master of Science degree normally requires three or four semesters for full- Graduate Program time students. The graduate program in English, which Admission Requirements leads to a Master of Arts or Master of Science degree, prepares students for • Graduate Record Examinations teaching at the secondary and college scores typically of 500 or above on levels; for further graduate study in the verbal section and 4.5 or above on pursuit of the doctoral degree; and for the analytical section entry into various professions – e.g., • A minimum of 21 semester hours of technical writing and editing – where credit in English at the undergraduate critical thinking, communication skills level with a 2.75 GPA and writing are valued and employed. NOTE: Candidates for licensure must Students may elect either the Literature have completed 27 semester hours of option or the English Education option. English at the undergraduate level Students who choose the Literature with a 2.75 GPA. In addition, students option have the opportunity to develop who choose the M.S. option with skills in literary scholarship and initial licensure may be required to take criticism through an intensive study prerequisite undergraduate courses in of British and American literature. addition to their graduate program. Academic Programs The program in literature emphasizes • Two letters of recommendation; 101 independent research – using both • A sample of expository writing, which may be a previously graded Master of Arts in English undergraduate paper. This sample Program Requirements 30 hrs. should be sent to: Required Core Courses 9 hrs. ENGL 600. Graduate Program Coordinator Introduction to Literary Scholarship. 3 ENGL 621. Department of English Principles of Literary Criticism.* 3 Box 6935 ENGL 663. Radford University Linguistics.* 3 Radford, VA 24142 Required M.A. Course • Applicants for Graduate Teaching ENGL 699. Assistantships/Fellowships must Research and Thesis. 6 submit an additional recommendation (in addition to the two required Other Required Courses for graduate admission) and a Students choose an area of study in statement of teaching philosophy to one of the following: British Literature, the Graduate Program coordinator. American Literature or English Guidelines for this statement are Education. available from the coordinator, and on the graduate program’s website. British Literature At least 9 hours chosen from the Please refer to p. 24-28 for application following courses: ENGL 631. deadlines. Studies in Middle English Literature. 3 General Requirements ENGL 633. Studies in English Renaissance. 3 The student must maintain a GPA of ENGL 635. 3.0 on a 4-point scale. Studies in Restoration and 18th Century British Literature. 3 No more than 20 percent of the total ENGL 637. credit hours taken for graduate credit Studies in 19th Century British may be in 500-level courses. Literature. 3 ENGL 639. Graduate students pursuing initial Studies in 20th Century Literature. 3 teacher licensure must also (1) submit ENGL 653. passing scores for Virginia on the Studies in Women’s Literature. 3 appropriate Praxis I and Praxis II tests Appropriate ENGL 680. before completion of 12 semester hours; Special Topics in English. 3 (2) meet qualifications for acceptance American Literature and retention in the Secondary

Academic Programs Education Licensure Program in At least 9 hours chosen from the 102 English. following courses: ENGL 546. ENGL 621. Appalachian Folklore. 3 Principles of Literary Criticism.* 3 ENGL 639. ENGL 663. Studies in 20th Century Literature. 3 Linguistics.* 3 ENGL 644. Studies in American Literature I Other Required Courses (to 1861). 3 Students choose an area of study in ENGL 645. one of the following: British Literature, Studies in American Literature II (since American Literature, English 1861). 3 Education—non-licensure or English ENGL 648. Education with initial teacher licensure. Studies in Oral and Written Literature of Appalachia. 3 British Literature ENGL 653. At least 9 hours chosen from the Studies in Women’s Literature. 3 following courses: Appropriate ENGL 680. ENGL 631. Special Topics in English. 3 Studies in Middle English Literature. 3 ENGL 633. English Education, Non-licensure Studies in English Renaissance. 3 (12 hours listed below) ENGL 635. ENGL 502. Studies in Restoration and 18th Century Teaching Writing.* 3 ENGL 629. British Literature. 3 ENGL 637. Critical Approaches to Teaching Studies in 19th Century British Literature. 3 ENGL 563. Literature. 3 ENGL 639. Grammar and Language for Studies in 20th Century Literature. 3 Teachers.* 3 ENGL 653. EDEF 606. Studies in Women’s Literature. 3 Educational Research. 3 Appropriate ENGL 680. Electives Special Topics in English. 3

*ENGL 621, ENGL 663, ENGL 502, American Literature ENGL 563 may be replaced by an elective if an undergraduate equivalent At least 9 hours chosen from the following courses: was completed with a grade of “B” or ENGL 546. higher. Appalachian Folklore. 3 Master of Science in English ENGL 639. Program Requirements 33 hrs.* Studies in 20th Century Literature. 3 ENGL 644. Required Core Courses 9 hrs. ENGL 600. Academic Programs Studies in American Literature I

103 Introduction to Literary Scholarship. 3 (to 1861). 3 ENGL 645. EDEF 600. Studies in American Literature II Child and Adolescent Development. 3 (since 1861). 3 EDEF 606. ENGL 648. Educational Research. 3 Studies in Oral and Written EDUC 640. Literature of Appalachia. 3 Internship in Teaching, Secondary ENGL 653. Education (Grades 6 – 12). 6 Studies in Women’s Literature. Appropriate ENGL 680. Supporting Courses: Special Topics in English. 3 The following courses do not count English Education, Non-licensure toward the 33 hours required for the ENGL 502. Master of Science degree, but are required for initial teacher licensure: Teaching Writing.* 3 ENGL 563. Blocking semester supporting courses: Grammar and Language for ENGL 426. Teachers.* 3 Teaching English in the High School. 2 ENGL 629. EDUC 440. Critical Approaches to Teaching Teaching Grades 6-12. 3 Literature. 3 EDUC 441. EDEF 606. Field Experience for Grades 6-12. 3 Educational Research. 3 EDRD 630. 3 hours of coursework in technology Teaching Reading in the Content Areas. chosen from the following 3 courses: OR EDET 445. EDRD 688 Advanced Study in Reading Skills. 3 Integration of Technology in Teaching and Training. 3 English Education with Initial Secondary EDET 620. Teacher Licensure (grades 6-12) Educational Technology. 3 EDSP/EDET 554. Required courses that count toward the 33 hours required for the Master of Educational Technology for Diverse Science degree: Populations. 3 ENGL 502. Student teaching supporting course: ENGL 428. Teaching Writing.* 3 EDSP 504. Planning and Teaching Seminar. 1 Introduction to Special Education for Also required for licensure: Secondary Educators. 3 ENGL 629. Passing scores for Virginia on the Critical Approaches to Teaching appropriate VCLA, Praxis I and Praxis Literature. 3 II tests upon or before completion

Academic Programs EDEF 607. of 12 semester hours (SAT scores of 104 Foundations of Education. 3 1100 or higher, with scores of at least 530 on both the critical reading and Additional Requirements for the Master of Arts Degree mathematics sections may be submitted in lieu of passing Praxis I scores); Language Proficiency students must also meet qualifications for acceptance and retention in the The candidate must meet a foreign Secondary Education Licensure language reading proficiency Program in English. requirement. This may be accomplished in one of three ways: (1) completion, Electives with a grade of “B” or above, of 12 *ENGL 621, ENGL 663, ENGL 502, semester hours in a foreign language no ENGL 563, ENGL 525, EDSP 504 earlier than five years before admission may be replaced by an elective if an to graduate studies; (2) completion, undergraduate equivalent was completed with a grade of “B” or above, of French with a grade of “B” or higher. 210, German 210 or Spanish 202 or the equivalent course no earlier than Written Examination five years before admission to graduate Required of Both Degrees studies; or (3) passing a reading The written examination will be proficiency exam, administered by the administered by the director of Department of Foreign Languages the candidate’s thesis/examination and Literatures, on material chosen by the foreign language examiner in committee. For Master of Arts consultation with the candidate’s thesis candidates, the members of the director. The requirement must be examination committee may be completed at least two weeks prior to different from the members of the graduation. Forms are located in the thesis committee, with the exception Graduate College office. of the thesis director. The examination areas will be determined in consultation Thesis Proposal Examination between the candidate and the The candidate will submit a Thesis examination committee members, Proposal Defense form, including drawing upon the candidate’s program a narrative statement, to his or her of study. The examination will consist committee before registering for thesis of three essay questions, one submitted hours. The committee will meet with by each member of the candidate’s the candidate to review the proposal committee. The candidate will choose and to suggest changes; the proposal, the format of the examination (closed- including any revisions, must be book, with two hours for each question approved by the committee before or open-book, with 48 hours for the submission of the Request for Thesis entire examination). The examination Advisory Committee form to the must be completed at least two weeks Graduate College. The thesis proposal prior to graduation. Comprehensive must be approved, and the Request exam defense forms must be requested for Thesis Advisory Committee form Academic Programs at least five days in advance of the signed by the committee, no later 105 examination date. than the end of the first week of the semester in which the candidate Additional Requirements for the Master intends to register for thesis hours. of Science Degree

Thesis Oral Examination The thesis will be written under An oral examination of not more than the supervision of the candidate’s two hours, based primarily on the committee. The committee must approve candidate’s program of study, will be the thesis. administered in the final semester of study and at least two weeks prior to graduation. Oral Thesis Examination The questions for this examination can After the thesis has been completed but both complement and vary from those prior to its submission to the office of posed for the written examination. The the dean of the Graduate College, the oral examination will follow the written committee will meet with the candidate examination and cannot be taken prior for an oral examination of one hour on to the candidate’s satisfactory completion the topic of the thesis. The examination of the written examination. The two must occur at least two weeks prior to examinations can be scheduled either graduation. in consecutive semesters or in the same semester. If the oral examination is not completed satisfactorily, the candidate must retake the examination during a subsequent semester. Academic Programs

106 Music

Allen Wojtera, Chairperson tion may be taken for graduate credit Bruce Mahin, Graduate provided the student has the necessary Program Coordinator prerequisites and if the same course or a Graduate Faculty comparable course was not taken as part See Graduate Faculty list at: of the student’s undergraduate program http://gradcollege.asp.radford.edu/fac- (MUSC 531, 535, 536, 537, 553, 555, 557 ulty.html and 558 excepted).

Graduate Program Admission Requirements The graduate program in music offers Minimum overall grade point average courses leading to a Master of Arts or required is 2.75. Minimum major grade Master of Science degree and a Cer- point average required is 2.75. All ap- tificate of Advanced Studies in Music plicants must submit an official under- Pedagogy. The Master of Arts program graduate transcript prior to admission. provides advanced study for musicians, All students applying for admission to music scholars in preparation for pro- a graduate music program are required fessional careers or doctoral study. The to take one of the following ETS stan- Master of Science program provides dardized tests: the Graduate Record advanced study and opportunities for Examination (GRE), the Major Field music therapists to refine existing com- Test in Music or the Praxis II Subject As- petencies and to attain new ones. The sessment (Music: Content Knowledge) Certificate of Advanced Studies in Music Examination. Pedagogy prepares musicians, such as educators, performers, conductors, com- Three letters of reference are to be sub- posers and private teachers who may mitted from professional sources. All already have an undergraduate degree in students pursuing a master’s degree in music but wish to update their knowl- music must have, at the undergraduate edge about new trends and requirements level, music courses equivalent to those in music pedagogy. required in an appropriate undergraduate degree program at Radford University. Graduate standing is a prerequisite to all All students entering the M.A. (Music) 500- and 600-level courses. At least 80 program (which requires at least two percent of hours in the program must semester hours of graduate level be in 600-level courses. An exception to applied study) must also present an the 80 percent minimum in 600-level entrance audition in their applied courses is applicable to graduate degree performing area for placement purpose. programs in music for specific purpose Students entering the M.S. (Music of providing for an additional one to Therapy) program (which does not six credit hours of 500-level perform- require graduate level applied study) Academic Programs ing ensembles in the program of study. without a bachelor’s degree in music 107 The 500-level courses listed in this sec- from an NASM member institution must also present an entrance audition b. Students may choose to study on in their undergraduate applied major their own in areas of deficiency. and minor performing areas for Following individual study, the diagnostic purposes. Please refer to student must retake the diagnos- p. 24-28 for application deadlines. tic examination(s) prior to com- Students entering the program as non- pleting 18 hours of study. Failure degree seeking students are required to to retake the exam prior to the complete the online graduate application completion of 18 hours in the de- and submit transcripts from all under- gree program will require the stu- graduate institutions where courses were dent to utilize option “a.” If upon completed. However, non-degree seek- retaking the exam(s) a satisfactory ing students are not required to submit score on the exam(s) is achieved, letters of recommendation, nor submit the student will have satisfied the GRE or Praxis II Music Content test scores. Additional information about entrance requirements in music non-degree seeking status can be found history and music theory for mas- elsewhere in the current Radford Uni- ter’s degree programs in music. versity graduate catalog. Non-degree The student will be permitted to seeking students are not required to sat- retake the diagnostic exam(s) only isfy the music history and music theory one time, after which the option diagnostic examination requirements. “a” must be utilized.

Entrance Requirements in Music The Preliminary Comprehensive History and Music Theory Examination in Music 1. Students admitted to the graduate The Preliminary Comprehensive Exami- music program are required to take nation is a discussion among the student the Radford University diagnostic and a faculty committee regarding the exams in music history and music progress of the student in the degree theory on the first day of classes in program. It is not an assessment of the the first semester of graduate study. student’s knowledge in any specific content area. The Preliminary Compre- 2. Students will be informed of specific hensive Examination occurs prior to the deficiencies identified through the completion of the first semester (or 9 diagnostic exams and they will have hours) of graduate study. the choice of two options: a. Students may take (a) prescribed course(s) to remedy the deficien- 1. The committee will consist of the cies. A grade of at least B must be student’s advisor and two other grad- earned in the course(s) in order uate music faculty appropriate to the to remove the deficiency from student’s degree program selected by the student’s record. If a grade of the student in conjunction with the at least B is achieved, the student advisor. This committee may or may will have satisfied the entrance re- not be the same as the committee for quirements in music history and the student’s eventual final project,

Academic Programs music theory for master’s degree thesis, recital and/or Final Compre- programs in music. hensive Examination. 108 2. At least one week prior to the exam, oral exam concurrently with their recital the student will submit a report hearing or thesis defense. Master of Sci- containing the following informa- ence candidates in the “cognate” option tion to each committee member: (1) within the music education concentra- a summary of the student’s progress tion are required to take only the final in the degree program, including comprehensive oral exam. Master of progress toward the remediation of Science candidates in the music therapy any deficiencies; (2) a statement of concentration are required to take the professional objectives and a plan for final comprehensive oral exam concur- realizing these objectives which in- rently with their project defense. cludes a proposed program of study; (3) if appropriate to the student’s de- Master of Arts Degree gree program, an outline of possible Music Concentration areas/topics of interest for the final Program Requirements 30 hrs. project, thesis or recital. Music Core Courses 9 hrs. 3. During the exam, the committee and MUSC 601. student will discuss the three areas Bibliography and Research. 3 outlined in the student’s report. As Music History Period Course. 3 part of this discussion, the com- MUSC 633. mittee will offer suggestions to the Analytical Techniques. 3 student on courses and procedures that may be beneficial in working to- Required Music Courses 11 hrs. wards the attainment of the student’s Music History Period Course. 3 goals. MUSC 571. Fourth Year Applied Music 4. The student will be provided with a OR written assessment by the committee MUSC 572. following the examination. Fourth Year Applied Music The Final Comprehensive Oral OR Examination in Music MUSC 671. The final comprehensive oral examina- Advanced Applied Music tion is designed to measure the ability OR of students to synthesize course work MUSC 672. taken in their degree program and apply Advanced Applied Music. 2 the content of these courses. The stu- MUSC 697. dent’s ability to verbally express ideas Graduate Recital and facts coherently and concisely is an OR important focus of the oral examina- MUSC 699. tion. All Master of Arts candidates and Research and Thesis. 6 those Master of Science candidates in the “recital” or “thesis” option within Supporting Courses 10 hrs.

Academic Programs the music education concentration are An additional 10 semester hours in sup- required to take the final comprehensive porting elective studies are to be deter- 109 mined in consultation between student Supporting Counselor Education and advisor. Students electing the gradu- Courses 15 hrs. ate recital must complete a minimum of four semester hours of credit beyond COED 610. level eight in applied music. Students Human Growth and Development. 3 who elect to present a graduate recital COED 611. in voice are expected to be proficient Introduction to the Counseling Theories in French, German and Italian diction. and Techniques. 3 A language examination in at least one COED 612. modern foreign language is required for Professional, Ethical, and Legal Issues in those who elect to write a thesis. Counseling. 3 COED 614. Master of Science Degree Group Counseling Theories and Techniques. 3 Music Therapy Concentration Behavioral Science Elective* 3 Program Requirements 33-42 hrs. *To be determined in consultation be- Music Core Courses 9 hrs. tween student and advisor. MUSC 601. Bibliography and Research. 3 Research Option 24 hrs. Music History Period Course. 3 Required Courses 20 hrs. MUSC 517. EDEF 606. Form and Analysis. Educational Research. 3 OR MUSC 620. MUSC 633. Advanced Methods and Materials in Analytical Techniques. 3 Music Therapy. 3 MUSC 641. Clinical Option 33 hrs. Practicum in Music Therapy. 2 Required Music Therapy Courses 17 hrs. MUSC 650. MUSC 620. Seminar in Music Therapy. 6 Advanced Methods and Materials in MUSC 699. Music Therapy. 3 Research and Thesis. 6 MUSC 641:642. Supporting Music Courses* 1 hr. Practicum in Music Therapy. 4 Includes courses such as performance, MUSC 651. theory, analysis, history and literature. Special Applications in Music Behavioral Science Electives* 3 hrs. Therapy I. 3 *Courses are to be determined in con- MUSC 652. sultation between student and advisor. Special Applications in Music Therapy II. 3 Certificate of Advanced Studies in MUSC 696. Music Pedagogy Music Therapy Project. 4 The Certificate of Advanced Studies in Supporting Music Course 1 hr. Music Pedagogy is designed to prepare Includes courses such as performance, teachers to take graduate coursework Academic Programs theory, analysis, history and literature. in music to enhance their professional 110 development and acquire the latest skills Program Requirements 15 hrs. and knowledge in music pedagogy. It is Six credit hours from the following: also designed to facilitate add-on en- dorsement for educators who already MUSC 654. have an initial license in music educa- Advanced Conducting Techniques. 2 tion and need several courses to add an MUSC 608. area to their license but do not wish to Music Teaching and Learning. 3 pursue the master’s degree. This certifi- MUSC 691. cate program is also intended for musi- Seminar in Music Education. 2-3 cians, such as performers, conductors, composers, and private teachers who Six credit hours from the following: may already have an undergraduate MUSC 610. degree in music but wish to update their Medieval Music. 3 knowledge about music pedagogy, espe- MUSC 611. cially new trends and requirements in Renaissance Music. 3 practice that support the academic and MUSC 612. social success of students who attend Baroque Music. 3 PreK-12 classrooms. MUSC 613. Classical Music. 3 Applicants who have already completed MUSC 614. an undergraduate degree in music and Romantic Music.* 3 are not yet ready to pursue a Master of MUSC 615. Arts (Music) degree may be interested in the Certificate of Advanced Studies in Twentieth Century Music. 3 MUSC 517. Music Pedagogy. All credits necessary for completion of the certificate in Music Form and Analysis. 3 MUSC 633. Pedagogy can be counted toward com- pletion of the Master of Arts degree if Analytical Techniques. 3 the graduate degree is completed within guidelines stated in the current Radford Three credit hours in pedagogy University graduate catalog. The certifi- technology cate program will be accepting students MUSC 627. pending NASM approval. Technology in Music and Education. 3 Academic Programs

111 Nursing

Kimberly Carter, Director Adult – Gerontology Ginger Burggraf, Graduate Program Clinical Nurse Specialist Coordinator This concentration emphasizes advanced Graduate Faculty nursing practice roles for adults of all See Graduate Faculty list at: ages, including older adults. A holistic http://gradcollege.asp.radford.edu/faculty. approach is emphasized in the care and html treatment of adults, older adults, and families with regard to health promotion, Graduate Program protection, and restoration. Graduates Radford University’s School of Nurs- will be qualified to provide care in homes, ing offers a Doctor of Nursing Practice hospices, hospitals and long-term care (D.N.P.) program to prepare registered facilities. Upon completion, graduates nurses with a bachelor’s degree, a mas- are prepared to sit for a Clinical Nurse ter’s degree (M.S.), or a master’s degree Specialist (CNS) certification exam. in nursing science (M.S.N.) for advanced nursing practice. Theory and research- Family Nurse Practitioner based courses prepare graduates to This concentration educates nurses who work in a variety of settings, includ- will be qualified to provide primary ing community and population-based health care in homes, clinics, ambulatory service, home care, clinics, hospice care, care facilities, long-term care facilities hospitals, long-term care, education, and other health care agencies. Upon administration, and policy. The program completion of this concentration, gradu- culminates in a residency tailor-made to ates are prepared to sit for a Family Nurse the student’s learning needs and career Practitioner (FNP) certification exam. goals. The program is distance-based to promote maximum flexibility while Nurse-Midwifery maintaining quality student connections. The concentration is provided in col- laboration with Shenandoah University DNP Degree Concentrations to prepare nurses for advanced practice Four clinical concentrations in the care of women across the lifespan are available: with an emphasis on the child-bearing Adult-Gerontology Clinical Nurse Spe- phase of the life cycle. Nurses will be cialist, Family Nurse Practitioner and, in qualified to work in home care, hospi- collaboration with Shenandoah Uni- tals and clinics. The nurse-midwifery versity, Nurse-Midwifery and Psychi- courses offered by Shenandoah Universi- atric Mental Health Nurse Practitioner ty will qualify students to sit for a Nurse- or Psychiatric Mental Health Clinical Midwifery (NM) certification exam. Nurse Specialist. Psychiatric Mental Health Academic Programs The concentration is provided in col- 112 laboration with Shenandoah University to prepare nurses for advanced practice degree-prepared applicants with in psychiatric mental health nursing. national certification as APRN-NP, Nurses will be qualified to work in hos- CNS, NM, or PMH are exempt from pitals, clinics, and mental health facili- this requirement); ties. The psychiatric courses offered • Current certification in BLS or ACLS; by Shenandoah University will qualify • Current license to practice as a regis- students to sit for the Psychiatric Mental tered nurse in Virginia; Health Clinical Nurse Specialist (PM- • Completed graduate college applica- HCNS) and Psychiatric Mental Health tion; Nurse Practitioner (PMHNP) exams. • Resume or curriculum vitae that includes prior education and profes- D.N.P. Tracks sional practice; Students will be placed in one of • 3-5 page essay outlining applicant’s three tracks: vision for a career as a D.N.P. and • Post-B.S.N. – Students in this track how the D.N.P. program would help may choose any concentration and the applicant achieve this goal; will receive a D.N.P. upon program • A sample of previous academic writ- completion. ing or publication; • Post-M.S.N. (Non-Certified) – This • Official transcripts from all post-sec- track requires selection of a concen- ondary institutions attended; tration. Students will receive a D.N.P. • Three letters of reference from profes- upon program completion. sional contacts (at least one must be • Post-M.S.N. - The concentration for from a former nursing faculty member); students in this track will be dic- • Three recommendation forms (these tated by their specialty, and students forms may be completed by the same will receive a D.N.P. upon program 3 contacts who provide your letters of completion. reference); Students seeking the D.N.P. in all con- centrations and tracks must complete a • Personal interview with Graduate residency and a capstone project. Nursing Faculty.

Admission Requirements Application Process • Undergraduate course requirements Prospective students can apply online at in statistics, health assessment, and the Graduate College website at http:// nursing research; gradcollege.asp.radford.edu. • Minimum of 2,000 hours RN clinical E-mail your application request to practice; [email protected] or phone • Bachelor’s degree in nursing (B.S.N.), (540) 831-5431. master’s degree in nursing (M.S.N.), or graduate degree (M.S.) in another Recommendations are not submitted discipline; online, have them sent directly to: • Cumulative GPA of 3.0 on a 4.0 grad- ing scale at the undergraduate level, Graduate Admissions 3.5 GPA at the graduate level; Radford University

Academic Programs • Competitive Graduate Record Ex- P. O. Box 6928 113 amination (GRE) scores (master’s Radford, Virginia 24142 A complete list of application materials can D.N.P. Degree for the Post-M.S.N. (Non- be found at http://www.radford.edu/dnp. Certified) Adult-Gerontology CNS Track

Financial Aid Program Requirements 57 hrs. Financial aid is available to students in NURS 651/700. a number of forms. A limited number APN Roles and Leadership. 3 of Graduate Assistantships are avail- NURS 620/702. able to full-time degree seeking students Theoretical Perspectives for APNs. 3 through the Graduate College for both NURS 628/710. entering and returning students. In ad- Advanced Pathophysiology. 3 dition to awards based on demonstrated NURS 712. financial need, Radford University offers Advanced Health Assessment. 2 NURS 713. scholarships focused on leadership, character and academic achievements. Advanced Health Assessment – Radford University School of Nursing Laboratory. 1 NURS 631/716. students may also qualify for Federal Advanced Pharmacology. 3 Traineeship Grant Money. NURS 740. D.N.P. Degree for the Post-M.S.N. Track Adult-Gerontological CNS: Patient/ Client Sphere of Influence. 3 (Certified as FNP, CNS, CNM, PMHNP or NURS 741. PMHCNS) Adult-Gerontological CNS: Patient/ Client Sphere of Influence – Clinical. 3 Program Requirements 30 Hrs. NURS 752. NURS 802. Adult-Gerontological CNS: Synthesis and Evaluation of Evidence- Preceptorship. 3 Based Data for Advanced Practice NURS 650/800. Nurses. 3 Evidence for Advanced Nursing NURS 804. Practice. 3 Clinical Scholarship and Population- NURS 802. Based Outcomes for APNs. 3 Synthesis and Evaluation of Evidence- NURS 810. Based Data for Advanced Practice Health Care and Information Systems Nurses. 3 and Business Practice. 3 NURS 804. NURS 812. Clinical Scholarship and Population- Health Care Policy, Ethics, and Law. 3 Based Outcomes for APNs. 3 NURS 820. NURS 810. DNP Clinical Capstone – 1. 2 Health Care and Information Systems NURS 821. and Business Practice. 3 DNP Clinical Capstone – 2. 1 NURS 812. NURS 824. Health Care Policy, Ethics, and Law. 3 NURS 820. Academic Programs DNP Clinical Residency. 12 Elective. 3 DNP Clinical Capstone – 1. 2 114 NURS 821. Clinical. 3 DNP Clinical Capstone – 2. 1 NURS 752. NURS 824. Adult-Gerontological CNS: DNP Clinical Residency. 12 Preceptorship. 3 Elective. 3 NURS 650/800. Evidence for Advanced Nursing D.N.P. Degree for the Post-B.S.N. Track Practice. 3 with an Adult-Gerontology CNS Concen- NURS 802. tration Synthesis and Evaluation of Evidence- Based Data for Advanced Practice Program Requirements 78 hrs. Nurses. 3 NURS 651/700. NURS 804. APN Roles and Leadership. 3 NURS 620/ 702. Clinical Scholarship and Population- Based Outcomes for APNs. 3 Theoretical Perspectives for APNs. 3 NURS 633/704. NURS 810. Advanced Practice Nursing in Rural Health Care and Information Systems Communities. 3 and Business Practice. 3 NURS 628/710. NURS 812. Advanced Pathophysiology. 3 Health Care Policy, Ethics, and Law. 3 NURS 712. NURS 820. Advanced Health Assessment. 2 DNP Clinical Capstone – 1. 2 NURS 713. NURS 821. Advanced Health Assessment – DNP Clinical Capstone – 2. 1 Laboratory. 1 NURS 824. NURS 631/716. DNP Clinical Residency. 12 Advanced Pharmacology. 3 Three Electives. 9 NURS 740. Adult-Gerontological CNS: Patient/Cli- D.N.P. Degree for the Post-B.S.N. Track ent Sphere of Influence. 3 with an FNP Concentration NURS 741. Adult-Gerontological CNS: Patient/ Program Requirements 81 hrs. Client Sphere of Influence – Clinical. 3 NURS 651/700. NURS 744. APN Roles and Leadership. 3 Adult-Gerontological CNS: Nurses and NURS 620/702. Nursing Practice Sphere of Influence. 3 NURS 745. Theoretical Perspectives for APNs. 3 Adult-Gerontological CNS: Nurses and NURS 633/704. Nursing Practice Sphere of Influence – Advanced Practice Nursing in Rural Clinical. 3 Communities. 3 NURS 748. NURS 628/710. Adult-Gerontological CNS: Organiza- Advanced Pathophysiology. 3 tions/Systems Sphere of Influence. 3 NURS 712. NURS 749. Advanced Health Assessment. 2

Academic Programs Adult-Gerontological CNS: Organiza- NURS 713. tions/Systems Sphere of Influence – Advanced Health Assessment – 115 Laboratory. 1 Health Care Policy, Ethics, and Law. 3 NURS 631/716. NURS 820. Advanced Pharmacology. 3 DNP Clinical Capstone – 1. 2 NURS 720. NURS 821. Advanced Family Nursing: Acute Illness DNP Clinical Capstone – 2. 1 Across the Lifespan. 3 NURS 824. NURS 721. DNP Clinical Residency. 12 Advanced Family Nursing: Acute Illness Three Electives. 9 Across the Lifespan – Clinical. 2 NURS 724. D.N.P. Degree for the Post-B.S.N. Track Advanced Family Nursing: Chronic Ill- with an NM Concentration ness Across the Lifespan. 3 NURS 725. Program Requirements 78 hrs. Advanced Family Nursing: Chronic Ill- The 78-credit Nurse Midwifery option is ness Across the Lifespan – Clinical. 2 provided in collaboration with Shenan- NURS 728. doah University. The Nurse Midwifery component is taught by the Division of Advanced Family Nursing: Women’s Nursing at Shenandoah University, the Health. 3 NURS 729. only Graduate Program in the Com- monwealth of Virginia with a Nurse Advanced Family Nursing: Women’s Midwifery specialty that is accredited by Health – Clinical. 2 the American College of Nurse Mid- NURS 732. wives. The Nurse Midwifery courses Advanced Family Nursing: Children’s offered by Shenandoah University Health. 3 qualify students to sit for the nurse-mid- NURS 733. wifery certification examination of the Advanced Family Nursing: Children’s American College of Nurse-Midwives Health – Clinical. 2 Certification Council. Course prefixes/ NURS 736. numbers offered by Shenandoah Univer- Advanced Family Nursing: sity are followed by an asterisk (*). Their Preceptorship. 4 descriptions may be found at http:// NURS 650/800. www.su.edu/academics/3595392BE5B54 Evidence for Advanced Nursing 858B33DA848EC33C3DA.asp. Practice. 3 NURS 802. Program Requirements 78 hrs. Synthesis and Evaluation of Evidence- NURS 651/700. Based Data for Advanced Practice APN Roles and Leadership. 3 Nurses. 3 NURS 620/702. NURS 804. Theoretical Perspectives for APNs. 3 Clinical Scholarship and Population- NURS 633/704. Based Outcomes for APNs. 3 Advanced Practice Nursing in Rural NURS 810. Communities. 3 Health Care and Information Systems NURS 628/710. and Business Practice. 3 Advanced Pathophysiology. 3 Academic Programs NURS 812. NURS 712. 116 Advanced Health Assessment. 2 Shenandoah University are followed by NURS 713. an asterisk (*). Their descriptions may Advanced Health Assessment – be found at http://www.su.edu/academic Laboratory. 1 s/3595392BE5B54858B33DA848EC33C NURS 631/716. 3DA.asp. Advanced Pharmacology. 3 NM 610.* Program Requirements 79 hrs. Primary Care of Women. 3 NM 620.* NURS 702. Comprehensive Antepartal Care. 3 Theoretical Foundations for Advanced NM 630.* Practice Nurses. 3 Nurse-Midwifery Practicum. 3 NURS 710. NM 640.* Advanced Pathophysiology. 3 Comprehensive Perinatal Care. 3 NURS 712. NM 650.* Advanced Health Assessment. 2 Integrated Nurse-Midwifery Practicum. 6 NURS 713. NM 660.* Advanced Health Assessment- Advanced Nurse-Midwifery Role Laboratory. 1 Development. 1 NURS 716. NURS 650/800. Advanced Pharmacology. 3 Evidence for Advanced Nursing NURS 704. Practice. 3 Advanced Practice Nursing in Rural NURS 802. Communities. 3 Synthesis and Evaluation of Evidence- NURS 800. Based Data for Advanced Practice Evidence for Advanced Nursing Nurses. 3 NURS 804. Practice. 3 NURS 700. Clinical Scholarship and Population- Advanced Practice Nursing Roles and Based Outcomes for APNs. 3 NURS 810. Leadership. 3 NURS 897. Health Care and Information Systems and Business Practice. 3 Independent Practicum. 3 NURS 812. PMH 645. Health Care Policy, Ethics, and Law. 3 * Individual Therapy Theories. 3 NURS 820. PMH 650. DNP Clinical Capstone – 1. 2 * Individual Therapy Practicum. 3 NURS 821. NURS 802. DNP Clinical Capstone – 2. 1 Synthesis and Evaluation of Evidence- NURS 824. Based Data for Advanced Practice DNP Clinical Residency. 12 Nurses. 3 Three Electives. 9 NURS 810. Health Care Systems, Information Sys- D.N.P. Degree for the Post-B.S.N. Track tems, and Business Practices. 3 with a Psychiatric Mental Health CNS/NP PMH 665.*

Academic Programs Concentration Group, Family, Community Theory. 3 117 Course prefixes/numbers offered by PMH 670.* Practice. 3 Group, Family, Community Practicum. 3 PMH 645.* NURS 804. Individual Therapy Theories. 3 Clinical Scholarship and Population- PMH 650.* Based Outcomes for Advanced Practice Individual Therapy Practicum. 3 Nurses. 3 NURS 802. NURS 812. Synthesis and Evaluation of Evidence- Health Care Policy, Ethics and Law. 3 Based Data for Advanced Practice PMH 685.* Nurses. 3 Geriatric PMH Nursing. 3 NURS 810. OR PMH 686.* Health Care Systems, Information Sys- Child & Adolescent PMH Nursing. 3 tems, and Business Practices. 3 PMH 695.* PMH 665.* Advanced NP Practicum in PMH Group, Family, Community Theory. 3 Nursing. 2 PMH 670.* PMHL 695.* Group, Family, Community Practicum. 3 Advanced NP Practicum in PMH NURS 804. Nursing. 2 Clinical Scholarship and Population- NURS 820. Based Outcomes for Advanced Practice DNP Clinical Capstone - 1. 2 Nurses. 3 NURS 821. NURS 812. DNP Clinical Capstone - 2. 1 Health Care Policy, Ethics, & Law. 3 NURS 824. PMH 685.* DNP Clinical Residency. 12 Geriatric PMH Nursing Three Electives. 9 OR D.N.P. Degree for the Post-M.S.N. (Non- PMH 686.* Certified) Track with either/or Both a Child & Adolescent PMH Nursing. 3 Psychiatric Mental Health CNS/NP NURS 897. Concentration Independent Practicum. 3 NURS 700. Course prefixes/numbers offered by Advanced Practice Nursing Roles & Shenandoah University are followed by Leadership. 3 an asterisk (*). Their descriptions may be PMH 695.* found at http://www.su.edu/academics/ Advanced NP Practicum in PMH 3595392BE5B54858B33DA848EC33C3 Nursing. 2 DA.asp. PMHL 695.* Program Requirements 61 hrs. Advanced NP Practicum in PMH NURS 704. Nursing. 2 NURS 820. Advanced Practice Nursing in Rural Communities. 3 Clinical Capstone - 1. 2

Academic Programs NURS 800. NURS 821. DNP Clinical Capstone - 2. 1 118 Evidence for Advanced Nursing NURS 824. DNP Clinical Residency. 12 One Elective. 3 Withdrawal A graduate nursing student may not withdraw from more than three differ- ent graduate courses. Any withdrawal beyond the third withdrawal will re- sult in an automatic “F.” In addition, a student may not withdraw from the same course more than once. A second withdrawal from a course will result in an automatic “F.”

Contact Information For additional information, contact Ginger Burggraf, DNS, RN, FAAN, Graduate Program Coordinator, School of Nursing, Waldron College of Health Services, P. O. Box 6964, Waldron 335, Radford, VA 24142, (540) 831-7714, [email protected]. Academic Programs

119 Occupational Therapy (M.O.T.)

Accreditation, Certification and Douglas M. Mitchell, Chairperson and Licensure Graduate Program Coordinator Cynthia L. Creighton, Director of The M.O.T. program was approved in Clinical Education 2008 by the State Council of Higher Graduate Faculty Education for Virginia. The university is See Graduate Faculty list at: currently seeking program accreditation http://gradcollege.asp.radford.edu/ by the Accreditation Council for Occu- pational Therapy Education (ACOTE) faculty.html of the American Occupational Therapy Graduate Program Association. This process is timed so that a new program may achieve full ac- The Master of Occupational Therapy creditation before its first class graduates. program prepares students for profes- A schedule of accreditation activities is sional careers as occupational therapists. posted on the Department of Occupational therapy enables people Occupational Therapy website, and with special needs to participate in the ACOTE can be contacted by mail at occupations of daily life; that is to care 4720 Montgomery Lane, Suite 200, for themselves and their families and Bethesda, Maryland 20824-1220 or by homes, to work or study, and to enjoy telephone at (301) 652-AOTA. rest and play activities. Occupational therapists are employed in hospitals, Graduates of an accredited M.O.T. pro- schools, nursing homes and commu- gram are eligible to sit for the Certifica- nity settings to assist clients of all ages tion Examination for the Occupational whose developmental or medical condi- Therapist, administered by the National tions affect their independence and pro- Board for Certification in Occupational Therapy. Upon successful completion of ductivity. Because there is a shortage of the national certification examination, occupational therapists in Southwestern graduates who wish to practice occupa- Virginia, Radford University’s program tional therapy in Virginia are required to emphasizes rural health care. apply for a license from the state Board of Medicine. Students are admitted to the M.O.T. program once each year, and begin their Students should be aware that fieldwork course work in the fall. Completion facilities may deny a student’s participa- of the degree normally requires seven tion in the clinical experience because of a consecutive terms (including Summer felony or misdemeanor conviction, failure

Academic Programs Session III) of full-time didactic and of a required drug test, or inability to 120 clinical study. produce an appropriate health clearance, which would result in delayed graduation are described in the Department of Oc- or the inability to graduate from the pro- cupational Therapy website. Individuals gram. A felony conviction may also affect interested in application to the M.O.T a graduate’s ability to sit for the NBCOT program should ensure that the follow- Examination or attain state licensure. ing materials are received by the dead- line date of May 15: Admission Requirements • Radford University Application for Prerequisite requirements for admission Graduate Admission; to the M.O.T. program are as follows. • Official transcripts of all undergradu- • Minimum cumulative undergraduate ate course work; grade-point average of 3.25 • Official scores from the GRE Gen- • Grades of “C” or better in the eral Test; following courses: • A professional resume describing past • English Composition (3 credits) and current educational and employ- • Health and Wellness Ethics (3 ment experiences; credits) • A two-page Statement of Purpose; • Ethics (3 credits) • Two letters of recommendation from • Analytical Thinking (3 credits) instructors or employers; • Cultural Anthropology (3 credits) • A letter from a supervisor document- • Introductory Statistics (3 credits) ing a minimum of 40 hours of ob- • Human Biology (3 credits) servation, volunteer work or employ- • Human Anatomy and Physiology ment with people with special needs. (4-6 credits) • Introductory Sociology (3 credits) Applications for admission to the • Introductory Psychology (3 credits) M.O.T. program are reviewed by the • Life Span Growth and Develop- Admissions Committee of the depart- ment (3 credits) ment. Candidates who have submitted a • Abnormal Psychology (3 credits) complete application and meet • Evidence of completion of a college prerequisite requirements are scheduled or community course to learn a new for an interview on campus. When there occupation are more qualified applicants than seats in a class, those with higher cumula- Application materials and information tive GPAs are admitted first. Admission about tuition and fees can be obtained decisions are announced by June 15. by contacting the Graduate College at http://gradcollege.asp.radford.edu/ Degree Requirements Academic Programs index.html. Specific program require- To qualify for the Master of Occupa- 121 ments and instructions for application tional Therapy, students must complete 83 credit hours of required course OT Term 3 9 hrs. OCTH 630. work, in the sequence described below. In order to progress through the pro- Level I Fieldwork in Behavioral Health/ gram, students must earn a grade of “C” Intellectual Disabilities. 4 OCTH 632. or better in each required course and remain in good academic standing. A Tools for Practice. 3 OCTH 634. graduate student is in good academic standing when his or her cumulative Professional Seminar I. 2 GPA is 3.0 or above. Occupational OT Term 4 14 hrs. therapy students are placed on academic OCTH 640. probation for one term if their GPA Research in Occupational Therapy. 3 falls below 3.0. Students on probation OCTH 642. must achieve a cumulative GPA of at Neuroscience for Occupational Therapy. 3 least 3.0 the following term, to continue OCTH 644. in the program. Students who receive a Occupational Therapy with Children. 6 grade below a C in any class are with- OCTH 646. drawn from the program. Students may Practicum in Children’s Services. 2 petition the Chair to repeat a failed course the following year. OT Term 5 14 hrs. OCTH 650. OT Term 1 14 hrs. OCTH 610. Occupational Therapy Leadership and Management. 4 Clinical Anatomy and Biomechanics for OCTH 652. Occupational Therapy. 4 OCTH 612. Physical Dysfunction Practice: Muscu- loskeletal. 3 Occupation in Human Life. 3 OCTH 654. OCTH 614. Physical Dysfunction Practice: The Occupational Therapy Process. 4 Neurological. 3 OCTH 616. OCTH 656. Fundamental Clinical Skills. 3 Special Topics in Adult Rehabilitation. 2 OCTH 658. OT Term 2 14 hrs. OCTH 620. Working with Older Adults. 2 Preliminary Comprehensive Examination Development and Performance. 3 OCTH 622. OT Term 6 9 hrs. Contexts of Service Delivery. 3 OCTH 661. OCTH 624. Level II Fieldwork A. 7 Clinical Inquiry. 3 OCTH 662. OCTH 626. Professional Seminar II. 2 Psychosocial Occupational Therapy. 3 OCTH 628. OT Term 7 9 hrs.

Academic Programs Practicum in Community-Based OCTH 670. 122 Services. 2 Level II Fieldwork B. 7 OCTH 672. begin a practicum or fieldwork assign- Graduate Project. 2 ment with clients. Final Comprehensive Examination 9 No letter grades are issued for Level I or Fieldwork II Fieldwork because fieldwork perfor- Level I and Level II Fieldwork are mance is evaluated using national criteria integral to the program’s curriculum, on a Pass/Fail basis. All Level II Field- and successful completion of fieldwork work must be successfully completed courses is a requirement for graduation. within 24 months after required course- OCTH 630. work has been completed. Level I Fieldwork is a part-time (16 Comprehensive Examinations hours per week) summer placement in a A preliminary comprehensive examina- facility that serves clients with psycho- tion is required of all M.O.T. students social and/or intellectual disabilities. Its in the fifth term of the program and goals are to introduce students to clinical must be successfully completed before routines, help students understand the the student begins Level II Fieldwork. needs of clients, and provide opportuni- A final comprehensive examination is ties for applying knowledge to practice. required in the seventh term and must be successfully completed at least two M.O.T. students also complete two terms weeks before graduation. Comprehen- of Level II Fieldwork (a total of 24 weeks sive examinations include a written full-time or the equivalent) under the component and a demonstration of supervision of a credentialed occupational clinical skills and are scored by a com- therapist. Level II fieldwork placements mittee of three occupational therapists. are typically in hospital, nursing home A candidate who fails an examination and school settings. They provide in- depth experience in delivering occupa- may request re-examination within the tional therapy services to children, adults timelines specified above. and elders. Additional Information About Policies and Procedures Fieldwork assignments are arranged by the director of clinical education for the Students should refer to the other sec- Department of Occupational Therapy in tions of this catalog and to the Occu- collaboration with the student. Students pational Therapy Student Handbook are placed in facilities throughout South- posted on the Department of Occu- western Virginia and are responsible for pational Therapy website to become providing their own transportation and familiar with university and department housing. Health and safety requirements, policies about student support services, including a physical examination, proof advising, tuition and fees, withdrawal of health and liability insurance, drug and refunds, grievances and complaints,

Academic Programs screening and a criminal background human subject research, student conduct 123 check, must be met before a student may and health and safety issues. Physical Therapy (D.P.T.)

Edward C. Swanson, Chairperson and Services, for further information. This Graduate Program Director program will be housed in Roanoke, Va. Renee Huth, Director of Clinical Education Accreditation See Graduate Faculty list at: http:// Radford University has been granted gradcollege.asp.radford.edu/faculty.html Candidate for Accreditation status by the Commission on Accreditation Doctoral Program in Physical Therapy Education of the Radford University offers a Doctor of American Physical Therapy Association Physical Therapy (D.P.T). RU’s (1111 North Fairfax Street, Alexan- Department of Physical Therapy dria, VA 22314; phone; 703-706-3245; aspires to prepare responsive and e-mail: [email protected]). Can- engaged professionals who will lead didacy is not an accreditation status nor by example by providing best practice does it assure eventual accreditation. care. The program’s vision parallels the Candidate for Accreditation is a pre- American Physical Therapy Associa- accreditation status of affiliation with tion’s (APTA’s) 2020 vision that physi- the Commission on Accreditation in cal therapy will be provided by doctors Physical Therapy Education that indi- of physical therapy and that physical cates the program is progressing toward therapists will be recognized by consum- accreditation. ers and other health care professionals as practitioners of choice for the diagnosis, Admission Requirements intervention, and prevention of impair- • Completion of the Radford Univer- ments, functional limitations and dis- sity graduate application process and abilities related to movement, function application fee. See http://gradcol- and health. lege.asp.radford.edu/index.html. • The following are the prerequisites Application procedures, admission required prior to entry into the D.P.T. criteria, course descriptions, faculty in- program. No transfer credit will be formation, and degree requirements are allowed into the professional pro- published on the D.P.T. website avail- gram. Admission is competitive. able at http://pt.asp.radford.edu/admis- • Minimum of 40 hours of observa- sion_requirements2.html. tion/work-related clinical experi- ence. Contact Dr. Edward Swanson • Minimum Graduate Record Exam ([email protected]), director of the (GRE) score of 1100. Academic Programs Doctor of Physical Therapy Program, • Foreign applicants whose na- 124 Waldron College of Health and Human tive language is not English must achieve an acceptable score on • Prior to initial enrollment, verifica- TOEFL examination (575 pa- tion of required immunization, CPR per based, 88-89 internet) or the certification, and completion of a IELTS (6.5 band). criminal background check. Ap- • A minimum cumulative grade plicants are reminded that a felony point average (GPA) of 3.25 conviction may affect a graduate’s (based on 4.0 scale) from an ac- opportunity to attain state licensure credited 4 year institution. and/or administration of licensure • A minimum cumulative grade point examinations. Applicants seeking ad- average (GPA) of 3.0 (based on 4.0 ditional information are encouraged scale) in math and sciences prerequi- to review information on the follow- sites as defined below: ing websites: • Anatomy and Physiology (4 credit • Virginia State Police Criminal Re- hours) cords Check http://www.vsp.state. • Biology with labs (8 credit hours) va.us/CJISCriminalRecordCheck. • Chemistry with labs (8 credit shtm hours) • Federation of State Boards of • Physics with labs (8 credit hours) Physical Therapy http://www. fsbpt.org/index.asp. • Statistics or Biostatistics (3 credit hours) Degree requirements: • Recommended, but not required, Year 1 Courses 46 hrs. courses: AHPT 800. • Abnormal Psychology Human Anatomy. 7 • Biochemistry AHPT 810. • Biomechanics Exercise Physiology. 3 • Kinesiology AHPT 812. • Public Speaking Clinical Medicine I. 3 • Technical Writing AHPT 814. • Completed essay (through Graduate Patient Management I. 4 College application) that addresses AHPT 816. “How will the APTA Vision 2020 Theory and Practice I. 4 (http://www.apta.org) impact the AHPT 818. profession of physical therapy and Professional Affairs. 2 how you will practice?” AHPT 820. • Three letters of recommendation Kinesiology/Biomechanics. 3 specifically addressing the applicant’s AHPT 824. potential for success in the D.P.T. Clinical Medicine II. 3 program from: AHPT 826. • 1 Academic/Educational reference Patient Management II. 4 • 1 Physical Therapist reference AHPT 828. • 1 Work-Related/Volunteer Theory and Practice II. 4

Academic Programs reference AHPT 830. 125 • Personal interviews may be required. Clinical Internship I. 9 Year 2 Courses 46 hrs. AHPT 886. AHPT 840. Preventative Health and Wellness. 3 Management of Special Populations AHPT 888. (Orthotics, Prosthetics, Advanced Research/Scientific Inquiry III. 2 Specialty Topics). 3 AHPT 890. Clinical Internship III. 10 AHPT 802. AHPT 892. Neuroscience. 2 Research/ Scientific Inquiry IV. 2 AHPT 844. Neuromuscular Development and Control I. 4 Psychology (Psy.D.) AHPT 846. Clinical Medicine III. 3 AHPT 848. Hilary M. Lips, Chairperson James L. Werth, Jr., Graduate Program Pharmacology. 2 AHPT 850. Director Graduate Faculty Psychosocial Elements of Illness and See Graduate Faculty list at: Disability. 2 AHPT 852. http://gradcollege.asp.radford.edu/fac- ulty.html Research/Scientific Inquiry I. 2 AHPT 860. Doctoral Program Advanced Orthopedics. 4 AHPT 862. Radford University offers a Doctor of Differential Diagnosis/Imaging. 3 Psychology (Psy.D.) in counseling psy- AHPT 864. chology with a focus on rural mental Health Policy and Administration. 3 health. The Psy.D. degree in counseling AHPT 866. psychology is designed for persons inter- Neuromuscular Development and ested in careers as psychologists in mental Control II. 4 health settings and institutions where AHPT 867. clinical supervision and the direct appli- Principles of Teaching and Learning. 2 cation of counseling, therapy, and psy- AHPT 868. chological assessment are required. The Research/Scientific Inquiry II. 2 program follows the practitioner-scholar AHPT 870. model with an emphasis on clinical Clinical Internship II. 10 training and the application of research to practice. The recommended course Year 3 Courses 28 hrs. sequence includes three years of post- AHPT 880. Master’s coursework, practica, and disser- Cardiopulmonary Patient Care Man- tation, in addition to a capstone 1800- agement. 4 2000 hour internship approved by the AHPT 882. program faculty. The program is not yet Comprehensive Patient Care. 3 accredited by the American Psychological

Academic Programs AHPT 884. Association; however, the plan is to apply 126 Pediatrics. 4 as soon as possible, which will be during the 2011-2012 academic year (when the Fall 1 - 12 credits PSYC 612. first students go on internship). Psychometric Theory, Assessment, Ap- Applicants must have completed a praisal and Application. 3 PSYC 800. master’s degree in a human services area Introduction to Counseling Psychology. 3 awarded by a regionally accredited in- PSYC 801. stitution of higher education. Interested Multicultural Counseling. 3 applicants should submit the following PSYC 840. by January 15, and ensure that all of Counseling Psychology Practicum I(a). 3 the following are received by that date. Please see the Psy.D. website for more Spring 1 - 12 credits details on what is expected: PSYC 628. • Radford University Graduate Biological Foundations of Behavior. 3 Application; PSYC 802. • A letter of interest describing the Ethical, Legal, and Professional Issues applicant’s professional and/or re- in Psychology. 3 search experience and career goals; PSYC 803. • Curriculum vitae; Vocational Psychology. 3 • Official transcripts of all undergradu- PSYC 840. ate (including community college) Counseling Psychology Practicum I(b). 3 and graduate work; Summer 1 - 12 credits • Three letters of recommendation, in- PSYC 660. cluding at least one from a professor who can comment on the applicant’s Human Growth and Lifespan Development. 3 academic skills and one from a super- PSYC 805. visor who can speak to the applicant’s counseling skills; Advanced Cognitive and Intellectual • A writing sample; Assessment Techniques. OR • Official scores from the GRE PSYC 631. General Test; Cognitive Intellectual • International applicants must also Assessment Techniques. 3 submit TOEFL or IELTS scores; PSYC 811. • Final candidates will be invited to Health Psychology in Rural Areas. 3 interview with program faculty. PSYC 843. Summer Practicum. 3 Updated information about the Psy.D. program will be available on the Rad- Fall 2 - 12 credits ford University Psychology department PSYC 774. website as it becomes available (http:// Introduction to Psychopharmacological www.radford.edu/psyc-web). Medications. 3 PSYC 777.

Academic Programs Counseling Psychology Psy.D. Courses Multivariate Analyses of Behavioral 127 Recommended Plan of Study Data. 3 PSYC 806. PSYC 773. Advanced Personality Assessment. 3 Assessment and Treatment of Addictive PSYC 841. Disorders in Rural Settings. 3 Counseling Psychology Practicum II (a). 3 PSYC 812. Rural Cultural Issues. 3 Spring 2 - 12 credits PSYC 842. PSYC 772. Counseling Psychology Couples and Family Systems Therapy. 3 Practicum III (b). 3 PSYC 785. PSYC 899. Neuropsychological Assessment. 3 Dissertation. 1 PSYC 808. Qualitative Research Methods. 3 Summer 3 - 3 credits PSYC 841. PSYC 898. Counseling Psychology Practicum II (b). 3 Doctoral Directed Study. 3

Summer 2 - 9 credits Fall 4 - 1 credit PSYC 809. PSYC 870. Supervision. 3 Doctoral Internship(a). 1 PSYC 810. Rural Consultation and Program Spring 4 - 1 credit Evaluation. 3 PSYC 870. PSYC 843. Doctoral Internship(b). 1 Summer Practicum. 3 Summer 4 - 1 credit Fall 3 - 10 credits PSYC 870. PSYC 623. Doctoral Internship(c). 1 Advanced Social Psychology. 3 PSYC 630. Prospective students need to be aware Cognitive and Affective Aspects of that Radford’s PSYC 610 (Analysis Behavior. 3 of Behavioral Data) and PSYC 611 PSYC 842. (Methodology and Program Evaluation Counseling Psychology in Psychology), or equivalent courses, Practicum III (a). 3 that have been taken within the last five PSYC 899. years are required prior to enrolling in Dissertation. 1 the PsyD program. If courses were not taken at Radford, the PsyD faculty (in Spring 3 - 10 credits consultation with the appropriate RU PSYC 622. course instructors when necessary) will Historical Foundations of a Scientific determine whether non-RU courses are Psychology. 3 equivalent to those taken at Radford. Academic Programs

128 Psychology (M.A./M.S.)

Hilary M. Lips, Chairperson pages) regarding why she/he is inter- Ann Elliott, Graduate Program ested in psychology and future plans. Coordinator (Clinical) C. Allen Gorman, Graduate Program Deadline for completed application is Coordinator (I/O) March 1 (February 15 for I/O). Late ap- Mark Whiting, Graduate Program plications will be considered on a space- Coordinator available basis. Admission is competitive. (Experimental) Graduate Faculty Center for Gender Studies See Graduate Faculty list at: Hilary M. Lips, Director http://gradcollege.asp.radford.edu/fac- The objective of the center is to create a ulty.html resource for and a model of excellence in gender-related teaching and research. The Admission Requirements research activities of the center provide an In accepting applicants for admission, important resource for teaching students the department considers an applicant’s about gender and training them to do grade point average, scores on the Gradu- research on gender-related issues. Through ate Record Examination (GRE), letters the activities of the center, graduate stu- of recommendation and the applicant’s dents become involved in seminars and work, life and academic accomplishments. opportunities for research experience are Although there is not a required mini- provided to undergraduate and graduate mum GRE score, the majority of students students. admitted to the psychology graduate program has a GRE score of at least 1,000 The center also provides a resource for in- (Verbal + Quantitative) and a GPA above formation about gender research to other 3.0. To be admitted on Regular Status, ap- departments in the university and to the plicants must have completed a minimum extra-university community. of 18 semester hours of undergraduate psychology coursework. Graduate Program The Psychology Department offers gradu- Applicants are required to submit: ate courses designed primarily for those • GRE scores (the subject portion is not students who wish to concentrate their required). studies in experimental, clinical, counsel- • Official transcripts from all colleges at- ing, industrial-organizational or school tended. psychology. Graduate standing is a prereq- • Three letters of reference, with at least uisite to all 600-level courses. one from a faculty member in a psy-

Academic Programs chology department (two preferred). Because of the sequencing and/or in- 129 • Short statement (approximately two frequent offering of certain psychology courses, students making up undergradu- Applicants without GRE scores on file ate deficiencies or students beginning (Verbal + Quantitative) will be subject graduate work during a semester other to deferral pending receipt of such. than fall semester might experience sched- uling problems which can delay comple- The Psychology GRE is not required for tion of the required program of studies. admission. However, it is recommended Upon admission to the Graduate Col- that students take this examination and lege, each student is assigned a tem- submit the score along with their ap- porary advisor. The student must select plication. For students who may wish a permanent advisor prior to submit- to enhance their chances of acceptance ting the Program of Study. This should into a competitive program, the Psy- be done on a “Petition for Program chology GRE score may be helpful for Changes” form available in the Graduate the committee’s consideration of their College office. credentials.

Students who, for personal or program- For graduate students in psychology, a matic reasons, decide not to continue minimum grade point average of 3.0 is in a concentration in which they were required in graduate-level psychology originally admitted, may request admis- courses. Failure to maintain this require- sion to the General option. Students ment after completion of 15 semester will not be admitted to this option upon hours in graduate course work will result in admittance to the Graduate College. termination from any/all programs leading A minimum of 36 hours is required to any graduate degree in psychology. for completion of this option. All core requirements must be met. Selection of Core Requirements courses to meet the 36 hour minimum All Master of Arts and Master of Sci- requirement must be made in consulta- ence students in psychology, regardless tion with the department chair. of specialization, are required to take a common core consisting of the follow- Additional Admissions Requirement ing courses: In addition to general requirements for admission to the Graduate College, the PSYC 610. department requires that all graduate Analysis of Behavioral Data. 3 students have a basic understanding and PSYC 611. knowledge of psychology. Methodology and Program Evaluation in Psychology. 3 Applications must be accompanied by at PSYC 612. least one letter of recommendation from Psychometric Theory, Assessment, Ap- a faculty member from the applicant’s praisal and Application. major department. If the applicant’s OR major is not psychology, then at least PSYC 631.

Academic Programs one letter should be from a psychology Cognitive Intellectual Assessment 130 faculty member. Techniques. 3 PSYC 798. tion in mental health counseling and Professional Internship. 3 prepares them to assess, counsel, and OR (for School Psychology Students) treat a wide range of mental health PSYC 781. problems. Students will receive train- School Psychology Practicum I. 4 ing in a wide variety of content areas, and including normal and abnormal devel- PSYC 782. opment, assessment and counseling of School Psychology Practicum II. 4 individuals experiencing mental health conflicts, statistics and research method- Master of Science Degree ology, and the ethical practice of mental Students pursuing the Master of Science health counseling. degree must have earned a minimum of 18 semester hours of credit in psychol- This training prepares graduates to prac- ogy at the undergraduate level. The spe- tice mental health counseling in a wide cializations consist of a minimum of 36 range of work settings and provides a hours in Clinical, 36 hours in Industrial/ solid foundation for those wishing to Organizational, or 33 hours in Experi- pursue a doctoral degree. mental. With permission of the student’s advisor, a maximum of six semester hours All students are required to complete two of credit can be earned in an academic semesters of internship and two semes- area outside of the Psychology Depart- ters of PSYC 697 (Applied Training in ment related to psychology. Only stu- Psychological Research). Students are also dents enrolled in the Ed.S. program in encouraged to take electives both in and School Psychology may take PSYC 781 outside of the clinical counseling area. and PSYC 782 toward completion of the core requirements for the Master of Sci- Prior to internship placement, students ence degree in Psychology (see p. 136). will be evaluated to assess their suitabil- ity for internship. Successful completion Master of Arts Degree of internship is required for the degree. Students pursuing the Master of Arts degree must have earned a minimum of Students in the Clinical Counseling 18 semester hours of credit in psychol- Specialization are required to pass a ogy at the undergraduate level. The de- comprehensive oral exam which tests gree requires a six-semester-hour thesis, the student’s grasp and ability to com- with the remaining hours usually taken municate knowledge in major areas in psychology courses appropriate to the within the field. The comprehensive oral student’s area of specialization. examination committee must include three faculty members, with a minimum Clinical Counseling Psychology of two faculty from the clinical coun- Specialization seling master’s area. Students choosing The Clinical Counseling Psychology the thesis option must complete an oral

Academic Programs specialization provides students with a defense of their thesis project in addi- 131 strong theoretical and applied founda- tion to the comprehensive oral exam. Students in the Clinical Counseling PSYC 612. Specialization will be expected to main- Psychometric Theory, Assessment, tain professional behavior and judgment Appraisal and Application. and to follow the ethical principles OR established by the American Coun- PSYC 636. seling Association and the American Child Personality Assessment. 3 Psychological Association while in the PSYC 640. program. Failure to do so may result in Professional Orientation and Function immediate dismissal. in Mental Health Counseling. 3 PSYC 641. Job opportunities for graduates include Theories of Counseling and working at community services boards, Psychotherapy. 3 psychiatric hospitals, substance abuse fa- PSYC 642. cilities, women’s resource centers/domes- Techniques of Counseling and tic violence shelters, correctional facili- Psychotherapy. 3 ties, university counseling settings, crisis PSYC 685. stabilization facilities, and other settings. Psychopathology and Diagnosis. 3 PSYC 697. Coursework in the clinical counsel- Applied Training in Psychological ing specialization may or may not meet Research. 4 individual state requirements for the PSYC 699. coursework required for licensure at the Research and Thesis. 6 master’s level. It is recommended that PSYC 798. students check with the state in which Professional Internship. 6 they will reside for specific licensure requirements. Must take at least one from the following: PSYC 660. Clinical Specialization Leading to the M.A. Human Growth and Lifespan Development. Program Requirements 46 hrs. OR PSYC 610. PSYC 663. Analysis of Behavioral Data. 3 Child Psychopathology. PSYC 611. OR Methodology and Program Evaluation PSYC 686. in Psychology. 3 Child and Adult Sexual Assault. 3 PSYC 631. Cognitive Intellectual Assessment Tech- Must take at least one from the following: niques. 3 PSYC 628. Biological Foundations of Behavior. Must take at least one from the following: OR PSYC 637. PSYC 774.

Academic Programs Personality Assessment. Introduction to Psychopharmacological 132 OR Medications. 3 Clinical Specialization Leading to the M.S. OR PSYC 663. Program Requirements 40 hrs. Child Psychopathology. PSYC 610. OR Analysis of Behavioral Data. 3 PSYC 686. PSYC 611. Child and Adult Sexual Assault. 3 Methodology and Program Evaluation in Psychology. 3 Must take at least one from the following: PSYC 631. PSYC 628. Cognitive Intellectual Assessment Biological Foundations of Behavior. Techniques. 3 OR PSYC 774. Must take at least one from the following: Introduction to Psychopharmacological PSYC 637. Medications. 3 Personality Assessment. OR Final Comprehensive Examination – PSYC 612. Clinical Counseling Psychometric Theory, Assessment, Ap- The final comprehensive examination praisal and Application. committee shall be composed of three OR faculty members, at least two of which PSYC 636. must come from the Clinical Counsel- Child Personality Assessment. 3 ing specialization. This examination PSYC 640. is intended to examine the student’s Professional Orientation and Function comprehensive grasp of the field and is in Mental Health Counseling. 3 independent of a defense of a thesis if PSYC 641. one is submitted. Theories of Counseling and Psychotherapy. 3 For students who complete a thesis as PSYC 642. part of their M.A. requirements, a de- Techniques of Counseling and fense of the thesis constitutes an evalu- Psychotherapy. 3 ation of the research component of the PSYC 685. program only. A separate exam evaluat- Psychopathology and Diagnosis. 3 ing the student’s comprehensive grasp of PSYC 697. the field is also required. Applied Training in Psychological Research. 4 Experimental Psychology Specialization PSYC 798. The goal of the Experimental Psychol- Professional Internship. 6 ogy specialization is to provide students with a solid foundation in the core Must take at least one from the following: principles of psychology, as well as with PSYC 660. supervised experience in laboratory

Academic Programs Human Growth and Lifespan research. The program allows students to 133 Development. apply their degree as a terminal mas- ter’s qualifying them to (a) serve as an PSYC 623. instructor at the community or junior Advanced Social Psychology. 3 college level or to (b) conduct research PSYC 699. in applied settings. The program also Research and Thesis. 6 provides students with an opportunity PSYC 798. to strengthen applications to doctoral Professional Internship. 3 programs in any subfield of psychology. Recommended Electives 6 hrs. Experimental Psychology students are PSYC 630. expected to develop a breadth of knowl- Cognitive and Affective Bases of edge in psychology, as well as to acquire Behavior. 3 research experience within at least two PSYC 660. content areas. Students take area core Human Growth and Lifespan courses, as well as additional coursework Development. 3 designed to meet individual needs. Each PSYC 690. student is expected to be actively in- Seminar in Psychology. 3 volved in research or some other schol- PSYC 698. arly endeavor under the supervision of a faculty member after completion of Directed Study. 1-4 PSYC 774. the first semester and until the degree is awarded. Each student must also under- Introduction to Psychopharmacological take a thesis project based on empirical Medications. 3 research and successfully defend the thesis project in an oral defense. The Industrial/Organizational Psychology Experimental Psychology faculty pro- Specialization motes interdisciplinary and collaborative The I/O specialization is designed approaches to the study of psychology. for those students who want to apply Experimental Specialization psychological principles directly to the Leading to the M.A. study of work behavior. The student will learn how to conduct a job analysis, Program Requirements 33 hrs. construct and validate selection tests PSYC 628. and evaluate job performance. In addi- tion, he/she will examine what motivates Biological Foundations of Behavior. 3 PSYC 610. people to work, what techniques are Analysis of Behavioral Data. 3 available for training skills and chang- PSYC 611. ing attitudes and the reciprocal social Methodology and Program Evaluation influence between the individual and the in Psychology. 3 organization. There is considerable em- PSYC 612. phasis on applied projects, group work Psychometric Theory, Assessment, and computer skills. Appraisal and Application. 3 PSYC 622. Students in this specialty may elect

Academic Programs Historical Foundations of a Scientific either the Master of Arts (thesis option) 134 Psychology. 3 or Master of Science (non-thesis op- PSYC 798. tion). All students must pass a compre- hensive oral exam in the I/O specialty Professional Internship. 3 area. The student working toward the Industrial/Organizational Specialization M.A. will also be required to complete a Leading to the M.S. thesis, which offers six semester hours of credit (PSYC 699) and complete an ad- Program Requirements 36 hrs. ditional oral examination on that thesis. PSYC 610. (See “Final Comprehensive Examina- Analysis of Behavioral Data. 3 tion” on p. 56.) Therefore, the M.A. PSYC 611. graduate would need to complete a total Methodology and Program Evaluation of 39 semester hours. in Psychology. 3 PSYC 612. Industrial/Organizational Specialization Psychometric Theory. 3 Leading to the M.A. PSYC 623. Advanced Social Psychology. 3 Program Requirements 39 hrs. PSYC 650. PSYC 610. Organizational Psychology I. 3 Analysis of Behavioral Data. 3 PSYC 651. PSYC 611. Foundations in I/O Psychology. 3 Methodology and Program Evaluation PSYC 652. in Psychology.3 Training and Development. 3 PSYC 612. PSYC 654. Psychometric Theory. 3 Performance Appraisal. 3 PSYC 623. PSYC 655. Advanced Social Psychology. 3 Organizational Psychology II. 3 PSYC 650. PSYC 656. Organizational Psychology I. 3 Employee Selection. 3 PSYC 651. PSYC 798. Professional Internship. 3 Foundations in I/O Psychology. 3 PSYC 652. Elective 3 Training and Development. 3 PSYC 654. The elective course in the Industrial/ Organizational program will be selected Performance Appraisal. 3 PSYC 655. by the student in consultation with his/ her advisor. Organizational Psychology II. 3 PSYC 656. The internship carries up to six hours Employee Selection. 3 credit, only three of which may be ap- PSYC 699. plied toward degree requirements and Research and Thesis. 6 involves on-site experience in business,

Academic Programs industrial or institutional settings.

135 School Psychology

Hilary M. Lips, Chair in an effort to improve the psychological Eric Mesmer, Graduate Program climate of the school environment. To- Coordinator ward this end, there are three major roles Graduate Faculty or responsibilities (shown below) that the See Graduate Faculty list at: school psychologist must assume. http://gradcollege.asp.radford.edu/ faculty.html Assessment Role The school psychologist’s function The Department of Psychology offers a within this role is to determine the NASP-accredited Educational Specialist nature and extent of the problems for Degree Program in School Psychology. which students have been identified and The academic and training requirements any contributing factors that might be for the School Psychology Training Pro- apparent. In fulfilling this role, school gram are founded on both a philosophi- psychologists rely on a variety of psycho- cal and practical understanding of the logical instruments designed to evaluate role and function which the psycholo- a broad spectrum of human character- gist expects (and is expected) to occupy istics and behaviors, both psychological within the educational setting. and academic, as well as the educational environment itself. The primary purpose Admission Requirements of assessment is to determine interven- • Minimum grade point average of 3.0 tion strategies that can be used to reme- • At least two letters of reference (one diate identified problems. from major department) • GRE Intervention Role • Final transcript showing degree In this role, school psychologists attempt conferred to determine and implement the best • Essay interventions for students with problems, based on the results of the assessment The deadline for applications is process. Within this role, school psychol- February 15. ogists may intervene either directly or in- directly. Direct interventions would often Role and Function of the School involve individual and group counseling. Psychologist Indirect interventions would generally The school psychologist is a professional, involve consultation with the teacher and operating as a specialist, within the other professionals concerning behavioral framework of the school system. As an and academic programs that can be man- interpreter of the behavioral sciences in aged most effectively in the classroom. educational settings, the school psy- chologist functions cooperatively with Research/Program Evaluation Role Academic Programs professional educators, as well as other To the greatest extent possible, the 136 concerned persons in the community, practice of school psychology should be governed by empirical evidence derived gresses. By the end of the second year, from scientific research. School psy- the student should have the entry level chologists must understand research skills of a school psychology intern and methodology, be able to critically review the third year is devoted to a full-time, research reports and translate research 1,200 clock hour internship, with at least results into practice. Also, school psy- half of that internship being in the pub- chologists often are called upon by the lic school setting. systems for which they work to collect data needed to make educational and The Ed.S. degree will be awarded fol- administrative decisions. In undertaking lowing the successful completion of such assignments, knowledge of research the year-long internship, successful methodology is crucial. To a lesser completion of a final comprehensive oral extent, school psychologists also might and portfolio examination, and upon desire to undertake their own research completion of a minimum of 71 semes- projects to contribute to the knowledge ter hours of graduate coursework with a base of the field. Functioning within this GPA of 3.0 or better and no more than scientist-practitioner framework re- two grades of C or lower in any graduate quires that school psychologists possess work attempted at Radford University. competencies in research methodology, statistical inference, and measurement The School Psychology Training Program theory and practice. is fully accredited by the National As- sociation of School Psychologists and by School Psychology Training Program the National Council for Accreditation of The requirements of the School Psychol- Teacher Education. Upon completion of ogy Training Program at Radford Uni- the program, graduates are fully certifi- versity are designed to enable students able as school psychologists in Virginia to fulfill the three basic roles (as well as and, upon successfully completing the others) with a reasonable level of compe- examination requirements, also are na- tence and confidence. The program oper- tionally certifiable, making them eligible ates under the philosophy that practicing for certification in most other states. school psychologists should be knowl- edgeable in the theoretical and applied Program Requirements 71 hrs. skills of both education and psychology. Required First Year Courses 30 hrs. Entering students are expected to com- Students are required to take the follow- mit three years to the program. The ing courses during their first year in the first year is devoted to developing a program. more advanced background in psycho- PSYC 610. logical foundations and theory and also Analysis of Behavioral Data. 3 includes several basic skill courses in PSYC 611. psychological assessment, observational Methodology and Program Evaluation and interviewing techniques. The second in Psychology. 3 year is a combination of theory and skill PSYC 631. Academic Programs practice, with an increasing emphasis on Cognitive and Intellectual Assessment 137 the application of skills as the year pro- Techniques. 3 PSYC 632. Third Year Courses 12 hrs. Child Behavioral Assessment and PSYC 795, 796. Intervention. 3 School Psychology Internship. 6,6 PSYC 636. Child Personality Assessment. 3 Courses may occasionally be taken in a PSYC 660. different sequence if circumstances per- Human Growth and Lifespan mit or if course offerings are modified. Development. 3 PSYC 663. In addition to the courses listed, stu- Child Psychopathology. 3 dents may be expected or required to PSYC 665. take additional courses in Pupil-Person- School Psychological Services. 3 nel Services, Foundations of Education PSYC 633. or School Organization/Administration. Academic Assessment and Intervention. 3 EDSP 651. Students with a master’s degree from an Current Trends in Programs and Ser- institution other than Radford Univer- vices for Exceptional Individuals. 3 sity who apply for the Ed.S. degree must submit an application to the Graduate Second Year Courses 29 hrs. College for admission to graduate study. PSYC 638. Early Childhood Assessment and The application will not be considered Intervention. 3 complete until it contains the following: PSYC 678. Child Neuropsychological Assessment • Completed application form; and Intervention. 3 • Graduate Record Examination; PSYC 698. • At least two letters of reference. If an Directed Study. 2 applicant has been employed by a PSYC 687. school system since completing his or Pre-internship Seminar. 1 her master’s degree, at least one let- PSYC 688. ter must be from a supervisor in the Consultation and Collaboration in school system; Schools, Home and Community. 3 • A letter stating the applicant’s reasons PSYC 692. for applying for admission to gradu- Mental Health Intervention and Preven- ate study in school psychology; tion in Schools I. 3 • Current resume´; PSYC 693. • Graduate transcript. Mental Health Intervention and Prevention in Schools II. 3 The Educational Specialist degree in PSYC 781. School Psychology requires a minimum School Psychology Practicum I. 4 of 71 hours or a minimum of 41 hours PSYC 782. past the master’s degree. A student who School Psychology Practicum II . 4 enters the program with a master’s degree EDSP 672. in psychology or a closely related field

Academic Programs Introduction to High Incidence will have a program of study that des- 138 Disabilities. 3 ignates the 41 required hours and any other courses needed for the Ed.S. degree of the master’s degree and admission to subject to transcript review and approval the Ed.S. degree program. by the School Psychology Committee. Students entering the program without a Students who have been admitted to master’s degree in psychology or closely the Educational Specialist program will related field may earn a Master’s of Sci- receive a list of program requirements ence degree in psychology from Radford with their admission letter which specifies University by completing all requirements all requirements, including deficiencies, for the Ed.S. degree, completing a total of necessary for completion of the degree. Of 77 hours (36 hours applied to the master’s the 71 semester hours (or 41 hours past degree and 41 hours applied to the Ed.S. the master’s) required for the Ed.S. degree, degree) and passing the comprehensive no more than 12 hours may be outside examinations for the Ed.S. degree. For psychology. Students entering the Ed.S. these students, the master’s degree and program without a master’s and desiring Ed.S. degree will be awarded simultane- to simultaneously be awarded the M.S. de- ously. Students are required to complete gree in Psychology and the Ed.S. in School two consecutive semesters of full-time (9 Psychology should consult their advisors hours/semesters) graduate study prior to for assistance in choosing the six addition- their internship year. al hours required to earn both degrees.

Students with a master’s degree from Rad- The practicum sequence is integrated with ford University who have not registered other coursework during the second year for graduate courses at Radford during of the student’s program. Each practicum the three years preceding application for course involves weekly on-site experience admission to the Ed.S. Degree program in local public school settings under the in School Psychology must reapply to direct supervision of a qualified school the Graduate College for admission. The psychologist. An application for practicum application will not be complete until it must be made in the spring of the first year. contains all of the items specified above. One academic year of full-time internship If an applicant completed the last course (or similar supervised work experience) in his or her master’s degree program is required by the Virginia State Depart- within six years of completion of the Ed.S. ment of Education for permanent certi- degree, hours earned toward the master’s fication in school psychology. (In some degree (to a maximum of 30 hours ap- states, a provisional certificate may be proved by the School Psychology Com- issued when all requirements other than mittee) will apply toward the Ed.S. degree. the internship have been completed. If the last course in an applicant’s master’s degree program was completed more The School Psychology Training Program than seven years before completion of at Radford University requires two suc- the Ed.S. degree, none of these hours will cessive semesters of full-time internship apply toward the Ed.S. degree, unless the under the direct and continuous super- applicant has been substantially employed vision of a fully certified, experienced

Academic Programs as a school psychologist or the equivalent school psychologist, who is approved 139 during the interval between completion by the School Psychology Committee to be qualified to render supervision. The The Virginia State Department of Edu- School Psychology Program requires a cation requires that all public school minimum of 1,200 clock hours internship personnel have certain courses at the experience (600 hours per semester for undergraduate or graduate level before two semesters) before the intern will be certification can be obtained. Two spe- recommended for certification. cific required courses which students often have not had at the undergraduate Prerequisites for the school psychology level are American History and Personal internship include: approved application Health. School psychology students for the internship (forms available in the should examine their undergraduate and department office) proposed site, super- graduate course work carefully with certi- visor’s name and when the internship fication requirements in mind and should will begin; completion of all coursework, work closely with their advisors in the including practicum courses with at least development of a program that will meet B average overall with no more than two all of the certification requirements. grades of C or lower in attempted gradu- ate work and Pass in the practicum cours- At the completion of the year’s intern- es; and permission of the school psychol- ship, when all required courses (gradu- ogy coordinator at least four weeks prior ate and undergraduate) have been to registration. The cooperating school successfully completed and at least 71 system generally pays the intern for ser- semester hours of graduate credit (or vices during this period. 41 hours past the master’s) have been passed, provided that the student has a The Radford University School Psychol- B average or better and no more than ogy Program adheres to the standards for two grades of C or lower in any work at- internship recommended by the National tempted after matriculation as a gradu- Association of School Psychologists. ate student to Radford University, the student will be awarded the Educational The internship is a full-time experience, Specialist degree in School Psychol- closely approximating the on-the-job ogy (Ed.S.). The student will also be characteristics of the certified school endorsed by the State Department of psychologist. A written plan of internship Education in Virginia with full certifica- goals and objectives is prepared prior to tion as a school psychologist. the internship and agreed to by represen- tatives of the local educational agency, the Each candidate for the Educational Spe- intern supervisors, Radford University cialist degree must apply for the degree faculty supervisor and the intern. Such within the first two weeks of his/her final plans present internship objectives and semester. Unless the necessary forms are approximate experiences for the achieve- filled out by the student before the stated ment of and evaluation of each objective. deadline, graduation will be delayed. Sample plans may be obtained from the Graduate standing is a prerequisite to all school psychology coordinator. 600-level courses. Academic Programs

140 Social Work

Elise Fullmer, Director degree in Social Work Program at Rana Duncan-Daston, Graduate Radford University: Program Coordinator 1. (a) Hold a bachelor’s degree from Graduate Faculty an institution accredited by a rec- See Graduate Faculty list at: ognized regional accrediting agency http://gradcollege.asp.radford.edu/ in the United States (degrees from faculty.html institutions outside the United States will be evaluated on an equivalency Master of Social Work Degree basis); and This degree is structured to meet the (b) Indicate that such bachelor’s needs of full-time students and those degree provided an adequate liberal who wish to study on a part-time basis. arts background. Liberal arts course- The goal of the degree program is to pre- work must include the following: pare advanced, autonomous social work the humanities (9 hours); practitioners with expertise in commu- human biology content (3 hours); nity-based social work practice with and the social sciences (15 hours); families. The Radford campus offers full It is expected that an applicant’s and part-time programs and the Abing- academic background will indicate don campus offers a part-time program. broad-based exposure to liberal An Advanced Standing option is avail- studies. Coursework in introductory able and allows students with a B.S.W. statistics is recommended; degree to complete their M.S.W. in less 2. Have at least a 2.75 grade point time. The Advanced Standing Program average (on a 4.0 scale) for all under- is available to students who meet grade graduate coursework and a 3.0 for point and other standards and who are the last 60 hours of upper division graduates of CSWE-accredited B.S.W. coursework. Advanced Standing ap- programs. The MSW program is fully plicants must have a GPA of at least accredited by the Council on Social 2.75 overall and 3.0 for all under- Work Education. This is a year-round graduate social work coursework; program, including summers. The 3. Demonstrate motivation and Standard program can be completed in potential for a career in social work, two years (full-time) or in three or four including suitability for the years (part-time). The Advanced Stand- profession; ing program can be completed in one 4. Demonstrate interest and ability to year (full-time) or two years (part-time). participate in the field of human A weekend-only option is available for services, preferably through previ- some students. ous professional, volunteer, or field placement experience. Admission Requirements

Academic Programs Applicants must meet the following Conditional Admission may be granted 141 criteria for admission to the master’s with the requirement that the student make up any deficiencies with a grade Concentration Curriculum 34 hrs. point average of 3.0 or better within the SOWK 682. first semester of enrollment. Biopsychosocial Assessment. 3 SOWK 761. For fullest consideration, applications for Social Welfare Policy II: Family Policies Advanced Standing should be received and Advocacy. 3 by March 1 and applications for Stan- SOWK 772. dard by April 1. Applications received Research II: Advanced Research after those dates will be considered on a Methodology. 3 SOWK 783. space-available basis. Social Work Practice III: Community Practice to Strengthen Families. 3 The School of Social Work follows the SOWK 784. Council on Social Work Education’s Social Work Practice IV: Family Practica guideline that no academic credit is in a Community Context. 3 given for life experience or previous SOWK 785. work experience. Integrative Seminar. 3 SOWK 791:792. Standard Program Requirements 61 hrs. Concentration Practicum and Seminar I Foundation Curriculum 27 hrs. and II. 5:5 SOWK 601. Electives 6 Human Behavior in the Social Environment I. 3 Elective Emphasis Areas SOWK 602. Students select elective courses ac- Human Behavior in the Social cording to their interests and abilities. Environment II. 3 All electives must be approved by the SOWK 611. student’s advisor and the MSW Coor- Social Welfare Policy I: Policy is Practice. 3 dinator. Students may select one of the SOWK 621. elective emphasis areas described below, Research I: Basic Research Methodology. 3 or they may individualize their program SOWK 631. of study through their choice of elec- Social Work Practice I: Foundations. 3 tives. The following elective emphasis SOWK 632. areas represent cohesive programs in one of three areas of practice: child welfare, Social Work Practice II: Groups Practice. 3 mental health, and school social work. SOWK 641:642. The elective emphasis areas available to Foundation Practicum and Seminar I Standard students include: and II. 3:3 • Mental Health (emphasis in mental Elective 3 health, preparation for licensure): SOWK 615, SOWK 710, open elec- Advanced Standing tive. SOWK 678. • School Social Work Certification: Advanced Standing Bridge I. 3 SOWK 720, EDSP 651, one elective

Academic Programs SOWK 679. selected from the following: SOWK Advanced Standing Bridge II. 3 680, SOWK 615, SOWK 613, SOWK 142 625. Requires at least one field place- Standards for Professional Practice ment in a primary or secondary Education; or school. If a field placement is not 4. Failure to adhere to the Code of completed in the schools, also take Ethics of the National Association of EDSP 622. Social Workers.

Advanced Standing Status Field Practicum Students who are admitted with Standard students must complete a Advanced Standing status begin the two-semester foundation field place- program in the summer, when SOWK ment with a total of 480 clock hours. 678 and SOWK 679, the Advanced Both Standard and Advanced Standing Standing Bridge Courses, are required. students must complete a concentra- The course acts as the bridge between tion field placement, consisting of two the student’s undergraduate social work consecutive semesters of 300 clock curriculum and Radford University’s hours each. Students wishing to seek special conceptual emphasis, prepara- licensure in Virginia must complete at tory to entering the Concentration year. least 600 hours in a clinical field place- Following successful completion of ment; licensure requirements may vary SOWK 678 and SOWK 679, Advanced in other states. Field practicum is an Standing students follow the same cur- integral part of the educational program riculum as offered to all concentration- and field placements are expected to be level students in the full-time or part- completed concurrently with classroom time program. courses. Requirements for field place- ment include: approved field application Retention in the Program (available on the School of Social Work’s A graduate student shall be terminated website), interview with field coordina- from the M.S.W. program if any of the tor and proposed field site; student is following occurs: in good academic standing; and stu- 1. Receipt of a grade of C or lower in dent obtains individual liability insur- any two courses post matriculation ance meeting specified requirements. to the Graduate College; Students develop plans for their field 2. Receipt of a grade below a C in any placement in consultation with the field single graduate course; coordinators and must receive permis- 3. Failure to adhere to the Radford sion from a field coordinator before con- University Honor Code, the Rad- tacting any agencies about field place- ford University Standards of Student ment arrangements. More information is Conduct, or the Waldron College available from the field coordinators. Academic Programs

143 Teacher Education and Leadership, School of

Graduate Program See Graduate Faculty list at The School of Teacher Education and http://gradcollege.asp.radford.edu/ Leadership offers four distinct Master of faculty.html Science degrees: M.S. in Education Admission Requirements M.S. in Educational Leadership • Submission of an application for M.S. in Literacy Education Graduate Admission along with ap- M.S. in Special Education plication fee; Graduate studies in the School of Teach- • Official transcripts for all prior un- er Education and Leadership are de- dergraduate and graduate signed to prepare graduate students for coursework; administrative, supervisory and related • Minimum 3.0 GPA on all undergrad- instructional and non-instructional po- uate coursework; sitions in Virginia’s educational system. • Official Graduate Record Examina- Each of the four separate degrees re- tion (GRE) scores (General test – quires a series of courses unique to that Verbal, Quantitative, and Analytical discipline. Careful selection of electives Writing); (if applicable) and supporting courses • Two letters of professional recom- permits a graduate student to develop an mendation speaking to the applicant’s individualized program of study with an success and/or potential as a profes- emphasis on one or more of the follow- sional teacher of students in grades ing areas: evidence-based teaching skills PreK-12 and potential for success as a and knowledge (pre-school through graduate student; adult education); preparation for vari- • Personal letter of application to the M.S. in Education responding to the ous professional areas within education; following (typed, double-spaced, not initial licensure for those not yet holding to exceed two pages in length): a Virginia license to teach; additional • Which of the following concentra- endorsements for teachers already li- tions/programs are you seeking? censed; preparation for doctoral studies. • Content Area Studies specializa- tion in Math Education; • Curriculum and Instruction Education (with initial licensure); • Curriculum and Instruction Sandra Moore, Director, School of (without initial licensure); Teacher Education and Leadership • 5-year program in Early Jennifer Jones, Assistant Director Childhood/Early Childhood Kristan Morrison, Graduate Program Special Education; Academic Programs Coordinator • Educational Technology; 144 Graduate Faculty • What are your short and long-term goals in seeking this degree? In responsibility to schedule the exam in your response, speak about your compliance with the procedures, forms, past experiences (particularly and timeline outlined by the Graduate teaching experiences, if applicable) College. and how they have led you to this program. Master of Science Degree in • If also applying for initial licensure, Education Common Core please tell us the certification area All students enrolled in the Master of you are interested in (choose from list Science degree in Education are required below): to complete 12 semester hours of course • Elementary (PreK-6) work that comprise a common core or • Middle (grades 6-8)- specify what common knowledge base. To the extent TWO subject areas (pick from possible, students are encouraged to English, Social Studies, Math and complete the common core courses early Science) in their program of study, particularly • Secondary (grades 6-12) – specify the research course. Courses required in what ONE subject area (pick from the common core are: English, Social Studies, Math, Biol- ogy, Chemistry, or Earth Science or EDET 620. an add-on endorsement in physics) Educational Technology: Applications, Applied Research and Integration. 3 Applicants who do not meet all the EDEF 606. above admission criteria may still apply, Educational Research. 3 but evaluation of such applicants may EDUC 670. require additional compensatory appli- Basic Principles and Practices of cation materials (e.g. an interview with program area faculty; and/or documen- Multicultural Education. 3 EDEF 607. tation of successful teaching experience; and/or professional work or life experi- Educational Foundations. 3 ences that attest to personal growth and potential in graduate studies, beyond Programs of Study that represented by test scores or GPA). In developing a program of study, stu- dents select one of three concentrations Comprehensive Examination within the M.S. degree in Education or and Oral Examination the five year Early Childhood Education Students completing the M.S. degree in program: Education must complete comprehen- • Content Area Studies sive written and oral examinations as • Specialization in Math Education requirements for graduation. The writ- • Curriculum and Instruction ten examination may take various forms • With licensure (to be explained upon admission/ma- • Without licensure triculation). The oral examination will • Educational Technology consist of a defense/presentation of this • Early Childhood Education with

Academic Programs written product to a committee of three Licensure in PreK-3 and Early 145 faculty (minimum). It is the student’s Childhood Special Education. Content Area Studies EDEF 606. Program Requirements 36 hrs. Educational Research. 3 The concentration in Content Area EDUC 670. Studies requires a minimum of 36 Basic Principles and Practices of Multi- semester hours of graduate coursework, cultural Education. 3 including: EDEF 607. • Common core courses (12 credits) Educational Foundations. 3 • A minimum of 18 semester hours of approved graduate course work in a Math Courses 18 hrs. content area (18 credits) MATH 600. • Other required or elective course- Foundations of the Number System. 3 work (6 credits) MATH 641. At the present time, only one area of spe- Mathematical Analysis and Modeling. 3 cialization, Math Education, is available MATH 623. for students under this concentration. Algebraic Reasoning and Mathematical Structures. 3 Specialization in Math Education MATH 635. The Math Education specialization in the Euclidean and Non-Euclidean Content Area Studies concentration is a Geometry. 3 36-hour program for licensed secondary STAT 644. mathematics teachers, or students with Applied Statistics for Teachers. 3 an undergraduate degree in a mathemat- MATH 630. ics education licensure program, or pro- Algebra and Functions for Secondary spective college/university mathematics Teachers. 3 instructors. This program enhances sec- ondary mathematics teachers’ knowledge Math Education Courses 6 hrs. of teaching while providing the math- MATH/EDUC 620. ematical content preparation required for Issues of Equity and Diversity in Math- teaching at a two-or four-year college. ematics Education. 3 MATH/EDUC 650. Required Courses 12 hrs. Graduate Seminar: Theory and Practice All M.S. in Education students are in Mathematics Education. 3 required to complete 12 semester hours of course work that comprise a com- Post-Baccalaureate Mathematics mon core or common knowledge base. Education Certificate Students are encouraged to complete Applicants who are already licensed the required common core courses early mathematics educators and who are not in their program of study, particularly interested in pursuing a full masters de- the research course (EDEF 606), which gree may be interested in the Post-Bac- is required within the first 9 hours. The calaureate Mathematics Education Cer- common core courses are: tificate. This is designed for individuals who wish to gain more content knowl- EDET 620. edge in mathematics. Completion of Academic Programs Educational Technology: Applications, this 18-credit hour certificate program 146 Applied Research and Integration. 3 makes the applicant eligible to teach at • Teaching and Curriculum the college level or as dual enrollment Development (high school/community college) teach- • Reading ers. The courses for the certificate are • Assessment and Evaluation those six courses listed above under the • Special Education “Math Courses” designation. Students must meet with their faculty advisors to get listings of which courses Curriculum and Instruction Concentration will count for each of the categories Program Requirements 30 hrs. above. This concentration allows professional educators opportunities to expand their Open Electives 6 hrs. professional development and enhance The student, in consultation with his/ skills in teaching and content knowl- her advisor, will select 6 additional hours edge. There are two options in this con- of coursework in any education-related centration: master’s only and master’s category. with licensure. Masters with Licensure Option Required Courses 12 hrs. Applicants who do not currently hold a All M.S. in Education students are license to teach in elementary, middle, required to complete 12 semester hours or secondary education may work on of course work that comprise a com- such licensure concurrently while work- mon core or common knowledge base. ing toward the M.S. in Education, Cur- Students are encouraged to complete riculum and Instruction Concentration. the required common core courses early in their program of study, particularly Students choosing the M.S. in Educa- the research course (EDEF 606), which tion, Curriculum and Instruction Con- is required within the first 9 hours. The centration with Licensure Option will common core courses are: also be required to apply and be admit- ted to the College of Education and Hu- EDET 620. man Development’s Teacher Education Educational Technology: Applications, Program prior to the blocking/student Applied Research and Integration. 3 teaching year. The admission require- EDEF 606. ments for this program include tests Educational Research. 3 and content area coursework as well as EDUC 670. additional documentation of prepared- Basic Principles and Practices of Multi- ness for working with PreK-12th grade cultural Education. 3 children. EDEF 607. Educational Foundations. 3 If a student is combining initial licensure in elementary, middle or secondary edu- Categorical Electives 12 hrs. cation with the Curriculum and The student, in consultation with his/her Instruction concentration, then ad- advisor, will select 12 additional hours of ditional coursework will be required Academic Programs coursework, with at least 3 hours in each beyond the 30 semester hours for the 147 of the following areas: master’s. Please contact the M.S. in Education graduate program coordinator in their program of study, particularly for specific coursework requirements. the research course (EDEF 606), which is required within the first 9 hours. The Five Year M.S. in Education Program common core courses are: With Licensure In PreK-3 and Early Childhood Special Education EDET 620. Educational Technology: Applications, Program Requirements 36 hrs. Applied Research and Integration. 3 This program is designed solely for EDEF 606. students who have completed the non- Educational Research. 3 licensure B.S. program at RU in Inter- EDUC 670. disciplinary Studies with concentrations Basic Principles and Practices of Multi- in Early Childhood Education and Early cultural Education. 3 Childhood Special Education (IDEC). EDEF 607. Undergraduate students in the pre-pro- Educational Foundations. 3 fessional portion of the program must meet all requirements for admission Other required courses 24 hrs. to the Graduate College before being EDRD 688. enrolled in the master’s degree portion Advanced Study in Reading Skills. 3 of the program. Students are expected EDSP 670. to complete the graduate admissions Proactive Classroom Management and process during the spring of their senior Advanced Positive Behavior Support. 3 year. Graduate admissions requirements EDSP 750. for students in the 5-year program are Internship in Early Childhood Special the same as for other concentrations Education. 9 within the M.S. in Education degree. EDEC 750. Students complete the admission process Internship in Early Childhood Educa- to the teacher education program in the tion. 9 spring of their senior year. Educational Technology Concentration The following courses are required for Program Requirements 30 hrs. the fifth year master’s degree in Educa- This concentration allows educational tion with dual licensure in early child- professionals in business and industry hood education (PreK-3) and early as well as K-16 educators to pursue childhood special education (birth to professional development in a variety of five). technology-related areas. This gradu- ate program focuses on the importance Required Courses 12 hrs. of capitalizing on emerging technical All M.S. in Education students are trends within the parameters of the typi- required to complete 12 semester hours cal educational environments. Areas of course work that comprise a com- of study emphasize the educational mon core or common knowledge base. implications of virtually limitless, free,

Academic Programs Students are encouraged to complete keyword-searchable information; the required common core courses early wifi-enabled, locations-aware mobile 148 technologies; Web technologies; and Educational Technology Certificate handheld and desktop games and This certificate is designed to meet the simulations. needs of professional educators (K-16 teachers, education administrators, Required Courses 12 hrs. industry training personnel) in the areas All M.S. in Education students are of instructional design, development required to complete 12 semester hours and evaluation associated with the edu- of course work that comprise a com- cational uses of new and emerging me- mon core or common knowledge base. dia. This 18-hour program will provide Students are encouraged to complete participants with the skills, knowledge the required common core courses early and disposition required to successfully in their program of study, particularly create a digital professional development the research course (EDEF 606), which portfolio that includes instructional solutions to real-world problems using is required within the first 9 hours. The such technologies as Web 2.0 environ- common core courses are: ments and handheld computers. Par- EDET 620. ticipants who successfully complete this certificate program will be prepared to Educational Technology: Applications, improve their own educational practice Applied Research and Integration. 3 as well as assume leadership roles in EDEF 606. technology management and training. Educational Research. 3 Required courses in this certificate pro- EDUC 670. gram are the following: Basic Principles and Practices of Multi- cultural Education. 3 EDET 619. EDEF 607. Instructional Design. 3 Educational Foundations. 3 EDET 630. Foundations of Educational Technology. 3 Other required courses 18 hrs. EDET 640. EDET 619. Multimedia Design for Online, Mobile, Instructional Design. 3 and Group Presentations. 3 EDET 630. EDET 650. Foundations of Educational Technology. 3 The Web: New Contexts for Teaching EDET 640. and Learning. 3 Multimedia Design for Online, Mobile, EDET 661. and Group Presentations. 3 Gaming and Simulation for Instruction. 3 EDET 650. EDET 689. The Web: New Contexts for Teaching Educational Technology Capstone. 3 and Learning. 3 EDET 661. Gaming and Simulation for Instruction. (Now a required content area course.) 3

Academic Programs EDET 689. Educational Technology Capstone. 3 149 Educational Leadership

Sandra Moore, Director, School for which details applicant’s philosophy Teacher Education and Leadership of teaching, learning and administra- Jennifer Jones, Assistant Director tion garnered over the years of class- William Flora, Graduate Program room teaching experience (two pages Coordinator typed, double-spaced, 12 pt. font, Graduate Faculty with one-inch margins). See Graduate Faculty list at Please refer to p. 24-28 for application http://gradcollege.asp.radford.edu/ deadlines. faculty.html The Educational Leadership Program offers two M.S. degree options; a 36- The Master of Science degree in Educa- hour M.S. degree in Education (Option tional Leadership is designed to prepare 1), and a 30-hour M.S. degree in Educa- professional personnel to fill positions tion (Option 2) as preK-12 school principals or instruc- tional supervisors in Virginia. Endorse- Option 1 – Master of Science Degree in ment in administration in Virginia Educational Leadership with Licensure requires a minimum of three years of Option 1 (36 hours) is designed to successful K-12 teaching experience culminate in a master’s degree with a prior to beginning a graduate program recommendation of endorsement for in this area. Successful completion of full preK-12 administration and supervi- this program of study would lead to a sion. This option is for students who DO license in preK-12 school administration NOT hold a prior master’s degree from and supervision. an accredited program.

Admission Requirements: Required Courses 36 hrs. EDEL 612. • Undergraduate GPA of 2.75 or better; Introduction to School Administration. 3 • Official test scores from either the EDEL 614. Graduate Record Examination (GRE) Supervision and Evaluation of or the Miller Analogies Test (MAT) Instruction. 3 factored in with undergraduate or EDUC 615. graduate grade point average (GPA) Principles of Curriculum Development. 3 to derive acceptable cutoffs; EDEF 606. • Minimum of three years K-12 class- Educational Research. 3 room teaching experience; EDUC 617. • Three references, one of which is Models of Teaching. 3 from most recent principal, one from EDEL 621.

Academic Programs current superintendent or designee; Organization and Management of • Writing sample to be completed 150 Public Schools. 3 EDEL 624. EDEL 630. Technology for School Administrators. 3 Legal and Ethical Dimensions of EDEL 626. School Administration. 3 The School and Community Relations. 3 EDEL 690. EDEL 630. Internship. 6 Legal and Ethical Dimensions of School Administration. 3 Field Experience and Licensure EDEL 690. In order to be fully licensed, a student Internship. 6 must complete an internship. An in- Elective 3 ternship consists of a total of 360 hours of administration experience in local Option 2 - Master of Science Degree in schools and/or in a division office set- Educational Leadership with Licensure ting. Students may begin the field place- Option 2 (30 hours) is designed to ment after six hours in the program at culminate in a master’s degree with a a time (in 2 hour increments). Each 2.0 recommendation of endorsement in hour unit of the internship consists of PreK-12 administration and supervision. 120 clock hours working with a mentor This option is for students who hold a principal/central office supervisor. The prior master’s degree from an accredited administrative internship is required for program. licensure as a preK-12 supervisor.

Required Courses 30 hrs. Licensure Requirements EDEL 612. The School Licensure Leadership As- sessment (SLLA) by ETS is required by Introduction to School Administration. 3 the Commonwealth of Virginia, prior to EDEL 614. receiving the pre K-12 Administration Supervision and Evaluation of and Supervision license. Instruction. 3 EDUC 615. Radford University’s Master of Science Principles of Curriculum Development. 3 in Educational Leadership provides stu- EDUC 617. dents the opportunity to prepare for the Models of Teaching. 3 role of school principal and/or central EDEL 621. office supervisor licensure at the preK- Organization and Management of Public 12 level. Schools. 3 All program requirements are to be EDEL 624. completed before registering for the Technology for School Administrators. 3 SLLA. Academic Programs EDEL 626. 151 The School and Community Relations. 3 Professional Development in Educational master’s degree and be under consider- Leadership Certificate ation for administrative duties or The six-course sequence is designed to employment in a school division. provide advanced studies and profes- sional development for teachers holding a master’s degree. Based on the recom- Literacy Education mended changes in the licensure of school administrators by the VDOE, Sandra Moore, Director, School of teachers who currently have a mas- Teacher Education and Leadership ter’s degree can be eligible for preK-12 Jennifer Jones, Assistant Director administration and supervision en- Donald Langrehr, Graduate Program dorsement if they complete prescribed Coordinator coursework which satisfied VDOE Graduate Faculty Alternative Licensure Requirements for Educational Leaders. This certificate See Graduate Faculty list at: satisfied the requirements set forth by http://gradcollege.asp.radford.edu/ the VDOE. faculty.html The Literacy Education (K-12) Program Course Sequence: leads to a Master of Science degree with EDEL 624. a potential licensure endorsement as a Technology for School Administrators. 3 Reading Specialist and requires EDEL 614. 33 semester hours of graduate work. The Supervision and Evaluation of Reading Specialist Endorsement Instruction. 3 requires at least three years of successful EDEL 612. classroom teaching experience in which Introduction to School Administration. 3 the teaching of reading was an impor- EDEL 621. tant responsibility. Organization and Management of Schools. 3 Admission Requirements EDEL 635. • Minimum undergraduate grade point Seminar in Problems in Educational average of 2.75 overall; Leadership. 3 • Send official transcripts for all under- EDEL 630. graduate and graduate coursework Legal and Ethical Dimensions of including degrees conferred; School Law. 3 • Submit an essay (typed, double spaced, three pages in length), that In most instances, the sequence will includes the following: begin in the fall semester and conclude a. Past work experiences and inter- in the following fall session. ests influenced your decision to apply for the reading education Applicants for the certificate must program; meet existing admissions standards for b. Describe your short- and long- term goals and career aspirations the Educational Leadership graduate

Academic Programs as they relate to the reading pro- program. In addition, persons seeking gram. Essays will be evaluated by 152 admission to the certificate must have a the Admissions Committee as part areas such as Educational Technology, of the application; English, Special Education and Com- • References should be from two indi- munication Sciences and Disorders. In viduals who can address your history addition, special topics courses (EDRD of successful teaching experiences 660) will be offered periodically on top- with students and your potential for ics pertinent to literacy education such academic and professional success in as Children’s Literature and Strategies the field of literacy education; • Submit a copy of your teaching for Classroom Writing. license. For successful completion of the Gradu- Please refer to p. 24-28 for application ate Literacy Education program all deadlines. candidates are required to attain a benchmark score of 245 or higher on the Program Requirements 33 hrs. Virginia Reading Assessment (VRA). Required Courses 30 hrs. Candidates will be allowed two oppor- EDEF 606. tunities to successfully pass the VRA. Educational Research. 3 A master’s degree will not be awarded EDRD 624. if a candidate fails to achieve the score Leadership in Literacy: Administration, of 245 or higher after taking the VRA a Supervision, Coaching. 3 EDRD 630. second time. http://www.va.nesinc.com/ Teaching Reading in the Content Areas. 3 EDRD/EDSP 641. Assessment and Intervention for Lan- Special Education guage Development. 3 Sandra Moore, Director, School of EDRD 688. Teacher Education and Leadership Foundation of Literacy Education. 3 Jennifer Jones, Assistant Director EDRD 692. Kathryn Hoover, Graduate Program Reading Diagnosis: Assessment to Coordinator Inform Instruction. 3 Graduate Faculty EDRD/EDSP 695. See Graduate Faculty list at: Alternative Approaches to Reading. 3 http://gradcollege.asp.radford.edu/ EDRD 697. faculty.html Practicum: Diagnosis and Intervention in Literacy. 6 Master of Science Degree EDSP 669. in Special Education Diagnostic Educational Procedures for The Master of Science degree program in Special Education is a single degree pro- Exceptional Individuals. 3 gram offering practicing educators and Elective 3 hrs. those intending to enter the teaching profession the opportunity to design a

Academic Programs In consultation with their advisor, program of study to meet their interests students may choose one elective in 153 and teacher licensure needs in the area of special education. The program em- knowledge and skills in diverse areas of phasizes knowledge and skills in char- special education. acteristics, assessment and evaluation, understanding and application of service Degree Requirements delivery, curriculum and instruction, M.S. in Special Education 30 hrs. IEP/IFSP development and monitoring, M.S. in Special Education with licensure transition, proactive classroom manage- 36-51 hrs. ment and positive behavior support, and Required 600-Level Core Courses for All collaboration and teamwork. The goal of Programs of Study 12 hrs. the program is to develop professionals who can work effectively with infants, EDSP 651. children and youth with disabilities, Students with Diverse Learning Needs ensure their academic and personal suc- and the Special Education Process. 3 cess through collaboration with families, [must be taken first; prerequisite for all general educators and other team mem- courses in special education] bers, and advocate for children, families EDEF 606. and the profession to improve the qual- Educational Research. 3 ity of life for all children. [must be taken in the first nine hours of the program] In close consultation with an advisor, EDSP 622. students plan a program of study that Collaboration to Teach and Support includes a common core of 12 credit Diverse Learners. 3 hours and an additional 18 credit hours EDSP 670. selected from a menu of courses. Pro- Proactive Classroom Management and grams can be designed with licensure Advanced Positive Behavior Support. 3 and non-licensure options. Those seek- Options (Choose One) ing initial teacher licensure may have 9 I. Masters only, non-licensure option or more additional hours of supporting [GSPE] coursework. Internship experiences This option is for those seeking ad- of 6-12 hours will also be required to vanced professional development in spe- obtain postgraduate professional licen- cial education and who do not need to sure or to complete requirements for work toward licensure. An additional 18 provisional licensure in one or more hours of coursework beyond the core is of the following areas: Special Educa- selected with an advisor, and 12 of those tion: General Curriculum, K-12; Special hours must be at the 600 level or above. Education – Adapted Curriculum, K-12; Hearing Impairments, preK-12; Vision Special Education Electives 15 hrs. Impairments, preK-12; and Early Child- At least 3 hours must be taken in each of hood Special Education, birth through the following areas: age 5. The Masters only, non-licensure • Characteristics option is intended for graduate stu- • Curriculum and Methods dents who already have initial teacher • Reading, Writing, Communication, licensure in an area of special education Language Development Academic Programs or those who desire to enhance their • Assessment and Evaluation 154 Open Elective 3 hrs. EDSP 791. To be selected from course offerings in Teaching Internship in Special EDEL, EDUC, EDRD, COED, COSD, Education – General Curriculum, EDEC, EDET, EDSP or PSYC. Elemetary. 2-6 EDSP 792. II. Licensure Options Teaching Internship in Special A. Special Education, General Education – General Curriculum, Curriculum Secondary. 2-6 This option is for those who will work with students with disabilities B. Special Education, Adapted who learn within K-12 general edu- Curriculum cation curriculum primarily within This option is for those who will work general education settings, and who with students with complex disabilities will collaborate with a wide range of who require an individualized, adapted professionals to provide appropriate curriculum and specialized supports to services. gain access to the general education cur- riculum and learn within K-12 general Required Program Courses 18 hrs. education settings, and who will collabo- EDSP/EDRD 641 rate with a wide range of related and/or Assessment and Intervention for medical service professionals. Language Development. 3 EDSP 672. Required Program Courses 18 hrs. EDSP 663. Characteristics of Learners with Disabilities Who Access the General Characteristics of Students with Severe Curiculum, K-12. 3 Disabilities. 3 EDSP 669. EDSP 664. Diagnostic and Assessment Curriculum and Assessment in Severe Procedures for Individuals with Disabilities. 3 Disabilties. 3 EDSP 566. EDSP 675. Teaching Students with Individualized Teaching Students with Exceptional Adapted Curriculum. 3 Learning Needs in the Elementary EDSP 665. General Curriculum. 3 Positioning and Handling. 3 EDSP 676. EDSP 667. Teaching Students with Exceptional Communication and Severe Disabilities. 3 Learning Needs in the Secondary EDSP 668. General Curriculum. 3 Transition and Community-based EDSP/EDRD 695. Instruction. 3 Alternative Approaches to Reading Instruction. 3 To obtain VDOE licensure in Special To obtain VDOE licensure in Special Education, Adapted Curriculum, K-12, Education, General Curriculum K-12, an additional 6-12 semester hours of Academic Programs an additional 6-12 semester hours of internship experiences are required. 155 internship experiences are required. EDSP 781. EDSP 740. Teaching Internship in Special Educa- Teaching Internship in Early Childhood tion: Adapted Curriculum (Elementary, Special Education: Home- and Commu- K-8th grade). 1-6 nity-based Services. (3-6 hours; repeat- EDSP 782. able up to 6 hours) Teaching Internship in Special Educa- EDSP 741. tion: Adapted Curriculum (Secondary, Teaching Internship in Early Childhood 6-12th grade). 1-6 Special Education: School-based Servic- es (3-6 hours; repeatable up to 6 hours). C. Early Childhood Special Education This option prepares graduates to work *Six semester hour minimum in at least with and advocate for infants and young two settings, one of which may be a cur- children with developmental delays and rent place of employment. disabilities birth to five and their fami- lies in a variety of early intervention, D. Hearing Impairments home and school settings. This option is for those who will work Required Program Courses 18 hrs. in a variety of educational settings with EDSP 536. students who are deaf or hard of hear- Teaching Infants, Toddlers, and ing and who will collaborate with a wide Preschoolers with Disabilities. 3 range of professionals including inter- EDSP 538. preters to provide appropriate services. Program Management in Early Required Program Courses 18 hrs. Childhood Special Education. 3 EDSP 526. EDSP/PSYC 638. Introduction to Deaf and Hard of Early Childhood Assessment and Hearing. 3 Intervention. 3 EDSP 527. COSD 602. Curriculum and Methods for Deaf and Language Disorders: Birth to Five Years. Hard of Hearing Students. 3 OR EDSP 628. EDSP 602 Language Development and Literacy for Language Disorders: Birth to Five Years. 3 the Deaf and Hard of Hearing. 3 EDSP 677. EDSP 669. Medical Aspects of Teaching Young Diagnostic and Assessment Procedures Children with Disabilities. 3 for Individuals with Disabilities. 3 EDSP/EDRD 641 EDSP, EDRD, or EDET 600-level Assessment and Intervention for Elective 3 Language Development. 3 EDSP 625. To obtain VDOE licensure in Early Audiologic Assessment and Childhood Special Education, Birth to Intervention. 3 Five, an additional 6-12 semester hours Academic Programs of internship experiences are required. 156 To obtain VDOE licensure in Hearing EDSP 771. Impairments PreK-12, an additional Teaching Internship in Visual Impair- 6-12 semester hours of internship ments, Elementary. 1-6 experiences are required. EDSP 772. EDSP 755. Teaching Internship in Visual Impair- D/HH Teaching Internship - Preschool/ ments, Secondary. 1-6 Elementary. 6 EDSP 756. Fifth Year Master’s of Science Degree D/HH Teaching Internship - Secondary. 6 in Special Education This program option is designed solely E. Visual Impairment for students who have completed the This option is for those who will work non-licensure B.S. program in Special in a variety of educational settings with Education (Interdisciplinary Stud- students who are blind or have visual ies major). Undergraduate students impairments, and who will collaborate in the pre-professional portion of the with a wide range of professionals to program must meet all requirements provide appropriate services. for admission to the Graduate College before being enrolled in the master’s Required Program Courses 18 hrs. degree portion of the program. Students EDSP 650. are expected to complete the graduate Characteristics of Students with Visual admissions process during the spring Impairments. 1 of their senior year. Graduate admis- EDSP 653. sions requirements for students in the Teaching Methods for Students with 5-year program are the same as for other Visual Impairments. 3 options within the Special Education EDSP/EDET 654. program. Students in this option must Assistive Technology for Individuals request permission to take one gradu- with Sensory Impairments. 2 ate level course in their senior year and EDSP 655. must have a minimum GPA of 2.75 to Braille Code. 3 qualify for enrollment. EDSP 656. Braille Reading and Writing. 3 The following courses are required for EDSP 657. the master’s degree in Special Education Curriculum and Assessment for Stu- and VDOE licensure in Special Educa- dents with Visual Impairments. 3 tion, General Curriculum K-12. EDSP 658. Medical and Educational Implications of Required Courses and Internships 30 hrs. Visual Impairments. 3 EDEF 606. Educational Research. 3 To obtain VDOE licensure in Visual EDSP 641. Impairment PreK-12, an additional Assessment and Intervention for course and 6-12 semester hours of Language Development. 3 EDSP 675. internship experience are required. EDSP 659. Teaching Students with Exceptional Academic Programs Orientation and Mobility for Students Learning. Needs in the Elementary 157 with Visual Impairments. 2 General Curriculum. 3 EDSP 676. EDSP 501. Teaching Students with Exceptional Approaches for Supporting and Teach- Learning. Needs in the Secondary ing Individuals with ASD. 3 General Curriculum. 3 EDSP 502. EDSP 695. Expanding Social Competence for Stu- Alternative Approaches to Reading dents with Autism Disorders. 3 Instruction. 3 EDSP 670*. EDSP 669. Proactive Classroom Management and Diagnostic and Assessment Procedures Advanced Positive Behavior Support. 3 for Individuals with Disabilities. 3 EDSP 791. *Students who have already taken EDSP Teaching Internship in Special Educa- 670, may consider EDSP 667: Commu- tion – General Curriculum, Elementary. 6 nication and Severe Disabilities, or other EDSP 792. course, as approved by the advisor, as a Teaching Internship in Special Educa- substitute. tion – General Curriculum, Secondary. 6 Admission Requirements CERTIFICATE OF AUTISM STUDIES A combination of the following factors Leslie S. Daniel, Certificate Coordinator will be used for determination for accep- tance to the graduate program in special The Certificate of Autism Studies is education. Also see application require- designed to prepare personnel to ments for Special Education on p. 27. educate and support individuals with 1. Submit application with all required autism spectrum disorders (ASD), which documentation to the Graduate Col- includes autism, Asperger syndrome, lege: official transcripts, test scores, and other pervasive developmental letters of recommendation, resume disorders. The program consists of 12 and personal letter of application; semester hours of courses covering the Skill Competencies for Professionals and 2. Minimum 2.75 GPA on all under- Paraprofessionals as outlined by Virgin- graduate coursework, and 3.0 on all ia’s Autism Council. There is no licen- graduate coursework, if taken; sure in the area of ASD endorsed by the 3. Official test scores on the GRE: Department of Education in Virginia. Verbal, Quantitative and Analytical This certificate is intended for educators, Writing required OR official passing human services personnel, and family scores on each of the following tests: members who work with individuals Praxis I, a Praxis II Content Knowl- who are on the autism spectrum. The edge Test, VRA, and VCLA;. certificate is based on empirically based 4. Three letters of professional recom- research and best practices. mendation speaking to the ap- plicant’s success and capacity as Certificate Requirements a teacher of students with and/or 12 credit hours in special education without disabilities, and potential EDSP 500. for success as a graduate student and Academic Programs Introduction to Autism Spectrum professional in the field of special 158 Disorders. 3 education; 5. A resume documenting all volunteer, education courses without permission of internship and work experiences the director of the school or the graduate with infants, children and youth; coordinator. Students may take no more 6. Personal letter of application to the than 6 hours as a non-degree seeking Special Education Program Area student. (typed, double-spaced, two pages in length) that includes the following: Supporting/Deficiency Courses • Why you believe you would be a The need for deficiency, prerequisite and good candidate for the masters’ de- supporting coursework depends on the gree in Special Education and what option chosen, and will be planned and academic and personal strengths documented on the program of study by and experiences support your abili- the advisor and student. ty to complete a graduate program; • The special education option you Comprehensive Examination are considering and what past ex- Students must complete a comprehensive periences and interests influenced exam, either a written exam or submis- your decision to apply to this spe- sion of a standards-based portfolio, in cific program area; the last semester of coursework at least • Your short- and long-term goals two months prior to the date of expected and career aspirations as they re- graduation. The exam may include an late to this program. additional oral examination/defense. It is the student’s responsibility to schedule Applicants who do not meet all these the exam with his/her advisor in the first admission criteria may still apply, but three weeks of the final semester and evaluation will include submission of request and complete the necessary forms additional compensatory application from the Graduate College. materials and an interview with program area faculty. Documentation of success- Retention in the Program ful teaching experience will be consid- Professional skills and dispositions ered as well. which reflect general expectations for all professional educators are required Applicants choosing the licensure option of all graduate students in this program. will also be required to submit addition- Students will be expected to demonstrate al materials and pass all required tests for admission to the Teacher Education and will be evaluated periodically on the Program per Virginia Licensure Regula- following academic, personal and pro- tions, and may, upon transcript analy- fessional characteristics and dispositions. sis, be required to complete deficiency 1. Academic performance that is coursework in Human Growth and congruent with excellence in profes- Development, Foundations of Educa- sional teaching practice; tion, Literacy Instruction and Educa- 2. Effective oral and written communi- tional Technology. cation skills. Students choosing the Hearing Impairments licensure option Non-Degree Students must demonstrate ASL proficiency; Academic Programs Non-degree seeking students may not 3. Behavior that is congruent with 159 enroll in any graduate (600) level special the Code of Ethics of the National Education Association, the Council self-evaluate and accept and respond for Exceptional Children and the to constructive criticism; Radford University Honor Code (see 9. Appropriate professional conduct the Standards of Student Conduct including consistent attendance and Handbook); punctuality, reliability, dependabil- 4. Appropriate interpersonal skills ity, social maturity, ability to handle evidenced in class activities and field stress, responsiveness to school poli- experiences including respect for cies, and adherence to professional others, acceptance of constructive standards of dress and grooming; criticism, acceptance of diversity, 10. The ability to apply knowledge of and ability to maintain productive subject matter and pedagogy and working relationships; research-based strategies and have 5. Professional characteristics and skills a positive impact on student learn- evidenced in class activities and field ing within direct practice in school experiences including effective coop- settings. eration and collaboration with other students and professionals, respon- Probation/Suspension/Dismissal Policies siveness to supervisors, colleagues and Specific to the M.S. in Special Education families, and the execution of profes- 1. Any grade lower than a “C” will sional duties without reprimand; result in dismissal from the program; 6. Demonstrated psychological well- 2. More than two “C”s or lower will being sufficient to interact positively result in dismissal from the program; and professionally with students and 3. Probation policies for the Gradu- colleagues including self confidence, ate College will apply to all students enthusiasm, initiative, persistence, whose GPA falls below 3.0 during sound decision-making skills and any semester; the ability to handle stress inherent 4. Students engaged in coursework in the teaching experience; or field experience who receive an 7. Demonstrated physical well-being unsatisfactory rating in an area sufficient to assume responsibilities of Professional Dispositions and associated with graduate work and Characteristics will be placed on an field experience in a constant and improvement plan. Failure to address stable manner; these concerns and make agreed 8. Appropriate self-awareness and self- upon improvements will result in confidence including the ability to dismissal from the program. Academic Programs

160 Course Descriptions

The following section contains course Following some course descriptions, the descriptions for each department. A semester in which the course is offered course number indicates in a general way (fall, spring) will be listed. When no the difficulty and level of the student semester (or semesters) is listed at the group for which the course is offered. end of the course description, then that Courses numbered 100 to 199 are course may be offered during fall, spring primarily for freshmen; 200 to 299 for or both semesters of an academic year. sophomores; and 300 to 499 for juniors However, students should consult with and seniors. Some 500 to 599 courses their academic advisors to verify exact have been approved for graduate credit schedules for course offerings. (see departmental sections) and may be taken by qualified seniors and graduate To obtain detailed information regarding students. Courses numbered 600 and a specific course, students may view the above are restricted to graduate students. complete course syllabus for a specific course by accessing the course through the The number in parentheses after a course Radford University computer network. indicates the credit in semester hours. Course Prefix Index A hyphen (-) between the numbers Prefix Subject of a course indicates no credit will be ACTG Accounting given until all of the course sequence is AHPT Applied Health Physical successfully completed. Therapy ANTH Anthropology A colon (:) between the numbers of APST Appalachian Studies a course and semester hours credit ART Art indicates credit will be given as each BIOL Biology semester of the course is completed; BLAW Business Law courses must be taken in sequence. CHHS College of Health and Human Services A comma (,) between the numbers COED Counselor Education of a course and semester hours credit COMS Communication and indicates credit will be given as each Media Studies semester of the course is completed and COSD Communication Sciences they need not be taken in order. and Disorders CRJU Criminal Justice The line following the course title and DSN Design Thinking credit tells the number of lecture and ECON Economics

Course Descriptions laboratory hours a week. The third line EDEC Early Childhood 161 gives the prerequisite, if any. Education EDEF Education Foundations of introductory financial and managerial EDEL Educational Leadership accounting. This course may be taken for EDET Educational an elective in the MBA program. Technology EDLI English as a Second ACTG 606. Governmental and Nonprofit Language Accounting. (3) EDLS Library Science Three hours lecture. EDME Middle Education Prerequisites: MBA status or permission EDRD Reading (Literacy of the instructor. Education) Study of the practice of accounting, EDSE Secondary Education financial reporting and analysis of EDSP Special Education financial performance for governmental EDUC Education and nonprofit organizations. Emphasis ENGL English will also be placed on budgeting FINC Finance and managerial control of these GEOG Geography organizations. GEOL Geology ITEC Information Science and ACTG 611. Accounting for Decision Technology Making and Control. (3) MGNT Management Three hours lecture. MKTG Marketing Prerequisite: MBA status or permission MATH Mathematics of the instructor. MSTD Media Studies Emphasis on accounting data used MUSC Music by managers in decision making. The NURS Nursing course uses a textbook and cases. OCTH Occupational Therapy Among topics covered are relevant PHSC Physical Science cost identification in decision making, POSC Political Science contribution margin approach and PHYS Physics capital budgeting. PSYC Psychology RCPT Recreation, Parks and ACTG 614. Advanced Auditing and Tourism Attestation. (3) SOCY Sociology Three hours seminar. SOWK Social Work Prerequisite: ACTG 414. THEA Theatre An expanded study of auditing and attestation services and technology topics. It is designed to further Accounting expose students to the prerequisite knowledge tested on the Auditing and ACTG 511. Fundamentals of Accounting. (3) Attestation section of the Uniform Three hours online course. CPA Examination. Audit teams will be Course Descriptions Prerequisites: Graduate standing. utilized to conduct an audit simulation 162 This course provides an integrated study based on a cycle approach. ACTG 615. Seminar in Financial This course integrates human anatomy Accounting. (3) and human physiology. In preparation Three hours seminar. for clinical studies, students will be Prerequisites: ACTG 313 and ACTG expected to learn basic principles of 314. neurophysiology and muscle function. Study of the practice of accounting, The application of anatomy to clinical financial reporting and analysis of practice is included. financial performance for corporate entities. Emphasis on research and AHPT 810. Exercise Physiology. (3) analysis of advanced financial topics of Prerequisite: Admission to the doctor of current interest. physical therapy program. The exercise physiology course will ACTG 671. Special Topics in Accounting. (3) examine and apply theories and Three hours lecture. principles, and it will evaluate the Prerequisites: MBA status or permission effects of physical effort on human of instructor. performance. Emphasis will be placed Examines topics of special interest in on the metabolic/ energy transfer accounting areas not covered in current systems of the body and muscle graduate course offerings. structure on a histological level. The ACTG 698. Directed Study. (1-4) course will also assess the effects of physical activity (e.g., cardiovascular, Hours and credits to be arranged. pulmonary, and neurological influences Prerequisites: MBA status and on human performance) across the permission of the instructor, advisor and lifespan. This course prepares students Directed Study form submitted to the to participate in their initial clinical Graduate College. internship experience. See “Directed Study” on p. 54. AHPT 812. Clinical Medicine I. (3) ACTG 699. Research and Thesis. (1-6) Prerequisite: Admission to the doctor of Hours and credits to be arranged physical therapy program. with the approval of the student’s Clinical Medicine I is first in a series thesis supervisor, advisor, department of courses designed to provide physical chairperson and the dean of the therapy students with a general Graduate College. See “Thesis” on p. 54. knowledge and understanding of human pathology. The course introduces Applied Health students to medical terminology, develops an understanding of disease Physical Therapy processes and the integumentary system, and facilitates students’ application and AHPT 800. Human Anatomy. (7) analysis of medical pathology in patient

Course Descriptions Prerequisite: Admission to the doctor of care. The course prepares students for 163 physical therapy program. their first clinical internship. AHPT 814. Patient Management I. (4) AHPT 826. Patient Management II. (4) Prerequisite: Admission to the doctor of Prerequisite: Completion of Patient physical therapy program. Management I. The course provides a foundation The course continues the series on for examination skills relevant musculoskeletal evaluation. The course is to orthopedic, neurological, based on Cyriax principles of examination cardiopulmonary and integumentary for examination of orthopedic pathologies. dysfunctions of the extremities and spine.

AHPT 816. Theory and Practice I. (4) AHPT 842. Neuroscience. (2) Prerequisite: Admission to the doctor of Prerequisite: Successful completion of physical therapy program. Human Anatomy. The course will introduce students to Neuroscience integrates neuroscience basic therapeutic techniques such as and neurophysiology with an emphasis bandaging, positioning, transfers, gait on sensory and motor functions of training, and the use of modalities. the nervous system. In preparation for clinical studies, students will be expected AHPT 818. Professional Affairs. (2) to learn the anatomy of the human Prerequisite: Admission to the doctor of nervous system, as well as effects of physical therapy program. disease of the nervous system. The course will introduce students to methods of clinical reasoning, AHPT 844. Neuromuscular Development/ professional conduct, standards of Control I. (4) practice, cultural sensitivity, and legal/ Prerequisite: Completion of Clinical ethical issues dealing with physical Internship I. therapy. Neuromuscular Development/ Control I emphasizes the theoretical and clinical AHPT 820. Kinesiology/Biomechanics. (3) bases for the examination and treatment Prerequisite: Admission to the doctor of of patients with neurological impairments. physical therapy program. Historical and current theories of CNS An examination of the interaction of function, motor control, motor learning, muscles, bones, joints, and external forces and motor development will be used as the that are responsible for human movement. framework for this learning experience.

AHPT 824. Clinical Medicine II. (3) AHPT 846. Clinical Medicine III. (3) Prerequisite: AHPT 812 Clinical Prerequisite: Completion of Clinical Medicine I. Medicine II and Clinical Internship I. The second in a series of courses Clinical Medicine III provides an overview designed to acquaint students with of pathological conditions affecting medical aspects and pathology of the central and peripheral neurological diseases and disabilities. systems. Physicians, rehabilitation

Course Descriptions specialists, and healthcare professionals 164 supplement selected presentations. AHPT 848. Pharmacology. (2) diagnostic reasoning that physical Prerequisite: Clinical Medicine II. therapists use in clinical decision-making. Pharmacology is the study of drugs with an emphasis on how drugs affect AHPT 864. Health Policy and physical therapy. The course will cover Administration. (3) pharmacotherapeutics about specific Prerequisite: Completion of Clinical drugs that are used to prevent, treat, or Internship I. diagnose disease. Health Policy and Administration will explore management strategies, AHPT 850. Pharmacology. (2) group dynamics, and methods of Prerequisite: Completion of Clinical communication and healthcare trends in Internship I. the healthcare industry. Psychosocial Elements of Illness and Disability introduces and examines AHPT 866. Neuromuscular Development/ the psychosocial concepts and factors Control II. (4) affecting the patient, family, and the Prerequisite: Neuromuscular patient/ therapist relationship in caring Development/ Control I. for individuals experiencing acute, Neuromuscular Development/ Control chronic, and terminal illness. II is the second in a sequence of neuromuscular patient management AHPT 852. Research/ Scientific Inquiry I. (2) content areas. The course examines the Prerequisite: Completion of Clinical theoretical and clinical basis for the Internship I. treatment of neurological pathologies. The The course introduces research designs course builds on previous course content and statistical analyses used in physical such as Neuromuscular Dev/ Control I. therapy and rehabilitation research. AHPT 867. Principles of Teaching and AHPT 860. Advanced Orthopedics. (4) Learning. (2) Prerequisite: Patient Management I and II. Prerequisite: Completion of The focus of Advanced Orthopedics Psychosocial Elements of Illness and is on advanced examinations and Disability. intervention skills for the patient Principles of Teaching and Learning with spinal and TMJ musculoskeletal examines learning across the lifespan. impairments, with an emphasis on The integration and application of evidenced-based practice. teaching strategies and methods selected and developed for a specific audience AHPT 862. Differential Diagnosis/ will be emphasized. Imaging. (3) Prerequisite: Completion of Clinical AHPT 868. Research/ Scientific Inquiry II. (2) Internship I. Prerequisite: Research Scientific Inquiry I. Differential Diagnosis/ Imaging serve Research/ Scientific Inquiry II is the

Course Descriptions as the framework to present patient second in a sequence of research-based 165 examination methods that lead to courses. The course will explore the concepts, problems, needs, and issues Comprehensive Patient Care involved in conducting and evaluating integrates both clinical and basic research in physical therapy with science knowledge and skills acquired an emphasis on the application and throughout the curriculum by analyzing interpretation of statistical analyses. patients with multiple medical and physical diagnoses. AHPT 870. Clinical Internship II. (10) Prerequisite: Clinical Internship I AHPT 884. Pediatrics. (4) (AHPT 830 and Year II course step Prerequisite: Completion of Clinical lock curriculum). Internship II. Clinical Internship II is the second The Pediatrics course is based on the of a series of three internships. This Guidelines for Pediatric Content in internship requires 40 hours per week Professional Physical Therapy Education for 12 weeks. The focus of this internship from the Pediatric Section of the is to advance professional behaviors and American Physical Therapy Association. adult learning and decision-making for Upon completion of the course, students medically complex patients. Students will have the specific body of knowledge will have the opportunity to practice the needed for entry-level pediatric physical skills they have learned in supervised therapy practice. clinical settings including any previous setting not yet experienced within AHPT 886. Preventative Health and nursing homes, inpatient rehabilitation Wellness. (3) facilities, and outpatient rehabilitation Prerequisite: Completion of Clinical clinical sites. The students will also have Internship II. the opportunity to choose to participate Preventative Health and Wellness is in supervised practice in acute, hospital a combination of four independent or home-health settings. but interrelated topics important to the education of physical therapists: AHPT 880. Cardiopulmonary Patient Care 1) prevention, 2) health promotion, 3) Management. (4) fitness and 4) wellness. These topics Prerequisite: Completion of Clinical contribute to the ultimate goal of Medicine III. optimum health for individual/ patients Cardiopulmonary Patient Care of all ages in the community. Management prepares students to provide comprehensive interventions AHPT 888. Research/ Scientific Inquiry III. (2) to individuals suffering from Prerequisite: Research/ Scientific cardiopulmonary etiologies. The course Inquiry II. provides students with non-invasive Research/ Scientific Inquiry III is a strategies to maximize patient outcomes. continuation of Research/ Scientific Inquiry II. Students will justify, conduct, AHPT 882. Comprehensive Patient Care. (3) analyze and evaluate a research project

Course Descriptions Prerequisite: Neuromuscular in physical therapy. 166 Development/ Control I and II. AHPT 890. Clinical Internship III. (10) the classroom and in the field. Topic Prerequisite: Successful completion examples include mountaintop removal, of all course content areas taught in coal field labor practices, cultural the third year of the doctor of physical attachment to place, Appalachian- therapy program. Scottish-Irish connections, Appalachia Clinical Internship III is the last in the media. The course fulfills part of of a series of three internships. This the requirement for the Certificate in internship is the finale of clinical Appalachian Studies. May be repeated internships and of didactic curriculum. for credit when content differs. It requires 40 hours per week for 12 weeks. The focus of this internship is APST 595. Research in Appalachia. (3) to assimilate didactic knowledge of Prerequisite: Permission of instructor professional behaviors and decision- and/or chair. making for medically complex patients. Will vary as topics vary. Currently Students will have the opportunity to the course focuses on research in enhance the skills they have learned in communities served by the Appalachian the classroom and supervised clinical Arts and Studies in the Schools settings in a practice area relevant to program (AASIS). May be repeated for that of a licensed physical therapist. At credit when content differs. the conclusion of this course, students will be expected to have entry-level APST 680. Appalachian Studies skills as practitioners of physical therapy. Internship. (3) Prerequisite: At least two 3-credit AHPT 892. Research/ Scientific Inquiry IV. (2) APST graduate courses, or one 3-credit Prerequisite: Research/ Scientific course undergraduate APST course and Inquiry III. one 3-credit APST graduate course. Research / Scientific Inquiry IV is the Each hour of credit will require 40 final course in the Research Scientific hours on the job. This course counts Inquiry sequence. Students will up to three hours toward fulfillment complete their capstone research project of requirements for the Graduate through the data analysis, results, and Certificate in Appalachian Studies and conclusion phases of their project. is a one-semester internship with a public or private agency In Appalachia. Student will receive academic and Appalachian Studies agency supervision. The course will be graded on a pass/fail basis. APST 560. Seminar in Appalachian Studies. (3) APST 698. Directed Study. (1-6) Three hours lecture. Directed Study courses are offered by The seminar focuses on a designated several departments and are designed topic of current interest in Appalachian to permit students to investigate Course Descriptions Studies and is designated to give independently specific problems or 167 students in-depth exposure both in areas of interest under the direction of a faculty advisor. A Directed Study course ART 527. Special Topics in Art History. (3) must be approved by the appropriate Three hours lecture. department chairperson prior to the An historical study of an art topic that deadline for adding courses in the term may not be a significant part of the in which the study is to be undertaken. content in regularly taught art history No student may apply more than six courses. May be taken again for credit. hours of credit for Directed Study toward graduation requirements. ART 528. Twentieth Century Art. (3) Three hours lecture. Study of the development of the visual Art arts of the 20th century emphasizing chronological evolution, themes and The following 500-level courses may be visual forms. taken for graduate credit if the student ART 529. The History of Graphic Design. (3) has the necessary prerequisites and the same or a comparable course was Three hours lecture. not taken as part of the undergraduate Prerequisites: Graduate standing in Art program. At least 80 percent of the or permission of instructor. hours in the overall program must be in A one semester survey of the key points 600-level courses. in the historical development of the graphic design field. Enrollment in 500-level courses for ART 540. Elementary Art Education graduate credit requires upper division Theory and Practice. (3) or graduate standing. Two hours lecture, two hours laboratory. ART 512. Late 18th and 19th Century Art. (3) Teaching of art in public schools – Three hours lecture. principles, practices and materials. A study of European trends in art of the ART 541. Secondary Art Education late 18th and 19th centuries. Theory and Practice. (3) ART 522. Ancient Art. (3) Two hours lecture, two hours laboratory. Three hours lecture. Teaching of art in secondary schools – A study of the art and architecture principles, practices and materials. of the ancient Near East, Egypt, the ART 544. History of American Aegean, Greece and Rome. Architecture. (3) ART 524. Medieval Art. (3) Three hours lecture. Three hours lecture. The study of American architecture Exploration of the origins, evolution, emphasizing the international and themes and visual characteristics of multicultural influences on the design the arts of the early Christian through of various styles, as well as the social, Course Descriptions Gothic periods. technological and environmental forces 168 affecting that design. ART 548. History of American Art and of photography as a tool of science, Architecture. (3) historical documentation, and art; and Three hours lecture. the place of photography and more Upon completion of this course, recent developments n digital media in students will demonstrate familiarity the history of art. with and understanding of the important developments in American ART 562. Renaissance Art. (3) art and architecture from the colonial Three hours lecture. period to the late 20th century. This An examination of the rebirth of the class will focus on understanding the visual arts in Europe in the 14th, 15th ways in which art and architecture and 16th centuries. reflect varied interactions between social class, gender, economic issues, and ART 582. Baroque and Rococo Art. (3) historical imperatives. Three hours lecture. A study of the styles and themes of ART/DSN 550. International Art History I. (3) 17th- and early 18th-century Western Prerequisites: Graduate standing in European art. MFA, either Studio Art or Design Thinking. ART 594. Art Museum Education. (3) This is the first of two online art history Three hours seminar. courses. Students will investigate key A hands-on approach to the moments in history that affected art and study, theoretical foundations and design, focusing on prehistory through implementation of education programs the Renaissance period. in the Art Museum setting.

ART/DSN 555. International Art History II. (3) ART 600. Graduate Studio/Research. (3) Prerequisites: Graduate standing in One hour lecture and four hours studio. MFA, either Studio Art or Design May be taken again for credit. Thinking; DSN 550. This is the second of two online ART 601. Seminar in Art History. (3) art history courses. Students will Three hours discussion, research, field investigate key moments in history that assignments. affected art and design, focusing on the Prerequisites: Graduate status and 12 modern (post Renaissance) era to the hours of art history at the undergraduate present day. level or approval of the instructor. Study and critical interpretation of a ART 551. History of Photographic Media period/movement in art history with and Camera Arts. (3) particular emphasis on contemporary Three hours lecture. social, political and technological This course provides an overview of the influences. May be taken again for credit. history and invention of photography

Course Descriptions and the camera, an examination of ART 605. Research in Art. (3) 169 issues related to the development One hour lecture, four hours studio. Problem analysis of technical processes and permission of instructor. in selected studio areas of concentration. In close collaboration with a supervising May be taken again for credit. professor the student will arrange outside employment working in their ART 609. Art Education Supervision. (3) field concentration, such as Graphic Three hours lecture, discussion or Design or Jewelry. By working in an reports. actual job situation, the student will gain The study of current supervisory valuable real world experience, portfolio problems in the administration of art work and possible future job contacts. programs. Offered alternate spring semesters. ART 698. Directed Study. (1-4) Hours and credit to be arranged. ART 611. Critical Writing and Prerequisite: Approval of the advisor, Thinking in Art. (3) department chair and Directed Study Three hours lecture, discussion or form submitted to the Graduate reports. College. Prerequisite: MFA status. See Directed Study on p. 54. This graduate course focuses on the art of critical writing about art. The ART 699. Research and Thesis. (1-6) types of writing to be covered include: Prerequisite: The proposal for the visual gallery/exhibition analysis; historical/ exhibition and its complementary social analysis of selected art works; and written exposition must have prior critiques of journal articles. The goal approval of all members of the student’s of the course will be the production Graduate Committee and the dean of of a preliminary thesis proposal to the Graduate College. guide future art historical study and its Development and realization of relevance to the MFA thesis. an exhibition of original art work and a written exposition of means ART 642. Art Education Theory and and meanings of the exhibition. Practice. (3) Visual documentation and an oral Two hours lecture, two hours laboratory. comprehensive examination complete A study of historical and prevailing the visual exhibition written exposition ideas in art education and their practical project. Hours and credits to be application. arranged with the approval of the chair of the student’s supervisory Graduate ART 666. Graduate Art History Travel. (6) Committee and the dean of the On-site art history course designed Graduate College. See “Thesis” on p. 54. around actual works of art and architecture found in museums and ART 702. Studio Management. (3) historical sites in the countries visited. Three hours lecture or seminar. Problems in the management of the

Course Descriptions ART 694. Internship. (3-6) professional art studio. 170 Prerequisite: Graduate level standing GRAD 799. Continuous Enrollment. (1) May be taken for credit more than once, All graduate students are required to providing the topics are different each be registered during the semester they time. receive their degree from Radford University. Registration is required BIOL 681. Advanced Topics in Biology. (3-4) of all graduate students when using A minimum of 45 (for 3 credits) or 60 university facilities and/or faculty time. (for 4 credits) contact hours per course. The minimum number of hours for Prerequisites: Minimum of eight (8) registration is one. Registration allows credits of undergraduate or graduate use of services such as library checkout, biology or permission of instructor. laboratories and recreation facilities not Selected topics in advanced biology. An open to the public. outline of topics will be made available each time the course is offered. May Students who are not currently be taken for credit more than once, registered for any course work and who providing the topics are different each have completed all course work but have time. other outstanding degree requirements (e.g., comprehensive examination, thesis, BIOL 698. Directed Study. (1-4) removal of an I or IP grade), are required Prerequisite: Approval for directed study. to register for a continuous enrollment An opportunity to pursue research course each semester, including summer, or other advanced scholarly study in until they have met the outstanding biology. Hours and credit to be arranged requirement(s). in consultation with the faculty member with whom the student will work on the This course carries no credit hour directed study. May be repeated for a production and does not count toward maximum of six hours of credit to count graduation requirements. This course toward the degree. option is also available to those admitted students who are not enrolled in a given semester but who wish to use university Business Law facilities and services during that time. BLAW 603. Legal Aspects of Enterprise. (3) Three hours lecture. Biology Prerequisite: MBA status or permission of the instructor. BIOL 581. Special Topics in Biology. (1-6) A study of the legal framework within One to six hours of lecture and/or which business enterprises function with laboratory. special attention to business-government Prerequisites: Minimum of eight (8) relationships. hours of undergraduate biology or BLAW 671. Special Topics in Business permission of instructor.

Course Descriptions Law. (3) An outline of topics will be made 171 available each time the course is offered. Three hours lecture. Prerequisite: MBA status or permission will learn the foundational principles of of the instructor. research and put research theory into Examines topics of special interest in practice. Along with learning discipline- business law areas not covered in current relevant educational research practices, graduate course offerings. one of the most important aspects of the course is increased competence in the use of statistical procedures and research College of Health and methodologies.

Human Services COED 610. Human Growth and Development. (3) CHHS 686. Special Topics in Health and Three hours lecture. Human Services. (3) Covers the nature and range of human Prerequisite: Permission of Instructor. characteristics and individual differences. A comprehensive study of special Centers on three areas: human behavior, interest topics in health and human interpersonal life styles and human services requiring a minimum of 45 interaction systems and social support contact hours per offering. Each topic systems. The course adopts a case study will be described in detail when offered. approach to learning. The course may be taken for credit multiple times, provided that the topics COED 611. Introduction to Counseling are substantially different and the Theories and Techniques. (3) department or school approves. Three hours lecture. This course is designed to introduce students to the variety of theoretical Counselor Education models that underlie the practice of counseling and techniques associated COED 600. Current Issues in Counselor with them. Theories and techniques that Education (Topic). (1-4) provide a framework for the process of One to four hours per week counseling will be explored. The course Prerequisite: Faculty approval. will provide a systematic, comprehensive Examines a major problem, in the and balanced overview of the leading counseling field, its implications and theories and techniques of counseling possible alternative solutions. and psychotherapy. Students will be provided the opportunity to put theory COED 606. Research in Counseling and into practice through small supervised Program Evaluation. (3) experiences using counseling techniques Three hours lecture. to help focus on three domains: The purpose of this class is to give thinking, feeling and behaving. graduate students the opportunity to learn, understand, and apply statistical COED 612. Professional, Ethical and

Course Descriptions procedures to research theories related Legal Issues in Counseling. (3) 172 to the counseling profession. Students Three hours lecture. This course is designed for mental helping professionals knowledge, skills health practitioners involved in the and abilities in educational, occupational helping professions. An introduction and mental health assessment. The and overview of the counseling course objective is to aid students profession is presented including an in becoming knowledgeable, skillful examination of legal and ethical issues. and thoughtful in the exercise of Material discussed in class is applicable professional judgment based assessment to counselors in training in all settings. derived from clinical observations, consultation and objective assessments. COED 613. Career Counseling and The course also instructs counselors Development. (3) in assessment procedure to evaluate Three hours lecture. current functioning of a client in varying Prerequisite: COED 610, 611 or faculty settings including schools, colleges approval. or universities and mental health Emphasizes the understanding of treatment facilities. The course addresses theoretical approaches to career professional issues related to the ethical development and development and use of assessment tools and strategies in coordination of services to help a culture of diversity. individuals achieve career maturity. Includes activities to promote self- COED 616. Cultural and Diversity understanding, educational and Counseling. (3) vocational information services, decision Three hours lecture. making and placement skills. Prerequisite: COED 610, 611. Designed to provide an overview of COED 614. Group Counseling Theories human behavior including human and Techniques. (3) diversity and cultural pluralism. Two hours lecture; two hours laboratory. Multicultural theories and models of Prerequisite: COED 610 and 611 or counseling and consulting are presented faculty approval. and examined. Students also experience Introduction to small group counseling. multicultural relationship differences. Didactic and experiential learning in group theory and practice. Involves COED 620. Psychopathology, group participation to develop self Diagnosis, and Treatment Planning. (3) awareness, acceptance and effective Three hours lecture. interpersonal skills. Prerequisites: COED 610, 611 and 615 (or faculty approval). COED 615. Assessment and Appraisal This course integrates theory and Techniques in Counseling. (3) practice of assessment, evaluation, Three hours lecture. diagnosis, treatment planning and case Prerequisite: COED 610, 611 or faculty management to achieve developmental approval. and remedial counseling and

Course Descriptions This course is designed to provide psychotherapy goals and objectives. The 173 counselors and other behavioral science course examines current classifications of psychopathology signs, symptoms Prerequisites: COED 610 and 611 or and syndromes and integrates faculty approval. developmental and remedial assessment This course provides students with a of patients, clients or students with case personal and professional understanding conceptualization, treatment planning of death, grief and loss responses. and case management. Theories and models of death and loss will be presented. Both didactic and COED 633. Gender Issues in Counseling. (3) experiential methods of instruction will Three hours lecture. be utilized. This course provides an exploration of gender within the context of counseling COED 639. Counseling and Spirituality. (3) and psychotherapy. Specifically, this Three hours lecture. course examines how gender, as both Prerequisites: COED 610 and 611 or a social construct and a core identity, with permission of instructor. shapes psychosocial development. A This course will examine the interface primary emphasis consists of students of counseling and spirituality. becoming more knowledgeable about the Spirituality will be explored from impact of gender on their personal lives multiple perspectives and orientations. and the impact of gender in their role as Topics will include dynamics that a counselor and their work with clients. interact with health, pathology, and development, intervention methods, COED 635. Human Sexuality Issues in counselor belief systems, mindfulness, Counseling. (3) spiritual competencies, and exploring Three hours lecture. and exercising each student’s unique Prerequisites: COED 610, equivalent approach to spirituality counseling. course, (or concurrently) or permission of instructor. COED 640. Counseling Techniques. (3) This course explores the importance Three hours lecture. of human sexuality issues in the Prerequisites: COED 610 and 611. counseling of children, adolescents and Development and mastery of basic adults. Areas explored include basic counseling skills through a combination human sexual functioning and sexual of didactic and experiential approaches. expression, gender identity development, Video and audio tapes, role playing, gender issues in counseling men and simulation and practice in procedures women and the effects of sexual abuse utilized. on personality development and functioning. Other issues considered COED 641. Practicum: Individual will include current topics such as sexual Counseling Techniques. (3) harassment and date rape. One hour lecture; four hours laboratory. Prerequisite: COED 611 with a grade COED 637. Death, Loss and Grief of “B” or higher and faculty approval;

Course Descriptions Counseling. (3) pre- or corequisites COED 610 and 174 Three hours lecture. COED 612 can be taken concurrently with COED 641, but if taken prior to COED 660. Introduction to Student COED 641 must have a grade of “B” or Affairs in Higher Education. (3) higher. Three hours lecture. This course integrates varying Introduces role and philosophy of theoretical approaches to counseling student affairs in higher education. through clinical practice. It also requires Students examine professional journals progressive clinical proficiency in and organizations associated with the assessment, diagnosis, planning higher education, philosophical issues in and execution of counseling, while the field and research in a problem area demonstrating effectiveness in the use in higher education. of the behavioral sciences and theory, tools and techniques of counseling and COED 661. The College Student and psychotherapy. Developmental Theories. (3) Three hours lecture. COED 642. Practicum: Group Counseling Prerequisite: COED 660 or Techniques. (3) concurrently. One hour lecture; four hours laboratory. This course is comprised of two Prerequisite: COED 610, 611, 612, 614 components. One examines the and 641 with grades of “B” or higher. developmental needs of today’s college Four integral components of the course students. This in-depth examination include first, the development of group covers characteristics, demographics, counseling skills; second, organizing, culture, challenges and needs of the implementing and evaluating counseling college students in today’s institutions groups; third, the acquisition and of higher education. The second demonstration of advanced group component is studying the process of counseling skills through clinical human growth and development during practice; and fourth the enhanced use the college years. Students’ intellectual, of self as a helping agent as a result of moral, ethical, ego, psychosocial, identity personal and professional growth and and career development is examined. development associated with group Linking theory to the challenges facing participation. college students is the foundation of this course. COED 650. Introduction to Community Mental Health Counseling. (3) COED 662. Student Affairs Three hours lecture. Administration. (3) A course that examines the basic Three hours lecture. assumptions which underlie the Prerequisite: COED 660 or community counseling model, concurrently. conceptions of social intervention, This course provides the student with an implications for the counseling process, overview of the areas of importance in the role of the community counselor, the administration of a college Student

Course Descriptions prevention in the community and Affairs Division. Areas included are 175 current controversies and issues. budgeting, finance, management, legal and ethical concerns, assessment and to assist these concerns are also supervision. included.

COED 663. Leadership and COED 680. Couples and Family Organizational Behavior. (3) Counseling: Theory and Methods. (3) Three hours lecture. Three hours lecture. Prerequisite: COED 660 or permission Prerequisites: COED 610 and 611. of instructor. COED 680 is a survey course that COED 663 is intended to provide examines the historical antecedents, in depth knowledge regarding philosophical assumptions and organizational behavior and the theoretical rationale of the major psychological and managerial aspects approaches to marital and family of leadership behaviors. This course will therapy. look at institutions of higher education as the primary context for examining COED 681. Couples and Family Counseling: these two critical areas. Strategies and Techniques. (3) Two hours lecture; two hours laboratory. COED 670. Counseling Children and Prerequisites: COED 680. Adolescents. (3) COED 681 is designed to provide an Three hours lecture. overview of the techniques and skills Prerequisite: COED 610, 611 or faculty associated with the practice of couples, approval. marriage and family therapy. This course examines developmental patterns and counseling needs of COED 685. Foundations of Play Therapy. (3) children and adolescents. Covers Prerequisites: COED 610 and 611, or planning, implementation and permission of instructor. evaluation of school-related helping This course includes an overview of services. Includes recognition of the essential elements and principles of rights of special student populations and play therapy, including history, theories, counseling needs. techniques, modalities, and applications of play therapy. The course features COED 671. Secondary School Counseling. (3) an experiential element during which Three hours lecture. students conduct play therapy session(s), Prerequisite: COED 610 or faculty under supervision of the instructor. approval. The course focuses on the functions, COED 686. Overview of Substance Abuse roles and current issues of secondary and Addictive Disorders. (3) school counselors. Content areas Three hours lecture. include foundations of secondary school Prerequisites: COED 610 and COED 611. counseling, knowledge and practice COED 686 is intended to provide of school counseling, assessment an overview of the strategies, goals,

Course Descriptions and consultation. Major concerns of methodologies, programs and types 176 adolescents and counseling approaches of knowledge and skills necessary for effective identification and treatment of of the chairperson at least one semester substance abuse. prior to registration. This course requires that each semester COED 688. Crisis Intervention and hour credit is the equivalent of 100 Trauma Counseling. (3) contact hours. Counselor Education Three hours lecture. faculty will determine credit hours Prerequisites: COED 610, 611, 612, or available to each student. Students permission of instructor. must register for three semester hours This course will provide graduate available for each internship. students the opportunity to learn, understand, implement, and experience COED 692. Internship in Middle School the theories and helping skills that Counseling. (3) guide the practices of crisis intervention Prerequisites: Completion of 33 and trauma counseling. Students semester hours in good academic will begin to learn how to put theory standing including COED 641, 642, into practice in this critical area of 670 (or concurrently) and permission counseling. of the chairperson at least one semester prior to registration. COED 690. Internship in Clinical Mental This course requires that each semester Health Counseling. (3-6) hour credit is the equivalent of 100 Prerequisites: Thirty semester hours contact hours. Counselor Education completed in good academic standing faculty will determine credit hours including COED 620, 641, 642, 650 (or available to each student. Students concurrent) and approval of chairperson must register for three semester hours one semester prior to registration. available for each internship. This course requires that each semester hour of credit is the equivalent of 100 COED 693. Internship in High School contact hours. The Counselor Education Counseling. (3) faculty will determine credit hours Prerequisites: Completion of 33 available to each student. Students semester hours in good academic may register for an internship in three standing including COED 641, 642, semester hour increments up to the total 671 (or concurrently) and permission number of semester hours available for of the chairperson at least one semester each internship. This course provides prior to registration. clinical experience providing counseling This course requires that each semester services in a human service agency. hour of credit is the equivalent of 100 contact hours. Counselor Education COED 691. Internship in Elementary faculty will determine credit hours School Counseling. (3) available to each student. Students Prerequisites: Completion of 33 must register for three semester hour semester hours in good academic increments up to the total number

Course Descriptions standing including COED 641, 642, of semester hours available for each 177 670 (or concurrently) and permission internship. COED 694. Internship in Student Affairs registration is one. Registration allows Services. (3-6) use of services such as library checkout, Prerequisites: Completion of 30 hours laboratories and recreation facilities not in good academic standing including open to the public. COED 641, 642, 660 and 661 and approval of chairperson one semester Students who are not currently registered prior to registration. for any course work and who have This course requires that each semester completed all course work but have hour credit is the equivalent of 100 other outstanding degree requirements contact hours. The Counselor Education (e.g., comprehensive examination, thesis, faculty will determine credit hours removal of an I or IP grade), are required available to each student. Students to register for a continuous enrollment may register for an internship in course each semester, including summer, three semester hour increments up to until they have met the outstanding the total number of semester hours requirement(s). available for each internship. The course provides practical experience in student This course carries no credit hour personnel service areas. production and does not count toward graduation requirements. This course COED 698. Directed Study. (1-4) option is also available to those admitted Hours and credit to be arranged. students who are not enrolled in a given Prerequisite: Approval of advisor, semester but who wish to use university department chair and Directed Study facilities and services during that time. form submitted to the Graduate College. See “Directed Study” on p. 54. Corporate and

COED 699. Research and Thesis. (1-6) Professional The student will complete a research Communication project in the area of counselor education. Hours and credit arranged No more than 20 percent of a graduate with the approval of the student’s thesis student’s program (6 credits) may be in supervisor and the dean of the Graduate the 500-level courses described below. College. See “Thesis” on p. 54. Enrollment in 500-level courses for GRAD 799. Continuous Enrollment. (1) graduate credit requires upper division or graduate standing. Courses numbered 600 All graduate students are required to and above are for graduate students only. be registered during the semester they receive their degree from Radford COMS 506. Communication Skills University. Registration is required Tutoring. (3) of all graduate students when using Three hours lecture/participation. Course Descriptions university facilities and/or faculty time. Prerequisites: Graduate standing and The minimum number of hours for 178 instructor’s permission. Principles and methods of training in group activities, students explore clients in the improvement of leadership concepts and theories, communication skills in such areas as analyze their personal leadership styles, public speaking, group discussion and and develop leadership communication listening. Applied component of the skills. course provides supervised consultation and tutoring experience. COMS 540. Listening and Nonverbal Communication. (3) COMS 508. Public Relations Case Three hours lecture/discussion. Studies. (3) Prerequisites: Graduate standing and Three hours lecture/discussion. instructor’s permission. Prerequisites: Graduate standing and Emphasis on theoretical and practical instructor’s permission. considerations of human awareness and Case studies and typical public relations attention, perception and reception of problems in industry, labor, education, auditory, visual and nonverbal codifications; government, social welfare and trade processing, reception and representation associations. Planning and preparation of the spoken word (psycholinguistics), of communication materials for various image formation and visualization, as well media; applications of public relations as other semiotic processes such as kinesics, techniques. proxemics, paralinguistics, haptics and chronemics. Explores audience reception COMS 513. Political Communication. (3) in personal as well as mediated contexts Three hours lecture/discussion. in terms of recent developments in brain/ Prerequisites: Graduate standing and main research and theory. instructor’s permission. Contemporary theories and practices COMS 559. Communication in Conflict of political communication. Examines Management. (3) the structure and function of political Three hours lecture/discussion/field messages, the strategic dissemination experience. of political messages and the effects Prerequisites: Graduate standing and of those messages on corporate, social, instructor’s permission. professional and cultural institutions. This course addresses the nature of conflict between people as it COMS 539. Communication and is manifested in communicative Leadership. (3) interaction in varied contexts, within Three hours lecture/discussion. individuals, between individuals, An introduction to the study between groups and between and practice of leadership from a organizational and social entities. communication perspective. Analysis It deals with both competitive and, of major theories and research in especially, cooperative communication leadership with primary emphasis genres as well as strategies of conflict

Course Descriptions on application in real-world settings. intervention and mediation. 179 Through discussions and participation COMS 565. Communication and conceptualizing modern organizations, Health Care. (3) micro perspectives (interpersonal, group, Three hours lecture/discussion. public and technological contexts), Prerequisites: Graduate standing and macro perspectives (classical theory, instructor’s permission. human relations theory, feminist A survey of research findings theory, cultural theory, systems and theoretic models relevant to theory, TQM models, quality circles, communication practices and health etc.), communication networks, care at the interpersonal, group, communication auditing, organizational organizational and social levels. change and the role of the professional communicator. COMS 600. Communication Theory. (3) Three hours seminar. COMS 611. Communication Law and Prerequisite: Graduate standing. Ethics. (3) An overview of the history and theory Three hours seminar. of the discipline of communication, Prerequisite: Graduate standing. including epistemological, ontological Survey of the legal and ethical and axiological positions driving constraints placed upon the content, theoretic models. This course provides form and transmission of messages in a background and foundation for the variety of contexts related to personal, study of corporate and professional political, business and corporate life. communication.

COMS 605. Applied Communication COMS 615. Seminar in Public Relations. (3) Research. (3) Three hours seminar. Three hours seminar/research. Prerequisite: Graduate standing. Prerequisite: Graduate standing. Examination of the public relations Research methods and reporting profession and application of theoretical procedures in communication research. and research literature in public Understanding reporting procedures and relations. Topics for discussion include: a variety of quantitative and qualitative the public relations industry, role of methods of data collection, analysis and public relations in organizations and interpretation. society, public relations ethics, public relations roles, public relations strategies COMS 610. Seminar in Organizational and contemporary theories of public Communication. (3) relations. Three hours seminar. Prerequisite: Graduate standing. COMS 620. Training and Development. (3) Detailed study of theoretical and Three hours seminar. applied literature in organizational Prerequisites: Graduate standing and communication focusing on modern COMS 605 or instructor’s permission.

Course Descriptions organizations. Topics for discussion This course provides an overview of 180 include: the nature of communication in the communication skills important in contemporary organizations and of the COMS 635. Contemporary Issues theoretic and practical concerns inherent in Corporate and Professional in the assessment of communication needs Communication. (3) within organizations, the provision of Three hours seminar. communication training and development Prerequisite: Graduate standing. and the assessment of outcomes. These Study of current issues in corporate and processes are viewed from the perspective professional communication. Topics to of internal organizational function, as well be announced. May be repeated under as from that of external consultants. different topics.

COMS 625. Issues Management. (3) COMS 640. Internship in Corporate and Three hours seminar. Professional Communication. (3) Prerequisite: Graduate standing. Prerequisites: Graduate standing and The study of distinctive advocacy roles, permission of the supervising instructor relationships and strategies to maintain and permission of the Graduate mutual lines of communication between Coordinator. various types of organizations and their An opportunity for practical application publics including research and analysis of communication theory to practical of problems and issues, preparation contexts. Requires a written proposal. and planning of appropriate action, development and implementation of COMS 650. Seminar in Interpersonal effective communication and systematic Communication. (3) evaluation. Three hours seminar. Prerequisite: Graduate standing. COMS 630. Communication, Change and Seminar format in which students Innovation. (3) will discuss and explore concepts Three hours seminar. and theories relating to interpersonal Prerequisite: Graduate standing. communication in work relationships The study of organizational change and personal relationships. and innovation as a fundamental and recurrent series of events rooted COMS 658. Diversity in the Workplace. (3) in and dependent upon complex Three hours lecture. communication processes. Prerequisite: Graduate standing. For managers and members of the COMS 633. Seminar in Persuasion. (3) workforce, diversity poses both Three hours seminar. challenges and benefits. Greater Seminar format in which students emphasis on understanding cultural will discuss and explore concepts differences and managing diversity as a and theories relating to persuasion. competitive advantage has become both Includes application to the corporate a reality and an opportunity in American environment. organizations. This is a seminar format

Course Descriptions course in which students will discuss and 181 explore concepts and theories relating to diversity communication in work required to register for a continuous relationships and personal relationships. enrollment course each semester, including summer, until they have met COMS 698. Directed Study. (3) the outstanding requirement(s). This Prerequisites: Graduate standing and course carries no credit hour production permission of the instructor, graduate and does not count toward graduation coordinator and Directed Study form requirements. submitted to the Graduate College. Provides the opportunity for individual This course option is also available to work with a faculty member in areas of those admitted students who are not mutual interest. May be repeated for a enrolled in a given semester but who maximum of six hours of credit to count wish to use university facilities and toward the degree (non-thesis option). services during that time. See “Directed Study” on p. 54. COMS 699. Research and Thesis. (1-6) Communication Prerequisites: Approval of student’s Sciences and Disorders thesis proposal by the student’s thesis Graduate Committee and by the dean COSD 510. Neuroanatomy in of the Graduate College. Communication Disorders. (3) Research project completed and reported by a thesis student in his or her Three hours lecture. area of interest. See “Thesis” on p. 54. Prerequisite: Graduate standing or permission. GRAD 799. Continuous Enrollment. (1) Study of the neurological structures All graduate students are required to and functions related to normal speech, be registered during the semester they language and hearing processes. receive their degree from Radford COSD 511. Public School Methods in a University. Registration is required Diverse Society. (3) of all graduate students when using university facilities and/or faculty time. Three hours lecture. The minimum number of hours for Prerequisite: Graduate standing or registration is one. Registration allows permission. use of services such as library checkout, A study of clinical delivery and laboratories and recreation facilities not administration of services to the open to the public. communicatively disordered children and adolescents in the culturally diverse Students who are not currently school setting, including current registered for any course work and who regulations and issues. Must be taken have completed all course work but have for Virginia Teacher Certification. other outstanding degree requirements COSD 512. Audiologic Rehabilitation. (3) Course Descriptions (e.g., comprehensive examination, Three hours lecture. 182 thesis, removal of an I or IP grade), are Prerequisite: Admission to COSD emphasis on research, assessment graduate program or enrollment in measures, intervention and prevention. the Teacher of Hearing Impaired certification program. COSD 607. Language Disorders in School- This course will include an in- Age Children and Adolescents. (3) depth study of sensory devices and Three hours lecture. intervention approaches for children Prerequisites: Graduate standing or with hearing loss. permission. The nature of language disorders in COSD 601. Research in Communication school age children and adolescents and Sciences and Disorders. (3) the application of current research and Three hours lecture. theory to prevention, assessment and Prerequisite: Graduate standing or intervention in this population. permission. A course designed to introduce methods COSD 608. Motor Speech Disorders. (3) of research, theories of measurement, Three hours lecture. research design and statistics. Prerequisite: Graduate standing or permission. COSD 602. Language Disorders: Birth to Study of neuropathology in relation Five Years. (3) to apraxia and dysarthria, including Three hours lecture. symptomatology, differential diagnosis Prerequisite: Graduate standing or and appropriate management permission. techniques. The nature, prevention, assessment and treatment of language/communication COSD 609. Aphasia. (3) disorders in infants, toddlers and other Three hours lecture. preschool children. Prerequisites: Graduate standing or permission. COSD 604. Advanced Studies in Study of the neurologic basis for Articulatory and Phonologic Disorders. (3) speech and language behavior, etiology, Three hours lecture. symptomatology, assessment and Prerequisite: Graduate standing or management of aphasia. permission. A study of articulatory and phonological COSD 610. Pediatric and Adult disorders with special emphasis on Dysphagia. (3) research, advanced assessment measures Three hours lecture. and intervention. Prerequisite: Graduate standing or permission. COSD 606. Fluency Disorders. (2) Study of normal adult and infant Two hours lecture/seminar. swallow physiology related to various Prerequisites: Graduate standing or mechanical, structural and neurological

Course Descriptions permission. disorders of swallowing, including 183 Study of fluency disorders with special clinical and instrumental assessment methods and treatment strategies alternative communication (AAC). emphasizing a multidisciplinary The course will also provide hands-on approach to the whole patient. training of current AAC technology.

COSD 611. Autism Spectrum Disorders. (2) COSD 630. Professional Development I. (1) Two hours lecture. One hour lecture. Prerequisite: Graduate standing or Prerequisite: Graduate standing or permission. permission. Study of autism spectrum disorders with Discussion of contemporary professional emphasis on research, assessment issues and legal issues, the Code of Ethics and efficacious intervention. of the American-Speech-Language- Hearing Association (ASHA) and COSD 614. Childhood Apraxia of Speech. (2) organization of ASHA. Focus on Two hours lecture. requirements for certification, specialty Prerequisite: Graduate standing or recognition, licensure and other relevant permission. professional credentials. An in-depth study of assessment and management principles concerning COSD 631. Special Clinical Topical Childhood Apraxia of Speech, a Seminar. (1-3) childhood motor speech disorder. Variable Credit, 1-3 hours. Lecture, discussion, field trips and COSD 615. Voice Science and Disorders. (4) presentations. Four hours lecture. Prerequisite: Graduate standing or Prerequisites: Graduate standing permission. and COSD 316: Hearing Science or Specific areas of specialized clinical permission. knowledge in communication disorders Advanced study of voice science will be offered. Topics will change each including motor control, phonation, semester. respiration, resonance, perception, laryngeal anatomy-physiology and COSD 640. Advanced Practicum in current methods for prevention, Speech-Language-Hearing. (1-6) assessment and intervention of voice Variable credit, 1-6 hours. disorders in children and adults. Prerequisite: Admission to COSD Graduate program. COSD 616. Augmentative and Alternative A clinical practicum course involving Communication. (3) principles and methods of prevention, Three hours lecture. assessment and intervention for people Prerequisite: Graduate standing or with communication and swallowing permission. disorders; including consideration of An in-depth study of evidence- anatomical/physiological, psychological, based approaches to assessment and developmental, linguistic and cultural

Course Descriptions intervention with individuals who correlates of disorders of articulation, 184 require the use of augmentative and fluency, voice and resonance, receptive and expressive language, hearing, swallowing and cognitive and social aspects of communication. Criminal Justice

COSD 650. Professional Development II. (1) CRJU 590. Seminar. (3) One hour lecture. Three hours lecture. Prerequisite: Graduate standing and Prerequisites: Graduate standing for COSD 630. students taking the course for graduate This course addresses summative credit. assessment of curricular and Concentrated study of specific topics clinical knowledge and skills and related to the American criminal justice development of professional skills, system. including interviewing, counseling CRJU 600. Survey of Criminal Justice. (3) and collaborating with clients, family members and other professionals. Three hours lecture. Prerequisite: Graduate standing. COSD 698. Directed Study. (1-4) This course will provide an overview of Variable credit, 1-4 hours. Criminal Justice theory by providing Prerequisite: Graduate standing and critical evaluation and discussion of permission. research in the criminal justice field. It Subject to approval of Communication will emphasize seminal works and review Sciences and Disorders Department current research, including attention to and Directed Study form submitted to issues of diversity in criminal justice. It the Graduate College. Students may will introduce questions of the factors take a maximum of six hours of directed influencing public policy as well as ethical studies and no more than four hours considerations relating to the application credit per study. of criminal justice. See “Directed Study” on p. 54. CRJU 610. Historical Perspectives in COSD 699. Research and Thesis. (1-6) Criminal Justice. (3) Variable credit, 1-6 hours. Three hours lecture. Follows guidelines established by the Prerequisite: Graduate standing. Graduate College. Traces the development of ideas about See “Thesis” on p. 54. and institutions within the criminal justice system, focusing especially on the GRAD 799. Continuous Enrollment (1) United States and its roots in the western One credit hour. tradition. Students will study some of the All graduate students are required to major works in the criminal justice field. be registered during the semester they CRJU 620. Judicial Behavior. (3) receive their degree. See “Continuous Three hours lecture. Enrollment” on p. 49.

Course Descriptions Prerequisite: Graduate standing. 185 Survey of the American judiciary. Studies judicial self-perception, public class and gender with the criminal perception of the judiciary and specific justice system, considering the judicial actions in sentencing and court experiences of racial and ethnic minority management. groups and women.

CRJU 630. Organizational Theory. (3) CRJU 650. Criminal Justice Ethics. (3) Three hours seminar. Prerequisite: Graduate standing. Prerequisite: Graduate standing. Theories and practices in the areas A survey of current organizational of legality, morality, values and ethics theory as it relates to the public within the criminal justice system. sector. Emphasis on development of explanations of organizational behavior CRJU 655. Constitutional Law and the and development of an understanding Criminal Justice System. (3) of individual behavior in complex public Three hours lecture. organizations. Prerequisite: Graduate standing. Examination of constitutional civil CRJU 635. Foundations of Law liberties and impact upon criminal law Enforcement. (3) and field behavior. Prerequisite: Graduate standing. This graduate course is designed to CRJU 660. Issues in Criminal Justice. (3) examine critical issues in policing. Three hours lecture. Topics for discussion will include Prerequisite: Graduate standing. (but are not limited to): the function Examination of current issues which of policing, historical perspectives, impact criminal justice through an strategies and programs, the nature of analysis of formation, procedural policing, performing the job, ethics and influence and policy determination. deviance and contemporary issues. CRJU 670. Criminal Justice Research CRJU 638. Foundations of Corrections. (3) Methods. (3) Prerequisite: Graduate standing. Three hours lecture. This is a graduate course intended to Prerequisite: Graduate standing. examine critical issues in corrections. Designed to provide advanced social Topics for discussion will include (but science research skills and to allow are not limited to): the evolution of students to put those skills into practice contemporary correctional strategies, with a required research project. institutional and community-based correctional alternatives, correctional CRJU 671. Quantitative Methods in ethics and contemporary policy issues. Criminal Justice Research. (3) Three hours lecture. CRJU 643. Social Awareness. (3) Prerequisite: CRJU 670. Three hours lecture. This course is intended to equip the student

Course Descriptions Prerequisite: Graduate standing. with the ability to calculate and conduct 186 Examines the interrelationship of race, statistical analyses for original research to CRJU 684. Criminal Justice Graduate ensure the ability to interpret the results of Internship. (3) statistical analysis and to apply those results appropriately to real world situations. Prerequisite: Graduate standing. An experimental learning program for CRJU 672. Applications in Crime criminal justice students to observe, Analysis. (3) learn and participate in the daily Three hours lecture. functions and procedure of a specific Prerequisite: CRJU 670 (required), criminal justice agency. The course CRJU 671 (recommended). consists of not less than 16 hours per This course is an introduction to the week for 15 weeks and is graded on a quantitative skills used in tactical, strategic, pass/fail basis. and administrative crime analysis. CRJU 690. Seminar. (3) CRJU 673. Crime Mapping. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate standing. Prerequisite: CRJU 670 (required), Concentrated study of a specific issue or CRJU 671 (recommended). topic in criminal justice. This course expands on the quantitative CRJU 691. Public Policy and Criminal principles and applications used in Justice. (3) tactical, strategic, and administrative crime analysis introduced on CRJU Three hours lecture. 672. The primary focus of this course is Prerequisites: Graduate standing. geographic mapping of crime patterns. Intensive study of policy formulation process for American criminal justice CRJU 675. Studies in Criminological agencies. Attention to each of the major Theory. (3) components of the American criminal Three hours lecture. justice system: police, courts and Prerequisite: Graduate standing. corrections. Examines the theories of criminality CRJU 698. Directed Study. (1-4) ranging from classical explanations to recent paradigms. Prerequisites: Approval of the advisor, department chair and Directed Study CRJU 676. Environmental Criminology. (3) form submitted to the Graduate Three hours lecture. College. Prerequisites: Graduate standing. Semi-autonomous, independent This course examines the spatial research on a topic of interest to the distribution of crime, focusing primarily student and the criminal justice system. on theoretical explanations and their Provides an opportunity to develop a associated policy implications. high degree of conceptual sophistication Course Descriptions on a specific topic. See “Directed Study” 187 on p. 54. CRJU 699. Research and Thesis. (1-6) MFA, either Studio Art or Design Hours and credit arranged with Thinking. the approval of the student’s thesis This is the first of two online art history supervisor, advisor and the dean of the courses. Students will investigate key Graduate College. See “Thesis” on p. 54. moments in history that affected art and design, focusing on prehistory through GRAD 799. Continuous Enrollment. (1) the Renaissance period. All graduate students are required to be registered during the semester they DSN/ART 555. International Art History II. (3) receive their degree from Radford Prerequisites: Graduate standing in University. Registration is required MFA, either Studio Art or Design of all graduate students when using Thinking; DSN 550. university facilities and/or faculty time. This is the second of two online art The minimum number of hours for history courses. Students will investigate registration is one. Registration allows key moments in history that affected use of services such as library checkout, art and design, focusing on the modern laboratories and recreation facilities not (post Renaissance) era to the present open to the public. day.

Students who are not currently DSN 575. Design Theory & Research. (3) registered for any course work and who Prerequisites: Graduate standing in have completed all course work but have MFA - Design Thinking concentration. other outstanding degree requirements This is an online course addressing (e.g., comprehensive examination, the exploration of research versus thesis, removal of an I or IP grade), are information gathering in human required to register for a continuous behavior and design theories. enrollment course each semester, including summer, until they have met DSN 600. Advanced Studio I. (3) the outstanding requirement(s). Prerequisites: Graduate standing in MFA - Design Thinking concentration. This course carries no credit hour This online course will introduce production and does not count toward students to design thinking, problem graduation requirements. This course seeking, brainstorming, and ideation option is also available to those admitted techniques and strategies. students who are not enrolled in a given semester but who wish to use university DSN 605. Advanced Studio II. (3) facilities and services during that time. Prerequisites: Graduate standing in MFA - Design Thinking concentration; DSN 600; DSN 640: DSN 670. Design Thinking This online course will build on Advanced Studio I and continue with

Course Descriptions DSN/ART 550. International Art History I. (3) more in-depth design thinking, problem 188 Prerequisites: Graduate standing in seeking, brainstorming and ideation techniques, and strategies. It will DSN 700. Advanced Studio III. (3) spend more time on the discovery and Prerequisites: Graduate standing in planning stages of the design process. MFA - Design Thinking concentration; DSN 605; DSN 640; DSN 670; and DSN 611. Special Topics in Design DSN 645. Thinking. (3) This online course will build on the Prerequisites: Graduate standing in previous studio and continue with more MFA - Design Thinking concentration. in-depth design thinking, problem This online course will provide seeking, brainstorming and ideation opportunities for studies of current techniques and strategies. It will spend topics of interest in the area of design more time in the discovery and planning thinking, with an emphasis on new stages of the process and finish with developments, technology, and/or evidence of innovative solutions to research. Must be repeated on a different design challenges. topic for 3 additional credits. DSN 705. Advanced Studio IV. (3) DSN 640. Design Thinking. (3) Prerequisites: Graduate standing Prerequisites: Graduate standing in in MFA - Design Thinking MFA - Design Thinking concentration. concentration; DSN 700 and DSN 770. This online course introduces students Building on earlier Advanced Design to creative cognition theories, Studios, this online course will be the creative intelligence testing, and the final interdisciplinary team studio methodologies imbedded in the design and students will work to deliver thinking process. comprehensive solutions for “clients” in emerging economies all over the world. DSN 645. Team Wisdom. (3) Prerequisites: Graduate standing in DSN 740. Design Management. (3) MFA - Design Thinking concentration; Prerequisites: Graduate standing in DSN 640 and DSN 600. MFA - Design Thinking concentration, This online course will provide and DSN 600, DSN 640, DSN 670, students with an overview of team DSN 575, DSN 645, and DSN 605. dynamics, team leadership techniques, This online course will provide team protocols, and the appropriate opportunities for studying design application of interdisciplinary teams. management strategies, professional ethics, target markets, and operational DSN 670. Environment Behavior. (3) theories. Prerequisites: Graduate standing in MFA - Design Thinking concentration. DSN 770. Research Methods. (3) This online course will review theories Prerequisites: Graduate standing in on environment behavior, introduce MFA - Design Thinking concentration, observational strategies and meanings of DSN 575.

Course Descriptions relationships to the environment. This online course examines 189 quantitative and qualitative research methods commonly used in the design demand and supply, revenues, elasticity, professions. production and cost, incremental decision making, market structure DSN 790. Research Project/Thesis. (1-9) and pricing and investment analysis. Prerequisites: Graduate standing, Elementary quantitative methods MFA – Design Thinking program developed and utilized. concentration; ART/DSN 550, ART/ DSN 555, DSN 575, DSN 600, DSN ECON 672. Collective Bargaining. (3) 605, DSN 640, DSN 670, DSN 700, Three hours lecture. DSN 740, and DSN 770. Explores nature of collective bargaining Development of a graduate project or in the United States and deals with thesis to be arranged with the approval the process of negotiating agreements. of the student’s thesis supervisor, advisor, Emphasis on practical decision and the dean of the Graduate College. making in solving problems under the See Graduate College’s requirements for collective bargaining contract; employs a graduate project or thesis. considerable case material in labor law and arbitration. Economics ECON 673. Financial Institutions and Monetary Policy. (3) ECON 505. Methodology of Economics. (3) Three hours lecture. Three hours lecture. Prerequisites: Graduate standing. An introduction to the study of Deals with general and specialized economics as a social science and roles of financial institutions as well business philosophy, which exposes as their structure, regulation, markets students to concepts of supply and and sources of funds. Monetary theory demand, product and resource markets, explained with particular emphasis on producer and consumer decision- its effects on financial markets. making, industrial organization and ECON 694. Business Forecasting. (3) general equilibrium theory. Principles of national economic performance, Three hours lecture. monetary and fiscal policy and Prerequisites: Admission to the MBA international economics will be Program or graduate status, STAT 205 presented. This course may not be taken (or equivalent) and MATH 151 (or for an elective in the MBA program. equivalent). Forecasting involves making the ECON 651. Managerial Economics. (3) best possible judgment about some Three hours lecture. future event. Topics covered include Prerequisite: MBA status or permission introduction to forecasting, a review of the instructor. of basic statistical concepts, exploring Study of selected topics in economic data patterns and choosing a forecasting Course Descriptions theory and their application to technique, moving averages and 190 management problems. Topics include smoothing models, regression analysis, time series analysis, the Box-Jenkins The historical, philosophical and (ARIMA) methodology and judgmental social foundations of early childhood elements in forecasting. Students will education and how these foundations be trained in using computer-based influence current thought and practice models, databases and programs. will be examined. Students will explore philosophical schools influencing ECON 695. Current Topics in the development of the profession Economics. (3:3) and perspectives on current trends in Three hours lecture. America that impact young children Prerequisite: Graduate standing. and their families will be addressed. Investigates topics of current and Students will research and critically continuing interest not covered in examine various educational programs regularly scheduled graduate courses. and curricula for young children. Topics announced with each offering of course. May be taken twice for a total of EDEC 516. Home-School Collaborative six semester hours credit. Relationships. (3) Three hours lecture. ECON 698. Directed Study. (1-4) This course is designed to provide Hours and credits to be arranged. knowledge and skills for teachers Prerequisites: Approval of the directed to build partnerships with parents, study supervisor, advisor and Directed caregivers and families. The Study form submitted to the Graduate interrelationships among families, College. school and community will be Semi-autonomous independent research studied. Parent involvement and on an economic topic of interest to parent education programs will be the student. Provides the student with examined. This course emphasizes the an opportunity to develop conceptual professional’s responsibility to initiate, sophistication on a specific topic. See implement and foster continuous “Directed Study” on p. 54. family/teacher teamwork for young children with diverse needs. ECON 699. Research and Thesis. (1-6) Hours and credit to be arranged EDEC 525. Assessment-Based with the approval of the student’s Instruction and Adaptation for Young thesis supervisor, advisor, department Children (PreK-3rd Grade). (3) chairperson and the dean of the Three hours lecture. Graduate College See “Thesis” on p. 54. Designed to provide pedagogical concepts and skills for pre-service teachers working with preschool Early Childhood through primary grade children in inclusive classrooms. Informal EDEC 500. Foundations, Programs and assessment strategies are applied to

Course Descriptions Trends in Early Childhood Education. (3) individualize instruction and adapt 191 Three hours lecture. curriculum. The central concepts and tools of inquiry in the social studies/ primary grade children. This experience sciences are used to develop integrated begins with limited participation, curriculum and learning experiences and culminates in assumption of full that enhance children’s development. teaching responsibility for a minimum of Applied use of technology and media 300 clock hours, including a minimum will be integrated throughout the of 150 supervised teaching hours. course. Students conduct an action research project as part of this internship. EDEC 602. The Young Child PreK-3. (3) Three hours lecture. Theories of cognitive, social, emotional Education Foundations and physical development of the young children are related to early childhood EDEF 600. Child and Adolescent practicum. Current curriculum theory Development. (3) applied to classroom practice. Three hours lecture. Covers critical components of human EDEC 658. Problems in Early Childhood development from the prenatal stage Education. (3) through adolescence, including theories, Three hours lecture. ethics, research and applications. Focuses on early childhood and issues Personal, social, professional, and cultural and concerns in practices. Addresses perspectives related to working with related educational concerns of teachers children and adolescents are explored. and administrators on an individual basis. EDEF 606. Educational Research. (3) Three hours lecture. EDEC 698. Directed Study in Early Involves the study of both qualitative Childhood. (1-4) and quantitative research emphasizing Hours and credits to be arranged. the understanding of statistical concepts Prerequisites: Approval of advisor, and procedures necessary to create and department chair and Directed Study implement effective education research. A form submitted to the Graduate goal of the course is to present essentials College. necessary for students to carry out the See “Directed Study” section in the entire research process from identifying Graduate Catalog. research problems to writing research reports. Students will analyze various EDEC 750. Internship in Early Childhood approaches to planning research and will Education. (9) discuss techniques and procedures used in Nine hours of field experience. making and evaluating studies. Prerequisite or Corequisites: Admission to Teacher Education Program. EDEF 607. Foundations of Education. (3) Full time clinical practicum semester Three hours lecture. Course Descriptions experience in one or more grade levels An understanding of the historical, 192 with prekindergarten/ kindergarten/ philosophical, and sociological foundations underlying the role, Prerequisites: Graduate standing. development and organization of Students will develop understandings public education in the United States of trends and implications of the major is provided in this core course for all historical, philosophical and ethical Masters in Education concentrations influences affecting school organization (and foundations course for graduate and leadership. Current leadership licensure candidates). Students will theories and styles are examined as they examine selected key issues and debates relate to democratic values. Processes in education (e.g. purposes/philosophies are examined for use in the collaborative of education at present and over time; shaping of a school vision with all legal status and rights of teachers and stakeholders in the school community. students; culture and organization of Research on school improvement and schools; interactions between assessment, effective schools is included. State laws instruction, and student progress/ and regulations governing school quality performance; school finance; various in Virginia are covered. Students will educational reform efforts). The course explore and apply course content as they promotes students’ ability to interpret develop a prototypical school vision, and critique the impact of legal, mission, and goals statement. Student political, economic, and societal factors self assessment for leadership will be a on schooling and on teaching, with an major focus of this course. emphasis upon how these issues involve or impact them in their careers as educators. EDEL 614. Supervision and Evaluation of Instruction. (3) EDEF 610. Educational Alternatives: Three hours lecture. History and Theory. (3) Students will study the processes, Three hours lecture. techniques, and problems associated Prerequisite: Graduate Standing. with supervision, evaluation, and This course is designed primarily to improvement of classroom instruction help students develop an in-depth and instructional programs in preK-12 understanding of educational alternatives schools. They will examine the roles of including the scope of the field, points of school administrators and instructional similarity and difference between various supervisors in the evaluation of theorists, the historical and philosophical people and programs associated with roots of educational alternatives, instruction with a focus on improved criticisms of the theories and practices, student learning. and practical examples of these theories. EDEL 621. Organization and Management of Public Schools. (3) Educational Leadership Three hours lecture. Prerequisites: Admission to Educational EDEL 612. Introduction to School Leadership Program.

Course Descriptions Administration. (3) Students will develop understandings 193 Three hours lecture. of the varied managerial duties and responsibilities of school (preK-12) and public relations programs, development district level administrators. Students of mutual school and community will study the role of an educational understandings, public participation in leader as a manager in school planning; planning school programs and services, organizing time, space and records; cooperative activities with appropriate master-scheduling; staffing; budgeting community groups, and the relationship and purchasing; attending to staff of school administrators and staff. and student safety; managing and Students will analyze their leadership overseeing diverse populations in staff skills, and their beliefs, values, actions and student groups; overseeing school and their potential impact upon all plan and grounds; and coordinating stakeholders. Students will apply course school programs for student activities, content to the examination of changing transportation, custodians, clerks, and demographic populations, change food services employees. Students processes, and the impact of change on will apply systems understanding to all aspects of school and community. school improvement and the support and development of educational EDEL 630. Legal and Ethical Dimensions environments to enhance opportunities of School Administrators. (3) for academic success for all students. Three hours lecture. Prerequisites: Admission to Educational EDEL 624. Technology for School Leadership Program. Administrators. (3) Students will explore the legal status Three hours lecture. of public schools in the United States Explore technological applications with special reference to ethics and the for the purpose of effectively application of law for the educational enriching teaching and learning in benefit of all students. A study of K-12 schools. Current technologies constitutional law and the judicial for school management and for rulings of the Supreme Court, federal business procedures will be presented district courts, and state appellate courts and assessed. Short and long range will form the basis for exploration of technology planning for the school, historical precedence in educational law including exploring resource options, as well as current analysis of trends in will be investigated. legal precedence relating to education. The study of laws and regulations in EDEL 626. The School and Community Virginia are utilized as a construct Relations. (3) for understanding issues surrounding Three hours lecture. implementation of the Standards of Prerequisites: Admission to Educational Quality and adherence to the Standards Leadership Program of Accreditation. Students will develop understandings of the principles and practices of human EDEL 635. Seminar in Problems of

Course Descriptions relations within schools. Includes Educational Leadership. (3) 194 research and best practices in school Three hours lecture. The course will be conducted in seminar The minimum number of hours for format with professors and students registration is one. Registration allows identifying the major problems currently use of services such as library checkout, facing educational leaders. Once the laboratories and recreation facilities not problems have been identified students open to the public. will be expected to conduct research concerning the problems, report their Students who are not currently findings and offer potential solutions to registered for any course work and who the problems. have completed all course work but have other outstanding degree requirements EDEL 660. Current Issues in Education (e.g., comprehensive examination, (Topic). (2-4) thesis, removal of an I or IP grade), are Examines a major problem or trend, its required to register for a continuous implications and possible alternative enrollment course each semester, solutions or impact on education. including summer, until they have met the outstanding requirement(s). EDEL 690. Internship in School Administration. (6) This course carries no credit hour Six hours laboratory. production and does not count toward Prerequisites: Admission to Educational graduation requirements. This course Leadership Program. option is also available to those Administrative experience in local admitted students who are not enrolled schools under the cooperative in a given semester but who wish to use supervision of both local school/district university facilities and services during and university personnel. Grade is that time. recorded as “Pass” or “Fail.” EDEL 698. Directed Study. (1-4) Educational Technology Hours and credit to be arranged. Prerequisites: Approval of advisor, EDET/EDSP 554. Educational Technology School Director of School of Teacher for Diverse Populations. (3) Education and Leadership and Directed Three hours lecture. Study form submitted to the Graduate Students will develop critical awareness College. of educational and assistive technologies See “Directed Study” on p. 54. that support students with disabilities, and other learners with diverse needs. GRAD 799. Continuous Enrollment. (1) The course begins with an overview of All graduate students are required to the latest research and evidence-based be registered during the semester they practice in educational technology receive their degree from Radford applications for instruction. Participants University. Registration is required will explore a wide range of these Course Descriptions of all graduate students when using technology applications with a focus 195 university facilities and/or faculty time. on assistive or adaptive technologies. The course focuses on the historical the administration of educational media and legal mandates that guide the programs and services. integration of assistive technologies into the educational programs of students EDET 630. Foundations of Educational with disabilities. Technology. (3) One hour lecture; two hours laboratory. EDET 619. Instructional Design and Prerequisite: EDET 620. Evaluation. (3) Provides a theoretical and historical Three hours lecture. foundation for many of the principles Provides students with initial skills and applied within the field of educational competencies in applying instructional technology. Information processing design principles to teaching and models, dual coding and visual literacy learning problems. The student applies principles, brain-based research Instructional Design methodologies to approaches to media design, and critical components in other models are applied to the design instruction including content, learner and evaluation of educational media characteristics and diversity in material and the selection of appropriate technology integration. mediated instructional solutions.

EDET 620. Educational Technology: EDET 640. Multimedia Design for Online, Applications, Applied Research and Mobile, and Group Presentations. (3) Integration. (3) One hour lecture; two hours laboratory. Two hours lecture; two hours laboratory. Prerequisite: EDET 620. Provides an overview of educational Provides teachers, teacher candidates, and technology as a change-oriented academic other education professionals with the field as well as a concept that defines knowledge and skills essential to designing a number of strategies for effectively multimedia presentations and instruction facilitating learning. Students investigate in face-to-face, distance and mobile strategies in which computer-based environments to enhance student learning. resources can be used to support the Engages teachers, teacher candidates, practice of professional educators. Students and other education professionals in the will apply research and educational study and analysis of a variety of research- technology skills within written exams and based models of multimedia instruction. the development of electronic portfolio- Student learning styles, needs of diverse based instructional resources. Students are learners, application of technology for expected to enter this course with basic enhancing student learning, and various computer knowledge and skills. methods of differentiating assessment and instruction will be examined. EDET 629. Administration of Educational Media. (3) EDET 650. The Web: New Contexts for Three hours lecture. Teaching and Learning. (3)

Course Descriptions The course examines the role of media One hour lecture; two hours laboratory. 196 managers, specialists and technicians in Prerequisite: EDET 620. Designed to provide teachers, teacher EDET 661. Gaming and Simulations for candidates, corporate training Instruction. (3) professionals, psychology graduate Prerequisite: EDET 620. students, and other education Provides teachers, teacher candidates, professionals with opportunities to and other education professionals with apply the knowledge and skills enabling the knowledge and skills essential to them to incorporate Web resources into designing computer-based games and the design and evaluation of effective simulations to enhance student learning. learning environments. The dynamic Engages teachers, teacher candidates, nature of the Web prohibits a specific and other education professionals in the listing of content as this will evolve as study, analysis, and creation of a variety Web resources continually change. The of research-based models of gaming instructor is responsible for providing and simulation instruction. Student instruction in the application of current learning styles, needs of diverse learners, resources. This class will also include application of technology for enhancing discussion of critical diversity issues and student learning, and various methods techniques related to the Web to meet of differentiating assessment and the needs of all learners. instruction will be examined.

The course will facilitate the EDET 689. Educational Technology development of a number of different Capstone. (3) Web -based solutions to instructional Prerequisites: EDET 619, EDET 620, problems, including the use of wikis and EDET 630, EDET 640, EDET 650. shared documents in the work flow of May be taken concurrent with EDET complex projects, the development of 630, EDET 640 or EDET 650). video-based scaffolding, and the use of Provides students in the Educational blogs and other technologies to establish Technology concentration program online learning communities. The end an opportunity to define an applied product of the course for each student research or evaluation project under the will be a collection of Web -supported direction of education faculty members. learning environments that they create Results of the applied project will be and make accessible through an online included in the students’ electronic digital portfolio. portfolios and formally presented at the end of the semester as an exit EDET 660. Current Issues in Educational requirement from the program. Media/Technology (Topic). (1-4) One to four hours per week. EDET 698. Directed Study in Educational Examines a major problem or special Media/Technology. (1-4) issue concerning educational technology, Hours and credit to be arranged. its implications and possible solutions. Prerequisites: Approval of the advisor, The course may be repeated for a School Director of the School of

Course Descriptions maximum of six (6) semester hours. Teacher Education and Leadership and 197 Directed Study form submitted to the Graduate College. The course may be repeated for a maximum of six (6) semester hours Library Science credit. EDLS 608. Child and Adolescent Literature for Library Media Specialists. (3) English as a Prerequisites: Graduate standing. Second Language Provides exposure to a wide variety of literature for children and adolescents. Emphasis will be on selecting and EDLI 602. English as a Second Language applying literature within the K-12 (ESL): Applied Linguistics. (3) library media center to strengthen Three hours lecture. and support the curriculum; meeting Provides for a comprehensive information literacy goals for all examination of the relationship between students; developing within K-12 linguistics and second language students a love of reading and desire to teaching. become lifelong learners; and meeting pleasure reading needs of K-12 students. EDLI 603. English as a Second Language (ESL): Analysis and Application of EDLS 610. Developing Library Instructional Techniques. (3) Collections. (3) Two hours lecture, two hours lab. Three hours lecture. Prerequisite: Permission of instructor. Analysis of the impact of qualitative Provides opportunities for practical standards, formulas and other measures applications of second language acquisition of collection adequacy on library theories and methodologies through a planning. Emphasis on curriculum- series of guided observations, evaluations support responsibilities of the library. and limited supervised teaching. EDLS 612. Reference Materials and EDLI 604. Second Language Assessment Services. (3) Principles. (3) Three hours lecture. Three hours lecture. Prerequisites: Graduate standing. Prerequisite: EDLI 603 or permission of Course introduces ways of locating, instructor. evaluating and selecting general and Analysis of current testing methods for subject-oriented reference sources with the second language classroom. emphasis on works suitable for children and young adults; fosters a concept of EDLI 605. Second Language Curriculum reference librarianship which integrates Design. (3) informational and instructional roles of Three hours lecture. library media specialists. Prerequisite: Permission of instructor.

Course Descriptions Compare/contrast and analyze current second language curriculum models. 198 EDLS 614. Organization of Library Media related to the design, production and Center Materials (3) evaluation of instructional materials. Three hours lecture. Enrollment in this course is limited to Prerequisites: Graduate status. library media specialists and students Course introduces basic principles pursing endorsement/licensure in library of organizing print and non-print media. materials for efficient accessibility in library media center. Descriptive cataloging, classification and assignment Literacy Education of subject headings introduced. (See Reading). Emphasis placed on integration of computer automation into the organization process. Middle Education

EDLS 616. Developing Partnerships for EDME 659. The Middle Education Learning. (3) Student. (3) Three hours lecture. Three hours lecture. Prerequisites: Graduate standing or Provides those who teach or aspire to instructor permission. teach in middle education (grades 6-8, The role of libraries in the teaching- ages 10-14) with insights into growth learning process and the role of the characteristics of the preadolescent school library media specialist within student and their implications for the curriculum as a teacher, team teaching, learning and classroom member, instructional consultant management. Considers related current and leader is examined. Students will research. apply learning theory to planning and implementing cooperative projects which lead to the promotion Secondary Education of information literacy. Methods of developing learning partnerships will be EDSE 621. Recent Developments in examined. Teaching in the Secondary School. (3) EDLS 618. Production and Evaluation of Three hours lecture. Educational Media. (3) Focus on recent research and developments that have potential for Prerequisites: Enrollment limited improved teaching in secondary school to students enrolled in the library classrooms. Emphasis on research and media concentration, the library developments which have the most media certificate, and licensed library general application. media specialists, or permission of the instructor. EDSE 631. Problems in Secondary This course is designed for pre-service School Teaching. (3)

Course Descriptions and in service library media specialists Three hours lecture. and focuses on principles and practices 199 Examines instructional and organizational problems, both general provide knowledge concerning the and specific. Focuses on problems that development of language skills from arise in junior and senior high schools. birth to maturity, the relationship Topics include, but are not limited between thought and language, and to: curriculum, classroom procedure, language differences as a result of materials, textbooks, study and disability, culture, and life experiences. assignments. Graduate students will learn strategies for assessment and intervention in the areas of oral language development, Reading word knowledge/spelling, and written language acquisition. EDRD 624. Leadership in Literacy: Administration, Supervision, and EDRD 660. Current Issues in Education Coaching. (3) (Topic). (1-4) Three hours lecture. One to four hours credit. Prerequisite: EDRD 688, EDRD/ Examines a major issue in reading and EDSP 641, EDRD/EDSP 695. its implications for teachers and reading EDRD 624 introduces the concepts of specialists. administering research-based reading EDRD 688. Foundation of Literacy programs in schools and districts. Instruction. (3) Candidates will examine and experience the responsibilities of a reading Three hours lecture. specialist in the roles of reading program Prerequisite: Graduate standing or supervisor, curriculum developer, and permission of Graduate Coordinator. literacy coach. This course is designed to provide students with foundational knowledge EDRD 630. Teaching Reading in the of the developmental stages of literacy Content Areas. (3) development, as well as important Three hours lecture. seminal research within each stage. K-12 teacher candidates will develop Students will also gain knowledge of competencies for applying effective developmentally appropriate, research- research-based literacy strategies based instructional strategies for each in content area subjects such as stage of reading development. social studies, English, science, and EDRD 692. Reading Diagnosis: mathematics, health and physical Assessment to Inform Instruction. (3) education. Three hours lecture. EDRD/EDSP 641. Assessment and Prerequisite: EDRD 688; EDRD 641. Intervention for Language Development. (3) This course is designed to provide Prerequisite: EDRD 688, EDRD 314 instruction in the administration and and 414. interpretation of a selected battery Course Descriptions Three hours lecture. of tests, and in designing a program 200 The purpose of this course is to of intervention for students with reading disabilities in a clinical setting. EDRD 698. Directed Study. (1-4) Students will prepare a case study for Hours and credits to be arranged. teachers and parents that will include Prerequisites: Approval of the advisor, a description and interpretation of Director of School of Teacher testing procedures and results, as well as Education and Leadership and Directed plans for intervention using appropriate Study form submitted to the Graduate methods and materials. College. See “Directed Study” p. 54. EDRD/EDSP 695. Alternative Approaches to Reading Instruction. (3) GRAD 799. Continuous Enrollment. (1) Three hours lecture. All graduate students are required to Prerequisite: EDRD 688 or EDRD 314 be registered during the semester they and 414. receive their degree from Radford This course examines alternative University. Registration is required approaches and individualized of all graduate students when using interventions for reading instruction for university facilities and/or faculty time. students who have exceptional learning The minimum number of hours for needs. The complex nature of the registration is one. Registration allows reading process is explored. Alternative use of services such as library checkout, approaches for instruction in the varied laboratories and recreation facilities not reading skills are addressed and students open to the public. explore how alternative approaches to instruction may supplement, Students who are not currently extend or replace ongoing classroom registered for any course work and who programs in order to meet students have completed all course work but have individualized needs. Motivational, other outstanding degree requirements emotional, linguistic and cultural factors (e.g., comprehensive examination, influencing reading and instructional thesis, removal of an I or IP grade), are planning are considered. required to register for a continuous enrollment course each semester, EDRD 697. Practicum: Diagnosis and including summer, until they have met Intervention in Literacy. (6) the outstanding requirement(s). Six hours Practicum/Clinical. Prerequisites: EDRD 688: EDRD 695; This course carries no credit hour EDRD 641; EDSP 669, EDRD 692. production and does not count toward Candidates in EDRD 697 will be graduation requirements. This course placed with two children in a public option is also available to those school or clinical setting and will plan admitted students who are not enrolled and implement an overall intervention in a given semester but who wish to use program based on diagnosis with university facilities and services during emphasis on the individual needs of that time.

Course Descriptions each student. 201 Study of problems in communication Education skills of listening, speaking and writing and literature for children appropriate to early and middle education. EDUC 506. Teaching and Learning Science. (3) EDUC 612. Problems in Social Studies. (3) Three hours lecture. Three hours lecture. Students will engage in critical analysis Selected topics in the social studies and research related to developmentally area to be determined by the interests appropriate, research based teaching of students in the course. For the content area methods for the science elementary classroom teacher, classroom. Building upon the previous supervisor, principal or specialist in the academic and experiential backgrounds social studies area. of the students, the course is designed to provide concrete experiences for EDUC 615. Principles of Curriculum appropriate implementation and Development. (3) incorporation of national and state Three hours lecture. standards in planning, instruction and Prerequisites: Graduate standing. assessment within the educational setting. Students will develop understandings of the philosophical, sociological, EDUC 603. Evaluation of Student historical, economic, and psychological Learning. (3) foundations related to K-12 curriculum Three hours lecture. design. They will examine emerging Students improve their educational trends and democratic values and goals, practice through learning and applying as well as curriculum alignment, scope effective assessment and evaluation and sequence, and state regulations principles and procedures. Lectures, pertaining to learning. Students will readings and exams address topics such explore and apply models of curriculum as designing valid and reliable assessment development, and will develop a items, interpreting assessment data, and personal philosophy of curriculum. This deciphering standardized test scores. course can serve as the Curriculum Additionally, real-world projects provide Development major course for meaning and context to the course’s Masters in Education Curriculum and instructional goals and objectives by Instruction option students. providing opportunities for students to design assessment instruments for EDUC 617. Models of Teaching for instructional programs and interpret data Educational Leadership. (3) collected within educational research and Three hours lecture. evaluation studies. Prerequisites: Preference given to educational leadership students fulfilling EDUC 610. Problems in Language Arts program requirements. and Literature. (K-8). (3) Course Descriptions Examines student learning styles, 202 Three hours lecture. teacher instructional styles (models of teaching), and methods of differentiating Familiarizes students with cultural, instruction and assessing student social, and political issues in the learning. Examines the concepts of teaching and learning of mathematics. effective instruction and effective Students will explore equity and instructional leadership. Focuses on diversity principles and approaches the school leader’s role in leading an in mathematics education, including instructional program, supporting teacher strategies for teaching mathematics to growth, and enhancing student learning. diverse learners. Mathematics activities will be incorporated, as needed, to EDUC 618. Models of Teaching for supplement the curriculum. Curriculum and Instruction. (3) Three hours lecture. EDUC 639. Early Field Experience for Prerequisite: Graduate standing or Science Education (Grades 6-12). (3) instructor permission. Corequisites: EDUC 506. Provides teachers and teacher This practicum is taken as a corequisite candidates with the knowledge and with EDUC 506 and is intended for skills essential to designing instruction the pre-service teachers to contextualize to enhance student learning. Engages teaching within the secondary (grades teachers and teacher candidates in 6 – 12) adolescent culture. the study of a variety of research- based models of instruction. Student EDUC 640. Internship in Teaching, learning styles, needs of diverse learners, Secondary Education (Grades 6-12). (6) application of technology for enhancing Prerequisites: Completion of Licensure student learning, and various methods coursework and Admission to the of differentiating assessment and Teacher Education Program. instruction will be examined. Provides extensive clinical experience in one or more grade levels appropriate EDUC 619. Language Arts and Writing in to the certification area for graduate the Elementary Classroom. (3) students seeking teaching licensure in Three hours lecture. secondary education (grades 6 – 12). Examines current research and practices Experience begins with observation and in the teaching Language Arts. Provides limited participation; and culminates in teachers and teacher candidates with the assumption of full responsibility in the knowledge and skills essential to teaching classroom. and assessing writing for students in PreK through grade six. The course EDUC 641. Internship in Teaching, focuses on writing instruction, assessment Elementary Education (Grades PK-6). (9) of writing, and the unique needs of boy Internship plus seminar. writers and reluctant writers. Prerequisites: EDUC 430. Provides extensive clinical experience in EDUC/MATH 620. Issues of Equity and one or more grade levels appropriate to

Course Descriptions Diversity in Mathematics Education. (3) the certification area for graduate students 203 Three hours lecture. seeking teaching licensure in grades PreK- 6. Experience begins with observation to semester, in each case focusing and limited participation; culminates in on one specific topic. Possible topics assumption of full responsibility in the include, but are not limited to, classroom. Special seminars are regularly educational learning theories and scheduled to enhance professional mathematical connections, K-12 development of student. mathematics education curriculum reform, technology and the teaching of EDUC 642. Conceptualizing, Planning mathematics, international studies in and Teaching 6-8. (3) mathematics education, or mathematical Three hours lecture literacy. The course will include Prerequisites: Admission to the Teacher examinations of National Council of Education program. Teachers of Mathematics Standards Provides an on-going focus on the and Virginia SOL documents. Students teaching/learning process during the enrolled in the master’s program in graduate internship experience. The education with a concentration in goal is to promote reflective teaching Mathematics will be expected to practices as students conceptualize, plan, complete an extensive teaching or and implement lessons in middle level research project in this course during classrooms. Students plan in disciplinary their final semester of the program, and interdisciplinary groups and unless they receive prior permission examine alternative teaching materials, to complete the project at some other strategies, and methods of assessment. time. Project choices must be focused in mathematics education and approved EDUC 643. Internship in Teaching, Middle by the professor of record. This course Education (Grades 6-8). (6) must be taken in the final semester but Prerequisites: Completion of Licensure be taken more than once for credit, coursework and Admission to the provided the topic of study is different, Teacher Education Program. with permission of instructor. Provides extensive clinical experience in one or more grade levels appropriate to EDUC 660. Current Issues in Education the certification area for graduate students (Topic). (1-5) seeking teaching licensure in secondary Examines a major problem or trend, its education (grades 6 – 8). Experience begins implications and possible solutions or with observation and limited participation; impact on education. and culminates in assumption of full responsibility in the classroom. EDUC 670. Basic Principles and Practices of Multicultural Education. (3) EDUC /MATH 650. Graduate Seminar: Three hours lecture. Theory and Practice in Mathematics Students critically examine how Education. (3) issues surrounding cultural and ethnic Examines literature in the theory and diversity impact individual and group

Course Descriptions practice of mathematics education. identity, curriculum and instruction, 204 Course content will vary semester and social organizations. Students will develop understandings of culturally EDUC 699. Research and Thesis. (1-6) responsive teaching where educators Hours and credit to be arranged work effectively with all students and with the approval of the dean of the families in a pluralistic society. Graduate College. See “Thesis” on p. 54. EDUC 681. International Education Topic. (3) Three hours lecture. GRAD 799. Continuous Enrollment. (1) The course is designed to contrast All graduate students are required to be and compare educational programs in registered during the semester they receive other countries with education in the their degree from Radford University. United States. Special attention given Registration is required of all graduate to curriculum, faculty and student students when using university facilities composition, legal structure, facilities and and/or faculty time. The minimum administrative arrangements. Course may number of hours for registration is one. be repeated with different topic. Registration allows use of services such as library checkout, laboratories and EDUC/EDSP 690. Cognitive Instruction: recreation facilities not open to the public. An Introduction. (3) Three hours lecture. Students who are not currently A study of learning and instructional registered for any course work and who strategies based upon current cognitive have completed all course work but have theories; course competency based; other outstanding degree requirements students demonstrate the technical (e.g., comprehensive examination, skills necessary to develop the learning thesis, removal of an I or IP grade), are capabilities of their clients. required to register for a continuous enrollment course each semester, EDUC/MATH 691. Professional Seminar: including summer, until they have met Research in Mathematics Education. (1) the outstanding requirement(s). Offers an examination of current issues in mathematics education. The course This course carries no credit hour focus is on reading, presenting, and production and does not count toward critiquing professional mathematics graduation requirements. This course education literature on a range of option is also available to those admitted topics while also considering practical students who are not enrolled in a given implications. This course can be taken semester but who wish to use university more than once for credit. facilities and services during that time.

EDUC 698. Directed Study. (1-4) Hours and credit to be arranged. Special Education Prerequisites: Approval of the advisor, School Director and Directed Study EDSP 500. Introduction to Autism

Course Descriptions form submitted to the Graduate College. Spectrum Disorders. (3) 205 See “Directed Study” on p. 54. Three hours lecture. Addresses characteristics and diagnosis demands, assessing social competence, of autism spectrum disorders including determining individual preferences, levels of severity; cognitive abilities; and offering instruction to address medical aspects; communication, priority skills that will positively affect language, and social development; and socializing in a variety of contexts. differential diagnoses. The primary emphasis is on autism and Asperger EDSP 504. Introduction to Special syndrome although Rett syndrome, Education for Secondary Educators. (3) Childhood disintegrative disorder, and Three hours lecture. PDD-NOS are also discussed. Students Corequisites: Must coincide with a field learn the impact of the characteristics experience in secondary education. of ASD on learning in order to develop Prospective educators in secondary an individualized program, which education are introduced to would allow students to access the characteristics of exceptional learners, general curriculum as well as an adapted laws governing the delivery of special curriculum. Proactive teaching strategies, education and rights of people with accommodations, and modifications that disabilities, current trends and issues in support socialization, communication, special education services, and evidence- and academics are addressed. based instructional strategies that meet the needs of students with disabilities in EDSP 501. Approaches for Supporting and a general education setting. Teaching Individuals with ASD. (3) Three hours lecture. EDSP 526. Introduction to Deaf and Hard Prerequisites: EDSP 400 or EDSP 500. of Hearing. (3) Addresses a wide variety of approaches Three hours lecture. for teaching and supporting individuals Prerequisites: EDSP 361 or 651. with autism spectrum disorders. Introduction to the education of deaf Included are relationship-based and hard of hearing students (PreK- approaches, approaches based on the 12) for prospective teachers and other theories of applied behavioral analysis, professionals serving deaf/hard of biological or physiological interventions, hearing students. Includes legislation, and other therapeutic interventions (e.g. trends, issues, etiology, identification, art, dance, music, auditory integration, characteristics, Deaf culture, school discrete trial teaching). related needs and communication modes, educational placement options, EDSP 502. Expanding Social Competence and organizations and agencies relevant for Students with Autism Disorders. (3) to individuals who are deaf and hard Three hours lecture. of hearing and their families and the Prerequisites: EDSP 400 or EDSP 500. professionals who work with them. Addresses strategies to assist individuals with autism spectrum disorders to EDSP 527. Curriculum and Methods for

Course Descriptions communicate and socialize. Emphasis Deaf and Hard of Hearing Students. (3) 206 is on analysis of environmental Three hours lecture. Prerequisites: EDSP 526. and program evaluation. Includes Study of curriculum, methods, techniques for working with children, techniques and materials used in the families, educators, related services education of deaf/hard of hearing providers and other human service students. Includes information on professionals. classroom organization, classroom management, instructional planning, EDSP 545. Adaptive Strategies in development of individualized Mathematics. (3) education plans (IEPs) and Three hours lecture. individualized family service plans Prospective educators are prepared (IFSPs), curriculum adaptations and with the background knowledge and modifications, community agencies, skills necessary to promote literacy in assessment and evaluation, and mathematics for diverse learners. An standards of professionalism. emphasis is placed on research based techniques, strategies, and technologies EDSP 536. Teaching Infants, Toddlers to improve teacher instruction and and Preschoolers with Disabilities. (3) student understanding of mathematical Three hours lecture. skills and concepts. Prerequisites: EDSP 360 or EDSP 651 or permission of the instructor. EDSP/EDET 554. Educational Technology Addresses methods for providing for Diverse Populations. (3) appropriate instructional programming Three hours lecture. for young children with special needs Students will develop critical awareness in all areas of development. Includes of educational and assistive technologies development of individualized that support students with disabilities, education programs and individualized and other learners with diverse needs. family service plans. The course begins with an overview of the latest research and evidence-based EDSP 538. Program Management in Early practice in educational technology Childhood Special Education. (3) applications for instruction. Participants Three hours lecture. will explore a wide range of these Prerequisites: EDSP 360 or 361 or 651 technology applications with a focus on or permission of the instructor. assistive or adaptive technologies. The Addresses administrative aspects of course focuses on the historical and legal service delivery systems for young mandates that guide the integration of children with disabilities or at- assistive technologies into the educational risk conditions and their families. programs of students with disabilities. Examines legal requirements, funding mechanisms, service coordination, EDSP 560. Current Problems in Special resource acquisition, interagency Education (Topic). (1-4) coordination, integration with peers Examines a major problem or current

Course Descriptions without disabilities, child find, transition topic in the field of special education, its 207 facilitation, professional development implications and possible solutions. EDSP 566. Teaching Students with structures and demonstrate knowledge Individualized Adapted Curriculum. (3) of skills and strategies to maintain Three hours lecture. effective relationships with a variety of Prerequisite: EDSP 464 or 564 or 672. stakeholders in collaborative settings. Study of curriculum, methods, Emphasis will be placed on collaborative techniques and materials used in planning and co-teaching models. the education of students who have disabilities that require individualized EDSP 625. Audiologic Assessment and planning to design curriculum goals Intervention. (3) appropriate to their needs. Most typically, Three hours lecture. these students have intermittent, limited, An in-depth study of audiologic or extensive support needs. Educational assessment, sensory devices, assistive planning and program content for listening devices, communication primary, intermediate and secondary approaches, and audiologic intervention levels is addressed. approaches for children with hearing loss.

EDSP 602. Language Disorders: Birth to EDSP 628. Language Development and Five Years (Language Disorders 0-5). (3) Literacy for the Deaf and Hard of Hearing Three hours lecture. Students. (3) Prerequisite: Graduate standing or Three hours lecture. permission of instructor. Prerequisites: EDSP 526. The nature, prevention, assessment, Study of the complex nature of language and treatment of language/ acquisition and literacy in deaf/hard of communication disorders in infants, hearing students, and techniques for toddlers and other preschool children enhancing language and the teaching of are addressed. Includes the influence reading and writing to this population. of disability, culture, and caregivers on Examines current theories and practices communication development, and the in reading and language arts instruction effects of communication development for hearing as well as deaf/hard of on literacy acquisition. hearing children. Presents methods for assessing reading, writing, and language EDSP 622. Collaboration to Teach and problems in deaf/hard of hearing Support Diverse Learners. (3) children, making adaptations and Three hours lecture. modifications to curriculum, integrating Prerequisite: EDSP 360, 361, or 651. technology, and including parents in the Prospective educators are prepared with instructional process. the background knowledge and skills necessary to develop and work within EDSP/PSYC 638. Early Childhood collaborative environments designed to Assessment and Intervention. (3) enhance the success of individuals with Three hours lecture. diverse learning needs in the general Prerequisite: PSYC 631 or permission

Course Descriptions education curriculum. Participants will of instructor. 208 gain an understanding of collaborative This course will teach selection, administration and interpretation EDSP 651. Students with Diverse of formal and informal assessment Learning Needs and the Special techniques for young children with Education Process. (3) disabling and at-risk conditions and Three hours lecture. their families. Within a developmental- Prerequisite: Graduate standing or ecological context the course will permission of Graduate Coordinator. teach assessment strategies and link This is the first course for all students assessment results with effective in the master’s Special Education intervention strategies. degree program and is also taken as an elective by graduate students in EDSP/EDRD 641. Assessment and professions working with children and Intervention for Language Development. (3) youth. This course provides an overview Three hours lecture. of the historical, social and cultural Prerequisite: EDRD 688, EDRD 314 foundations that frame our response and 414. to disability and diversity today, and The purpose of this course is to the philosophies, principles, theories, provide knowledge concerning the laws and policies that have shaped development of language skills from educational practice for students with birth to maturity, the relationship disabilities. An introduction to diverse between thought and language, and learning needs (including ADHD language differences as a result of and giftedness) and the categories disability, culture, and life experiences. of eligibility for services, the general Graduate students will learn strategies characteristics and needs of infants, for assessment and intervention in the children and youth with exceptionalities areas of oral language development, and their families, and the current word knowledge/spelling, and written trends and issues in service delivery and language acquisition. special education professional practice will be included. EDSP 650. Characteristics of Students with Visual Impairment. (1) EDSP 653. Teaching Methods for One hour web-based. Students with Visual Impairments. (3) Provides an overview of the Three hours lecture. characteristics of and services to persons Prerequisite: EDSP 650. with visual impairments, including the Emphasizes methods of teaching impact of visual impairment on infants’ compensatory skills, the core curriculum, and children’s growth and development, and technology for use by students child and adolescent emotional who are blind and visually impaired. and social development, and family Addresses curriculum development, interaction patterns. Considers the adaptations, and teaching methodology educational, conceptual, psycho-social, for individuals with visual impairments. and physical implications of a visual Provides information on adaptations

Course Descriptions impairment. Course delivered online. within various educational programs and 209 adaptation of general education classroom materials and procedures for children and skills in each code. Explores technology youth with visual impairments. tools used to create Braille and tactile materials in addition to other assistive EDSP 654. Assistive Technology for technologies used for instruction in Individuals with Sensory Impairments. (2) math and science. Two hours lecture. Prerequisite: EDSP 650. EDSP 657. Curriculum and Assessment For teachers and other professionals for Students with Visual Impairments. (3) interested in serving individuals with Three hours lecture. visual impairments and blindness and Prerequisite: EDSP 650. other sensory disabilities. Participants will Provides students with knowledge acquire awareness and knowledge specific and understanding of the educational technologies and resources available assessment of students with visual to enhance and improve the ability of impairments and additional disabilities individuals with visual and other sensory including deaf-blindness. Students impairments to succeed in school, daily practice assessing and planning living activities and employment. educational programs for students with visual impairments. Addresses assessment EDSP 655. Braille Code. (3) of technology for students with visual Three hours lecture. impairments. Examines determination of Prerequisite: EDSP 650. learning needs and appropriate learning Provides instruction in the development, media, relationship of assessment, IEP use, and application of the Braille development, and placement. literary code and its implications for educational/literacy programs EDSP 658. Medical and Educational for students with visual disabilities. Implications of Visual Impairments. (3) Students will develop the skills to read Three hours lecture. and write contracted and uncontracted Prerequisite: EDSP 650. Braille, while acquiring instructional Provides an introduction to anatomy methodologies for teaching children and physiology of the visual system who are blind to read and write. Sources and the educational implications of Braille materials for educational of visual pathology. Topics include purposes are identified. anatomy of the human eye, normal visual development, pathology of the EDSP 656. Braille Reading and Writing. (3) eye, examination procedures for the Three hours lecture. identification of visual pathology, Prerequisite: EDSP 650 and EDSP 655. and the effects of pathology on visual Provides basic instruction on learning and development. transcription of advanced Braille codes, including: music, foreign language, EDSP 659. Orientation and Mobility for chemistry, computer Braille, and Students with Visual Impairments. (2)

Course Descriptions Nemeth Code (Braille math code). Two hours lecture. 210 Introduces techniques for teaching Prerequisite: EDSP 650. Provides the foundation for for those preparing to teach individuals understanding the components with severe disabilities. Students will and essence of Orientation and plan, develop and implement a variety Mobility. Establishes how the need of assessment and curriculum activities for independent travel in the blind that target students with disabilities. population created the field of O&M. Applied use of assistive technology Explores the philosophy and history of will be integrated within the course. orientation and mobility including cane Field-based activities are required to instruction, dog guides and methods allow students to directly apply and of travel. Addresses techniques in demonstrate their learning. developing orientation skills and basic mobility instruction. Motor and concept EDSP 665. Positioning and Handling. (3) skill development are emphasized. Three hours lecture. Prerequisite: Permission of instructor. EDSP 660. Current Issues in Special Focuses on the educational, social, Education (Topic). (1-4) physical and health care needs of One to four hours per week. students with both cognitive and Examines a major problem in special physical/sensory disabilities. Emphasis education, its implications and possible is given to specific strategies for solutions. positioning and handling, facilitating movement and developing self-care EDSP 663. Characteristics of Students skills. Students are required to hold or with Severe Disabilities. (3) obtain CPR and Airway Obstruction Three hours lecture. certification. Field-based activities are Prerequisite: Permission of instructor. required to allow students to directly Provides knowledge and understanding apply and demonstrate their learning. of the characteristics and needs of individuals with severe disabilities. EDSP 667. Communication and Serves as the foundations course for the Severe Disabilities. (3) licensure program in severe disabilities. Three hours lecture. Course format is a combination of Prerequisites: Permission of instructor. distance-learning and web-based This course introduces special education learning modules and interactive professionals to augmentative and sessions. alternative communication (AAC) for individuals with severe speech and EDSP 664. Curriculum and Assessment language impairments. This course will in Severe Disabilities. (3) address the knowledge and skills needed Three hours lecture. to assess the potential AAC user, make Prerequisites: Permission of the team decisions, develop and implement instructor. instruction and evaluate the effects of This course is designed to develop instruction with focus on motivating,

Course Descriptions knowledge and skills related to best building and expanding communication, 211 practices in curriculum and assessment choice-making and social interaction. Field-based activities are required to foundation of assessment and evaluation allow students to directly apply and related to best special education demonstrate their learning. practice; of service delivery, and curriculum and instruction of students EDSP 668. Transition and Community- with disabilities. based Instruction. (3) Three hours lecture. EDSP 670. Proactive Classroom Prerequisites: Permission of the Management and Advanced Positive instructor. Behavior and Support. (3) This course provides an overview of Three hours lecture. the special educator’s role in preparing Prerequisite: EDSP 360, 361 or 651. students with disabilities for post- This course provides the prospective secondary educational and vocational educator with the background and environments. Emphasis is placed on skills necessary to effectively manage designing and modifying high school the classroom environment, conduct curricula, involving students and their functional behavior assessments families in transition planning and regarding difficult behavior, and design helping students acquire the services and implement individual positive needed to be successful in adult life. behavior support plans and social Field-based activities are required to skills programs for students with allow students to directly apply and disabilities. Related topics include demonstrate their learning. functional behavioral analysis, positive behavioral supports, student motivation, EDSP 669. Diagnostic and Assessment age appropriateness, problem solving, Procedures for Individuals with awareness of commercially prepared Disabilities. (3) resources, and collaboration with Three hours lecture. families and professionals in designing Prerequisites: EDSP 361 or 651 or behavior intervention plans. PSYC 401. This course teaches the rationale, EDSP 672. Characteristics of Learners content, technical adequacy, with Disabilities who Access the General administration and scoring of diagnostic Education Curriculum, K-12. (3) educational instruments used with Three hours lecture. students with disabilities. The emphasis Prerequisite: EDSP 361 or 651. is on identifying areas of educational This course provides educators an need in students with disabilities. understanding of characteristics and Diagnostic and informal information the learning and behavioral support is used to formulate a written and needs of students with disabilities who oral report and recommendations for are accessing the general education teachers and/or parents. This includes curriculum at the elementary, middle, assessment and management of and high school levels, including

Course Descriptions instruction and behavior that includes students with specific learning 212 an understanding and application of the disabilities, intellectual disabilities, emotional and behavioral disabilities, with disabilities at the secondary other health impairments, traumatic level, including IEP development for brain injury, developmental delay, students preparing to transition, and autism, multiple disabilities and research-based teaching approaches. orthopedic impairments. Students will Emphasizes teaching methods that are understand how the experiences of tailored to promote student academic individuals with disabilities can impact progress and effective preparation for families, as well as the individual’s participation in the general curriculum ability to learn, interact socially, and live and standardized assessments. The as fulfilled contributing members of course prepares teachers to teach and their communities. remediate academic skills, study skills, learning strategies, and modification EDSP 675. Teaching Students with of course content to meet individual Exceptional Learning Needs in the needs of students who are engaged in Elementary General Curriculum. (3) the general education curriculum at Three hours lecture. the secondary level. This course also Prerequisite: EDSP 651 and 672. addresses the development of effective Addresses current issues and needs in transition planning for students with instructional programming for students disabilities, including services that will with disabilities at the elementary facilitate the success of the students in level including IEP development and post-secondary environments. research-based teaching approaches. Emphasizes teaching methods that are EDSP 677. Medical Aspects of Teaching tailored to promote student academic Young Children With Disabilities. (3) progress and effective preparation for Three hours lecture. participation in the general curriculum Prerequisites: EDSP 651 or permission and standardized assessments. The of the instructor. course prepares teachers to teach and Examines the educational, physical, remediate academic skills, study skills, medical and health care needs of learning strategies, and modification infants, toddlers, and young children of course content to meet individual with cognitive, physical, or sensory needs of students who are engaged in disabilities. Includes intervention, the general education curriculum at the medical aspects, and management elementary level. of neurodevelopmental and motor disabilities. EDSP 676. Teaching Exceptional Learners in Secondary General EDSP/EDRD 695. Alternative Approaches Curriculum. (3) to Reading Instruction. (3) Three hours lecture. Three hours lecture. Prerequisites: Graduate standing, EDSP Prerequisite: EDRD 688 or EDRD 314 651, EDSP 672. and 414.

Course Descriptions Addresses current issues and needs in This course examines alternative 213 instructional programming for students approaches and individualized interventions for reading instruction for EDSP 750. Internship in Early Childhood students who have exceptional learning Special Education. (9) needs. The complex nature of the Field Experience reading process is explored. Alternative Prerequisites: Admission to Teacher approaches for instruction in the varied Education Program. reading skills are addressed and students Students in the five-year IDEC explore how alternative approaches program will participate in a one to instruction may supplement, semester, full-time placement in which extend or replace ongoing classroom they will work in an early childhood programs in order to meet students special education setting under the individualized needs. Motivational, direction of a qualified teacher. Full emotional, linguistic and cultural factors teaching responsibility is assumed for at influencing reading and instructional least seven weeks. planning are considered. EDSP 755:756. Teaching Internship in EDSP 698. Directed Study. (1-4) Special Education: Deaf and Hard of Hours and credit to be arranged. Hearing. Prerequisites: Approval of the advisor, EDSP 755. Preschool-Elementary School Director and Directed Study Level. (4-6) form submitted to the Graduate College. EDSP 756. Secondary Level. (4-6) See “Directed Study” on p. 54. Field Experience Prerequisites: Completion of EDSP 740:741. Teaching Internships in coursework required for licensure and Early Childhood Special Education. (3-6) admission into the Teacher Education Three to six hours credit of field Program. experience. Teacher candidates work with PreK- Prerequisites: Completion of 12 students who are deaf and/or hard coursework required for licensure and of hearing during these courses under admission to the Teacher Education the supervision of cooperating teachers Program. and university supervisor. Placements Provide pedagogical experience with are provided at the Preschool or infants, toddlers or preschoolers with elementary levels and middle or high disabilities, developmental delays, risking school levels. Each course represents a conditions, or typical development one-half semester, full-time placement. in settings including but not limited The course begins with observation to home-based, school-based, and in the classroom and culminates with community. EDSP 740 placements focus full responsibility for the cooperating on services delivered in early intervention teacher’s daily schedule, including settings. EDSP 741 placements focus provision of direct instruction to on school-based services. These are students. structured and supervised clinical field

Course Descriptions experiences. Field Experience grades are 214 recorded as “Pass” or “Fail.” EDSP 771:772. Teaching Internship adapted curriculum. For students who in Special Education: Visual are working as teachers in classrooms Impairments. serving students with adapted EDSP 771. PreK-8th grade. (1-6) curriculum, internship experiences EDSP 772. 6-12th grade. (1-6) and assignments may be completed in Field Experience that setting; full-time master’s degree Prerequisite: Enrollment in one or students seeking initial licensure will more of the following courses: EDSP be placed in classroom settings with 653, 654, 656, 657, 658, 659, 670; students with adapted curriculum departmental approval that student each semester. One hour of internship meets professional performance criteria. credit requires 50 hours of contact During this internship, teacher and completion of a detailed weekly candidates work with PreK-12 interactive log, digital recordings students with visual impairments. For of work with target students, and students who are working as teachers completion of performance-based in classrooms serving students with assignments. visual impairments, internship EDSP 791:792. Teaching Internship in experiences and assignments may be Special Education: General Curriculum. completed in that setting; full-time EDSP 791. Semester hours credit masters’ degree students seeking initial (Elementary Level). (6) licensure will be placed in classroom EDSP 792. Semester hours credit settings with students with visual (Secondary Level). (6) impairments each semester. One Field Experience hour of internship credit requires 50 Prerequisites: Departmental approval hours of contact and completion of that candidate meets professional performance-based assignments with performance criteria; Acceptance in the target students. Teacher Education program; Permission EDSP 781:782. Teaching Internship in of the Special Education Program Special Education: Adapted Curriculum Coordinator at least four weeks prior to registration. EDSP 781. (Elementary K-8). (1-6) Teacher candidates work with K-12 EDSP 782. (Secondary 6-12). (1-6) students with varying disabilities Field Experience who access the general curriculum Corequisites: Enrollment in one during these courses. Placements or more of the following courses: are provided at the elementary and EDSP 566, 664, 665, 667, 668, 670; middle or secondary levels. Each course departmental approval that student represents a one-half semester, full- meets professional performance criteria. time placement. The course begins During this internship, teacher with observation in the classroom and

Course Descriptions candidates work with K-12 students culminates with full responsibility for in special education who receive an the cooperating teacher’s daily schedule, 215 including provision of direct instruction The course provides prospective to students. Grading: A-F teachers of the English language arts with theories and practices governing GRAD 799. Continuous Enrollment. (1) effective teaching of writing in All graduate students are required to elementary, middle-school and high be registered during the semester they school classrooms. A field experience in receive their degree from Radford an area public school classroom allows University. Registration is required teachers and teacher candidates to of all graduate students when using design and teach lessons and to conduct university facilities and/or faculty time. writing workshops. Students will The minimum number of hours for complete a field research project that registration is one. Registration allows investigates and applies composition use of services such as library checkout, theory to some area of their teaching. laboratories and recreation facilities not open to the public. ENGL 506. Advanced Technical Writing. (3) Three hours lecture. Students who are not currently Teaches students to master the advanced registered for any course work and who technical writing skills required to write have completed all course work but have professional reports, proposals, manuals other outstanding degree requirements and other communications studied in (e.g., comprehensive examination, the course. Individual and team-written thesis, removal of an I or IP grade), are projects assigned. required to register for a continuous enrollment course each semester, ENGL 507. Technical Editing. (3) including summer, until they have met Three hours lecture. the outstanding requirement(s). Prepares students to analyze the readability of technical documents This course carries no credit hour written in the workplace (e.g., production and does not count toward instructions, user manuals, abstracts, graduation requirements. This course proposals) and to deal with problems option is also available to those of correctness, consistency, clarity, admitted students who are not enrolled organization and rhetorical effectiveness in a given semester but who wish to use of language and layout. Realistic university facilities and services during weekly assignments include excerpts that time. from technical manuals, insurance and government documents, instructions and reports. English ENGL 509. Advanced Fiction Writing. (3) ENGL 502. Teaching Writing: Theories Three hours lecture. and Practices. (3) For students wishing to develop

Course Descriptions Three hours lecture. potential in fiction writing. May be 216 Prerequisite: Graduate standing. taken twice for credit. ENGL 510. Advanced Poetry Writing. (3) includes all genres and periods. Enables Three hours lecture. students to understand African- For students wishing to develop American literature both in itself and potential in poetry writing. May be within larger context of American taken twice for credit. literature and culture.

ENGL 525. The Study of Adolescent ENGL 550. Tribal and Pan-Indian Literature. (3) Literature. (3) Three hours lecture. Three hours lecture. Course familiarizes students with Course is a comparative study of various classical and contemporary literature tribal and pan-Indian literatures, whose audience is primarily adolescents. including traditional oral texts and Students are led to understand why transitional and contemporary works teenage readers make the literature in English by tribal and pan-Indian choices they do. The course helps authors. students develop a positive attitude ENGL 563. Grammar and Language for toward this kind of literature and Teachers. (3) understand it should have a place in Three hours lecture. the reading program of adolescents. Primarily intended for graduate- Course required to satisfy certification level, pre-service teaching intern requirements for English majors candidates, this course addresses the intending to teach at the secondary level. topics of English grammar and usage, ENGL 546. Appalachian Folklore. (3) language acquisition and language- related learning, all informed by Three hours lecture. contemporary research from the Study of mountain verbal lore of tales, fields of anthropological linguistics, ballads and sayings; non-verbal or psycholinguistics and sociolinguistics. partially verbal lore of customs, games and rituals; material lore of structure, ENGL 564. The History of the English designs and landscapes. Field collections Language. (3) and written analyses required. Three hours lecture. ENGL 547. Appalachian Literature. (3) History and development of English language from its origins to present. Three hours lecture. Establishment of standards for ENGL 590. Summer Workshop. (3) identifying Appalachian literature; study Designed to give students concentrated of selected works representative of the study in a specialized area of English. mountain culture. Graded as pass/fail. May be taken twice for credit. ENGL 549. African-American Literature. (3) Three hours lecture. ENGL 600. Introduction to Literary

Course Descriptions Familiarizes students with literature Scholarship. (3) 217 written by African-Americans. Scope Three hours lecture. Examination of tools and techniques and practice in the teaching of literature. essential to advanced literary study and In a field experience portion of the scholarship. Strongly recommended course, students will design lesson during the first semester of graduate plans and apply particular approaches study. to teaching literature with students in local, middle, high schools, or college ENGL 606. Technical and Business classrooms. They will design a Unit of Writing. (3) Literature Study for classroom use. Three hours lecture. Prerequisites: Graduate standing ENGL 631. Studies in Middle English required (or permission of the Literature. (3) instructor) and fluency in written Three hours lecture. English. Close reading, largely in Middle Study of documents common in English, of works best typifying professional settings, including developments in English literature correspondence, proposals, reports, during the centuries after the Norman instructions and presentation materials; Conquest. With a different subheading, writing of various documents, including may be taken twice for credit. an article on communication in the student’s field; and development of an ENGL 633. Studies in English effective professional writing style. Renaissance. (3) Three hours lecture. ENGL 611. Creative Writing. (3) Study of selected major authors or Three hours lecture and workshop. important topics of the English Writing of fiction or poetry for a critical Renaissance. With a different audience composed of the student’s subheading, may be taken twice for instructor and classmates; studies in credit. writing strategies and techniques. May be taken twice for credit. ENGL 635. Studies in Restoration and 18th Century British Literature. (3) ENGL 621. Principles of Literary Three hours lecture. Criticism. (3) Study of selected major British Three hours lecture. writers 1660-1789. With a different Examination of literary theories stated subheading, may be taken twice for in major critical texts; emphasis on credit. principles underlying contemporary schools of criticism. ENGL 637. Studies in 19th Century British Literature. (3) ENGL 629. Critical Approaches to Three hours lecture. Teaching Literature. (3) Study of selected major figures and The course provides prospective teachers important topics of 19th century, with

Course Descriptions of literature with an examination and attention to American and European 218 application of current theory research cross-influences. With a different subheading, may be taken twice ENGL 651. Teaching Expository Writing. (3) for credit. Prerequisite: Appointment as a Graduate Teaching Fellow in the ENGL 639. Studies in 20th Century English Department. Literature. (3) Introduction to ideas about learning, Three hours lecture. composition and the process of writing; Study of selected major figures and reading of selected texts on the theory important topics of 20th century British and practice of teaching writing; and American literature, with attention survey of selected teaching strategies; to other influences. With a different preparation of course descriptions and subheading, may be taken twice for syllabi; writing; and model teaching. credit. ENGL 653. Studies in Women’s ENGL 644. Studies in American Literature. (3) Literature I (to 1861). (3) Three hours lecture. Three hours lecture. A study of the distinctive literary Study of selected authors and important heritage shared by women writers in topics of American literature prior to England and North America; course 1861. With a different subheading, may designed to ground students in feminist be taken twice for credit. literary critical theories and practices (including feminist applications of ENGL 645. Studies in American psychoanalytic, Marxist, deconstructive Literature II (since 1861). (3) and new historicist theories). Three hours lecture. Study of selected authors and important ENGL 655. Practicum in the Teaching of topics of American literature since 1861. Expository Writing. (3) With a different subheading, may be Prerequisite: Appointment as a second- taken twice for credit. year Graduate Teaching Fellow and completion of 18 hours of graduate ENGL 648. Studies in Oral and Written work. Literature of Appalachia. (3) Application of current theory, research Three hours lecture. and practice of composition to actual Study of specified genre of oral or classroom setting; participants work written Appalachian literature, or closely with faculty mentors who assist a combination of genres from both them in designing and implementing types to show cross influences. Genre their writing courses and in assessing selections, which vary from term to classroom practice. Can be repeated term, include folktale or ballad in oral once for credit; cannot be included as literature, or perhaps a combination part of a student’s program of study of ballad and poetry. With a different leading to a master’s degree. subheading, may be taken twice for ENGL 663. Linguistics. (3) Course Descriptions credit. 219 Three hours lecture. Introduction to development of the have completed all course work but have scientific description of modern English other outstanding degree requirements through a study of structural linguistics (e.g., comprehensive examination, thesis, and generative transformational removal of an I or IP grade), are required grammar. Designed to facilitate the to register for a continuous enrollment application of linguistics to the teaching course each semester, including summer, of English grammar. until they have met the outstanding requirement(s). This course carries no ENGL 680. Special Topics in English. (3) credit hour production and does not Three hours lecture. count toward graduation requirements. Study of a topic in composition, creative writing, literary criticism, rhetoric, This course option is also available to literature, language, linguistics or those admitted students who are not folklore. With a different subheading, enrolled in a given semester but who may be taken twice for credit. wish to use university facilities and ENGL 698. Directed Study. (1-4) services during that time. Prerequisite: Approval of the advisor, department chair and Directed Study Finance form submitted to the Graduate College. FINC 631. Financial Management. (3) See “Directed Study” on p. 54. Three hours lecture. ENGL 699. Research and Thesis. (1-6) Prerequisite: MBA status or permission Hours and credits to be arranged of the instructor. with the approval of the dean of the Examines techniques and concepts Graduate College. used in modern business and the See “Thesis” on p. 54. theoretical advances in the areas of asset management and capital structure GRAD 799. Continuous Enrollment. (1) planning. Topics include capital All graduate students are required to budgeting, working capital management, be registered during the semester they valuation, cost of capital, capital receive their degree from Radford structure planning, dividend policy, University. Registration is required option pricing, mergers and acquisitions. of all graduate students when using Problems and short cases used to university facilities and/or faculty time. enhance student skills in financial The minimum number of hours for planning and decision making. registration is one. Registration allows FINC 632. Risk Management. (3) use of services such as library checkout, laboratories and recreation facilities not Three hours lecture. open to the public. Prerequisite: MBA status or permission of the instructor. Course Descriptions Students who are not currently Provides a study of the management 220 registered for any course work and who of nonspeculative risks in business and the several management tools FINC 699. Research and Thesis. (1-6) available to deal with them. Examines Hours and credits to be arranged with cases and situations which require the approval of the student’s thesis risk management decisions. Students supervisor, advisor and the dean of the conduct a risk management analysis of a Graduate College. See “Thesis” on p. 54. business organization. FINC 635. International Finance. (3) Geography Three hours lecture. Prerequisites: MBA status or permission GEOG 580. Seminar. (1-4) of the instructor. Prerequisites: Minimum of 9 hours of Examines the international financial undergraduate geography (GEOG 225 environment and focuses on the basics and GEOG 250 or equivalent, plus of international financial decision another geography course of choice) or making required in international permission of instructor. business operations. Intensive study of a special field of geography. An outline of topics will be FINC 671. Special Topics in Finance. (3) made available each time the course is Prerequisites: MBA status or permission offered. May be taken for credit more of instructor. than once, providing the topics are Examines topics of special interest in different each time. finance areas not covered in current graduate course offerings. GEOG 680. Advanced Topics in Geospatial Analysis. (3-4) FINC 681. Investment Analysis and Prerequisite: Minimum of 9 credits of Portfolio Management. (3) undergraduate or graduate geography Three hours lecture. (GEOG 225 and GEOG 250 Prerequisite: MBA status or permission plus another geography course) or of the instructor. permission of instructor. An in-depth study identifying various Advanced Topics in Geospatial investment instruments offered in the Analysis. An outline of topics will be financial markets and how technical and made available each time the course is fundamental analysis is used to predict offered. May be taken for credit more the future performance of a portfolio than once, providing the topics are and the market. different each time. A minimum of 45 (for 3 credits) or 60 (for 4 credits) FINC 698. Directed Study. (1-4) contact hours per course. Hours and credits to be arranged. Prerequisites: MBA status and approval of the directed study supervisor, advisor Geology and Directed Study form submitted to Course Descriptions the Graduate College. See “Directed Selected 500-level courses can be taken 221 Study” on p. 54. for graduate credit provided the student has the necessary prerequisites and if Appalachian and Western Interior the same course or a comparable course regions. was not taken as part of the student’s undergraduate program. Enrollment GEOL 574. Hydrogeology. (4) in 500-level courses for graduate credit Three hours lecture; three hours requires upper division or graduate laboratory. standing and must be taught by a member Prerequisites: Graduate standing, eight of the graduate faculty. The master’s in hours of geology and three hours of Environmental Engineering Geosciences calculus. has been discontinued. For information, Minimum of one semester of physics contact the Department of Geology. is strongly recommended. Taught concurrently with GEOL 474 with GEOL 555. Principles of Engineering additional project requirements for Geology. (4) graduate credit. A qualitative and Three hours lecture; three hours quantitative study of groundwater laboratory. availability and movement and the Prerequisites: Graduate standing, eight development of groundwater as a hours of geology and mathematics resource. Included will be pertinent through trigonometry. Minimum of geologic and engineering aspects of one semester of physics is strongly groundwater flow and the effect of man recommended. on the groundwater regime. Laboratory Taught concurrently with GEOL 455 includes a field investigation. with additional project requirements for graduate credit. A study of the GEOL 601. Geographic Information application of geologic principles Systems for the Geosciences. (3) and data collection techniques to the Three hours lecture; two hours evaluation of design and construction laboratory. problems relating to engineering Prerequisite: Graduate standing. projects including dams, highways, Introduction to Geographic landfills, tunnels and reservoirs, Information Systems and their geologic including an overview of availability applications. Includes basic digital and suitability of soil and rock as cartographic techniques, theoretical construction materials. and practical use of computer-based geographic information systems, GEOL 561. Regional Geology of the applications of GIS to geology, United States. (4) computer modeling using GIS and an Three hours lecture; three hours introduction to programming in GIS laboratory. languages. Makes use of ARC/INFO Prerequisite: GEOL 320. and ArcView GIS packages. Regional survey of structural and stratigraphic framework of geologic GEOL 602. Remote Sensing for the

Course Descriptions provinces of the United States; emphasis Geosciences. (4) 222 on geologic features and evolution of Three hours lecture; two hours laboratory. Prerequisite: Graduate standing. work and classroom instruction per Introduction to remote sensing and week. its geologic applications. Includes Prerequisite: GEOL 102 or GEOL 103. basic digital cartographic techniques, Intensive training in geological field theoretical and practical use of methods with emphasis on mapping, computer-based remote sensing and data collection and the geology applications of remote sensing to geology of Virginia with applications to including environmental and resource environmental and engineering concerns management and exploration. Makes use and on land use planning. The Radford of IMAGINE software package. University campus serves as the base from which field studies are conducted. GEOL 606. Applied Geophysics. (3) The course requires overnight excursions Two hours lecture; two hours laboratory. permitting the examination of a wide Prerequisites: Graduate standing in variety of geological field conditions the Environmental and Engineering including field trip stops in all the Geosciences program, or permission of geologic provinces of Virginia. The instructor. student will design a project that Application of geophysical methods incorporates field school material that to shallow sub-surface investigations. can be used in their profession. Course Acquisition and processing of data from may require transportation, food and the students’ own multiple field surveys camping fees. form a major component of this course. Some Saturday labs may be required. GEOL 651. Regulatory Issues in Environmental Geology. (3) GEOL 615. X-Ray Diffraction in Geology. (4) Three hours lecture. Two hours lecture; four hours laboratory. Prerequisites: At least four upper-level Prerequisites: Graduate standing and (200-level) or above courses in geology GEOL 212 (Mineralogy). including GEOL 474 or GEOL 574 This course includes a presentation of (Hydrogeology) or equivalent or the the basic theory of X-ray diffraction, consent of the instructor. General the use of X-ray diffraction equipment computer literacy will be expected and to identify minerals, determine lattice required for success in the course. types, parameters and the indexing of This course investigates the societal and diffraction lines. The application of the regulatory framework within which techniques and equipment to various much of the professional practice geologic problems will be investigated. of environmental geology occurs. Laboratory hours will be scheduled on The relevant current and developing an individual basis with the instructor. legislation will be addressed, along with the roles of federal, state and municipal GEOL 645. Applied Geology Summer authorities in promulgation of the law. Field School. (6) Class discussions and assignments

Course Descriptions Approximately two months will emphasize the functions of the 223 correspondence and 40 hours of field professional geologist in the various research, regulatory and consulting roles GEOL 675. Advanced Physical related to environmental regulation. Hydrogeology. (3) Three hours lecture. GEOL 657. Erosion and Sediment Prerequisites: Graduate standing and Control/Stormwater Management. (3) GEOL 474/574 (Hydrogeology). Three hours lecture. Advanced study of physical and resource Prerequisites: Graduate standing and aspects of hydrogeology. Theoretical and eight hours of geology. practical treatment of topics associated A study of the principles of erosion with groundwater flow in natural and sediment control and storm porous media (unconsolidated materials, water management as these apply to porous bedrock, fractured bedrock and construction sites. Topics emphasized karst terranes). The vadose zone – in include regulatory and legal aspects, particular groundwater recharge – will techniques of estimating rainfall runoff, be covered as well. Project and seminar use of soil loss estimators, examination opportunities will enhance student of structural and non-structural ownership of course-related concepts methods of erosion and sediment in practical situations. Laboratory control and preparation of erosion and experiences involve experimentation sediment control plans. and fieldwork to calculate flow parameters as well as on-site water GEOL 658. Soil Mechanics in Engineering well drilling, development and testing Geology. (3) (yield and aquifer parameter). Exercises Three hours lecture. will be designed to practice aquifer Prerequisites: GEOL 455/555 parameter analysis methodologies. (Principles of Engineering Geology) or Modeling principles and currently equivalent or consent of instructor. available computer programs will also Examination of basic principles and be explored, as will legal aspects of laboratory tests in soil mechanics as groundwater resource exploitation. applied to engineering geology. GEOL 676. Groundwater Modeling. (3) GEOL 659. Principles of Rock Mechanics. (3) Three hours lecture. Three hours lecture. Prerequisites: Graduate standing Prerequisites: Graduate standing and and GEOL 474 or GEOL 574 GEOL 455 or GEOL 555 (Principles (Hydrogeology). of Engineering Geology). Advanced study of the mathematics of Investigations into the principles groundwater flow and the formulation describing the mechanical response of analytical and numerical models of rock media to stress, particularly that describe steady-state and transient human-induced stresses. Included are groundwater flow systems. Modeling the application of rock characterization; will involve the use of physical models, scale effect; in-situ stresses; mechanisms flownets, spreadsheets, analytical

Course Descriptions of rock deformation and fracture; and solutions and finite-difference and 224 rock engineering. finite-element models. Class will also focus on proper modeling protocol, instructor, advisor, department chair and model calibration techniques and Directed Study form submitted to the sensitivity analyses. Graduate College. Provides graduate students opportunity GEOL 691. Seminar in Geosciences. (1-6) to work individually with faculty Three hours lecture. members on topics of mutual interest. Prerequisite: Graduate standing. Grade for course recorded as letter Presentation and discussion of current grade. See “Directed Study” on p. 54. topics in various areas of Engineering Geosciences which are not considered GEOL 699. Research and Thesis. (1-6) in other courses. Content varies from Prerequisite: Graduate standing in semester to semester. A single topic Environmental and Engineering area will be selected by the instructor Geosciences. for discussion during the semester Hours and credit to be arranged with based on current student interest and approval of the Geology Graduate current developments in Engineering Studies Committee and the dean of the Geosciences. May be taken more than Graduate College. See “Thesis” on p. 54. once. GEOL 755. Advanced Engineering GEOL 697. Environmental and Geology. (3) Engineering Geosciences Graduate Three hours lecture. Internship. (3-6) Prerequisites: Graduate standing, Each semester hour credit is the GEOL 455/555 (Principles of equivalent of 80 hours of internship Engineering Geology) or equivalent or experience. consent of instructor. Prerequisites: Two semesters of graduate Investigations into the applications course work completed; courses taken of basic principles and techniques must include GEOL 555 and GEOL of engineering geology to real world 574. Approval of Geology Graduate situations through the detailed study Studies Committee in the semester of actual engineering geology case prior to registration. histories. A professional experience in the area of environmental and engineering GEOL 776. Contaminant Transport. (3) geosciences. Student supervised Three hours lecture. by a professional staff member at Prerequisites: Graduate standing the work site and a member of the and GEOL 675 (Advanced Physical graduate faculty in Environmental and Hydrogeology) and GEOL 676 Engineering Geosciences. Grade for (Introduction to Groundwater course(s) recorded as letter grade. Modeling) or the consent of the instructor. GEOL 698. Directed Study. (3-6) As the capstone course in the

Course Descriptions Hours and credits to be arranged. hydrogeology sequence, this course 225 Prerequisites: Permission of the combines elements of the core hydrogeology classes to cover the hydrogeologic factors associated with protection of groundwater. Topics Information Technology covered include advection, diffusion, ITEC 500. Foundations of Computer dispersion, retardation, decay and Science. (3) their use in the advection-dispersion equation. Fate and transport models and Three hours lecture. aquifer remediation techniques will also A rigorous, systematic approach to be studied. object-oriented problem solving and programming. This is a leveling course GRAD 799. Continuous Enrollment. (1) for students who do not have either the All graduate students are required to educational experience or background be registered during the semester they to start the Information Technology receive their degree from Radford (IT) courses for the IT concentration University. Registration is required for a master’s in Education (MSED) of all graduate students when using program. ITEC 500 will not count university facilities and/or faculty time. as graduate credit towards the ITEC The minimum number of hours for Concentration for the MSED. registration is one. Registration allows Undergraduate students in the College use of services such as library checkout, of Science and Technology may not laboratories and recreation facilities not take this course for credit toward their open to the public. degree. ITEC 501. Software Development and Students who are not currently Algorithms. (3) registered for any course work and who have completed all course work but have Three hours lecture. other outstanding degree requirements Prerequisite: ITEC 400 or ITEC 500 (e.g., comprehensive examination, or ITEC 220 or permission of ITEC thesis, removal of an I or IP grade), are department. required to register for a continuous This course covers object-oriented enrollment course each semester, algorithm design from the software including summer, until they have met engineering perspective, data structures the outstanding requirement(s). and algorithms used in the solutions of nonnumeric problems. This course carries no credit hour ITEC 502. Computer Organization and production and does not count toward Operating Systems. (3) graduation requirements. This course option is also available to those Three hours lecture. admitted students who are not enrolled Prerequisite: ITEC 400 or ITEC 500 in a given semester but who wish to use or ITEC 220 or permission of ITEC university facilities and services during department.

Course Descriptions that time. This course covers relationships among 226 computer components, structures and systems, hardware features, costs, or permission of ITEC department. capabilities and selection. It also An in-depth study of the theory, includes the principles of operating design and implementation of database systems and the interrelationships concepts with emphasis on relational between the operating system and the and object-relational systems. architecture of computer systems. ITEC 650. Networking Concepts. (3) ITEC 593. Selected Topics in Information Three hours lecture. Technology. (1-3) Prerequisites: ITEC 501 and Prerequisite: Permission of instructor. ITEC 502, or permission of ITEC ITEC 593 covers selected topics in department. information technology, as student and Physical and logical design of networks, faculty interest demands. A new course topologies, protocols, local and wide- description is available each time the area networks. Advanced topics include class is offered. Interested students statistical measures of quality of service should contact the course instructor and traffic characterization, as well as before registering. This course may be design methodologies for networks. taken more than once for credit with a Concepts of teaching the field of different topic. networking through homework and lab experiences. ITEC 623. Management Information Systems. (3) ITEC 680. Programming Languages. (3) Three hours lecture. Three hours lecture. Prerequisite: MBA status or permission Prerequisite: ITEC 501 and ITEC 502, of the instructor. or permission of ITEC Department. Development and application of Programming language constructs, run- management information systems time behavior of programs, desirable to organizations. Analysis of critical features of languages, design and information flow in the context of an implementation considerations to obtain organizational system. those features.

ITEC 625. Web Development. (3) ITEC 693. Selected Topics in Information Three hours lecture. Technology (1-3) Prerequisite: ITEC 501 and ITEC 502, Prerequisite: Permission of instructor. or permission of ITEC department. ITEC 693 covers selected topics in An introduction to a broad variety of information technology, as student and web development topics, including faculty interest demands. A new course client-side, server-side, servers and description is available each time the design issues. class is offered. Interested students should contact the course instructor ITEC 640. Database Concepts. (3) before registering. This course may be

Course Descriptions Three hours lecture. taken more than once for credit with a 227 Prerequisite: ITEC 501 and ITEC 502, different topic. ITEC 698. Directed Study in Information the understanding of the causes and Technology. (1-4) consequences of human performance, Prerequisite: ITEC 501 and ITEC 502, satisfaction and development or Permission of ITEC Department. in organizations. Also includes Directed Study courses are designed management skills development. to provide graduate students an opportunity to investigate MGNT 622. Quantitative Methods. (3) independently specific problems or Three hours lecture. areas of interest under the direction Prerequisite: MBA status or permission of a graduate faculty member. The of the instructor. content of the course will vary with Provides study of quantitative tools each offering and requires the approval used in business production and service of the supervising professor, advisor, organizations. Topics include linear department chairperson, and the programming, integer programming, Graduate Dean. network analysis and stochastic programming. Management MGNT 624. Operations Management. (3) Three hours lecture. MGNT 601. Business Research and Prerequisite: MBA status or permission Reporting. (3) of the instructor. Three hours lecture. A problem-solving course designed to Prerequisite: MBA status or permission help reduce uncertainty in the decision- of the instructor. making environment of operations and Reviews specific method and reasoning production in manufacturing and service process as philosophical foundations firms of private and public sectors of for research; explores the basic the economy. Emphasis on employment methodology for business research of mathematical models for use and design, measurement, data collection, application in decision making in analysis and reporting. Group project business. used to demonstrate the concepts MGNT 651. Entrepreneurship. (3) learned in the course. Three hours lecture. MGNT 621. Organizational Behavior and Prerequisite: MBA status or permission Management Skills. (3) of the instructor. Three hours lecture. This course focuses on starting and Prerequisite: MBA status or permission managing high growth businesses. of the instructor. Major topics include: identifying Studies the behavior of individuals potential high growth business and groups in organizations from opportunities, characteristics of a managerial point of view; applies entrepreneurs, developing creativity, Course Descriptions the concepts, methods and research evaluating market potential, choosing 228 findings of the behavioral sciences to a legal structure, tax planning, financial strategies, preparing a business plan, Emphasis on environmental analysis operating considerations, choosing an and decision making. A capstone course; exit or succession strategy. must be taken during or after the term in which the last required MBA course MGNT 652. Business Consulting. (3) is taken. Three hours lecture/field work. Prerequisite: MBA status or permission MGNT 698. Directed Study. (1-4) of the instructor. Hours and credits to be arranged. This course will be organized on Prerequisites: MBA status and approval four levels. First, it will examine the of the directed study supervisor, advisor consulting industry to understand and Directed Study form submitted to the context and some key factors the Graduate College. affecting business consulting, firm See “Directed Study” on p. 54. strategies and key events. Second, it will move to the firm level examine MGNT 699. Research and Thesis. (1-6) the management issues associated with Hours and credits to be arranged running a consulting firm. Third, it with the approval of the student’s will proceed to the project level, cover thesis supervisor, advisor, department the life cycle of a project and provide a chairperson and the dean of the thorough understanding of all its phases. Graduate College. Extensive field work is required. Finally, See “Thesis” on p. 54. it will wrap up with the individual level and the career implications of landing/creating a consulting job, Marketing including ethical challenges and lifestyle implications. MKTG 602. International Business. (3) Prerequisite: MBA status or permission MGNT 671. Special Topics in of the instructor. Management. (3) Provides an analysis of international Three hours lecture. business challenges, strategies and Prerequisite: MBA status or permission operations; includes readings in of the instructor. contemporary international business Examines topics of special interest in perspectives and cases. management area not covered in current graduate course offerings. MKTG 612. Global Market Research. (3) Three hours lecture. MGNT 685. Strategic Management. (3) Prerequisites: MBA status and Three hours lecture. permission of instructor. Prerequisites: MBA status or permission Provides MBA students an opportunity of the instructor, ACTG 611, FINC to participate in international market 631, MGMT 624, MKTG 641. research. Students conduct an in-depth Course Descriptions Integrates graduate business courses in analysis of foreign markets to determine 229 a top level strategy development course. market potential and to develop strategies for Virginia firms to enter or thesis supervisor, advisor, department expand specific markets. chairperson and the dean of the Graduate College. MKTG 641. Marketing Management. (3) See “Thesis” on p. 54. Three hours lecture. Prerequisites: MBA status or permission of the instructor. Mathematics This course teaches students the art and science of selecting target markets and MATH 600. Foundation of the acquiring and maintaining profitable Number System. (3) customers in a socially responsible and Prerequisites: Undergraduate degree ethical manner. Case studies, experiential in mathematics or by instructor projects, simulations and marketing permission. planning assignments may be used. This course will provide a mature MKTG 671. Special Topics in Marketing. mathematical foundation for the (1-6) number systems used in secondary and post-secondary mathematics courses, Hours and credits to be arranged. with an emphasis on rigorous logical Prerequisites: MBA status or permission and set-theoretical foundations of the of instructor. natural numbers, integers, rational Provides students an opportunity to examine topics of special interest in the numbers, and real numbers. The course marketing area beyond the subjects covered will also cover the common algebraic in the current grade course offerings. extensions of the number systems, and familiarize students with the historical MKTG 673. Globalism, Capitalism, and development of the number systems. “Flattened” Marketing. (3) MATH/EDUC 620. Issues of Equity and Three hours lecture. Diversity in Mathematics Education. (3) Issues of Globalism and marketing in a flattening world: Trade, competition, Familiarizes students with cultural, culture and the effects on nations, social, and political issues in the organizations, and new business people. teaching and learning of mathematics. Students will explore equity and MKTG 698. Directed Study. (1-4) diversity principles and approaches Hours and credits to be arranged. in mathematics education, including Prerequisites: MBA status and approval strategies for teaching mathematics to of the directed study supervisor, advisor diverse learners. Mathematics activities and Directed Study form submitted to will be incorporated, as needed, to the Graduate College. supplement the curriculum. See “Directed Study” on p. 54. MATH 621. History of Mathematics. (3) MKTG 699. Research and Thesis. (1-6) Prerequisites: Undergraduate degree Course Descriptions Hours and credits to be arranged in mathematics or by instructor 230 with the approval of the student’s permission. This course will help students MATH 635. Euclidean and Non-Euclidean understand the pursuit of mathematical Geometry. (3) understanding as a human endeavor. Prerequisites: Undergraduate degree Students will discover how mathematics in mathematics or by instructor has developed over the past 5,000 years permission. in a variety of cultural and historical This course will introduce students to settings, including the rise of geometry systems of postulates in a comparison and number theory, arithmetic and of Euclidean and Non-Euclidean algebra, analysis and foundations, and a geometries. Geometric structures of variety of other topics. transformational, fractal, and projective geometry are examined together with MATH 623. Algebraic Reasoning and a brief history of the development of Mathematical Structures. (3) axiomatic systems of geometry. Prerequisites: Undergraduate course in Modern or Abstract Algebra or MATH 641. Mathematical Analysis and permission of instructor. Modeling. (3) Abstract algebra with a focus on topics Prerequisites: Undergraduate degree directly related to high school algebra in mathematics or by instructor and geometry: basic number theory, permission. rings of integers and polynomials, Examines mathematical models of real elementary group theory, fields, classical life phenomena and develops solution geometric constructions, and the strategies for open-ended problems. insolubility of the quintic. Applications The models are based on Calculus, will be considered as time permits. Differential Equations and Linear A computer algebra system will be Algebra; they may include discrete and employed in examples and assignments. continuous population models, diffusion processes, business and economics MATH 630. Algebra and Functions for models, continuous and discrete Secondary Teachers. (3) optimization problems with calculus Prerequisites: Undergraduate degree and linear programming. Software may in mathematics or by instructor include Excel, Maple, Matlab or similar permission. programs. Mathematics and pedagogy for teaching algebraic reasoning and secondary MATH/EDUC 650. Graduate Seminar: school algebra with emphasis on Theory and Practice In Mathematics functions. Topics include introductory Education. (3) algebra and functions; multiple Examines literature in the theory and representation; patterns; variation; linear, practice of mathematics education. quadratic, and exponential functions; Course content will vary semester small systems of linear equations; to semester, in each case focusing inequalities; problems and techniques on one specific topic. Possible topics

Course Descriptions for teaching. include, but are not limited to, 231 educational learning theories and mathematical connections, K-12 education literature on a range of mathematics education curriculum topics while also considering practical reform, technology and the teaching of implications. This course can be taken mathematics, international studies in more than once for credit. mathematics education, or mathematical literacy. The course will include examinations of National Council of Media Studies Teachers of Mathematics Standards and Virginia SOL documents. Students MSTD 560. Special Topics in Media enrolled in the dean of the Graduate Studies. (3) College Program in Education with Three hours lecture. a concentration in Mathematics will Prerequisite: Permission of instructor. be expected to complete an extensive A comprehensive study of special teaching or research project in this interest topics in Media Studies. Each course during their final semester of topic will be described in detail when the program, unless they receive prior offered. The course may be taken for permission to complete the project at credit multiple times, provided that the some other time. Project choices must topics are substantially different, and the be focused in mathematics education Department or School approves. and approved by the professor of record. This course must be taken in the final semester but be taken more than once Music for credit, provided the topic of study is different, with permission of instructor. MUSC 517. Form and Analysis. (3)

MATH 681. Topics in Mathematics Three hours lecture. Education. (3) Prerequisite: MUSC 212 or equivalent music theory course. Prerequisite: Permission of instructor. Standard forms from small units through A minimum of 45 contact hours per concerto and fugal techniques. Synthesis of course. larger, more general concepts. Comparative Selected topics in mathematics study of various periods and cultures. education. An outline of topics will be made available each time the course is MUSC 518. Arranging and Orchestration. (3) offered. May be taken for credit more Three hours lecture. than once, providing the topics are Prerequisite: MUSC 212 or equivalent different each time. music theory course. MATH/EDUC 691. Professional Seminar: Scoring for various band and orchestral Research in Mathematics Education. (1) ensembles; vocal and instrumental arranging. Includes the study, Offers an examination of current issues preparation and performance of scores. in mathematics education. The course

Course Descriptions focus is on reading, presenting, and MUSC 519. Counterpoint. (3) 232 critiquing professional mathematics Three hours lecture. Prerequisite: MUSC 212 or equivalent composition/arranging, improvisation, music theory course. development of repertory of jazz tunes The detailed study and composition of for performance. Present concerts and the various countrapuntal devices and programs throughout the year on and forms found in the history of western off campus. music. MUSC 534. Jazz Ensemble (1) MUSC 521, 522. Guitar History and Three hours rehearsal. Literature. (2,2) Prerequisite: Audition. Two hours lecture. Exposure, learning and performance of Prerequisites: MUSC 321 and 322 or traditional and contemporary styles of equivalent music history courses. music for the jazz ensemble. Presents A study of guitar history and literature formal and/or informal programs from the Renaissance to the present throughout the year, on and off campus. will include such topics as notation, Open to all students by audition. May performance practices, instrumental be taken again for credit. development and social contexts. MUSC 535. Percussion Ensemble. (1) MUSC 528. Computer Music Forum. (1) Three hours rehearsal. Two hours presentations and discussion. Prerequisite: Audition. Prerequisite: MUSC 128 or equivalent Performance of contemporary computer music skills. percussion/ marimba ensemble Intensive work on individual projects in literature. Presents programs throughout computer music and related research, with the year, on and off campus. Open to all class discussion of these and of current students by audition each semester. May developments in the field. Graduate credit be taken again for credit. requires work at advanced levels. May be taken again for credit. MUSC 536. Guitar Ensemble. (1) Three hours rehearsal. MUSC 531. Wind Ensemble. (1) Prerequisite: Audition. Three hours rehearsal. The Guitar Ensemble offers training Prerequisite: Audition. in sight-reading and chamber music Emphasis on study and performance performance skills for guitarists; of serious wind ensemble literature. performs both on and off campus and is Concerts presented each year on campus open to all students by audition each and on tour only. May be taken again semester. May be taken again for credit. for credit. MUSC 537. Digital Ensemble. (1) MUSC 533. Advanced Jazz Combo. (1) Two hours rehearsal. Two hours rehearsal. Prerequisites: MUSC 128 or equivalent Prerequisite: Audition. computer music skills.

Course Descriptions Performance of advanced jazz literature Existing and original music is prepared 233 for a jazz combo. Emphasis on for public performance using electronic sound sources in a chamber ensemble music literature from duos to nonets setting. May be taken again for credit. for strings, winds, pianos, mixed strings and winds with or without piano. MUSC 545. Guitar Pedagogy. (3) Open to qualified students. Chamber Three hours lecture. groups must be formed in advance of Prerequisite: MUSC 270 or equivalent registration with consent of instructor. fretboard skills. May be taken again for credit. Guitar instructional principals, procedures, materials and their MUSC 555. Madrigal Singers. (1) applications will be studied. This course Three hours rehearsal. will investigate both historical and Prerequisite: Audition. current theories and practice. Performs primarily a capella literature from the Renaissance through the 20th MUSC 546. Methods and Practicum for century. A high degree of personal General Music. (3) musicianship, discipline and vocal ability Three hours lecture. is required. May be taken again for Prerequisite: Undergraduate degree in credit. Music. Practicum for graduate students MUSC 556. Radford Singers. (1) seeking teaching credentials in Music Four hours rehearsal. grades K-12. Clinical experience on Prerequisite: Audition. multiple grade levels appropriate to Performs a wide variety of choral Music certification in Virginia. In music from all historical periods. A addition to scheduled class/lab/lecture, high degree of personal musicianship, special seminars designed to enhance discipline and vocal ability is required. professional development of the graduate Participates in concerts, tours and other student will be regularly scheduled activities both on and off campus. May be taken again for credit. MUSC 549. Piano Pedagogy. (3) Three hours lecture, demonstration, MUSC 557. Opera Workshop. (1) laboratory. Three hours rehearsal. Prerequisite: Level 4 proficiency in Prerequisite: Permission of instructor. piano. Study and preparation of vocal roles and Survey of piano teaching materials, chorus parts to produce major opera methods and approaches, with emphasis or opera excerpts. Membership open on elementary through intermediate to students by audition. May be taken level students; practical demonstration again for credit. and application of material; observation of teaching; supervised student teaching. MUSC 558. Accompanying. (1) Two hours lab/coaching. MUSC 553. Chamber Music Ensemble. (1) Prerequisite: Permission of instructor.

Course Descriptions Two hours rehearsal. Piano/guitar accompanying in class, 234 Rehearsal and performance of chamber applied lessons, rehearsals and public performances. May be repeated perception, evaluation and measurement for credit. of musical ability, achievement, research and statistical methods. Required of all MUSC 559. Methods and Practicum for Music Therapy Majors; open to students Secondary Performing Ensembles. (3) in other curricula. Prerequisite: Undergraduate degree in Music. MUSC 595. Seminar in Music History and Practicum for graduate students Literature. (3) seeking teaching credentials in Music Three hours lecture. grades K-12. Clinical experience on Prerequisites: MUSC 321 and 322 or multiple grade levels appropriate equivalent music history courses. to Music certification in Virginia. Variable topic course. Study of advanced In addition to scheduled class/lab/ music history or literature. May be taken lecture, special seminars designed to again for credit with different topics. enhance professional development of the graduate student will be regularly MUSC 601. Bibliography and Research. (3) scheduled. Three hours lecture. Prerequisite: Bachelor’s degree in music MUSC 571/572. Fourth Year Applied or permission of the instructor. Music. (1-2) Survey of bibliography and methods Prerequisites: (Music 571): Satisfactory of research in music (music education, entrance audition or completion of music therapy and musicology); study MUSC 372 with a grade of “C” or of processes of research and writing in better. Prerequisite (Music 572): music. Fall. Completion of MUSC 471 or MUSC 571 with a grade of “C” or better. MUSC 603. Dalcroze, Kodaly and Orff Private instruction in the Applied Music Methods. (3) Level System at levels VII and VIII, or Three hours lecture. higher as appropriate to the student’s Prerequisite: Level 2 proficiency in level of advancement. Covers technique, keyboard. repertoire, musicianship, sight-reading. Dalcroze, Kodaly and Orff instructional Specific requirements for each level of methods and adaptations in American competency in each applied area are on music education. Offered alternate years. file in the Department of Music office. MUSC 605. Measurement and Evaluation MUSC 585. Psychology of Music. (3) of Music Experiences. (3) Three hours lecture. Three hours lecture. Prerequisite: Senior Standing, BIOL Measurement and evaluation techniques 331 or equivalent anatomy and for music aptitude, achievement physiology course and upper level and preference will be explored. An standing as a music therapy major. emphasis of the course is on developing

Course Descriptions Science of sound and music including teacher-made tests and on available 235 acoustics, hearing anatomy, aesthetics, standardized music tests. MUSC 607. History and Philosophy of MUSC 613. Classical Music. (3) Music Education. (3) Three hours lecture. Three hours lecture. Pre- or corequisite: MUSC 601. Prerequisites: Undergraduate degree in Study of 18th century music with music or permission of instructor. special emphasis on pre-classical and This course surveys the history of classical composers. Detailed survey American music education and explores of the music of Haydn, Mozart and the philosophical foundations of music Beethoven. Offered every third year. education. MUSC 614. Romantic Music. (3) MUSC 608. Music Teaching and Three hours lecture. Learning. (3) Pre- or corequisite: MUSC 601. Three hours lecture. Music literature, styles, forms and Prerequisites: Undergraduate degree in techniques of the 19th century, as music or permission of the instructor. well as intellectual foundations of the Perceptual processes, learning theories Romantic movement. Offered every and curricula in music education will be third year. studied in this course. MUSC 615. Twentieth-Century Music. (3) MUSC 610. Medieval Music. (3) Three hours lecture. Three hours lecture. Pre- or corequisite: MUSC 601. Pre- or corequisite: MUSC 601. Significant developments in form and Survey of monophonic and polyphonic style of the music of the 20th century. traditions of both sacred and secular Offered every third year. Medieval music. Offered every third year. MUSC 620. Advanced Methods in Music Therapy. (3) MUSC 611. Renaissance Music. (3) Three hours lecture. Three hours lecture. Prerequisites: MUSC 477, 485 and 486. Pre- or corequisite: MUSC 601. Investigation into advanced methods Historical survey of Renaissance music and materials in music therapy. with emphasis on musical literature, Emphasizes the development of styles, forms and techniques. Offered Introductory Level (Level I) skills in every third year. the Bonny Method of Guided Imagery and Music (GIM) as sanctioned by the MUSC 612. Baroque Music. (3) Association for Music and Imagery Three hours lecture. (AMI). This course involves group Pre- or corequisite: MUSC 601. participation to develop self awareness, Developments in form and style of acceptance and effective interpersonal the Baroque period from Monteverdi skills. Personal development is an through J. S. Bach. Offered every third integral component of this course.

Course Descriptions year. Additionally, emphasis will be placed 236 on music and relaxation and procedures with sensory, physical, emotional, therapy; emphasis on administration, cognitive and social disabilities. Offered supervision and teaching. May be taken in the Fall. again for a maximum of six semester hours credit. Offered in the Spring. MUSC 627. Technology in Music and Music Education. (3) MUSC 651. Special Applications in Music Three hours lecture. Therapy I. (3) Prerequisites: Undergraduate degree in Three hours lecture. music or permission of instructor. Pre- or corequisite: MUSC 641 or 642; Direct application of current digital MUSC 620. technologies used in music composition, This course focuses primarily on two performance and instruction. Emphasis advanced applications of music in on the use of MIDI applications for therapy. “Mind/Body and Music” will the production of musical materials in focus on the use of music in the various various media, including distribution via models of healing for mind and body. the World Wide Web. “Musical Elements and Inner Process” will focus on the building blocks of MUSC 633. Analytical Techniques. (3) music and their effect on the inner life Three hours lecture. of the human being. Prerequisite: MUSC 417 or 517. Various analytical techniques with MUSC 652. Special Applications in Music particular attention to analysis of tonal, Therapy II. (3) textural and temporal features at various Three hours lecture. levels of structure. Offered in the Spring. Pre- or corequisite: MUSC 641 or 642; MUSC 620. MUSC 641:642. Practicum in Music This course focuses primarily on the Therapy. (2:2) creative arts and their interrelationships. One and a half hours of lecture; 3-5 Emphasis will be placed on Mandala hours of field work per week. Assessment and this will be integrated Prerequisite: MUSC 620. into advanced models of Music Therapy Advanced music therapy practice under practice that include the Bonny Method approved clinical supervision. MUSC of Guided Imagery and Music (GIM). 641 requires clinical work only. MUSC 642 emphasizes administrative and MUSC 654. Advanced Conducting supervision practices. Approval forms Techniques. (2) are available in the Graduate College One hour private lesson, one hour office. laboratory. Prerequisites: Permission of the MUSC 650. Seminar in Music Therapy. (3) instructor. Three hours lecture. Emphasizes advanced analytical, Prerequisites: MUSC 485 and 486; aural and gestural techniques in the

Course Descriptions corequisite: MUSC 641 or 642. development of skills and abilities as a 237 Survey of contemporary trends in music choral and/or instrumental conductor. MUSC 666. Travel Study. (1-6) Prerequisites: MUSC 319 and 320. Academic study involving domestic In-depth study and research in a and/or international travel. May be specialized topic concerning music taken again for credit with different education. May be taken again for credit topics or areas of study for a maximum with different topics for a maximum of of six semester hours. six semester hours. MUSC 670. Advanced Applied Music. (1-2) MUSC 694. Graduate Chamber Music One-half or one-hour private lesson. Recital. (6) Prerequisite: Satisfactory entrance Prerequisites: Level 10 proficiency in audition or completion of MUSC 372 applied music. with a grade of “C” or better. The performance of chamber music Graduate level applied music instruction must cover at least three periods of for students who have met their major music history in which music has been requirements in applied music. May be written for the performing medium. taken again for credit. Includes preparation of program notes. MUSC 671:672. Advanced Applied MUSC 695. Graduate Lecture-Recital. (6) Music. (1-2) Prerequisites: Level 10 proficiency in One-half or one-hour private lesson. applied music. Prerequisite (MUSC 671): Satisfactory The lecture-recital shall include an entrance audition or completion of appropriate balance between musical MUSC 472 with a grade of “C” or performance and lecture based on better. Prerequisite (MUSC 672): scholarly research. Completion of MUSC 671 with a grade of “C” or better. MUSC 696. Music Therapy Project. (1-4) Hours and credit to be arranged. MUSC 690. Seminar in Musicology. (3) Prerequisites: MUSC 620 and 642. Three hours lecture. Clinical and/or research project. To be Pre- or corequisite: MUSC 601. determined in consultation with the In-depth study and research in a music therapy faculty. specialized topic chosen from areas such as: acoustics, aesthetics of music, MUSC 697. Graduate Recital. (6) computer music, ethnomusicology, A minimum of a one-hour recital. history of theory, jazz, problems of Prerequisite: Level 10 proficiency in performance practice, works of a major applied music. composer, a major composition, group The performance must cover at least of compositions or genre. May be taken three periods of music history in again for credit with different topics for which music has been written for a maximum of six semester hours. the performing medium. Includes preparation of program notes. MUSC 691. Seminar in Music

Course Descriptions Education. (1-3) MUSC 698. Directed Study. (1-4)

238 One to three hours lecture. Hours and credit to be arranged. Prerequisites: MUSC 601 or MUSC admitted students who are not enrolled 604, eligibility for admission to in a given semester but who wish to use candidacy and Directed Study form university facilities and services during submitted to the Graduate College. that time. A maximum of four credits may be counted toward a master’s degree in music. See “Directed Study” on p. 54. Nursing

MUSC 699. Research and Thesis. (1-6) NURS 573. Emerging Therapies for Health. (3) Prerequisite: MUSC 601. Hours and credit to be arranged with Three hours seminar. the approval of dean of the Graduate Prerequisites: Graduate standing or College. See “Thesis” on p. 54. permission of faculty. Examines therapies becoming accepted GRAD 799. Continuous Enrollment. (1) by Americans as complements or All graduate students are required to alternatives to traditional Western be registered during the semester they medical practices. Focuses on non-toxic receive their degree from Radford and noninvasive approaches to achieving University. Registration is required and maintaining wellness and healing of all graduate students when using for the body, mind and spirit. university facilities and/or faculty time. NURS 620/702. Theoretical Foundations The minimum number of hours for for Advanced Nursing Practice. (3) registration is one. Registration allows Three hours lecture. use of services such as library checkout, Prerequisite: Graduate standing. laboratories and recreation facilities not Examines development of nursing open to the public. theory and its uses in nursing practice and research. Includes the study Students who are not currently and critique of nursing theories and registered for any course work and who theories from related disciplines. have completed all course work but have Explores philosophical issues related to other outstanding degree requirements contemporary nursing theory. (e.g., comprehensive examination, thesis, removal of an I or IP grade), are NURS 622. Advanced Practice Nursing of required to register for a continuous Older Adults. (3) enrollment course each semester, Two hours lecture and three hours including summer, until they have met practicum/week. the outstanding requirement(s). Prerequisite: Graduate standing and undergraduate gerontological nursing This course carries no credit hour course or continuing education in production and does not count toward gerontology. Course Descriptions graduation requirements. This course The emphasis is on holistic assessment 239 option is also available to those of older adults and their families; health promotion, protection and restoration; health and illness are emphasized. The multidisciplinary health care planning laboratory component of the course along the continuum of care; and provides the opportunity to become health care services and systems for proficient in eliciting health histories, older adults. The practicum provides performing physical examinations and opportunities to translate theory into critically examining and documenting advanced practice nursing for older health data. adults. NURS 630. Advanced Adult Nursing I. (5-7) NURS 628/710. Advanced Variable credit; 5-7 credit hours; Pathophysiology. (3) three hours seminar; six to 12 hours Three hours seminar. practicum. Prerequisite: Graduate standing. Prerequisites: NURS 620, 628, 629, 651, This course is designed for the study undergraduate course in gerontological of physiological alterations underlying nursing. disease entities and relating knowledge Introduction to advanced practice in to interpret changes in normal function adult nursing. Emphasis is on advanced that result in symptoms indicative of nursing management of clients/families illness. Students will examine current with selected holistic needs; policy research in pathophysiology. The course issues related to health promotion, provides the student with an essential protection and restoration; and ethical- theoretical basis for advanced nursing legal issues related to health care practice. delivery. Practicum is individualized and may involve acute care specialty units, NURS 629. Advanced Health medical-surgical units or outpatient Assessment. (3) settings. Advanced nursing practice Two hours seminar; two hours roles are emphasized. Current research laboratory. findings and advancement in nursing Prerequisite: Admission to graduate theory and practice also determine program in nursing, or with permission course content. of coordinator of the graduate nursing program Coordinator. NURS 631/716. Advanced Pharmacology. (3) Provides the advanced practice nurse Three hours seminar. with advanced knowledge and skills Prerequisite: Graduate standing in related to health assessment and clinical Nursing or permission of instructor. decision-making. The focus is on Every Advanced Practice Nurse acquiring, evaluating and refining health (APN) should have a well-grounded assessment data as the basis for the understanding of basic pharmacologic development of a diagnostic problem principles, which includes the cellular list. Common normal variations as response level. This area of core content well as abnormalities and acute and incorporates both pharmacotherapeutics

Course Descriptions chronic disease characteristic of diverse and pharmacokinetics of broad 240 ethnic backgrounds and age groups in categories of pharmacologic agents. Emphasis of this online course is on NURS 629, NURS 631 (or concurrent) the understanding of pharmacology NURS 651. in health promotion, protection, and This course is designed to prepare restoration. the student with the knowledge and skills to practice in a rural setting to NURS 632. Advanced Adult Nursing II. (3) deliver primary health care to women. Variable credit; 6-8 credit hours; The student will develop clinical three hours seminar; six to 12 hours judgment in history and physical practicum. assessment as well as decision making Prerequisite: NURS 630, 650. in the management of common health Focus on the implementation of problems. The focus includes health advanced nursing practice roles in adult promotion, health protection, problem nursing. Content addresses total quality identification and management and management/quality improvement; issues client/family counseling. related to health promotion, protection and restoration; advanced nursing NURS 635. Advanced Family Nursing II: management of clients/families with Children’s Health. (3) selected complex holistic needs; political Three hours seminar; six hours issues; and economics of acute and chronic practicum. care facilities. Practicum is individualized Prerequisites: Admission into the FNP and emphasizes the roles of clinician, concentration, NURS 620, NURS 628, consultant, manager and researcher. NURS 629, NURS 631 (or concurrent) NURS 551. NURS 633/704. Advanced Practice This course provides the nurse Nursing in Rural Communities. (3) practitioner opportunities to develop Three hours seminar. knowledge and skills needed to deliver Prerequisites: Graduate standing in primary health care to children in Nursing or permission of instructor. rural and urban settings. Classroom This course will focus on the advanced and clinical activities emphasize the practice nurse’s role in health promotion application of problem identification and illness prevention through and management, health promotion understanding community dynamics, and client/family counseling. Growth applying principles of epidemiology, and development, health status and community assessment, and program environmental interactions are explored. development for aggregates in rural Nursing strategies are designed which communities. promote health, prevent illness and provide an avenue for intervention in NURS 634. Advanced Family Nursing I: situational health crises. Women’s Health. (3) Three hours seminar; six hours NURS 636. Advanced Family Nursing III: practicum. Acute Illness Across the Lifespan. (5)

Course Descriptions Prerequisites: Admission into the FNP Three hours seminar; six hours 241 concentration; NURS 620, NURS 628, practicum. Prerequisites: Admission into the FNP NURS 638. Family Nurse Practitioner concentration, NURS 620, NURS 628, Preceptorship. (7) NURS 629, NURS 631 (or concurrent), One hour seminar; 18 hours practicum. NURS 651. Prerequisites: NURS 634, NURS 635, This course is designed to prepare the NURS 636 and NURS 637. student to practice advanced nursing skills This clinically intensive course provides with rural community based families the family nurse practitioner student the experiencing acute conditions. Emphasis opportunity to apply relevant theories, is on analyzing, synthesizing and applying concepts and research findings to current family and health care theories, clinical care. Emphasis is on developing research and practice related to individuals clinical competence required in and families across the lifespan. The delivering primary health care. focus includes risk assessment, wellness promotion, health protection, health NURS 640. Nursing Administration. (3) restoration, management of acute Three hours seminar. conditions, coordination of services, Prerequisite: Graduate standing. collaboration with other providers and This course is designed to help students appropriate referral. examine theories, principles and applications of roles, characteristics and NURS 637. Advanced Family Nursing IV: functions related to nursing administration. Chronic Illness Across the Lifespan. (5) The focus is on delivery of high-quality Three hours seminar; six hours and cost-effective care in a fiscally practicum. constrained health care delivery system. Prerequisites: Admission into the FNP concentration; NURS 620, NURS 628, NURS 642. Advanced Nursing for Older NURS 629, NURS 631 (or concurrent), Adults. (3) NURS 651. One hour seminar and six clinical This course is designed to prepare the hours/week. student to practice advanced nursing Prerequisites: NURS 622, NURS 628, skills in rural and urban community- NURS 629. based clients and families experiencing This clinically intensive course chronic conditions. Emphasis is provides the student enrolled in the on analyzing, synthesizing and gerontological clinical nurse specialist applying current family and health program the opportunity to apply care theories, research and practice theories, concepts and research findings related to individuals and families in the clinical care of older adults. across the lifespan. The focus includes Emphasis is on developing clinical wellness promotion, health protection, competence required for the advanced management and maintenance of practice gerontological nurse. chronic conditions, restoration and rehabilitation, coordination of services, NURS 644. Theories and Strategies for Nursing Education. (3) Course Descriptions collaborative care with other providers 242 and appropriate referral. Prerequisite: Graduate standing. Examines issues related to nursing and legal frameworks. Emphasis education in a variety of settings is on examination of current including schools of nursing, continuing social, professional, legislative, and education and staff development in the technological trends in health care, as work place. Focuses on the teaching- they relate to advanced practice nursing. learning process and the development, The focus will be on encouraging implementation and evaluation of the student to develop the requisite effective units of instruction/learning. skills needed for role assumption and leadership within the health care NURS 645. Practicum in Nursing delivery system through engagement Education. (3) in activities designed to develop role Prerequisite: Graduate standing. competencies in advanced nursing This course is designed to provide practice. practical experience in the facets of the role of nurse educator NURS 696. Master’s Capstone Project. (1) including teaching in the classroom, Prerequisites: Completion of NURS laboratory and clinical setting. Other 620, 628, 629, 650, 651. responsibilities of the nurse educator The master’s capstone project provides will be explored including membership an opportunity for the student to on committees that contribute to the synthesize knowledge and skills effectiveness of a nursing program and acquired from the core courses as the larger unit of which the school is a well as from the specialized clinical part (college/university). concentration, resulting in the completion of an evidence-based NURS 650/800. Evidence for Advanced project. If a student has not elected Nursing Practice. (3) to complete a Thesis, the student will Prerequisite: NURS 702; Undergraduate register for one credit of this course in Nursing Research; Undergraduate each of the last two semesters of her/his Statistics. program of study. This course receives a In depth examination of the process of letter grade. developing evidence-based advanced nursing practice. NURS 699. Research and Thesis. (3) Hours and credits to be arranged with NURS 651/700. Advanced Practice the approval of the student’s thesis Nursing Roles and Leadership. (3) advisor, advisor and the dean of the Three hours seminar. Graduate College. Prerequisites: Graduate standing in See “Thesis” on p. 54. Nursing or Permission of Instructor. This course examines advanced NURS 700/651. Advanced Practice nursing practice roles, both from Nursing Roles and Leadership. (See a historical view and in current p. 243) (3)

Course Descriptions practice, and explores roles using 243 philosophical, political, economic, NURS 702/620. Theoretical Foundations and applying current nursing, family, for Advanced Nursing Practice. (See behavioral, and other health care theories p. 239 (3) and research related to individuals and families across the lifespan. The focus NURS 704/633. Advanced Practice Nursing in Rural Communities. (See includes risk assessment, wellness p. 241.) (3) promotion, health protection, health restoration, management of acute NURS 712. Advanced Health Assessment (2) conditions, coordination of services, collaboration with other providers, and Prerequisite: Graduate standing appropriate referral. or permission of the Graduate Program Coordinator; must be taken NURS 721. Advanced Family Nursing: concurrently with NURS 713. Acute Illness Across the Lifespan- This course provides the advanced Clinical. (2) practice nurse with the advanced skills related to health assessment and clinical Two hours clinical. decision making. Prerequisite: NURS 710, NURS 712, NURS 713, NURS 716 and concurrent NURS 713. Advanced Health Assessment with NURS 720; or permission of Laboratory. (1) faculty. Prerequisite: Graduate standing This course is the clinical practicum for or permission of the Graduate NURS 724, Advanced Family Nursing: Program Coordinator; must be taken Acute Illness Across the Lifespan concurrently with NURS 712. (theory) in the Doctorate of Nursing This course is the laboratory for NURS Practice Program, Family Nurse 712 Advanced Health Assessment. Practitioner track.

NURS 710/628. Advanced NURS 724. Advanced Family Nursing: Pathophysiology. (See p. 240) (3) Chronic Illness Across the Lifespan. (3)

NURS 716/631. Advanced Pharmacology. Prerequisite: NURS 710, NURS 712, (See p. 240) (3) NURS 713, NURS 716 and concurrent with NURS 725; or permission of NURS 720. Advanced Family Nursing: instructor. Acute Illness Across the Lifespan. (3) This course provides the advanced Prerequisite: NURS 710, NURS 712, practice nurse practitioner with the NURS 713, NURS 716 and concurrent knowledge and skills necessary for with NURS 721; or permission of understanding and managing chronic faculty. illnesses across the lifespan. This course is designed to prepare the NURS 725. Advanced Family Nursing: student to practice advanced nursing Chronic Illness Across the Lifespan- skills and clinical judgment with clients, Clinical. (2) families, and groups experiencing acute

Course Descriptions conditions in diverse settings and cultures. Two hours clinical. 244 Emphasis is on analyzing, synthesizing, Prerequisite: NURS 710, NURS 712, NURS 713, NURS 716 and concurrent NURS 713, NURS 716 and concurrent with NURS 724; or permission of with NURS 733; or permission of faculty. faculty. This course is the clinical practicum for This course focuses on the development NURS 724, Advanced Family Nursing: of clinical decision making and other Chronic Illness Across the Lifespan. skills needed to deliver primary health NURS 728. Advanced Family Nursing: care to children and adolescents and Women’s Health. (3) their families in diverse settings. Prerequisite: NURS 710, NURS 712, Emphasis is on health promotion and NURS 713, NURS 716 and concurrent prevention and assessment, diagnosis with NURS 729; or permission of and management of common acute and faculty. chronic health problems for children This course is designed to prepare the and adolescents, families, groups, and student with the advanced knowledge populations. Theories and research in and skills to practice in diverse settings growth and development, genetics, in delivering primary health care to health and behavioral sciences, and best women. The student will develop practices are explored. clinical judgment in assessment and problem identification, management, NURS 733. Advanced Family Nursing: monitoring, follow up, and referral of Children’s Health –Clinical. (2) health problems of women across the Two hours clinical. life span. In addition, health promotion, prevention, protection, and restoration Prerequisite: NURS 710, NURS 712, for women and families. Nursing and NURS 713, NURS 716 and concurrent related theories provide a framework with NURS 732; or permission of for culturally sensitive, evidence based faculty. advanced practice. This is the clinical course for NURS 732, Advanced Family Nursing: NURS 729. Advanced Family Nursing: Children’s Health. The focus is health Women’s Health-Clinical. (2) promotion/prevention in children/ Prerequisite: NURS 710, NURS 712, adolescents and families and assessment, NURS 713, NURS 716 and concurrent diagnosis and management of health with NURS 728; or permission of status changes in this population. faculty. This course is the clinical practicum for NURS 736. Advanced Family Nursing: NURS 728, Advanced Family Nursing: Preceptorship. (4) Women’s Health in the Doctorate of Nursing Practice Program, Family Prerequisite: NURS 720 and 721, Nurse Practitioner concentration. NURS 724 and 725, NURS 728 and 729, NURS 732 and 733. NURS 732. Advanced Family Nursing: This course is the final clinical Children’s Health. (3) practicum course for the Family Nurse Prerequisite: NURS 710, NURS 712, Practitioner Program. Course Descriptions

245 NURS 740. Adult-Gerontology Clinical Prerequisite: NURS 710, 712, 713, 716 Nurse Specialist: Patient/Client Sphere and concurrent with 744; or permission of Influence. (3) of faculty. Prerequisite: NURS 710, 712, 713, 716 Clinical course for NURS 744: Adult- and concurrent with 741; or permission Gerontology Clinical Nurse Specialist: of instructor. Nurses and Nursing Practice Sphere This course focuses on the patient/client of Influence. Focuses on the nursing with an emphasis on health promotion, practice sphere with adults and older protection and holistic care of adults adults, and provides the opportunity to and older adults. apply theories, concepts, and research NURS 741. Adult-Gerontology Clinical findings in clinical practice. Nurse Specialist: Patient/Client Sphere NURS 748. Adult-Gerontology Clinical of Influence – Clinical. (3) Specialist: Organization/System Sphere Three hours clinical. of Influence. (3) Prerequisite: NURS 710, 712, 713, 716 Three hours lecture. and concurrent with 740; or permission Prerequisite: NURS 710, 712, 713, 716 of faculty. and concurrent with 749; or permission Clinical course for NURS 740: Adult- of faculty. Gerontology Clinical Nurse Specialist: Explores the influence of the Patient/Client Sphere of Influence. Clinical Nurse Specialist (CNS) Focuses on the patient/client relationship on organizations and systems by with an emphasis on health promotion, articulating the value of nursing care at protection and holistic care of adults and the decision-making level. older adults in diverse settings. NURS 749. Adult-Gerontology Clinical NURS 744. Adult-Gerontology Clinical Specialist: Organization/System Sphere Nurse Specialist: Nurses and Nursing of Influence – Clinical. (3) Practice Sphere of Influence. (3) Three hours clinical. Prerequisite: NURS 710, 712, 713, 716 and concurrent with 745; or permission Prerequisite: NURS 710, 712, 713, 716 of faculty. and concurrent with 748; or permission Focuses on the practice and theoretical of faculty. dimensions of adult and older adult Clinical course for NURS 748: Adult- advanced nursing practice. Content Gerontology Clinical Specialist: provides the opportunity to apply Organization/System Sphere of theories, concepts, and research findings Influence. to clinical practice of both adults and NURS 752. Adult Gerontology Clinical older adults in diverse settings. Nurse Specialist Preceptorship. (3) NURS 745. Adult-Gerontology Clinical Three hours clinical. Nurse Specialist : Nurses and Nursing Prerequisite: NURS 740, NURS 741,

Course Descriptions Practice Sphere of Influence – Clinical. (3) NURS 744, NURS 745, NURS 748, 246 Three hours clinical. NURS 749; or permission of faculty. This course is the final clinical for scholarly inquiry to establish an practicum course for the Clinical Nurse evidence-based advanced nursing Specialist Program. practice. Emphasis is placed on research methods useful in program evaluation, NURS 790. Special Topics in Advanced quality improvement projects, evaluation Practice Nursing. (3) of new practice models, and clinical Prerequisite: Graduate Standing in research pilot projects. DNP or permission of instructor. The objectives and content of this online NURS 810. Health Care Systems, course facilitate achievement of the Information Systems, and Business Doctorate of Nursing Practice Program Practices. (3) outcomes. Current issues, research Three hours lecture. theory, and advanced clinical practice Prerequisite: NURS 800, NURS 802; or and scholarship not otherwise covered permission of faculty. In the DNP program determine course Explores foundations and principles of content. business, finance and entrepreneurship and information systems of advanced NURS 800/650. Evidence for Advanced practice nursing within the context of Nursing Practice. (See p. 243) (3) the larger health care system.

NURS 802. Synthesis and Evaluation NURS 812. Health Care Policy, Ethics, of Evidence Based Data for Advanced and Law. (3) Practice Nurses. (3) Three hours lecture. Prerequisite: NURS 800; or permission Prerequisite: Graduate Standing in of instructor. Nursing or permission of instructor. Building upon basic statistics and Analysis of principles of ethics, law, and research methods, this course will policy impacting health care delivery apply data principles to evidence systems and advanced practice nurses. based practice situations for Advanced Practice Nurses (APNs). Emphasis NURS 820. Doctorate of Nursing Practice is on the practical application of Clinical Capstone-1. (2) design techniques, data analysis, and Two hours clinical. interpretation to guide clinical practice. Prerequisite: Advanced nursing practice Includes integration of appropriate courses required in The Clinical Nurse technologies to focus on outcomes of Specialist (CNS), Family Nurse interest for APNs. Practitioner (FNP), or Nurse Midwifery (MN) Concentration; or permission of NURS 804. Clinical Scholarship and faculty. Population-Based Outcomes for The DNP Capstone Project course Advanced Practice Nurses. (3) facilitates the identification of the Prerequisite: NURS 800, NURS 802; or student’s scholarly project, development

Course Descriptions permission of faculty. of a project proposal, and the 247 Introduces a broad range of methods implementation and evaluation of the project. The project is derived from the This course is designed to provide immersion practice experience. experience for the graduate student who elects to pursue additional advanced NURS 821. Doctorate of Nursing Practice practice in a selected area. The content Clinical Capstone-2. (1) of the practicum will be defined by the One hour clinical. student in consultation with the faculty Prerequisite: NURS 820. member supervising the practicum. This DNP Capstone Project course is a NURS 898. Directed Study in Advanced continuation of student work initiated Practice Nursing. (1-3) in NURS 820 which facilitates the identification of the student’s scholarly Prerequisite: 12 semester hours of project, development of a project graduate credits, NURS 800, and proposal, and the implementation and approval from the student’s advisor, the evaluation of the project. The focus of faculty advisor for the directed study, this course is completion of the Clinical and the Dean of the Graduate College. Capstone Project. Provides the opportunity to pursue additional in depth study relevant NURS 824. Doctorate of Nursing Practice to advanced nursing practice. Clinical Residency. (1-12) Development of a proposal approved by the Graduate College is required. Variable credit hours; may be repeated See Directed Study Guidelines in the for credit; must total 12 by end of Graduate Catalog and the School of program-clinical. Nursing Graduate Handbook. Prerequisite: Advanced nursing practice courses required in The Clinical Nurse GRAD 799. Continuous Enrollment. (3) Specialist (CNS), Family Nurse All graduate students are required to Practitioner (FNP), or Nurse Midwifery be registered during the semester they (MN) Concentration; or permission of receive their degree from Radford faculty. University. Registration is required This is the course work required for of all graduate students when using the DNP Clinical Residency. The university facilities and/or faculty time. DNP Clinical Residency is a clinical The minimum number of hours for leadership experience focusing on registration is one. Registration allows nursing education, policy, practice, use of services such as library checkout, or research within an area of student laboratories and recreation facilities not interest. open to the public. NURS 897. Independent Practicum. (1-3) Students who are not currently Prerequisite: Graduate standing in the registered for any course work and who DNP with completion of a minimum have completed all course work but have of one advanced clinical course in other outstanding degree requirements the student’s program of study and (e.g., comprehensive examination,

Course Descriptions permission of the supervising faculty thesis, removal of an I or IP grade), are 248 and advisor. required to register for a continuous enrollment course each semester, occupational performance, and explore including summer, until they have met relationships between occupation and the outstanding requirement(s). health.

This course carries no credit hour OCTH 614. The Occupational Therapy production and does not count toward Process. (4) graduation requirements. This course Prerequisite: Admission to the MOT option is also available to those program or permission of the Chair. admitted students who are not enrolled An introduction to the steps in in a given semester but who wish to use providing occupational therapy university facilities and services during services to clients, from referral that time. through discharge. Students develop a “toolbox” of materials and methods for occupation-based screening and Occupational Therapy intervention, and learn to document practice using the SOAP format. OCTH 610. Clinical Anatomy and Biomechanics for Occupational Therapy. (4) OCTH 616. Fundamental Clinical Skills. (3) Prerequisite: Admission to the MOT Prerequisite: Admission to the MOT program, or permission of the Chair. program or permission of the Chair. Lecture and laboratory study of This practicum is designed to prepare surface and regional anatomy for the students for working safely and occupational therapy student. Emphasis efficiently in a is placed on the clinical and functional clinical setting. Health care teams, the significance of the structures and language of health care, professionalism, processes being studied, with particular client rights, pharmacological agents attention to the contributions of each and their effects on occupation, and to movement and the performance of safety issues in the clinic, are among the everyday occupations. topics addressed.

OCTH 612. Occupation in Human Life. (3) OCTH 620. Development and Performance. (3) Prerequisite: Admission to the MOT program or permission of the Chair. Prerequisites: Successful completion Introduction to the profession of OCTH 610, 612, 614 and 616 or of occupational therapy, and to permission of the Chair. occupation as its paradigm. Using A study of occupational performance Person-Environment-Occupational through the human life cycle. Explores Performance as a conceptual model, the roles and tasks characteristic of each students investigate the organization stage in human life from the prenatal and meaning of occupation in their period through old age, and addresses own lives and the lives of others, the impact of disability at various life Course Descriptions discuss developmental, cultural stages. 249 and socioeconomic influences on OCTH 622. Contexts of Service Delivery. (3) of reference that inform psychosocial Prerequisites: OCTH 610, 612, 614 and occupational therapy. 616 or permission of the Chair. A survey of the environments in which OCTH 628. Practicum in Community- occupational therapists practice, with Based Services. (2) particular attention to community- Prerequisites: Successful completion centered practice. Investigation of the of OCTH 610, 612, 614 and 616 or social, economic, political, geographic permission of the Chair. and demographic factors that affect Students work in groups with a faculty service delivery in medical, school and mentor to provide occupation-centered community settings. Students work with services to clients in a community others to design a new occupation-based setting, collect and analyze data about program for a rural community. the outcomes of the services provided, and reflect upon their experiences. OCTH 624. Clinical Inquiry. (3) Prerequisites: Successful completion OCTH 630. Level I Fieldwork in of OCTH 610, 612, 614 and 616 or Behavioral Health/Intellectual permission of the Chair. Disabilities. (4) An introduction to methods and Prerequisites: Successful completion of resources for gathering and appraising OCTH 620, 622, 624 and 626 and 628 research evidence about occupation or permission of the Chair. and occupational therapy services. A part-time (16 hours per week) Students develop clinical questions; placement in an accredited facility then use the matrix method along with which provides behavioral health evidence-based practice database and services or programs for adults with bibliographic software to plan, carry intellectual disabilities. Students are out and communicate the results of supervised on-site by a credentialed literature reviews. education or health professional.

OCTH 626. Psychosocial Occupational OCTH 632. Tools for Practice. (3) Therapy. (3) Prerequisites: Successful completion of Prerequisites: Successful completion OCTH 620, 622, 624 and 626 and 628 of OCTH 610, 612, 614 and 616 or or permission of the Chair. permission of the Chair. Provides experience with the tools Develops knowledge and skills for and materials that people use in their addressing the psychosocial needs of everyday occupations and activities. all clients, and for clinical practice Explores the perspective that practical with adults with mental illnesses or arts, folkcrafts and technologies were developmental disabilities affecting their originally tools for survival, and presents occupational performance. Applies examples of activities that have been the Person-Environment-Occupation- used as therapeutic tools from the

Course Descriptions Performance model, and introduces inception of the profession today. 250 other theoretical models and frames Students participate in manual activities that are meaningful to rural people, and OCTH 630, 632 and 634 or permission construct simple adaptive devices. of the Chair. Develops knowledge and skills for clinical OCTH 634. Professional Seminar I. (2) practice with infants and children whose Prerequisites: Successful completion of occupational performance is disrupted by OCTH 620, 622, 624 and 626 and 628 illness or disability. Applies the Person- or permission of the Chair. Environment-Occupation-Performance Students work in groups with a faculty model, and introduces other theoretical mentor to present and process clinical models and frames of reference that stories and dilemmas encountered in inform pediatric occupational therapy. their Level I Fieldwork placements. Discourse, role-play, debate and journal OCTH 646. Practicum in Children’s writing are used to facilitate reflection Services. (2) and analysis. Prerequisites: Successful completion of OCTH 630, 632 and 634 or permission OCTH 640. Research in Occupational of the Chair. Therapy. (3) Students work in groups with a faculty Prerequisites: Successful completion of mentor to provide occupation-based OCTH 630, 632 and 634 or permission services to children, collect and analyze of the Chair. data about the outcomes of the services Provides an overview of the qualitative provided, and reflect on their experiences. and quantitative research methods used in clinical research in occupational therapy OCTH 650. Occupational Therapy and the process of locating and securing Leadership and Management. (4) grants. Includes practical experience with Prerequisites: Successful completion designing a study, collecting and analyzing of OCTH 640, 642, 644 and 646 or data and writing research reports. permission of the Chair. Surveys leadership theories, types and OCTH 642. Neuroscience for Occupational skills, and provides opportunities for Therapy. (3) interaction with occupational therapy Prerequisites: Successful completion of leaders. Explores legal and ethical issues OCTH 630, 632 and 634 or permission that affect occupational therapy practice of the Chair. today. Describes the primary roles of Examines the gross anatomy and the occupational therapy manager fundamental elements and processes of within an organizational system, and the nervous system, from a clinician’s develops entry-level competencies perspective. Presents the neurological in administrative and management bases of pathological conditions and functions. neurorehabiliation practices. OCTH 652. Physical Dysfunction Practice: OCTH 644. Occupational Therapy with Musculoskeletal. (3)

Course Descriptions Children. (6) Prerequisites: Successful completion 251 Prerequisites: Successful completion of of OCTH 640, 642, 644 and 646 or permission of the Chair. aging, and the role of the occupational Develops knowledge and skills for therapist in elder care. clinical practice with adults who have musculoskeletal disorders or medical/ OCTH 661. Level II Fieldwork A. (7) surgical conditions affecting occupational Prerequisites: Successful completion of performance. Applies the Person- OCTH 650, 652, 654, 656 and 658 or Environment-Occupation-Performance permission of the Chair. model, and introduces other theoretical A full-time placement in an accredited models and frames of reference that facility which provides rehabilitation inform occupational therapy for physical services to children and/or adults. dysfunction. Students are supervised on-site by an experienced, licensed occupational OCTH 654. Physical Dysfunction Practice: therapist. Neurological. (3) Prerequisites: Successful completion OCTH 662. Professional Seminar II. (2) of OCTH 640, 642, 644 and 646 or Prerequisites: Successful completion of permission of the Chair. OCTH 650, 652, 654, 656 and 658 or Develops knowledge and skills for permission of the Chair. clinical practice with adults who In this on-line seminar, participants have neurological disorders affecting explore and discuss the transition from occupational performance. Applies student to health-care professional. the Person-Environment-Occupation- Performance model, and introduces other OCTH 670. Level II Fieldwork B. (7) theoretical models and frames of reference Prerequisites: Successful completion of that inform occupational therapy for OCTH 661 and 662 or permission of physical dysfunction. the Chair. A full-time placement in an accredited OCTH 656. Special Topics in Adult facility which provides rehabilitation Rehabilitation. (2) services to children and/or adults. Prerequisites: Successful completion Students are supervised on-site by an of OCTH 640, 642, 644 and 646 or experienced, licensed occupational therapy permission of the Chair. Fieldwork Educator. An overview of specialty services in physical dysfunction practice including OCTH 672. Graduate Project. (2) work programs/ergonomics, low vision Prerequisites: Successful completion of rehabilitation and driver rehabilitation. OCTH 661 and 662 or permission of the Chair. OCTH 658. Working with Older Adults. (2) Supervised development of a one- Prerequisites: Successful completion semester scholarly, entrepreneurial or of OCTH 640, 642, 644 and 646 or administrative project that synthesizes permission of the Chair. the student’s educational and clinical

Course Descriptions A case-based learning approach is used to experience. Topics for projects are chosen 252 explore current issues in occupation and collaboratively by he student and Level II fieldwork educator, and approved by the PHSC 601. Seminar. (1) clinical director. Meets minimum of 15 hours per semester. Prerequisite: Admission to the Graduate OCTH 698. Directed Study in Occupational College. Therapy. (1-4) Recent developments in science Prerequisite: Admission to the M.O.T. education. May be taken up to four program or permission of the Chair. times for credit provided the topic To allow M.O.T. students and faculty studied is different each time. to work together on projects of mutual interest that are not otherwise covered PHSC 602. Scientific Literature. (3) by coursework. Two hours lecture; three hours laboratory. Provides opportunity to locate, retrieve and assimilate information from scientific Physical Science literature. May be taken twice provided the topics studied are different each time. PHSC 510. Science for the Elementary School Teacher. (3) PHSC 611:612. Selected Topics in Physical Science. (3-4 each) Two hours lecture; three hours laboratory. Nature of science, curricula and structure A minimum of 45 contact hours per course. of elementary science programs. Activities Prerequisite: Graduate student majoring or include utilization of curriculum materials, minoring in science education. observation and teaching. A study in depth of one or more science topics. Provides students with initial skills PHSC 521. Comparative Planetology. (3) and competencies in applying instructional Three hours lecture. systems principles to teaching learning Prerequisites: GEOL 111:112 and AST problems. Examines development of 111:112. specifications for facilities, equipment Application of geological concepts and materials for learning under a and techniques to solid astronomical variety of conditions and instructional bodies; composition and classification of media in relation to content and learner meteorites; terrestrial impact craters; surface characteristics. Includes large and small features of the moon, Mars, Mercury and group activities. asteroids. PHSC 621:622. Earth Science for PHSC 531. Energy and the Environment. (4) Teachers. (3:2) Four hours lecture. A minimum of 100 contact hours for both Prerequisite: PHYS 111:112 or PHYS courses. 221:222 or PHSC 121:122 or CHEM In-depth study of earth science topics, 101:102. concepts and instructional strategies A study of energy, its many forms and essential to teaching modern secondary uses, how it is converted from one school earth science. Course Descriptions form to another and the environmental 253 consequences of that conversion. PHSC 631:632. Physics for Teachers. (3:2) Prerequisites: One year of calculus and one A minimum of 100 contact hours for both year of physics. courses. Introduction to modern physics, including Prerequisites: One year of college physics special relativity, quantum theory, atomic and one year of college mathematics. and nuclear physics, elementary particles. Examines physics concepts and approaches essential to teaching modern PHYS 511 (CHEM 511). Nuclear Chemistry. (3) secondary physics. Three hours lecture. PHSC 641:642. Chemistry for Teachers. (3:2) Prerequisite: One year of chemistry, one year of physics and one year of calculus. A minimum of 100 contact hours for both Historical development of modern atomic courses. theory; properties of atomic nuclei; Prerequisites: One year of college chemistry generalizations related to atomic nuclei; and one year of college mathematics. types of nuclear reactions; mathematics Examines chemistry topics and of radioactive decay processes; nuclear instructional strategies essential to teaching counters; biological effects of radiation; modern secondary school chemistry. applications of nuclear reactions, PHSC 651:652. Biological Science for radioisotopes and particle accelerators. Teachers. (3:2) PHYS 550. Selected Topics in Physics. (4) A minimum of 100 contact hours for both Minimum of 60 contact hours for the courses. semester. Prerequisite: Undergraduate major in biology. Prerequisites: One year of physics and two Examines biological concepts and years of calculus. instructional strategies essential to teaching Selected topics in advanced undergraduate modern secondary school biology. physics. A specific course syllabus will be available when the course is offered. A PHSC 698. Directed Study. (1-4) student may take this course for credit more Hours and credit to be arranged in than once provided the topic is different consultation with the faculty member each time. with whom the student will work on the directed study. Prerequisites: Approval of the supervising Political Science professor, advisor, department chair and Directed Study form submitted to the POSC 532. Public Organization Theory and Graduate College. Leadership. (3) See “Directed Study” on p. 54. Three hours lecture. Prerequisites: Graduate standing or permission of instructor. Physics Focuses on transformational leadership theories, the impact of leadership on Course Descriptions PHYS 510. Modern Physics. (4) organizational behavior/culture, and public 254 Three hours lecture; two hours laboratory. sector revitalization in order to examine the role of (visionary) leadership in the considered in other areas. The content redesign of public organizations to: (a) “fit” varies from semester to semester. The or become congruent with their turbulent instructor will select a topic or area of operating environment(s); (b) enhance interest for discussion based on student efficiency outcomes; and (c) fulfill their interest and current developments in legislative, judicial, and/or political mandate. psychology. May be taken as often as course content changes. Graduate standing is a prerequisite to all Psychology 600-level courses.

PSYC 505. Forensic Psychology. (3) PSYC 600. Advanced General Psychology. (3) Three hours lecture. Three hours lecture. Conveys information relating to Designed as a survey course for forensic psychology, including the graduate students and covers the most insanity defense, aggression, courtroom significant concepts, principles, theories, psychology, mental health aspects of methodologies, issues and insights in criminology and the psychological forces the field of psychology. Content varies toward crime and delinquency. somewhat based on the needs of the students. PSYC 580: Human Neuropsychology. (3) PSYC 610. Analysis of Behavioral Data. (3) Three hours lecture. Prerequisites: Graduate standing or Three hours lecture. permission of instructor. Prerequisites: Two courses in statistics or Disorders and diseases of the human equivalent. brain will be examined to familiarize Inferential procedures in the treatment of students with the causes, consequences psychological research data. Emphasis on and treatment of brain disorders and to practical and behavioral applications of illuminate the role of the brain in normal techniques of data analysis. Implications psychological functioning. Students will for the collection and organization of data learn about the structure and function of discussed. the nervous system, causes of brain damage, PSYC 611. Methodology and Program common neuropsychological disorders and Evaluation in Psychology. (3) syndromes, disorders of brain function in children and adults and assessment and Three hours lecture. rehabilitation of brain function. Discussion of and practice in the design and evaluation of psychological research, PSYC 591. Selected Topics in Psychology. (3) including measurement and experimental Three hours lecture. design, their limitations and sources of Prerequisites: Graduate students, senior confounding and the interpretation of psychology majors or permission of the data. Techniques for performing cost- instructor. effectiveness analysis and cost-benefit Course Descriptions Presentation and discussion of current analysis in mental health and other human 255 issues in psychology which are not services will also be covered. PSYC 612. Psychometric Theory, Each offering of this course, intended for Assessment, Appraisal and Application. (3) first-year graduate students in psychology, Three hours lecture, demonstration and will present the core theory and principles discussion. of two of three specialty areas in Prerequisite: Graduate standing in psychology: Cognitive, Developmental, or psychology, and PSYC 611 or an Social Psychology. The two specialty areas equivalent course. chosen will alternate from year to year and A comprehensive survey of measurement will be based on the needs and interests theory and practice in psychology. Topics of graduate students. Students will covered may include scaling models, develop a firm grounding in these areas of validity, reliability, measurement error psychology through discussion of original and correlation analyses, multivariate writings in the psychological literature as correlational analysis, areas of assessment well as through in-class demonstrations of (vocational, personality, intellectual), the classic empirical findings in psychology. evaluation process and the report-writing process. PSYC 622. Historical Foundations of a Scientific Psychology. (3) PSYC 620. Core Proseminar in Three hours lecture. Psychology I. (3) Prerequisite: Graduate standing in Three hours lecture. psychology or permission of the instructor. Prerequisite: Graduate standing in Discussion of the role of psychologists psychology or permission of the instructor. as scientists, from the inception of the This course, intended for first-year field to the present. Issues to be discussed graduate students in psychology, will include the advantages and disadvantages present the core theory and principles of the scientific method as a mode of of two of three specialty areas in inquiry, the concept of scientific progress, psychological science: Physiological and the status of psychology as a science. Psychology, Learning, or Sensation and The course will trace the historical Perception. The two specialty areas chosen development of the various schools of will alternate from year to year and will psychology and describe the factors that be based on the needs and interests of have led to psychology’s current position the graduate students. Students will as both a basic and an applied science. develop a firm grounding in these areas of psychology through discussion of original PSYC 623. Advanced Social Psychology. (3) writings in the psychological literature as Three hours lecture. well as through in-class demonstrations of Prerequisite: Graduate standing in classic empirical findings in psychology. psychology or permission of the instructor. Focused coverage of the scientific PSYC 621. Core Proseminar in literature relating to psychological aspects Psychology II. (3) of human social behavior. Topics covered Three hours lecture. will vary as a function of the needs and

Course Descriptions Prerequisite: Graduate standing in interests of the students, but will usually 256 psychology or permission of the instructor. include one or more of the following: attribution and social perception, color perception, different sensory systems attitude formation and change, prosocial and the conscious experience of objects behavior, aggression, social influence and and object relations. applications of social psychology. PSYC 628. Biological Foundations of PSYC 626. Advanced Comparative Learning Behavior. (3) and Motivation. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate standing in Prerequisite: Graduate standing in psychology or permission of the instructor. psychology or permission of the instructor. Examines the biological underpinnings Focused coverage of the scientific of behavior and the role of the nervous literature relating to associative learning, system in mediating behavior and comparative cognition and motivation. psychological processes in humans and Original research involving both other animals. Students will learn about nonhuman and human subjects will biological approaches to the study of be covered and critically evaluated. behavior, structure and function of the Topics covered will vary as a function nervous system, neural bases of perception, of the needs and interests of the action, cognition, and motivation, and students, but will usually include one biological contributions to disorders of or more of the following: classical behavioral and psychological functioning. conditioning, instrumental conditioning, observational learning, evolution of PSYC 630. Cognitive and Affective Aspects behavior, motivational processes, aversive of Behavior. (3) motivation, comparative cognition, Three hours lecture. memory and concept formation. Prerequisite: Graduate standing in psychology or permission of the instructor. PSYC 627. Advanced Sensation and This course will examine how and why Perception. (3) people think and behave as they do. Three hours lecture. Current theoretical and empirical evidence Prerequisite: Graduate standing in from mainstream cognitive and affective psychology or permission of the instructor. perspectives, evolutionary psychology, Focused coverage of the scientific and neuroscience will be examined and literature relating to acquisition and integrated. Applications to a variety of processing of sensory information. contexts will be explored. Original research involving both human and nonhuman subjects will be covered PSYC 631. Cognitive Intellectual and critically evaluated. Topics covered Assessment Techniques. (3) will vary as a function of the needs and Three hours lecture; two hours laboratory. interests of the students, but will usually Prerequisite: Graduate standing in include one or more of the following: psychology or permission of instructor. acquisition and processing of sensory A study of the theory and development

Course Descriptions information, use of sensory information to of the Stanford-Binet and the Wechsler 257 guide action, perception of space and form, Scales, as well as additional intelligence tests, including a history of and environment and academic difficulties current research and practices in the that students experience. This class will field of individual intelligence testing. emphasize the use of curriculum based Laboratory experience includes supervised assessment within a decision making administration, scoring and interpretation model and linking assessment practices of individual intelligence scales. Students to intervention. Focus will be placed on administer and score a number of scales behavioral and ecological interventions each semester and are expected to achieve that have an empirical basis. proficiency in report writing as part of their laboratory experience. PSYC 636. Child Personality Assessment. (3) Three hours lecture. PSYC 632. Child Behavioral Assessment Prerequisites: Graduate standing in and Intervention. (3) psychology; a “B” or better in a course of Two hours lecture. individual intelligence testing, a graduate Prerequisites: Graduate standing in course in psychopathology (may be psychology or permission of the instructor. taken concurrently), or permission of the This course will emphasize the application instructor. of behavioral theories and the principles Intended for school and clinical psychology to administration and interpretation of graduate students. The course includes child behavioral assessment instruments supervised administration, scoring and and techniques, with the goal of linking interpretation of individual projective and assessment to intervention. Associated objective personality tests and supervised multicultural, legal, and ethical issues will interviewing experience with children and be examined. parents. Students administer, score and interpret several personality tests and are PSYC 633. Instructional Assessment and expected to achieve proficiency in writing Intervention. (3) comprehensive psychological reports. Three hours lecture. Prerequisites: Graduate standing in PSYC 637. Personality Assessment. (3) psychology or permission of the instructor. Three hours lecture. This course is intended to provide students Prerequisites: Completion of PSYC 631 with the skills necessary to assess academic with a “B” or better, PSYC 663 or 685 skills and instructional environments (these may be taken concurrently), or within a consultative framework and permission of instructor. to develop instructional interventions. Students will gain experience in clinical The course will teach skills intended to observation, assessment interviews, integrate assessment, consultation, and and procedures regarding selection, intervention functions. Students will learn administration, scoring, and interpretation and practice skills necessary to address of several of the widely used methods academic referrals within the context of of personality assessment, in the service the educational system. This course has of accurate evaluation, diagnosis, and

Course Descriptions a specific focus on understanding the treatment of mental health clients. 258 relationship between the instructional Ethical issues, including those that relate to assessing culturally diverse populations Course provides students with an in counseling settings, are emphasized. overview of current theories of counseling and psychotherapy. The course will include PSYC/EDSP 638. Early Childhood a critical evaluation and comparative Assessment and Intervention. (3) study of major theories with emphasis Three hours lecture. on philosophical assumptions and Prerequisite: PSYC 631 or permission of implications for application. instructor. This course will teach selection, PSYC 642. Techniques of Counseling and administration and interpretation of Psychotherapy. (3) formal and informal assessment techniques Three hours lecture. for young children with disabling and at- Prerequisite: Graduate status in clinical risk conditions and their families. Within psychology or permission of instructor. a developmental-ecological context the Course provides students with an course will teach assessment strategies introduction to applied techniques. and link assessment results with effective Simulated counseling experiences provide intervention strategies. opportunities to use basic counseling, communication and helping relationship PSYC 640. Professional Orientation and skills while increasing student’s comfort Function in Mental Health Counseling. (3) with the therapeutic role. Issues regarding Three hours lecture. professional identity and ethical, social, Prerequisites: Graduate standing in and cultural awareness and sensitivity in clinical psychology or permission of counseling are also addressed. instructor. An orientation to professional counseling PSYC 643. Mental Health Counseling with an emphasis on mental health Practicum I. (3) counseling. The course traces the historical Prerequisite: Graduate status or development and trends in counseling as permission of instructor. a discipline and assesses current identity A supervised practicum in the field of and functions. The roles of professional mental health counseling involving a organizations and associations are analyzed. minimum of 150 hours per semester. A The laws and ethics regarding the practice minimum of 20 hours must be direct of professional counseling are studied. client contact. Work experience includes Issues related to mental health practice intake procedures, assessments, social are included. Collaborative consultation histories, crisis intervention. The student and issues of outreach and treatment/ will meet with the program faculty prevention strategies will also be discussed. member one and one half hours per week.

PSYC 641. Theories of Counseling and PSYC 646. Psychology of Death and Psychotherapy. (3) Dying. (3) Three hours lecture. Three hours lecture and discussion.

Course Descriptions Prerequisite: Graduate status in clinical Prerequisites: Graduate standing. 259 psychology or permission of the instructor. Course provides students with a broad introduction to the field of thanatology, PSYC 652. Training and Development. (3) while considering the influence of death Three hours lecture. and its associated psychological effects Prerequisite: Graduate standing in on human behavior. Death-related psychology or permission of instructor. variables such as sociocultural forces, Presents and evaluates the techniques used life-threatening illness, medical ethics, in industry for the training and motivation grief and bereavement, funerals, etc. will of personnel; examines psychological be evaluated as to their contributions to theories behind the techniques and the development of individual differences issues involved in application of these across the lifespan. techniques. Focuses on effects of training and motivation techniques on both job PSYC 650. Organizational Psychology I. (3) morale and job performance. Three hours lecture. Prerequisite: Graduate standing in PSYC 654. Performance Appraisal. (3) psychology or permission of instructor. Three hours lecture. An introduction to the study of behavior Prerequisite: Psychology 651 or in organizations. Focuses on the permission of instructor. individual, the organization and their Covers major methods of appraising interaction. Provides students with ways employee performance and utilizing of looking at and thinking about behavior these appraisals to improve employee in organizations. Presents a framework productivity. for analyzing organizational behavior and considers both empirical and case study PSYC 655. Organizational Psychology II. (3) research on organizational issues. Focuses Three hours lecture and discussion. on organizational socialization, attitudes, Prerequisites: PSYC 650 or permission of motivation, decision-making, absenteeism, instructor; graduate enrollment at Radford turnover, stress, work groups and teams. University. A continuation in the study of behavior PSYC 651. Foundations in I/O in organizations. Focuses on current Psychology. (3) organizational psychology issues in such Three hours lecture. areas as leadership, power, organizational Prerequisite: Graduate standing in effectiveness and organizational theory. psychology or permission of instructor. Provides the student with additional ways Covers the fundamental concepts and of looking at and thinking about behavior techniques used to apply I/O psychology in organizations. Presents a framework to work behavior. Includes job analysis for integrating research in organizational methods, techniques, and applications; psychology with popular organizational employment law related to personnel effectiveness trends. selection, performance appraisal, and the work environment; and other current PSYC 656. Employee Selection. (3) issues in I/O. Introduces the concepts Three hours lecture and discussion.

Course Descriptions of validity and reliability used in I/O Prerequisites: PSYC 651 or permission of 260 practices. instructor. Familiarizes students with selection his or her job and legal and ethical issues methods such as structured interviews, involved in providing school psychological cognitive ability, biodata, assessment services. Students are encouraged to do centers, work samples, personality volunteer work in a school setting in order inventories and integrity tests. Covers to gain familiarity with problems school techniques of combining predictors psychologists encounter. including multiple regression, multiple cutoffs, and multiple hurdles. Also focuses PSYC 670. Child and Adolescent Drug on methods of evaluating the validity, Abuse: Assessment, Diagnosis, Treatment reliability, utility, and adverse impact of and Prevention. (3) selection methods. Three hours lecture. Prerequisites: Graduate standing. PSYC 660. Human Growth and Lifespan The course introduces students to the Development. (3) areas of assessment, diagnosis, treatment Three hours lecture. and prevention of drug abuse in children Prerequisites: Graduate standing in and adolescents. The DSM and other psychology or related field. diagnostic systems are presented. Course provides a comprehensive Approaches to therapy that have proven overview of human growth. Areas covered effective with children and adolescents include the developmental areas of are covered. Ethical/legal and prevention physical, cognitive, intellectual, perceptual, strategies are considered. The student is information processing, language, required to do an assessment, a diagnosis, personality, social and moral development develop a treatment plan, design a across the life span. treatment center and develop a prevention plan. PSYC 663. Child Psychopathology. (3) Three hours lecture. PSYC 671. Theories of Personality. (3) Utilizes an eclectic approach to the Three hours lecture. study of causes and diagnoses of A thorough, critical evaluation of major childhood psychopathology. Definitions, personality theories with emphasis on concepts and theories of childhood philosophical assumptions and applied psychopathology are covered. Emphasis implications of each theory for therapeutic will be on the current Diagnostic and interventions. Statistical Manual (DSM). PSYC 673. Legal and Ethical Issues. (1) PSYC 665. School Psychology Services. (3) One hour lecture. Three hours lecture. Exposes students to the legal and Provides an understanding of the role ethical issues in professional practice of the school psychologist in education and research. Ethical guidelines of settings. Covers historical antecedents professional organizations; legal rulings of contemporary school psychology, the which influence practice; and the course

Course Descriptions types of methods, skills and knowledge of professional development will be 261 that the school psychologist applies in discussed. PSYC 678. Child Neuropsychological This course will provide students with Assessment and Intervention. (3) an overview of issues regarding child Three hours lecture-discussion. sexual abuse and adult rape. Students Prerequisites: Graduate standing in will be exposed to current theoretical psychology AND grade of “B” or better and empirical literature concerning the in PSYC 631 and 632; OR permission of definition, prevalence, assessment, effects instructor. and treatment of child and adult victims of This course will emphasize the application sexual assault. of neuropsychological theory and principles to selection, administration, PSYC 687. Pre-internship Seminar. (1) and interpretation of neuropsychological One hour lecture. assessment batteries and techniques, Prerequisites: Concurrent registration with with the goal of linking assessment to PSYC 781. intervention. Associated multicultural, This course will cover standards of legal, and ethical issues will be examined, potential internship sites, portfolio with an emphasis on practicing within development, requirements of NASP for the scope of one’s competency and the the yearlong school psychology internship, interface between school psychology and and other relevant information necessary pediatric Neuropsychology. to complete a successful internship search and secure an acceptable internship to PSYC 685. Psychopathology and meet the third year requirement of the Diagnosis. (3) School of Psychology Program. It will be Three hours lecture. graded on a pass-fail basis. Prerequisites: Graduate standing in Psychology or permission of the instructor. PSYC 688. Consultation and Collaboration This course will provide students with in Schools, Home and Community. (3) an overview of the most common Three hours lecture. types of psychopathology encountered Prerequisite: Enrollment in the School in mental health settings. The course Psychology graduate program; concurrent emphasizes knowledge of, and ability to registration. in School Psychology use, he current Diagnostic and Statistical Practicum (PSYC 781). Manual of Mental Disorders (DSM) to Provides the School Psychology graduate facilitate accurate differential diagnosis of student with a practical and theoretical clients. Social, cultural, and ethical issues exposure to consultation, to provide them regarding psychopathology and diagnosis with supervised practice in techniques for relevant to mental health counseling will establishing and maintaining consultative be addressed. relationships and to help students become familiar with problem-solving techniques PSYC 686. Child and Adult Sexual appropriate for consultative activities. Role Assault. (3) playing, case simulations and discussion Three hours lecture. and analysis of cases in practicum will be

Course Descriptions Prerequisites: Graduate standing and used to facilitate learning. 262 permission of instructor. PSYC 690. Seminar in Psychology. (1-3) and leading family/parenting skills One to three hours lecture. groups, cultural diversity issues related to Prerequisites: Permission of instructor. therapeutic interventions, professional and Presentation and discussion of current ethical issues related to counseling, and issues in various areas of psychology assessing effectiveness of the counseling which are not considered in other courses. intervention. Content varies from semester to semester. PSYC 697. Applied Training in A single topic or area selected by the Psychological Research. (1-6) instructor for discussion during the semester based on current student interest Prerequisite: Graduate Standing in and developments in psychology. Previous Psychology. topics have included: Cortical Bases of Graduate students will receive hands-on Behavior, Human Sexuality, Divorce research training while being mentored as Counseling, Rorschach, Computers in part of faculty research projects. Personnel and Appraisal in Industry. PSYC 698. Directed Study. (1-4) PSYC 692:693. Mental Health Intervention Prerequisite: Permission of the instructor, and Prevention in Schools I and II. (3,3) advisor, department chair and Directed Prerequisites: For 692: Graduate standing Study form submitted to the Graduate or advanced degree in psychology, College. education or social work; a field or work Provides graduate students opportunity to work individually with faculty members placement which will enable the student on topics of mutual interest. to have clinical experience simultaneously See “Directed Study” on p. 54. with course enrollment. PSYC 693 requires a grade of “B” or better in PSYC PSYC 699. Research and Thesis. (1-6) 692 for enrollment. NOTE: Students who Hours and credit to be arranged with have received credit for 694 may not take the approval of the dean of the Graduate the 692:693 sequence for credit without College. special permission of the instructor. See “Thesis” on p. 54. This course will expose the student to various models of therapeutic PSYC 771. Group Dynamics in Processing interventions for children and adolescents and Counseling. (3) within the school setting. Emphasis Two hours lecture, two hours laboratory. will be on case conceptualization Prerequisite: PSYC 641 and permission of using knowledge of developmental instructor. psychopathology, and in learning Course will consider theories and effective therapeutic techniques of techniques of group counseling, including working individually and in groups with focus on content, process and leadership children and adolescents. Prevention issues. Groups with special populations programs addressing high risk behaviors will also be considered. The course will and populations will also be addressed also include an experiential component Course Descriptions in this sequence. Other topics covered in which the student will be required to 263 in this course will include developing participate in a group. PSYC 772. Couples and Family Systems PSYC 774. Introduction to Therapy. (3) Psychopharmacological Medications. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate standing in Prerequisites: Graduate standing. psychology and PSYC 641 or equivalent, Course provides students or admission into the Psy.D. program, or with rudimentary information permission of instructor. regarding commonly prescribed An analysis of couples and families as psychopharmacological medications social systems and the identification of including basic classifications, indications issues affecting these systems are included. and contraindications. Issues of making A number of theoretical approaches and appropriate referrals and the identification counseling techniques for therapy with of effects and side effects will also be couples and families are presented and addressed. evaluated. PSYC 775. Special Topics in Counseling PSYC 773. Assessment and Treatment of Psychology. (3) Addictive Disorders in Rural Settings. (3) One hour lecture. Three hours lecture. Prerequisite: Either PSYC 610 or Prerequisite: Graduate standing in 611, the latter of which may be taken psychology and PSYC 641 or equivalent, simultaneously. or admission into the Psy.D. program, or Course is designed to engage the student permission of instructor. in current research areas in counseling This course focuses on recognizing, psychology. Counseling research will identifying, assessing, and diagnosing be reviewed, analyzed and critiqued. abused substances as well as compulsive/ Individuals will conduct a review of the impulsive behaviors in the rural literature in a selected area of research. community. Students will be introduced This is a pass/fail course. to the prevailing theories around addiction as well as frequent treatment modalities. PSYC 776. Human Sexuality Counseling. (3) Experiential activities, hosted in the Three hours lecture. community, will be integrated throughout Prerequisite: PSYC 641. the course. Students will be encouraged Provides foundation of knowledge to consult and integrate the current concerning basic human sexual scientific literature on abuse and misuse functioning, knowledge of sexual diseases, of substance and validated treatment for awareness and acceptance of sexual substance abuse in treatment planning. variance, knowledge of sexual dysfunctions The curriculum for the course is infused and an understanding of basic treatment with a strengths-based, diversity oriented, and sex therapy techniques. Legal and social justice perspective that encourages ethical issues and concerns pertaining to students to identify barriers to treatment sex counseling/therapy will be considered. for individuals of marginalized or A seminar format utilized.

Course Descriptions disenfranchised populations. 264 PSYC 777. Multivariate Analysis of PSYC 785. Neuropsychological Behavioral Data. (3) Assessment. (3) Three hours lecture. Three hours lecture. Prerequisites: Graduate standing and Prerequisites: Graduate standing in PSYC 610 or equivalent, or admission psychology and a “B” or better in PSYC into Psy.D. program, or permission of 631 or its equivalent and PSYC 628 or instructor. its equivalent; or admission to the Psy.D. This course will provide a treatment of program; or permission of instructor. the most commonly used multivariate This course will emphasize the application techniques for quantitative analysis of of neuropsychological theory and behavioral data. Students will learn the principles to selection, administration, conceptual basis for these techniques, as and interpretation of neuropsychological well as receive instruction for conducting assessment batteries and techniques with their own analyses using the SPSS pediatric, adult, and geriatric clients. software package. Neuropsychological assessment will cover the following domains: language/ PSYC 781, 782. School Psychology communication, visual-spatial/perceptual/ Practicum I and II. (4,4) motor, sensorimotor, attention, learning Two hour seminar, 8-hour practicum in and memory, and executive function. the schools. Associated multicultural (including rural), Prerequisites: PSYC 631, 636, 665 and legal, forensic, and ethical issues will be acceptance by the School Psychology examined, including practicing within committee into the Educational Specialist the scope of one’s competency and the degree program. interface between counseling/clinical A pre-internship experience for second- psychology and neuropsychology. year school psychology students offering supervised field work. Includes intellectual, PSYC 795:796. School Psychology behavioral and curriculum-based Internship. (6,6) assessment techniques with emphasis Forty hours per week. on educational interpretation and Prerequisites: Completion of all course remedial implications of assessment data. work, other than directed study, including Supervised field interventions include practica, in the School Psychology pre-referral interventions, consultation, Program, a Pass in both practica and individual and group counseling, behavior permission of the School Psychology management, in-service education, parent committee at least four weeks prior to training and counseling and program registration. Applications are available in evaluation. Students work under the the department office. dual supervision of practicum instructor A full-time paid professional experience and on-site field supervisor (certified, under the dual supervision of a member of experienced school psychologist). Students the School Psychology Committee and an spend a minimum of eight hours per week approved on-site field supervisor. Intern

Course Descriptions in the schools plus a two-hour weekly functions as a staff member in professional 265 seminar. settings to gain experience in the use and application of psychological techniques students when using university facilities and procedures used in performing and/or faculty time. The minimum the services of a professional school number of hours for registration is one. psychologist. Internship grades recorded Registration allows use of services such as “Pass” or “Fail.” Courses must be as library checkout, laboratories and taken in sequence and may not be taken recreation facilities not open to the public. concurrently. Interns are required to attend our on-campus seminars each semester. Students who are not currently registered for any course work and who have PSYC 798. Professional Internship. (3-6) completed all course work but have Hours may vary from 10 to 25 per week. other outstanding degree requirements Prerequisites: Permission of instructor; (e.g., comprehensive examination, thesis, enrollment in a graduate program in removal of an I or IP grade), are required Psychology at Radford University. to register for a continuous enrollment Note: This course may be repeated for course each semester, including summer, a total of 12 credits; students should until they have met the outstanding consult with their faculty advisors for requirement(s). specific requirements within their area of concentration. This course carries no credit hour production and does not count toward A part-time professional experience under graduation requirements. This course the supervision of the Psychology graduate option is also available to those admitted faculty. The student will function as a staff students who are not enrolled in a given member in professional settings to gain semester but who wish to use university experience in the use and application of facilities and services during that time. psychological techniques and procedures. Common emphases of all sections will PSYC 800. Introduction to Counseling be on developing professional identity Psychology. (3) through an experiential component. Three hours lecture. Ethical practice and responsibilities will Prerequisites: Admission into Psy.D. also be an emphasis for all sections of program or permission of instructor. the course. Internship grades will be This course will include examination of (a) recorded as Pass or Fail. Each internship the development of counseling psychology section will have a specific and detailed as a distinct field; (b) the present state of course description of the content of the counseling psychology; (c) projections course as related to the specific graduate of the future of the field; and (d) topics concentration of the student. of special importance to counseling psychologists (e.g., diversity, social justice, GRAD 799. Continuous Enrollment (1) prevention). All graduate students are required to be registered during the semester they receive PSYC 801. Multicultural Counseling. (3)

Course Descriptions their degree from Radford University. Three hours lecture. 266 Registration is required of all graduate Prerequisites: Admission into Psy.D. program or permission of instructor. The purpose of this course is to provide This course will include background in the student with the historical frame, the historical context of multicultural theory, and research in cognitive and counseling, personal examination of areas intellectual assessment. The student pertaining to multicultural counseling, a will build mastery in testing theory, strong foundation in common domains assessment selection, administration, of cultural competency, as well as scoring, hypothesis testing, and integrated implications for clinical practice. feedback in the clinical setting.

PSYC 802. Ethical, Legal, and Professional PSYC 806. Advanced Personality Issues in Psychology. (3) Assessment. (3) Three hours lecture. Three hours lecture. Prerequisites: Admission into Psy.D. Prerequisites: Admission into Psy.D. program or permission of instructor. program or permission of instructor. This course will include examination The purpose of this course is to provide of (a) the past and present forces that the student with the historical frame, have affected psychology and counseling theory, and psychology; (b) training and practice research in personality assessment. guidelines; (c) professional ethics, The student will build mastery in including the American Psychological testing theory, assessment selection, Association ethics code, foundational administration, scoring, hypothesis testing, meta-principles, morals, values, virtues, and integrated assessment and feedback. and decision-making; (d) mental health law and related legal issues; and (e) PSYC 808. Qualitative Research Methods. (3) current issues that affect the practice and Three hours lecture. training of professional psychologists in a Prerequisites: Admission into Psy.D. multicultural society. program or permission of instructor. PSYC 803. Vocational Psychology. (3) This course will include examinations of Three hours lecture. qualitative (including pure qualitative and Prerequisites: Admission into Psy.D. mixed methods) approaches to research program or permission of instructor. and analysis. The course will provide This course presents vocational theories, an introduction to the conceptual and counseling strategies, and practice in methodological features that distinguish vocational assessment and counseling. qualitative research from other empirical Current research in vocational counseling approaches. Ways to use qualitative is reviewed and there is a focus on working methods to supplement quantitative with diverse populations. approaches, and vice versa, will be discussed. PSYC 805. Advanced Cognitive and Intellectual Assessment Techniques. (3) PSYC 809. Supervision. (3) Three hours lecture. Three hours lecture.

Course Descriptions Prerequisites: Admission into Psy.D. Prerequisites: Admission into Psy.D. 267 program or permission of instructor. program or permission of instructor. This course will include a didactic and an of (a) the unique features of rural culture; experiential aspect. Students will learn (b) the past and current issues that have about various approaches to supervision influenced rural cultural development; and will also conduct supervision of less (c) individual and group characteristics experienced graduate students under the of rural populations, including various oversight of a licensed psychologist. minority groups; (d) challenges and assets of the rural cultural setting; and (e) the PSYC 810. Rural Consultation and Program differential impact of current societal Evaluation. (3) issues on those residing or practicing in Three hours lecture. rural areas. Prerequisites: Admission into Psy.D. program or permission of instructor. PSYC 840. Counseling Psychology This course will include a didactic and an Practicum I. (3) experiential aspect. Students will learn Prerequisites: Admission into Psy.D. about various approaches to consultation program. with community agencies and individuals This course will provide doctoral students as well as how to conduct program with the opportunity to gain actual evaluations, especially in rural areas. practical experience providing counseling, Developing a consultation/evaluation assessment, education, and other applied project is a required part of the course. work in a variety to settings. Students will provide services for approximately PSYC 811. Health Psychology in Rural 16 hours per week under the on-site Areas. (3) supervision of a licensed professional Three hours lecture. and will participate in individual and/ Prerequisites: Admission into Psy.D. or group supervision in the department. program or permission of instructor. Training related to cultural diversity, social This course includes the study of selected justice, and evidence-based practice will be physical health problems of people who infused throughout the course. Students live in rural areas (e.g., Appalachia). Rates will also receive training in specific content of physical health disorders that are higher areas each semester. Students must register than the average U.S. rate will be studied. for 840 for 2 consecutive terms in their The causes of higher rates of disorders will first year (i.e., Fall and Spring) and must be examined and interventions to alleviate successfully complete both of them as well them will be studied. Special attention as the subsequent summer’s 843 course will be focused on children, older adults, before they can receive credit for both 840 women, and members of various minority courses and the subsequent 843 course. groups in rural areas. This is a pass/fail course.

PSYC 812. Rural Cultural Issues. (3) PSYC 841. Counseling Psychology Three hours lecture. Practicum II. (3) Prerequisites: Admission into Psy.D. Prerequisites: Enrollment in Psy.D.

Course Descriptions program or permission of instructor. program and successful completion of 2 268 This course will include an exploration consecutive terms of PSYC 840 and the subsequent summer’s 843 course infused throughout the course. Students This course will provide doctoral students will also receive training in specific content with the opportunity to gain actual areas each semester. Students must register practical experience providing counseling, for 842 for 2 consecutive terms in their assessment, education, and other applied third year (i.e., Fall and Spring) and must work in a variety to settings. Students successfully complete both of them as well will provide services for approximately as the subsequent summer’s 843 course 16 hours per week under the on-site before they can receive credit for both 842 supervision of a licensed professional courses and the subsequent 843 course. and will participate in individual and/ This is a pass/fail course. or group supervision in the department. Training related to cultural diversity, social PSYC 843. Counseling Psychology Summer justice, and evidence-based practice will be Practicum. (3) infused throughout the course. Students Prerequisites: Admission into Psy.D. will also receive training in specific content program. areas each semester. Students must register This course will provide doctoral students for 841 for 2 consecutive terms in their with the opportunity to gain actual second year (i.e., Fall and Spring) and practical experience providing counseling, must successfully complete both of them assessment, education, and other applied as well as the subsequent summer’s 843 work in a variety to settings. Students course before they can receive credit for will provide services for approximately both 841 courses and the subsequent 843 16 hours per week under the on-site course. This is a pass/fail course. supervision of a licensed professional (if providing counseling-related services) PSYC 842. Counseling Psychology and/or other staff member(s) (for non- Practicum III. (3) counseling services) and will participate in Prerequisites: Enrollment in Psy.D. individual and/or group supervision in the program and successful completion of 2 department. Training related to cultural consecutive terms of PSYC 841 and the diversity, social justice, and evidence-based subsequent summer’s 843 course. practice will be infused throughout the This course will provide doctoral students course along with specific content that with the opportunity to gain actual will vary each year. Students must have practical successfully completed all preceding experience providing counseling, practicum courses before being allowed to assessment, education, and other applied register for 843. Students must successfully work in a variety to settings. Students complete 843 before receiving credit for will provide services for approximately that semester of 843 and for the preceding 16 hours per week under the on-site Fall and Spring semester practicum supervision of a licensed professional courses. This course can be taken 3 times and will participate in individual and/ - once per summer the student is taking or group supervision in the department. classes on campus. This is a pass/fail

Course Descriptions Training related to cultural diversity, social course. 269 justice, and evidence-based practice will be PSYC 870. Doctoral Internship. (1) Prerequisites: Admission into Psy.D. program. Recreation, Parks This course is a 1,500-2,000 hour training and Tourism opportunity (either one-year full-time or two consecutive half-time years) at a RCPT 601. Environmental and Experiential site that is focused on training advanced Philosophy. (3) doctoral students to become psychologists. Three hours lecture. It is the capstone applied experience of the Provides an advanced understanding of Psy.D. program. Students must register philosophical perspectives and theories for PSYC 870 for three consecutive terms relating to the experiential learning and and must successfully complete all three of environmental education. Offered in them. This is a pass/fail course. the fall. PSYC 898. Doctoral Directed Study. (1-4) RCPT 611. History and Philosophy of Prerequisites: Admission into the Psy.D. Recreation, Parks and Tourism. (3) program or permission of instructor and Three hours lecture. Directed Study form submitted to the Discussion of issue, problems, trends and Graduate College. principles as foundations of recreation Provides doctoral students the opportunity philosophy and education for leisure based to work individually with faculty members living. on topics of mutual interest. RCPT 617. Seminar in Recreation (Topical). PSYC 899. Dissertation. (1) (1-4) Prerequisites: Admission into Psy.D. Hours and credit to be arranged. program. Covers factors affecting leisure-centered This course is designed to be the capstone living, specific topical inquiry and research component of the Psy.D. conceptual analysis of modern recreation, program. As such, students are expected urban or rural recreation, sociology of to complete an original research project sport, surveys in recreation. Students that is of sufficient size and quality to may take course again for maximum of justify being considered competent to six hours credit. Offered in the Fall and conduct research independently. Students Spring, alternate years. must re-enroll in the course every term until the final product is complete and RCPT 619. Recreation Administration. (3) approved by the Psy.D. program faculty Three hours lecture. and the Graduate College. This is a pass/ In-depth study and analysis of the fail course. administration of recreation agencies. Emphasis on legal foundations, political processes, personnel practices, departmental organization, relationships Course Descriptions with other agencies and evaluation 270 techniques. RCPT 623. Recreation Administration. (3) and how to plan, implement and provide Three hours lecture. education within the recreation systems. Introduction to the administration of recreation services. Emphasis on fiscal RCPT 660. Legal Aspects of Environmental management, personnel management, and Experiential Activities. (3) organizational structure, marketing Three hours lecture. techniques and legal foundations In-depth studies of legal issues related in recreation and leisure services to the provision of outdoor adventure departments. and experiential programming; liability, RCPT 624. Environmental Issues. (3) legislation, tours, contracts. Offered in the Spring. Three hours lecture. In-depth study of environmental issues RCPT 676. Wilderness Institute. (6) facing outdoor recreation agencies. Focuses on care of resources and Lectures, labs and field trips integrated programming for large numbers of people. into an intensive, experiential, primarily Discusses teaching and interpretation off-campus course. methodologies for educating a general Prerequisite: Permission of instructor. audience. This class provides graduate students with an in-depth experience in the RCPT 625. Issues in Recreation design, development, implementation Management. (3) and evaluation of wilderness-based Three hours lecture. educational programs, including extending The course covers issues which influence wilderness expeditions. Topical issues recreation management such as include environmental education, resource financial analysis and future forecasting, management, risk management, program financial accountability, politics, conflict design and group facilitation. Offered management, strategic planning and Summer I. technological applications in managing and marketing recreation services. RCPT 686. Practicum in Environmental and Organizational simulations and role Experiential Education. (2-6) playing are incorporated in the course. Six to 27 hours per week. RCPT 635. Research Applications in Prerequisites: Admission to candidacy Recreation, Parks and Tourism. (3) with-in the department and permission of the department chair or advisor. Three hours lecture. Provides basic understanding of research Offers additional practical experience in and its planning and application within the management of experiential programs recreation services. under the joint supervision of a qualified program administrator and Radford RCPT 655. Leisure Education. (3) University faculty. Practicum grades will Three hours lecture. be recorded as pass/fail. May be taken for Course Descriptions Develops an understanding of the need up to six hours credit. Applications are 271 for recreation education in today’s society available in the department office. RCPT 690. Seminar in Experiential contexts within which humans grow and Education. (3) develop through the life cycle are explored. Three hours lecture. It provides a foundation knowledge base Emphasis on current issues in the from which social work students ground management and development of the assessment and intervention processes experiential programs. Examines one with individuals and families utilizing specific topic during any one semester of a biopsychosocial spiritual framework. the school year. Students may take this Traditional and postmodern theories are course for a maximum of six hours credit. analyzed and challenged. The ecological and strengths perspectives are presented RCPT 698. Directed Study. (1-4) in relation to human risk and resilience. Hours and credit to be arranged. HBSE I attempts to honor different Prerequisites: Eligibility for admission ways of knowing and being, developing to candidacy within the department and pathways to understanding and approval of the advisor, department chair appreciating uniqueness. Students are and Directed Study form submitted to the challenged to explore their own values and Graduate College. culture in an effort to create an inclusive To pursue in depth a topic of interest in viewpoint of human diversity. the area of experiential or environmental education. See “Directed Study” on p. 54. SOWK 602: Human Behavior in the Social Environment II. (3) RCPT 699. Research and Thesis. (6) Three hours lecture. Prerequisite: Approval of advisor in Prerequisite: SOWK 601 or permission of department. instructor. Hours and credit to be arranged with the Human Behavior in the Social approval of the student’s thesis advisor, Environment II is the second of two Thesis Committee and the dean of the Foundation courses. Students will Graduate College. Provides opportunity to continue to apply basic frameworks for show in-dependent judgment in the study creating and organizing knowledge of of a specific issue. See “Thesis” on p. 54. human behavior. The course examines problems of living; impacts of racial, ethical, class, cultural, religious/spiritual Social Work and gender diversity on behavior; and the reciprocal nature of interactions of persons, SOWK 601. Human Behavior in the Social families, social groups, communities, Environment I. (3) organizations and institutions. Three hours lecture. SOWK 611. Social Welfare I. Policy is Prerequisite: Admission to the graduate Practice. (3) program in Social Work or permission of the instructor. Three hours lecture. This is the first course in the Human Prerequisite: Admission to graduate Course Descriptions Behavior sequence. In this course the program in Social Work or permission of 272 dynamics of human behavior and the the instructor. The course covers frameworks to SOWK 621. Research I: Basic Research understand the formulation/analysis of Methodology. (3) Social Work policies and programs. The Three hours lecture. significance of contextual factors, values Prerequisite: Admission to the Graduate and history are examined from a “policy Program in Social Work or permission of is practice” perspective with emphasis the instructor. on social/economic justice, diversity and The fundamental elements of scientific populations-at-risk. inquiry and research techniques, including a variety of research methodologies, SOWK 613. Crisis Intervention. (3) are introduced in this course. Focus Three hours lecture. is on the technical aspects of research Prerequisite: Accepted into School of analysis and critical evaluation of research Social Work or permission of instructor. conclusions. Students are introduced to a This course focuses on developing basic systematic approach to the classification, crisis intervention skills (interviewing, organization and analysis of data. The assessment, intervention and follow-up). course emphasizes the identification and Special topics of concern in populations formulation of researchable problems in at risk will be highlighted: lethality/ social work, the utility of the scientific suicide/homicide; partner abuse; child method, the selection of appropriate abuse; school violence, workplace violence, methodologies, an understanding of the substance abuse and the chronically standards for evaluation of research and mentally ill. Students become aware of the sensitivity to bias and ethical behavior in role of various agencies within the realm the conduct of research. of crisis intervention and the importance of collaboration. SOWK 625. Child Sexual Abuse and CPS (Child Protective Services) Investigation. (3) SOWK 615. Substance Abuse and Three hours lecture, demonstration and Dependency. (3) discussion. Three hours lecture and discussion. Prerequisite: Graduate standing or Prerequisite: Graduate standing or permission of instructor. permission of instructor. This course explores the issues involved This course examines current theories in child abuse and neglect cases, with an and models pertaining to substance abuse emphasis on child sexual abuse. If offers and chemical dependency. It explores an integrative framework of principles, intervention and treatment techniques theories, process and skills specifically for working with chemically dependent designed for performing culturally individuals and their families, with an sensitive investigations and assessments emphasis on diverse populations. The with alleged abusive and neglectful course integrates theory and practice skills families. This academic course is offered to teach students to critically examine the to graduate students interested in public clinical issues involved in substance abuse social services and to those awarded Title

Course Descriptions and chemical dependency treatment. IV-E stipends (supplanting the VISSTA 273 Mental Health emphasis area elective. [Virginia Institute for Social Services Training Activities] training sequence) populations at risk, rural populations, and to qualified community people. Child and groups that experience social and Welfare emphasis area elective. economic injustices. Key concepts include stages of group development, group SOWK 631. Social Work Practice I: processes and dynamics, leadership and Foundations. (3) ethical practice with groups. Two hours lecture, two hours skill lab. Prerequisite: Admission to the graduate SOWK 641:642. Foundation Practicum and program in social work. Seminar I and II. (3: 3) This course is the first of two foundation Prerequisite: Admission to the graduate courses designed to provide students program in social work and SOWK with an overview of the basic knowledge 631/632 as pre- or corequisite. SOWK and skills essential to generalist social 641 must be completed before SOWK work practice. Key themes and concepts 642 can be taken. include interviewing, relationship Two semester sequence. A practicum building and assessment as they relate experience (16 hours each week) to community-based family practice. accompanied by a minimum of six The course introduces practice models in seminars each semester designed to relation to populations at risk. Personal integrate theory and field. and professional values will be discussed, along with the use of self, the importance SOWK 678. Advanced Standing Bridge of evaluation, research and ethics. Course I. (3) Three hours lecture. SOWK 632. Social Work Practice II: Groups Prerequisite: A Bachelor of Social Practice. (3) Work degree from CSWE-accredited Three hours lecture. institution, or expected graduation and Prerequisites: Admission to the graduate admission to the Advanced Standing program in social work and SOWK 601 program. and SOWK 631. SOWK 678 is the first course in a two This second foundation practice course course sequence that students with a is designed to provide students with an Bachelor in Social Work Degree admitted overview of the basic knowledge and skills for Advanced Standing take to prepare essential to generalist social work practice for the (second) concentration year. It will as it relates to group practice. Groups are cover the areas of Human Behavior in the used at all levels of social work practice Social Environment and Practice with (micro, mezzo, and macro) for purposes Individuals and Families. ranging from support and personal growth to social planning and social action. SOWK 679. Advanced Standing Bridge Course II. (3) Key themes include introductory group Three hours lecture. practice knowledge for developing and Prerequisite: Admission to the Advanced

Course Descriptions intervening with various types of groups, Standing program in Social Work. 274 with particular emphasis on groups for This is the final course in the two- course sequence required for all students SOWK 698. Directed Study. (1-4) admitted to the Advanced Standing Hours and credit to be arranged. program in Social Work. This course Prerequisite: Approval by the School of focuses on social work policy and social Social Work and Directed Study form research. submitted to the Graduate College. See “Directed Study” on p. 54. SOWK 680. Special Topic Seminar. (3) SOWK 699. Research and Thesis. (1-6) Three hours lecture. May be taken a maximum of three times. Hours and credit to be arranged with Prerequisites: Graduate standing and the approval of the dean of the Graduate permission of instructor. College. See “Thesis” on p. 54. An intensive study of a specialized SOWK 710. Women and Mental Health. (3) area in human services. Topics will be determined by the instructors based upon Three hours lecture and discussion. demonstrated student interest. Special Prerequisite: Graduate standing or topics courses may be elected for no more permission of instructor. than nine semester hours of credit. This course is designed to provide students with specific knowledge about SOWK 682. Biopsychosocial Assessment (3) clinical social work practice with adult Three hours lecture. women and mental health issues that Prerequisites: SOWK 602, SOWK 679, or affect women. Key themes and concepts permission of instructor. include: historical social work practice This course focuses on identifying with women, theories for mental health individual and family strengths and on practice and a feminist critique of those viewing behavior in context. Particular theories, feminist practice issues, aspects of emphasis is placed on understanding feminist/mental health practice, feminist the individual/family and environment social work practice methods and current interaction by means of a systems issues/situations that affect women’s lives perspective. This course addresses the legal, and their mental health. Mental Health ethical, social justice, diversity and cultural emphasis area elective. competence ramifications as they relate to SOWK 715. Ethical Issues in Social Work managed care and community treatment Practice. (3) models of practice. Three hours lecture. SOWK 688. Administration, Management, Prerequisite: Acceptance into the School and Supervision. (3) of Social Work or by permission of the Three hours lecture. instructor. Prerequisite: Graduate standing. This course focuses on the ethical This course elective is designed to focus issues and dilemmas that confront on the role and function of the social professional social workers in practice with work leader as supervisor, manager, and individuals, groups, families, agencies and communities. Theoretical models for social Course Descriptions administrator. work ethical decision-making and the 275 National Association of Social Workers Code of Ethics are presented. The ways Prerequisite: Graduate standing or in which personal and professional permission of instructor. values differ are addressed. The elements This course focuses on community involved in ethical decision-making are practice and the development of applied to case illustrations. Examples community strategies that address the from the student’s own practice needs of identified groups. experience will be used. SOWK 761. Social Welfare Policy II: Family SOWK 720. School Social Work. (3) Policies and Advocacy. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate standing in Prerequisite: SOWK 611 or SOWK 679. the MSW Program or permission of The course provides a broad understanding instructor. of the development/analysis of family This course is designed as an entry policies with an advocacy perspective for social workers into the School as a on the local, state and federal levels. The complex host organization for social work role of socio-cultural values, contextual practice. Philosophical, societal, population factors and policy/service assumptions and cultural sensitivity issues are are examined with the emphasis on addressed. School Social Work emphasis social work advocacy to promote social/ area elective. economic justice with populations at risk.

SOWK 721. School Casework Practice. (3) SOWK 772. Research II: Advanced Three hours lecture, demonstration and Research Methodology. (3) discussion. Three hours lecture. Prerequisite: SOWK 720 or permission of Prerequisite: SOWK 621 or SOWK 679. instructor. This second course in the MSW This course provides students with research sequence is designed to explore learning experiences that 1) inform the dynamics of research theory and them about the nature of social practice. It is intended to provide casework practice, 2) provide them students with the knowledge base with conceptual frameworks, helping to stimulate critical use of research principles and processes to maximize studies in their practice, to prepare the academic performance and personal them for participation in agency or development of children and their interdisciplinary research and to prepare families, 3) explore issues of diversity them to undertake selected research in and multicultural competence in social work practice. casework practice with children, families and their communities, and 4) develop SOWK 783. Social Work Practice III: competence in critical thinking. School Community Practice to Strengthen Social Work emphasis area elective. Families. (3) Three hours lecture.

Course Descriptions SOWK 722. Community Organization. (3) Prerequisite: SOWK 641 and 642; or 276 Three hours lecture and discussion. SOWK 679. The course is the first of two concentration their degree from Radford University. practice courses and emphasizes Registration is required of all graduate community and organizational practice. students when using university facilities Community-based family practice is the and/or faculty time. The minimum application of social work practice skills to number of hours for registration is one. enhance collaborative relationships among Registration allows use of services such as families and their community networks. library checkout, laboratories and recreation facilities not open to the public. SOWK 784. Social Work Practice IV: Family Practice in a Community Context. (3) Students who are not currently registered Three hours lecture. for any course work and who have Prerequisite: SOWK 783. completed all course work but have other This course is the second of two outstanding degree requirements (e.g., concentration practice courses. This course comprehensive examination, thesis, removal focuses on the knowledge, methods of an I or IP grade), are required to register and skills for family practice within a for a continuous enrollment course each community-based family practice model. semester, including summer, until they have SOWK 785. Integrative Seminar. (3) met the outstanding requirement(s).

Prerequisite: Last semester of the MSW This course carries no credit hour Program. production and does not count toward Social Work 785 is the synthesis of Social graduation requirements. This course option Work 783 and 784. This capstone course is also available to those admitted students is designed to facilitate the integration who are not enrolled in a given semester of theory, practice, policy and research but who wish to use university facilities and through the lens of community-based services during that time. family practice. SOWK 791:792. Concentration Practicum and Seminar I and II. (5:5) Sociology

Prerequisite: Admission to the graduate SOCY 511. Appalachian Cultures. (3) program in social work and SOWK 783/784 as pre- or corequisites. SOWK Three hours lecture. 791 must be completed before SOWK Prerequisite: Graduate standing. 792 can be taken. Contemporary Appalachian culture; social Two semester sequence. A practicum science explanations for regional culture; experience (24 hours each week) causes and repercussions of culture change accompanied by a minimum of six in Appalachia examined. seminars each semester designed to SOCY 580. Survey Research Methods. (3) integrate theory and field. Three hours lecture. GRAD 799. Continuous Enrollment. (1) Prerequisite: Graduate standing. Course Descriptions All graduate students are required to be This course covers the construction of 277 registered during the semester they receive an instrument, sampling design and methods of analysis and interpretation of software may be used to analyze and display data. It acquaints students with the use data. Lecture and self-directed learning will of computers for social science research. primarily be used. Students gain a hands-on experience with design and completion of survey research that is valuable for any student entering a Theatre career requiring familiarity with the basis THEA 511. Theatrical Scene Design. (3) of social survey research. Students receiving undergraduate credit for SOCY 480 cannot Three hours lecture, demonstration and also receive graduate credit for SOCY 580. critique. Prerequisite: THEA 101 and THEA 102 SOCY 582. Practicing Ethnographic or consent of the instructor. Methods. (4) Two hours lecture; two hours field. The course is a study in the fundamentals of scene design for theatrical venues, Prerequisite: Graduate standing. incorporating computer Aided Design, A research project of the student’s own including conceptualization for stage floor choosing is carried through from entree plans and perspectives resulting in realized into a local cultural scene through analysis color renderings or model design. of data and writing. The course promotes understanding ethnographic method THEA 525. Porterfield Ensemble. (3) and perspective for viewing people and Three hours lecture, demonstration and situations. critiques. The ensemble emphasizes advanced training in acting, stylized movement Statistics and vocal expression. Acting theories based on Jerry Grotowski and Augusto STAT 644. Applied Statistics for Teachers. (3) Boal are combined with pedagogy in Three hours lecture. physical expression, and Cicely Berry Prerequisite: Undergraduate degree in vocal technique. The ensemble performs mathematics or permission of instructor; as part of the Studio Theatre season. some familiarity with basic statistics Touring is required and participation is based solely on auditions. desirable. In this course students will develop a THEA 550. Directing II: Advanced. (3) comprehension of, and an ability to Three hours lecture, demonstration and perform, statistical methods that are most critique. common in educational research. Emphases Prerequisite: THEA 125 and THEA will be placed on statistical concepts that 225 and THEA 350 or consent of the will prepare teachers to teach AP Statistics instructor. and to critically examine and comprehend The course is the study of various the data analysis in educational literature. significant figures and theories of stage, Course Descriptions Graphing calculators and computer video and film production. Students are 278 required to complete a final advanced project for public presentation in one of the mediums listed above. A final portfolio is also required.

THEA 575. Theatrical Problems. (3) Three hours lecture. This course will contain a concentrated study of particularly significant people, events, movements or aspects of theatrical venues not covered in depth in other course offerings. May be repeated (on different topic) for maximum of 12 semester hours credit.

THEA 576. Theatre Production Practicum. (3) One hour lecture; four hours laboratory. Introduction to the theatrical production process through directing, designing or state managing. May be taken again for maximum of 12 semester hours credit. Course Descriptions

279 Board

Board Members Term Expires

Stephen A. Musselwhite June 30, 2012 Rector Vinton, Va.

Mark R. Pace June 30, 2012 Vice Rector Roanoke, Va.

Nancy E. Artis June 30, 2013 Pagosa Springs, Colo.

Anthony R. Bedell June 30, 2012 Fairfax, Va.

J. Brandon Bell June 30, 2013 Roanoke, Va.

Stephan Q. Cassaday June 30, 2014 Great Falls, Va.

Matthew B. Crisp June 30, 2015 Cary, N.C.

Sandra C. Davis June 30, 2015 Blacksburg, Va.

Rene Fonseca June 30, 2015 Springfield, Va.

Thomas E. Fraim, Jr. June 30, 2012 Norfolk, Va.

Milton C. Johns June 30, 2014 Gainesville, Va.

Darius A. Johnson June 30, 2013 Course Descriptions

280 Richmond, Va. Wendy S. Tepper June 30, 2014 Forest, Va.

Ronald R. Wesley June 30, 2012 Richmond, Va.

Linda K. Whitley-Taylor June 30, 2014 Virginia Beach, Va.

Two non-voting members are selected each year: one representing the faculty and one representing the student body.

Secretary to the Board of Visitors: Kimberly H. Chiapetto

Administration

Penelope W. Kyle President

Sam Minner Provost and Vice President for Academic Affairs

Richard S. Alvarez Vice President for Finance and Administration and Chief Financial Officer

Danny M. Kemp Vice President for Information Technology and Chief Information Officer

Jo Ann Kiernan Special Assistant to the President

Mark Shanley Vice President for Student Affairs Board and Administration

281 Graduate Faculty

Albig, David Arthur, Elizabeth Assistant Professor of Mathematics and Instructor of Social Work; B.S., Cornell Statistics; B.S., Michigan State Univer- University; M.S.W., Syracuse University sity; M.A., University of Illinois; Ph.D., Askins, Justin Professor of English; B.A., The College Allen, David, R. of Staten Island; M.A., Boston Univer- Instructor of Music; B.A., Indiana Uni- sity; Ph.D., CUNY Graduate Center versity of Pennsylvania; M.M., Carnegie Mellon University; D.M.A., University of Aspelmeier, Jeffery E. North Carolina at Greensboro Professor of Psychology; B.S.E.D., South- west Missouri State University; M.A., Altieri, Elizabeth Ph.D., Kent State University Associate Professor, School of Teacher Education and Leadership; B.S., Florida Atwell, Mary W. ; M.S., George Pea- Chairperson and Professor of Criminal body College at ; Justice; B.A., Webster College; M.A., Ph.D., Virginia Polytechnic Institute and Ph.D., Saint Louis University State University Aussiker, Amy J. Amenkhienan, Felix E. Professor of Psychology; B.S., Bucknell Professor of Accounting, Finance and University; M.A., Midwestern State Business Law; B.B.A., M.B.A., Ph.D., University - Texas; Ph.D., University of University of Mississippi Texas

Arbogast, Terry Austin, Ellen Instructor, School of Teacher Education Instructor, School of Teacher Education and Leadership; B.S., Bridgewater Col- and Leadership; B.S., Atlantic Christian lege; M.Ed., College; M.S., Radford University

Arbury, Stephen Baker, David Professor of Art; B.A., Albion College; Professor of Psychology; B.A., University M.A., Ph.D., of Vermont; M.A., Farleigh Dickinson University; Ph.D., University of South Armbruster, Ellen Florida Professor of Counselor Education; B.A., University of Colorado; M.A., Ph.D., Baker, Moira P. University of New Mexico Professor of English; B.A., College of St. Rose; M.A., Ph.D., University of Notre Graduate College Faculty Dame 282 Bane, Tara Y. Benson, Ann Instructor, School of Teacher Education Instructor, School of Teacher Education and Leadership; B.S., Radford Univer- and Leadership; B.S., M.A., Ed.S., Rad- sity; M.A., Appalachian State University; ford University Ph.D., Virginia Polytechnic Institute and State University Bentley, Michael L. Professor of Chemistry and Physics; B.S., Barris, Roann King’s College; M.S., University of Penn- Co-Museum Director and Associate sylvania; Ed.D., University of Virginia Professor of Art; B.A., University of Michigan; M.A., University of Illinois; Bienstock, Carol C. M.S., Ed.D., Columbia University; Associate Professor of Marketing; B.S., Ph.D., University of Illinois Medical College of Georgia; M.B.A., Mississippi State University; Ph.D., Bay, Richard J. Virginia Polytechnic Institute and State Chairperson and Associate Professor of University Art; B.S., Kansas State University; M.A., Pittsburg State University; Ph.D., Okla- Billings, Hillary homa State University Instructor of Communication Sciences and Disorders; B.S., M.S., Radford Uni- Bays, Debora versity Associate Professor, School of Teacher Education and Leadership; B.S., M.S., Binkley, Rahn Radford University; Ph.D., Virginia Poly- Professor of Art; B.A., Taegu Technical technic Institute and State University College; B.F.A., Wonkwang University; B.F.A., M.F.A., Radford University Beach, Steven L. Associate Professor of Finance; B.S., B.A., Birx, Ellen C. M.B.A., Tennessee Technological Univer- Professor of Nursing; B.S., Texas sity; Ph.D., Washington State University Women’s University; M.S., University of Rochester; Ph.D., University of Texas at Beard, James S. Austin Professor of Geology; B.S., University of Massachusetts; Ph.D., University of Bizzell, Brad California Instructor, School of Teacher Education and Leadership; B.S., Appalachian State Beheshti, Hooshang M. University; M.S., Virginia Polytechnic Professor of Management; B.S., Iranian Institute and State University Institute of Advanced Accounting; M.S., Graduate College Faculty State University of New York at Bingham- 283 ton; Ph.D., Oklahoma State University Black, Karen Brown, Gwendolyn O. Instructor, Department of Communica- Associate Professor of Communica- tion Sciences and Disorders; B.S., Rad- tion; B.A., York College of Pennsylvania; ford University; M.S., Baylor University M.A., Ph.D., University of Maryland

Blankenship, Strader E. Brown, Jo Ann Instructor, School of Teacher Education Associate Professor of Management; and Leadership; B.A., Emory and Henry B.S., Christian Brothers University; College; B.S., M.A., Ed.D., Virginia Poly- M.B.A., University of Florida; Ph.D., technic Institute and State University University of Mississippi

Blaylock, Bruce K. Brummette, John Professor of Management; B.B.A., Ohio Professor of Communication; B.A., Uni- University; M.B.A., Auburn University; versity of Pittsburgh; M.A., Radford Uni- Ph.D., Georgia State University versity; Ph.D., University of Tennessee

Bonds, Barbara G. Bucy, Jayne E. Assistant Professor, School of Teacher Professor of Psychology; A.P.A., Univer- Education and Leadership; M.Ed., Ph.D., sity of Texas Medical Branch – Galves- University of Virginia ton; Ph.D., University of North Caroli- na-Chapel Hill Borling, James E. Professor of Music; B.M., DePauw Uni- Burggraf, Virginia versity; M.M., University of Miami Professor of Nursing; B.S.N., Cornell University; M.S.N., Seton Hall Univer- Bosworth, Courtney C. sity; D.N.S., Louisiana State University Associate Professor of Communication; B.S., M.A., University of Florida; Ph.D., Burke, Tod W. University of Georgia Associate Dean of the College of Humanities and Behavioral Sciences, Bradbury, Carlee A. Professor of Criminal Justice; B.A., Assistant Professor of Art; B.A., Whea- University of Maryland; M.F.S., George ton College; M.S., University of Edin- Washington University; M. Phil., Ph.D., burgh; Ph.D., University of Illinois City University of New York

Brinckman, Douglas, E. Burriss, Theresa Associate Professor of Business Law; B.A., Director of Learning Assistance and Virginia Polytechnic Institute and State Resource Center and Director of Ap- University; J.D., Gonzaga University palachian Regional Studies Center; B.A., Emory University; M.S., Radford Brosowsky, Eve University; Ph.D., Union Institute and Professor of Communication Sciences University and Disorders; B.A., Auburn University; Graduate College Faculty M.A., Appalachian State University 284 Byers, Wendy Chase, Bruce W. Instructor, School of Teacher Education Professor of Accounting; B.S., M.B.A., and Leadership; B.S., James Madison Ph.D., Virginia Commonwealth University University; M.S., University of Tennessee Chase, Jeffrey L. Call, Jack E. Professor of Psychology; B.A., St. Louis Professor of Criminal Justice; B.S., Ball University; Ph.D., University of South State University; J.D., College of William Carolina and Mary; Ph.D., University of Georgia Chase, Joseph D. Carter, Arthur E. Professor of Information Technology; Associate Dean of the College of Science B.S., M.S., Ph.D., Virginia Polytechnic and Technology, Chairperson and As- Institute and State University sociate Professor of Information Tech- nology; B.S., ; Chatham, Michael D. M.B.A., Ph.D., Virginia Polytechnic Assistant Professor of Accounting; Institute and State University B.S.B., M.B.A., Emporia State University; Ph.D., Oklahoma State University Carter, Kimberly F. Director of School of Nursing and Childers, John Stephen Professor of Nursing; B.S., Radford Associate Professor of Management; University; M.S.N., Ph.D., University of B.S., M.B.A., East Carolina University; Virginia Ph.D., Virginia Polytechnic Institute and State University Carter, Tania Instructor of Communication Sciences Christensen, P. Niels and Disorders; B.S., Radford University; Associate Professor of Psychology; B.A., M.S., Old Dominion University University of Notre Dame; M.S., Ph.D., Texas A&M University Castleberry, Julia Assistant Professor of Physical Therapy; Clelland, Iain J. B.S., Virginia Polytechnic Institute and State Associate Professor of Management; University; M.S., Duke University; D.P.T., B.A., M.S., San Diego State University; Virginia Commonwealth University Ph.D., University of Southern California Clements, Nicole, Instructor of Commu- Castonguay, David O. nication Sciences and Disorders; B.S., Associate Professor of Music; B.S., M.A., M.S., Towson University University of Connecticut Cline, Holly L. Caughron, Jared J. Interim Chair and Associate Professor Assistant Professor of Psychology; B.A., of Interior Design; B.A., Centre College; Washington University; M.S., Ph.D., M.A., University of Kentucky; Ph.D., University of Oklahoma Virginia Polytechnic Institute and State Graduate College Faculty University 285 Cline, Mark A. Copeland-Burns Associate Professor of Biology; B.S., Carla, Instructor of Music; B.M., Florida M.S., Ph.D., Virginia Polytechnic Insti- State University; M.M., New England tute and State University Conservatory

Cohen, Jeradi A. Costello, Vesna C. Professor, School of Teacher Educa- Instructor of Occupational Therapy, tion and Leadership; B.A., University M.S.O.T., Shenandoah University of Michigan; M.A., Ed.D., University of Virginia Cox, Carol A. Instructor, School of Teacher Educa- Cohn, Tracy J. tion and Leadership; B.S., M.S., Radford Assistant Professor of Psychology; B.A., University; Ed.S., Virginia Polytechnic M.S., Ph.D., University of Kansas Institute and State University

Colley, Kenna M. Cox, Kenneth Associate Professor, School of Teacher Associate Dean of Waldron College of Education and Leadership; B.S., State Health and Human Services and As- University of New York at Geneseo; sociate Professor of Communication M.S., Johns Hopkins University; Ph.D., Sciences and Disorders; B.A., University Virginia Polytechnic Institute and State of North Carolina – Chapel Hill; M.A., University University of North Carolina – Greens- boro; Au.D., University of Florida Collins, Jennifer Assistant Professor of Art; B.F.A., Calvin Creighton, Cynthia College; M.F.A., Radford University Director of Clinical Education and Asso- ciate Professor of Occupational Therapy; Conlin, Peter B.S., Eastern Michigan University; M.A., Instructor of Social Work; B.A., Iona University of Michigan; Ph.D., Wayne College; M.S.W., Fordham University State University

Conrad, Kristin Cubbison, Laurie Instructor of Nursing; B.S., Beth-El Associate Professor of English; B.A., College of Nursing at the University of Muskingum College; M.A., Eastern Colorado; M.S., Nell Hodgson Woodruff Kentucky University; Ph.D., Purdue School of Nursing at Emory University University

Cooper, Sharla C. Cummings-Lilly, Karen T. Associate Professor of Nursing; B.S.N., Instructor of Social Work; B.A., Califor- Radford University; M.S.N., Old Do- nia State University; M.S.W., San Diego minion University; Ph.D., Case Western State University Reserve University Graduate College Faculty

286 Cunningham, Don Devlin, Michelle P. Assistant Professor of English; B.S., M.S., Instructor of Music; B.A., James Madi- Texas A&M University-Commerce; son University; M.M., D.M.A., Univer- Ph.D., Illinois Institute of Technology sity of North Carolina-Greensboro

Daniel, Leslie Devore, Angela Assistant Professor, School of Teacher Instructor, School of Teacher Education Education and Leadership; B.S., State and Leadership; B.G.S., M.S., Radford University of New York at Geneseo; University M.S., Radford University; Ph.D., Vir- ginia Polytechnic Institute and State Dickerson, Jennifer University Instructor of Communication Sciences and Disorders; B.S., M.S., Radford University Daston, Anthony P. Instructor of Social Work; B.A., Fairfield Dickinson, Joan University; M.S., Nova University Associate Professor of Interior Design and Fashion; B.S., M.S., Virginia Poly- Davidson, Daniel V. technic Institute and State University; Chairperson and Professor of Business Ph.D., Texas Tech University Law; B.S., J.D., Dickinson, Renee Davis, Trent A. Assistant Professor of English; B.A., Se- Instructor of Counselor Education; attle Pacific University; M.A., University B.S., Virginia State University; M.A./ of Essex, Colchester, United Kingdom; Ed.S., ; Ph.D., Ph.D., University of Colorado Virginia Polytechnic Institute and State University Dillon, Joanne F. Instructor of Communication Sciences Dembele, Gaston and Disorders; B.A., Hollins College; Associate Professor, School of Teacher B.S., M.S., Radford University Education and Leadership; B.A., Univer- sity of Ouagadougou; Ph.D., Michigan Dodson, Drew State University Associate Professor of Art; B.F.A., University of Florida; M.F.A., Edinboro Dendir, Seife University of Pennsylvania Associate Professor of Economics; B.A., Addis Ababa University; M.A., Ph.D., Dooley, Alton C., Jr. Western Michigan University Professor of Geology; B.A., Carleton Col- lege; Ph.D., Louisiana State University Deskins, Elizabeth Instructor of Social Work; B.A., Emory Dore, Elizabeth D. and Henry College; M.S.W., Radford Professor, School of Teacher Educa- University tion and Leadership; B.S., M.Ed., CAS, Graduate College Faculty University of Maine; Ed.D., University of 287 Northern Colorado Doss, Farrell Ellerman, Gary D. Associate Professor of Interior Design Professor, School of Teacher Education and Fashion; B.S., University of Tennes- and Leadership; B.A., M.A., Louisiana see; M.S., Ph.D., Virginia Polytechnic Tech University; Ph.D., Louisiana State Institute and State University University

Dulaney, Dru Elliott, Ann N. Instructor of Communication Sciences Professor of Psychology; B.A., Lynch- and Disorders; B.S., University of Ken- burg College; M.A., Boston College; tucky; M.S., Radford University Ph.D., Northern Illinois University Elliott, Johnna, R. Duncan-Daston, Rana Instructor, School of Teacher Educa- Associate Professor of Social Work; tion and Leadership; B.S., University of B.A., Carson-Newman College; M.S.W., North Carolina; M.Ed., University of Florida International University; Ed.D., Virginia University of Virginia Emerson, Carla Dunleavy, Matt Assistant Professor of Counselor Educa- Assistant Professor, School of Teacher tion; B.S., ; M.S., Ed.S., Education and Leadership; B.A., M.S., Ph.D., University of North Carolina at Old Dominion University; Ph.D., Uni- Greensboro versity of Virginia Evans, Deneen Easterling, Tricia Instructor of Social Work; B.A., Roanoke Associate Professor, School of Teacher College; M.S.W., Radford University Education and Leadership; B.S., The University of South Florida; M.Ed., Farmer, Laura B. Freed-Hardeman University; Ed.D., Uni- Instructor of Counselor Education; B.S., versity of Memphis ; M.A., Ed.S., James Madison University Eckenrod-Green Fender, Keith Wendy, Assistant Professor of Counselor Instructor of Social Work; B.S.W., Fer- Education; B.S., M.A., Appalachian State rum College; M.S.W., Virginia Com- University; Ph.D., University of North monwealth University; Ph.D., La Salle Carolina University

Elias, Carlos Feng, Zheng-Liang Instructor of Economics; B.S., Universi- Professor of Art; B.F.A., Shanghai Teach- dad Católica; Ph.D., Virginia Polytechnic ers’ University; M.F.A., Radford University Institute and State University Flora, Rudolph, Jr. Elis, Lori A. Instructor of Social Work; B.S., East Ten- Associate Professor of Criminal Justice; nessee State University; M.S.W., Virginia Graduate College Faculty B.A., M.A., Ph.D., University of Mary- Commonwealth University 288 land Flora, William Gallo, Louis Associate Professor, School of Teacher Professor of English; B.A., Tulane Uni- Education and Leadership; B.A., Fer- versity; M.A., Louisiana State University; rum College; M.Ed., Ed.D., University of Ph.D., University of Missouri Virginia Geller, Carol H. Forrest, Alan Professor, School of Teacher Education Chairperson and Professor of Counselor and Leadership; B.S., M.S., Southern Il- Education; B.A., Eisenhower College; linois University; Ed.D., Virginia Poly- M.A., University of New Haven; Ed.D., technic Institute and State University College of William and Mary Gentry, Kenneth K. Frahm, Whitney Instructor of Occupational Therapy; Instructor of Communication Sciences B.S., Montana State University; M.S., and Disorders; B.A., ; M.S., Radford University Thomas Jefferson University

Fraser, Nicholas C. Gerlach, Juergen Professor of Geology; B.S., Aberdeen Professor of Education; Diploma, Free University; Honorary M.A., Cambridge University Berlin; Ph.D., Oregon State University; Ph.D., Aberdeen University University

French, Sandra Ghoston, Michelle Assistant Professor of Communication; Instructor of Counselor Education; B.A., B.S., Radford University; M.A., Wake University of Virginia; M.Ed., Lynchburg Forest University; Ph.D., The Pennsylva- College nia State University Gilbert, Faye Froemling, Kristin Dean of the College of Business and Associate Professor of Communication; Economics and Professor of Marketing; B.A., M.A., Bowling Green State Univer- B.S.B.A., M.B.A., University of Southern sity; Ph.D., University of Oklahoma Mississippi; Ph.D., University of North Texas Fullmer, Elise M. Director and Professor of Social Work; Gilbert, Sharon L. B.S., M.S.W., University of Utah; Ph.D., Associate Professor, School of Teacher State University of New York at Albany Education and Leadership; B.S., M.S., Gainer, Kim, D. University of Southern Mississippi; Professor of English; B.A., Rhode Island Ph.D., Auburn University College; M.A., Ph.D., The Ohio State University Gillenwater, Sarah Instructor, School of Teacher Educa- Gallops, Ronald Wayne tion and Leadership; B.S., M.S., Radford Associate Professor of Music; B.M., Uni- University Graduate College Faculty versity of Tampa; M.A., Florida State Uni- 289 versity; Ph.D., University of South Florida Glarner, Robert L. Gumaer, D. James Associate Professor of Music; B.A., Professor of Counselor Education; B.S., Cleveland Institute of Music and Case State University of New York at Cort- Western Reserve University; M.A., Uni- land; M.S., Syracuse University; Ed.S., versity of Wyoming; Ph.D., University of Ed.D., University of Florida Arizona Guruswamy, Rosemary Gorman, Allen C. Chairperson and Professor of Eng- Assistant Professor of Psychology; B.A., lish; B.A., Kent State University; M.A., University of Georgia; M.A., University University of Maryland at College Park; of Nebraska at Omaha; Ph.D., University Ph.D., Kent State University of Tennessee Gustafson, Glenna Gorzycki, Laura Assistant Professor, School of Teacher Instructor of Communication Sciences Education and Leadership; B.S., Radford and Disorders; B.S., Rhodes College; University; M.S., Ed.D., Virginia Poly- M.A., Memphis State University technic Institute and State University

Graham, Lois Hall, Donald Instructor, School of Teacher Education Professor of Psychology; B.A., Wake For- and Leadership; B.S., M.S., Radford Uni- est University; M.A., Ph.D., University of versity; Ed.D., University of Virginia North Carolina

Graham, Suzanne Hamilton, Evelyn Instructor, School of Teacher Educa- Instructor of Counselor Education; B.A., tion and Leadership; B.A., University of ; M.S., Radford University Virginia; M.S., Radford University Hamm, Jean S. Grady, Dennis Assistant Professor of English; B.S., M.S., Dean of the College of Graduate and Radford University; Ed.D., Virginia Poly- Professional Studies and Professor of Po- technic Institute and State University litical Science; B.A., University of North Carolina; M.C.P., Georgia Institute of Harding, Victoria Technology; Ph.D., Emory University Instructor of Communication Sciences and Disorders; B.S., Trent University; Green, Egan M.S., Dalhousie University; M.B.A., Associate Professor of Criminal Justice; Plymouth State University B.S., Appalachian State University; M.A., East Tennessee State University; Ph.D., Harrington, K. Vernard Indiana University of Pennsylvania Associate Professor of Management; B.B.A., University of Iowa; M.S., Iowa Grossmann, Axel State University; Ph.D., Texas A&M Assistant Professor of Accounting; B.S., University Graduate College Faculty Technical College of Giessen; M.B.A., 290 Ph.D., University of Texas Pan-American Hart, Katherine Herd, Corey Instructor of Social Work; B.S., Concord Associate Professor of Communication College; M.S.W., West Virginia University Sciences and Disorders; B.A., James Madison University; M.A., Appalachian Hartig, Nadine State University; Ph.D., Touro University Assistant Professor of Counselor Edu- International cation; B.A., M.S., University of Wis- consin; Ph.D., University of Northern Hernandez, Rodrigo Colorado Assistant Professor of Finance; M.A., Ph.D., University of Arkansas Hashemzadeh, Nozar Professor of Economics; B.A., Isfahan Herring, Ronald University; M.A., Ph.D., Virginia Poly- Instructor of Social Work; B.A., M.S.W., technic Institute and State University Ohio State University

Hastings, Sarah Herrington, Duncan Assistant Professor of Psychology; B.S., Professor of Marketing; B.B.A., M.B.A., M.Ed., James Madison University; Ed.S., D.B.A., Mississippi State University University of Virginia; Ph.D., University of Kansas Hever, David R. Instructor of Counselor Education; B.A., Hazleton, Vincent, Jr. University College Dublin; B.D., May- Professor, School of Communication; nooth University; M.S., Appalachian B.A., Oklahoma College of Liberal Arts; State University M.A., Ph.D., University of Oklahoma Hilden, Katherine, R. Helton, Susan Assistant Professor, School of Teacher Instructor of Social Work; B.S., M.S., Education and Leadership; B.A., Ohio University of Tennessee Wesleyan University; Ph.D., Michigan State University Henderson, Dale A. Associate Professor of Management; Hill, Jennifer B.S., Virginia Polytechnic Institute and Instructor of Communication Sciences State University; M.B.A., Radford Uni- and Disorders; B.S., Stephen F. Austin versity; Ph.D., University of Nebraska at State University; M.A., Our Lady of the Lincoln Lake University

Hendrix, Nicole Hiltonsmith, Robert W. Assistant Professor of Criminal Justice; Professor of Psychology; B.A., Syracuse B.S., M.S., University of North Carolina- University; M.A., Ohio State University; Charlotte; Ph.D., University of Albany Ph.D., Peabody College of Vanderbilt - SUNY University Graduate College Faculty

291 Hochstein, Lucy Huth, Renee Associate Professor of Criminal Justice; Assistant Professor of Physical Therapy; B.A., Seattle University; M.A., Ph.D., B.S., State University of New York; Washington State University D.P.T.,

Hodge, Diane Ichikawa, Yumiko Professor of Social Work; B.A., Alma Instructor. Department of Art; B.A., College; M.S.W., University of Michigan; Kyoritsu Women’s University; M.F.A., Ph.D., Ohio State University Radford University

Hoge, Melinda Jackson, Pamela A. Instructor, School of Teacher Education Professor of Psychology; B.A., Berea and Leadership; B.S., Concord Col- College; Ph.D., University of Kentucky lege; M.S., Radford University; Ed.D., Virginia Polytechnic Institute and State Jacob, John University Assistant Professor of Interior Design and Fashion; B.F.A., Virginia Common- Hoover, Kathryn A. wealth University; M.S., Ph.D., Virginia Assistant Professor, School of Teacher Polytechnic Institute and State Univer- Education and Leadership; B.A., sity Brigham Young University; M.A., West Virginia University; M.Ed., University of Jacobsen, Laura Houston; Ph.D., University of Virginia Associate Professor of Mathematics Education; B.S., ; M.S., Htay, Maung Ph.D., Virginia Polytechnic Institute and Professor of Information Technology; State University B.S., Rangoon University; M.S., Univer- sity of London; M.S., Rangoon Univer- James, Clarity sity; Ph.D., Louisiana State University Professor of Music and Director of Hudgins, Cathy Opera Workshop; B.M., University of Wyoming; M.M., Indiana University Assistant Professor of Counselor Edu- cation; B.A., University of Texas at San James, Jane Antonio; M.A., University of Tennessee; Ph.D., Virginia Polytechnic Institute and Instructor, School of Teacher Educa- State University tion and Leadership; B.S., M.S., Radford University; Ed.D., Virginia Polytechnic Hudson, Melissa Institute and State University Instructor of Communication Sciences Jaronski, Walter S. and Disorders; B.S., West Virginia Uni- versity; M.S., Radford University Chairperson and Professor of Physical Science; B.S., St. Peter’s College; M.S., Hundley, Jane Carter University of Maryland; Ph.D., Florida Instructor of Social Work; B.A., Univer- State University Graduate College Faculty sity of Wisconsin; M.A., University of 292 Oklahoma Jennings, Samuel R. Kats, Nitza Instructor of Media Studies/School of Associate Professor of Music; M.F.A., Communication; B.A., B.A., Mary Bald- Teaching Certificate, Artist Diploma, win College; M.A., Virginia Polytechnic Rubin Academy of Music, Jerusalem; Institute and State University M.F.A., University of Minnesota

Johnston, Matthew W. Kaushik, Abhay Professor of Art; B.A., Yale University; Assistant Professor of Finance; B.S., M.A., Ph.D., University of Chicago University of Delhi; M.S., Ph.D., Florida Atlantic University. Jones, Franklin Professor of Chemistry and Physics; Kelly, Kathryn H. B.A., Appalachian State University; Professor of English; B.A., M.A., Virgin- M.Ed., University of North Carolina; ia Polytechnic Institute and State Uni- Ed.D., University of Georgia versity; Ph.D., Florida State University

Jones, Jennifer Kennan, William R. Associate Professor, School of Teacher Associate Vice Provost for Academic Education and Leadership; B.A., Blue- Affairs and Professor of Communica- field College; M.Ed., Ed.D., University of tion; B.A., M.A., University of Arkansas; Virginia Ph.D., University of Oklahoma

Jones, Joseph, R. Kennelly, Patrick J. Assistant Professor of Education; B.S., Instructor of Music; B.M., M.M., Uni- University of Alabama at Birmingham; versity of North Texas Ph.D., University of Rochester Kessler, Kendall Jordan, Kathryn Assistant Professor of Art; B.A., Virginia Professor of Counselor Education; B.A., Polytechnic Institute and State Univer- College of William and Mary; M.S., Rad- sity; M.F.A., Radford University ford University; Ph.D., Virginia Polytech- nic Institute and State University King, Joseph S. Director of Honors Academy and Pro- Just, Gloria fessor of Psychology; B.S., M.S., Ph.D., Professor of Nursing; B.S., Upsala Col- Virginia Polytechnic Institute and State lege; Ed.M., M.A., Teachers College of University Columbia University; Ph.D., New York University King-Ingham, Alice Associate Professor of Social Work and Kasturi, Prahlad B.S.W. Coordinator; B.S., M.S.W., Syra- Professor of Economics; B.S., Andhra cuse University; Ph.D., State University Pradesh Agricultural University, Hyder- of New York at Albany abad – India; M.S., Ph.D., University of Graduate College Faculty Hawaii 293 Kingma, Lora Langrehr, Donald B. Instructor of Communication Sciences Associate Professor, School of Teacher and Disorders; B.S., M.S., Radford Uni- Education and Leadership; B.A., M.S., versity New Jersey City University; Ph.D., Florida State University Kizner, Scott Instructor, School of Teacher Educa- Lanter, Elizabeth tion and Leadership; B.A., Baruch Assistant Professor of Communication College - City University of New York; Sciences and Disorders; B.S., Towson Ed.S., James Madison University; Ph.D., University; M.S., California University Virginia Polytechnic Institute and State of Pennsylvania; M.S., Northwestern University University of Evanston; Ph.D., Univer- sity of North Carolina-Chapel Hill Klein, Joseph Instructor of Counselor Education; B.A., LaRue, Laura Evergreen State College; M.S., Radford Assistant Professor, School of Nursing; University B.S., M.S., Virginia Commonwealth University Knipe, James Professor Emeritus of Art; B.A., Western Leake, Valerie S. Washington State University; M.F.A., Assistant Professor of Psychology; B.S., University of Minnesota Ed.D., University of Georgia; M.S., Ph.D., University of Kentucky Kolenbrander, Ronald W. Professor, School of Teacher Education Lee, Eunyoung and Leadership; B.A., Southwest State Associate Professor of Nursing; B.S.N., University; M.A., Emporia State Univer- M.S.N., Yonsei University; Ph.D., sity; M.A., Ph.D., Kansas State University University of California Kopf, Jerry, Professor of Management; B.S.B.A., M.B.A., Ph.D., University of Lee, Hwajung Arkansas Assistant Professor of Information Tech- nology; B.S., Duksung Women’s Krajnik, Shelia University; M.S., Yonsei University; Instructor of Occupational Therapy; Ph.D., George Washington University B.S., University of Wisconsin-Milwau- kee; M.S., Boston University LeShock, Edward Assistant Professor of Art; B.A., B.S., Kuennecke, Bernd H. Penn State University; M.Ed., Temple Chairperson and Professor of Geog- University, Tyler School of Art raphy; B.A., Universitaet Regensburg; M.A., University of Oregon; Ph.D., Lewis, Deborah Universitaet Regensburg Instructor of Social Work, B.A.S.W., University of Southern Maine; M.S.W., Graduate College Faculty University of Maine 294 Lewis, John Lowrance, April Professor of Information Technology; Instructor of Communication Sci- B.S., M.S., Ph.D., Virginia Polytechnic ences and Disorders; B.S., Georgia State Institute and State University University; M.S., East Tennessee State University Ligon, Julie Instructor, School of Teacher Education Luketic, Christine and Leadership; B.F.A., M.S., Radford Instructor, School of Teacher Education University; Ph.D., Virginia Polytechnic and Leadership; B.A., M.P.A., The Ameri- Institute and State University can University; Ph.D., Virginia Polytech- nic Institute and State University Linkous, Kathleen Professor of Art; B.S., M.F.A., Radford Lythgoe, Michael A. University Professor of Counselor Education; B.A., Virginia Military Institute; M.A., Naropa Lile, Jesse University; Ph.D., Virginia Polytechnic Instructor of Counselor Education; B.S., Institute and State University M.A., Appalachian State University Mabry, Jennifer Linville, Raymond N. Assistant Professor of Psychology; B.S., Dean of the Waldron College of Health James Madison University; M.Ed., Uni- and Human Services; B.A., M.S., East versity of North Carolina-Chapel Hill; Carolina University; Ph.D., University of Ed.D., University of Virginia Iowa MacDonald, Beth Lips, Hilary M. Instructor, School of Teacher Education Chairperson and Professor of Psychol- and Leadership; B.A., State University of ogy, Director of Center for Gender Stud- New York; M.A.E.D., Ph.D., Virginia Tech ies; B.A., University of Windsor; M.A., Ph.D., Northwestern University Machado-Escudero, Yolanda Instructor of Social Work; B.S.W., Lollar, James M.S.W., University of Puerto Rico Chairperson and Associate Professor of Marketing; B.S., M.A., Ph.D., University Mahin, Bruce P. of Alabama Director of Center for Music Technology and Professor of Music; B.M., West Vir- LoPresto, Kevin ginia University; M.M., Northwestern Assistant Professor, School of Teacher University; D.M.A., The Peabody Insti- Education and Leadership, B.A., State tute of The Johns Hopkins University University of New York - Geneseo; M.A., State University of New York - Albany; Manizade, Agida, G. Ph.D., University of Texas at Austin Assistant Professor, Department of Mathematics and Statistics, B.S., M.S., Graduate College Faculty Baku State University; Ph.D., University 295 of Virginia Manns, Gloria McGoldrick, Angela Instructor of Social Work; B.S., Ten- Instructor of Counselor Education; B.S., nessee State University; M.S.W., Smith University of Michigan; M.S., Radford College for Social Work University

Margheim, Dale E. McGraw, Pamela Instructor, School of Teacher Education Instructor of Art; B.S., M.S., Radford and Leadership; B.A., English; M.A., University Ed.D., Virginia Polytechnic Institute and State University Mekolichick, Jeanne Associate Professor of Sociology; B.A., Marion, Michael W., Jr. Northwestern University; Ph.D., Wayne Professor of Counselor Education; B.A., State University M.A., San Diego State University; Ed.D., University of Southern California Menendez, Jose M. Assistant Professor of Mathematics and Martin, C. Novel Statistics; B.S., Louisiana State Univer- Instructor, Department of Accounting, sity; M.S., Ph.D., Virginia Polytechnic Finance and Business Law; B.S., Radford Institute and State University University; M.B.A., Virginia Polytechnic Institute and State University Mesmer, Eric M. Associate Professor of Psychology; B.S., Mathews, Carolyn James Madison University; M.A./C.A.S., Professor of English; B.A., Radford Uni- Appalachian State University; Ed.S., versity; M.S., Virginia Polytechnic Insti- Ph.D., University of South Florida tute and State University; M.A., Ph.D., University of North Carolina-Greensboro Miear, Laura Instructor of Occupational Therapy; McClung, Jessica B.S., King College; M.S., The University Instructor, School of Teacher Education of North Carolina at Chapel Hill and Leadership; B.S., M.Ed., East Ten- nessee State University; Ed.D., Virginia Millar, Diane C. Polytechnic Institute and State University Associate Professor of Communication Sciences and Disorders; B.S., McMaster McCracken, Robert C. University; Ph.D., Pennsylvania State Assistant Professor, School of Teacher University Education and Leadership; B.S., Califor- nia State College; M.A., C.A.G.S., Ed.D., Miller, Kathleen Virginia Polytechnic Institute and State Instructor of Social Work; B.S., Univer- University sity of Massachusetts; M.S.W., Radford University McFeature, Bill Professor of Counselor Education; B.S., Minarik, Darren William Graduate College Faculty M.S., East Tennessee State University; Instructor, School of Teacher Education and 296 Ph.D., Capella University Leadership; B.A., M.Ed., Auburn University Mitchell, Douglas M. O’Connor, Joseph John Chair and Professor of Occupational Assistant Professor of Art; B.S., Virginia Therapy; B.S., Eastern Michigan Uni- Polytechnic Institute and State Univer- versity; M.S., Wayne State University; sity; M.S., Radford University Ph.D., Barry University Okie, Edward Mitchell, Kathy Professor of Information Technology; Associate Professor of Interior Design B.S., Carnegie Mellon University; M.S., and Fashion; B.S., M.S., University of Ph.D., Virginia Polytechnic Institute and Tennessee; Ph.D., Virginia Polytechnic State University Institute and State University Onega, Lisa Moore, Sandra J. Professor of Nursing; B.S.N., Radford Professor and Director, School of Teach- University; M.S.N., F.N.P., Ph.D., Uni- er Education and Leadership; B.S., Ohio versity of Virginia University; M.A., Ed.D., Virginia Poly- technic Institute and State University Orlov, Alexei G. Associate Professor of Economics; B.S., Morrison, Kristan A. Moscow State Civil Engineering Univer- Associate Professor, School of Education sity; M.A., University of Virginia; Ph.D., and Teacher Leadership; B.A., Westmin- University of Virginia ster College; M.A., Wake Forest Univer- sity; M.A.E.D., Wake Forest University; Owen, Stephen Ph.D., University of North Carolina- Associate Professor of Criminal Justice; Greensboro B.S., Southeast Missouri State Univer- sity; M.A., Ph.D., University of Missouri Mullenbach, Kereen at St. Louis Associate Professor of Nursing; B.S., M.S., Loyola University; M.B.A., Averett Pack, Alison College; Ph.D., Loyola University Associate Professor of Art; B.S., Ap- palachian State University; M.F.A., East Mullins, Billie Tennessee State University Instructor, School of Teacher Educa- tion and Leadership; B.S., University of Park, Boyoung Virginia; M.S., Radford University Associate Professor, School of Teacher Education and Leadership; B.A., Ewha Myers, Brian Women’s University; M.A., Ph.D., Uni- Instructor, School of versity of Georgia Teacher Education and Leadership; B.A., M.S., Mount Saint Mary College Paynter, Clara Instructor of Social Work; B.S., Virginia Napolitano, Frank State University; M.S.W., Radford Uni- Assistant Professor of English; B.A., versity Graduate College Faculty Merrimack College; M.A., Ph.D., Uni- 297 versity of Connecticut Pendarvis, John F. Poland, Michelle Instructor of Social Work; B.A., Texas Professor of Music; B.M., James Madi- Christian University; M.S., University of son University; M.M., University of Texas at Arlington North Carolina-Greensboro; D.M.A., University of North Carolina Pennix, James Director of Admissions Poland, Timothy C. and Instructor of Social Work; B.S., Professor of English; B.A., Ohio Universi- Roanoke College; M.S.W., Radford Uni- ty; M.A., Ph.D., Georgia State University versity Porter, Daniel Phillips Johnathan Professor of Psychology; B.S., Old Do- Instructor of Nursing; B.S., Virginia minion University; M.S., Ph.D., Virginia Commonwealth University; M.S.N., Old Polytechnic Institute and State University Dominion University; M.S., Radford University Price, Wanda Instructor, School of Teacher Education Philpot, Eloise and Leadership; B.A., Warner Pacific Associate Professor of Art; B.F.A., College; M.S., Radford College; Ed.D., Memphis Academy of Arts; M.A., New Virginia Polytechnic Institute and State School for Social Research; Ph.D., Mis- University sissippi State University Pritchett, James Pierce, Thomas W. Instructor of Social Work; M.S.W., Rad- Professor of Psychology; B.A., McGill ford University; B.S., Wingate College University; Ph.D., University of Maine Ramsey, Anthony Pitonyak, Cynthia Assistant Professor of Nursing; B.S., Instructor, School of Teacher Education M.S., Radford University and Leadership; B.S., Appalachian State University; M.S., Radford University Ratcliffe, William Instructor of Art; B.F.A., M.F.A., Rad- Pittges, Jeff ford University Assistant Professor of Information Tech- nology; B.S., University of Illinois; M.S., Ray, Andrew Ph.D., Georgia Institute of Technology Assistant Professor of Information Tech- nology; B.S., M.S., Ph.D., Virginia Poly- Pokorski, James A. technic Institute and State University Assistant Professor of Management; B.A., University of Texas at San Anto- Reilly, Nora P. nio; M.S., Creighton University; Ph.D., Associate Dean of the College of Gradu- Virginia Polytechnic Institute and State ate and Professional Studies and Profes- University sor of Psychology; B.A., Stonehill Col- Graduate College Faculty lege; Ph.D., Dartmouth College 298 Ren, Michele Romano, Lewis Assistant Professor of English; B.A., Instructor, School of Teacher Education M.S., Radford University; Ph.D., Wash- and Leadership; B.S., Atlantic Christian ington State University College; M.Ed., Virginia Common- wealth University; Ed.D., Virginia Poly- Riding-Malon Ruth technic Institute and State University Assistant Professor of Psychology; B.A., Ed.S., Ph.D., University of Kentucky Rose, Clarence C. Professor of Finance; B.S., Ferris State Riebe, Jenice University; M.B.A., Central Michigan Instructor of Music; B.M., Oberlin University; Ph.D., Virginia Polytechnic College Conservatory of Music; M.M. Institute and State University University of Minnesota Rose, Dana Ring, Deborah Associate Professor, School of Teacher Instructor, School of Nursing; B.S., Uni- Education and Leadership; B.A., Okla- versity of Virginia; M.A., University of homa Baptist University; M.S., George Northern Colorado Peabody College of Teachers; Ph.D., Virginia Polytechnic Institute and State Robbins, Holly University Associate Professor, School of Teacher Education and Leadership; B.A., M.A., Rossi, Patricia University of North Carolina-Charlotte; Instructor of Communication Sciences Ph.D., University of North Carolina- and Disorders; B.A., M.S., University of Greensboro Arizona; CCC-SLP, University of Virginia Roberts, Ann Mary Associate Professor, School of Teacher Roybark, Helen M. Education and Leadership; B.S., Virginia Assistant Professor of Accounting, Finance Polytechnic Institute and State Univer- and Business Law; B.A., Saint Leo College; sity; M.S., Radford University; Ph.D., M.S., Old Dominion University; Ph.D., Virginia Polytechnic Institute and State Virginia Commonwealth University University Salam, Halide Robinson, Tammy Professor of Art; B.A., Government Associate Professor of Interior Design Girls’ College, Chittagong, Bangladesh; and Fashion; B.S., Berry College; M.S., M.A., New Mexico Highlands Univer- Ph.D., Virginia Polytechnic Institute and sity; Ph.D., Texas Tech University State University Saleh, Basel Rogers, Orion J. Assistant Professor of Economics; Dean of the College of Science and B.B.A., Bethlehem University; M.S., The Technology and Professor of Biology; University of North Texas; Ph.D., Kansas Graduate College Faculty B.A., Wake Forest University; Ph.D., State University 299 North Carolina State University Samson, Donald C., Jr. Scartelli, Joseph P. Professor of English; B.A., Cornell Uni- Dean of the College of Visual and Per- versity; M.A., Ph.D., University of North forming Arts and Professor of Music; Carolina B.S., Mansfield University; M.S., Ph.D., University of Miami Sanderl, Robert Assistant Professor of Music; B.M., Scheckler, Rebecca Crane School of Music; M.M., D.M.A., Instructor, Waldron College of Health Eastman School of Music and Human Services; B.S., M.S., Cornell University; M.S., Ph.D., Virginia Poly- Santopietro, George D. technic Institute and State University Professor and Chairperson of Econom- ics; B.A., George Washington University; Schneller, Debora M.S., University of Minnesota; Ph.D., Associate Professor of Social Work; B.A., Virginia Polytechnic Institute and State University of California; M.A., State University University of New York; M.S.W., Smith College School of Social Work; Ph.D., Saperstein, Jeffrey S. Virginia Polytechnic Institute and State Professor of English; B.A., State Uni- University versity of New York at Albany; M.A., Northeastern University; Ph.D., Univer- Schirr, Gary R. sity of New Hampshire Assistant Professor of Marketing; B.S., Miami University; M.S., Carnegie Mel- Sargent-Martin Sheila lon University; Ph.D., University of Instructor, School of Teacher Education Illinois and Leadership; B.A., University of Vir- ginia at Wise; M.S., Radford University Schoenherr-Crump Carolyn Instructor of Counselor Education; Saubert, Lynn A.S., St. Clair Community College; B.S., Professor of Accounting; B.B.A., M.B.A., St. Mary-of-the-Woods College; M.A., Ph.D., University of Wisconsin Western Michigan University

Saubert, R. Wayne Schoppelrey, Susan Professor of Accounting; B.S., University Associate Professor of Social Work; B.A., of Kansas; M.Acct., Virginia Polytech- Angelo State University; M.S.W., Our nic Institute and State University; J.D., Lady of the Lake University; Ph.D., The Drake University Law School University of Texas at Austin

Scarfe, Michelle Schulz, Jonathan Instructor of Communication Sciences Instructor, School of Teacher Education and Disorders; B.S., M.S., Radford Uni- and Leadership; B.A., M.A., Virginia versity Polytechnic Institute and State University Graduate College Faculty

300 Scott, William R. Shelor, Terri Assistant Professor of Counselor Educa- Instructor, Communication Sciences tion; B.A., Mary Washington College; and Disorders; B.S., M.S., Radford Uni- M.A., Vermont College of Norwich versity University; Ph.D., Virginia Polytechnic Institute and State University Shelor-Rogers, Malinda Instructor of Social Work; B.S.W., Scott-Webber, Lennie M.S.W., Virginia Commonwealth Uni- Chairperson and Professor of Interior versity Design and Fashion; B.F.A., University of South Florida; M.S., Ph.D., University Sheppard, Sharon of Tennessee Instructor, School of Teacher Educa- tion and Leadership; B.A., West Virginia Secreast, Donald F. Wesleyan College; M.S., Radford Uni- Professor of English; B.A., M.A., Ap- versity palachian State University; M.A., Johns Hopkins University; M.F.A., Ph.D., Uni- Sheridan, Kim versity of Iowa Instructor, School of Teacher Education and Leadership; B.A., University of Il- Sellers, Charlotte linois; M.S., Radford University Instructor, School of Teacher Education and Leadership; B.A., M.A., Ed.D., Vir- Sherman, Greg ginia Polytechnic and State University Associate Professor, School of Teacher Education and Leadership; B.A.Ed., Sellers, James M.Ed., Ph.D., Arizona State University Instructor, School of Teacher Educa- tion and Leadership; B.A., M.A., Ed.D., Shing, Chen-Chi Virginia Polytechnic Institute and State Associate Professor of Information University Technology; B.S., National Cheng Kung University; M.S., Ph.D., Virginia Poly- Seyfrit, Carole L. technic Institute and State University Professor of Sociology; B.A., Indiana Institute of Technology; M.S., Utah State Shockley, T. Jeff University; Ph.D., University of Maryland Assistant Professor of Management; B.A., ; M.B.A., Shareef, Reginald A.T. Eller School of Management; Ph.D., Professor of Political Science; B.S., Clemson University M.Ed., Virginia State University; M.Ad., Lynchburg College; Ph.D., Virginia Poly- Shoemaker, Patricia B. technic Institute and State University Dean of the College of Education and Human Development; Associate Pro- Shelor, Kathaleen M. fessor of Education; B.M.E., St. Mary’s Instructor, School of Teacher Educa- College; B.A., M.A., Ph.D., University of Graduate College Faculty tion and Leadership; B.S., M.S., Radford South Florida 301 University Sidden, Sabrina R. Squires, Gail Instructor of Social Work, B.S.W., Instructor of Communication Sciences M.S.W., Radford University and Disorders; B.S., M.A., Trenton State College Sigmon, Neil Associate Professor of Mathematics and Srinivas, Sumati Statistics; B.S., M.S., Ph.D., North Caro- Associate Professor of Economics; Ph.D., lina State University University at Albany

Sinclair, Michael Stackpole-Hodges, Christene Instructor of Social Work; B.S., State Instructor of Communication Sciences University of New York College at Old and Disorders; B.A., Marshall Univer- Westbury; M.S.W., Columbia University sity; B.S., M.S., West Virginia University Stafford, Parker, Instructor of Art; B.A., Siyufy, Alex Berea College; M.F.A., University of Assistant Professor of Physical Therapy; Southern Illinois B.S., Duquesne University; D.P.T., Uni- versity of Pittsburgh Stallard, Melissa Instructor of Art; B.F.A., East Tennessee Slusher, Jennifer J. State University; M.F.A., Columbia College Professor of Counselor Education; B.S., Longwood College; M.S., Radford Stanton, Angela University; Ph.D., Virginia Polytechnic Associate Professor of Marketing; B.S., Institute and State University M.B.A., Ph.D., Old Dominion University

Smith, Eberle Stanton, Wilbur W. Instructor of Social Work; B.A., Roanoke Professor of Marketing; B.B.A., M.B.A., College; M.S.W., Virginia Common- M.D.S., Ph.D., Georgia State University wealth University Steele, Jenessa Smith, Becker Sidney Associate Professor of Psychology; B.A., Assistant Professor of Mathematics; B.S., Winona State University; M.A., Ph.D., M.S., Central Washington University; West Virginia University Ph.D., University of Colorado Steigerwald, Fran J., Smith, Kenneth Associate Professor of Counselor Edu- Assistant Professor of Art; B.A., Univer- cation; B.S.E., St. John’s College; M.Ed., sity of Tennessee; M.A., Syracuse Uni- Cleveland State University; Ph.D., Ohio versity; M.F.A., University of Hartford State University

Smith, Lauren Stewart, Elizabeth Assistant Professor of Communication Professor of Communication Sciences Sciences and Disorders; B.A., Mary and Disorders; B.S.Ed., M.Ed., Univer- Graduate College Faculty Washington College; Au.D., Ph.D., East sity of Georgia 302 Carolina University Stewart, Jill S. Templeton, Dennie Chairperson and Professor of Mathemat- Director of Emergency Preparedness; ics and Statistics; B.S., Georgia Southern B.S., Southern Illinois University; M.S., College; M.S., Ph.D., Virginia Polytechnic Ph.D., University of Georgia Institute and State University Thakkar, Maneesh Strauss, Sarah Assistant Professor of Marketing; Professor of Nursing; B.S., University of B.Com. Maharaja Sayajirao; M.B.A., Gu- Texas; M.S., University of Florida; Ph.D., jarat University; Ph.D., Baruch College University of Washington Toh, Kiertisak Stump, Christie Assistant Professor of Economics; B.S., Instructor of Communication Sciences M.A., Ph.D., University of Maryland and Disorders; B.S., M.S., Radford Uni- versity Toliver-Hardy Sharon, Instructor of Swanson, Edward Social Work; B.S.W., M.S.W., Radford Professor of Physical Therapy; B.S., University Trenton State College; M.Ed., Springfield College; M.B.A., Western New England Tong, Hsin-Min College; Ed.D., Walden University Professor of Marketing; B.S., Tunghai University; M.S., Fort Hays Kansas State Talbot, Patricia University; Ph.D., University of Nebraska Assistant Professor, School of Teacher at Lincoln Education and Leadership; B.A., M.A., Ed.D., Virginia Polytechnic Institute and Trent, Robert S. State University Professor of Music; B.M., Philadelphia College of Performing Arts; M.A., Tren- Taylor, Catherine ton State College; D.M.A., The Peabody Professor of Counselor Education; B.A., Institute of the Johns Hopkins University Pennsylvania State University; M.S., ; Psy.D., Chestnut Triplett, Cheri Hill College Associate Professor, School of Teacher Education and Leadership; B.A., Mer- Taylor, Lynne edith College; M.A., Appalachian State Assistant Professor of Social Work; University; Ph.D., University of Georgia B.G.S., Furman University; M.S.W., Ph.D., University of South Carolina Tso, Jonathan L. Associate Professor of Geology; B.S., Taylor, Peter A. State University of New York at Stony Instructor of Art; B.A., Grand Valley Brook; M.S., Ph.D., Virginia Polytechnic State University; M.F.A., Central Michi- Institute and State University gan University Graduate College Faculty

303 Turner, Matthew Wagner, Melinda B. Assistant Professor of Media Studies; B.A., Professor of Anthropology; B.A., Purdue Virginia Polytechnic Institute and State University; Ph.D., University of Michigan University; M.A., Ph.D., Ohio University Waldron, Claire M. Tyler, Brenda-Jean Professor of Communication Sciences Assistant Professor, School of Teacher and Disorders; B.A., M.A., University of Education and Leadership; B.A., Dickin- Missouri-Columbia; Ph.D., Virginia Poly- son College; M.Ed., Ph.D., University of technic Institute and State University Texas at Austin Washenberger, Michelle Uppuluri, Premchand Instructor of Communication Sciences and Associate Professor of Information Disorders; B.S., M.S., Radford University Technology; B.E., Osmania University; Wallace, Tamara M.S., Iowa State University; Ph.D., State University of New York Assistant Professor, School of Teacher Education and Leadership; B.A., M.A., Van Noy, Richard G. Ph.D., Virginia Polytechnic Institute and Associate Professor of English; B.A., the State University Colorado College; M.A., Western Wash- Walter, Margo ington University; Ph.D., Case Western Instructor of Counselor Education; B.A., Reserve University Virginia Wesleyan College; M.Ed., Virginia Polytechnic Institute and State University Van Patten, Isaac T. Professor of Criminal Justice; B.A., Wawrzycka, Jolanta W. Hampden-Sydney College; M.Ed., Bos- Professor of English; B.A., M.A., Univer- ton University; Ph.D., Virginia Polytech- sity of Wroclaw, Poland; Ph.D., Southern nic Institute and State University Illinois University

Vandsburger, Etty Webster, Lisa Baker Associate Professor of Social Work; Assistant Professor of Communication; B.S.W., Haifa University; M.S.W., Rut- B.A., University of Virginia’s College gers University; Ph.D., Virginia Com- at Wise; M.A., University of Alabama; monwealth University Ph.D., Bowling Green State University

Vaught, Holley Webster-Garrett, Erin Instructor of Communication Sciences Associate Professor of English; B.A., and Disorders; B.S., James Madison Uni- University of Richmond; M.A., Virginia versity; M.S., Radford University Commonwealth University; Ph.D., Uni- versity of Denver Vehorn, Charles Assistant Professor of Economics; B.A., Weirr, Timothy University of Notre Dame; M.A., Uni- Professor of Music; B.M., Canberra School Graduate College Faculty versity of Arkansas; Ph.D., The Ohio of Music; M.M., Florida International 304 State University University; Ph.D., University of Miami Weisz, Virginia Wojtera, Allen F. Assistant Professor of Nursing; B.S.N., Chairperson and Professor of Music; Capital University; M.S., Medical Col- B.S., Central Connecticut State Univer- lege of Virginia, Virginia Common- sity; M.M., Northwestern University wealth University Woods, Daniel R. Werth, James L., Jr. Assistant Professor of English; B.S., Professor of Psychology; B.S., Texas M.A., Radford University; M.A. Ed., Christian University; M.L.S., University Virginia Polytechnic Institute and State of Nebraska; Ph.D., Auburn University University

White, Christopher Xiong, Tingyao Assistant Professor of Music; B.M., Cali- Assistant Professor, of Mathematics and fornia State University; M.M., University Statistics; B.A., Nanjing University; M.S., of Louisiana Ph.D., Michigan State University

Whiting, Mark Yang, Wei-Chi Assistant Professor of Psychology; B.S., Professor of Mathematics and Statistics; Radford University; M.S., Ph.D., Vir- B.S., Chung Yuan University; M.A., ginia Commonwealth University Ph.D., University of California

Wilder, Paula Yao, Shuo Instructor of Counselor Education; Assistant Professor of Communication; B.A., Mount Holyoke College; M.A., B.A., M.A., Beijing University; Ph.D., Columbia University Teachers College; University of Maryland M.S.O.D., American University; Ed.D., Boston University Young, Wesley Associate Professor, School of Dance Williams, Brenda B. and Theater; B.A., Western Kentucky; Instructor of Music; B.M., M.M., More- M.A., University of Alabama head State University Zarankin, Tal Williams, Robert Assistant Professor of Management; Associate Professor of English; B.A., LL.B., The College of Management; William and Mary University; M.A., LL.M, Bar-Ilan University; LL.M., Ph.D., Ph.D., Virginia Polytechnic Institute and University of Missouri State University Zoch, Lynn M. Willner, Jeffrey Director School of Communication Professor of Psychology; B.A., University Studies and Professor of Communica- of Massachusetts; M.A., Ph.D., Dalhou- tion; B.A., St. Lawrence University; M.S., sie University Ph.D., Syracuse University

Witkowsky, Paul W. Zuschin, David A. Professor of English; B.A., Swarthmore Associate Professor of Music History; Graduate College Faculty College; M.A., Ph.D., University of B.M., Kent State University; M.M., Yale 305 North Carolina University; Ph.D., Kent State University Index A C

Academic Calendar 3 Calendar 3 Academic Colleges 72 Campus 10 Academic Organization 12 Campus Life 60 Academic Programs 79 Cap and Gown Charges 30 Academic Terminology 79 Categories of Graduate Academic Year 12 Study 14 Accelerated Bachelor’s/ Center for Counseling and Master’s Degree 50 Student Development 65 Accreditation and Center for Diversity Memberships 11 and Inclusion 22 Admission 14 Center for Economic Admission Procedures 14 Education 72 Admission Status 17 Center for Gender Studies 129 Advisors 43 Certificate, Post- Advising 43 Baccalaureate 28 Application Checklist 21 Change of Program 49 Application Fee 30 Checklist 21 Appalachian Studies Class Attendance 42 Certificate 79 Classifications of Application for Degree 59 Admission Status 17 Application Requirements 24 Clinical Nurse Specialist 112 Applied Music Fee 30 Clinical Psychology 126 Applying for Financial Aid 36 Codes and Polices 53 Art 81 College of Business and Auditing Courses 57 Economics 72 Autism Studies Certificate 158 College of Education Awards 55 Human Development 73 College of Health and Human Services 74 B College of Humanities and Behavioral Board and Administration 280 Sciences 72 Business Administration College of Science (MBA) 83 and Technology 75 Business and Economics 72 College of Visual and Performing Arts 74

Index Colleges 72 Commencement 59 306 Commencement Costs 30 E Communication Sciences and Disorders 85 Ed.S. Degree 136 Community Counseling 92 Education 144 Commuting Student Education and Human Services 62 Development 73 Comprehensive Educational Leadership 150 Examination 56 Educational Leadership Computer Labs 68 Certificate 152 Conditional Admission 17 Educational Specialist Conduct Code 42 Degree 136 Content Area Studies Educational Technology 148 Concentration 144 Educational Technology Continuous Enrollment 49 Certificate 149 Corporate and Professional English 101 Communication 89 Exception to Academic Correspondence Credit 50 Policies 59 Counseling and Human Exceptions to Withdrawals 53 Development 92 Experimental Psychology 133 Counseling Psychology 126 Expenses 29 Course Descriptions 161 Course Prefix Index 161 Courses of Study 79 F Crime Analysis Certificate 100 Faculty 282 Criminal Justice 98 Faculty Advisors 43 Criminal Record 31 Family Education Curriculum and Instruction Rights and Privacy Act 57 Concentration 147 Family Nurse Practitioner 112 Family Nurse Practitioner Certificate 114 D Fees 30 Final Comprehensive Degree Requirements 48 Examination 56 Degrees Offered 4 Financial Aid 36 Dining Services 66 Financial Support 39 Directed Study 54 Financial Aid Eligibility 36 Disability Resource Office 64 Five Hundred Level Disbursement of Courses 50 Financial Aid 36 Five-Year M.S. in Dissertation 54 Education 148 Dissertation Binding Fee 30 Five-Year M.S. in D.N.P. Program 112 Special Education 157

Index D.P.T. Program 124 Full-Time Status 46 307 G I

Gender Studies 129 Identification Cards 70 General Information 9 In-State Tuition 29 Gerontological Nursing 112 Incomplete Grades 45 Gerontological Nursing Industrial-Organizational Certificate 115 Psychology 134 Good Standing 53 Information Center 60 Grade Appeals 46 International Student Grade Changes/Corrections 46 Admission 23 Grading System 44 International Education 23 Graduate Assistantships 39 Internships 47 Graduate Committee 43 ISAC 24 Graduate Degrees 4 Graduate Faculty 282 Graduate Enrollment L Checklist 21 Graduate Recital 54 Learning Assistance Center 62 Graduate College Goals 6 Leave of Absence 53 Graduate College Mission 6 Library 68 Graduate College Licensed Professional Objectives 7 Counselors 93 Graduate Credit for Licensure, Initial Teacher 154 Seniors 50 Loans 38 Graduate College 5 Literacy Education 152 Graduation Policy 58 Location and Campus 10 Grievance Procedure 47 Lost and Found 71 H M

Health and Human Master of Business Services 74 Administration 83 Health Center 65 Master of Fine Arts 81 Highlander Theme 11 Mathematics Education 146 History of Radford 9 Mathematics Education Honor Code 79 Certificate 146 Honor System 42 Meal Plans 67 Humanities and Memberships 11 Behavioral Sciences 72 Minority Student Services 63 Hurlburt Hall 10 Mission 6 Music 107 Music Pedagogy Certificate 110 Index Music Therapy 110 308 N Probation and Dismissal 53 Professional Licensure 14 Non-Degree Applications 16 Psy.D. Program 126 Non-Degree Students 19 Psychology 126 Non-Discrimination Policies 13 Notification of Admission 17 Nurse Midwifery 112 R Nursing 112 Nursing Practice Records and Reports of Program (D.N.P.) 112 Students 57 Recreational Activities 60 Reduced Tuition 31 O Refund of Charges 32 Regular Admission 17 Occupational Therapy 120 Repetition of Courses 45 Off-Campus Housing 63 Residence Hall Off-Campus Student Assistantships 39 Services 62 Responsibility for Out-of-State Tuition 29 Payment 30 Overload Fee 30 Retention Policies 53 Rights of Financial Aid Recipients 37 P Roanoke Higher Education Center 13 Parking 63 RU Express Card 71 Parking Fee 30 Participation in Commencement 59 Pass-Fail Courses 45 S Payment of Fees 30 Post-Master’s Family School Counseling 96 Nurse Practitioner 114 School Psychology 136 Physical and Mental Science and Technology 75 Health Services 64 Second Master’s Degree 57 Physical Therapy Senior Enrollment 32 Program (D.P.T.) 124 Social Work 141 Post-Baccalaureate Southwest Virginia Certificate 28 Higher Education Center 13 Post Office 71 Special Education 153 Practica/Internships 47 Speech and Hearing Preliminary Comprehensive Clinic 66 Examination 56 Speech and Language Presidents 10 Pathology 85

Index Privacy Act 57 Student Center 60 Probation or Parole 31 Student Conduct Code 42 309 Student Responsibility 41 V Student Services 61 Summer Session Fees 30 Vending Services 71 Summer Sessions 46 Virginia Educators Tuition Supporting Courses 49 Rate 31 Visual and Performing T Arts 74 W Teacher Education and Leadership 144 Waldron College of Health Teacher Licensure, and Human Services 74 Initial 154 Walker Technology Technology Services 67 Center 68 Thesis 54 War/Public Service Thesis Committee 54 Orphans 32 Thesis Defense 56 Withdrawal Procedures 52 Thesis Binding Fee 30 Work Programs 39 Time Limit 57 Work Study 39 Transfer of Credit 49 Tuition Payment Plans 31 U

Undergraduate Deficiencies 48 Unpaid Fees or Fines 31 Index

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